Aijrhass vol1 print 3 by iasir journals

ISSN (Print): 2328-3734 ISSN (Online): 2328-3696 ISSN (CD-ROM): 2328-3688

Issue 7, Volume 1 & 2 June-August, 2014

American International Journal of Research in Humanities, Arts and Social Sciences

International Association of Scientific Innovation and Research (IASIR) (An Association Unifying the Sciences, Engineering, and Applied Research)

STEM International Scientific Online Media and Publishing House Head Office: 148, Summit Drive, Byron, Georgia-31008, United States. Offices Overseas: India, Australia, Germany, Netherlands, Canada. Website: www.iasir.net, E-mail (s): iasir.journals@iasir.net, iasir.journals@gmail.com, aijrhass@gmail.com

PREFACE We are delighted to welcome you to the seventh issue of the American International Journal of Research in Humanities, Arts and Social Sciences (AIJRHASS). In recent years, advances in science, engineering, formal, applied and natural sciences have radically expanded the data available to researchers and professionals in a wide variety of domains. This unique combination of theory with data has the potential to have broad impact on educational research and practice. AIJRHASS is publishing high-quality, peer-reviewed papers covering topics such as Business administration, Management, Marketing, Finance, Economics, Banking, Accounting, Human resources management, Entrepreneurship, Relationship management, Risk management, Retail management, Linguistics, International relations, Anthropology, Archaeology, Sociology, International business, Tourism and hospitality management, Law, Psychology, Corporate governance, Education, Ethics, Geography, History, Industrial relations, Information science, Library science, Media studies, Philosophy, Political science, Public administration, Sociology, Social welfare, Literature, Performing arts (music, theatre and dance), Religious studies, Women studies, Production and operations management, Organizational behavior and theory, Strategic management & policies, Statistics and Econometrics, Technology and innovation, Management information systems and other closely related field in the disciplines of arts, humanities and social sciences.

The editorial board of AIJRHASS is composed of members of the Teachers & Researchers community who are enthusiastically involved in the systematic investigation into existing or new knowledge to discover new paths for maintaining a strong presence in the arts, the humanities and the social sciences which can easily be coupled with the information and communication technologies. These fields respect objective and logical reasoning to optimize the impact of research in social, economic and cultural, quality of life to understand the advancements in humanities, arts and social sciences. These fields are the pillars of growth in our modern society and have a wider impact on our daily lives with infinite opportunities in a global marketplace. In order to best serve our community, this Journal is available online as well as in hard-copy form. Because of the rapid advances in underlying technologies and the interdisciplinary nature of the field, we believe it is important to provide quality research articles promptly and to the widest possible audience.

We are happy that this Journal has continued to grow and develop. We have made every effort to evaluate and process submissions for reviews, and address queries from authors

and the general public promptly. The Journal has strived to reflect the most recent and finest researchers in the fields of humanities, arts and social sciences. This Journal is completely refereed and indexed with major databases like: IndexCopernicus, Computer Science Directory,

GetCITED,

CRCnetBASE,

Google

DOAJ,

SSRN,

Scholar,

TGDScholar,

Microsoft

Academic

WorldWideScience, Search,

INSPEC,

CiteSeerX, ProQuest,

ArnetMiner, Base, ChemXSeer, citebase, OpenJ-Gate, eLibrary, SafetyLit, SSRN, VADLO, OpenGrey, EBSCO, ProQuest, UlrichWeb, ISSUU, SPIE Digital Library, arXiv, ERIC, EasyBib, Infotopia, WorldCat, .docstoc JURN, Mendeley, ResearchGate, cogprints, OCLC, iSEEK, Scribd, LOCKSS, CASSI, E-PrintNetwork, intute, and some other databases.

We are grateful to all of the individuals and agencies whose work and support made the Journal's success possible. We want to thank the executive board and core committee members of the AIJRHASS for entrusting us with the important job. We are thankful to the members of the AIJRHASS editorial board who have contributed energy and time to the Journal with their steadfast support, constructive advice, as well as reviews of submissions. We are deeply indebted to the numerous anonymous reviewers who have contributed expertly evaluations of the submissions to help maintain the quality of the Journal. For this seventh issue, we received 105 research papers and out of which only 35 research papers are published in two volumes as per the reviewersâ&#x20AC;&#x2122; recommendations. We have highest respect to all the authors who have submitted articles to the Journal for their intellectual energy and creativity, and for their dedication to the field of humanities, arts and social sciences.

This issue of the AIJRHASS has attracted a large number of authors and researchers across worldwide and would provide an effective platform to all the intellectuals of different streams to put forth their suggestions and ideas which might prove beneficial for the accelerated pace of development of emerging technologies in formal, applied and natural sciences and may open new area for research and development. We hope you will enjoy this seventh issue of the American International Journal of Research in Humanities, Arts and Social Sciences and are looking forward to hearing your feedback and receiving your contributions.

(Administrative Chief)

(Managing Director)

(Editorial Head)

--------------------------------------------------------------------------------------------------------------------------The American International Journal of Research in Humanities, Arts and Social Sciences (AIJRHASS), ISSN (Print): 2328-3734, ISSN (Online): 2328-3696, ISSN (CD-ROM): 2328-3688 (June-August, 2014, Issue 7, Volume 1 & 2). ---------------------------------------------------------------------------------------------------------------------------

BOARD MEMBERS

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EDITOR IN CHIEF Prof. (Dr.) Waressara Weerawat, Director of Logistics Innovation Center, Department of Industrial Engineering, Faculty of Engineering, Mahidol University, Thailand. Prof. (Dr.) Yen-Chun Lin, Professor and Chair, Dept. of Computer Science and Information Engineering, Chang Jung Christian University, Kway Jen, Tainan, Taiwan. Divya Sethi, GM Conferencing & VSAT Solutions, Enterprise Services, Bharti Airtel, Gurgaon, India. CHIEF EDITOR (TECHNICAL) Prof. (Dr.) Atul K. Raturi, Head School of Engineering and Physics, Faculty of Science, Technology and Environment, The University of the South Pacific, Laucala campus, Suva, Fiji Islands. Prof. (Dr.) Hadi Suwastio, College of Applied Science, Department of Information Technology, The Sultanate of Oman and Director of IETI-Research Institute-Bandung, Indonesia. Dr. Nitin Jindal, Vice President, Max Coreth, North America Gas & Power Trading, New York, United States. CHIEF EDITOR (GENERAL) Prof. (Dr.) Thanakorn Naenna, Department of Industrial Engineering, Faculty of Engineering, Mahidol University, Thailand. Prof. (Dr.) Jose Francisco Vicent Frances, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Huiyun Liu, Department of Electronic & Electrical Engineering, University College London, Torrington Place, London. ADVISORY BOARD Prof. (Dr.) Kimberly A. Freeman, Professor & Director of Undergraduate Programs, Stetson School of Business and Economics, Mercer University, Macon, Georgia, United States. Prof. (Dr.) Klaus G. Troitzsch, Professor, Institute for IS Research, University of Koblenz-Landau, Germany. Prof. (Dr.) T. Anthony Choi, Professor, Department of Electrical & Computer Engineering, Mercer University, Macon, Georgia, United States. Prof. (Dr.) Fabrizio Gerli, Department of Management, Ca' Foscari University of Venice, Italy. Prof. (Dr.) Jen-Wei Hsieh, Department of Computer Science and Information Engineering, National Taiwan University of Science and Technology, Taiwan. Prof. (Dr.) Jose C. Martinez, Dept. Physical Chemistry, Faculty of Sciences, University of Granada, Spain. Prof. (Dr.) Panayiotis Vafeas, Department of Engineering Sciences, University of Patras, Greece. Prof. (Dr.) Soib Taib, School of Electrical & Electronics Engineering, University Science Malaysia, Malaysia. Prof. (Dr.) Vit Vozenilek, Department of Geoinformatics, Palacky University, Olomouc, Czech Republic. Prof. (Dr.) Sim Kwan Hua, School of Engineering, Computing and Science, Swinburne University of Technology, Sarawak, Malaysia. Prof. (Dr.) Jose Francisco Vicent Frances, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Rafael Ignacio Alvarez Sanchez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Praneel Chand, Ph.D., M.IEEEC/O School of Engineering & Physics Faculty of Science & Technology The University of the South Pacific (USP) Laucala Campus, Private Mail Bag, Suva, Fiji. Prof. (Dr.) Francisco Miguel Martinez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Antonio Zamora Gomez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Leandro Tortosa, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Samir Ananou, Department of Microbiology, Universidad de Granada, Granada, Spain. Dr. Miguel Angel Bautista, Department de Matematica Aplicada y Analisis, Facultad de Matematicas, Universidad de Barcelona, Spain.

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Prof. (Dr.) Prof. Adam Baharum, School of Mathematical Sciences, University of Universiti Sains, Malaysia, Malaysia. Dr. Cathryn J. Peoples, Faculty of Computing and Engineering, School of Computing and Information Engineering, University of Ulster, Coleraine, Northern Ireland, United Kingdom. Prof. (Dr.) Pavel Lafata, Department of Telecommunication Engineering, Faculty of Electrical Engineering, Czech Technical University in Prague, Prague, 166 27, Czech Republic. Prof. (Dr.) P. Bhanu Prasad, Vision Specialist, Matrix vision GmbH, Germany, Consultant, TIFACCORE for Machine Vision, Advisor, Kelenn Technology, France Advisor, Shubham Automation & Services, Ahmedabad, and Professor of C.S.E, Rajalakshmi Engineering College, India. Prof. (Dr.) Anis Zarrad, Department of Computer Science and Information System, Prince Sultan University, Riyadh, Saudi Arabia. Prof. (Dr.) Mohammed Ali Hussain, Professor, Dept. of Electronics and Computer Engineering, KL University, Green Fields, Vaddeswaram, Andhra Pradesh, India. Dr. Cristiano De Magalhaes Barros, Governo do Estado de Minas Gerais, Brazil. Prof. (Dr.) Md. Rizwan Beg, Professor & Head, Dean, Faculty of Computer Applications, Deptt. of Computer Sc. & Engg. & Information Technology, Integral University Kursi Road, Dasauli, Lucknow, India. Prof. (Dr.) Vishnu Narayan Mishra, Assistant Professor of Mathematics, Sardar Vallabhbhai National Institute of Technology, Ichchhanath Mahadev Road, Surat, Surat-395007, Gujarat, India. Dr. Jia Hu, Member Research Staff, Philips Research North America, New York Area, NY. Prof. Shashikant Shantilal Patil SVKM , MPSTME Shirpur Campus, NMIMS University Vile Parle Mumbai, India. Prof. (Dr.) Bindhya Chal Yadav, Assistant Professor in Botany, Govt. Post Graduate College, Fatehabad, Agra, Uttar Pradesh, India. REVIEW BOARD Prof. (Dr.) Kimberly A. Freeman, Professor & Director of Undergraduate Programs, Stetson School of Business and Economics, Mercer University, Macon, Georgia, United States. Prof. (Dr.) Klaus G. Troitzsch, Professor, Institute for IS Research, University of Koblenz-Landau, Germany. Prof. (Dr.) T. Anthony Choi, Professor, Department of Electrical & Computer Engineering, Mercer University, Macon, Georgia, United States. Prof. (Dr.) Yen-Chun Lin, Professor and Chair, Dept. of Computer Science and Information Engineering, Chang Jung Christian University, Kway Jen, Tainan, Taiwan. Prof. (Dr.) Jen-Wei Hsieh, Department of Computer Science and Information Engineering, National Taiwan University of Science and Technology, Taiwan. Prof. (Dr.) Jose C. Martinez, Dept. Physical Chemistry, Faculty of Sciences, University of Granada, Spain. Prof. (Dr.) Joel Saltz, Emory University, Atlanta, Georgia, United States. Prof. (Dr.) Panayiotis Vafeas, Department of Engineering Sciences, University of Patras, Greece. Prof. (Dr.) Soib Taib, School of Electrical & Electronics Engineering, University Science Malaysia, Malaysia. Prof. (Dr.) Sim Kwan Hua, School of Engineering, Computing and Science, Swinburne University of Technology, Sarawak, Malaysia. Prof. (Dr.) Jose Francisco Vicent Frances, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Rafael Ignacio Alvarez Sanchez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Francisco Miguel Martinez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Antonio Zamora Gomez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Leandro Tortosa, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Samir Ananou, Department of Microbiology, Universidad de Granada, Granada, Spain. Dr. Miguel Angel Bautista, Department de Matematica Aplicada y Analisis, Facultad de Matematicas, Universidad de Barcelona, Spain. Prof. (Dr.) Prof. Adam Baharum, School of Mathematical Sciences, University of Universiti Sains, Malaysia, Malaysia. Prof. (Dr.) Huiyun Liu, Department of Electronic & Electrical Engineering, University College London, Torrington Place, London.

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Dr. Cristiano De Magalhaes Barros, Governo do Estado de Minas Gerais, Brazil. Prof. (Dr.) Pravin G. Ingole, Senior Researcher, Greenhouse Gas Research Center, Korea Institute of Energy Research (KIER), 152 Gajeong-ro, Yuseong-gu, Daejeon 305-343, KOREA. Prof. (Dr.) Dilum Bandara, Dept. Computer Science & Engineering, University of Moratuwa, Sri Lanka. Prof. (Dr.) Faudziah Ahmad, School of Computing, UUM College of Arts and Sciences, University Utara Malaysia, 06010 UUM Sintok, Kedah Darulaman. Prof. (Dr.) G. Manoj Someswar, Principal, Dept. of CSE at Anwar-ul-uloom College of Engineering & Technology, Yennepally, Vikarabad, RR District., A.P., India. Prof. (Dr.) Abdelghni Lakehal, Applied Mathematics, Rue 10 no 6 cite des fonctionnaires dokkarat 30010 Fes Marocco. Dr. Kamal Kulshreshtha, Associate Professor & Head, Deptt. of Computer Sc. & Applications, Modi Institute of Management & Technology, Kota-324 009, Rajasthan, India. Prof. (Dr.) Anukrati Sharma, Associate Professor, Faculty of Commerce and Management, University of Kota, Kota, Rajasthan, India. Prof. (Dr.) S. Natarajan, Department of Electronics and Communication Engineering, SSM College of Engineering, NH 47, Salem Main Road, Komarapalayam, Namakkal District, Tamilnadu 638183, India. Prof. (Dr.) J. Sadhik Basha, Department of Mechanical Engineering, King Khalid University, Abha, Kingdom of Saudi Arabia. Prof. (Dr.) G. SAVITHRI, Department of Sericulture, S.P. Mahila Visvavidyalayam, Tirupati517502, Andhra Pradesh, India. Prof. (Dr.) Shweta jain, Tolani College of Commerce, Andheri, Mumbai. 400001, India. Prof. (Dr.) Abdullah M. Abdul-Jabbar, Department of Mathematics, College of Science, University of Salahaddin-Erbil, Kurdistan Region, Iraq. Prof. (Dr.) ( Mrs.) P.Sujathamma, Department of Sericulture, S.P.Mahila Visvavidyalayam, Tirupati-517502, India. Prof. (Dr.) Bimla Dhanda, Professor & Head, Department of Human Development and Family Studies, College of Home Science, CCS, Haryana Agricultural University, Hisar- 125001 (Haryana) India. Prof. (Dr.) Manjulatha, Dept of Biochemistry,School of Life Sciences,University of Hyderabad,Gachibowli, Hyderabad, India. Prof. (Dr.) Upasani Dhananjay Eknath Advisor & Chief Coordinator, ALUMNI Association, Sinhgad Institute of Technology & Science, Narhe, Pune -411 041, India. Prof. (Dr.) Sudhindra Bhat, Professor & Finance Area Chair, School of Business, Alliance University Bangalore-562106, India. Prof. Prasenjit Chatterjee , Dept. of Mechanical Engineering, MCKV Institute of Engineering West Bengal, India. Prof. Rajesh Murukesan, Deptt. of Automobile Engineering, Rajalakshmi Engineering college, Chennai, India. Prof. (Dr.) Parmil Kumar, Department of Statistics, University of Jammu, Jammu, India Prof. (Dr.) M.N. Shesha Prakash, Vice Principal, Professor & Head of Civil Engineering, Vidya Vikas Institute of Engineering and Technology, Alanahally, Mysore-570 028 Prof. (Dr.) Piyush Singhal, Mechanical Engineering Deptt., GLA University, India. Prof. M. Mahbubur Rahman, School of Engineering & Information Technology, Murdoch University, Perth Western Australia 6150, Australia. Prof. Nawaraj Chaulagain, Department of Religion, Illinois Wesleyan University, Bloomington, IL. Prof. Hassan Jafari, Faculty of Maritime Economics & Management, Khoramshahr University of Marine Science and Technology, khoramshahr, Khuzestan province, Iran Prof. (Dr.) Kantipudi MVV Prasad , Dept of EC, School of Engg., R.K.University, Kast urbhadham, Tramba, Rajkot-360020, India. Prof. (Mrs.) P.Sujathamma, Department of Sericulture, S.P.Mahila Visvavidyalayam, ( Women's University), Tirupati-517502, India. Prof. (Dr.) M A Rizvi, Dept. of Computer Engineering and Applications, National Institute of Technical Teachers' Training and Research, Bhopal M.P. India. Prof. (Dr.) Mohsen Shafiei Nikabadi, Faculty of Economics and Management, Industrial Management Department, Semnan University, Semnan, Iran. Prof. P.R.SivaSankar, Head, Dept. of Commerce, Vikrama Simhapuri University Post Graduate Centre, KAVALI - 524201, A.P. India. Prof. (Dr.) Bhawna Dubey, Institute of Environmental Science( AIES), Amity University, Noida, India. Prof. Manoj Chouhan, Deptt. of Information Technology, SVITS Indore, India.

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Prof. Yupal S Shukla, V M Patel College of Management Studies, Ganpat University, KhervaMehsana. India. Prof. (Dr.) Amit Kohli, Head of the Department, Department of Mechanical Engineering, D.A.V.Institute of Engg. and Technology, Kabir Nagar, Jalandhar,Punjab (India). Prof. (Dr.) Kumar Irayya Maddani, and Head of the Department of Physics in SDM College of Engineering and Technology, Dhavalagiri, Dharwad, State: Karnataka (INDIA). Prof. (Dr.) Shafi Phaniband, SDM College of Engineering and Technology, Dharwad, INDIA. Prof. M H Annaiah, Head, Department of Automobile Engineering, Acharya Institute of Technology, Soladevana Halli, Bangalore -560107, India. Prof. (Dr.) Prof. R. R. Patil, Director School Of Earth Science, Solapur University, Solapur Prof. (Dr.) Manoj Khandelwal, Dept. of Mining Engg, College of Technology & Engineering, Maharana Pratap University of Agriculture & Technology, Udaipur, 313 001 (Rajasthan), India Prof. (Dr.) Kishor Chandra Satpathy, Librarian, National Institute of Technology, Silchar-788010, Assam, India Prof. (Dr.) Juhana Jaafar, Gas Engineering Department, Faculty of Petroleum and Renewable Energy Engineering (FPREE), Universiti Teknologi Malaysia-81310 UTM Johor Bahru, Johor. Prof. (Dr.) Rita Khare, Assistant Professor in chemistry, Govt. Women’s College, Gardanibagh, Patna, Bihar. Prof. (Dr.) Raviraj Kusanur, Dept of Chemistry, R V College of Engineering, Bangalore-59, India. Prof. (Dr.) Hameem Shanavas .I, M.V.J College of Engineering, Bangalore Prof. (Dr.) Sanjay Kumar, JKL University, Ajmer Road, Jaipur Prof. (Dr.) Pushp Lata Faculty of English and Communication, Department of Humanities and Languages, Nucleus Member, Publications and Media Relations Unit Editor, BITScan, BITS, PilaniIndia. Prof. Arun Agarwal, Faculty of ECE Dept., ITER College, Siksha 'O' Anusandhan University Bhubaneswar, Odisha, India Prof. (Dr.) Pratima Tripathi, Department of Biosciences, SSSIHL, Anantapur Campus Anantapur515001 (A.P.) India. Prof. (Dr.) Sudip Das, Department of Biotechnology, Haldia Institute of Technology, I.C.A.R.E. Complex, H.I.T. Campus, P.O. Hit, Haldia; Dist: Puba Medinipur, West Bengal, India. Prof. (Dr.) Bimla Dhanda, Professor & Head, Department of Human Development and Family Studies College of Home Science, CCS, Haryana Agricultural University, Hisar- 125001 (Haryana) India. Prof. (Dr.) R.K.Tiwari, Professor, S.O.S. in Physics, Jiwaji University, Gwalior, M.P.-474011. Prof. (Dr.) Deepak Paliwal, Faculty of Sociology, Uttarakhand Open University, Haldwani-Nainital Prof. (Dr.) Dr. Anil K Dwivedi, Faculty of Pollution & Environmental Assay Research Laboratory (PEARL), Department of Botany,DDU Gorakhpur University,Gorakhpur-273009,India. Prof. R. Ravikumar, Department of Agricultural and Rural Management, TamilNadu Agricultural University,Coimbatore-641003,TamilNadu,India. Prof. (Dr.) R.Raman, Professor of Agronomy, Faculty of Agriculture, Annamalai university, Annamalai Nagar 608 002Tamil Nadu, India. Prof. (Dr.) Ahmed Khalafallah, Coordinator of the CM Degree Program, Department of Architectural and Manufacturing Sciences, Ogden College of Sciences and Engineering Western Kentucky University 1906 College Heights Blvd Bowling Green, KY 42103-1066. Prof. (Dr.) Asmita Das , Delhi Technological University (Formerly Delhi College of Engineering), Shahbad, Daulatpur, Delhi 110042, India. Prof. (Dr.)Aniruddha Bhattacharjya, Assistant Professor (Senior Grade), CSE Department, Amrita School of Engineering , Amrita Vishwa VidyaPeetham (University), Kasavanahalli, Carmelaram P.O., Bangalore 560035, Karnataka, India. Prof. (Dr.) S. Rama Krishna Pisipaty, Prof & Geoarchaeologist, Head of the Department of Sanskrit & Indian Culture, SCSVMV University, Enathur, Kanchipuram 631561, India Prof. (Dr.) Shubhasheesh Bhattacharya, Professor & HOD(HR), Symbiosis Institute of International Business (SIIB), Hinjewadi, Phase-I, Pune- 411 057, India. Prof. (Dr.) Vijay Kothari, Institute of Science, Nirma University, S-G Highway, Ahmedabad 382481, India. Prof. (Dr.) Raja Sekhar Mamillapalli, Department of Civil Engineering at Sir Padampat Singhania University, Udaipur, India. Prof. (Dr.) B. M. Kunar, Department of Mining Engineering, Indian School of Mines, Dhanbad 826004, Jharkhand, India. Prof. (Dr.) Prabir Sarkar, Assistant Professor, School of Mechanical, Materials and Energy Engineering, Room 307, Academic Block, Indian Institute of Technology, Ropar, Nangal Road, Rupnagar 140001, Punjab, India.

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Prof. (Dr.) K.Srinivasmoorthy, Associate Professor, Department of Earth Sciences, School of Physical,Chemical and Applied Sciences, Pondicherry university, R.Venkataraman Nagar, Kalapet, Puducherry 605014, India. Prof. (Dr.) Bhawna Dubey, Institute of Environmental Science (AIES), Amity University, Noida, India. Prof. (Dr.) P. Bhanu Prasad, Vision Specialist, Matrix vision GmbH, Germany, Consultant, TIFACCORE for Machine Vision, Advisor, Kelenn Technology, France Advisor, Shubham Automation & Services, Ahmedabad, and Professor of C.S.E, Rajalakshmi Engineering College, India. Prof. (Dr.)P.Raviraj, Professor & Head, Dept. of CSE, Kalaignar Karunanidhi, Institute of Technology, Coimbatore 641402,Tamilnadu,India. Prof. (Dr.) Damodar Reddy Edla, Department of Computer Science & Engineering, Indian School of Mines, Dhanbad, Jharkhand 826004, India. Prof. (Dr.) T.C. Manjunath, Principal in HKBK College of Engg., Bangalore, Karnataka, India. Prof. (Dr.) Pankaj Bhambri, I.T. Deptt., Guru Nanak Dev Engineering College, Ludhiana 141006, Punjab, India. Prof. Shashikant Shantilal Patil SVKM , MPSTME Shirpur Campus, NMIMS University Vile Parle Mumbai, India. Prof. (Dr.) Shambhu Nath Choudhary, Department of Physics, T.M. Bhagalpur University, Bhagalpur 81200, Bihar, India. Prof. (Dr.) Venkateshwarlu Sonnati, Professor & Head of EEED, Department of EEE, Sreenidhi Institute of Science & Technology, Ghatkesar, Hyderabad, Andhra Pradesh, India. Prof. (Dr.) Saurabh Dalela, Department of Pure & Applied Physics, University of Kota, KOTA 324010, Rajasthan, India. Prof. S. Arman Hashemi Monfared, Department of Civil Eng, University of Sistan & Baluchestan, Daneshgah St.,Zahedan, IRAN, P.C. 98155-987 Prof. (Dr.) R.S.Chanda, Dept. of Jute & Fibre Tech., University of Calcutta, Kolkata 700019, West Bengal, India. Prof. V.S.VAKULA, Department of Electrical and Electronics Engineering, JNTUK, University College of Eng.,Vizianagaram5 35003, Andhra Pradesh, India. Prof. (Dr.) Nehal Gitesh Chitaliya, Sardar Vallabhbhai Patel Institute of Technology, Vasad 388 306, Gujarat, India. Prof. (Dr.) D.R. Prajapati, Department of Mechanical Engineering, PEC University of Technology,Chandigarh 160012, India. Dr. A. SENTHIL KUMAR, Postdoctoral Researcher, Centre for Energy and Electrical Power, Electrical Engineering Department, Faculty of Engineering and the Built Environment, Tshwane University of Technology, Pretoria 0001, South Africa. Prof. (Dr.)Vijay Harishchandra Mankar, Department of Electronics & Telecommunication Engineering, Govt. Polytechnic, Mangalwari Bazar, Besa Road, Nagpur- 440027, India. Prof. Varun.G.Menon, Department Of C.S.E, S.C.M.S School of Engineering, Karukutty,Ernakulam, Kerala 683544, India. Prof. (Dr.) U C Srivastava, Department of Physics, Amity Institute of Applied Sciences, Amity University, Noida, U.P-203301.India. Prof. (Dr.) Surendra Yadav, Professor and Head (Computer Science & Engineering Department), Maharashi Arvind College of Engineering and Research Centre (MACERC), Jaipur, Rajasthan, India. Prof. (Dr.) Sunil Kumar, H.O.D. Applied Sciences & Humanities Dehradun Institute of Technology, (D.I.T. School of Engineering), 48 A K.P-3 Gr. Noida (U.P.) 201308 Prof. Naveen Jain, Dept. of Electrical Engineering, College of Technology and Engineering, Udaipur-313 001, India. Prof. Veera Jyothi.B, CBIT, Hyderabad, Andhra Pradesh, India. Prof. Aritra Ghosh, Global Institute of Management and Technology, Krishnagar, Nadia, W.B. India Prof. Anuj K. Gupta, Head, Dept. of Computer Science & Engineering, RIMT Group of Institutions, Sirhind Mandi Gobindgarh, Punajb, India. Prof. (Dr.) Varala Ravi, Head, Department of Chemistry, IIIT Basar Campus, Rajiv Gandhi University of Knowledge Technologies, Mudhole, Adilabad, Andhra Pradesh- 504 107, India Prof. (Dr.) Ravikumar C Baratakke, faculty of Biology,Govt. College, Saundatti - 591 126, India. Prof. (Dr.) NALIN BHARTI, School of Humanities and Social Science, Indian Institute of Technology Patna, India. Prof. (Dr.) Shivanand S.Gornale , Head, Department of Studies in Computer Science, Government College (Autonomous), Mandya, Mandya-571 401-Karanataka, India.

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Prof. (Dr.) Naveen.P.Badiger, Dept.Of Chemistry, S.D.M.College of Engg. & Technology, Dharwad-580002, Karnataka State, India. Prof. (Dr.) Bimla Dhanda, Professor & Head, Department of Human Development and Family Studies, College of Home Science, CCS, Haryana Agricultural University, Hisar- 125001 (Haryana) India. Prof. (Dr.) Tauqeer Ahmad Usmani, Faculty of IT, Salalah College of Technology, Salalah, Sultanate of Oman. Prof. (Dr.) Naresh Kr. Vats, Chairman, Department of Law, BGC Trust University Bangladesh Prof. (Dr.) Papita Das (Saha), Department of Environmental Science, University of Calcutta, Kolkata, India. Prof. (Dr.) Rekha Govindan , Dept of Biotechnology, Aarupadai Veedu Institute of technology , Vinayaka Missions University , Paiyanoor , Kanchipuram Dt, Tamilnadu , India. Prof. (Dr.) Lawrence Abraham Gojeh, Department of Information Science, Jimma University, P.o.Box 378, Jimma, Ethiopia. Prof. (Dr.) M.N. Kalasad, Department of Physics, SDM College of Engineering & Technology, Dharwad, Karnataka, India. Prof. Rab Nawaz Lodhi, Department of Management Sciences, COMSATS Institute of Information Technology Sahiwal. Prof. (Dr.) Masoud Hajarian, Department of Mathematics, Faculty of Mathematical Sciences, Shahid Beheshti University, General Campus, Evin, Tehran 19839,Iran Prof. (Dr.) Chandra Kala Singh, Associate professor, Department of Human Development and Family Studies, College of Home Science, CCS, Haryana Agricultural University, Hisar- 125001 (Haryana) India Prof. (Dr.) J.Babu, Professor & Dean of research, St.Joseph's College of Engineering & Technology, Choondacherry, Palai,Kerala. Prof. (Dr.) Pradip Kumar Roy, Department of Applied Mechanics, Birla Institute of Technology (BIT) Mesra, Ranchi- 835215, Jharkhand, India. Prof. (Dr.) P. Sanjeevi kumar, School of Electrical Engineering (SELECT), Vandalur Kelambakkam Road, VIT University, Chennai, India. Prof. (Dr.) Debasis Patnaik, BITS-Pilani, Goa Campus, India. Prof. (Dr.) SANDEEP BANSAL, Associate Professor, Department of Commerce, I.G.N. College, Haryana, India. Dr. Radhakrishnan S V S, Department of Pharmacognosy, Faser Hall, The University of Mississippi Oxford, MS- 38655, USA. Prof. (Dr.) Megha Mittal, Faculty of Chemistry, Manav Rachna College of Engineering, Faridabad (HR), 121001, India. Prof. (Dr.) Mihaela Simionescu (BRATU), BUCHAREST, District no. 6, Romania, member of the Romanian Society of Econometrics, Romanian Regional Science Association and General Association of Economists from Romania Prof. (Dr.) Atmani Hassan, Director Regional of Organization Entraide Nationale Prof. (Dr.) Deepshikha Gupta, Dept. of Chemistry, Amity Institute of Applied Sciences,Amity University, Sec.125, Noida, India. Prof. (Dr.) Muhammad Kamruzzaman, Deaprtment of Infectious Diseases, The University of Sydney, Westmead Hospital, Westmead, NSW-2145. Prof. (Dr.) Meghshyam K. Patil , Assistant Professor & Head, Department of Chemistry,Dr. Babasaheb Ambedkar Marathwada University,Sub-Campus, Osmanabad- 413 501, Maharashtra, India. Prof. (Dr.) Ashok Kr. Dargar, Department of Mechanical Engineering, School of Engineering, Sir Padampat Singhania University, Udaipur (Raj.) Prof. (Dr.) Sudarson Jena, Dept. of Information Technology, GITAM University, Hyderabad, India Prof. (Dr.) Jai Prakash Jaiswal, Department of Mathematics, Maulana Azad National Institute of Technology Bhopal, India. Prof. (Dr.) S.Amutha, Dept. of Educational Technology, Bharathidasan University, Tiruchirappalli620 023, Tamil Nadu, India. Prof. (Dr.) R. HEMA KRISHNA, Environmental chemistry, University of Toronto, Canada. Prof. (Dr.) B.Swaminathan, Dept. of Agrl.Economics, Tamil Nadu Agricultural University, India. Prof. (Dr.) K. Ramesh, Department of Chemistry, C.B.I.T, Gandipet, Hyderabad-500075. India. Prof. (Dr.) Sunil Kumar, H.O.D. Applied Sciences &Humanities, JIMS Technical campus,(I.P. University,New Delhi), 48/4 ,K.P.-3,Gr.Noida (U.P.) Prof. (Dr.) G.V.S.R.Anjaneyulu, CHAIRMAN - P.G. BOS in Statistics & Deputy Coordinator UGC DRS-I Project, Executive Member ISPS-2013, Department of Statistics, Acharya Nagarjuna University, Nagarjuna Nagar-522510, Guntur, Andhra Pradesh, India.

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Prof. (Dr.) Sribas Goswami, Department of Sociology, Serampore College, Serampore 712201, West Bengal, India. Prof. (Dr.) Sunanda Sharma, Department of Veterinary Obstetrics Y Gynecology, College of Veterinary & Animal Science,Rajasthan University of Veterinary & Animal Sciences,Bikaner334001, India. Prof. (Dr.) S.K. Tiwari, Department of Zoology, D.D.U. Gorakhpur University, Gorakhpur-273009 U.P., India. Prof. (Dr.) Praveena Kuruva, Materials Research Centre, Indian Institute of Science, Bangalore560012, INDIA Prof. (Dr.) Rajesh Kumar, Department Of Applied Physics, Bhilai Institute Of Technology, Durg (C.G.) 491001, India. Dr. K.C.Sivabalan, Field Enumerator and Data Analyst, Asian Vegetable Research Centre, The World Vegetable Centre, Taiwan. Prof. (Dr.) Amit Kumar Mishra, Department of Environmntal Science and Energy Research, Weizmann Institute of Science, Rehovot, Israel. Prof. (Dr.) Manisha N. Paliwal, Sinhgad Institute of Management, Vadgaon (Bk), Pune, India. Prof. (Dr.) M. S. HIREMATH, Principal, K.L.ESOCIETY’s SCHOOL, ATHANI Prof. Manoj Dhawan, Department of Information Technology, Shri Vaishnav Institute of Technology & Science, Indore, (M. P.), India. Prof. (Dr.) V.R.Naik, Professor & Head of Department, Mechancal Engineering, Textile & Engineering Institute, Ichalkaranji (Dist. Kolhapur), Maharashatra, India. Prof. (Dr.) Jyotindra C. Prajapati,Head, Department of Mathematical Sciences, Faculty of Applied Sciences, Charotar University of Science and Technology, Changa Anand -388421, Gujarat, India Prof. (Dr.) Sarbjit Singh, Head, Department of Industrial & Production Engineering, Dr BR Ambedkar National Institute of Technology,Jalandhar,Punjab, India. Prof. (Dr.) Professor Braja Gopal Bag, Department of Chemistry and Chemical Technology , Vidyasagar University, West Midnapore Prof. (Dr.) Ashok Kumar Chandra, Department of Management, Bhilai Institute of Technology, Bhilai House, Durg (C.G.) Prof. (Dr.) Amit Kumar, Assistant Professor, School of Chemistry, Shoolini University, Solan, Himachal Pradesh, India Prof. (Dr.) L. Suresh Kumar, Mechanical Department, Chaitanya Bharathi Institute of Technology, Hyderabad, India. Scientist Sheeraz Saleem Bhat, Lac Production Division, Indian Institute of Natural Resins and Gums, Namkum, Ranchi, Jharkhand, India. Prof. C.Divya , Centre for Information Technology and Engineering, Manonmaniam Sundaranar University, Tirunelveli - 627012, Tamilnadu , India. Prof. T.D.Subash, Infant Jesus College Of Engineering and Technology, Thoothukudi Tamilnadu, India. Prof. (Dr.) Vinay Nassa, Prof. E.C.E Deptt., Dronacharya.Engg. College, Gurgaon India. Prof. Sunny Narayan, university of Roma Tre, Italy. Prof. (Dr.) Sanjoy Deb, Dept. of ECE, BIT Sathy, Sathyamangalam, Tamilnadu-638401, India. Prof. (Dr.) Reena Gupta, Institute of Pharmaceutical Research, GLA University, Mathura, India. Prof. (Dr.) P.R.SivaSankar, Head Dept. of Commerce, Vikrama Simhapuri University Post Graduate Centre, KAVALI - 524201, A.P., India. Prof. (Dr.) Mohsen Shafiei Nikabadi, Faculty of Economics and Management, Industrial Management Department, Semnan University, Semnan, Iran. Prof. (Dr.) Praveen Kumar Rai, Department of Geography, Faculty of Science, Banaras Hindu University, Varanasi-221005, U.P. India. Prof. (Dr.) Christine Jeyaseelan, Dept of Chemistry, Amity Institute of Applied Sciences, Amity University, Noida, India. Prof. (Dr.) M A Rizvi, Dept. of Computer Engineering and Applications , National Institute of Technical Teachers' Training and Research, Bhopal M.P. India. Prof. (Dr.) K.V.N.R.Sai Krishna, H O D in Computer Science, S.V.R.M.College,(Autonomous), Nagaram, Guntur(DT), Andhra Pradesh, India. Prof. (Dr.) Ashok Kr. Dargar, Department of Mechanical Engineering, School of Engineering, Sir Padampat Singhania University, Udaipur (Raj.) Prof. (Dr.) Asim Kumar Sen, Principal , ST.Francis Institute of Technology (Engineering College) under University of Mumbai , MT. Poinsur, S.V.P Road, Borivali (W), Mumbai-400103, India. Prof. (Dr.) Rahmathulla Noufal.E, Civil Engineering Department, Govt.Engg.College-Kozhikode

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Prof. (Dr.) N.Rajesh, Department of Agronomy, TamilNadu Agricultural University -Coimbatore, Tamil Nadu, India. Prof. (Dr.) Har Mohan Rai , Professor, Electronics and Communication Engineering, N.I.T. Kurukshetra 136131,India Prof. (Dr.) Eng. Sutasn Thipprakmas from King Mongkut, University of Technology Thonburi, Thailand. Prof. (Dr.) Kantipudi MVV Prasad, EC Department, RK University, Rajkot. Prof. (Dr.) Jitendra Gupta,Faculty of Pharmaceutics, Institute of Pharmaceutical Research, GLA University, Mathura. Prof. (Dr.) Swapnali Borah, HOD, Dept of Family Resource Management, College of Home Science, Central Agricultural University, Tura, Meghalaya, India. Prof. (Dr.) N.Nazar Khan, Professor in Chemistry, BTK Institute of Technology, Dwarahat-263653 (Almora), Uttarakhand-India. Prof. (Dr.) Rajiv Sharma, Department of Ocean Engineering, Indian Institute of Technology Madras, Chennai (TN) - 600 036,India. Prof. (Dr.) Aparna Sarkar,PH.D. Physiology, AIPT,Amity University , F 1 Block, LGF, Sector125,Noida-201303, UP ,India. Prof. (Dr.) Manpreet Singh, Professor and Head, Department of Computer Engineering, Maharishi Markandeshwar University, Mullana, Haryana, India. Prof. (Dr.) Sukumar Senthilkumar, Senior Researcher Advanced Education Center of Jeonbuk for Electronics and Information Technology, Chon Buk National University, Chon Buk, 561-756, SOUTH KOREA. . Prof. (Dr.) Hari Singh Dhillon, Assistant Professor, Department of Electronics and Communication Engineering, DAV Institute of Engineering and Technology, Jalandhar (Punjab), INDIA. . Prof. (Dr.) Poonkuzhali, G., Department of Computer Science and Engineering, Rajalakshmi Engineering College, Chennai, INDIA. . Prof. (Dr.) Bharath K N, Assistant Professor, Dept. of Mechanical Engineering, GM Institute of Technology, PB Road, Davangere 577006, Karnataka, INDIA. . Prof. (Dr.) F.Alipanahi, Assistant Professor, Islamic Azad University,Zanjan Branch, Atemadeyeh, Moalem Street, Zanjan IRAN Prof. Yogesh Rathore, Assistant Professor, Dept. of Computer Science & Engineering, RITEE, Raipur, India Prof. (Dr.) Ratneshwer, Department of Computer Science (MMV), Banaras Hindu University Varanasi-221005, India. Prof. Pramod Kumar Pandey, Assistant Professor, Department Electronics & Instrumentation Engineering, ITM University, Gwalior, M.P., India Prof. (Dr.)Sudarson Jena, Associate Professor, Dept.of IT, GITAM University, Hyderabad, India Prof. (Dr.) Binod Kumar,PhD(CS), M.Phil(CS),MIEEE,MIAENG, Dean & Professor( MCA), Jayawant Technical Campus(JSPM's), Pune, India Prof. (Dr.) Mohan Singh Mehata, (JSPS fellow), Assistant Professor, Department of Applied Physics, Delhi Technological University, Delhi Prof. Ajay Kumar Agarwal, Asstt. Prof., Deptt. of Mech. Engg., Royal Institute of Management & Technology, Sonipat (Haryana) Prof. (Dr.) Siddharth Sharma, University School of Management, Kurukshetra University, Kurukshetra, India. Prof. (Dr.) Satish Chandra Dixit, Department of Chemistry, D.B.S.College ,Govind Nagar,Kanpur208006, India Prof. (Dr.) Ajay Solkhe, Department of Management, Kurukshetra University, Kurukshetra, India. Prof. (Dr.) Neeraj Sharma, Asst. Prof. Dept. of Chemistry, GLA University, Mathura Prof. (Dr.) Basant Lal, Department of Chemistry, G.L.A. University, Mathura Prof. (Dr.) T Venkat Narayana Rao, C.S.E,Guru Nanak Engineering College, Hyderabad, Andhra Pradesh, India Prof. (Dr.) Rajanarender Reddy Pingili, S.R. International Institute of Technology, Hyderabad, Andhra Pradesh, India Prof. (Dr.) V.S.Vairale, Department of Computer Engineering, All India Shri Shivaji Memorial Society College of Engineering, Kennedy Road, Pune-411 001, Maharashtra, India Prof. (Dr.) Vasavi Bande, Department of Computer Science & Engineering, Netaji Institute of Engineering and Technology, Hyderabad, Andhra Pradesh, India Prof. (Dr.) Hardeep Anand, Department of Chemistry, Kurukshetra University Kurukshetra, Haryana, India. Prof. Aasheesh shukla, Asst Professor, Dept. of EC, GLA University, Mathura, India.

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Prof. S.P.Anandaraj., CSE Dept, SREC, Warangal, India. Satya Rishi Takyar , Senior ISO Consultant, New Delhi, India. Prof. Anuj K. Gupta, Head, Dept. of Computer Science & Engineering, RIMT Group of Institutions, Mandi Gobindgarh, Punjab, India. Prof. (Dr.) Harish Kumar, Department of Sports Science, Punjabi University, Patiala, Punjab, India. Prof. (Dr.) Mohammed Ali Hussain, Professor, Dept. of Electronics and Computer Engineering, KL University, Green Fields, Vaddeswaram, Andhra Pradesh, India. Prof. (Dr.) Manish Gupta, Department of Mechanical Engineering, GJU, Haryana, India. Prof. Mridul Chawla, Department of Elect. and Comm. Engineering, Deenbandhu Chhotu Ram University of Science & Technology, Murthal, Haryana, India. Prof. Seema Chawla, Department of Bio-medical Engineering, Deenbandhu Chhotu Ram University of Science & Technology, Murthal, Haryana, India. Prof. (Dr.) Atul M. Gosai, Department of Computer Science, Saurashtra University, Rajkot, Gujarat, India. Prof. (Dr.) Ajit Kr. Bansal, Department of Management, Shoolini University, H.P., India. Prof. (Dr.) Sunil Vasistha, Mody Institute of Tecnology and Science, Sikar, Rajasthan, India. Prof. Vivekta Singh, GNIT Girls Institute of Technology, Greater Noida, India. Prof. Ajay Loura, Assistant Professor at Thapar University, Patiala, India. Prof. Sushil Sharma, Department of Computer Science and Applications, Govt. P. G. College, Ambala Cantt., Haryana, India. Prof. Sube Singh, Assistant Professor, Department of Computer Engineering, Govt. Polytechnic, Narnaul, Haryana, India. Prof. Himanshu Arora, Delhi Institute of Technology and Management, New Delhi, India. Dr. Sabina Amporful, Bibb Family Practice Association, Macon, Georgia, USA. Dr. Pawan K. Monga, Jindal Institute of Medical Sciences, Hisar, Haryana, India. Dr. Sam Ampoful, Bibb Family Practice Association, Macon, Georgia, USA. Dr. Nagender Sangra, Director of Sangra Technologies, Chandigarh, India. Vipin Gujral, CPA, New Jersey, USA. Sarfo Baffour, University of Ghana, Ghana. Monique Vincon, Hype Softwaretechnik GmbH, Bonn, Germany. Natasha Sigmund, Atlanta, USA. Marta Trochimowicz, Rhein-Zeitung, Koblenz, Germany. Kamalesh Desai, Atlanta, USA. Vijay Attri, Software Developer Google, San Jose, California, USA. Neeraj Khillan, Wipro Technologies, Boston, USA. Ruchir Sachdeva, Software Engineer at Infosys, Pune, Maharashtra, India. Anadi Charan, Senior Software Consultant at Capgemini, Mumbai, Maharashtra. Pawan Monga, Senior Product Manager, LG Electronics India Pvt. Ltd., New Delhi, India. Sunil Kumar, Senior Information Developer, Honeywell Technology Solutions, Inc., Bangalore, India. Bharat Gambhir, Technical Architect, Tata Consultancy Services (TCS), Noida, India. Vinay Chopra, Team Leader, Access Infotech Pvt Ltd. Chandigarh, India. Sumit Sharma, Team Lead, American Express, New Delhi, India. Vivek Gautam, Senior Software Engineer, Wipro, Noida, India. Anirudh Trehan, Nagarro Software Gurgaon, Haryana, India. Manjot Singh, Senior Software Engineer, HCL Technologies Delhi, India. Rajat Adlakha, Senior Software Engineer, Tech Mahindra Ltd, Mumbai, Maharashtra, India. Mohit Bhayana, Senior Software Engineer, Nagarro Software Pvt. Gurgaon, Haryana, India. Dheeraj Sardana, Tech. Head, Nagarro Software, Gurgaon, Haryana, India. Naresh Setia, Senior Software Engineer, Infogain, Noida, India. Raj Agarwal Megh, Idhasoft Limited, Pune, Maharashtra, India. Shrikant Bhardwaj, Senior Software Engineer, Mphasis an HP Company, Pune, Maharashtra, India. Vikas Chawla, Technical Lead, Xavient Software Solutions, Noida, India. Kapoor Singh, Sr. Executive at IBM, Gurgaon, Haryana, India. Ashwani Rohilla, Senior SAP Consultant at TCS, Mumbai, India. Anuj Chhabra, Sr. Software Engineer, McKinsey & Company, Faridabad, Haryana, India. Jaspreet Singh, Business Analyst at HCL Technologies, Gurgaon, Haryana, India.

TOPICS OF INTEREST Topics of interest include, but are not limited to, the following:  Business administration  Marketing & Management  Finance  Economics  Banking  Accounting  Human resources management  Entrepreneurship,  Education and its applications  Business ethics  Relationship & Risk management  Retail management and communication  Linguistics  International relations  Anthropology & Archaeology  Sociology  International business  Tourism and hospitality management  Law  Psychology  Corporate governance  Demography  Education  Ethics  Geography  History  Industrial relations  Information science  Library science  Media studies  Philosophy,  Political science  Public administration  Sociology  Social welfare  Literature  Paralegal  Performing arts (music, theatre and dance)  Religious studies  Visual arts  Women studies  Production and operations management  Organizational behavior and theory  Strategic management Policy  Statistics and Econometrics  Personnel and industrial relations  Gender studies & Cross cultural studies  Management information systems  Information technology

TABLE OF CONTENTS (June-August, 2014, Issue 7, Volume 1 & 2) Issue 7, Volume 1 Paper Code

Paper Title

Page No.

AIJRHASS 14-504

Relevant Aspects of Banking Secrecy in Angola Elisa Rangel Nunes

01-05

AIJRHASS 14-507

Proposal for the Inclusion of Peace Education in the Universal Basic Education Programme in Nigeria D.A. Falade

06-10

AIJRHASS 14-511

Appraisal of Performance of Social Work Trainees in Field Work Settings Dr.S.Murugesan, Dr.M.Kannan, Dr.P.N.Narayana Raja

11-15

AIJRHASS 14-512

Nanomaterials and their applications in interior design Dr. Inas Hosny Ibrahim Anous

16-27

AIJRHASS 14-513

Migration of Labour and Left-behind Women: A Case Study of Rural Odisha Mahendra P. Agasty, Dr.Rabi N.Patra

28-33

AIJRHASS 14-515

Language teaching to professional students with rural background: a challenging task P. Athahar

34-37

AIJRHASS 14-516

Entry Qualifications as Predictor of Students’ Final Year Academic Performance in Nasarawa State College of Education Akwanga Nigeria Kukwi Isaac Jangson & Amuche Chris Igomu

38-42

AIJRHASS 14-518

An Analysis of Rural Poverty in Irrigated and Un-irrigated Areas: Micro Level Study Susanto Kumar Beero and A. Narayanamoorthy

43-48

AIJRHASS 14-521

Usage of Technology in English Language Class Room by Professional Students -A Study M. Parvathi

49-51

AIJRHASS 14-523

The Role of Agricultural Research Institute Libraries in Consolidating Research and Development of Agriculturalists in Kaduna State, Nigeria Daudu, Hanna Mamman (Ph.D), Shehu, Nansoh

52-58

AIJRHASS 14-528

Democratization, Institutionalization and Constitution in Pakistan: A Case Study of Musharraf Era Dr. Zahoor Ahmed, Dr. Manzoor Khan Afridi

59-68

AIJRHASS 14-530

Advanced Information and Communication Technologies in Education of Children with Special Needs Dr. Sita Ram Pal, Sarita

69-74

AIJRHASS 14-531

A Comparative Analysis of the Editorials of ‘The Nation’ and ‘The News’ The Case Study of PakAfghan Relation Issues 2008-2010 Dr. Abdul Wajid Khan, Dr. Arshad Ali, Malik Adnan, Bilal Nawaz

75-79

AIJRHASS 14-532

Coherence in ESL Students’ Persuasive Texts Anil Sehrawat

80-85

AIJRHASS 14-536

Commitment of Spirituality on Climate Justice Pintu Mahakul

86-91

AIJRHASS 14-541

A Remedial ESL Writing Programme for Rural Learners Sasmita Bharati

92-94

AIJRHASS 14-545

Analysis of Women Entrepreneurship in India Dr. N.P.Hariharan and Prof. Murugan

95-98

Issue 7, Volume 2 Paper Code

Paper Title

AIJRHASS 14-557

Rural Tourism in Odisha- A Panacea for Alternative Tourism: A Case Study Of Odisha with Special Reference To Pipli Village In Puri P.P.Mohanty

AIJRHASS 14-559

Pak-China Relations in the Cold War Era: A Theoretical Perspective Dr. Manzoor Khan Afridi

Page No.

99-105

106-115

AIJRHASS 14-565

Spiritual Purpose of Life and Management of Human Earnings Kumarmani Mahakul

116-121

AIJRHASS 14-566

Role of English Language for Engineering Students K. Latha

122-123

AIJRHASS 14-572

An Investigation into Adult Men’s Perception of Figure Flaws and Their Types Dr. (Mrs.) Gloria U. Anikweze

124-130

AIJRHASS 14-573

Tribal Diversity in Andhra Pradesh and Telangana: A Comparative Analysis P.Lalitha

131-139

AIJRHASS 14-575

Framed Outline Using Quranic Verses in English Dr Lubna Almunawar

140-148

AIJRHASS 14-579

A Study of Rumination Among the Employees of BSNL and LIC Dr. Nisha Kumari, Ms. Supreet Kaur

149-154

AIJRHASS 14-580

Bancassurance: Boon to Insurance Development Monika Malik

155-159

AIJRHASS 14-581

Homelessness and Mental Health: Challenging Issue in an Indian Context Pradeep Kumar

160-163

AIJRHASS 14-583

The Role of Kinship in Weakness, Deterioration and Collapse of the Safavid Dynasty Reza Shabani, Mehdi Dehghani

164-167

AIJRHASS 14-585

Importance of School Time Prayer in Educational Management Bhargabi Dei Mahakul

168-174

AIJRHASS 14-586

New socio-spatial reconfigurations in the city of Constantine, the case of residential areas Bachir Ribouh, Karima Bensakhria, Djamel Dekoumi

175-179

AIJRHASS 14-587

Postmodern spirit in Ngugi Wa Thiong’o’s Petals of Blood based on the concepts of Homi K. Bhabha Ms. Sharifa Akter

180-182

AIJRHASS 14-592

Perceptions of Human Resources Managers on Attrition Management Measures In Indian IT Organizations M. Basheer Ahmed Khan

183-185

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ISSN (Print): 2328-3734, ISSN (Online): 2328-3696, ISSN (CD-ROM): 2328-3688 AIJRHASS is a refereed, indexed, peer-reviewed, multidisciplinary and open access journal published by International Association of Scientific Innovation and Research (IASIR), USA (An Association Unifying the Sciences, Engineering, and Applied Research)

Relevant Aspects of Banking Secrecy in Angola Elisa Rangel Nunes S.J.D. in Law, Associate Professor at Faculty of Law, University Agostinho Neto (Luanda/Angola). Abstract: The bank account and other banking operations that follow it by echoing privacy aspects of those who practice it has been subject to a sort of professional secrecy â&#x20AC;&#x201C; bank secrecy â&#x20AC;&#x201C; to which are subject the financial institutions, their directors, agents and employees. This private and confidential nature of banking operations has been subject of attacks, which have prospered on a tendency to further opening of global financial systems; provided that private and confidential nature of banking operations have been increasingly harnessed to hide criminal activities such as, money laundering, the financing of terrorism and other acts. An equal major role has also been assigned to banking secrecy in the domain of public interest, the interest of the financial system itself, whose structure of strength must not be jeopardized by the lack of trust in financial institutions. Although the recent experience that shook the world financial system has been showing us that trust is a value that is in crisis. This article aims to establish the legal framework of this institute in Angola, starting from a purely theoretical raid on the meaning, purpose and nature of the institute of banking secrecy and conditions, which are considered to be relevant at the level of the creditor and debtor. It establishes a tenuous comparison between the systems of some countries, and later outlines the legal regime of banking secrecy under the current regulations in Angola. Keywords: Bank Secrecy; banking secrecy; the legal regime of banking secrecy in Angola; money laundering and terrorism financing vs bank secrecy; vs taxation bank secrecy.

I. Introduction The institute of banking secrecy or bank secrecy as has also been named in the legislation, doctrine and jurisprudence of countries where it is legal established, is not a creation of the modern world. The beginnings of this institute date back from ancient Babylon, with indirect references to it in the Code of Hammurabi. The history of banking reveals that the embryos of this institute were found in the Hebrew, Egyptian, Greek and Roman civilizations, with emphasis in the Middle Ages, period that was created in 1118 in Jerusalem, the order (religious and military) of the Templars, whose activity was the exercise of banking operations. In the Renaissance, was evidenced in the banking business, based institutions in Italy, particularly in the city of Florence, which was the birthplace of greater relevance of private banking. It was, however, in modern times that this institute gained its materiality, more specifically, after the World War I, on the occasion of the first conflict that has triggered due to the banking activities between Nazi Germany and the Swiss, leading this country to legislate on banking secrecy, establishing criminal punishment of those who violate this secret, to protect not only the depositors customers and their dully deposited amounts, but also the employees themselves serving the banking institutions. The banking secrecy must not, however, be seen only as an institution that protects the interests of individual order, it is also directed to the protection of the economic interests of society, necessary for the development of the functions of the State. So, at least, it is seen in most legal systems that establish it. It can be said that through the performance of banking activities relationships of various kinds were formed, which give rise to the emergence of rights or legal situations of subjective and objective in nature, aiming at one hand the private interest and on the other the public interest. Sometimes these interests do not always coincide, settling conflicts between them, having, therefore, to sacrifice one of them depending on the value and justice of the other interest. The objectives that initially aimed to the establishment, in various jurisdictions, of the duty of banking secrecy, were focused both on economic grounds (public interest) and in order to preserve the privacy of banking customers (private interest). However, in recent times it has been seen, in countries that have accepted the defense of banking secrecy, the imposition of limits on the duty to guard bank secrecy, making its protection milder, due to the fact that it has been developed to cover up activities of a criminal nature at the expense of its activities, such as hiding of funds obtained in actions of war, trafficking of war material, drug operations, and

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other products that endanger the environment and human survival and other species in our planet, organized crime and political secrets. And these are the activities that have amply justified that in the presence of a conflict between the values of privacy and higher values of justice, the latter prevails. The banking secrecy is hosting in the Angolan legal system, although it is not always complied by the persons who are obliged to it, by law, and those who are foreign to the concrete relation, customer/bank, have not always understood its meaning and scope. It has been understood that the word secret in the generic sense has to do with a confession made by one person to another, under the conviction or commitment not to disclose this. Whereas the expression professional secrecy is the prohibition to disclose facts or events that they knew or entrusted, in reason and in the exercise of professional activity. The present study on banking secrecy in Angola is divided into seven parts: after a brief introduction is followed by reflections on the meaning of the institute of banking secrecy (1), its purpose and nature (2), the models of banking secrecy systems (3), the exceptions to bank secrecy (4), bank secrecy and taxation (5), the Angolan provisions that establish it (6) and finally, bank secrecy crimes of money laundering and terrorist financing (7). II. Meaning of the Duty of Banking Secrecy Banking secrecy is the observance of a duty of discretion by the financial institutions (1) (bank and non-bank supervised by the Central Bank) relating to its customers, which arises from contractual or precontractual relationship, even without coming to fruition, which is established between them. Is that by virtue of entering into this type of relationship, those institutions are in possession of information that fall under the sphere of the privacy of clients, and they wish to keep in reserve. The duty of confidentiality on the data of the clientele, which rests, directly, on the bank institutions and counterparts, obviously extends to their bodies (owners) and employees, and even to those who provide them services, on an occasional basis, for elements whose knowledge has been obtained through the exercise of their functions. And such an extension of the duty is justified either because the will is manifested through the establishment of their bodies, whose organic relationship are established with their holders, and that makes these acts to be considered as acts of the bank itself, since it acts through them, either because the action of the bank also gains consistency, through its employees or who provide services to it, bringing to them consequences of their activity. The duty of discretion rests with all that comes to the notice of the establishments, either by revelation, by its customers, either by the occasion of the transactions that performs, in all that relates to these transactions or on the status of accounts and the information regarding its organization and operation (2). With this breadth, this duty also applies to all of those who, through the exercise of the functions or services providing gain knowledge about the data of the financial institution itself. Are, therefore, entitled to the right of banking secrecy (3), the financial institutions themselves and their clients. According to Francisco Amaral Neto: "banking secrecy is, thus, the legal institute that governs the existing relationship between the credit institutions and their customers, imposing a duty of secrecy as one of the typical obligations that form the content of the established relationship, in the context of the activities mentioned above. Consists on the compliance, by the bank employees of a serious discretion, as they are obliged to maintain professional secrecy "(4). The duty of secrecy is applicable to all persons providing services on a permanent or occasional basis to the financial institutions. Thus, being considered subject to the banking secrecy: the board members, directors, employees and agents or consultants of financial institutions (5). People forced to the duty of secrecy, it is, for facts or elements, which have come to its knowledge, by virtue of the exercise of its functions and provide services in financial institutions (6). The duty to observe secrecy about those elements or facts and the above mentioned-conditions, is enforced, even after termination of service or services (7). It becomes clear that the duty of secrecy that is imposed on the persons subject to it, aims to protect the information of its customers or about its institution from third partiesâ&#x20AC;&#x2122; knowledge, outside of the banking legal relationship (8) or the function of the provision of service. It may be, however, the case of having those who direct or indirect intervene in the relationship between bank and customer, as is the case of depositors, coholders of bank legal relations, secured bank loans, agents and proxy holders and other holders with respect to whom the duty of secrecy should not be observed, but in the strict limits of the legitimate interests of these or powers belonging to them or have been entrusted to them (9). III. Scope and nature of the duty to banking secrecy â&#x20AC;¨ The object of the duty of secrecy must be analyzed either from the point of view of the bank's

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relationship with its customers, and from the point of view of the bank's relationships with people who are subject to duty of secrecy.   In the relationship between banks and their customers is applicable the provisions of the Law of Financial Institutions, are covered by the secrecy obligation of professional that are subject to it or are the subject of this duty, the names of customers, the deposit accounts and its transactions and the banking, foreign exchange and financial transactions. The law specifies the data subject to a duty of secrecy on exemplary manner, employing for this purpose, the adverb "particularly" (paragraph 2 of article 59). The persons subject to this duty are prohibited from both disclosure of information and like using them, for their advantage or others, relating to offenses or elements relating to its customers, whatever they may be, provided that their knowledge has been obtained exclusively in the performance of functions or the provision of services (paragraph 1 of article 59). By customer of the bank should be understood not only the person who regularly perform banking operations, but also who established it in pre-contractual relations, even without coming to fruition, as we have said, but through which the institution has been in possession of relevant information pertaining to the private sphere of the client, namely, deposits, business, etc. In the relations between the bank and the persons subject of Secrecy, mentioned on the article 1 of the corresponding article on Financial Institutions Law, that we have been citing, the object of the duty integrates, as the law specifies, the facts or elements relating to the life of the institution. The banking secrecy, as a personal legal duty not to disclose or not to exploit the legal good of relevant information, required by the common law upon persons who, given the profession or the provision of services to banking, encompassing this expression all institutions subject the legal regime of financial institutions, and that by virtue, solely, of these functions, it became aware or put on more synthetic form, as simple duty of professional secrecy, lies plea on that fundamental right (the right to privacy). The nature of the obligation of banking secrecy has been the subject of much controversy among doctrinal, in jurisdictions that host it. Various theories on this subject, the target of numerous criticisms have, been built, which we will try to translate here on a synthesized fashion. Many authors have considered the banking secrecy, as a legal institute of a subjective nature of the right of personality, absolute, unavailable, imprescriptible and inalienable, understood as a manifestation of the right to privacy, which corresponds to the professional duty of confidentiality, that banking secrecy is a species (10). Carlos Covello advocate of this position states that "banking secrecy exists to protect the privacy of the citizen. This is its cause of existing. Its final cause." (11) At the opposite pole, and another quadrant appear authors as Benjamim Rodrigues and Maria José Roque, the latter profiling is rather forcefully against this current of opinion which considers that banking secrecy has the nature of a subjective right of personality. For Benjamim Rodrigues, the duty of confidentiality (12) corresponds the right to secrecy, which someone has, it is not an emanation of the fundamental right (established in the Portuguese Constitution) to the absolute privacy of his or her life. This author admits that the right to confidentiality may function as an instrumental right to guarantee that right, and because of that having a intimate connection with it, but only occasionally, as the duty of confidentiality is on that basis that the profession of banking is linked to events generated in the exercise of this right (of absolute privacy) and should, therefore, be considered as merely relative right. Maria José Oliveira L. Roque criticizes the theory of affiliation of banking secrecy to the nature of personality right, starting by saying that the personal rights are born with, such as the right to life, health, name, honor, privacy etc…, but nobody is born with the right to banking secrecy, given that there are people that can not afford to be bank customers. On the other hand, continues the author, as is well known the personality rights are opposable erga omnes and indispensable, which does not happen with banking secrecy, which allows exceptions and is even waived by its holder. Finally, according to this author, "it is not possible, under penalty of subversion of the very conception of law, be accepted absolute banking secrecy, under the canopy of the rights of privacy, when you know that even the most lawful, banking operations involve more than two people: the client, the bank and a third party, which at least is the Treasury. This without taking into consideration that all sorts of shenanigans, trickeries, money laundry take place in banks and are used to commit financial crimes, prejudice creditors and circumvent the Tax Authorities..." The contractual theory based banking secrecy in the contract between the bank and the client, with the implicit ancillary obligation of secrecy by the banking organizations, due to professional secrecy. Authors who oppose this theory say that the bank contracts do not always contain a regulatory clause of secrecy and, even though it's implied, this theory dies, in particular, where there is not a contract between the bank and its clientele since, even so why the obligation of secrecy no longer arises, and the same happens after revocation or declaration of invalidity of the contract. For customary or costume interpretive theory, the foundation of banking secrecy lies in applying

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standard rules of universal validity which are based "on the nature of the banking contract as a trust." Like its predecessors, this theory has been criticized, since it is valid only for jurisdictions that do not legislatively establish banking secrecy, and secondly, it confused the legal foundation of the duty with the approach of the criteria for interpretation and enforcement of the obligation of discretion (13). Another theory that has many advocates is that that postulated treating the banking secrecy as a type of professional secrecy. Because the information that is obtained by financial institutions has originated in the course of a professional activity, there is no doubt that it is professional duty, on their part, not to disclose or use the data and information that comes to its attention. This duty is safeguarded, it is said, the social necessity of confidence in certain professional in the case of bank confidants are required of their clients, getting therefore obliged not to reveal the elements that relate to their private matter (14). Banking secrecy seems to lie in the same plane as other duties of secrecy, called professionals, such as doctors, lawyers and journalists (15). For Maria CĂŠlia Ramos, in the light of the Portuguese Constitution, banking secrecy appears under a "dual protection," first as a "fundamental element of the right of privacy," and by another as "the foundation of maintaining public confidence in the banking system "(16). This theory has suffered some criticism on the ground that only partially relates to the nature of banking secrecy, dealing only just, the secret guarded by professional banking. But also in the Portuguese doctrine there are those who believe that there is not possibility of an association between banking secrecy and the right to privacy, as is the case of Saldanha Sanches, for whom there is a distinction between the privacy of personal and family life and the reserves that can accompany privacy. Thus, the privacy only covers "clearly intimate issues towards issues related to the choices and more mixed experiences of subjectivity of any citizen," it excludes aspects that relate to issues of equity nature. Thus argues that the banking secrecy "is not, can not be the embodiment of the constitutional principle of the right to privacy" (17). Taking into account the theories that tend to uncover the nature of bank secrecy, it seems that the one that fundaments, as a sort of professional secrecy is, in our opinion, the more realistic. If well evaluated, professional secrecy is rooted in a relationship of trust, which may underlie a number of interests, which fall directly or indirectly the right to privacy. In the first case, the interests that are based on human personality and expressing values of dignity of man as man, seen as the exclusive owner of your body, your spirit (18). In the second case, are concerned interests that lie in a wider framework of the sphere of privacy of man, that means, interests that are no longer part of that personal jurisdiction, but they still lack legal protection because they are part of the economic life and assets of a particular legal person. I review here the position advocated in my first approach to the issue of banking secrecy under which regarded it as having the nature of the right to privacy, like the secret of doctors and lawyers. I argue now that data from a customer which relate to aspects of oneâ&#x20AC;&#x2122;s privacy, as a disease, for doctors, an act or omission with legal repercussions, in the case of lawyers, as the financial situation in the case of banks not only have nature as fall within the concept of the right to privacy. Using a ruling of the Portuguese Constitutional Court (judgment no. 278/95), which focused on the prerogatives of examination by inspectors of finance, information in the possession of public services, public and private companies, which encompass banking institutions, such as customer names, deposit accounts and their movements, banking, foreign exchange and financial transactions, this court held that "the economic situation of citizens, mirrored in its bank account, including borrowing and lending transactions recorded therein, is part the scope of protection of the right to privacy, condensed in article 26, no. 1, of the Constitution, the emerging banking secrecy as an instrument guarantee this right." In fact, and as it relates to individuals, an analysis that make the movement mirrored a bank statement lets get to know each other salient steps of the privacy of its owner. In this line of understanding, that court considered that "in modern society, a checking account can be a" personal biography in numbers," coming to the conclusion" that the evidence held by banking institutions relating to deposit accounts and their movements, as well as other elements such as banking, exchange rate and financial integrate an essential part of the right to privacy of private "life, so adopting a broad definition of the right to privacy (19). The interests that bank secrecy is to protect, rooted in the ownership of the institutions and their customers, not only have attained that fundamental right, as included on it. The exceptions that are likely the right to a privacy, also occur when the holder of intimate data reveal them when so wishes. However, as we have seen, authors of countries whose Constitutions also establish this right expressly found him plea to fit the scale of this fundamental right, banking secrecy, because they already understood as a kind of professional secrecy, whose foundations are based on the principle fundamental inviolability of the human person, the dignity and privacy (20). Position that is not embraced by other authors admitting, though, that bank secrecy gravitate around this fundamental right, understand "the privacy of that speech is no longer sitting inside the space saved by the right to reserves to the privacy recognized by the Constitution, but only to its door, behaving as a sort-first guard who favors that defense. "(21). Bank secrecy, in the Angolan system, as they appear portrayed in ordinary law, is considered a type of

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professional secrecy, which aims to protect on one hand the need for some privacy means of revealing the fortune of customers and on another aims to provide customer confidence in financial institutions, facilitate and increase the performance of these activities. With these contours must be returned to that fundamental right, which happened to have sitting in the constitutional text. Later, when talking about the legal and regulatory framework of banking secrecy, the Angolan system, return to this issue. As we said above, the host of banking secrecy varies from jurisdiction to jurisdiction, even at present there is a strong current, at the level of international organizations, in favor of the lifting of banking secrecy is not only when in the presence of criminal activity, but also regarding cooperation with the tax authorities. The non-dedication of an absolute duty of bank secrecy has not constituted an obstacle, for if not to give legal protection to the data that banks get from customers, and the exercise by virtue of its activity. IV. Models of banking secrecy systems Three model systems, among which fall under the Anglo-Saxon countries, not normatively regulate banking secrecy, admitting, however, as a rule, the civil sanction the breach of bank discretion (22) have been aligned as a way of defense of the confidentiality, particularly in the UK and the right to privacy (the right to be let alone) in the United States. Confidentiality or secrecy to preserve the banking system is considered a duty that extends to all nonbank members of a banking group, such a duty is not limited to information pertaining to the client, but also relates to any information generated by the bank. A breach of this duty can happen in the following circumstances: when the exemption is required by law (to the public interest in the administration of justice, for reasons relating to banking supervision, tax evasion, corporate fraud, drug trafficking, among others); when pursuing the public interest; when the interests of the bank require the exemption of duty and; when the derogation results expressed or implied consent of the customer (23). A right to privacy or the privacy in the American system does not receive any express reference in the Constitution. However, the doctrine and the jurisprudence give to this law constitutional dignity. However, this constitutional dignity does not go to the point of it being extended to situations that go beyond issues of personal jurisdiction, it being excluded matters relating to financial and capital, here field standing the information covered banking secrecy, which does not benefit from any constitutional protection. Moreover, the weak manner that is treated with banking secrecy, the relationship between bank and customer, going so far as not even to be able to be likened to the privileged relationship that rages between the client and his lawyer or between husband and wife. Such understanding around the customer/bank relationship and banking secrecy arises from a decision that was rendered in 1924 in the celebrated case Tournier v National Provincial and Union Bank of England, which came to be accepted by U.S. courts. In that decision, it was concluded that banking secrecy has a legal basis implied contractual clause, according to which the banker is obliged to observe discretion in relation to the account and transactions of the customer, but this duty ceases when it is determined by law, while it is in question the performance of public duty, when interests are at stake and when the bank account holder consents to the disclosure of data. In addition to these situations, and as large weight factor for the configuration of banking secrecy in American law puts the safety of the national economy, which it noted as an obstacle or a harmful element to the national economy, which justifies its limitation to minimum required (24). In the second model fits in France, which was the first western country to sanction the violation of professional secrecy, and where banking secrecy, built from rules and regulations that pertain to professional secrecy, appears under the aspect of obligation confidentiality and the duty to cooperate with justice, while the secret of doctors and priests have full protection. In the third model, which is at the end opposite to the first model, the banking secrecy appears with greater substance, as in the case of Switzerland, Luxembourg and Lebanon. The Swiss, unlike Lebanon where there is a full legal protection to banks, which are free from the requests of the judiciary, admits the duty of cooperation in criminal matters (except for the cantons of NeuchĂ˘tel and Valois), but no longer the duty cooperation with the tax authorities (with the exception of the canton of Fribourg, who admits he does). Banking secrecy in this country was born more than 300 years, is seen as a manifestation of the right to privacy and professional and business secrecy. Constitute an obligation for banks, their bodies and employees of non-disclosure to third parties of data on their customers. Therefore, be sure that the tax authorities wish to obtain data on the fortune of a client, should address itself to the customer and the bank in some case for such information. Banking secrecy stems from the civil law, article 27 and article 28 of the Civil Code, which governs the protection of personality. These articles admit one protection against intrusion on the protection of privacy by individuals or the State sphere. The articles 143 and 143 bis of the Penal Code shall ensure the protection of personal data of customers and banks. Turn to article 47 of the Law of banks and savings banks directly addresses the breach of banking secrecy is regulated by criminal law.

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But the Swiss poses no part whatsoever in the cooperation on tax matters, where there is an order of a judicial authority or supervisory authority. In respect of the crime of tax fraud or scheme information exchange is allowed. The Swiss as Luxembourg and Liechtenstein distinguish between tax fraud and evasion. The lifting of bank secrecy in Switzerland is expected in the case of money laundering, funds of criminal origin or provenance of funds linked to terrorist activities. Since 1990, this country establishes rules on these matters, and its implementation as envisaged in article 305 again of the Penal Code. In Luxembourg, too, only in very few cases, the secrecy may be lifted. In Italy there is no general rule about the secrecy. In this country, bank secrecy can not be invoked, in general, the tax administration. In Belgium, the relationship between banks and tax authorities does not apply to banking secrecy. Are imposed, however, limitations with regards to income tax, may not request that management elements to the banks on this tax. You can only do it when the taxpayer claims the tax assessment. In this case, the bank can provide all the information to the tax authorities, working the claim as a means to authorize the bank to provide information, freeing them from the obligation of secrecy. But do not forget here the so-called tax havens, which since 1960, do not permit the exchange of information with foreign countries protecting data on funds from their non-resident clients in designated offshore accounts. The attacks on banking secrecy became fiercer after the global financial and economic crisis that occurred in 2008. According to data obtained and tested two OECD countries that appear on the white list, the United States and Great Britain are the countries, which enjoy greater financial opacity (25). The Swiss became the 58. Âş signatory country (15 October 2013) of the Convention on Mutual Administrative Assistance in Tax Matters. Lacking it of ratification by the Swiss Parliament and the conclusion of bilateral or multilateral agreements. Belgium, meanwhile, has not yet ratified all bilateral treaties and runs the risk of going back to the OECD gray list. In principle, from January 2015, the Luxembourg banking secrecy will disappear from the landscape. V. Exemptions to banking secrecy The duty of secrecy, by banking institutions is not absolute, provided that in certain circumstances it is liable to undergo certain exceptions, i.e. yield in values that overlap those it wishes to maintain. And it is in this area of the exceptions to bank secrecy that doctrine has been quite controversial and, on the one hand there are those who pugne by the total yield of confidentiality, when at issue is the performance of the tax administration (26) or the police authorities (in the case searches and seizures), and on the other hand, who in defense of secrecy just admit its lifting when there is a court order, and it is concerned a higher interest as provided by law. The rules governing the legal regime of banking secrecy, has established itself as exceptions to the duty of secrecy: a) the authorization of the recipient (customer of the bank or banking institution itself); b) Decision of the public administration by administrative act (when it comes, namely, to put the interests of the tax authorities in the category of dominant interest); c) the duty to cooperate with the justice system, namely the courts. a) In regards to the authorization by the beneficiary of the duty of banking secrecy, there are some who understands that it is not exactly a waiver or exception to the general principle of confidentiality by virtue of whether it is a grant of waiver of confidentiality by the holders of interests covered up for it (27). For those who consider that this is a waiver of that duty, raises the question of whether such authorization is granted in relative or absolute terms, i.e. it merely intends the suspension for a certain concrete situation, maintaining the obligation of secrecy for the other cases, or seeks the extinction of that obligation, separating from it the banking institution. An agreement or the other or both, that simultaneously both may result from rules that encompass that waiver cover in some cases, both the suspension and extinction. b) The exception or derogation from the principle of tax administration decision has been countered mainly in English teaching (28), or because the bank secrecy has expressed a restrictive legal protection and administration of this act, in defense of a fundamental right under the Constitution, which is the right to privacy (29). Hence, we do suspend the obligation of secrecy for tax purposes, a court decision where the law does not provide expressly, the unenforceability or lack of that obligation (30). c) Regarding the derogations justified by virtue of the duty to cooperate with justice, here too there are two opposing confronting theses, one that supports the yield of duty bank secrecy before the duty to cooperate with the court, and the other that claims to be the prevailing duty of confidentiality on the duty to cooperate with justice (31). The first still has well expressed two parts, one that assigns to the courts the power to suspend the duty of secrecy only in cases expressly provided for in a statutory provision (32) and the one that gives them this power whenever the duty of secrecy conflicts with values justice, depending on its opinion of those organs and weighting (33/34).

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With the exception of the exception resulting from the authorization of the beneficiary, the other two waivers (to satisfy public interests of a fiscal nature and cooperation with justice) lie in the plane of the public interest, especially when disclosure of data is concerned resulting from illegal practices such as drug trafficking and other crimes. This seems to be the path that has been followed by Switzerland, considered the mecca of the banking secrecy, which has been accepting the breach of bank secrecy, wherever proving the illegality of the source of deposited. VI. Banking secrecy and tax authorities In our opinion, and before we proceed to the analysis of how the bank secrecy is established in the Angolan system, on a general thesis, it seems advisable that in the absence of a special rule, which expressly grants the Tax Authorities the authority to lift banking secrecy, this prevails only just insofar as they are not concerned with values of justice worthy of superior protection. And when this happens, and here we will be already within the second exception to the prevalence of these values should result from a balancing of the interests at stake, prudently assumed irrespectively of the speed that should govern the decision-making on a procedural arena established in the field of evidence. Is also important to discuss the possibility of the Angolan legislature establishes in any legal provisions the breach of the bank secrecy when in the presence of conflict with fiscal interests. The General Tax Code, with the changes that were introduced by Law no. 17/92, of 3 July, states in no. 2 of article 65 thereof, the tax authorities can examine files of government offices, public institutes, public or private legal persons, goods, books and documents of taxpayers, constituting a hindrance to the action of the tax authorities any difficulty that arises or obstruction. Moreover, the no. 3 of this article, states that the tax authorities to obtain material evidence in tax proceedings, may request expert examinations. It is in article 73 that establishes the sanction (fine, without prejudice to criminal proceedings) to those who cause embarrassment to the action of the tax authorities, hide, destroy, disable, overburden, fake or otherwise impede the action of the tax authorities. Certainly financial institutions, as taxpayers will be subject to inspection by tax authorities. However, unless the rule that provides on banking secrecy, expressly mention that this would yield to the tax authorities, we believe that financial institutions do not have to reveal, to this administration, facts and elements that are included within the scope of that duty, unless such data or its omission referring to the criminal domain, as is the case of the actions that fall in the types of crime encompassed in the Money Laundering Law, which shall be covered in one of the exceptions in the Financial Institutions Law. Under the law we've seen indicating, it is referred in no. 3 of the article 65 thereof, the "process of a tax nature", but it seems that this has not judicial nature, on contrary appearing to be of proceedings conducted by the tax administration itself. Not appear in this normative, the power, in case of refusal, have recourse to a judge (district judge or prosecutor) to, in its process, decreeing that the targeted party is put at the disposal of that administration, for the purposes of the inspection required. At most, it is said that the offenders (entities and severally holders of management bodies) are subject to fines and prosecution, where this is the case. Furthermore it mentions that after the decision becomes final the decision that there is a penalty applied, the tax authority has a period of 8 (eight) days to notify the attorney general, for the purposes of article 164 of the Penal Procedure Code. It seems, however, that the allusion to the final decision concerns the application of a fine, and no longer the inspection process itself, whose initiative comes from the tax administration itself, not from any judicial authority, opposing if so, the requirements that are placed there for a lift or derogation of the obligation of banking secrecy. However, it has been understood that nothing saying the Law of Financial Institutions, in regards to derogation of the bank secrecy about the powers of the tax administration, in detached legislation came to be attributed to the tax administration specific powers to obtain data from the banking financial institutions, on these customers who are initially protected by that duty, for the purpose of tax enforcement, admitting between procedures to achieve this goal, the seizure of money and other amounts deposited in bank accounts article 44, procedure not provided for in the Code of Civil Procedure in force in relation to sea. It is the ordinary legislator, having gone for this institute, "tax enforcement" forgot to look at the Code of Civil Procedure to check if this had somehow stipulated about money seizure and bank accounts, similar to what happened with the Portuguese ordinary legislator who took care of adding the article 861 thereof, which came to cover this type of seizure. Not having done, the Angolan ordinary legislature approved the scheme system of tax execution, once the seizure of money and amounts deposited in bank accounts takes place, does not have in the adjective right any legal coverage, because simply anything about it this is said. We believe that the law that contains these prerogatives to the tax administration, the Presidential Decree no. 2/11 of June 9th, approving the system of simplification of the tax execution, and that repealed the Executions Tax Code, "derogated" in favor of the tax administration the rule on duty to guard bank secrecy, but

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filled with the just mention addictions. This law, in the mentioned article 44 thereof, makes a clean sweep of the nomenclature that is used in Angola, regarding the entities bound to the duty of bank secrecy, financial institutions, calling them credit institutions, terminology into disuse in the Angolan legal system. This law assigns judicial powers to the tax administration, when tax office gives the territorial jurisdiction the direction and management of tax execution proceedings, which "implies the right of choice and the completion of all the steps necessary to satisfy the creditor's rights that are not legally restricted to the court" (article 4, no. 2). Getting materially compete to the court the decision on the opposition to the tax execution, deduced on restrictions of the executed person, opposition to the seizure, the complaints of acts from the tax office, in exercising their powers of management and direction of the process, the subordinate actions of verification and graduate of credits, subordinate actions for annulment of a sale, claims of bills of expense and other actions that by law falling on their competence. On the regularity, legality and constitutionality even this degree would be to pronounce the Constitutional Court if the enforcing banking institutions, to be important to clarify to what extent the content that appears in a burst, surpassing the general tax law itself, in that banking secrecy concerns, and calls into question the extent to which compliance with banking secrecy under the provisions of the Law on Financial institutions. VII. Banking secrecy and the Angolan canons that establishes it After we covered the general thesis, some of the issues that arise in relation to the treatment of the banking secrecy, it has come the moment for us to make, with some detail, reference to how this duty is appears in several rules that alludes to it, in our legal system. Undoubtedly, the main emphasis will be given to the legal instrument that contains the general rules for the performance and activities of financial institutions, the Law no. 13/05 of September 30. We will not leave, however, to refer to other laws predecessors to it, nor on the other hand, to record the treatment given to banking secrecy by another legal instrument also important, the governmental law of the central bank (Law no. 16/10, 15 July). We begin, however, by inquiring on the Constitution, if it envisages the establishment in relation to the fundamental rights, the right to privacy, as we have seen, became the subject of protection, and the protection of which seems to be the preservation and observance to guard confidentiality whenever that right should lay before the exercise of activities that come with it in relation directly or indirectly, such as doctors, lawyers and journalists. Going through the Title II; Chapter II of the Constitution, in articles. 30 to 32, thereof, reference to protection of some personality rights, such as life, dignity, liberty, personal integrity. The constituent legislature makes express reference to the right to privacy, as in some Constitutions of today. The Angolan Constitution, in the chapter of fundamental rights, enshrines, unlike the Constitution that did not do it, the right to privacy (article 32, no. 1), and therefore it is worthwhile to dwell a little about their consecration and on what terms it should put itself in the light of this legal provision: "1. Everyone is recognized the rights to personal identity, civil capacity, citizenship, good name and reputation, the image, the word and reservation of individual and family privacy." The same goes with the Civil Code, which established the rights of personality, entitled "right to reserve privacy" (article 80), embraces this right by imposing an obligation on its guard follows: "1. Everyone should safeguard reserves in relation to the privacy of others.â&#x20AC;? One way to safeguard reserves in relation to the privacy is not promoting it, keeping it a secret, so the observance of this is also a right for all. We conclude that the right to keep privacy has expressed base in our legal system, by virtue of its expressed establishment in the law of all laws. Hence, that right, as we have seen, is a subjective right of personality, such as the right to life, name and others, enjoying special legal protection. But it is not enough, however, to just recognize to this fundamental right the nature of subjective right of personality, it is also necessary to recognize its content and scope. And it is certainly by searching to define or delimit the outlines of this fundamental right, which recently entered in our legal system, which will find a way to frame situations that enter the field of protection of the legitimate expectations and legal certainty because they are located in the patrimonial and economic forum of the legal subject and as such in need of such protection. If in the content of the right to privacy fall aspects such as personal and family relationships, domicile, correspondence, telephone, oral conversations (35), is no less true that within this law are the patrimonial relations, the economic and financial situations of each one, knowing that it is from these that the other aspects of personal and family life are largely influenced. Assuming this extension of the right to privacy, the protection of patrimonial and economic aspects that are made through the banks as trustees of the savings of his customers, lying under an obligation to keep secret (the correlative right to confidentiality) on operations that take place in the relation-bank customers, to build trust and legal certainty on their part, leads to frame the banking secrecy as a manifestation of the fundamental

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right to privacy. And it is in this right that lies the ground to the right to bank secrecy, since the latter has matters that fall within the sphere of privacy of the subject of the law in its patrimonial and economic aspects, which do not cease to belong to their intimate nature, in view that allow to know the intrinsic nature of the subject itself and connects to the dependence of the other aspects of daily life that keep with these patrimonial and economic aspects. Indeed, from the unique rule of the Civil Code that we just quoted, it occurs that there must be a duty to safeguard, a duty of confidentiality that applies in relation to the privacy of the life of each person. Here it seems that we can distinguish with some fullness, the protection duty that arises, as stated by Benjamim Rodrigues (36) "at the door" of the subjective right of privacy and not beside this as a right of equal force. It is certain, however, that because this duty has to appear as a means or instrument for the preservation of facts that are part of that intimate sphere, has a more demanding tutelage, should not, however, go up to the point of exacerbating its meaning and scope, because the interests underlying it have different scope either when targeting the customer or the banking institution, considered in itself. With regards to the client, this by placing its assets in a bank, and by establishing with it a relationship with this confidence, want the telltale means of his wealth to be protected from the gaze of others. In relation to the bank itself, the custody of secrecy with regards to the financial aspects of the lives of their customers, increases the level of trust between them and the institution, allowing this activity to develop greater strength and performance. And it is the need to more stringently protect banking secrecy which led the legislature to devote the general scheme of financial institutions to penal protection, when there is a breach of the duty of secrecy: "without prejudice to other applicable penalties, the breach of secret is punishable under the Penal Code and relevant legislation." — article 65 of the law no. 13/05 of 30 September. As stated above, the banking secrecy is seen as a kind of professional secrecy, violation of which is punishable under article 290 no. 1, of the Penal Code. This was exactly the way that the Angolan legislature embarked when considered in that general system that should be referred to this set of legal rules (Criminal C.), the punishment in case of breach of bank secrecy. It is crucial, and before we proceed to a brief chronology of the establishment of the banking secrecy in the rules that have governed the banking industry in general, to mention other legal provision which provide for the duty of secrecy. Such is the case of no. 2 of article 217 of the Code of Criminal Procedure, referring to the duty to keep confidential data arrived at the attention of public officials, who by law are bound to this confidentiality, provides as follows: "They are not obliged to depose or to testify: 2 civil servants who are legally obliged to maintain professional secrecy, on the facts that should not reveal." Although the concept of a public official is not extensive, currently the bank employee, the date of preparation of the penal code, this concept was intended to cover the entire employee who supplied services in order to serve the public interest, which is included in the service or banking. It is not a burden to accept that this was the understanding, to the extent that professional secrecy is considered on numerous professions, including the banking. Although there is not a reference in the code of bank secrecy, the code also refers to it when it mentions a kind of secret – the professional – one that is kind. But in the field of criminal procedure is still necessary to cite at least three other provisions that clearly contain what is called a waiver of bank secrecy. It is the article 178 of Criminal Procedural Code and articles 215 and 216 of that same code. The article 178 that hosts the principle to cooperate with the justice provides as follows: "No one can escape to undergo any examination or to furnish any other things that should be examined when it is necessary for the instruction of any process, allowing the judge (prosecutor) give effect to its orders, even with the aid of force, without prejudice to article 209 and 210.” "Turn to article 215 it stipulates: "No one can refuse to depose as a witness, except in cases expressly excluded by law." And the article 216., Paragraph 2nd, revealing that duty of cooperation requires that even to the incompetent to witness statements to be taken when the judge deems appropriate. We have no doubt that the understanding that can be attained from such provisions may lead to the conclusion that in criminal proceedings, the ordinary legislature intended to establish a duty to cooperate with justice. However, this duty seems to wane, even within the criminal procedure code, when it is determined, as it is in art. 217, which gives the obligation to testify in cases where people are forced to keep secrecy. There will be, as it relates to banking secrecy, to see to what extent combine these two duties: guarding and cooperation with justice, we will do further analysis. But carrying on our analysis to the treatment that the various legislation give to the bank secrecy is important to note what the law of searches, seizures and apprehensions – Law 2/14 of 10 February – provides about apprehension of title, values or other objects deposited in banks or other credit institutions, provided there is sufficient basis to relate them to the crime, leading to the discovery of truth or serve as

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evidence (article 20). It is therefore, strange that in chapter searches and apprehension, the law does not refer to banks, just come to do so, as to seizures. It mentions about house searches, searches of law offices, searches of offices or public services, searches for diplomatic missions and consular premises, but nothing is said about the searches in banks. Seems to have been corrected, by this law, the question of the competent authority to order and preside over the search, because without it there can be no apprehension, nevertheless as stated above, the law does not make special mention searches in the banks. Results from the article 2 that the authority to preside the diligence is the prosecutor or the judge. As established by the law of financial institutions, as the breach of the duty of confidentiality can occur, under the instruction process, by order of judge or prosecutor (b), no. 2, article 50). The special law, which in this case is the law of financial institutions points to two competent authorities. The law of searches, seizures and apprehension confers jurisdiction to examine the documents titles, values, or objects seized amounts to the judicial authority that ordered the search, allowing it to be aided by criminal police officers and advisors to qualified personnel (no. 2, article 20). Another feature of this search law is the subjugation to secret of all intervening in the apprehension of bank premises, as determined in paragraph 3 of this article 20. We would also like to go over the rules of civil procedure, pointing either towards the protection of the duty of secrecy, as in the derogatory sense of that duty, by comparison with the duty to cooperate with justice. The article 519 of the Civil Procedure Code entitled "duty of cooperation in uncovering the truth," contains in its no. 3 the exception to the principle of collaboration, excluding the obligation to provide such cooperation all those who in fulfillment of the duty to cooperate, violate, however, the professional secrecy: "the refusal is, however, legitimate, if obedience entails breach of professional secrecy (...)." Also e) of article 618 stipulates be incompetent to depose those who by virtue of their status or profession are bound by professional secrecy, "as to the facts covered" by this secret. Towards the derogation of the duty of secrecy is the article 519 thereof, quoted above, that on the numbers 1 and 2 contains an obligation to cooperate with the justice for the discovery of truth and the corresponding sanction for non-compliance. The article 535 which is a limitation to the provision principle, gives the court the power, on its own initiative or at the suggestion of either party, ordering all that is necessary for the discovery of truth. The request can be made to official bodies, to the parties or to third parties. And after passing through this set of legal instruments analytically, which on a general refer to professional secrecy, we considered it on a more precise manner in legislation that established or had established the banking secrecy it in the Angolan legal system. The first law in Angola that (after independence) referred to banking secrecy was the Organic Law of the National Bank of Angola, law no. 69/76 of 10 November (confiscated the assets and liabilities of the Bank of Angola, based in the (People) Republic of Angola). In the article 75 of this law, it was considered subordinate to bank secrecy whatsoever was related to deposits, loans, guarantees, relations with overseas and in general all bank operations and information related to the organization, operation and safety of the bank. However, this article determined exceptions to the principle of confidentiality in the treatment of that range of subjects, which took place at the request of the interested in the operations to the conduct of proceedings since court judge or similar delivered the corresponding order, by determination of the government, by order and in other cases, when preceded by authorization of the Government of the National Bank of Angola (BNA). The breach of confidentiality constitutes legitimate grounds for dismissal and cause and foundation of dismissal, without prejudice to trigger other procedures prescribed by law. We believe that the establishment of the obligation of the banking secrecy in the first Organic Law of the Central Bank has had its origins in Decree-Law no. 47 909, of September 7, 1967, which created the service of Centralization of Credit Risks aiming to centralize the risk elements relating to information to granting and applying for credit, the provision of information that was obtained for the purpose of being used exclusively by that department, constitute infringement of the principle of banking secrecy to use for different purposes. A breach of confidentiality on the part of those who were required to provide service to credit institutions was considered a crime of violation of professional secrecy punishable under article 290 Penal Code article 6. It seems that the merits of this legislation have not been much innovating in relation to the establishment of the principle, if not to explicitly establish the duty of confidentiality, as a general principle, extending it to all institutions providing credit, which by contract and customary, had been fulfilling this duty. And that aim was not certainly with least importance, provided that it came to creating or establishing on a rigorous way, on banking credit matters are related, a protection in performing loans operations, also directed to the interests of clients (not only to the system or credit service). And when talking about the accuracy of such protection, has a view to the criminalization of behaviors that could jeopardize the custody of data and confidential information that only the institution in the relationship with your customer concern. In 1991, when operated, by law, the transformation of the banking system from a single level to the current banking system, of two levels, the banking secrecy has come to have legal recognition, whether in the

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Organic Law of National Bank de Angola (Law no. 4/91(37), of 20 April) whether in the Financial Institutions Law (Law no. 5/91(38), of 20 April). The law no. 4/91 remained unchanged, in the article 94. thereof, the wording of article 75 of the previous organic law, on what the meaning and scope to be attributed to the principle of bank secrecy was related, having introduced a change in the field of exceptions, granting the right to a breach of confidentiality to those interested in the transactions, to the law judge or to the prosecutor and to the governor of the Bank, by order. Unlike the previous law, this article 94 relates nothing about the criminalization of breach of the duty of confidentiality. In the law no. 5/91 it was the article 29 that demarcated the objective and subjective scope of the duty of banking secrecy (no. 1 and 2), setting out the situations in which could be derogated, conditioning them to the existence of an express statutory provision that admitted or determined the duty to cooperate with justice (courts and judicial authorities) or the tax authorities, in duly organized process (no. 3), in addition to resume, on one hand the creation of a service of information centralization and credit risks (similar to what it is already provided in the decree-law no. 47 909, of September 7, 1967), on the National Bank of Angola, and a system of reciprocal exchange of information among the financial institutions, with the purpose of giving more security operations (no. 4), and the other hand, the duties of statistical information or other taxes that were legal (no. 5). Both the law no. 4/91 as the law no. 5/91 were revoked, having entered into force the organizational law from 1997 (Law no. 6/97 of 11 July) and the law of financial institutions 1999 (law no. 1/99 of 23 April). The article 94 of the Law no. 6/97 only differed from article 94 of the previous law because it was established in the facade of the banking secrecy information about monetary policy and about the safety of the National Bank of Angola, leaving only the governor of the bank provide such information. Given the fact that this law expressly conferred the National Bank of Angola competence to conduct the nation's monetary policy, the legislature intended to refer to confidential information that, in this respect, the employees and other persons subject to the duty of secrecy could have, as a way of preserve aspects relating to that financial policy, since it contains a set of guidelines aiming to regulate the functioning of the economy, at all times, so that the improper disclosure of the use of a certain instrument, would frustrate the intended effects of its application. On the other hand, it was established that data on the safety of the bank were to be provided only by the governor. This was information concerning the internal life of the institution, and that it concerned only and may put at risk the role of numerous functions that the bank played either as banker to the state, which on the role of the bank of banks, either still in this relationship maintained with the outside world. The law only allowed that disclosure of this data could be provided by the governor of the bank, which was simultaneously autonomous singular body and president of the board of directors of the bank, being one of its powers to act as the highest representative of the bank. Therefore, to no other body could fall power that no. 2 of article 4 gave the governor of the bank. The law of financial institutions established one section (I) to due to banking secrecy. The general rule had been expressed in article 49, which dealt with who were the active subject and person liable for the duty of secrecy and under which conditions and circumstances should the latter be bounded to this duty. The article 50 contained the exceptions to secrecy: the first alluding to disclosure of data relating to clients of institutions, only when these clients authorize in writing the release of data that allied to them and its operations; the second attributed to the National Bank of Angola the power to reveal data that were under cover of the secrecy obligation; thirdly, the disclose could occur for the conduct of proceedings, by order of the judge or prosecutor; and fourth and finally, when it was established that there was legal provision which expressly limit the duty of confidentiality, the disclosure of information covered by this duty could occur. This last limitation to the secrecy duty and that it is repeated in the current law, Law no. 13/05 of September 30, has to be properly understood, has it is not enough that the provision makes a generic reference, vague and indirect way to possibility of obtaining data from the financial institutions, which must, in addition, it contains either in the spirit or the letter, the assignment of the faculty to access to such data and information and therefore, the duty of secret should to give in. Is that even what has been happening in certain jurisdictions where the law states that the duty of secrecy must give way to the practice of criminal conduct, such as the origin of capital originating in money laundering operations. Under the legislation to which it is subjected the Angolan banking financial system, the banking secrecy is a rule of thumb, the violation of which is punishable under the Penal Code and complementary legislation that addresses this issue. This rule comes under Section II of Chapter VI of Law no. 13/05, of September 30 and is presented with the following characteristics: the general rule is the preservation of discretion in handling customer data, this general rule may yield in the following cases: a) on the initiative of the client whose disclosure authorization must be submitted in writing to the institution; b) disclosure of data to the National Bank of Angola, as part of its duties, the Committee on Capital Markets, within its powers and to the Institute of Insurance Supervision, within their competence; c) development for the conduct of proceedings by order of a Judge or Public Prosecution magistrate; d) whenever there is rule of law expressly that limits the duty

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of secrecy. The duty of secrecy covers banking financial institutions, their agents of any degree situated in the organizational hierarchy (members of management, employees, commissioners, service providers permanently and even occasionally) and focuses on facts or data relating to the life of the institution or its relationship with its customers, whose knowledge derives exclusively from the exercise of its functions or the provision of services. The duty of secrecy is also required to all who work or have worked at the National Bank of Angola, as well as to those who provides or have provided service on a permanent or occasional basis. The National Bank of Angola can exchange information with the following entities, which are also subject to secrecy duty: the Commission of Capital Market and the Superior Institute of insurance of Angola, within its competence; authorities involved in the liquidation of financial institutions; person for whom the legal control of the financial statements of financial institutions and the agencies that oversee them meet; supervisory authorities of other States, on a reciprocal basis, as to the information necessary for the supervision of financial institutions based in Angola and institutions of similar nature established in these States, under cooperative agreements; central banks and other institutions with similar functions as monetary authorities and other authorities responsible for overseeing payment systems. The information received by the National Bank of Angola may be used only in the following cases: for examination of the conditions for access to activities of financial institutions; to supervise the activities of banking institutions, in particular with respect to liquidity, solvency, large exposures and other requirements for capital adequacy of its funds, administrative organization, accounting and internal control; to impose sanctions; the scope of appeals of decisions made by the National Bank of Angola; for the purposes of monetary policy and the operation or oversight of the payments system. VIII. Banking Secrecy, Money Laundering and Terrorism Financing Criminal activities that are subsumed in the concept of money laundering and terrorism financing appear established in Law no. 34/11 of 12 December and once framed in the context of a crime case, the cause shall be covered on the conduct of proceedings crime aforesaid, for the purposes of non-application of the rule of secrecy by the financial institution. According to this law, the entities subject, that is relevant here to consider banking and non-banking financial institutions (subject to supervision by BNA) are bound to a set of duties: of identification, of diligence, of refusal, conservation, abstention communication, cooperation, confidentiality, supervision and training. The duty of identification is to be payable in certain circumstances, by those institutions, to identify and verify the identity of their customers and others, where this is applicable, upon proof. The moment verification of the identity of the customer and other people related to the case shall occur where it is established the business relationship or before performance any occasional transaction. The duty of diligence is to be obtained by the financial institution all the updated information as it relates to clients and other people related (from the point of view of the risk profile) and the negotiation relationship (nature, purpose, origin and destination of funds). This duty of care can occur in simplified or enhanced form (article 9 and 10). The obligation to refuse occurs whenever the institution becomes aware that there are personal and operational requirements of the customer are not met and therefore, the institution is entitled to refuse to perform any transaction and give as extinguished the intended business relationship by client. The banking and non-banking financial institution (subject to the supervision of BNA) shall retain for a period of 10 years the essential documents, such as documents enabling reconstitute the operation performed, a copy of all business correspondence, copies of communications made to the Financial Information Unit and other competent authorities. The duty of communication consists in the banking and non-banking financial institutions (subject to supervision by BNA) inform the Financial Information Unit on any data that have lead to suspicion on certain customers and operations that meet the requirements of own activities of money laundering or terrorist financing and that are equal to or greater than USD 15.000,00. Banking and non-banking financial institutions (subject to supervision by BNA) should refrain from actions that depict suspicion and liable to constitute a crime, shall report such fact to the Financial Information Unit so that it may decide on its suspension or not and to carry out the convenient additional representations to the competent court (Attorney General's office). The obligation of cooperation requires that banking and non-banking financial institutions (subject to supervision by BNA) provide information to the Financial Information Unit and authority of supervision and inspection. The duty of confidentiality on the part of institutions extends to members of their governing bodies and to all that perform functions on them, in terms of what is being observed this duty in this text. However, the law admits that when the information is given in good faith, does not constitute a violation to secrecy duty, nor

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imply disciplinary, civil or criminal. Good faith must be proved by whoever alleges. The requirement of control consists in the institutions to provide to themselves with policies, processes and procedures to assess the fulfillment of the objectives pursued, in order to comply with legal regulations imposed on them in their entire length. The duty of attending training to employees of institutions is mandatory so that the rules are respected in the field of prevention and punishment of the crime of money laundering and terrorist financing. In addition to these general obligations the law determines specific obligations on financial institutions (article 21 to article 28) and non-financial entities (article 29 to article 34). The law contains provisions on the regime of offenses (article 42 to article 48), fines (article 49) and associated penalties (article 50). It also contains provisions of adjective nature (article 51 to article 58) and criminal provisions (article 59 –violation of protection of information–, articles 60 –money laundering–, article 61 –terrorist organization–, article 62 –terrorism–, article 63 –International terrorism–, article 64 –Terrorism financing – article 65 –criminal liability of companies and similar persons and penalties–, article 66 – Precautionary measures). The concern with prevention against these criminal activities, the proportions they have achieved throughout the globalized world, led to the adoption of rules of conduct applicable to interbank markets: the Code of Conduct for the Monetary and Foreign Exchange Markets, also known as Code of Conduct of Interbank Markets. This Code shall apply the subjective point of view to all operators of the financial institutions that directly or indirectly engage in trading, transaction and management of financial products, in the exercise of their duties or outside and from objective point of view to all operations performed in those markets, with a view to raising the professional standards of agents who practice and even the efficiency of those markets. Both managers and operators since they are subject to a set of obligations may be held liable where the breach. Managers among many other obligations must be held accountable when they do not issue clear instructions so the resulting clear limits of liability of operators. All should adopt behaviors with strict observance of high standards of honesty and integrity, professionalism, impartiality, confidentiality and loyalty (the so-called rules of conduct in general). Consequently should not work under the influence of drugs or other psychotropic substances, or engage in gambling, nor practice any discrimination. The code separates that designates the rules of conduct of business between general rules and special rules. Belong to the first group, the need for market halls be physically separated from the office called Back Office and also the financial institutions present themselves endowed with a Back and Front Office and even a Middle Office, if one exists. Institutions should make recordings of telephone conversations or when it is not possible to register by other suitable means to prevent and clean up disputes that occur between the negotiating parties. Such records shall be kept for the period of three months or longer period, occurs when a dispute between the parties. The second group, and when they apply to the forex market, there is a requirement to: be disclosed price quotations for buying and selling currencies, may be firm or indicative; be abstaining from practices aimed at hiding gains or losses, the continued practice of fraud or unauthorized extension of credit; dealers linkup with the agreed prices and conditions prevailing in case of divergence between the verbal agreement and written confirmation, the latter; instructions for payment to be notified in the shortest amount of time to prevent incidents; confirmations are to be made between market halls and obey a certain format that includes the date, the amount, the currency, the exchange rate of the transaction, the value date, the swift code and number of account, the nature of the transaction and other relevant information. Special rules apply to business occurring in the interbank money market focus on interest rates that will be implemented at the moment you should consider the completed transaction and the procedures for confirmation of transactions. It is expected, in this code, the resolution of conflicts that arise between the parties who deal in markets primarily resolved by consensus and if not come to mind, resort to arbitration. The acceptance of this Code of Conduct or its membership obliges managers, operators and financial institutions or subscribing members, subjecting them to disciplinary measures in the event of non-compliance with its provisions. Furthermore, for the detection of situations that identify with assimilated within the crime of money laundering and terrorist financing offense of criminal conduct, Notice no. 21/12 of 25 April and the Notice no. 22/12, of 25 April regulate the obligations under the Law no. 34/11 of 12 December, the Law on Money Laundering, including the requirements for the identification and investigation and the establishment of a system of prevention of money laundering and terrorist financing, including the creation of the compliance office in the organizational structure of non-banking financial institutions and banking institutions, respectively. More recently, came into force the Law on the Underlying Criminalization of Money Laundering Offenses whose aim is to consider certain criminal conduct that undermine certain fundamental legal rights. Now considered to be crimes: criminal association (article 8.), fraud in obtaining grants or subsidies (article 9), misuse of grant, subsidy or subsidized credit (article 10), fraud in obtaining credit (article 11), tax fraud

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(article12), qualified tax fraud (article 13), fraud against social security (article 14), abduction (article 15), abduction (article 16), hostage taking (article 17), slavery and servitude (article 18), trafficking of persons (article 19), the sexual trafficking of persons (article 20), the pimping (article 21), the pimping of minors (article 22), sex trafficking of minors (article 23), arms trafficking (article 24), trafficking in stolen goods and other goods (article 25), computer falsehood (article 26), counterfeiting (article 27), falsification or alteration of legitimate currency (article 28), the passage and uttering of false or counterfeit coin (article 29), and the manufacture counterfeit securities (article 31) (39), the use of bills of forged or falsified (article 32), aggression to the environment (article 33), pollution (article 34), pollution with common danger (article 35), the improper receipt of benefit (article 36), passive corruption (article 37), bribery (article 38), participating in business (article 40) (40), trading of influence (article 41), corruption in international trade (article 42). This is undoubtedly a law that addresses the requirements of international organizations that consider Angola a country of high risk in the face of cast materials that began to typify criminal. The relevance of such a law can not be called in question, its practical materialization certainly expect better days. IX. Conclusions Along the lines we have drawn on bank secrecy, we evaluate the importance of this institute in the development of banking activity, both from the side of customers, as the side of the institutions carrying on that business. And this is so true, as this institute ensures that the data and information that these institutions are entrusted, relating to specific aspects of the privacy of customers connected to its financial condition and patrimonial are stored safely, as aspects that concerning to the operation, and organization of individual financial institutions are preserved, ensuring that their operability is conducted in an atmosphere of healthy competition. With regard to financial institutions supervised by the National Bank of Angola, the law provides that nothing but in few cases, it refers the data and information that they acquire should not be released. The law of financial institutions criminalizes behaviors that violate the scope of the duty of secrecy defined in the law, referring it thus to the broader concept of professional secrecy whose classification and punishment of violations, the Criminal Code establishes. The bank secrecy as a kind of professional secrecy is founded on the right to privacy, which has constitutional base. Whilst professional secrecy, the banking secrecy is subject to exceptions, which however does not relieve it of the duty to guard and respect for the observance of rules on dissemination and use of data and information, which are peculiar and unlikely of frivolous treatment by those who deal with them or have access to them. For this reason, these exemptions or arise from the person interested on the operations (excluding the hypothesis wanton by others) or arises from the duty to cooperate with justice (if any statement or process already instructed) or in very specific situations by initiative of the administrative authority that supervises the banking system (either when providing information within the system or when providing outside the banking system) and outside such cases be express rule which allows the removal of the duty of confidentiality. It should not be understood that cooperation with tax authorities has been resolved with the entry into force of the presidential decree that created the figure of tax enforcement and that this happened to be incorporated under the law of financial institutions as one more exception to the bank secrecy, provided all inconsistencies that imposing such institute puts, since as noted it does not have the foundation at the level of the Civil Procedure Code in force, the attachment of money or bank accounts and funds existing in them. On the contrary the duty to cooperate with justice became stronger, especially, when it is concerned with criminal conduct as money laundering and underlying crimes and even terrorist financing, which is the reason it was required that the financial institutions under the supervision of National Bank of Angola were provided with all procedures to evaluate such criminal practices and help in their fight. ________ NOTES (1) When we refer to banks, institutions or banking institutions is the financial institutions that we are alluding. (2) See in the article 96, no. 1 of the Organic Law of the National Bank of Angola and article 59 Law of the Financial Institutions. (3) This right corresponds to the correlative legal duty to keep secret, whose subject we will refer in the following paragraph. (4) The Bank Secrecy in Brazilian law, in Luso-Brazilian Symposium on Banking Secrecy EdiĂ§Ăľes Cosmos, 1997, p. 65. To LUIS ALBERTO, "the banking secrecy is the discretion that banks, their agencies and employees shall observe on economic and personal data of customers who have come to its attention through the exercise of banking functions." The Secret banking, p. 88. MARIA EDUARDA AZEVEDO, The Bank Secrecy, Notebook of Science and Physical Technique, no. 157, 1989, p. 7, defines this duty as: "The banking secrecy is thus the discretion that banks, their agencies or and employees, will have perceive relating to the information of personal and economic nature on customers, exclusively harvested in the exercise of their functions (...)." (5) See no. 1, article 59 of the Law of the Financial Institutions. (6) See no. 1, article 59 of the Law of the Financial Institutions. (7) See no. 3, article 59 of the Law of the Financial Institutions. (8) As it relates to individual clients, for example, their family, while they are alive, it integrates the concept of third parties. But even after death, the bank, out of respect for personal rights of the deceased client, should only provide information related with to the asset,

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subject to maintaining private the information on the privacy of the deceased client. (9) JOSÉ MARIA PIRES, Banking Law, Volume II, Editora Rei dos Livros, 1995, 94. 10) AMARAL NETO, The Bank Secrecy..., cit., pp. 67 and following. (11) The Bank Secrecy, with Particular Focus on Civil Protection, São Paulo, Editora Universitária de Direito, 1991, p. 137, cited by the MARIA JOSÉ. O. L. ROQUE, Banking Secrecy and right to Privacy, extract taken from the internet. (12) It is, according to the author, a personal legal duty of non-disclosure or non-use of information, imposed by common law, by reason of profession or provide services to banks, which should be seen only as a duty of professional secrecy, lacking, therefore, absolute nature, as with the absolute right to reserve their privacy, The Banking Secrecy and the Tax Secrecy, in Colloquium on Banking secrecy, pp. 104-105. (13) See MARIA EDUARDA AZEVEDO, The Bank Secrecy, cit., P. 11. (14) JOSÉ MARIA PIRES, Banking Law, Vol II, Editora Rei dos Livros, 199, p. 79. (15) BENJAMIM RODRIGUES, The Bank Secrecy..., cit., in Colloquium on banking secrecy p.105. (16) MARIA CÉLIA RAMOS, The Bank Secrecy in Portugal – origins, evolution and fundamentals, In Colloquium on Banking secrecy, pp. 136-37. (17) See NOEL GOMES, Banking Secrecy..., cit., pp. 101-102. (18) GOMES CANOTILHO and VITAL MOREIRA, Annotated Constitution of the Portuguese Republic, 1993, p. 181. (19) See Noel Gomes, Banking Secrecy and Tax Law, Almedina, 2006, p. 90. (20) RODRIGO SANTIAGO, The Crime of Violation of Professional Secrecy in the Criminal Code 1982, Almedina, Coimbra, pp.103 ff., quoted by JOSÉ MARIA PIRES, ob. cit., pp.78-79. (21) BENJAMIM RODRIGUES, The Bank Secrecy..., cit., p. 105. (22) For more details, see VASCO SOARES DA VEIGA, Banking Law, Almedina, p. 163 ff; RODRIGO SANTIAGO, ob. cit., pp. 79-80. (23) See ROSS CRANSTON, Principles of Banking Law, Clarendon Press, Oxford, 1997 pp.186-194. (24) See NOEL GOMES, Banking Secrecy and Tax Law, Almedina, 2006, pp. 187-189. (25) For further developments on this matter see VANESSA DACHER, Conséquences de l’Assouplissement ou la Disparition du Secret Bancaire en Suisse, Genève, le 19 août 2011, Haute École de Gestion de Genève, p. 25 e ff. (26) In the English doctrine is in favor of this position JOSÉ LUIS SALDANHA SANCHES, for whom "the invocation of bank secrecy as a provisional taxpayers may oppose against the State constitutes therefore a clear anachronism, given the economic situation and the fundamental aspects of legal system of the Rule of Law," The Current Situation of the Banking Secrecy. The Particularity of the Portuguese Case, in Banking Law Studies, Coimbra Editora, 1999, p. 373. (27) JORGE PATRÍCIO PAÚL. (28) Although as we have seen already has opponents, for whom the defense of banking secrecy, in the Portuguese legal system appears unframed from the "consensus about the need to use the bank information for tax purposes", contrasting to trends in most developed countries, where the Rule of Law and guarantees the taxpayer reached higher levels of consolidation. See SALDANHA SANCHES, cit., p.363. (29) In the opinion of JÚLIO CASTRO CALDAS, "professional secrets and particular bank secrecy, are protecting the basic individual rights, which are the privacy and the sphere of action that determines individual identity, and that has to be preserved from totalitarian intrusion of others.... also for Anselmo Rodrigues, "any legal limitation to banking secrecy in relation to the administration will have to go through mechanisms for ensuring that the privacy of the citizen portrayed in its "numerical biography", the bank account will not be probed. (...) This "biography in numbers" X contains documents, information of a personal nature which necessarily enter into the private personal sphere, in the words of certain authors, or of privacy and human dignity, knowledge of which by third parties, regardless of the interests that may determine their wanton, constitute infringement of the right to privacy, because they constitute the essential core. (30) AUGUSTO ATHAYDE, School of Banking Law Course, p. 508. (31) The position mentioned in last place is referred to in the Judgment of the Supreme Court of Portuguese Justice, of October 20, 1988, has been advocated that the legislature of 1978 overrode the duty of confidentiality to the duty to cooperate with justice, so could only be breach of confidentiality, when the law clearly imposed. (32) JORGE PATRICIO PAUL believes that "the banking secrecy is protected in our legal system, as a kind of professional secrecy, its violation will not only be punished when a legal provision, expressly allow such violation, taking into account special interests of the legal system that justify, case by case, this breach of confidentiality. "Journal of Banking, no. 12, p. (33) The valuation and weighting of justice values, by the courts, arises even when the rules that point to the prevalence of justice values, as has been the current trend of the Portuguese legislature, as a measure of prudence. See JÚLIO CASTRO CALDAS, ob. cit, p. (34) Still regarding the balancing of conflicting interests, this should be assessed so as not to reduce the effectiveness of the role of banking secrecy, or even the practical disappearance of their effectiveness, as AUGUSTUS ATHAYDE says, p. 509, so it is advisable that the "breach of confidentiality" produce of the weight never go beyond what is necessary, as well as claims MENEZES CORDEIRO, Banking Law, p. 326. (35) See Judgment of the Portuguese Constitutional Court no. 128/92 and also no. 355/97, cited in NOEL GOMES, Banking Secrecy and Tax Law, Almedina, p. 87. (36) BENJAMIM RODRIGUES, cit, p. 105. (37) By this law, several articles of the law no. 69/76 and also 4/80 of 28 April, the Law no. 4-A/80 of 25 June, and the law no. 3/83 of May 23 were repealed. (38) This law repealed the law no. 4/78, of 25 February, the law no. 2/80, of February 12, paragraph b) of article 16 of the law no. 21/88 and Decree-Law no. 30 689 of 27 August 1940. (39) The content of article 30 should be part of the definitions, as is entitled "definition of currency." (40) The article 39 contains the aggravation of active and passive bribery crimes.

Bibliography ALBERTO LUÍS, The Banking Secrecy, in temas de Direito Bancário, Almedina, 1976. ANSELMO RODRIGUES, Banking Secrecy and Constitucional Law, in Colóquio Luso-Brasileiro sobre sigilo Bancário, Edições Cosmos, 1997. ANTÓNIO MENEZES CORDEIRO, Book of Banking Law, 3rd ed., Almedina, 2006. ARMINDO SARAIVAMATIAS, Banking Law, Coimbra Editora, 1998. AUGUSTOATHAYDE, Banking Law Course, Vol. I, Coimbra Editora, 1999. BENJAMIM RODRIGUES, The Banking Secrecy and the Tax Secrecy, in Colóquio Luso-Brasileiro sobre sigilo Bancário, Edições Cosmos, 1997. FRANCISCO AMARAL NETO, The Banking Secrecy in the Brasilian Law, in Colóquio Luso-Brasileiro sobre sigilo Bancário, Edições Cosmos,

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1997. JEAN RIVOIRE, History of Banking, Colecção C. geral, Rés Editora, 1995. JOAQUIM JOSÉ GOMES CANOTILHO e VITAL MOREIRA, Annotated Constitution of the Portuguese Republic, Coimbra Editora, 1993. JORGE PATRÍCIO PAÚL, The Banking Secrecy. Its Extension and Limits in the Portuguese Law, in Revista da Banca no. 12, Out./Dez. 1989. JOSÉ LUÍS SALDANHA SANCHES, The Current Situation of the Banking Secrecy. The Particularity in the Portugse Case, in Estudos de Direito Bancário, Coimbra Editora, 1999. JOSÉ MARIA PIRES, Banking Law, Vol II, Editora Rei dos Livros, 1995.__, The Duty of Secrecy on the Banking Activity, Editora Rei dos Livros, 1998. JÚLIO CASTRO CALDAS, Banking Secrecy: Current Problems, in Colóquio Luso-Brasileiro sobre sigilo Bancário, Edições Cosmos, 1997. MARIA CÉLIA RAMOS, The Banking Secrecy in Portugal. Origins, Evolution and Fundaments, in Colóquio Luso-Brasileiro sobre sigilo Bancário, Edições Cosmos, 1997. MARIA EDUARDA AZEVEDO, The Banking Secrecy, Cadernos de Ciência e técnica Fiscal, n.º 157, 1989. MARIA JOSÉ O. L. ROQUE, Banking Secrecy and Right to Privacy, texto extracted from the internet. NOEL GOMES, Banking Secrecy and Tax Law, Almedina, 2006. RABINDRANATH CAPELO DE SOUSA, The Banking Secrecy. In special, In relation to fiscal the alterations of the law no. 30-G/2000, of 29 December, in Estudos em Homenagem ao Professor Doutor Inocêncio Galvão Telles, Vol II, Direito Bancário, Almedina, 2002. ROSS CRANSTON, Principles of Banking Law, Clarendon Press, oxford, 1997. VANESSA DASCHER, Conséquences de l’Assouplissement ou la Disparition du Scret Bancaire en Suisse, Haute École de gestion de Genève, 2011. VASCO SOARES DA VEIGA, Banking Law, Almedina, 1994. Legal Opinions The Secrecy and its Protection. The Banking Secrecy, Attorney General of the Portuguese Republic, Legal Opinions, Vol. VI. Legislation Law of Financial Institutions Organic Law of the National Bank of Angola Governing Law of Search, Seizure and Apprehension Law of Money Laundering and the Financing of Terrorism Law on the Criminalization of Predicate Offenses to Money Laundering Announcements of the National Bank of Angola.

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Proposal for the Inclusion of Peace Education in the Universal Basic Education Programme in Nigeria D.A. Falade, Ph. D. Department of Social Studies, Adeyemi College of Education, ONDO, ONDO State, Nigeria. Abstract: This paper develops a proposal for the inclusion of peace education in the Universal Basic Education (UBE) programme in Nigeria. The unity and progress of Nigeria are under threat as a result of aggressive and violent behaviours in form of socio-political, religious, communal and civil unrests which have ravaged the nation. This paper acknowledges the need for good governance as a means of promoting peace and security in Nigeria. The paper however emphasizes the essential role of peace education in developing the culture of peace in the Nigerian citizens. Some of the skills and values of peace that learners can acquire through peace education include: tolerance, cooperation, justice, fair play, respect, empathy, honesty, trust, discipline and obedience. The paper posits that peace education contents should be disarticulated from allied disciplines so that it can become a separate school subject in the UBE curriculum. The paper proposes the objectives, instructional contents and methodologies for teaching peace education in the UBE programme in Nigeria. The paper recommends that the teaching of peace education as a separate school subject requires effective teacher-training programme. There is therefore an urgent need for the introduction of peace education in the teacher education programme in Nigeria. Key words: Proposal, peace education, Universal Basic Education, aggressive and violent behaviour, culture of peace I. Introduction Many nations across the globe are faced with related problems of violence, terrorism, suicide bombing, social and political crises. According to Afolabi (2008) most African countries are now governed by civilian leaders with democracy as the order of the day. It is however sad to note that in spite of this development, Africa is still a weak and volatile continent in the globalizing world system as pervasive and persistent violence has confounded efforts to improve economic performance in the region. In Nigeria, there is no enduring harmony and peaceful relationship among the citizens. Many Nigerians now live in fear with no guarantee for security of lives and properties. Aggressive and violent acts like kidnapping, suicide bombing, assassination, socio-political, ethnic, religious and civil crises have become usual occurrence in Nigeria. This has impeded national integration, peace, stability and unity in nation. The needs to build the culture of peace and sustain harmony among the citizens have become parts of the major goals of the government in Nigeria and other parts of the world. The importance and urgent need for building the culture of peace led to the United Nationâ&#x20AC;&#x2122;s declaration that the period 2001-2010 should be the international decade for a culture of peace and non-violence for the children of the world (Falade, Adeyemi and Olowo, 2011). In view of this, nations of the world have adopted various means of inculcating the skills and values of peace in their citizens. This is aimed at peace building and development of the culture of peace in the society. The Nigeria government for instance, has made use of education, mass media, value orientation, dialogue etc. to promote peace in the nation. However, the Nigeria nation is still facing serious challenges of violence, kidnapping, bomb attack, killing, burning, youth restiveness and crises. Education is an effective means of inculcating national values, norms, attitudes and traits of peace in the citizens. Federal Republic of Nigeria (2004) emphasized that education is the most important instrument of change. Any fundamental change in the intellectual and social outlook of any society has to be preceded by an educational revolution. This is the reason why this paper develops a proposal for the teaching of peace education as a separate school subject in the UBE programme. II. Theoretical Background Social psychologists identified two major factors responsible for aggressive and violent behaviours. The two factors are biological and environmental forces. The psychoanalytic theory propounded by Freud focus on

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instinct as the main cause of aggression and violence. According to Freud, human beings are born with the instinct that underlines all acts of violence and destruction. The aggressive energy in man can be discharged through undesirable activities like insulting others, fighting or destroying properties (Shaffer, 2005). The environmentalists see aggressive and violent behaviours as products of environmental factors. They believe that children learn to be aggressive, retaliating and violent through social interaction in the environment. For example, Bandura, in his social learning theory treats aggression as a class of social behaviour that is acquired through learning (Shaffer, 2005). This means that young children acquire aggressive habits through observational learning. They learn to be violent and aggressive by observing the aggressive and violent actions of other people around them. Frustration is also an environmental factor that may be responsible for crises and violent acts. At times citizens are frustrated due to the inability of the government to provide conducive social and economic environment. Social and economic problems like poverty, unemployment and corruption often provoke citizens to undertake aggressive and violent bevaviours which disrupt the peace of the society. According to Doma (2013), there can be no peace without justice. Relationship between individuals or groups of people cannot be said to be in harmony when one of the parties is held in perpetual bondage or subjected to extreme exploitation and deprivation. In such a situation a person would and should fight for his rights and peace is thereby threatened. Corroborating the above position, Piaget found out the effect of frustration on aggressive behaviour. He frustrated his 7-month-old child by placing his hand in front of an interesting object that the child was trying to reach. Without even looking at his father, the child smacked Piaget’s hand, as if it merely represented an object that must be removed (Shaffer, 2005). Another environmental factor that can develop violent, aggressive and other disorderly habit in a child is perceived negative intentions and behaviours of other people. When a child observe or perceive that someone has the intention to deliberately harm or hurt him, the child will retaliate in a hostile manner. Shaffer (2005) pointed out that hostile aggression increase with age because peers informally sanction retaliatory aggression as a normal reaction to harm doing. Retaliatory aggression is not only sanctioned by peers, the society often expects that one retaliate, in an aggressive and violent way, to any harmful act that is perceived to be deliberate. In Nigeria and some other parts of the world, retaliatory aggression is a major cause of inter and intraethnic crises; inter and intra-religious crises as well as crises within and between political parties. When overt and covert actions are perceived as deliberate attempts to harm members of a particular social, religious, ethnic and political group, the possible reaction is retaliatory aggressive and violent behaviour. In Nigeria, ethnic and religious bias and prejudices often result into conflicts. Shaffer and Kipp (2007) pointed out that the deep-seated ethnic and religious animosity demonstrated by adults is easily imbibed by children and adolescents. This has the tendency of generating inter-ethnic and inter-religious crises. Learning therefore plays significant role in the development of aggressive and violent behaviours. Most aggressive responses like fighting, retaliating, abusing are learnt habits. This is the reason why Schultz and Schultz (2005) argued that all the social and environmental forces that shape personality do so by the techniques of learning. Even inherited facets of personality can be modified, disrupted, prevented or allowed to flourish by the process of learning. III. The Place of Education in Developing the Values and Traits of Peace According to Schultz and Schultz (2005) evidence is overwhelming that learning plays a major role in influencing virtually every aspect of behaviour. In Nigeria, education has been adjudged the only viable option needed to achieve the broad national objectives of building a self-reliant, egalitarian, democratic and progressive nation. The overall philosophy of Nigeria as cited by the Federal Republic of Nigeria (2004) are (i) To live in unity and harmony as one indivisible, indissoluble, democratic and sovereign nation founded on the principles of freedom, equality and justice; (ii) To promote inter-African solidarity and world peace through understanding. The national educational goals which are derived from the philosophy are:  The inculcation of national consciousness and national unity;  The inculcation of the type of values and attitudes for the survival of the individual and the Nigerian society;  The training of the mind in the understanding of the world around;  The acquisition of appropriate skills and development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society. Education plays significant roles in achieving these philosophy and goals. For the Nigeria’s philosophy of education to be in harmony with Nigeria’s national goals, education has to be geared towards self realization, better human relationship, individual and national efficiency, effective citizenship, national consciousness and unity (Federal Republic of Nigeria, 2004).

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The Nigeria education system has therefore been re-structured to develop in the citizens those values, attitudes, skills and traits that can make them to be effective citizens, live in harmony and thereby promote the attainment of national goals and objective. IV. Peace Education in Nigeria Peace has been described as living in harmony, mutual understanding and resolving interpersonal or communal conflicts without degenerating into disharmony and violence (Falade, Adeyemi and Olowo, 2011). Peace does not connote absence of misunderstanding, but rather it means the ability to resolve and settle misunderstandings amicably. Peace education refers to all teaching and learning activities aimed at helping people to develop the habits of cordial relationship in the family, among peers, in other social groups and in the society at large. Wikipedia Encyclopedia (2009) described peace education as the process of acquiring the values, the knowledge and developing the attitudes, skills and behaviour to live in harmony with one self, with others and with the environment. Peace education is not a recent development in Nigeria. Traditional education in Nigeria adopted informational means to teach the virtues of peace and thereby build the culture of peace in the community. Falade and Adejubee (2011) pointed out that in the traditional setting, the Yoruba adopted proverbs to teach the virtues of forgiveness, harmony and peaceful co-existence. In line with the United Nation’s declaration that the period 2001-2010 should be international decade for a culture of peace, the Nigerian government in 2006 restructured the primary and secondary school programme to reflect this directive. The NERDC produced a 9-year Basic Education Curriculum in 2006. Although the new curriculum incorporated peace concepts into the UBE programme, however, peace concepts are not taught as separate school subject. Peace concepts are integrated into related subjects like social studies, civic education, Christian and Islamic religious knowledge. The teaching of peace education concepts through allied subjects is faced with a number of problems. Among these are: Lack of proper emphasis on peace values and skills, inadequate text books on peace education, non-availability of instructional materials on peace education and incompetent teachers. Realizing the central role of peace education in national integration, there is the need to disarticulate peace concepts from the allied subjects so that peace education can be taught as a separate subject. V. Relational for Teaching Peace Education as a Separate Subject Although good governance is an important factor in promoting peace in Nigeria, however, the need for the teaching of peace education as a separate school subjects can not be overemphasized. The spate of violence, conflicts and crises in Nigeria calls for the development of the norms, values and culture of peace in the citizens. Also the high rate of youth’s involvement in aggressive and violent activities shows that urgent steps should be taken to inculcate in the Nigerian youths the skills, attitude, norms and values of peace. The rational for making proposal for the inclusion of peace education, as a separate subject, in the UBE programme are: i. Peace is central to socio-political and economic stability, human survival and meaningful progress in the nation. Peace education should therefore be the central purpose of the educational system. ii. The teaching of peace concepts through social studies, civic education, Christian and Islamic religious knowledge does not provide adequate opportunity for effective learning and acquisition of relevant peace attitudes and skills. iii. Some UBE teachers are not specialists in the subjects they teach in the school. For instance, in some schools social studies and civic education are not taught by specialists. In some cases, science, commercial and language teachers are used in teaching social studies and civic education. This may account for the reason why Falade and Falade (2013) discovered that primary school civic education teachers in southwest Nigeria did not possess adequate knowledge and attitudes to teach the subject. The goals of peace education can not be achieved if the teaching of peace concept is merely left for these categories of teachers. iv. Building the culture of peace require special methodology. Participatory and informal approaches are required for developing the values and skills of peace. Hence peace educators need special teachertraining schemes to be competent in inculcating the norms of peace in the learner. v. The teaching of peace education as a separate subject will give room for the production of teaching and learning materials on the subject. Researchers and authors will be motivated to produce learning materials on peace education if the subject is disarticulated from other subjects. VI. Proposed Peace Education Programme for the Upper Basic Education in Nigeria The development of peace education programme for the UBE programme should be handled by professionals and experts. Experts on child development, early childhood and care education, peace and political education will be essential for the task. The three basic aspects of a useful Upper Basic Peace Education Programme are: Objectives, content and methodology.

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VII. Objectives of Upper Basic Peace Education Programme The following objectives are proposed for the Upper Basic Peace Education programme in Nigeria: i. To inculcate the values, attitude and norms of peace in the learner ii. To develop the spirit of cooperation, love and togetherness in the child iii. To create an awareness and understanding of the social and physical environment. iv. To acquaint the child with the political history of the nation. v. To develop the childâ&#x20AC;&#x2122;s sense of respect, justice and tolerance vi. To develop in the child the attitude and skill for dialogue and peaceful resolution of conflicts vii. To develop in the child core national values like obedience, honesty, loyalty and patriotism viii. To develop in the child the spirit of diligence and hardwork ix. To equip the child with relevant skills for professional accomplishment and self-reliance. VIII. Instructional Contents for Upper Basic Peace Education Programme The instructional content for peace education at the Upper Basic Education level should be sequential in arrangement. At the same time, the organization of the instructional content should be thematic in approach. That is, peace education curriculum content should focus on societal peace related problems and issues. Proposed peace education curriculum content for Upper Basic Education is shown on Table1 Table 1: Proposed Peace Education Curriculum Contents for Upper Basic Education Class JSS 1

S/N 1.

Content Meaning and purpose of social groups

Primary social groups

Secondary social groups

Roles of individuals in primary and secondary groups

Conflicts and conflict resolution within social groups

Meaning of national unity and integration i.e. living together peacefully Need for national unity, progress and development of national integration

8. JSS 2

JSS 3

Importance of national unity and integration to nation building Advantages of living together in the family and in the community

Performance objectives Students should be able to: explain the meaning and purpose of social groups describe the meaning and types of primary social groups describe the meaning and types of secondary social groups explain the roles of individuals in primary and secondary groups explain the causes of conflict within social groups and suggest solution to these conflicts explain the meaning of national unity and integration

Evaluation State the meaning and purpose of social groups Explain the meaning and types of primary social groups Explain the meaning and types of secondary social groups State the roles of individuals in primary and secondary groups State the causes of conflicts in social groups and how these conflicts can be resolved Explain the meaning of national unity and integration

discuss the need for national unity and integration in Nigeria

Describe the need for nation unity and integration

analyze the importance of national unity and integration to nation building Students should be able to: state the advantages of living together in the family and in the community discuss the meaning and importance of group roles identify types of collective behaviour

Enumerate the values of national unity and integration Mention the advantages of living together in the family and in the community Explain the meaning and importance of group roles Describe types of collective behavior State the characteristics of difference types of group behaviours Enumerate the benefits of group behaviour State the forms of conformity in social groups Explain the types and roles of leaders and followers Explain the meaning and types of peace State the importance of peace

Meaning and importance of group roles

Types of group or collective behavior

distinguish between the difference types of group behaviour

Characteristics of different types of group behaviour (destructive and constructive) Benefits of group behaviour

Conformity in social groups

Leadership and followership roles

Meaning and types of peace

Importance of peace

3. 4.

Ways of promoting peace (tolerance, social justice, human rights etc). Meaning and types of conflict

explain the meaning and forms of conformity in social groups discuss the types and roles of leadership and followership. Student should be able to: explain the meaning and types of peace various explain the importance of living in peace with one another describe the ways of promoting peace

Causes and examples of conflict

Cconsequences of conflict

explain the meaning and types of conflict describe the causes and examples of conflict Explain the consequences of conflict

Conflict management and resolution e.g. dialogue, compromise, etc.

Suggest non-violent methods of resolving conflicts

mention benefits of group behaviour

Describe those things that can promote peace Discuss the meaning and types of conflict Identify the causes and examples conflict State the consequences of conflict Describe non-violent methods of resolving conflicts

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IX. Teaching Methods for Upper Basic Peace Education Programme The attainment of the goals and objectives of peace education depend, to a large extent, on the instructional methods that are adopted by teachers. The skill and values of peace can not be acquired through the rote learning method that is often used in our schools. Falade, Adeyemi and Olowo (2011) argued that the conventional teaching method that is common in our secondary schools has been found ineffective for the development of the values and skills required for building the culture of peace. According to Orungbemi and Olusegun (2011), it is not effective to discuss abstract concepts of peace with small children. Rather, games, songs and puppet plays could be used to get the message across. To accomplish the task of peace building, the teaching and learning process must be the type that allows learners to manifest the inherent peace values and skills among themselves. Doma (2013) emphasized that successful peace building activities create an environment supportive of self-sustaining, durable peace, reconcile opponents, prevent conflict from restarting, integrate civil society; create rule of law mechanism, and address underlying structural and societal issues. Peace building requires certain norms, values and skills which can only be developed through informal and learner-centred methods. Learning methods like collaborative, role play, simulation and participatory mode are proposed for teaching peace concepts. Nobel peace Prize Laureates (2000) developed a manifesto for a Peace Non-violence Society and proposed that extra-curricular activities involving young pioneers or youth union, open forum and role plays should be adopted In Nigeria, the skills and values of peace can be developed in the learners by establishing Peace Club or Harmony Club in the school. Such informal endeavor will help the young ones to manage their own affairs, resolve conflicts, and abide by rules and regulations. Through this, they will not only learn, but at the same time demonstrate the traits of tolerance, cooperation, justice, fair play, respect, empathy, honesty, trust, discipline and obedience. This corroborates the view of Shaw, Gilliom, Ingoldsby and Nagin (2003) that physical aggression and other forms of overt antisocial conducts, like fighting and disobedience, continue to decline as children become increasingly proficient and settling disputes more amicably. X. Conclusion This paper pointed out that aggressive and violent behaviours are acquired through biological and environmental forces. However, environmental factors play more significant roles the development of violent and antisocial acts like cursing, fighting, killing and disobedience. These acts are directly or indirectly learnt by the young ones. The paper emphasized the need for the development on the culture of peace in Nigeria. Education play important role in acquiring the skills and values of peace. In view of this, Peace education should be given better position in the UBE school curriculum.

1. 2. 3.

XI. Recommendation Peace concepts should be disarticulated from other subjects in the UBE programme. Peace education should therefore be taught as a separate subject. The peace education objectives, contents and methodologies proposed in this paper should be considered for adoption for the UBE programme in Nigeria. The teaching of peace education as a separate school subject requires effective teacher-training programme. There is therefore an urgent need for the introduction of peace education in the teacher education programme in Nigeria. References

Afolabi, A.B. (2008). Arrested stability in Africa. Journal of Issues on African Development, 1, 1-9. Doma, L. (2013). Religion and peace building: A panacea for national Development: Islamic perspective. In Ikuejube, ‘G and Salami, E.F.K. (eds); ContemporaryIssues in Socio-economic and Political development in Nigeria. 41-51. Falade, D.A. and Falade, M. (2013). An Assessment of Primary School Teachers’ Competence in the Teaching of Civic Education in Southwestern, Nigeria. International Journal of Research and Development, 1(2), 19-26. Falade, D.A.; Adeyemi, B.A.; and Olowo, O.O.(2011) Participatory means of Teaching Peace Education Concepts in the Universal Basic Education Social Studies Curriculum. Journal of Educational Policy. www4.nau.edu/cee/jep/journals.aspx, 1-8. Falade, D.A. and Adejubee, S (2011). Verbal Arts as Potent Weapon for Inculcating the Values of Civic Responsibilities in Traditional Yoruba Society. In Ajayi. A. and Fabarebo, I (eds.) Western Civilization in Africa: The Gains and Pains. Ibadan, Alafas Nigeria Company.767-792. Federal Republic of Nigeria (2004) National Policy on Education (fourth edition); FGN. Nobel Peace Prize Laureates (2000). Appeal by the Nobel Peace Prize to the Heads of State of all Member Countries of the United Nations for the Children of the World. Htt/www3.unsio.org/manifesto2000/default.asp. Orungbemi, O. and Olusegun, O.O. (2011). Needs assessment of introducing Peace education into the school curriculum. Akungba Journal of Research in Education; 1(I), 113-126. Schultz, S.E. and Schultz, D.P. (2005) The Theories of Personality (Eighth edition); Australia; Thomson Wadsworth. Shaffer, D.R. (2005). Social and Personality Development (fifth edition); Belmonth, U.S.A.; Thomson Wadsworth Shaffer, D.R. and Kipp, K. (2007). Developmental Psychology: Childhood and Adolescence; Australia; Thomson Wadsworth. Shaw, D.S.; Gilliom, M.; Ingoldsby, E.M. and Nagin, D.S. (2003). Trajectories leading to school-age conduct problems. Developmental Psychology, 39, 189-200. Wikipedia Encyclopedia (2009). Peace Education. Htt://en.wikipedia.org/wikik/peace.

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Appraisal of Performance of Social Work Trainees in Field Work Settings 1

Dr.S.Murugesan, 2 Dr.M.Kannan, 3Dr.P.N.Narayana Raja Department of Social Work, Madurai Institute of Social Sciences, Madurai-2, India Abstract: Field Work is an integral component of Social Work education. Social Work education provides opportunities for applying the knowledge gained from theories to reality situations. A formal appraisal at the end of a semester provides the opportunity for a thorough review of all aspects of the student’s field work and aspects of learning. The appraisal by the practice teacher focuses on work discipline, performance and relationship with the agency. The aim of the study is to assess the performance of the social work trainees in field work settings. Data were collected using the structured questionnaire. The data obtained were analysed using ‘t’ test and ANOVA. The results indicate that there is a significant difference between male and female trainees with work discipline, work performance, relationship and overall performance. There is no significant difference in work discipline, field work performance, relationship and overall performance of field work trainees from different specializations of Social Work.

I. Introduction Field Work is an integral component of Social Work education. Social Work education provides opportunities for applying the knowledge gained from theories to reality situations. Field Work is a means to gain experience and opportunities are provided to social work students to work with individuals/families, groups, communities and managing organizational tasks. It helps social work trainees to gain an understanding about the social realities, understanding both agency and client systems, developing knowledge about administrative procedures, acquiring skills in report writing, documentation, and understanding about the social change. It enhances the sense of professional independence. As a part of the curriculum requirement the students were placed in different settings for field work training based on their learning interest. One or two trainees may be placed in a particular field work settings. The faculty supervisor also look into consideration of trainee’s knowledge, skills, interest, and level of functioning, previous academic record, learning interest, career aspirations, expectations of the organisation, and attitude before finalising the placement of students. Sometimes the organisations demands trainees to have specific skills like case interview, training skills, fund raising skills, writing skills etc. to assist them in their day to day activities. The social work students hence forth referred as field work trainees. The organisation nominates one executive for the purpose of guiding the social work field work trainees. Such executives are henceforth referred as Practice teacher who is either social work graduates or more familiar with social work curriculum. The practice teacher plays a key role in preparing a detailed learning input to field work trainees. The practice teacher serves as a link between agency, student, and college. The practice teacher teaches practical knowledge and skills and serves as a mentors and role models. Field work practice provides variety of professional practice tasks, developing knowledge and skills’, developing a professional identity; professional ethics and values. The practice teacher monitors the attendance of trainees and meticulously assists the trainees to gain maximum insight in the field. The student shall fix a learning contract in field work settings with the help of practice teacher and faculty supervisor. The learning contract shall be related to improvement in report writing, tasks to be carried out, knowledge to be acquired, specific professional skills to be developed, interviewing and communication skills ( verbal and written), planning skills, ability to integrate theory with practice, and collaborative work with other organisation. II. Appraisal of Performance Appraisal is an evaluation of field work performance in a particular stage and it is a necessary component to decide about whether or not the student will be able to work independently. It helps to understand the extent to which the students have acquired knowledge, skills and attitude for professional practice. The appraisal also indicates whether the student is able to utilise the field work setting for his learning interest. A formal appraisal at the end of a semester provides an opportunity for a thorough review of all aspects of the student’s field work learning. Periodical appraisal will be done through the recordings in the report submitted regularly after the each visit and Individual conference. The individual conference is a process of having one to one interaction of field work trainees and faculty supervisor. The field work trainees meets the faculty supervisor at least once in week

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to share their learning’s, to clarify doubts, to overcome the organisation problems if any and to get guidance for future learning activities. The student’s performance should not be seen in isolation as they may have limitations in agency’s resource, students own efforts and capabilities. The faculty supervisor from the college also periodically visits the field work organisation and interacts with the practice teacher to monitor the performance of the student in the field work settings. Through the interaction, the faculty supervisor makes the practice teacher to understand the duties and responsibilities. Duration of 25 visits has been fixed each semester for field work experience. The students are often told about the scheme of evaluation of field work performance in the field work conferences. The trainees would be assessed on various parameters like submission of report, content of the report, participation in individual conference, preparation and presentation of work plan, submission of concept paper related to the organisations activity, and submission of mini project or activity based report, appraisal by the practice teacher and external viva voice. Marks scored in each parameter would be summated for final marks in the field work subject in a particular semester. Appraisal made by the practice teacher is taken for the present study. The appraisal by the practice teacher focuses on work discipline, performance and relationship with the agency. III. Aim The aim of the study is to assess the performance of the social work trainees in field settings. Objectives 1. To assess the level of work discipline, work performance, and relationship behaviour of the field work trainees 2. To suggest suitable measures to enhance the performance of field work trainees.

1. 2.

IV. Hypotheses There is no significant difference between male and female field work trainees with respect to work discipline, work performance, relationship and overall performance in the field work settings. There is no significant difference in work discipline, Field work performance, relationship and overall performance among the field work trainees from different specialization.

V. Population and Sample of the Study The population of the study was practice teachers associated with Madurai Institute of Social Sciences for field work training of Social Work students. A list of field work settings was received from the college office. Then the list of field work settings was stratified into industries (20), Community development settings (16) and Medical and psychiatric social work settings (10). 46 practice teachers was associated with our college during the study period of December 2012 to February 2013. Questionnaires were sent to all the practice teachers. Eighty six filled in questionnaire for field work trainees were returned and have been considered for the study. VI. Methods and Measurement Questionnaire contained 20 detailed statements to assess the behaviour in work discipline (5 statements), performance in field work (10 statements), and relationship (5 statements). The statements were rated by 5 point Likert rating response categories namely always, often, sometimes, rarely and never. The questionnaires were sent to field work agencies. The filled forms were collected through post. The collected data were analysed by using SPSS (Statistical Package for Social Science) 14.0 Evaluation version and the statistical tests like mean, standard deviation, ‘t ‘ test, One-way ANOVA were used. Table No:1 showing the classification of the practice teacher Sl.No Practice teacher from Frequency Percentage 1 Industrial settings 20 43.47 2 Community Development 16 34.79 3 Medical and Psychiatry 10 21.74 Total 46 100

Table 1, shows the distribution of practice teachers based on the field work settings. 43.47 per cent of the practice teachers were from Industrial Settings, 34.79 per cent of them were from Community development and the remaining 21.74 per cent of the practice teachers were from Medical and Psychiatric social work settings. Table No:2.showing the Sex of the Field Work Trainees Sl.No Sex Frequency 1 Male 50 2 Female 36 Total 86

Percentage 58.1 41.9 100

The above table 2 illustrates that 58.1 per cent of the field work trainees are males and 41.9 per cent of them are females.

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S.Murugesan et al., American International Journal of Research in Humanities, Arts and Social Sciences, 7(1), June-August, 2014, pp. 1115 Table No:3. Result of “t” test between appraisal of male and female field work trainees Male (50) Female(36 ) Sl.No Study Factors ‘t’ values Statistical Results Mean SD Mean SD 1 Work Discipline 91.28 4.65 85.42 5.83 5.01 P < 0.05 S 2 Work Performance 88.72 5.12 94.66 4.74 5.55 P < 0.05 S 3 Relationship 90.70 4.29 93.22 3.10 3.19 P < 0.05 S 4 Overall Performance 87.24 3.57 91.07 3.31 5.18 P < 0.05 S

It is observed from the that Table 3, that male and female field work trainees differ significantly ( P < 0.05 ) with respect to work discipline, work performance , relationship and overall performance. Hence, the hypothesis (1), i.e. there is no significant difference between male and female trainees with work discipline, work performance, relationship and overall performance is rejected. Mean score on work discipline is higher among the males than the females. However, the mean score on the work performance, relationship and overall performance is higher for female than the male trainees. Table No: 4.Result of One Way ANOVA between different specialisation with respect to performance Sl.No Study Factors MSW HR MSWCD MSW MPSW Total F ratio Mean SD Mean SD Mean SD 1 Work Discipline 89.47 9.17 93.79 7.21 89.26 9.04 90.88 8.69 2.544 2 Field Work Performance 88.78 12.35 90.55 7.59 87.57 10.40 89.11 10.47 .490 3 Relationship 92.10 10.29 93.10 9.55 89.05 10.56 91.76 10.10 0.959 4 Overall Performance 90.12 8.42 92.48 6.75 88.63 7.17 90.59 7.68 1.591

Statistical results NS NS NS NS

From Table 4, it as seen that the performance of field work trainees among different specializations do not differ with regard to work discipline, field work performance, relationship and overall performance. Hence, the hypothesis (2) i.e. there is no significant difference in work discipline, field work performance, relationship and overall performance of field work trainees with different specializations is accepted. Table No: 5, Results of One way ANOVA between different specialisation with respect to work discipline Sl.N Study factors Overall HR CD o Regular Attendance Mean 95.34 94.21 97.24 1 SD 9.54 11.30 7.01 Mean 94.41 96.84 94.48 2 Punctual SD 10.47 7.39 9.09 Seeks permission for Mean 73.48 64.21 84.82 3 leave SD 31.79 35.61 22.45 Mean 95.35 96.84 96.55 4 Follows dress code SD 13.60 7.39 7.68 Respect rules of the Mean 95.81 95.26 95.86 5 Organisation SD 11.11 14.28 8.24 Mean 90.88 89.47 93.79 6 Total Work Discipline SD 8.69 9.17 7.21

MPSW 94.73 9.04 89.47 15.44 74.73 31.86 90.52 25.27 96.84 7.49 89.26 9.04

‘F’ Ratio 0.877 3.307 3.696 1.555 0.126 2.544

Results P>0.05 NS P>0.05 NS P>0.05 NS P>0.05 NS P>0.05 NS P > 0.05 NS

From the table 5, one can understand the work discipline of field work trainees with different specializations in social work. The mean score on regularity in attending the field visits and seeking permission to avail leave in the field work settings is higher for the CD trainees than the mean score on HR and MPSW trainees. This may be due to the learning interest of the trainees and relationship they had with the practice teacher in the field work settings. However, the mean score on ‘punctual to the agency’ and following the dress code in field work settings is high among the HR trainees than the CD and MSW trainees. This may be due to the fact that industries normally follow the time management and dress code very strictly. It is interesting to note that the MPSW trainees have higher mean score in respecting the rules of the organisation than the HR and CD trainees. The fact may be that MPSW trainees may follow the rules applicable to staff of the organisation. By and large the trainees from the all the specialisation scored above 75 % in all the parameters. However, the field work trainees from different specialisation do not differ with regard to all the items. TableNo: 6, Results of One way ANOVA between different specialisation with respect to work performance Sl.N Study factors Overall HR CD o Work Plan with Mean 86.97 84.21 88.96 1 Practice teacher SD 16.45 20.35 11.44 Followed planned Mean 88.14 90.52 88.96 2 activities SD 16.05 15.93 11.44 Spends more time in Mean 84.88 82.10 88.96 3 the organisation SD 22.73 26.21 15.66 Mean 93.48 93.68 93.79 4 Keen to learn SD 11.65 12.39 10.82 Mean 87.67 84.74 89.65 5 Comes prepared SD 16.56 22.02 10.17 6 Briefs the learning’s Mean 88.14 87.37 90.34

MPSW 89.47 13.96 82.10 20.97 84.21 24.56 92.63 11.94 90.52 10.25 86.31

‘F’ Ratio 0.967 1.836 0.755 0.065 1.088 0.404

Results P > 0.05 NS P>0.05 NS P>0.05 NS P>0.05 NS P>0.05 NS P>0.05

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Creates opportunity

Completes the tasks

Confident

Helps the agency

SD Mean SD

16.52

17.03

88.84 14.90

91.05 16.56

Mean SD Mean SD Mean SD

88.37 13.53 94.41 10.01 90.23 17.82

91.05 13.71 94.73 10.06 88.42 23.07

12.67 86.20 13.20

21.13

88.27 11.36 95.86 8.24 94.48 9.09

83.15 15.29 91.57 12.13 87.36 15.21

88.42 13.84

NS 0.876 2.218 1.087 1.275

P>0.05 NS P>0.05 NS P>0.05 NS P>0.05 NS

The table 6, shows the work performance of field work trainees of different specialisations in social work in the field work settings. The mean scores on preparation of work plan in consultation with the practice teacher and coming prepared for field visits is higher for the MPSW trainees than the mean score on other field work trainees. The mean score on being meticulous in following the planned activities, creating opportunity to learn and completing the tasks within the time is higher for the HR field work trainees than the mean score on other field work trainees. The mean score on spending more time in the organisation, being keen to learn, briefing the practice teacher about the learning, confident and helping the agency in its activities is higher for the CD field work trainees than the trainees from other specialisations. The mean score on preparation of work plan in consultation with practice teacher spends more time in the organisation, and coming prepared for training is lesser for the HR trainees than the mean score on other trainees. This may be due to the fact that the HR trainees may have to undergo training depends upon the circumstances in the Industrial settings. The mean score on aspects like being meticulous in following the planned activities, being keen to learn, briefing the practice teacher about the learning, completing the task in time, being confident and helping the agency is lesser for the MPSW trainees than the other trainees. The reason may be the medical and psychiatric social work trainees could have needed more practical exposure to handle settings. But it may lack due to capacity of the students, lack of interest, the practice teachers may be doctors. The mean score on creating opportunity for learning is lesser for the CD students than the mean score on other trainees. It may be due to the fact that in CD settings they may have a set of structured regular programme and so creating learning opportunity for learning is lesser than the other trainees. TableNo: 7, Results of One way ANOVA between different specialisation with respect to relationship Sl.N Study factors Overall HR CD o Mean 93.48 92.10 94.48 1 Courteous SD 11.25 12.76 10.55 Mean 94.88 94.73 96.55 2 Polite SD 11.14 11.08 9.36 Mean 90.93 91.57 91.72 3 Social SD 14.60 15.16 11.36 Mean 87.67 89.47 90.34 4 Communicates clearly SD 15.69 15.93 12.67 Maintains relationship Mean 91.86 92.63 92.41 5 with all SD 14.18 15.01 14.55

MPSW 94.73 9.04 92.63 13.67 88.42 18.03 80.00 17.63 89.47 12.23

â&#x20AC;&#x2DC;Fâ&#x20AC;&#x2122; Ratio 0.512 0.712 0.355 3.086 0.342

Results P>0.05 NS P>0.05 NS P>0.05 NS P>0.05 NS P>0.05 NS

Table 7 indicates the mean and the standard deviation values for the yet another dimensions namely relationship of field work trainees for the three different specialisations of social work. The mean score on courteous behaviour is higher for MPSW trainees than for the other specialisation trainees. This may be due to their nature of work that involves in handling different types of mentally ill patients. So, it is quite natural that they have higher level of courteous behaviour than the other specialization trainees. The mean scores on politeness, sociability, communicating clearly with others is higher for the CD trainees than the other specialisation trainees. This may be the fact that CD trainees have to meet different disadvantaged sections of the population. Naturally they need to develop such behaviour to understand and interact with different disadvantaged sections of the population. The mean score on maintaining relationship with all in the organisations is higher for HR trainees that the other specialisation trainees. HR trainees have to interact and deal with every employee in the organisation. VII. Discussion The first objective of the study was to assess the level of work discipline of social work field work trainees. The work discipline is higher among the males than the females. This may be due to the fact that males may spend more hours in the organisational activities. Males may be regular in attendance, punctual to the field work timings of the organisation, seeks permission for leave, follow dress code and respect the rules of the organisation. Being a male these above aspects may be more convenient than the female. However, the work performance, relationship and overall performance is higher among the females than the males. Learning

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interest and better understanding of the field work objectives, create opportunity for learning, briefs the practice teacher of his learning, helps the organisation in its routine activities, courteous, sociable, communicates clearly, being polite, maintain relationship with all among the females may be higher than the males. Therefore, it is suggested that field work committee in the college may organise more training programmes by focusing on males to understand the significance of field work performance and relationship with the organisation. The training programmes shall also address the students to understand the expectations of organisations, ability to identify and influence the resources of the organisation. The training could help the trainees to set goals in field work learning process, ability to identify the clientâ&#x20AC;&#x2122;s strength, weakness and realistic expectations. The One Way ANOVA result indicates that there is no significant difference in work discipline, field work performance, relationship and overall performance of field work trainees with different specializations. Hence, field work trainees with different specializations have similar score on work discipline, field work performance, relationship and overall performance of field work. This may be due to the fact that learning objectives are similar irrespective of the field of specializations. It is suggested that opportunities shall be given to the students to share their learning experiences periodically with the faculty supervisors through the individual conferences and field work conferences. Faculty supervisors are overloaded with teaching, and administrative responsibilities due to autonomy nature of the college and have little time to devote for individual conferences. The individual conference is considered as essential tool in field work in shaping the skills of the field work trainees. So, the principal of the colleges shall take steps to strengthen the individual conferences and field work conferences. The organisations also have commitment to offer something which can be shared to students to enhance their capability and competency. The practice teachers perception of organisational climate, values and attitudes about the organisation affects their interest in guiding the field trainees. So, it is suggested that college can organise a regular meeting to connect the practice teachers with college to understand the significance of field work in social work. The trainees may not acquire coping strategies to handle the emotions of clients which may affect their leaning in field settings. So, it is suggested that field work committee in the colleges may organise coping strategies models and work shop in the class rooms. VIII. Conclusions Field work is an important component of social work and theories of social work inculcated in the minds of social work professionals lead them to utilize their theoretical knowledge in field work practice. The study made an attempt to assess the level of performance of field work trainees. The study reveals that the work discipline is high among the males than the females. However, the work performance, relationship and overall performance is high among the females than the males. So, it is suggested that field work committee in the college may organise more training programmes by focusing on males to understand the significance of field work performance and relationship with the organisation. Reference [1]. [2]. [3]. [4].

Storm, Gerald A., & Boitel, Craig R., (1994), Field Education manual, Mandel School of Applied Social Sciences. Mehta, Vera.D.( 1981), Field Work in Social Work Education, Association of Schools of Social Work in India. Globerman,J &Bogo,M. (2003) Changing Time: Understanding Social Workersâ&#x20AC;&#x2122; Motivation to be Field Instructors, Social Work, 48(1), 65-73. Litvack,A., Mishna,F., & Bogo,M.( 2010). Emotional reactions of students in field education: An exploratory study, Journal of Social Work Education,46(2 ), 227-243.

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Nanomaterials and their applications in interior design Dr. Inas Hosny Ibrahim Anous Lecturer / Department of Interior design and Furniture Faculty of Applied Arts / Helwan University Arab Republic of Egypt Abstract: Nanotechnologie , the main technology of the twenty-first century, is making huge inroads in interior design and will have an enormous effect on the way how interior designers think. It is opening new possibilities in green building through nanomaterials , materials made from nanometer-scale substances. These materials can be used as coatings, insulations, air purifying or in product manufacture and will have a major impact on how we design public places more particularly, hospitals, hotels, resorts, restaurants, offices or cinemas offering unprecedented performance in energy efficiency , durability , economy and sunstainability. This paper provide an overview of nanomaterials applications for green building promising results for a better future for interior design with more privacy, security and sustainability. Keywords: Nanotechnology, Nanomaterials, nanoarchitecture, Greennanoarchitecture, sustainability.

Introduction

“Small is beautiful” is very famous statement of past but now it has to be modified by ‘small is not only beautiful but powerful too’. It is an age of nanotechnology where every thing is going smaller and smaller to create big impression, to create cheaper, lighter and faster using less raw materials and consume less energy. [1] Nanotechnology, the ability to manipulate matter at the scale of less than one billionth of a meter, has the potential to transform the built environment in ways almost unimaginable today. In an attempt to demonstrate the applications of nanotechnology and their interaction with conventional building and interior materials,Australia’s Commonwealth Scientific and Industrial Research Organization (CSIRO) and Sydney’s University of Technology launched the Nanohouse in 2002. The largely glass nanohouse features a range of nanotechnology based products, including UV/IR filtering and reflecting windows to control unwanted solar heat; self-cleaning TiO2 coated glass; UV-protective coatings on furniture; self-cleaning tiles; cold lighting systems for har vesting daylight; and heat-absorbent nano-particulate paints that are light-colored in the visible part of the spectrum.[2] II.

Research problem

The Research problem is related to the question of how interior designers’s use environmentally sustainable interior design criteria in their design solutions has not been done and they spend more energy developing new concepts and ideas for improving people’s lives through design solutions. III.

Research objective

The objective of the current study is to Know the positive benefits of Nanomaterials in interior design , the fundamental changes that will do to our society and and it's applied on environment and sustainable interior design and greennanoarchitecture. IV.

Methodology

The paper is divided into five sections: the first explains some Fundamental concepts about nanotechnologie. The second includes the analysis for Nanoarchitecture Applications in interior design, The third section gives the relationship between Nanomaterials and sustainability.The fourth section gives the relationship between Nanomaterials and Green nanoarchitecture .The last section is an application example for using nanosurfaces in a patient room of cancer brest treatment hospital. The researcher folow the inductive approach through access to the latest scientific literature and websites related to the subject of research and the analytical approach by the study and the analysis of some applications of nanomaterials in interior design.

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Fundamental concepts

What's Nano? Nano (symbol n) is a prefix in the International System of Units denoting a factor of 10−9. The prefix is derived from the Greek νᾶνος, meaning dwarf, and was officially confirmed as standard in 1960. When used as a prefix for something other than a unit of measure, as in nanoscience",Nano” means relating to nanotechnologie or on a scale of nanometers [3]. Nanoscale : The “Nanoscale” is typically measured in nanometers, or billionths of a meter, and materials built at this scale often exhibit distinctive physical and chemical properties due to quantum mechanical effects.To put that scale in another context, the comparative size of a nanometer to a meter is the same as that of a marble to the size of the earth [4]. Nanoscience : Nanoscience focuses on specific characteristics of material at the nanoscale, which are different from those at a larger scale or at the atomic scale [5] . Nanotechnology (NT): Nanotechnology, shortened to "nanotech" applies the new knowledge developed through nanoscience in the design of new products. It is a new approach related to the understanding and control of the properties of matter, it deals with structures of the size 100 nanometers or smaller in at least one dimension, and involves developing materials or devices within that size. At this level, the substance exhibits different and often surprising properties. Due to its properties and resultant advantages, this technology has run its course in all fields of life [6]. Nanotechnology offers a reduction in the consumption of raw materials and energy and reduced CO2 emissions, conservation of resources, greater economy and comfort [7]. The applications of nanotechnology are in all aspects of our life, it can be pertained in medicine, industry, communications, transportation, and more important, architecture [5]. Nanomaterials: A Nanomaterial is an object that has at least one dimension in nanometer scale. It studies materials with morphological features on the nanoscale, and especially those which have special properties stemming from their nanoscale dimensions. Nanomaterials are categorized according to their dimensions: Onedimensional nanomaterials < 100 nm, such as thin films , layers and surfaces. Two dimensional nanomaterials < 100 nm such as tubes like “Carbon nanotubes” which can conduct electricity extremely well . Three dimensions < 100 nm like nanoparticule [8]. Materials reduced to the nanoscale can suddenly show very different properties compared to what they exhibit on a macroscale; opaque substances become transparent (copper); inert materials attain catalytic properties (platinum); stable materials turn combustible (aluminum); solids turn into liquids at room temperature (gold); insulators become conductors (silicon)[4]. Nanomaterial can make constructions more economic because they are ten times lighter but hundred times stronger than regular materials .They focus on energy saving , productivity and protection [9]. NanoArchitecture (Nanotechnology and Architecture): Nano architecture combines nanotechnology with architecture and its versatile effects. It is concerned with the influences of the discovery of nanotechnology on architecture and interior design as well as on the thought of the architect and interior design [8]. Nano architecture will allow designs to interact better with the human senses [4]. VI.

The Future of Architecture and interior design with Nanotechnology

The architect John M. Johansen is creating unique perspectives on how we will fuse new technologies with build form [10] .He brings up a few very important points about what nanoarchitecture can bring [11]: Making the Technology More Humane: Nanoarchitecture will allow for designs that better interact with the human senses. Designing your own materials: for instance, the ability to design your own materials going beyond wood, concrete and glass. Buildings that will “Grow”: It is interesting to think of architecture as a “growing” environment that evolves according to different respective codes, Responsive Architecture means that Personalization of nanoarchitectural spaces will be a likely benefit giving occupants greater flexibility and choice. Bringing Architecture Closer to Nature illustrates that nano-architecture will bring architectural design a few steps closer to having buildings more synchronously harmonize with nature [12]. Good design in principle is always based on demand, and in this way contributes to the evolution of both nanomaterials and the resulting nanoproduct – in the long term the materials and products for which there is a demand will become established whereas others will disappear from the market [7]. VII. Nanoarchitecture Applications The most fascinating field influenced by nanotechnologie in architecture and interior design and can confirm the mean of nanoarchitecture are: Nanomaterials, Energy and Design. A. Applications of Nanomaterials in interior design It includes finishing materials and environmental materials A.1 Coatings(Finishing Materials): Coatings are thin coverings that are deposited on a base material to enhance its surface characteristics or appearance [13]. Nanocoatings describe the application of nanostructures on surfaces. These surfaces can for example be superhydrophobic (the fluids reach the surface to form beads and run down) or super-hydrophilic (liquid to reach the surface, form a liquid film and expire if any). This means that the surfaces are sealed and

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therefore water-repellent. This allows an easier cleaning. There are also spray coatings, which form such nanostructures. These coatings are applied to previously according microstructured surfaces, a lotus effect can be achieved [14]. The main advantages of nanocoating are :better surface appearance, good chemical resistance, decrease in permeability to corrosive environment and hence better corrosion properties, optical clarity, increase in modulus and thermal stability, easy to clean surface, anti-skid, anti-fogging, anti-fouling and anti-graffiti properties, better thermal and electrical conductivity, better retention of gloss and other, mechanical properties like scratch resistance, anti-reflective in nature , chromate and lead free, good adherence on different type of materials [1]. Nanocoatings are versatile and can be used almost anywhere: Self-Cleaning, Lotus-Effect, Selfcleaning: Photocatalysis, Easy-to-clean (ETC), Antibacterial….etc.[15]. (a) Self-Cleaning: Lotus-Effect coatings and its applications in nanomaterials of interiors The leaves of Lotus plants are coated with minute wax crystals around 1nm in diameter which repel water; droplets falling onto them bead up and, if the surface slopes slightly, will roll off. Lotus effect is one of the bestknown means of designing surfaces with Nanomaterials. Self-cleaning behaviour is normally achieved using hydrophobic surfaces with nanostructured features fig. 1. These are inspired by the Lotus flower leaves that combine a surface roughness at the nanoscale and water repellent wax. It can be engineered, or mimicked, using nanocomposite materials made up of nanoparticles in a polymeric matrix [14]. Fig. 1 Lotus plant, a microscopic view of a water droplet resting on a super hydrophic knobbly surface and how the basic principle of the Lotus-Effect works

1.Nano-coating paint : The first commercial product made was a silicone resin house paint which has since become widely used and in which silicon nanoparticles form micro-structured surface [16]. Nanocoatings can be anti-graffiti, anti-static, anti-mist or anti-glare or they can block UV light [17]. The Commercial Building, Pula, Croatia in fig. 2 is an example for the use of the self-cleaning Lotus Effect applied on a building surface for a better optimal use and low maintenance façades. Here a self-cleaning coating: Lotusan, self-cleaning paint manufactured by the German company Sto painting ( specializing in technical solutions for external insulation). The intensity of the pure white surfaces is protected against dirt with the help of a Lotus-Effect facade coating. Dirt simply washes off the rough surface together with the rain. The self-cleaning function should persist for at least five years without needing to be renewed [3]. The paint is based on the resin of siloxane . After 24 hours of drying, the paint StoLotusan forms nano roughness (as a microstructured surface like the lotus leaf) visible in the electron microscope at high magnification because of the siloxane resin .It has been invisibly integrated into the white surfaces to ensure the durability of their color [7]. Painting keeps a matte appearance and limit the effects of pollution.It is very useful on buildings often exposed to rain and tend to get dirty easily, such as in the city, where urban pollution removal of black particles on the facades of buildings. This painting-siloxane is more expensive than a normal acrylic paint and it is polluting the environment. This painting should not be used indoors because it is for self-cleaning, it must be in direct contact with UV rays [18]. Fig. 2 The Commercial Building, Pula, Croatia, exterior

2. Nano-coating for Wood : Provides complete protection against sunlight and moisture. It preserves the natural look of the wood and is resistant to extreme environmental conditions such as very cold weather and snow. It repels pests and can be applied to surfaces both old and new in a simple, convenient and efficient application[19] .There are many ways for Nano coating Wood:  Water-repellent wood: For wood Furniture, walls and similar surfaces; we can apply nano wood sealant to saturation by spraying, i.e. with airless machines, HVLP-machines, or with brushes and paint brushes. Sealant is fabricated from silicone, wax and oil [20]. By creating nanostructures similar to those of the Lotus plant on the

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surface of the wood, the contact area between water & wood is minimized and surface adhesion reduced. Water rolls off instead of penetrating the wood [7]. Researchers at German chemical company BASF are developing a spray-on coating which has made the surface extremely water-repellant (superhydrophobic). BASF's lotus-effect aerosol spray combines nanoparticles with hydrophobic polymers such as polypropylene, polyethylene and waxes. It also includes a propellant gas. As it dries, the coating develops a nanostructure through self-assembly [21]. Fig. 3at the left shows water droplets on a wood surface treated with BASF's "Lotus Spray". Water does not enter into the open pores of the wood. The wood can’t rot. How a Nanotechnology sealant works?The nano particles organise themselves to form a coating and bond with the surface after application. When the surface is smooth and not absorbent, nano particles combine with the surface, so liquids are repelled taking contaminants with them. With porous surfaces, the nanoparticles fill up the pores from the inside. Fungus, lichen, algae and moss (in and outside) can no longer adhere to the surface. Dirt and liquids can't get into the surface anymore and are simply repelled [22].  Self –Cleaning wood( lotus effect) : By the HESB (Haute école spécialisée bernoise) Self Cleaning Wood Project, the wood is protected by a finish, which is a system , of the different layers fig. 3 At first, they put a prymere which allows to prepare the wood , a middle layer in a conventional lacquer and then a top coat. This top coat is the top layer which is directly in interaction with air or water (rain). They work on this top coat to have a self-cleaning effect. It has created a microstructure on the laquer by putting silica nanoparticles. The nanoparticles can make agglomerates and these agglomerates form a microstructure. These silica nanoparticules have undergone a hydrophobic coating which has no affinity with water .This material pushes water, so the drop will roll. Lacquers are used on exterior applications: in facades or different constructions of wood. It is a process that must be applied at the factory as it is lacquer curing high. This requires machines. One can imagine that this will also adopts a product of big productions [23]. Fig. 3 shows the Water-repellent wood and the Self Cleaning Wood Project by HESB

3. Nano-coating for Ceramic, Porcelain, Granite and Marble: is used in glass & ceramic cooktops, hotels and restaurants, kitchen studios. It is perfect for counter tops, tiles, shower stalls. It repels liquids and dirt which makes it easier to clean and maintain. It is resistant to extreme weather conditions and temperatures and can be applied in several coats to ensure complete environmental protection. It provides complete protection against cracks over the years and keeps the material looking shiny and new. It is Anti-Graffiti. It protects against stains, soap scum, calcium build up and other chemicals. Once Nano-coating is applied any surface it is easily cleaned without detergent [19]. 4. Nano-coating for Metal: is for all types of metal such as iron, brass, aluminum, copper, silver, gold and more. It provides protection against rust and discolouration over time to preserve the shininess and new look. It protects against acids, such as pigeon droppings and other chemicals and makes them very easy to clean off. It is resistant to extreme environmental conditions and resistance to heat and cold. Like all Nano-coating products, it repels liquids and dirt. Nano-coating for metal is Anti-Graffiti and is an electrical insulator. Nano-coating is great for metal kitchen appliances (such as oven, sink), metal frames ,metal patio furniture and more [19]. 5. Nano-coating for Chrome- & Stainless Steel: Protects surfaces from dirt, grease, oil, water and leaves the surface bacterially protected. It is suitable for stainless steel fronts, kitchens, handrails, covers, panels, pieces of stainless steel furniture , lamps and door handles It is particularly well suited for restaurants kitchens but also for bars made from stainless steel or cooper and for the fittings in sanitary facilities [24]. 6. Nano-coating floor: Nano floor sealant for absorptive surfaces and Nano floor sealant for slightly and nonabsorbant surfaces protect against loam and soil as well as against soiling due to wet leaves, oil and food. Floor sealer for porous surfaces is free from silicone, wax and oil.Sealants are prepared in such a way that the coated surface retains its natural colour and diffusion, resists water [25]. 7. Nano-coating for fabric: It does not change the feel of the material and repels any liquid or dirt that comes in contact with the surface. The liquid or dirt can then be wiped straight off the fabric without leaving any marks

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or stains fig. 4 .It is durable , lasts for a long period of time and can be machine-washed without losing any of nano-coating's superpowers. It is suitable for all types of fabrics and ideal for sofas, carpets and more [19]. .. 4 Nano-coating for fabric

 Anti-bacterial fabrics: have anti-bacteria hygienic surfaces and provide self-cleaning properties. They are impregnated with silver nanoparticles(anti-bacterial agents) witch possesses natural anti-bacterial qualities that are strengthened at the nano scale thus, giving textiles the ability to deactivate many harmful bacteria. These new textiles are more cost-effective, more resistant, more energy-efficient and more in tune with their environment. They are also used in pillows, bedding and fabrics of other products to kill bacteria [26]. The fibers of nanotextiles can also stream aromatic substances. Thus, nanocontainers encapsulated fibers absorb odors or spread of antimicrobial products that reduce the growth of bacteria. Ceramic nanopowders or fiberpolymer nanocomposites are components of finishes, making fireproof, waterproof textiles or self-cleaning. It is possible to create decorative fabrics using, as for cosmetics, the specific optical properties of nanoparticles that are capable of changing color. It is also possible to integrate optical fibers whose emitted light will fluctuate according to the physiological changes of the human body (movement, heartbeat, temperature changes), giving them the properties of a medical monitoring device [27]. California-headquartered Nano-Tex was the first company to bring nanotechnology to the textile industry. Nano-Tex is a fabric spill and stain resistance protection built into select textile fabric fibers themselves, versus topically applied or immersed chemical treatments.They added “filaments” nano-fiber cotton to give them a fluffy waterproof surface. The surface of the fabric has a microstructure which prevents the absorption of water and fat. Instead of spreading, liquid droplets that form the roll, carrying dirt[28].  Nano Care Textile: (bottle ,drum , Fass, aerosol) prevents the penetration of dirt and moisture in fibres of: seat coverings (leather and fabric), carpets, chairs, sofa's, curtains, mattresses, canvas,…..It is dirt, oil and water repellent, does not change the original look, extends the life span.Dirt does not penetrate into the fibres any more.It is colourless and non-toxic [29 ]. 8. Nano-coating for wallcovering: is developed as a rollable wallcovering with a nano-ceramic coating called ccflex. It is breathable while simultaneously water, flame, impact and chemical resistant. It is also lightweight. ccflex is currently manufactured by Marburg, who purchased marketing rights in 2009 . 9. Nano for carpet : Dura Tufting GmbH of Fulda (Germany) is offering “Carpet that cleans” the first carpet anywhere in the world that, equipped with nano-particles, is capable of freeing interior spaces from odours and damaging formaldehydes. Household, animal or garbage and WC odor, as well as cigarette smoke and nicotine are all degraded. In this way the carpet provides a healthier room climate” [30]. (b ) Self-Cleaning: Photocatalysis coatings Photocatalytic self-cleaning is the property of surfaces coated with titanium dioxide (TiO2) nanoparticles. Its properties are super-hydrophilic of the surfaces witch are created by oxygen gaps on the TiO2 surface. Deposited dirt is broken down and lies loose on the surface,a water film washes dirt away. For the function to work, UV light, oxygen and air humidity are required and reduces maintenance requirement. Fewer detergents are required, resulting in less environmental pollution and less wear and tear of materials. UV light present in normal daylight is sufficient to activate the photcatalytic reaction fig. 5. Organic dirt on the surface of a material is decomposed with the help of a catalyst – usually titanium dioxide, which has been used in all kinds of products. At a nanoscalar dimension, titanium appears no longer white but transparent, and it‘s also hydrophilic. Photocatalytic surface coatings are applied to façade panels made of glass or ceramics or to membranes [7]. Fig. 5 The diagrams show organic dirt and grime is broken down and"decomposed". UV light, present in sunlight, is necessary to initiate photocatalysis.When water impacts on the surface, it spreads to form a film washing away the loose dirt.

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Self cleaning glass categories: Glass coated or applied with hydrophilic layer that uses photocatalytic decomposition means that the glass will attract the water and make it spread out like a thin film. Glass coated or applied with a hydrophobic coating, also known as the "lotus effect" means the glass will repel water and any water that comes in contact with the glass will tend to have a minimum amount of contact with the glass and will create spherical droplets on the surface [31]. The façade of Muhammad Ali Center MAC, Louisville, Kentucky, USA is covered with ceramic tiles equipped with a photocatalytic self-cleaning surface coating. The coating is baked onto the glaze of the tiles and is therefore indefinitely durable. the surface is also air-purifying, breaking down pollution and exhaust gases from vehicles and industry in the surrounding atmosphere.[7] Nanocoating for glass can be applied to windows of houses, apartments and offices, shower doors , glass doors and for all hygiene sensitive areas, such as nursing homes, hotels, guest houses, hospitals etc and all food storing and processing areas, kitchen sinks & washing basins (also enamel): toilets & bidets ,wall tiles [19].  Greenhouse and Self cleaning glass: Greenhouses need a lot of light .Therefore, it is often necessary to thoroughly clean greenhouses every few weeks from pollution such as Bird droppings, dust and moss by sealing the glass surface with Window Sealant [32]. (c) Easy-To-Clean (ETC) coatings Easy-To-Clean surfaces are water- repellent and are often confused with other self-cleaning functions such as the Lotus-Effect but surfaces are smooth rather than rough. It is also often confused with other photocatalytic self-cleaning functions but surface coatings do not require UV light to function and their hydrophobic surface properties - as opposed to hydrophilic - cause water to run off in droplets rather than forming a thin film of water [16]. It does not mean that a surface with this treatment never needs to be cleaned, however the amount of cleaning required compared with that of traditional products can be reduced. In Kaldewei Kompetenz-Center (KKC), Ahlen, Germany; the enameled facade panels are colored in the company's typical color palette and are partially equipped with an easy-to-clean coating. (d) Antibacterial coatings In interior design of hospitals, all surfaces are areas particularly susceptible to germ transmission but also are suitable candidates for antibacterial surface coatings, whether enclosing surfaces such as floors, walls and ceilings or furnishing such as textiles, sanitary installations, shelves and worktops, and in particular knobs, buttons and switches that are in constant use by patients and staff. Antibacterial surfaces based on silver nanoparticles represent an effective and unobtrusive bacterial killer. The antibacterial effect of silver results from the ongoing slow diffusion of silver ions, when employed sensibly can offer significant benefits: Bacteria are targeted and destroyed. The use of disinfectants can be reduced. Supports hygiene methods especially in health care environments. Photocatalytic surfaces also have an antibacterial side effect due to their ability to break down organic substances in dirt [3]. (e) Anti-fogging coatings It means clarity for steamed-up surfaces. The solution is an ultra-thin coating of nanoscalar TiO2, which exhibits a high surface energy and therefore greater moisture attraction. On hydrophilic surfaces moisture forms an ultra-thin film instead of water droplets. Two aspects are common to all anti-fogging variants: condensation itself is not stopped. Instead, and more importantly, it remains transparent and therefore appears invisible. Antifogging coatings can be applied to plastics, on bathroom mirrors and as glass surfaces in air conditioned rooms in the tropics, which tend to cloud as soon as outdoor air streams into a room. Anti-fogging sprays are effective temporary but the effect doesn’t last long [7]. (f) Anti-fingerprints coatings: It is used for no more visible fingerprints. The light reflections on the coating make steel or glass surfaces appear smooth, giving the impression of cleanliness that many users have come to expect.The coating alters the refraction the light in the same way the fingerprints itself does so that new fingerprints have little effect . The coating itself is ultra-thin and steel that has been coated can be bent into shape without the coating breaking or fracturing. These coatings are useful for stainless steel and sandblasted glass [15]. A result of the Italian research of Arpa Industriale, FENIX NTM is an innovative material created for interior design, suitable for both vertical and horizontal use. It lays out an altogether new road in the world of interior design: a smart, extremely matt, anti-fingerprint surface, a very low light reflectivity and a soft touch effect. It is a material suitable for: kitchens, hospitality, healthcare, bathroom, furniture. Its range of classical colours and its special features, among which the high resistance to scratches and impact, the ease of cleanliness and the excellent colour intensity, have already inspired new furniture and original interior design solutions [33]. (g) Anti-graffiti coatings Nanotechnology has provided a new means to protect existing walls and building fabric by anti-graffiti coatings. It is highly hydrophobic and dirt-resistant. The historic monuments such as the Brandenburg Gate in Berlin are protected with an anti-graffiti coating [15]. (h) Anti-reflective coatings Anti-reflective glass can now be used in large quantities in construction in order to benefit from the increased solar transmission resulting from broadband spectral de-reflection. Transparent nanoscalar surface structures,

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consists of minute 30-50nm large silicon dioxide (SiO2) balls. It offers not only an innovative but also a cost effective and efficient anti-reflective solution [5]. A.2 Coatings (Environmental Materials): (a) Air purifying 1. Indoors: The use of Nanomaterials is possible to improve the quality of air. It enables unpleasant odors and pollutants to be eradicated (Sustainable Environment). It does not replace ventilation, but improves air quality. Nanotechnology makes it possible to chemically decompose odours into their harmless constituent parts. Here the molecules are cracked, giving off steam and carbon dioxide. Air-purifying curtain materials can simultaneously be equipped with antibacterial properties fig. 6. Air purification technology is increasingly being used for textiles and paints [7]. Fig. 6 Air-purifying materials such as plasterboard or acoustic panels. The European headquarters of Hyundai Motors Europe in Offenbach, Germany, Is lined with air-purifying plasterboard panels â&#x20AC;&#x201C; an interesting combination for a car manufacturer.

2. Outdoors: Fig. 7 shows Jubilee Church, La Chiesa del Dio Padre Misericordioso, Rome, Italy: Made of prefabricated high-density concrete, their white color is achieved by adding Carrara marble and titanium dioxide to the mixture. The photocatalytic self-cleaning additive enables the architect to achieve his trademark white coloring in an urban environment that is heavily polluted by car exhaust gases. The building not only remains clean, the large surface area of the sails also helps combat pollution by reducing the amount of volatile organic compounds (VQCs) and nitrogen oxide in the air considerably. Fig. 7 Jubilee Church Exterior

Electrochromatic and Photochromatic glass: Integrating electrochromatic glass in buildings means that a single switch is all that is required to change the degree of light transmission from one state to another (from transparent to darkened). The electrical energy required to color the ultra-thin nanocoating is minimal and the switching process itself takes a few minutes. Photochromatic glass is another solution for darkening glass panels. Here the sunlight itself causes the glass to darken automatically without any switching( [15]. (b) Fire-proof For Highly efficient fire protection , Light and transparent, a thickness of only 3 mm of a functional fill material between glass panels is sufficient to provide more than 120 minutes of fire resistance against constant exposure to flames of a temperature of over 1000Â°C. The pyrogenic silicic nanoparticles, or nano-silica, are only 7 nm large and due to their relatively large surface area highly reactive fig. 8. Fig. 8 Deutsche Post headquarters, Bonn, Germany where the Product SGG Contraflam fire safety glass is used

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The landmark 160 m high office tower in Bonn accommodates more than 2000 members of staff. The oval tower is clad in high-tech transparent glazing and transparent materials are also used throughout its interiors: glazed partitions, glazed staircases and glazed connecting bridges are central elements of the interior design concept. Space, form, construction and materials are carefully coordinated, resulting in a harmonious overall concept [3]. (c) Scratchproof and abrasion-resistant Nanotechnology makes it possible to improve scratch-resistance with transparency which can be applied to different materials such as wood, metal and ceramics. Scratchproof paints and varnishes are desirable to protect the varnished surfaces of parquet flooring or the surfaces of other gloss lacquered surfaces [7]. B. Energy B.1 Insuladd (a) Insuladd energy saving paint: Additive which is made up of a complex blend of ceramic microspheres, is designed to mix with any type of paint, including latex house paint, industrial coating, roof coating, epoxy, urethane, and even high temperature paint. Once it has been mixed and applied to the walls and ceilings of a home, it acts as a thermal radiant barrier fig. 9. Insuladd products are specifically designed to reduce unwanted summer time heat gain and unwanted winter time heat loss from buildings [34]. It can be used to coat and insulate the interior and exterior of a home in order to maximize its protection and lower your energy costs.It is a safe, non-toxic product that also helps lessen a home’s carbon footprint by reducing its energy output..It creates an easy and effective method toward making the world a little greener [35]. Fig. 9 Insuladd paints

(b) Insulated window coatings: Helping companies reduce energy costs, for example, Industrial Nanotech, Inc. (Naples, Fla.) began operations in 2004. Its Nansulate line of coating products has been used worldwide. The coatings incorporate a nanotechnology-based material with very low thermal conductivity. This clear, painton insulating coating can be used to reduce heat conduction as well as provide resistance to moisture, corrosion, mold growth, and ultraviolet (UV) rays. In most cases the nanocoatings are applied as a liquid using standard paint application equipment, and are fairly invisible over most surfaces, except glass. Painted on windows or skylights, the coating will give a slightly frosted look and allow through visible light while reducing heat loss and UV penetration. Thermal energy transmission can be reduced by nearly 35 percent at a product cost of 50 to 59 cents per square foot [36]. B.2 Energy coating (for green building) Similar to the way a plant absorbs sunlight and turns it into chemical energy to fuel the growth of a plant, energy coatings absorb sunlight and indoor light and convert them into electrical energy [15]. (a) Thin film solar : Thin-film solar technologies often use nonsilicon semiconductor materials including copper, indium, gallium and selenium (CIGS) to create photovoltaic cells that convert sunlight into electricity.Nanosolar produces thin- film solar cell that can be integrated into buildings facades. It makes integrating solar into a building more like printing a newspaper, a major advance from glass plates that are installed on rooftops. Solar sheets can be made for less than a tenth of what current panels cost at a rate of several hundred feet per minute.Its SolarPly BIPV panels, made from semiconductor quantum dots and other nanoparticles, will create solar-electric “carpet” to be integrated into commercial roofing membranes [3]. (b) Power plastic : Konarka, the major producer of energy coatings, develops and manufactures “power plastic” that is inexpensive, lightweight, flexible and versatile in application than silicon-based solar cells . It is made from conducting polymers and nano-engeneerd materials that can be coated or printed onto a surface making it possible to incorporate a range of colors and patterns [37] .The light-activated power plastic film can be embedded within devices, systems and structures. The film can be produced in any color and transparency. It can be applied to structural systems, windows, roofs, glass and effectively produce energy [35]. B.3 Heat absorbing windows Heat absorbing windows, manufactured by Vanceva, offer solar performance superior to that of previously available laminating systems fig. 10. Alone, or when combined with solar management glass, this new glazing

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interlayer provides the architectural marketplace with new, cost effective options to control heat and energy loads in buildings [15]. Fig.10 Heat absorbing windows

B.4 Lighting (a) Ultra Low Energy High Brightness Light: Lighting will produce the same quality light as the best 100 watt light bulb (Sustainable Energy), but using only a fraction of the energy and last many times longer. The Advanced Technology Institute is experimenting with Ultra Low Energy High Brightness (ULEHB) devices made of nano-composite materials. Potential uses such as variable mood lighting over a whole wall or ceiling opens up a range of exciting applications. ULEHBs are also expected to have wide uses in signage, displays, street lighting, commercial lighting, public buildings, offices and image projectors. The patented technology can also be used for low cost solar cell production and has the versatility to be tuned to produce colored light [38]. (b) Organic light-emitting diode (OLED): It is a light-emitting diode (LED) whose emissive electroluminescent layer is composed of a film of organic compounds. This layer of organic semiconductor material is formed between two electrodes, where at least one of the electrodes is transparent. When activated by electricity, they provide brighter, crisper displays on electronic devices and use far less energy than LEDs. TVs will be less than ¼ inch thick and will be able to be rolled up when not in use. OLEDs can be applied to any surface, flat or curved, to turn it into light source. In the future, light panels will replace light bulbs –walls, floors, ceilings, curtains, cabinets and tables could all become sources of light [3]. C. Design The Nano Towers: These were proposed as the new headquarters of the DuBiotech Research Park in Dubai. This mixed use development offers officespace, laboratories, hotel, residential and associated support facilities in a 262 m high tower fig. 11. The canopy at ground level provides sunshading while creating a dramatic entrance to the towers: a conceptual ground plane from which the towers grow. Architecturally interesting is the repetitive grid of the exoskeletal structure, which has non-curved beams of equal length. The entire facade of the tower is faceted, inspired by a nano scale carbon tube, the structure creates junctions where the geometry shifts from vertical to horizontal. This creates multiple opportunities for dividing the interior space along mullion lines[3]. Fig. 11 The Nano tower exterior, View between the towers, The canopy at ground level.

VIII. Nanomaterials and sustainability The most compelling argument for using nanotechnology in architecture is for greater energy efficiency. Nanotechnology offers a new technological means with which to tackle climate change and help reduce greenhouse gas emissions in the foreseeable future. The use of nanotechnology in construction is strongly linked to sustainability witch three pillars are social, environmental and economic sustainability [7 ]. Nanotechnology is an enabling technology that is opening a new world of materials functionalities, and performances. But it is also opening new possibilities in construction sustainability. On one hand it could lead to a better use of natural resources, obtaining a specific characteristic or property with minor material use. It can (also) help to solve some problems related to energy in building (consumption and generation), or water treatment to mention only a few matters” [39]. Sustainability is defined as “the ability to provide for the needs of the world's current population without damaging the ability of future generations to provide for them”. The new characteristics of

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Nanomaterials affect the achievement of sustainability and as to achieve the highest benefit to humans and the environment and the economy.Nanomaterials will produce buildings lighter, smaller and more robust which will save in the cost of construction and save a flat earth for future generations and maintain the natural materials and natural terrain of the mountains, plains, forests and all of this supports the idea of sustainability [3]. IX.

Nanomaterials and Green nanoarchitecture

A. Definition of Green nanotechnology: It is the development of clean technologies, "to minimize potential environmental and human health risks associated with the manufacture and use of nanotechnology products, and to encourage replacement of existing products with new nanoproducts that are more environmentally friendly throughout their lifecycle"[ 15]. B. Green Nanotechnology goals: Producing nanomaterials and products without harming the environment or human health, It uses existing principles of Green Chemistry and Green Engineering to make nanomaterials and nano-products without toxic ingredients, at low temperatures using less energy and renewable inputs wherever possible, and using lifecycle thinking in all design and engineering stages. It also involves developing products that benefit the environment either directly or indirectly. Nanomaterials or products directly can clean hazardouswaste sites, desalinate water, treat pollutants, or sense and monitor environmental pollutants. Indirectly, self-cleaning nanoscale surface coatings could reduce or eliminate many cleaning chemicals [16]. C. Green Nanotechnology and sustainability: Sustainable architecture seeks to minimize the negative environmental impact of buildings by enhancing efficiency and moderation in the use of materials, energy, and development space [40]. One of the key selling points of green nanotechnology is its promise of more sustainable production of goods, by using less energy and resources (e.g. raw materials, water) and using less toxic materials [15]. D.Green Nanoarchitecture and its applications: There is an insistence on continuity in the employment of new technology in architecture and interior design so as to make the green nano architecture a guarantee for benefiting from nano technology and for avoiding its side- effects on society and the environment [41]. D.1 Utopia One: Dubai tall emblem structure Designed by Cesar bobonis-zequeira, Ivan perez-rossello and teresita Del valle designed 'utopia one' fig. (12) for the Dubai tall emblem structure competition in Zaabeel Park, using thin photovoltaic film to gain energy for run services in tower for Sustainable Environmental Objective fig. 12. The tower and its elements are composed of materials that resemble a smooth sculptural piece that are integrated into the park. The base behaves as a single unit housing the programmed spaces, entry areas and existing walkways. Form creates a courtyard intended for gatherings and general leisure. Conceptually, the structure reacts to the gravitational forces that act upon it and gives the allusion of hovering above the ground. The tower grows from the base element becoming an extension of the sculpture giving way to the observation deck. The elevator is constructed of glass all around and encased inside a shaft with a glass exterior to permit views to the outside as one rises. The observation deck (oculus platform) is formed by a ring that supports a glass floor intended to give the sensation of flight. Nano-cell technology will be integrated to the exterior skin of the building, providing a portion of the energy to run the elevator systems, HVACs systems and electrical systems. Nano-cell technology is a thin photovoltaic film bonded to metal surfaces. Heat sensitive glass reacts to the sun’s position and controls the heat gain in the glassed surfaces. Water management features will reuse grey water for irrigation and provide water for the HVACs systems [3]. Fig. 12 bird’s eye view of ‘utopia one’, 'utopia one' power, through Nano technology and Interior view

D.2 Nano Vent Skin (CO2 Filtering Solar Micro-turbines) Nanosensors can monitor temperature, humidity, and airborne toxins, vibration, decay and other performance concerns in building components, from structural members to appliances. The Nano Vent-Skin is a zeroemission material that takes a tri-partite approach (sunlight, wind, CO2) towards energy efficiency. This project was born as an alternative to all the gigantic projects being built around the world, where it seems that in order to be green you have to think big and build something impressively huge.Nano Vent-skin (NVS) tries to make people think on a smaller scale and apply it to existing buildings, houses and structures (tunnels, road barriers,

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etc) to generate energy. Fig. (12) NVS interacting with sunlight, wind and CO2.How does NVS work? The outer skin of the structure absorbs sunlight through an organic photovoltaic skin and transfers it to the nanofibers inside the nano-wires which then is sent to storage units at the end of each panel.Each turbine on the panel generates energy by chemical reactions on each end where it makes contact with the structure. Polarized organisms are responsible for this process on every turbine‟s turn.The inner skin of each turbine works as a filter absorbing CO2 from the environment as wind passes through it [15]. X.

Application study

Fig. 13 The design of the researcher for a patient room in a hospital for the treatment of breast cancer

A. Design concept We choose a patient room in a cancer breast hospital to demonstrate concepts for a general strategic approach to using nanosurfaces in the interior design and furniture of the room ;treatments that offer sustainable solutions. In this place it is better to avoid the use of a lot of detergents, because they are a source of water pollution. They are dangerous in particular for sick people with a less efficient immunitary system so using anti-bacterial tiles can remove the most dangerous and antibiotic-resistant bacteria.For example , Air-purifying curtain materials can simultaneously be equipped with antibacterial properties.We can choose from Various products are already available on the market, with or without antibacterial combination B. Nanosurfaces in the interior design and furniture of the room. 1

Table (1) shows Nanosurfaces in the interior design and furniture of the room. Tiles: Anti-bacterial 6 Sofa : Dirt-repellent

Wall Paint: Air-purifying

Call-button: Anti-bacterial

Curtains: Air-purifying

Light Switch: Anti-bacterial

Window: Self-cleaning photocatalytic

Bedding: Anti-bacterial

Table Surface: Anti-fingerprints, scratchproofing Commode : self –cleaning wood

We can also use a TV: Anti-reflective , TV/Radiobuttons: Anti-bacterial , Doorknobs: Anti-fingerprints, antibacterial and for the bathroom we can use W.C.: Easy to clean , Shower Screen: Easy to clean, anti-fogging , and a Mirror : Anti- fogging . XI.

Conclusion

1. The nanotech revolution can bring dramatic improvements in building performance, energy efficiency and sustainability to building projects , thus nanoarchitecture will be the upcoming new architectural trend of the contemporary time and will be a key contributor in the creation of a more sustainable society. 2. More for less: Nanomaterials is about getting more function on less space. Efficiency and getting more with less is essential for sustainability.

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3. Green Nanotechnology is the development of clean technologies. It produces nanomaterials and products without harming the environment or human health, and produces nano-products that provide solutions to environmental problems. 4. The green nano architecture is the guarantee for benefiting from nanotechnology and nanomaterials in interior design with avoiding its side- effects on society and the environment. XII. Recommandations Interest in nanotechnology science education that a nanotechnology course must soon be required in most interior design , engineering and architecture curricula to achieve the benefits gained from it economically, environmentally and socially. Upcoming designers, rather than designing according to the specific properties of various materials, should be able to define the performance criteria they are looking for and then have materials designed to meet these criteria. They have to propose alternative material studies to their organisation, or to suggest projects involving sustainable and nanotechnology principles .They must be curious, read and get on the net and investigate the development of new materials and new properties, in order to expand your traditional palette. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30] [31] [32] [33] [34] [35] [36] [37] [38] [39] [40] [41]

A.S. Khanna, “Nanotechnology in High Performance Paint Coatings”, Asian J. Exp. Sci., Vol. 21, No. 2, 2008; 25-32. http://www.iida.org/resources/category/3/1/6/documents/0406mind.pdf Mohamed Hazem Mohamed Fahmy , Nanomaterials & Architecture "Sustainable Nanoarchitecture", Master thesis, faculty of Engineering , University of Alexandria,2010. http://en.wikipedia.org/wiki/Nanotechnology Maged Fouad El-Samny,NanoArchitecture “Nanotechnology and Architecture” Master thesis, faculty of Engineering , University of Alexandria, 2008. http://archive.nrc-cnrc.gc.ca/fra/projets/irc/recherche-nano.html Leydecker, Sylvia. Nano Materials in Architecture, Interior Architecture and Design. BirkhauserVerlag AG, Berlin , 2008. http://www.mio-ecsde.org/_uploaded_files/nanotechnology/ nanotechnology_brief Etrat Lalbakhsh and Pegah shirazpour, Nanomaterial for Smart Future Buildings ,International Conference on Nanotechnology and Biosensors,IPCBEE ,vol.25(2011). http://sensingarchitecture.com/1347/the-future-of-architecture-with-nanotechnologyvideo http://johnmjohansen.com/Nanoarchitecture.html http://www.corearchitect.co.uk/nano-technology-and-the-architecture-of-the-future Michael F. Ashby, Paulo J. Ferreira, Daniel L. Schodek. NanoMaterials,NanoTechnologies and Design. An Introduction for Engineers and Architects,Elsevier Ltd, 2009. http://www.nanotechnology-solutions.com/nanotechnology-lotus-effect.php Fahd Abd Elaziz Hemeida, Green Nanoarchitecture , Master thesis, faculty of Engineering , University of Alexandria, 2010. http://www.nanowerk.com/spotlight/spotid=19644.php http://www.nanoandme.org/nano-products/paints-and-coatings http://peinturemontreal.net/qu%E2%80%99est-ce-que-la-peinture-autonettoyante/1942 http://nanotechcanada.ca/products.html http://www.nanonext.net/nanonext/shoppingcart/products/Nano-Wall-Sealant-%252d-Wood-%26-Stone-TSW-Professional-.html http://nanotechweb.org/cws/article/tech http://www.nanotechnology-solutions.com/how-nanotechnology-sealing-works.php http://themenpark.ahb.bfh.ch/themenpark/de/fe_self_cleaning_wood.htm http://www.tavshield.com.sg/products.html http://www.nanotechnology-solutions.com/nanotechnology-floor-sealant_non-absorbent.php http://claudeberubenanocore.blogspot.com/2012/09/from-sustainability-and-interior-design.html http://www.cnrs.fr/cw/dossiers/dosnano/decouv/03/03_1/01.htm http://www.nanotex.com/applications/hometextiles.html http://www.tryengineering.org/lang/french/lessons/nanowaterproofing_fr.pdf http://designsalad.info/2012/06/02/nanotechnology-in-interior-design http://www.balconette.co.uk/articles/self-cleaning-glasses.aspx http://www.nanotechnology-solutions.com/nanotechnology-windows-sealing.php http://www.fenixntm.com/en/about http://www.insuladd.com/ http://greendimensions.wikidot.com/nanotechnology-in-architecture http://www.areadevelopment.com/EnergyEnvironment/Directory2013/nanocoatings-reduce-commercial-buidlings-energy-costswww.konarka.com http://esonn.fr/esonn2010/xlectures/mangematin/Nano_Green_Building55ex.pdf nanoforum.org, European Nanotechnology Gateway, Nanoforum report: Nanotechnology and Construction. November 2006 http://en.wikipedia.org/wiki/Sustainable_architecture http://en.wikipedia.org/wiki/Green_nanotechnology

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Available online at http://www.iasir.net

Migration of Labour and Left-behind Women: A Case Study of Rural Odisha 1

Mahendra P. Agasty, 2Dr.Rabi N.Patra Asst.Professor of Economics, Silicon Institute of Technology, Bhubaneswar,Odisha, India 2 Deputy Director (Studies), Gopabandhu Academy of Administration, Bhubaneswar,Odisha, India 1

Abstract: Adult male migration from rural areas for harnessing better employment opportunities and other amenities in the urban centers not only brings economic gains for the households at the origin but also makes heavy demand on the women left behind. On the basis of a sample survey of 200 households spread over six villages in three blocks of Kendrapara district in Odisha, India, this paper analyses the status of women and their increasing responsibility due to migration of the male working members. The results indicate higher responsibilities and greater empowerment of women because of absence of male members. Key Words: migration, women empowerment, labour force participation JEL Classification: J16, J61, I 19, I 21

I. Introduction Adult male rural out-migrants are an important labour group in all the urban areas in India. Many of them live in the urban destinations as singles leaving their wives, children and parents in the native places. They maintain links with their kith and kin left behind through visits, communications and remittances. Such links are important threads although they are not enough compensation for the emotional deficiency and care vacuum created by their absence for those left behind. Adult male migration from the rural areas may make heavy demand on women who are left behind and are required to shoulder all household responsibilities and production activities. One should no doubt appreciate the increasing role of women in decision making and the resultant women empowerment in migrant households but at the same time the mounting pressure of such responsibilities and the forced work they have to do in agriculture and elsewhere should not be lost sight of. Both women and children may face tighter time schedules and the probability of having children to work rather than to read may increase with migration. II. Review of literature The issue of men’s migration and the resultant impact on their non-migrating wives has received considerable research attention in the recent years. Broadly speaking, consequent upon the migration of male members, females enjoy higher autonomy and act independently in taking different important decisions in the households (Synder, 1993;Hadi, 2001;Ennaji and Sidiqui 2004; Manjivor and Agadjanian,2007;Radel and Scheneker, 2004) including long term decisions of children’s education and they enjoy greater physical mobility and freedom than women living with their husbands. In fact, migration has a substantial effect on women’s lives if they do not live in an extended household (Desai and Banerjee,2008). Their freedom, autonomy and decision making power are greater in nuclear families ( Abadan,1997). In rural settings, left-behind women take a primary role in important agricultural decisions ( Gordon,1981; Bohen, 2008); they are de facto household heads and execute various responsibilities such as hiring and supervision of agricultural labour and in some cases they have emerged as the bread earner in addition to increased familial and domestic responsibilities (Jately ,1987). Men’s migration increases the female autonomy by promoting the wives’ labour force participation (Durand and Massey,2004) compared to the wives of non-migrants. A study in the Sanfransisco Bay area of Mexico has shown that the migration of men typically entails expansion of their wives’ acquisition of skills in tasks not traditionally undertaken by women (Hindagneu-Sotelo,1992).Husbands’ absence forces/frees wives to take on roles that they would not normally undertake(Hugo,2000). There are also some negative impacts on left-behind women due to male migration which are worth noting. Women have to bear higher strain and stress due to increased management responsibilities (Roy and Nangia, 2005),the strain being the greatest for woman whose husband stays away the longest (Gordon,1981).Untold economic difficulty is imposed on the women when the migrant did not find any job at the destination area ( Ennaji and Sidiqui 2004). Migration also imposed increased economic burden on the

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women when remittances sent by the migrants are limited and irregular (Kothari,2003) and in some cases the work load on them increases to compensate for the migrant’s farm labour (Paris et al., 2005). Other negative effects of male migration include the probability of divorce ( Ennaji and Sidique ,2004), higher reproductive morbidity for women (Roy and Nangia,2005),decrease in fertility (Bongaarats et al.,1984;Menkan,1979;Linstrom and Saucedo,2002),disintegration of family and misguidance of children (Synder,1993),loneliness (Zachariah et al.,2001) and decreased social support and networks (Kothari ,2003;Roy and Nangia,2005). Besides, child rearing can result in a decrease in much acclaimed women’s autonomy and independence (Stainberg,1996 and McDonald,1997). III. The Research Problem The above review points to a number of blind spots in existing research. First, the findings are mixed and diverse obviously because they are context and area specific studies. Second, the literature survey exposes the limited attention of researchers to the issues of the women who are left behind. Third, the issue has been totally neglected by the scholars in whatever limited works they have done in respect of rural-urban migration in the Odisha context. There is thus a need for filling these research gaps and hence the present study. IV. Objectives, Database and Methodology Against this backdrop, the present paper seeks to analyze and explain the increase in responsibility of women and their empowerment due to male migration on the basis of a sample survey of 200 rural households in a coastal district in Odisha, India. Data for this study were collected by the authors by canvassing a structured questionnaire. A five stage simple random sampling procedure was adopted for the purpose. The district, the blocks, the gram panchayats, the villages and the households constitute the five stages in the process. Respondents of 100 migrant households,50 returned migrant households and 50 non-migrant households from six villages in Pattamundai, Rajnagar and Marshaghai blocks of Kendrapara district in Odisha were interviewed to elicit the required information. Simple statistical tools were used to summarise the information the information in quantitative forms and discuss the findings of the survey. V. Empirical Findings Men migration is likely to bring about significant changes in the source area. The separation of the adult male migrants from their family members may bring changes in family organization and role and responsibilities of women left behind. In the absence of the active male member(s), it is the women who take up the responsibilities of managing the households and take important economic and other decisions. In this section we have analyzed the role, mobility, workforce participation and empowerment of women who have been left in the source areas by their migrant husbands. We have used different indices to analyze the enhancement in women’s role in decision making, their autonomy, participation in the labour force and empowerment. The formula used for the purpose may be stated as: I 

wf m

w = Value of weights assigned to the variable f = Frequency m = Total no. of observations A. Women’s Role in Decision Making Consequent upon migration and the absence of the male member(s) in the family, the responsibility of the women increases, and more so in case of the nuclear family. Left behind women assume a greater role in decision making process relating to management of households, purchase of assets, education of the children, addressing health related issues and decision regarding different religious and ceremonial activities. Table -1 shows the decision making variables and related indices. Table-1: Decision Making Indices Decision Making Variables

Women in Migrant Sending Households 2 3.00

1 Day to day Management of Household 2.00 Purchase and sale of Assets 2.65 Education of the Children 3.00 Health issues of family members 1.00 Marriage of the Children 2.56 Total Source: Primary Survey Note: Calculated average score on decision making indices

Women in Non-Migrant Households 3 2.10

Women in Returned Migrant Households 4 2.20

1.5 1.6 1.75

1.6 1.7 1.8

1.0 1.59

0.9 1.64

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The above table contains the calculated average scores on the decision making index. We have focused on a decision making index that counts the number of items on which respondents are primary or sole decision makers. This index ranges from 0 to 5 with 0 indicating no autonomy in the respective decision domain and 5 indicating full autonomy. The weights have been assigned to each of the components of the decision process. The table reveals that women with migrant husbands have a greater role in household decisions than those whose husbands have not migrated and are returned migrants. It is because in the absence of the husband she has to mange everything. In case of health issues of the family member(s) including children, the index is very high at 3.00 because, the health problem can’t be neglected. So is the case with day-to-day household management for which the index value is 3.00 because such decisions are a routine matter and cannot be postponed. In the case of children’s education the index is high and estimated to be 2.65. It is because the mother has to look after all the educational needs of her children and all the decisions are to be taken by her. Purchases and sales of household assets like land and costly consumer durables and marriage of children carry lower index values of 2.00 and 1.00 respectively .These involve heavy expenditure transactions and have long term implications and hence require mutual consent and consensus. They are finalized over rounds of discussions and /or when the husband visits home. The overall decision making index is 2.56, for women of migrant husbands. For women with non-migrant and returned migrant husbands the average index is lower at 1.59 and 1.64 respectively. The scores are lower for each of the five variables too and are obvious because husband’s presence and their roles reduce women’s roles in decision making. B. Freedom of Movement In less developed parts of India with orthodox culture there is restriction on physical mobility of women. Many of the Indian women stay back in home and if they go outside they go with their husbands or with kith and kin and close relatives. The norms of female seclusion are expressed in ghunghat or purdah and even for women who do not practice purdah, there is an expectation that they will seek permission from their husband or elderly family members to go to market place or visit friends ( Bloom et al.,2001).We have studied this aspect in our survey with focus on women whose husbands migrated. Table-2 shows the women mobility and freedom index. Table-2: Women Mobility Index Nature of Movement

Women in Migrant Sending Households

Women in Non-Migrant Households

Women in Returned Migrant Households

1 Visit to the Market Place Visit to Friends/Relatives Visit to the Doctor Total Source: Primary Survey

2 1.60 2.00 2.30 1.96

3 0.75 0.50 1.00 0.75

4 0.80 0.55 1.25 0.86

We have taken three most important movements of the women like, going to the market place, visiting the friends and relatives and visiting the doctors during illness on the basis of an index which ranges from 0 to 3. The women who do not need any permission to visit different places were assigned the highest weight 3 and those who move with someone in the family or take permission before moving are assigned lower weights .The above table reveals that women autonomy index in the case of women in migrant sending households is greater than that for the women in non -migrant households. In the absence of the husband(s) in the family the female members go the market to purchase the day-to-day requirements. But the index i.e., 1.60 is not so high because sometimes the women with migrant husbands take the help of neighbors in purchasing different goods and commodities from the market. The women who live with their family members rarely go outside to do marketing. So far as the visit to the friends and relatives is concerned the index value is higher at 2.00. Women with migrant husbands visited the friends and relatives’ houses during various religious activities and ceremonial functions. But the index value is low in the case of women who live with their husbands. The male members preferred to visit the market places regularly so also they visited their relatives and friends. Health being the emergency case, for women of migrant households, visits to the doctor has the highest index. The overall autonomy index value for the women in migrant households is high at 1.96 on the 0-3 scale. Viewed from the standpoint of individual autonomy variables and in the aggregate, women of migrant households have the highest autonomy index score followed by those of returned migrants’ and non-migrant households for the reasons stated above. C. Women’s Labour Force Participation Females constitute a vital segment of the total population of the country and their share is far greater in the rural areas as compared to urban areas. They are gaining not only numerically but also qualitatively and their number in the workforce has been increasing considerably over time. In this section we have examined women’s workforce participation due to male migration. This is measured by whether women worked on the family farm

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/ family business, looked after the animals or participated in any kind of wage work. We have given zero weight if a woman does not participate in any kind of work and a weight of 1 for those who are engaged in family farm or business or look after the animals Table-3 shows the women labour force participation index on a 0 to 1 scale. Table-3: Women Labour Force Participation Index Nature of Work

Women in Migrant Sending Households

Women in Non-Migrant Households

Women in Returned Migrant Households

1 Family Farm Family Business Animal Care Wage Work All

2 0.80 0.53 0.97 0.10 0.60

2 0.34 0.32 0.52 0.18 0.34

3 0.36 0.35 0.49 0.17 0.37

Source: Primary Survey

From the above table we find that the labor force participation rate in the case of women in migrant households is greater (0.60) than that for women of non-migrant households (0.34) and the returned migrant households (0.37). Due to the absence of the male member(s) in the family the women took part in production activity and are engaged in agriculture and other related works. It is also found that in each individual case the labour force participation index of women in migrant households is greater than those of the women of the other two household categories. From our interviews with the respondents it surfaced that many of the women from migrant households took part in agricultural activity because of shortage of farm labor and increase in farm wage rate. But the incidence is much less in the non-migrant and returned migrant households. We have the same scenario in case of managing family business. In the rural areas most of the families have the livestock. It is the women folk who take care of them. So the index value is higher in the case of all the women. But the responsibility to manage the livestock increases with the migration of male members. This is reflected in the high index value for women in migrant households (0.97). Surprisingly the women of migrant household are less engaged in different wage work activities in comparison to the other two groups. Due to their increasing involvement in family based economic activities, they donâ&#x20AC;&#x2122;t find any time to work for wages. D. Women Empowerment and Migration After the male members migrated from the family, aged people, children and women folk are left behind. In the absence of the active members in the household, it is the women who come forward to take the responsibility. It has been observed in our discussions earlier that the women of migrant households have to take important decisions on major issues and enjoy freedom of mobility. But this is not sufficient to conclude that women of migrant households are more empowered. In addition to taking certain decisions there are other areas where the test is to be conducted to know whether the empowerment has actually taken place or not. In this section we have made an attempt to measure womenâ&#x20AC;&#x2122;s empowerment in the study area across the three categories of households. We have designed a survey based index on the basis of 10 indicators for the purpose. For the sake of simplicity all indicators are assigned equal weights. The index is constructed on a 0-10 scale, 0 indicating complete disempowerment and 10, full empowerment. The closer the score value lies to 10, the greater is the extent of empowerment and vice versa. Scores are decided on the basis of the response of the respondent to each of the indicators. The indicators chosen for the purpose and the alternative responses against each are given in Table-4. Table-4: Indicator of Women Empowerment Indicators

Alternative Responses

Purchase and sale of Assets

Full Autonomy and decision is communicated only Obtained whenever required Full Autonomy and decision is communicated only Full Autonomy and decision is communicated only Full Autonomy and decision is communicated only Full Autonomy and decision is communicated only

Husband and senior members consulted in most of the cases Obtained most of the time

Husband and senior members consulted Occasionally Obtained on some of the/few Cases Husband and senior members consulted Occasionally Husband and senior members consulted Occasionally Husband and senior members consulted Occasionally Husband and senior members consulted Occasionally

Husband and senior members consulted in all Cases Not obtained at all

Access to Credit Education of Children Addressing Child Health issues Home Management

Marriage of Children

Husband and senior members consulted in most of the cases Husband and senior members consulted in most of the cases Husband and senior members consulted in most of the cases Husband and senior members consulted in most of the cases

Husband and senior members consulted in all Cases Husband and senior members consulted in all Cases Husband and senior members consulted in all Cases Husband and senior members consulted in all Cases

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Group/Community Activity Political Participation (Voting, contesting election and supporting candidates) Freedom of Movement

Full Autonomy and decision is communicated only Full Autonomy and decision is communicated only

Husband and senior members consulted in most of the cases Husband and senior members consulted in most of the cases

Husband and senior members consulted Occasionally Husband and senior members consulted Occasionally

Husband and senior members consulted in all Cases Husband and senior members consulted in all Cases

Full Autonomy and decision is communicated only Fully Satisfied

Husband and senior members consulted in most of the cases Very Satisfied

Husband and senior members consulted Occasionally So so

Husband and senior members consulted in all Cases Not Satisfied at all

Self-esteem Source: Primary Survey Note: 1: The first response is assigned 10,the second-6, the third -4, and the fourth-0. 2: Among the women of the migrant households only views of the wives left behind have been considered.

The women’s empowerment index for each of the three categories of households is estimated by the following formula: E = e + d (a),Where E = Extent of empowerment, e = percentage of women who are fully empowered i.e. women who have reported minimum of 60 per cent scores separately in at least 60% (6) of the ( 10 ) indicators, d = percentage of disempowered women i.e. women who do not conform to ‘e’, a = percentage of disempowered women having adequate scores i.e. women among “d” with minimum of 60 per cent scores separately in at least 30 per cent of the indicators, and e+d = 100 per cent. Obviously, E can be increased by increasing ‘e’ i.e. the percentage of fully empowered women and by raising ‘a’ i.e., empowering the disempowered women in a greater percentage of indicators. Relevant information is reflected on Table -5. Table- 5: Extent of Empowered and Disempowered Women Household Category

No. Fully Empowered

No. Disempowered

All Women

1 Migrant Households

2 18 (42.86) 13 (33.33) 58 (29.74) 89 (32.25)

3 24 (57.14) 26 (66.67) 137 (70.26) 187 (67.75)

4 42 (100.00) 39 (100.00) 195 (100.00) 276 (100.00)

Returned Migrant Households Non-Migrant Households All Households

No. disempowered with adequate Scores 5 10 (41.67) 8 (30.77) 39 (28.47) 57 (30.48)

Source: Primary data Note: Figures in parentheses at col.2 & 3 are percentages to those at 4 and at 5 are percentages of 3.

We can estimate the extent of empowered women in each of the three household categories by applying the formula stated above. The respective values have been found to be 42.86+ (57.14×41.66) = 66.67 per cent for te migrant households, 33.33+ (66.67 ×30.76) = 53.84 per cent for the returned migrant households and 29.74 + (70.26 ×28.46) = 49.74 per cent for non-migrant households. As a whole 32.2 + (67.75 ×30.48) = 52.90 per cent of the women in the sample have been observed to be empowered. It follows that in the migrant households, women empowerment is the highest (66.67 per cent) followed by that in the returned migrant households (53.84 per cent) and non-migrant households (52.90 per cent) in that order. This conforms to perceived wisdom and knowledge. From the above analysis, it may be concluded that women folk of the migrant households shoulder greater responsibilities, assume an important role in decision making and have a higher workforce participation rate. They also enjoy greater freedom of movement and their overall empowerment is higher in comparison to their counterparts in returned migrant and non-migrant households. VI. Conclusion A common characteristic of male worker migration from rural areas in developing countries is that the migrants leave behind their wives and children to save money on that account and remit them back to the source household for its economic upliftment. Such solo migration and the resultant husbands’ absence at home forces and free their wives to take up roles which they would not have normally undertaken had their husbands not migrated. It increases their household power and control over household management. The findings of our research have made it clear that wives of solo migrants are able to put aside norms of female seclusion because the husbands’ absence increases the need for their participation in household affairs. However, in the absence of the husbands, the wives’ labour force participation increases to compensate for the loss of husband’s labour on

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own farms and of their wages, more so when remittances are inadequate and irregular. Additionally, wives also take added familial responsibilities. A unique conclusion is that household structure is a key determinant of the way husbands’ migration affects non-migrating wives. Wives residing in nuclear families take on higher responsibilities and enjoy greater autonomy in comparison to those in migrant sending joint families.

References Abadan-Unat, N. (1977). Implications of migration on emancipation and pseudo-emancipation of Turkish women. International Migration Review, 11(1), 31-51. Alkire, S., R. Meinzen-Dick, Peterman, A., Quisumbing, A.R., Seymour,G., and Vaz,A. (2012) . The Women’s Empowerment in Agriculture Index. IFPRI Discussion Paper 1240. Washington, DC: International Food Policy Research Institute. Bohem, D.A. (2008). Now I am a man and a woman, gender moves and migrations in a transitional Mexican community .Latin American Perspectives, 35(1) 16-30. Boyd,M.(1989). Migrant Women in Canada; Profiles and Policies, Report prepared for Monitoring Panel on social affairs, Manpower and education. Employments Immigration Canada; Public affairs and Distribution, Ottawa. Desai S, Banerji,M. (2008). Negotiated identities: male migration and left-behind wives in India. Journal of Population Research, 25 (3) 337-355. De Snyder V. (1993). Family Life across the border: Mexican wives left behind .Hispanic, Journal of Behavioral Sciences, 15(3): 391-401. Ennaji, M. and Sidiqi, F. (2004). The impact of male migration from Morocco to Europe on women: a gender approach. Finisterra: Revista Portuguesa De Geografia ,39 (77) ,59-76. Gordon, E.(1981).An Analysis of the impact of labour migration on the lives of women in Lesetho. Journal of Development studies, 17(3), 59-76. Hadi, A. (2001). International Migration and the change of women’s position among the left-behind in rural Bangladesh. International Journal of Population Geography, 7(1),53-61. Hondagneu-Sotelo, P.(1992). Overcoming patriarchal constraints: the reconstruction of gender relations among Mexican immigrant women and man. Gender and Society,6(3),393-415. Hugo, G.(2000). Migration and women’s empowerment .In: Presser H,Sen G,editors. Women’s Empowerment and Demographic Processes : Moving beyond Cairo . New York : Oxford University Press, 287-317. Jatley, S.( 1987).Impact of male migration on rural females .Economic and Political Weekly, 22(44) WS47-WS53. Lindstrom, D.P and Saucedo, S.G .(2002).Short and long term effects of US migration experience on Mexican women’s fertility. Social Forces, 80 (4), 1341-68. McDonald,P.( 1997). Gender equity, social institutions and the future of fertility. In: Cosios-Zavala, Maria Eugenia,editor. Women and Families: Evolution of the Status of Women as Factor and Consequence of Changes in Family Dynamics, Paris:CICRED, pp 13-33. Menjivar C,Agadjanian V. (2007). Men’s migration and women’s lives: views from rural Armenia and Guatemala. Social Science Quarterly, 88 (5), 1243-1262. Menken, J. ( 1979). Seasonal Migration and seasonal variation in fecundability: effects and birth rates and birth intervals. Demography, 16 (1), 103-119.

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Language teaching to professional students with rural background: a challenging task P. Athahar Assistant Professor Department of Humanities Madanapalle Institute of Technology and Sciences Madanapalle Abstract: Substantial changes for continuous professional development are indeed a requirement to adopt, follow and catch according to the changing patterns of the society. The teachers of language teaching should understand the need of the hour and calculate the requirements according to the present day objectives. The present discussion is about the importance of teaching English to fulfill the ever growing demands of English, especially in a country like India where diversified languages are spoken. The necessity of modified methods and approaches that should be followed by teachers of English language, the lacunae in their language teaching which is the foreign language for both teacher and students is discussed. Teaching English for students those who have rural background is a Challenge before teachers in present day. Apart from gaining command over English language, the way the students can put their efforts to learning and putting into practice in day-to-day use has been brought in to light to fulfill their practical demands through effective communication skills. This paper also deals with various games based activities which are introduced in teaching to create interest of students in learning English language apart from conventional learning. How students, especially belong to professional courses facing vulnerable situations as they have innumerable constraints to communicate in English. Key words: Importance of English-modified approach-growing demand for English-practicals for effective communication I. Introduction Language is an exemplary artifact that swept across the globe to witness development of society in terms of civilization, culture and technology. Language entangles the apprehensions of communication and commemorated links amongst people of different groups, places and ages by filling gaps. The language as a part of mother tongue spoken in a particular area and a particular community might not a difficult task to learn, to understand and to interpret. Mother tongue is not an obligatory issue to acquire. It is an acquisition since the entire system supports as an individual grows. While the foreign language education has become a pre-requisite which enable people to communicate and attribute individual to international standards across the world, it is utterly important to frame education policies to teach English as foreign language; the language that has dominated any other linguistics panorama. When the modern system of English education in India was introduced by the English, some of Indians were very good at this foreign language. Nevertheless, some found it to be hard and the application of which became difficult for them in day to day life, because teaching English in schools and universities has become inevitable. There might have been several reasons behind the critical situations encountered by the people of India. One of the strongest reasons may be scarcity of English language teachers across the country and the availability was confine to metro cities therefore providing the students of cities an opportunity to acquire good English. The trained teachers will be always ready to impart grammatically error free English since most of them are native speakers. There have been declarative changes in teaching styles of different teachers and it ought to be changed, because the goals have changed according to the present global scenario. As per modified definition Language teaching includes literature, communication skills and soft skills. Literature has been the conventional form of teaching through which an individual will get knowledge of people and places around the world besides developing written and speaking skills. Soft skills comprises of the skills which an individual uses to inform, to persuade, to explain, to present, to understand, elicit information. Itâ&#x20AC;&#x2122;s a normal tendency amongst people that they may not like soft skills as he /

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she does not possess the essential skills of persuading, explaining, understanding a spoken word. But in the present day in the world of opportunities one cannot ignore the roll of soft skills in any learning process, more so in learning and teaching a language. Since English has taken as a universal language, its presence and value in the world has expanded enormously in the past decades. Many money-earning activities such as BPO, Medical Transcription and IT add to the importance and relevance of English in every walk of life. Prof. Jacob Tharu says, “English is no longer some remote but a powerful mystery, lying hidden in the world of textbooks and examination.” The students of India with rural background are the victims of second language and lose several opportunities despite they are talented and skilled in many respects. Here are some of the reasons to elevate. A. Conventional Method of English Language Teaching There was one way teaching in the past, students were introduced to English only in their sixth standard. Students learnt English just as another subject like Physics and Mathematics and got very little opportunity to using it within the school as well as outside the school. The students who studied in Government schools are the bad hit than the students who study in private grammar schools where teachers are available to teach English language effectively. The above context is appropriate for the use of methods that did not focus much on communicative competence. Language teachers adopted and followed some or all of the different methodologies. Students live in faraway places are totally ignored from being given good opportunities of learning English. B. Translation Method Most of the Indian teachers adopt grammar translation method to teach children, where teacher explains every word to students in the native language to make him understand and learn English. There is a disadvantage in this methodology of teaching. The student will never get in to understanding vocabulary to implement for speaking. He will be always dependable on mother tongue for better understanding which hinders to his capacity to feel English as one of the common language and it is also can be leant with the same ease. Both the teacher and the student concentes more on L1 rather than L2. In this method English language class seemed to be L1 class rather than L2 class. Students got only limited benefit through this method. Unfortunately, this method is still in use in many rural schools throughout India. This method is also supported by the methods used to teach mother tongue in our schools. C. Bilingual Method It is one of the most interesting and sought after method followed by teachers to teach the students in Indian schools, where the teacher first of all explains the content in L1 and then asks the students to understand as per his convenience to perform activities in English. It is the assumption that only the teachers have the freedom to take the help of L1 and students are not supposed to use it, However, this constraint is found mostly on paper, not in the classroom, since there is no proper idea regarding that. When a student is in the process of composing his or her English sentences, abundant help through the use of mother tongue sentences is provided. This method does not help fluency and naturalness in language expression. Thus, this method became beneficial to, students in learning the second language only up to some extent. D. Direct Method This method turned to be more useful for the students to learn language than any other method as this method creates more encouraging language environment for students in the class room.This method is almost used in the schools where teachers are native speakers of English and who have command over English. These teachers will stick to the practice of using only English, without depending on L1. Here, teacher is not supposed or authorized to use any single word from L1.Teachers used to follow the direct method to teach Indian students mostly in private schools, which usually charge a higher tuition fee, etc. This forced seclusion among students and made them desperate to remain helpless from speaking English. Many families with no past history of learning or using English face great difficulty in understanding certain words and their meanings. II. Vulnerable situations faced by students of rural back ground The above methods seems to be in the barrier of the students with rural back ground and these methods have their own advantages and disadvantages, where the students learned English only as a subject rather than as language. They were also unable to put their learning into practice due to lack of a favorable environment. In addition to the above constraints, the teachers used to have very limited teaching hours, mostly from three to six hours per week which are not enough to teach the language elaborately giving emphasis for the basic elements of language. Another limitation seen in Indian teachers is that some of the English teachers are not familiar with the latest developments in ELT pedagogy. The situation is no better even at the college level as Robert Bellarmine observes, “The most serious problem in the teaching of English in our country is the appallingly small quantity and atrociously poor quality of English to which our learners are exposed.” (Ref 1). Teaching of English in India is examination-oriented only.

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III. Teaching English- a challenging Task Challenges before the English Language teachers in India are enormous and apparent. They should be able to cater to the practical needs of learners, to make them competent enough to interact with one another and also to retrieve information all over the world. Students feel shy of speaking before others since they commit grammatical mistakes and there by changing the root meaning of the sentence. Hence they hesitate to speak. English has a base in several countries and is considered as the most suitable and convenient tool for International Communication. The people who have proficiency in this language could access large number of jobs and also were seen holding high positions in many National and International Organizations. In the earlier days English was just like a Library language, but now that notion has changed totally. At present the challenges visible before the English language teachers in India are diverse and it is necessary for them to shape up accordingly to meet the demands of the day. IV. Methods Adapted to improve communicative English A. Functional English: Now due to the world wide growing trends in English, teachers give more emphasis to communicative approach rather than the lecture mode. Their main goal is to make the students effective communicators in English both inside and outside the class room. Basic English is a necessary aspect before going to communicative approach. It may be taught not in depth but the necessary grammar for vocabulary usage and most importantly tenses which give scope for better construction of sentences. It does not take much time to acquire this knowledge because at professional level the graduates will be in a position to finish the task wit h in a short while. so, it may not be a difficult process for a professional student. B. Construction of sentences: The very next step to follow is to construct a better and grammatically error free sentence with the help of tenses. Present tense, past tense and future tense along with past participle tense are essential aspects to teach the learners. Once the student gets thorough knowledge he starts constructing his own sentences. Itâ&#x20AC;&#x2122;s a wrong notion that grammar is not at all considered for communicative English. Grammar is most helpful to construct grammatically error free senteses. C. Role Plays Role-plays are another important task that can improve the basic colloquial English of the learners. In role plays, the students assume themselves as one of the characters and behave and speak accordingly involving in the given character completely. In these types of activities teachers have to play a vital role as instructors and guide the students properly so that they can act appropriately to meet the situation. They should help the students now and then to understand and take up the role given to get a grip on the tone of voice. D. Digital computer labs: Now-a-days computer has become a part and parcel of our day to day life. It plays a vital role in the process of teaching and learning. It can be used to learn a foreign language like English. Computers have made language learning easy and also made the language learning process interesting and enjoyable for both teacher and student throughout the world. CALL has reduced the burden of the teacher whose teaching methods will be out dated to teach language to present day generation of the world. It is described as one of the interactive methods that can help a learner according to their own ability to learn, which enriches their language skills. CALL enables the learner to look beyond the conventional mode of learning and encourages self learning. Group discussions To achieve this, they involve the students to participate more in classroom activities so that they will acquire adequate command over speaking skills. To create this environment, teachers can conduct group discussions, where students are supposed to speak only in English. Here, they can give their views, ideas and thoughts in English due to which they develop the habit of speaking fluently in English like they do in their mother tongue. Various types of discussions also help students to improve their general awareness and understanding about current affairs. It gives a lot of scope for good imagination and deep thoughts. This type of discussions helps the students to listen to the views of fellow students which in turn helps them to gain knowledge and enrich the vocabulary also. Debate: Debate too plays an important role to improve the speaking ability of the students both at school and at higher level. Debates not only make the students to speak boldly and fluently but also help them to take one stand and be firm and consistent on that. Along with this advantage of reasoning, it gives students some experience to control their emotions without losing their temper. This also helps them to organize their thoughts and ideas in a specific way while speaking. V. Business English As English has emerged as a global language, it also plays a vital part in every profession with respect its importance and demand. Every profession has its own professional terminology which is used frequently in that

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particular profession. For example, certain terms used by the doctors, lawyers, et al. are quite different from those of other professionals. So, to benefit these professionals, English for specific purposes is introduced so that specific English words related to that particular profession can be taught by those professionals. Jargon related to one profession is different from the other. Hence every professional is taught in a particular manner that fits in well with his professional demands. VI. Teaching Language through Visual Aids and E- learning One of the innovative methods used by the teacher to teach language in class room is visual aids. The teacher distributes visual aids to students by dividing them into various groups. The students are then given stipulated time to extract relevant information on the given aids. After that, those learners are supposed to speak about the visual aids given to them. This method expands the analyzing capacity of the students. By looking at the picture, the learner should think and come out with innovative thoughts which also help in learning language by creating fun-filled environment around them. The teacher acts as facilitator who motivates the students to talk freely. As each person gets their own unique thinking it helps to sharpen their thinking process. VII. Game based learning To create interest to learn foreign language teachers can also use various language games to teach English language apart from the conventional ways of language teaching, which helps in developing vocabulary from the language that is being learned. This is a kind of practical knowledge given to students through which speaking skills can be acquired easily. The following are some of the games conducted for easy learning. 1.Crossword Puzzles 2.Question and answers 3.Quiz VIII. Conclusion Thus, to meet the present day challenges in teaching English, first of all, English should not be treated as a subject as it is to be used actively in interacting with one another throughout the world. By using conventional methods, maximum time will be consumed in exercises and drilling, dealing with grammar and pronunciation which takes away a large portion of class time. These methods were mostly used to develop basic skills of language learning such as Listening, Speaking, Reading, and Writing, but by following these methods listening and speaking skills were neglected as students cannot put their language in practice. In the present competitive world, where global opportunities like GRE & TOEFL are available, good listening and speaking skills become an absolute necessity. Communicative approach has been totally neglected by teachers as they feel lot of efforts should be put in to meet global demand where students are supposed to communicate across the globe. Teachers should act as facilitators, and should observe how well students organize their thoughts while speaking with their fellow members. As language changes geographically due to dialectical variations, the teacher should take adequate steps to teach their student about neutral accent and their importance while communication. Clear pronunciation, not perfect pronunciation, is the goal. Students are also now facilitated by software to practice pronunciation through phonetics. To achieve the goals of language learning today every college should be provided with language lab, sophisticated equipment like computers, LCD Projectors. Above all, the teacher should feel responsible to make a student get rid of from his fear and shy in the class rooms. It is not an impossible thing to give a student such a motivation. References 1. 2. 3. 4.

Jacob Tharu, 2006. “A second look at English as a window on the world that has changed,” Communication Curriculum in Higher Communication: Challenges & Opportunities Retrieved from www.lapasserelle.com/1m/excercises/games.page.html L .N. Kinnock.2006. The “English factors in globalization”. http//www.google, creative methods of teaching English//html

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Entry Qualifications as Predictor of Students’ Final Year Academic Performance in Nasarawa State College of Education Akwanga Nigeria Kukwi1 Isaac Jangson & Amuche2 Chris Igomu Faculty of Education, Nasarawa State University, Keffi, PMB 04, Keffi, Nasarawa State, NIGERIA. 2 Dept. of Educational Foundations, Taraba State University, Jalingo, PMB 1167, Jalingo, NIGERIA .

Abstract: The study was carried out to determine the predictive validity of students’ final year academic performance from entry qualification in Nasarawa State College of Education, Akwanga. The sample consisted of 400 students of the schools of Arts and Social Sciences, Vocational/Technical Education and Education. Three hundred and fifty (350) students that gained admission through UTME and fifty (50) students admitted through the pre-NCE mode of the College constituted the sample of the study. The sample was drawn through simple-random sampling technique. Data were obtained from students’ academic records file in the College using a Proforma for recording information such as year of entry and graduation, Pre-NCE scores, UTME scores and final NCE grades. Three (3) hypotheses were tested using the test; Durbin-Watson statistics, regression analysis and Pearson’s product-moment correlation. The findings were as follows: (i) There is a strong positive correlation (r = 0.68) between students UTME scores and their scores in final NCE examination. (ii) There is a strong positive correlation (r = 0.98) between students Pre-NCE mean scores and their scores in final NCE examination. (ii) There is a significant difference between UTME students’ final NCE mean scores and Pre-NCE students’ final NCE mean scores. It was concluded that Pre \TCE programme of Nasarawa State College of Education, Akwanga has lived up to its expectation and should therefore be sustained. It is therefore recommended that Pre-NCE programme should be properly taken care of for better success. Pre-NCE should be introduced in Colleges where it is not being run. Keywords: Entry qualifications, Predictor, Final year academic performance. I. INTRODUCTION Certain academic requirements must be met before a candidate is considered for admission into any chosen course of study in any tertiary institution in Nigeria. One of the main reasons for such requirements is to ensure that set academic standards are maintained. For the National Certificate of Education (NCE) programme, the admission requirements are clearly stated in a summary of minimum standards for NCE teachers, published by the National Commission for Colleges of Education (NCCE). This study pertains to the minimum academic achievement a candidate should have had at WASSCE, SSCE or their equivalents to be qualified for admission into Colleges of Education. However, the NCCE has also realized that some prospective candidate do not have the stated minimum entry requirements, and had therefore, permitted Colleges of Education to run the Pre-NCE programme to provide ample opportunities for the admission of more candidates into the NCE programme. Accordingly, Reference [3] the NCCE stated that “successful candidates in the Pre-NCE final examination organized by an accredited body would also be qualified for admission” . Achievement at any level of education is crowned with certification for those who successfully complete the course with good academic records. At the end of secondary school education, students are expected to sit for public examinations such as the West African Senior School Certificate Examination (WASSCE), conducted by the West African Examination Council (WAEC); Senior School Certificate Examination (SSCE), conducted the National Examination Council (NECO), and the National Technical and Business Certificate Examinations (NTC/NBCE) also conducted by National Business and Technical Examination Board (NABTEB). For the purpose of this study, public examinations are viewed as external school examinations open to the general public and conducted by the examination bodies using tests that have appropriates psychometric properties. According to Reference [1], these tests used by various public examination boards are often better developed than the ones prepared by the teachers in the school setting, Colleges of Education inclusive. Possession of minimum of five credits in any of these public examinations and a prescribed cut-off mark in the Unified Tertiary Matriculation

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Examination (UTME) conducted by the Joint Admission and Matriculation Board (JAMB) would qualify a candidate for a College admission as noted by Reference [8]. In addition, some of these candidates who scored below cut-off points are also admitted through Pre-NCE 1. Reference [6] noted that recently, the prospective candidates are required to undergo College screening examinations as a condition for eventual admission. It is believed that these entry qualifications and entrance examinations will positively predict candidates’ performances in the College. II. STATEMENT OF THE PROBLEM Public examination bodies responsible for the award of certificates and placement of students in the Colleges have been facing a lot of criticisms due to the poor output in NCE, cases of carryover of many courses, outright dropout or failure. Several professionals and researchers in education have argued that the glorious days of high academic performance and enviable achievement among NCE students have reached an alarming point and called for education summit to rectify the situation. It is also disturbing to note that graduates from Nigerian Colleges of Education, who happen to go for their degree programmes in Universities, are often made to face further examinations before being admitted. The foregoing present a gloomy and worrisome picture considering the fact that Nigerian Colleges had been adjudged to produce a world-class graduate who have distinguished themselves in their areas of calling. As a remedy, there have been persistent calls for the re-examination of the present mode of selecting candidates for admission into the various NCE programmes in Nigerian Colleges with a view to determining the credibility of each of the admission criteria. Such calls which are borne out of observed mismatch between candidates’ performance in public examination and their subsequent achievement in NCE examinations has eventually resulted in the post-UME screening exercise. III. PURPOSE OF THE STUDY The main objective of the study is to determine the extent to which entry qualifications can be used to predict students’ final year academic performance in Nasarawa State College of Education, Akwanga. Specifically, the study was to: i. determine the extent to which UTME scores could predict performance of students in NCE final year academic performance. ii. determine the extent to which the performance of students at the NCE final year academic performance could be predicted from their Pre-NCE scores. iii. compare final NCE academic performance of students that were admitted through Pre-NCE mode and that of their counterparts that were admitted through UTME. IV. RESEARCH QUESTIONS This study was guided by the following research questions: i. to what extent will students’ UTME scores predict their final year academic performance? ii. to what extent will students’ Pre-NCE scores predict their final year academic performance? iii. to what extent do final NCE scores of students that were admitted through UTME compare with that of their counterparts that were admitted through Pre-NCE mode? V. STATEMENT OF THE HYPOTHESES The following research hypotheses were postulated to sharpen the course of investigation: i. Students’ final NCE examinations cannot be predicted from UTME scores. ii. Students’ final NCE examinations cannot be predicted from Pre-NCE scores. iii. There is no significant difference between the final NCE mean scores of students that were admitted through UTME and those of their counterparts that were admitted through Pre-NCE mode. VI. LITERATURE REVIEW Predictive validity is a type of validity which focuses on how an instrument ascertains the prospects of an individual to perform future tasks. The general predictive model is of the form; Y f(X1, X2, X3. . . Xi) where; the dependent variable Y is a function of K independent variable for K 1, in the form; Yi a +3i Xi + 2 X2 + 3X3 + - - - f3k Xk + e where a, f3i, f32, 33 - — - are point estimates of the unknown population parameters, J 1, 2, - - -, K, respectively and e is the error term. Using the method of least squares to fit the multiple regression equation to t e sample data, it becomes easy to estimate the regression parameters, f3i, f3 etc. so that the resolving. Statistical relation would provide the possible fit to the data. Thus procedure was employed to

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minimize the sum of the vertical deviations between the actual sample values of the dependent variable Y and the estimated value c’ where 3 represents the increase in Y per unit in X; when other independent variables are kept constant. If the predictor variables correlates to a significantly high degree with the criterion variable then this would indicate that external examinations have enough potentials as a predictor, to make its use in contributing to classification purpose on a NCE programme worthwhile. There have been several studies on predictive validity. Reference [2] determined the extent to which scores in examinations conducted by the West African Examination Council, National Examination Council and National Business and Technical Examination Board in conjunction with the Joint Admission and Matriculation Board predict academic achievement of students in University degree examinations. The results showed that some relationships exited between Universities Matriculation Examination and First Year Grade Point Average (FGPA) in Reference [7]. Although, the relationship between SSCE and the overall performances in the first year University education was low, but significant. It was also discovered that using UME scores or SSCE grades alone did not predict performance in FGPA as much as when the two were combined. Reference [4] also in a study predictive power of two selection examination scores on Senior School Certificate Examination result of pre-degree science students of Benue State University, Makurdi, Nigeria with a view to seek alternative to multiple selection examinations. It was found that preliminary and UME Mathematics did not significantly predict SSCE Mathematics, while preliminary Physic and UME Physics significantly predicted SSCE Physics, the same could not significantly predict SSCE Mathematics. It was recommended among others that the current selection examinations be improved upon through strict supervision especially UME to guarantee their public acceptance and credibility. Furthermore, Reference [5] in a relative contribution of entry qualification of SSCE and semester scores on academic achievement in Mathematics among Environmental Studies students in Rufus Giwa Polytechnic, Owo. The study found out that 48.68% of students’ variability in academic achievement among the Environmental Studies students in the Polytechnic could be attributed to a linear combination of the seven (7) variables at National Diploma level. Semester scores made significant contributions to the criterion variables while SSCE showed negative contributions. The author concluded that, the negative contribution of SSCE might be due to prevalent assistance given to students during these examinations. None of these studies deter1nined entry qualifications as predictor of students’ final year academic performance in Nasarawa State College of Education, Akwanga. This gap was filled by this study. VII. METHODOLOGY The study adopted correlational and ex-post Facto as a research design. The population of the study comprised all students of Nasarawa State College of Education, Akwanga, who graduated as at September, 2011. The sample for the investigation comprised 350 students who entered through UTME and 50 students admitted through Pre-NCE mode. Simple-random sampling technique was employed which took cognizance of the existing three schools (Arts and Social Sciences, Education and Vocational/Technical Education). In all, a total of 400 students’ records were examined and used to complete Proforma designed for the study. The instrument used for data gathering was a Proforma which was validated for the exercise. The researcher established logical validity of 0.84 and reliabilities of 0.60 for UTME and 0.67 for Pre-NCE. The format took cognizance of the general College information, students’ academic records, Pre-NCE scores, UTME scores and final NCE scores. The data collected were analyzed using Pearson’s Product- Moment correlation coefficient method, Durbin-Watson statistics, regression analysis and t-test of significance. VIII. RESULTS Research Question 1: To what extent will students’ UTME scores predict their final year academic performance? Table 1: Correlation coefficient of UTME scores and final NCE examination Variables UTME scores and Final NCE

Count 350

R 0.68

Remark Strong positive relationship

Table 1 show that there is a strong positive relationship (0.68) between students’ UTME scores and their scores in final NCE examination. Research Question 2: To what extent will students’ Pre-NCE scores predict their final year academic performance? Table 2: Correlation coefficient of Pre-NCE scores and final NCE examination Variables Pre-NCE scores and Final NCE

Count 50

R 0.98

Remark Strong positive relationship

Table 2 shows that there is a strong positive relationship (0.98) between students’ pre-NCE scores and their scores in final NCE examination.

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Research Question 3: To what extent do final NCE scores of students that were admitted through UTME compare with that of their counterparts that were admitted through Pre-NCE mode? Table 3: Mean standard deviation of final UTME scores and Pre-NCE scores Variables UTME scores Pre-NCE scores

Mean 57 72

Remark 27.50 31.98

Table 3 shows that there is significant difference between the final NCE scores of students admitted through UTME and that of their counterparts that were admitted through Pre-NCE mode. Hypothesis 1: Students’ final NCE examination cannot be predicted from UTME scores. Table 4: Test of significance and simple regression of students’ UTME scores and their scores in final NCE examination Parameter Independent variable Dependent variable Count Regression Constant Regression equation t-test Durbin-Watson Degrees of freedom P-value

Value UTME score NCE Final Examination Scores 350 0.77 92.12 Y = 92.12 + 0.77X1 3.35 1.73 348 1.96

Table 4 shows the structured straight line regression equation relating students’ UTME scores and their scores in final NCE examination as Y = 92.12 + 0.77X1. An examination of the regression equation shows that the estimate of the slope of ‘Xi’ is positive, which implies direct relationship between the dependent variable and independent variable. It therefore, means that for a unit increase in UTME scores, NCE final examination scores will increase by 0.77. Similarly, Durbin-Watson statistic of 1.73 shows that there is no autocorrelation problem in the data collected for the study. Furthermore, at 0.05 level of significance and degree of freedom of 348, the t-test value is 3.35 which is greater than critical value of 1.96. Therefore, since the calculated value of t-test is greater than its tabulated value; the hypothesis is therefore rejected. Hence, students’ final NCE examination can be predicted from UTME scores. Hypothesis 2: Students’ final NCE examination cannot be predicted from Pre-NCE scores. Table 5: Test of significance and simple regression of students’ Pre-NCE scores and their scores in final NCE examination Parameter Independent variable Dependent variable Count Regression Constant Regression equation t-test Durbin-Watson Degrees of freedom P-value

Value Pre-NCE score NCE Final Examination Scores 50 0.98 73.46 Y = 73.46 + 0.98X2 5.72 1.93 48 1.96

Table 5 shows the structural straight line regression equation relating students’ Pre-NCE scores and their scores in final NCE examination as Y = 73.46 + 0.98X2. An examination of the regression equation shows that the estimate of the slope of ‘X2’ is positive which implies direct relationship between the dependent variable and independent variable, It therefore, means that for a unit increase in Pre-NCE, NCE final examination scores will increase by 0.98. Similarly, Durbin-Watson statistics of 1.93 shows that there is no autocorrelation problem in the data collected for the study. Furthermore, at 0.05 level of significance and degree of freedom of 48, the t-test value is 5.72 which is greater than the critical value of 1.96. Therefore, since the calculated value of t-test is greater than its tabulated value; the hypothesis is therefore rejected. Hence, students’ final NCE examination can be predicted from Pre-NCE scores. Hypothesis 3: There is no difference between the final NCE scores of students admitted through UTME and that of their counterparts that were admitted through pre-NCE mode. Table 6: t-test comparison of mean difference in the UTME and Pre-NCE students’ final NCE result. Variables UTME students final NCE mean score

Mean 57

S.D 27.50

Pre-NCE students NCE mean score

31.98

Tcal

ttab

398

-4.23

1.96

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Table 6 shows the UTME students’ final mean score and Pre-NCE students final NCE mean score as 57 and 72. Furthermore, at 0.05 level of significance and degree of freedom of 398, the t-test value is 4.23 which is greater than the critical value of 1.96. Since the calculated value of t-test is greater than its critical value; the hypothesis is therefore, rejected. Hence, there is significant difference between the final NCE scores of students admitted through UTME and that of their counterparts that were admitted through Pre-NCE mode. IX. DISCUSSION The result of this study revealed that the UTME and Pre-NCE scores significantly predict students’ final year academic performance in Nasarawa State College of Education, Akwanga. Also, the findings of the study reveal that, there is significant difference between the final NCE scores of students’ admitted through UTME and that of their counterparts that were admitted through Pre-NCE mode. However, the fact still remains that the difference in performance as indicated by the arithmetic means are statistically significant. The findings of this study are in agreement with that of Reference [2] who determined the extent to which scores in examination conducted by the West African Examination Council, National Business and Technical Examination Board in conjunction with the Joint Admissions and Matriculation Board predict academic achievement of students in University degree examinations. To determine the suitability of the selected candidates, the board from time to time, carried out predictive validity studies of UTME. Attempts was made that using UME scores or SSCE grades alone did not predict performance in First Year Grade Point Average as much as when the two were combined. X. CONCLUSION AND RECOMMENDATIONS Based on the findings of the study, some conclusions were drawn. This study concludes that the UTME and PreNCE scores predict students’ final NCE result. Furthermore, the Pre-NCE programme of Nasarawa State College of Education, Akwanga has lived up to its expectation and should therefore be sustained. i. Pre-NCE programme should be maintained in Nasarawa State College of Education, Akwanga and where lapses exist, they should be properly taken care of for better success. ii. Pre-NCE programme should be introduced in Colleges where it is not being run. iii. Examination bodies and College authorities should continue to improve on the quality of the development and administration of their examinations. iv. There is an urgent need for a National policy that will strengthen the post-UTME screening exercise in the v. Use of uniform guidelines as well as valid and reliable instruments in post-UTME screening exercise. vi. Mandatory inclusion of experts in measurement and evaluation in the post-UTME screening exercise. REFERENCES [1] [2]

[3] [4]

[5] [6]

[7]

[8]

Adeyegbe, S.0. (2004). Research into STM Curriculum and School Examinations in Nigeria: The State of the Art, Proceedings of the STAN Annual Conference. Obioma, G. & Salau, M. (2007). Predictive Validity of Public Examinations. A Case Study of Nigeria. Paper Presented at the 33rd Annual Conference of International Association for Educational Assessment (IAEA) held in Bäku, Azerbaijan, 16-21 September, 2007. NCCE, (1990). A Summary of Minimum Standard for NCE Teachers, 3(2):1-6. Archo, E. E, Aligba, O. O. & Omananyi, O. E. (2010). Predictive Power of two Selection Examination Scores on Senior School Certificate Examination result of Predegree Science students of Benue State University, Makurdi, Nigeria. Journal of Science and Technology Education Research 1(2):37-43. Ajogbaje, 0.J. (2011). Relative Contribution of Cognitive entry and Semester grades on Mathematics achievement on Environmental Studies students. Nigerian Journal of Educational and Policy Review. 3(1):45-49. Ojerinde, D. and Kolo, T.N. (2009). Prediction of First Year University Education Performance form entry Academic Performances: Presented at the 27th Annual Conference of the Association from Education Assessment in Africa (AEAA), Yoi ide. Cameroun from 24th — 28t1 August, 2009. Anikweze, C.M. (2010). Measurement and Evaluation for Teacher Education. Enugu: Snaap Press Limited. [8] A Study of the Predictive Validity of the Universities Matriculation Examination (UME) 1998-2000 (2007): Research Monitoring and Evaluation Department, JAMB, Kaduna, 2007. A Study of the Predictive Validity of the Universities Matriculation Examination (UME) 1998-2000 (2007): Research Monitoring and Evaluation Department, JAMB, Kaduna, 2007.

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An Analysis of Rural Poverty in Irrigated and Un-irrigated Areas: Micro Level Study Susanto Kumar Beero* and A. Narayanamoorthy** NABARD Ph.D., Fellow and **NABARD Chair Professor and Head Department of Economics and Rural Development Alagappa University, Karaikudi - 630 003, Tamil Nadu, India.

Abstract: The aim of the study is to analyse variation rural poverty in irrigated and un-irrigated areas. Therefore, primary data was collected during 2013 - 14 (December - April) from the villages of Tamil Nadu state using simple random techniques. Descriptive analysis was carried out for the study. The results of the study demonstrated that employment days, income and consumptions of the households are higher in irrigated villages whereas less in un-irrigated village. Additionally, the number of household below poverty line (NHHBPL) and number of population below poverty line (NPBPL) are higher in un-irrigated village as compared to irrigated villages. Further, percentage of household below poverty line (PHHBPL) and percentage of population below poverty line (PPBPL) are identified more in un-irrigated village than irrigated villages. This shows that poverty level is higher in un-irrigated village and lower in irrigated villages which are expected in this study. The study also pointed out that irrigation is the crucial factor in alleviating poverty. Keywords: Irrigated Areas, Un-Irrigated Area, Employment Days, Income, Poverty Alleviation. I. Introduction It is evident that among the agriculture inputs, irrigation contributes to agricultural growth (Smith, 2004). Irrigation resources have played a major role historically in poverty alleviation by ensuring agricultural development, expanding livelihood opportunities and employment both on and off farm (Hussain et. al., 2006). Empirical evidences also suggest that irrigation has positive impacts on agricultural production and the reduction of poverty in rural area (Narayanamoorthy, 2001; Hussain and Hanjra 2004; Smith 2004; Lipton, 2007). However, despite these achievements, there remain vast areas in established irrigation systems where productivity and incomes of farmers remain low and highly variable (Hussain and Biltonen, 2001; Hussain and Hanjra, 2003). A large number of studies analyzed the relationship between irrigation and rural poverty using state level data across India. Few studies show the link between groundwater irrigation and rural poverty. However, studies seldom available in relation to source-wise irrigation and rural poverty nexus using field survey data. Studies are absolutely not available with connection to rural poverty in irrigated area and unirrigated area. There are no studies linking rural poverty and dry land (un-irrigated) areas. Therefore, keeping this in view, an attempt has been made using field survey data. The following objectives have been formed for the study. (1) To analysis rural poverty in irrigated areas; (2) To study rural poverty in un-irrigated area; (3) To measure the variation of rural poverty in irrigated and un-irrigated areas and (4) To analyze the source-wise impact of irrigation on rural poverty utilizing field survey data. II. Literature The most relevant and selective studies are reviewed in this chapter on review of literature. Hasnip et al., (1999) attempted to analyse how the means to reduce poverty through the socio-economic conditions that irrigated agriculture can change. They showed that for many developing countries increasing agricultural productivity is a key to poverty reduction. The irrigated agriculture provides 40 per cent of world food production on only 17 per cent of total cultivated. Therefore, it can be revealed that the irrigated agriculture is the strategy for poverty reduction. In connection to the above study, Agarwal et al., (2000), through their intensive household surveys in six villages of Chhattisgarh region under two different ecosystems (irrigated and rain-fed), found that income from all economic activities is much higher in irrigated ecosystem than in the rain-fed. The expansion of reliable irrigation has significant positive impact on rural poverty in the Chhattisgarh region. The incidence, depth, and severity of rural poverty were substantially lower in the irrigated ecosystem than in the rain-fed ecosystem. Bhattarai et al., (2002) examined the irrigation impacts on income inequality and poverty alleviation and explored that irrigation has increased crop production and farm income, decreased inequities in income distribution and poverty. They also expressed that improved access to irrigation infrastructure has increased crop

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yield, agricultural production and farm income and in turn reduce inequality and rural poverty within a region. In connection to the above study, Palmer and Sen (2003) attempted to find out the relationship between irrigation and agriculture growth for 1962-1990 taking 281observation demonstrated that the poverty, during 1962-90, was low due to high growth in the agriculture sector and it is evident that irrigation is more important for agricultural growth and poverty alleviation. Similarly, Narayanamoorthy (2001) made an attempt to understand the role of irrigation on the reduction of the rural poverty, incidence of rural poverty and the changing scenario of rural poverty in India by taking cross section data of 14 major states from 1972-73 to 1993-94. He demonstrated that irrigation has been a crucial factor for agricultural growth as well as rural development. Likewise, Hussain (2004); Reddy (2004); Huang et al., (2005); Molden et al., (2007) and Hussain (2007) expressed that there is a strong linkages between irrigation and rural poverty. In the other study, Narayanamoorthy and Hanjra (2010) used cross section data relating to seven time points from 1973-74 to 2004-05 by covering 29 districts of Tamil Nadu and showed that the incidence of rural poverty significantly less among districts having irrigation above the state average (DIASA) group of districts as compared districts having below the state average (DIBSA) group of districts suggesting that irrigation helps reducing rural poverty in Tamil Nadu. Again Ghosh, et al (2011, 2012) analyzed irrigation, agriculture and level of living in the districts of Orissa and identified through the regression analysis that irrigation has 71 per cent variation in alleviating rural poverty. In the concluding remarks, irrigation source is very crucial for irrigated agriculture and reducing rural poverty. The existing studies show that irrigation and poverty are closely related both directly as well as indirectly. However, the level of rural poverty in irrigated and un-irrigated areas are not studied by using field survey data. Therefore, keeping this in view, an attempt is made in this study to analyze and examine the variation of rural poverty in irrigated and un-irrigated areas. III. Data and Method This study is of micro level analysis using primary data for the year 2012-13. As the main objective of this study is to analyse the variation of rural poverty in irrigated and non-irrigated area, data have been collected from four sample villages selected based on irrigation sourced. These four villages are in Aranthangi Taluk which is under pudukkottai districts of Tamil Nadu state in India. The four villages are namely Ayangudi (Groundwater irrigated) village, Kalakudi (Canal irrigated village), Kulattur (Tank irrigated village) and Veeramangalam (Rain-fed) village. The random sampling techniques were followed to select 50 samples of respondents from each village. Purposely, the sample respondents are selected from the agricultural wage labourer households because most of the poor people are found in the agricultural labourers households which are suitable for the study. Thus, the primary data was collected from the four selected villages and calculated according to the need of the study. The calculated variable is discussed below one by one. Descriptive analysis has been used to study the characteristics of the households and level of poverty ratio separately in each village. IV. Characteristics of Variables used for Analysis There are so many poverty determinants variables from the 50 sample households of selected villages. However, the study has selected only eight variables which are most relevant in determining rural poverty. The variables are TWR, AED, DR, FS, MPCE, MPTI, PFWTWR, PNFWTWR, PHHBPL and PPBPL which is presented in Table 1. The hope of selecting these variables is that these variables would greatly influence the PHHBPL (Percentage of household below poverty line) and PPBPL (percentage of population below poverty line). Total wage rate (TWR) is defined as the average wage rate per day for male and female. It explains the income of the households. Average employment days (AED) show that employment opportunities for the people. Dependency ratio (DR) presents how many people are depending on working people in those households. If dependent people are more than that the working population, it shows that poverty must be existing in that households. Monthly per capita consumption expenditure (MPCE) is an important variable which is used to measure and estimate poverty in India. If the MPCE is lower than the state rural poverty line fixed by planning commission (2011-12), it is regarded that they are under below poverty line. Monthly per capita total income (MPTI) is another important variable for poverty determining because MPCE is totally depending on income (MPTI). The two variables like percentage of farm wage income to total wage rate (PFWTWR) and percentage of non-farm wage income to total wage rate (PNFWTWR) are also included for analysis to understand which of the two variables more pronounced in determining poverty. V. Results and Discussion The main objectives of the study are to find out rural poverty ratio in irrigated villages and non-irrigated village and to indicate which of the villages playing vital roles in reducing rural poverty. Therefore, let us discuss what the variables at the sources wise irrigated villages convey. There is an average about Rs. 244.40 of wage rate of four villages (see Table 1). The average employment days of Ayangudi, Kalakudi, Kulattur and Veeramangalam are 19.19 days, 16.26 days, 11.69 days and 10.68 days respectively. While Ayangudi (groundwater irrigated

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village) has highest employment days, Veeramangalam (Rain-fed village) has lowest employment days for a month. It shows that groundwater irrigated village is giving more employment opportunities followed by canal irrigated village; tank irrigated village and rain irrigated village. The total average employment days are 14.61 per month. Rain irrigated village and tank irrigated village show employment days below the total average employment days of 14.61 per month. While the average dependency ratio is 42.92, average family size is 4.56. The average monthly per capita expenditure is Rs. 1046.87 and per capita income is Rs.1437.85 of total four villages. Monthly per capita expenditure of groundwater irrigated village and canal irrigated villages are above the total average but rain irrigated village is below the total average for the same followed by the tank irrigated village. The same situation is identified in terms of monthly income of these villages. By expenditure and income, it can be examined that rain irrigated village is having highest poor people followed by tank irrigated village, canal irrigated village and ground water irrigated villages. 58.09 per cent is the total average of percentage of farm wage to total wage rate and percentage of non-farm wage to total wage rate is 41.91 per cent. Percentage of household below poverty line (PHHBPL) is 22 in groundwater irrigated village, 34 in canal irrigated village, 48 in tank irrigated village and 60 in rain-fed village. Again, percentage of population below poverty line (PPBPL) 17.16 is of ground water irrigated village, 37.16 in canal irrigated village, 53.78 in tank irrigated village and 63.98 is of rain-fed village. In both PHHBPL and PPBPL cases, ground water irrigated village has low poverty ratio than canal irrigated, canal irrigated villages has less poverty ratio than the tank irrigated village, and finally, tank irrigated village has less poverty ratio than Table 1: Description of the Variables used for Micro level Analysis Variables

Description of Variables

Unit

TWR

Total wage rate

AED

Average employment days

Dependency ratio

Family size

MPCE MPTI PFWTWR PNFWTWR PHHBPL PPBPL

Monthly per capita expenditure Monthly per capita total income Percentage of farm wage income to total wage rate Percentage of non-farm wage income to total wage rate Percentage of household below poverty line Percentage of population below poverty line

Rs Days

Rs Rs % % % %

GWI 230.22 (59.29) 19.19 (4.44) 40.52 (20.96)

CI 233.31 (42.40) 16.26 (4.81) 37.61 (20.29)

Average TI 239.37 (108.04) 11.69 (3.69) 43.56 (23.32)

4.64 (1.41)

4.36 (1.38)

4.50 (1.63)

1289.22 (406.04) 2004.74 (799.93) 65.63 (12.26)

1160.09 (439.05) 1778.67 (633.06) 59.72 (15.56)

34.37 (12.26)

40.28 (15.56)

22.00 (0.84) 27.16 (41.85)

34.00 (0.96 37.16 (48.68)

930.00 (239.05) 1140.62 (554.20) 55.76 (14.16)

RF 278.91 (110.78) 10.68 (12.07) 49.58 (17.94) 4.72 (1.60) 815.47 (210.66) 849.11 (342.96) 51.46 (15.26)

Total 244.40 (88.75) 14.61 (5.45) 42.92 (21.18) 4.56 (1.51) 1046.87 (387.89) 1437.85 (772.29) 58.09 (15.01)

44.24 (14.16)

48.54 (15.26)

41.91 (15.01

48.00 (1.01) 53.78 (49.99)

60.00 (0.99) 63.98 (49.49)

41.00 (0.99) 45.66 (49.30)

Source: Computed using field survey data. Notes: Values in the brackets are Standard Deviation. rain-fed village. Also it is clearly brought out that tank irrigated village and rain-fed village are above the total average of PHHBPL and PPBPL. Therefore, it can be said that poverty ratio is highest in rain irrigated area and then consequently lower in tank, canal and ground water irrigated areas which expected in this study. However, one cannot say by above information that irrigated area is having less poverty ratio and rain-fed area is having high poverty ratio. Therefore, to be clear of the study the following diagrams are formed. VI. Employment Days of Sample Households Similar to Table 1, Figure 1 shows that GWI village have more employment days than CI village, TI village and finally RF village. This shows that the rain-fed village has lowest employment days. It can be also pointed out that the employment days of Kulattur (TI), and Veeramangalam (RF) village are all most same trend. That means living standard of these two villages is more or less similar. However, standard of living of rain-fed village not standard due to law income. Figure 1: Employment

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VII. Income of the Sample Households Figure 2 demonstrates that while the GWI village gets more per capita income, CI village gets less income than that of GWI village. However, TI and RF villagesâ&#x20AC;&#x2122; income trends flow upwards with less variation. That means poverty ratio is more in Veeramangalam (Rain-fed) village comparing to the other three irrigated villages. Figure 2: Income of Sample Households

VIII. Consumption expenditure of Sample Households Figure 3 show that the MPCE trend line of Ayangudi (GWI) village is moving upwards which is also above all other trends. The Kalakudi (CI) village curve is just below the GWI and then Kulattur (TI) village and lastly Veeramangalam (RF) villageâ&#x20AC;&#x2122;s curves. This means according to Tendulkar methodology, the living standard of the people is relatively better in Ayangudi (GWI) village than Kalakudi (CI) village, Kulattur (TI) village and Veeramangalam (RF) village and particularly people of RF village are of low standard of living. Figure 3: Monthly Expenditure on Consumption

However, it cannot be justified by above diagrams and table that the living standard of people better in irrigated villages and worst in RF village. Therefore, it has been estimated according to the Tendulkar Methodology that at which irrigated village has highest or lowest PHHBPL (percentage of households below poverty line) and PPBPL (percentage of population below poverty line). In order to study this, we have categorised sample villages and households into different prospective.

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IX. Households and Population below Poverty Line Table 6 demonstrates that Ayangudi (GWI) village has 11 NHHBPL, 63 NPBPL, 22 PHHBPL and 27.16 PPBPL. Kalakudi (CI) village has 17, 81, 34, and 37.16 of NHHBP, NPBPL, PHHBPL and PPBPL respectively. The 24 NHHBPL, 121 NPBPL, 48 PHHBPL and 53.78 PPBPL are in Kulattur (TI) village. This has been estimated out of 50 sample household of each village. It is clear from the table that percentage of population or household below poverty line are highest in Rain-fed village. Thus, PPBPL and PHHBPL are less in TI village, lesser in CI village and least in GWI village which is expected in this study. As per the above information, GWI village gives more employment opportunities (year-round) that generate more income to the people, in turn, increased consumption expenditure of the people ameliorate the living standard. In case of CI village, people get only six month work in farm, in turn, income is less and consumption also is less comparing

Tables 6: Number and Percentage of Sample Households and Population below Poverty line Village Ayangudi Kalakudi Pachalur Viramangalam Average

NHHBPL 11 17 24 30 20.5

NPBPL 63 81 121 151 104

PHHBPL 22.00 34.00 48.00 60.00 41.00

PPBPL 27.16 37.16 53.78 63.98 45.66

Source: Computed using field survey data. to GWI village. Therefore, people’s living standard is medium. Similarly, TI village get only three to four months farm work. Relatively the income and consumption pattern is less than the CI village. However, agriculture labourers of RF village get work only in rainy days and that is also not for full months. Particularly in the year 2012-13, there was less rainfall not only in surveyed villages but also in entire Tamil Nadu. Therefore, there is no income for the agriculture labourers. People of RF village live hand to mouth. The surveyed found in Veeramangalam village that more number of agriculture labourer’s households and people of those particular households are under the poverty line fixed by the Government of India. It is confirms from our analysis that irrigation is the matter of rural poverty reduction. There are lots of studies with regard to irrigation and rural poverty. Irrigation increases cropping intensity and land intensity, increases production and productivity, gives employment opportunities (year-round), more income and raises the living standard of the agriculture labourers where more poor people can be identified. It is clear by the characteristics of sample households from selected villages that there is a close association between irrigation and rural poverty which is not found in the non-irrigated village. X. Conclusion The aim of the study is to analyse rural poverty in irrigated villages and non-irrigated village by field survey. For this reason, field surveyed data has been used by collecting from four villages of Aranthangi taluk which is under Pudukkottai districts of Tamil Nadu state in India. The villages have been selected based on the sources of irrigation. The data has been collected by using simple random sampling for the year 2012-13. Descriptive analysis has been carried out for study. The study pointed out not only from general information received from the sample respondents but also from the descriptive analysis that irrigation is the main factor for alleviating rural poverty. The number and percentage of households below poverty line (PHHBL) and number and percentage of population below poverty line (PPBPL) are found highly in rain-fed village (Veeramangalam) and comparatively less is found in irrigated villages such as tank irrigated villages (Kulattur), canal irrigated village (Kalakudi) and groundwater irrigated village (Ayangudi). This study also confirms that the capacity of irrigation is more in reducing rural poverty as compared non-irrigation. The major factors which determine the rural poverty like employment days, monthly per capita income and monthly per capita consumption expenditure are found less in Rain-fed village than the irrigated villages. One the whole it is clear that irrigation plays major role in poverty determination than rain water which is evident from the micro level study too. References [1] [2]

[3] [4]

Agarwal, A. G.; Bose, M. L. and Janaiah, A. (2000), “Poverty and Income Distribution in Rain -fed and Irrigated Ecosystems”, Economic and Political Weekly, Vol. 35, No.52, December , pp. 4664-4669. Bhattarai, M.; Sakthivadivel, R. and Hussain, I. (2002), Irrigation Impacts on Income Inequality and Poverty Alleviation: Policy Issues and Options for Improved Management of Irrigation Systems, Working Paper 39. International Water Management Institute (IWMI), Colombo, Sri Lanka. Census of India (various years), Indian Planning Experience, A Statistical Profile, Planning Commission, Government of India (www.planningcommission.nic.in). Ghosh, S.; Verma, H.C.; Panda, D.K.; Nanda, P. and A. Kumar (2012), “Irrigation, Agriculture, Livelihood and Poverty Linkages in Odisha”, Agricultural Economics Research Review, Vol. 25, No.1 January-June, pp. 99-105.

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Ghosh, S.; Panda, D.K.; Nanda, P. and Kumar,A. (2011) “Links between Irrigation, Agriculture and Level of Living”, Indian Research Journal of Extension Education, Vol. 11, No. 3, September, pp. 32-36. Hasnip, N.; Vincent, L. and Hussein, K. (1999), “Poverty Reduction and Irrigated Agriculture”, IPTRID Issues Paper No.1, Department for International Development, UK. Huang, Q.; Dawe, D.; Rozelle, S.; Huang, J. and Wang, J. (2005), “Irrigation, Poverty and Inequality in Rural China”, The Australian Journal of Agricultural and Resource Economics, Vol. 49, No. 2, pp. 159-175. Hussain, I. (2007), “Direct and Indirect Benefits and Potential Disbenefits of Irrigation: Evidence and Lessons”, Irrigation and Drainage, Vol. 56, Nos. 2-3, pp. 179-194. Hussain, M.; Hussain, Z. and Ashfaq, M. (2006), “Impact of Small Scale Irrigation Schemes on Poverty Alleviation, in Marginal Areas of Punjab, Pakistan”, International Research Journal of Finance and Economics, ISSN 1450-2887, No. 6. Hussain, I. and Hanjra, M.A. (2004), “Irrigation and Poverty Alleviation: Review of the Empirical Evidence”, Irrigation and Drainage, Vol. 53, No. 2, pp.1-15. Hussain, I. (2004), Assessing Impacts of Irrigation on Poverty: Approaches, Methods, Case Studies and Lessons, Paper Presented at the Workshop, International Water Management Institute (IWMI), Colombo, Sri Lanka. Hussain, I. and Hanjra, M. A. (2003), “Does irrigation water matter for rural poverty alleviation? Evidence from South and South-East Asia”, Water Policy, Vol. 5, No. 5, pp. 429-442. Hussain, I. and Biltonen, E. (2001), Irrigation against Rural Poverty: An Overview of Issues and Pro-Poor Intervention Strategies in Irrigated Agriculture in Asia, ISBN 92-9090-450-X, IWMI, Colombo, Sri Lanka. Lipton, M. (2007), “Farm Water and Rural Poverty Reduction in Developing Asia”, Irrigation and Drainage, Vol. 56, pp. 127146. Molden , D.; Burton, M. and Bos, M.G. (2007) Performance Assessment, Irrigation Service Delivery and Poverty Reduction: Benefits of Improved System Management, Irrigation and Drainage, 56(2-3): 307-320. Narayanamoorthy, A. and Hanjra, M. A. (2010), “What Contributes to Disparity in Rural-Urban Poverty in Tamil Nadu?: A District Level Analysis”, Indian Journal of Agricultural Economics, Vol. 65, No. 2, pp. 228-244. Narayanamoorthy, A. (2001), “Irrigation and Rural Poverty Nexus: A State-wise Analysis”, Indian Journal of Agricultural Economics, Vol. 56, No.1, pp. 40-56. Palmer, R. J. and Kunal Sen (2003) What has Luck Got to do with it? A Regional Analysis of Poverty and Agricultural Growth in Rural India. The Journal of development Studies, 40(1): 31. Reddy, T. P. (2004), “Falling into Poverty in AP”, Economic and Political Weekly, Vol. 39, No. 41, October 09, pp. 4482. Smith, L.E.D. (2004), Assessment of the Contribution of Irrigation to Poverty Reduction and Sustainable Livelihoods, Water Resources Development, Vol. 20, No. 2, June, pp. 243-257.

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American International Journal of Research in Humanities, Arts and Social Sciences

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USAGE OF TECHNOLOGY IN ENGLISH LANGUAGE CLASS ROOM BY PROFESSIONAL STUDENTS -A STUDY M. Parvathi Assistant Professor of English, Madanapalle Institute of Technology & Science, Affiliated to JNTU, Ananthapur, Madanapalle, Chittoor (Dist)-517325, Andhra Pradesh, INDIA Abstract: The early part of the 21st century has become a platform for usage of technologies available in language learning and teaching. These diverse ways that they are being used in today's classrooms all over the world, as illustrated in this paper, have become central to language practice. We are now firmly embedded into the digital technologies, where these digital tools, are described as ‘technical cultural artefacts’. These tools have long been a feature of the world of education (Bates, 2005), and particularly language education (Salaberry, 2001). These digital tools are, of course, central in the field of computer assisted language learning (CALL), but are also increasingly a core part of English language teaching (ELT) in general. CALL makes an increasingly significant contribution to the general world of ELT. Keywords: Technical-digital tools-ELT Teachers-Language Teaching-LSRW skills. I. Introduction ELT teachers today are faced with a bewildering choice of aims, methods and materials. How can they design or choose language curricula best suited to their learners’ needs? What options are open to them in designing and introducing new Syllabuses and methods? In answering these questions, a teacher begins using technology wisely by reviewing historically the development of ideas on language teaching and language curriculum. Technology facilitates teaching and always helps a teacher in creating good classroom atmosphere. He intends to present an overview of how language skills can be developed and / or honed by using technology/e-learning. It also intends to suggest rather discuss some ideas and necessary changes in the process of teaching a foreign language, present scenario, and some ways for getting united for digital content creation. It addresses those who are actually involved to some extent in e-learning/teaching. With the advent of high speed Networking facilities and multimedia, it is universally accepted that face to face teaching is not the only method of teaching in the University Curriculum Planning and there are also other ways which are much better, faster, and cheaper than the traditional one. More so over there is also some craze for developing multimedia (based) courses amongst the Language Faculty for the students who cannot come to the classroom and especially for those who pursue education through distance mode, not necessarily in a Formal Setup. This is not so difficult to implement in other subjects as it is in language learning. The reason, as we all know, is language learning / teaching is more an art based skill-demanding work than in case of the content based subjects. Because our concern is four basic skills – LSRW and that too developing them in that order. Hence, it is most advisable that a teacher should use technology in the class room. But the care should be taken that he does not compromise with his own role in the class room. II. Technologies to support oral skills For younger learners effective classroom strategies have traditionally involved use of songs, rhymes and traditional stories with repeated language structures. The internet can be a rich source of authentic oral models via recorded songs, talking electronic books, podcasts and video clips that help learners with pronunciation as well as acquisition and reinforcement of new vocabulary. These tools can also help to support teachers who don’t feel as confident with their own language skills. Technology also affords children the opportunity to record themselves for playback at a later time. Learners report that the ability to listen and play back recordings helps identification of grammatical errors and inaccuracy in pronunciation, encouraging self-improvement. III. Focus on technology: Voice Thread For standardized pronunciation Voice Thread is a free tool. It allows learners to upload documents, pictures, video and other digital media and then a voice recording. It is not limited to one voice recording. You could in theory upload a PDF document onto Voice Thread and then all the students in the class could add voice

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recordings to sit alongside the document. This is exactly what the English Classroom is needed to enhance accent levels. Voice Thread also allows to click on a button, copy the code and then embed the Voice Thread into a website, blog or wiki. It requires no coding at all. It has quickly become one of the most popular Web 2.0 tools on the internet. http://voicethread.com. IV. Technology in Writing Skills The process of writing has been enjoying the development of an enhanced product approach called a genre approach to writing (Badger and White, 2000). In this approach we see an emphasis on the nature of the text itself and the community that produces these texts, these learners are developing the skills to become members of a different community of practice (Wenger, 1998). Teachers in an ESP (English for Specific Purposes, but described as English for any Purpose throughout the world) class focusing on a particular genre, the writing of scientific articles, for example, are doing more than simply teaching language; the writers in the class are having their identity moulded by the processes of writing in a particular way. They are becoming ‘writers of science’ not simply learning to write in English, the nature of their identity is changing. Since this early research into writing and word processors there has been a revolution in the production of text and because of the nature of the internet, the web and other tools like mobile phones, we find text everywhere and we produce considerably more than we were producing when most text was handwritten. We have seen cultural technical artefacts like blogs being socially shaped and changing the nature of the publishing industry, or wikis being used as malleable repositories for the knowledge base of the world, where a much broader range of people contribute to our understanding of what things mean. We also see this process occurring in language teaching where collaboration is seen as important for language development. V. National Status With the advent of high speed Networking facilities and multimedia, it is universally accepted that face to face teaching is not the only method of teaching in the University Curriculum Planning and there are also other ways which are much better, faster, and cheaper than the traditional one. More so over there is also some craze for developing multimedia (based) courses amongst the Language Faculty for the students who cannot come to the classroom and especially for those who pursue education through distance mode, not necessarily in a Formal Setup. (A) International Status In today’s world of digital everything, audio exposure to foreign languages is readily available at little to no cost. Satellite radio, Internet radio and podcasts are all available. Even as far back as the 1980s, visionary scholars began to see that one day, language labs would become extinct (Chen, 1996; Froehlich, 1982). They were right. In the twenty-first century, constructing audio language labs is not a wise use of a school’s limited money, time and other resources. Traditional ways of assessing language acquisition are inadequate in today’s world (Pappamihiel & Walser, 2009). Today language acquisition is seen as a complex, nonlinear and communicative endeavour. Traditional multiple choice or fill-in-the-blank (also called “cloze”) activities and tests, which are easy to grade do not reflect the complexity that is involved in learning a language. Over the past 20 years, there has been a worldwide movement towards the development and implementation of benchmark systems and frameworks that take an asset-based approach to language assessment. VI. Significance of the study Digital and multimedia projects offer evidence of their oral and listening competencies. More and more, electronic portfolios are being used. The beauty of the student portfolio is that the student owns it, not the teacher. There is a trend in language education overall to incorporate student self-monitoring and selfassessment (Rea-Dickins,2001). Students carry their portfolios forward from grade to grade, taking responsibility for their learning as they go. Portfolios are an excellent tool to teach learners how to self-monitor and evaluate, as well as providing them with provable demonstrations of their learning. Moreover, language is not only to communicate, but also as a means to find contacts, meet people and establish partnerships (Soontiens, 2004). Such activities can only be facilitated by learning other languages, but leadership and interpersonal skills are also necessary to make connections and develop lasting partnerships. There is a trend towards learning other languages as a means not only to become self-empowered, but also to empower others. VII. Objectives -At this point I intend to focus on two aspects i.e. Implementation and Requirements. Though both of them go hand in hand, we will consider implementation first because, it is the implementation that matters the most in a language classroom and two, we cannot think of specific requirements without implementing our ideology.

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-When we implement e-learning/technology for honing the language skills of our students, first of all, I want to implement strategic graded planning right from the preliminary courses for the schools to intermediates ones to the advanced courses for the colleges. -For the purpose, I think of Working (in) Groups, if as a teacher our aim is quality content and services. Here, I need to have contact with all contributors involved in e-learning / teaching so as to have cooperation and harmony through the exchange of ideas and proper planning. -Finally, I prefer to teach English by choosing topics, vocabulary and expressions that are relative to situations in their normal daily life. By practice speaking, perform common activities reading and comprehension, writing, spelling, and/or oral expression of language, organizing and sequencing thoughts and ideas, the social use of language, strategies for reception, storage, and production of information, long and/or short-term memory. VIII. Likely contribution to the society  Identifying the problems of rural area students in learning of English Language.  Developing and motivating them with typical Indian classroom reflects the multiple intelligences, cultural backgrounds, learning styles of diverse learners.  Developing programming skills and defining different strategies in developing techniques for dealing mixed ability students to achieve better results in the teaching. References [1]. [2]. [3]. [4]. [5]. [6]. [7].

[8]. [9].

[10]. [11].

Apple Classrooms of Tomorrow. (1995). Changing the conversation about teaching, learning & technology: A report on 10 years of ACOT research. Cupertino, CA: Apple Computer. Badger, R and White, G (2000) A process genre approach to teaching writing. English Language Teaching Journal 54/2: 153 – 160. Barnitz, J.G., & Speaker, R.B., Jr. (1999). Electronic and linguistic connections in one diverse 21st-century classroom. Reading Teacher, 52(8), 874–877. Bates, AW (2005) Technology, e-learning and distance education. London: Routledge. Caine, R.N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development. Carr, M.S., & Braunger, J. (1998). The curriculum inquiry cycle: Improving learning and teaching. Portland, OR: Northwest Regional Educational Laboratory. Duling, V.P. (1999). Literacy development of second language learners with technology and LEA. In O.G. Nelson & W.M. Linek (Eds.), Practical classroom applications of language experience: Looking back, looking forward (pp. 248–256). Boston, MA: Allyn & Bacon. Nelson, O.G., & Linek, W.M. (Eds.). (1999). Practical classroom applications of language experience: Looking back, looking forward. Boston, MA: Allyn & Bacon. Padak, N.D., & Rasinski, T.V. (1999). The language experience approach: A framework for learning. In O.G. Nelson & W.M. Linek (Eds.), Practical classroom applications of language experience: Looking back, looking forward (pp. 1–11). Boston, MA: Allyn & Bacon. Salaberry, MR (2001) The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal 85/1: 39–56. Wenger, E (1998) Communities of Practice; learning, meaning and identity. Cambridge: Cambridge University Press.

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American International Journal of Research in Humanities, Arts and Social Sciences

Available online at http://www.iasir.net

The Role of Agricultural Research Institute Libraries in Consolidating Research and Development of Agriculturalists in Kaduna State, Nigeria 1

Daudu, Hanna Mamman (Ph.D), 2Shehu, Nansoh Librarian and Programme Officer Institute of Education, Ahmadu Bello University, Zaria, Nigeria 2 Kashim Ibrahim Library, Ahmadu Bello University, Zaria, Nigeria

Abstract: This study investigated the role of agricultural research Institute libraries in consolidating research and development in Kaduna state, Nigeria. A survey research method was used in undertaking the study. Two research questions and two hypotheses guided the study. From the population of three hundred and eighty (380), three hundred and thirty four (334) were sampled using simple random sampling technique. The instrument used for collection of data was questionnaire which was categorised into two (for library users and staff) with reliability coefficient of 0.77. The data collected were subjected to statistical analysis using Pearson Product Moment Correlation (PPMC) Correlation. This was necessary because of the interval measurement of variables. The study discovered that the available information resources do not meet the need of the users. Most resources like textbooks were outdated and irrelevant to agriculturalists. The study also revealed low provision of e-resources which is the trend in contemporary research. The research recommends that the libraries should acquire both current print and e-resources to meet the need of their users. There is also a need to device method by which new information resources and services acquired by the libraries are made known to the users. Keywords: Agricultural Libraries, Agricultural Research, Agriculturalists, Development Research, Information Resources, Information Services I. Introduction Agricultural research libraries as established under the auspices of agricultural research institute are set aside for the use of students, agricultural scientists, researchers and practitioners in agriculture and related areas. The emphasis for the agricultural research libraries is the dissemination of specialized information primarily devoted to a special discipline, offering specialized services to specialized clientele. (Uganneya, Ape & Ugbagir, 2012). For any effective and successful research and development to take place, it is necessary for the agriculturalist to acquire the knowledge from the library. According to Rhoe, Oboh and Shelton (2010), libraries support agricultural research by enhancing access to information through effective management of its resources and provision of wide range of information services to researchers, scientists and policy maker in agriculture sector. The agricultural research institutes libraries are special libraries that are expected to acquire, organize, preserve, and disseminate information as well as to improve, stimulate and guide research in agriculture by coordinating the efforts of research findings in agriculture, setting in motion interaction and better working relation between producers and consumers of agriculture research. Uganneya, Ape and Ugbagir (2013) maintained that agricultural research libraries remain societal mechanisms designed essentially for the provision of needed information services and resources for high quality agricultural productivity. These libraries are mandated to provide information services for study and research activities that will enhance the provision of prompt solution to farmers practical problem and raise farmers output, income and accelerate the drive toward national food self sufficiency. Essentially, information resources and services are provisions with the aim of disseminating desirable information to information users; library and information professionals have to provide the range of resources and services. These resources and services should play important role in improving usersâ&#x20AC;&#x2122; accessibility and utilization of library collection. However, Ezeala and Yusuf (2011) noted that, it is pertinent to state that considering the mandates of agricultural research institute in a developing country, expectation of research libraries performance is high, frequent evaluation of library resources and service should not be compromised, research library evaluation would increase users utilization of information which in the past has been adjudged to be very low. Apart from supporting the management with both immediate and strategic management information, research library evaluation would also help libraries understand their position within the cycle of information resources provided in the library. This would lead to upgrading of library resources and services according to needs of agriculturalists.

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The quest for a better understanding of our environment to enhance agricultural production propels human societies to seek and acquire more knowledge. Research provides better ways of improving methods of doing things or finding solution to problems of farming. According to Aguolu and Aguolu (2002) new knowledge presupposes recognition of the existing knowledge. A researcher usually begins his investigation by examining what has already been done in his field, on a topic related to his own. Research is a systematic investigation towards increasing the sum of human knowledge to discover new facts or to refurnish old knowledge. Research is cumulative in that it builds upon what is already known. The completeness of a research library and the availability of relevant learning materials help the investigator not only to know whether he is unnecessarily duplicating what has already been done, or being done by another research, but also to determine whether there is an adequate bibliographical basis for his study (Ezeal and Yusuf, 2011). The advancement of researchers depends, very largely upon their productive research and development. Biobaku cited in Aguolu and Aguolu (2002:372) has appositely noted that: Research is the blood of agricultural institution and research is expensive… it is not enough for agricultural institution to function as an excellent research institution, in fact, it is doubtful if it can so function without being an excellent research center as well… all the great institution of the world derive their greatness from the quality of the research undertaken within their walls of library both by the researchers and other scientist. Research, development and the library are interrelated and are not mutually exclusive. Nwabueze, Anyira, Ivwighregweta, and Onoriode, (2010) note that good research and development is not possible without a library. The library provides the needed required materials, data, information and literature for research and development. The institute library provides information resources to researchers, and in addition renders technical information services for research and development. In consonance with this, Walter Rodney, quoted in Salawu (2007:3) says: Development in human society is a many- sided process. At the level of the individual, it implies increased skill and capacity, greater freedom, creativity, self-discipline, responsibility and material well-being. The achievement of any of those aspects of personal development is very much tied in with the state of the institute library which make information resource easily available for utilization to acquire knowledge of such. Research and development, just as the name implies, is anchored on the need to build future. Its most significant attribute is its focus on the future whereby everything that is done in the present is executed in such a way that the coming generations will experience. It also aims at giving them the opportunity to further advance that quality to meet their particular needs. It is only through qualitative information resources that research and development can contribute to the growth and development of the nation. Ezeal and Yusuf (2011:12), quoting Jacques Loch, a world-famed biologist and one generally acknowledged as the founder of general physiology in America, described the place of the library in research and development in the following words: Jacques Loch imagines that it is in the laboratory that man discovers new truth. That is not the case. “Real discoveries are actually made in library and subsequently tested out in the laboratory. A new discovery is a new combination of old ideas, and those ideas are most likely to occur to the mind of the scientist, not when he is handling materials things, but when he is broading over the thoughts of other men and rethinking them himself. In those hours of profound reflection in the library, new combination may occur to him and he goes to his laboratory to verify or disprove. Hence, the library remains the greatest and essential tool for discovery, which is the aim of research and development”. This is why Osigwe (2004) stipulated that library with adequate information resources and services provision are essential for meaningful agricultural research and development in Nigeria, if the research libraries are to play their role in agricultural research institute’s activities creditably. Rhow, Oboh and Shelton (2010) noted that agriculture is the largest contributor to the economic well-being of most Nigerian. Therefore for agriculture sector to continue to grow, research based knowledge and development is needed. The researchers need to have access to recent high quality literature, methodology, data, and the capacity to use this information analytically to lay a solid foundation for research and development applicable to Nigeria’s agricultural sector. Information services are set out to identify, provide the use of document or piece of information which could best help the user in his study, teaching or research. Therefore, the main purpose of information services in any agricultural research institute library is to provide relevant and pertinent information desired to meet the organizational goals. Information services in the institution are, therefore, an on-going task, so long as the institution is functioning. Popoola (2008) enumerated information services used in the library as follows: Current Awareness Services, (CAS) Statistical Data Analysis, (SDA) Selective Dissemination of Information (SDI), Document Delivery, Computer Word Processing, CD-Rom Database searching, Indexing and Abstracting, Translation, articles in current and non-current periodicals, creation of database through documentation of information anticipated to be of interest to potential users of the services. Library services are

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essentially important at building up the information required by the researchers. The value of information service in the present information dispensation is not possessing information but in providing access to it, more importantly in developing the organizational and technological capabilities in the end-user to be able to identify and access information. The element of a good library and its services depends upon the quality of the resources it acquires from time to time to provide information. Information is considered to be a basic element in any development activity. Popoola and Haliso (2009) defined agricultural information resources as those information carriers that are in both printed and electronic formats such as textbooks, journals, indexes, abstracts, newspapers and magazines, reports, CD-Rom, databases, internet/e-mail, video tape/cassettes, magnetic disk, computer micro format to mention just a few. Information resources, according to Ikhizama (2004) are materials read, and consulted for aid to information on a topic. Information resources usually form the backbone of existence of any library/information centers globally. These resources are usually gathered from both internal and external environment and the nature of the information resources largely depend on the nature and types of institution or organization that own the library. Thus, there abound various information resources in libraries to cater for the needs of library user. Each library is a center of excellence within its own subject area but none can claim self sufficiency and will not have need for external resources. Therefore, an information resource in any institute library has to be of two ways that is, the internal and external, and the materials should be quite appropriate for agricultural institute libraries. Since, agricultural research is a continuous process of acquiring new technologies and experiences from others. Therefore, this study will like to identify the role of agricultural research libraries in consolidating research and development in Kaduna state, Nigeria. II. Statement of the Problem The main thrust of agricultural development efforts in agricultural research institutes has been to enhance and sustain the capacity of the agricultural sector in provision for basic food commodities and agricultural raw materials to meet the needs of an expanding industrial agricultural sector (Faris 1991). To achieve this, it has to involve the development of viable agricultural research libraries, with strong mandate to provide information resources and services to meet the information needs of agriculturalists and other stakeholders in agriculture to find solution of improvement on agriculture. However, Uganneya, Ape and Ugbagir, (2013) observed that there had been low patronage to the agricultural research libraries by agriculturalists in Nigeria in recent years, resulting to poor development of agricultural programmes in Kaduna state. Agricultural research libraries remain societal mechanism designed essentially for provision of needed information resources and services for high quality agricultural productivity through research. Information for any research activity cannot be neglected. The provision of relevant information resources and services in research institute libraries will motivate usersâ&#x20AC;&#x2122; patronage. Absence of relevant information resources and services on the other hand retards or limits maximum utilization of information in the libraries. It is to this end that this study investigates the role of agricultural research libraries in consolidating research and development in Kaduna state, Nigeria to find out the reason for low patronage of the agricultural research libraries. III. Research Questions To guide this study the following research questions were raised: 1. What types of information resources and services are available in the agricultural research Institutes libraries in Kaduna state? 2. To what extent do agriculturalists patronize agricultural information resources/services for research and development in agricultural research Institute libraries in Kaduna state? IV. Hypotheses of the Study The following null hypotheses were formulated for testing at P â&#x2030;¤ 0.05 significance level: HO1. There is no significant relationship between the types of information resources and services availability and their utilization in agricultural research Institute libraries of Kaduna State. HO2. There is no significant relationship between the utilization and agriculturalists patronage of information resources/services for research and development in agricultural research Institute libraries of Kaduna State. V. Methodology In order to achieve the objectives of this study, three research questions and hypotheses were formulated. The research adopted a survey method with a design instrument (questionnaire) with which data was collected from staff and users of the various Institute libraries (ie National Agricultural Extension and Research Liaison Services (NAERLS) Samaru, Institute for Agricultural Research (IAR) Samaru, Savanna Forestry Research Station (SFRS) Samaru, National Animal Production Research Institute (NAPRI) Shika and Nigerian Institute for Trypanosomiasis Research (NITR) Kaduna in Kaduna State. Three hundred and thirty four (334) samples from the population of three hundred and eighty (380) were used for the study. The selection was through the proportional random sampling procedure because the libraries differed in their sizes and populations. The data

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collected were subjected to a descriptive analysis using Pearson’s Product Moment Correlation (PPMC). This was necessary because of the interval measurement of variables. VI. Results and Discussion Research Question one: What types of information resources and services are available in the agricultural research Institutes libraries in Kaduna state? A number of information resources were itemized in Table 1 where the staff and users expressed their views in terms of information resources availability in the libraries. Each of the items was rated by the two groups in frequencies and percentages. Table 1: Opinions of Staff and Users on the Available Information Resources in the Libraries. Users Available Not available Types of information resources available in the libraries

Not available

Text books

256

Journals

260

94.3

235

85.1

14.9

Magazines/newspapers

267

96.9

3.1

93.1

6.9

Government documents

216

78.4

21.6

86.2

13.8

260

94.3

5.7

93.1

6.9

Encyclopedia

248

89.7

10.3

93.1

6.9

Bibliographies

242

87.6

12.4

87.9

12.1

Indexes and abstracts

248

89.7

10.3

82.8

17.2

Guides

235

85.1

14.9

70.7

29.3

Yearbooks

215

77.8

22.2

77.6

22.4

Internet

184

66.5

33.5

77.6

22.4

E-databases

168

60.8

108

39.2

34.5

65.5

E-journals

179

64.9

35.1

46.6

53.4

E-books

181

65.5

34.5

37.9

62.1

E-references Audio tapes Microforms Slides

185 149 141 156

91 127 135 120

Maps/atlas

213

67.0 54.1 51.0 56.7 77.3

33.0 45.9 49.0 43.3 22.7

22 31 28 27 47

37.9 53.4 48.3 46.6 81.0

36 27 30 31 11

62.1 46.6 51.7 53.4 19.0

Videotapes

147

53.1

129

46.9

50.0

Dictionaries

Freq.

Available

% 92.8

Conference proceedings

Freq.

Staff

% 7.2

Freq. 54

% 93.1

Freq. 4

% 6.9

5.7

94.8

5.2

93.1

6.9

Result in Table 1, revealed that most of the available information resources in the libraries were Journals (94.8%), Text Books (93.1%), Reference materials (70.7%), Magazines and Newspapers (93.1%). There was a consensus of opinion among the staff and the library users on these items. One outstanding observation on the available information resources is that those related to modern Information Technology resources were relatively low at 37.9% (e.g. e- books and e-reference) in their rating of availability in the libraries. Information Services Available in the Research Institutes Libraries: Staff and users perceptions on the available information services in the libraries were indicated in Table 2. The two groups’ opinions were presented in Table 2. Table 2: Opinions of the Respondents on the Available Information Services in the Libraries Users Not available Freq. %

Information services in the libraries Reference services

246

89.2

10.8

94.8

5.2

Circulation services

233

84.5

15.5

75.9

24.1

Current awareness services

32.0

188

68.0

63.8

36.2

Retrospective computer search

125

45.6

151

54.6

41.4

58.6

Bibliographic services

24.2

209

75.8

65.5

34.5

Index and abstracting services

24.2

209

75.8

82.8

17.2

Inter-library loan services

155

56.2

121

43.8

58.6

41.4

Journal contents services

26.3

203

73.7

70.7

29.3

Document delivery

33.5

184

66.5

53.4

46.6

Provision for shelve guide

229

83.0

17.0

69.0

31.0

Display of new arrival documents

226

82.0

18.0

87.9

12.1

Available Freq. %

Staff Not available Freq. %

Available Freq. %

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Publication of library bulletin

29.4

195

70.6

55.2

44.8

Selective dissemination of information (SDI)

175

63.4

101

36.6

53.4

46.6

From Table 2, the staff has the higher rating of the available information services offered in the libraries than the users. This is particularly observable in their rating for Reference services, where (94.8%) of the staff said was available against (89.2%) of the users and in Index and abstracting services where (82.8%) of staff were of the opinion that it was available compared with (24.2%) of the users. In the rating of other information services, the variability between the two groups could not be said to be too wide, but the services were rated low. The implication here is that, since users are the beneficial of the services and they rated the services low, then the services can be said to be unsatisfactory. Research Question two: To what extent do agriculturalists patronize agricultural information resources/services for research and development in research agricultural Institute libraries in Kaduna state? To establish the extent of utilization of the resources and services were assessed by the frequency and percentage of usage of the resources and services in the libraries. Only the users were assessed on this perspective because, they are beneficiary of the libraries and therefore, they are expected use it. Table 3 shows the frequency and percentage of patronage and utilization of the information resources and services in the library. Table 3: Users frequency and opinions on Utilization of the Available Information Resources and Services of the Libraries. How often do you use the library? Regularly

Frequency 102

Percent 37.1

Sometimes

159

57.7

Rarely

5.2

Total

276

100.0

From Table 3, most patronage of the information resources and services is undertaken sometimes, (57.7%) of the users indicated this. Others (37.1%) of the users indicated that they always and consistently used the libraries’ information resources and services while (5.2%) said they rarely used the available information resources and services of the libraries. The implication here is that most users usually utilize the information resources and services in the library occasionally. This may be that they could not get their needed information or lack of awareness of the present of information resources in the library. Hypotheses The two null hypotheses were formulated were tested at P ≤ 0.05 levels of significance. The hypothesis of the study was aimed at determining the statistical differences in the utilization of information resources and services by agriculturalists in agricultural research Institute libraries for research and development in Kaduna state. The hypotheses are tested as follows: Hypothesis one: There is no significant relationship between the types of information resources and services availability and their utilization in agricultural research libraries of Kaduna State. The hypothesis one was tested by relating the mean scores of the users of the libraries on type’s information resources and services availability and their utilization. In the test of the hypothesis, the Spearman’s Rank Order Correlation Coefficient statistical tool was used. This was necessary because of the interval scale of measurement of the two variables and significant relationship was sought for. The result of the test is summarized in Table 4 Table 4: Correlation between the Types of Information Resources/Services Availability and their Utilization in Agricultural Libraries Kaduna State Variables Availability Utilization

Number 276

Mean 1.23

S. D. 0.21

S. E. 0.013

276

1.72

0.34

0.021

Remarks

0.30

274

0.00

Sig

(Critical value= 0.12, DF = 274 at 0.05) The result of the test in the Table 4 revealed that availability of information resources and services is positively and significantly correlated with their utilization in the agricultural libraries. The observed correlation coefficient (r) for the test is 0.30 at 274 degree of freedom (DF) and the observed significant level P is 0.00 which is less than P 0.05 , means that there is significant difference. The critical value of correlation coefficient for the same degree of freedom (274) is 0.12. The observed coefficient of correlation for the two variables is higher than the critical value (0.12). This means that the hypothesis shows that there is no significant relationship between the types of information resources and services availability and their utilization in

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agricultural libraries of Kaduna State is therefore rejected. This finding agrees with Unegbu (2013) who stated that the role of the libraries to render effective information services such as current awareness, documents delivery, photocopy services Internet and e-mail, facsimile, Selective Dissemination of Information (SDI), bindery, on-line database searching, translation, technical report writing, user education, current contents listing consultancy, has correlation with their resources’ availability. Hypothesis two There is no significant relationship between the utilization and agriculturalists patronage of information resources/services for research and development in agricultural research Institute libraries of Kaduna State. The mean score by the agriculturalists on the utilization of the information resources/services and the scores of the users on the impact such utilization had on their research and development, are correlated using the Person Product Moment correlation procedure in this hypothesis. The summary of the test is presented in Table 5 Table 5: Correlation between Information Resources/Services Utilization and Research/Development Variables Utilization of resources/services Research/Development

Number

Mean

S. D.

S. E.

1.73 1.28

.34 .26

.021 .016

276 276

0.39

274

0.00

Remarks

Sig

(critical value= 0.12, DF = 274 at P ≤ 0.05) The result in Table 5 revealed that two variables are significantly correlated. This is indicated by an observed correlation coefficient of 0.38 compared with the critical value of 0.12 at the same degree of freedom (274). The observed significant level for the test is 0.00 (P ≤ 0.05). By these observations the null hypothesis that there is no significant relationship between the utilization of information resources/services by agriculturalists and its effect on their research and development is therefore rejected. This finding is consistent with Kuruppu and Gruber (2006) who reported that agriculturalists rely heavily on scholarly journals to meet their research needs. The finding also agrees with Nwabueze (2010) who opined that good research and development is not possible without consultation of library’s materials to acquire the necessary knowledge. VII. Summary of Findings The findings of the study are as follows: 1. The study found out that information resource available in agricultural research institute libraries are print information resources with few electronic information resources resulting to low patronage. 2. The study revealed that library staff of the agricultural research libraries indicated that there are available information services as follow: reference services, circulation services, current awareness services, retrospective computer search, bibliographic services, indexing and abstracting services, journal contents services, document delivery, display of new arrival documents and selective dissemination of information but the users who are beneficiaries of such services rated it low and inadequate to meet their information needs. 3. The study revealed that information resources and services in agricultural research institute libraries are occasionally used by agriculturalists. VIII. Conclusion The findings of this study indicate that agricultural libraries play a positive role in agricultural research and development. However, the findings show low patronage by agriculturalists, which means the libraries, has not really reflected the noble role in their operations. This is to say the available information resources and services do not meet the needs of the users because; there is low provision of e-resources which is the trend in contemporary research. Most attributable factors that could be responsible for these findings include, among others, the inadequate funding of the libraries. This inadequate funding exposed the libraries to inadequate management such that they cannot keep pace with current development in the provision of information resources and services to researchers. IX. Recommendations The following recommendations are made based on the findings reached in this study: 1. There is need to equip the libraries with more current and relevant e-resources (off-line and on-line database) to support the existing print resources in the libraries. 2. Libraries should create and make their information resources known to their users through user orientation and user education and by this there will be high patronage and regular usage of the library by users.

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Libraries are now moving fast into adopting digital libraries and Information Communication Technologies (ICTs). So there is a need to introduce e-resource and e-information services in order to make users get what they want with ease. References

Adetona, C.O. (2010) Resources Utilization in Public Libraries in Nigeria: the Case of Ibusa and Issele â&#x20AC;&#x201C;Uku Branch Libraries Users in Delta State. International Journal of Research in Education 7 (1), 1-8. Aguolu CC & Aguolu, I.E. (2002) Libraries and Information Management in Nigeria: Seminar Essays on Themes and Problems. Maiduguri: Ed-Inform Services. Bhatti, F. (2009) Information Need and Information Seeking Behaviour of Faculty Members at the Islamia University of Bahawalpur. Library and Philosophy Practice. 1 (10), 1-10. Eke, H.N. (2011) Digitizing Resources for University of Nigeria Repository: Process and Challenges. Webology,8 (1). Available at: http://www.webology.org/2011/v8nl/a85.html. Retrieved on 16/5/14. Ezeala, L.O. & Yusuf, E.O. (2011) User Satisfaction with Library Resources Services in Nigerian Agricultural Research Institute. Library Philosophy and Practice (E-journal) http:// digital.common.al-edu/libohilprac/564. Faris, A.E.(1991) the History of the National Agricultural Library. Agricultural Development. 62, 182-207 Ikhizama, B.O. (1998) information for Sustainable Agriculture in Nigeria. Nigerian Library and Information Science Review 15 & 16 (1&2), 122-131. Kuruppu, P.U. & Gruber, A.M (2006) Understanding the Information Needs of Academic Scholar in Agricultural and Biological Sciences. Journal of Academic Librarianship 32 (6), 609-623. Nwabueze, A., Anyira, E. I., Ivwighregweta, O. & Onoriode, O. A. (2010) The Role and Responsibility of the Library in Consolidating Research in Nigerian Private Universities: A Case study of Western Delta University, Oghara, Delta State. Library Philosophy and Pratice.Available at http://unilib.unl.edu/LPP/lpp.2010.htm. Retrieved on15/5/14. Osigwe, C. (2004) Sustainable Information Management and Services: An Overview. IAACD Quarter Bulletin, 18 (3), 205-209. Popoola, S.O. (2008) The Use of Information Sources and Services and it Effect on the Research Output of Social Scientists in Nigerian Universities. Library Philosophy and Practice.Available at: http://libr.unl.edu/lpp/poola.html. Retrieved 12/5/14. Popoola , S.O. and Haliso, I (2009) Use of Library Information Resources and Services as Predator of Teaching Effectiveness of Social Scientist in Nigerian Universities. AJLAIS 19 (1): 65-77. Rhoe, V., Oboh, V. & Shelton, P. (2010) The Role of Libraries in Supporting Agricultural Policy Research- Evidence from Selected University and Research Institute Libraries in Nigeria. Nigeria Strategy Support Program (NSSP). Paper No 0014. Salawu, A. (2007) Development Communication: The Preliminaries. Ebenezer Soola Conference on Communication: Proceedings 3-7 Unegbu, V. E. (2013) Current Awareness Services and Selecteive Dissemination of Information: Needs and Technique in this Technological Era. In Provision of Library and Information Services to Users in the Era of Globalization by Issa, A. O. Igwe K. N. and Uzuegbu (ed). Lagos, Waltodanny Visual Concept. Uganneya, S.,Ape, R., & Ugbagir, N. (2012) Information Services Provision and User Satisfaction in Agricultural Research Libraries in Nigeria. International Journal of Library and Information Science. 3 (6). 88- 93. Uganneya, S.,Ape, R., & Ugbagir, N. (2013) Factors Inhibiting the Performance of Agricultural Research Libraries and Information Services in Nigeria. Available at: http://www.digitalcommons.unl.edu>...>923 Retrieved on 3/6/14.

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Available online at http://www.iasir.net

Democratization, Institutionalization and Constitution in Pakistan: A Case Study of Musharraf Era 1

Dr. Zahoor Ahmed, 2 Dr. Manzoor Khan Afridi Head of Political Science Department, Govt Islamia College Faisalabad, Pakistan 2 Head of Department of Politics and International Relations, International Islamic University Islamabad, Pakistan 1

Abstract: The paper discusses Pervez Musharraf era where various developments were made in Pakistan’s internal and external dynamics. Here only the internal developments have been discussed to analyse course of actions in political landscape. Musharraf has done efforts for democratization in society by introducing the devolution plan to decentralize authority from top to bottom. Under the plan, a hierarchical structure of authority was crafted to make people accessable to their rights at doorstep. The hierarchical structure was from Zilla Nazim-e-Aala (District Chief) to Tehsil Nazim, Municipal Committee and village council. Musharraf government initiated the formation of institutions to strengthen the function of bureaucracy, such as National Security Council (NSC). Being a federal body, NSC was formed in 2004 to facilitate the government in consultation. NSC had to discuss matters related to national security and foreign policy of the state, comprising of security experts and cabinet members. The Musharraf government also tried to amend constituion by extra-constitutional practices. One such practice was Provisional Constitutional Order (PCO) which is an emergency order that suspends either wholly or partially the constitution of the state. As a result nearly all senior judges were required to take oath of the office under PCO which questioned the independence of the judiciary. An effort has been made here in this paper to analyse all the developments. Keywords: Musharraf, Constitution, PCO, NSC, Devolution

I. Introduction As it is evident from Zia’s regime, it was needed to consider careful factors to constitute civilian institutional process. Junejo Government was politically victimized because it challenged the military establishment and forced to ask the legitimacy of military supremacy. Now Zia’s window was closed and question before General Aslam Baig (New Army Chief) either to continue marital law regime or to start democratic process issues were listed. First, the case dissolution of Junejo Government was in court. Second, the political parties were engaged in political campaign for next election. Third, martial law option was available but international circumstances were not favorable. Fourth, Benazir’s return to Pakistan was alarming situation for the military because of Bhutto’s death. With these issues, the military establishment focused to launch controlled democracy. It was calculated that Benazir Bhutto would be in position to win majority number of seats but now the question how to limitize Benair Bhutto’s wings. For this purpose, the military establishment believed in sponsored political alliance to curtail the power. This factor resulted in encouraging role of intelligence agencies desperately which captured future political set up in Pakistan. Political system in Pakistan had to suffer badly when two times successive political governments were dissolved. Thus, the military establishment in Pakistan was equipped not only with favorable politicians but also to expose the political democracy in Pakistan. Weak political governments, known as corrupted left over negative impact over the common man. The military establishment excluded civilian set up from foreign and defense affairs. It has been argued that one of the major problematic area between military and Nawaz Sharif government (Second Tenure) was Kargil episode. Kargil episode humiliated civilian government and Nawaz Sharif was primarily concerned to conduct inquiry against Chief of Army Staff, General Pervaiz Musharraf, including a few others military top brass. Military establishment already tolerated resignation of General Jahangir Karamat in result of presenting idea of National Scrutiny Council (NSC) but this time, it was tough to accept. By contrast civilian governments, the military regimes, however, Zia-ul-Haq or Pervaiz Musharraf enjoyed complete access to all issues. The generals argued that holding elections in Pakistan is essential for political process but the political parties remained failed to maintained political order. On the contrary, the civilian leadership said that the presented argument of generals was not concerned with facts. The civilian

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governments maintained their legitimacy and the people trust in them but their role was occupied by the military establishment. Democracy is an ongoing process and inspired by values and democratic culture, flourishing to institutionalize process. Political culture is the main determinant factors which enhance country’s ability to promote democratic behavior among the individuals. II. Developments in Musharraf Regime The concept of “Enlightened Moderation as expounded by Musharraf himself is a direct response to growing world perception that Islam was linked to fundamentalism and extremism. It is a strategy meant to militancy that is rooted in “political injustice, denial, and deprivation,” and to bring “socioeconomic uplift “in the Muslim world. Musharraf addressed Muslims to “adopt a path of moderation and a conciliatory approach to fight the common belief that Islam is not a religion of militancy in conflict with modernization but favored democracy and secularism.”Pakistan’s Prime Minister, Shaukat Aziz, briefed a policy of “Enlightened Moderation” before the international community.1Many Pakistanis appeared to welcome the approach and watched religious extremists as the main obstacle. However, one renowned Islamabad based politician viewed that Musharraf traced back to expediency, not conviction, and only served to strengthen the perception that neither he nor United States had a genuine interest in Pakistani democracy.2The Bush Administration rejected criticism regarding Musharraf’s military government and focused on ‘Musharraf’ and stated him “the right man in the right place at the right time for the right job.”3U.S. interest in Pakistani democratization existed in tandem (some would say in conflict) with the perceived need to have a stable and effectively-administered frontline ally in the international anti-terrorism coalition. While many observers believed that U.S. interests in combating terrorism and weapons proliferation in South Asia entailed a “trade-off” with regard to other concerns, some contend that the human rights situation in Pakistan may itself be a crucial aspect of the incidence of terrorism and religious extremism.4Congressional oversight of U.S.-Pakistan relations in a March2003 hearing included Member expressions of concern about problems with Pakistani democratization and the danger of the United States “giving full recognition to a military takeover” through continuous waivers of coup-related restrictions.5Pakistan’s military dominated the country’s centralized decision-making process whereas Prime Minister Jamali was referred to President Musharraf as being his “boss.” 6On October 12, 1999, Army Chief Gen. Pervez Musharraf overthrew the elected government of Prime Minister Nawaz Sharif, dismissed the National Assembly, and appointed himself “Chief Executive.” The proximate cause of Musharraf action appeared to have been Sharif’s attempt to remove him from his Army leadership position and prevent his return from abroad, but disgraced Sharif’s authoritarian and allegedly corrupt regime both within the Pakistani military and among the general public. Under a “Provisional Constitution Order” (PCO), Musharraf declared a state of emergency, suspended the Constitution, and, by special decree, ensured that his actions would not be challenged by any court. He promised to introduce good governance and reviewed “genuine democracy.” 7 In January 2000, Pakistan’s Supreme Court judges were asked to take an oath promising to uphold the PCO; six jurists, including the Chief Justice refused and were retired. Five months later, the Supreme Court issued a sweeping validation to Musharraf actions, including the PCO and the dissolution of the National and Provincial Assemblies, but it also ordered that elections would be held within three years from the date of the coup. These developments left Pakistan with a “seemingly beginning, but nonetheless very real, military dictatorship.”8General Musharraf’s October 1999 seizure of power initially met approval among the Pakistani people, many of whom considered the Sharif government to be corrupt. Even many of the country’s more liberal-minded opinion makers acquiesced with the hope that Musharraf might succeed to improve Pakistan’s lot where civilian-led governments had failed. They believed that a military led government was the only

See Section 12.2, pp. 367-369, of The 9/11 Commission Report, available at [http://www. gpoaccess.gov/911] Pervez Musharraf, “A Plea for Enlightened Moderation,” Washington Post, June 1, 2004;“Text of Newly-Elected Pakistani Prime Minister’s Address to Parliament,” BBC Monitoring South Asia, August 27, 2004 3 “Democracy Restored: Musharraf,” Dawn (Karachi), August 10, 2004; Secretary of StateColin Powell, “Remarks at the Herbert Quandt Distinguished Lecture,” September 10, 2004;Deputy Secretary of State Richard Armitage, “U.S. Hails Pakistan’s Efforts to Fight Terror, Build 4 Democracy,” U.S. Department of State Washington File, October 1, 2004.For example, a House panel received expert testimony indicating that Pakistan’s worsening religious freedom situation is “part of the larger problem of the suppression of democratic freedoms” there (“House International Relations Subcommittee on International Terrorism, Nonproliferation and Human Rights Holds Hearing on State Department Reporton International Religious Freedom,” FDCH Transcripts, February 10, 2004) 5 “Transcript: Hearing of the Subcommittee on Asia and the Pacific of the House International Relations Committee,” Federal News Service, March 20, 2003 6 “Jamali: Musharraf Elected President for Five Years,” Pakistan Press International, April 18, 2003 7 Ibid. 8 Pakistan’s 1973 constitution envisaged a sovereign parliament where powers rested with the prime minister, but subsequent changes under the military-dominated regime of Gen. Zia-ul-Haq shifted power to the presidency. The very Parliament that provided Zia with these powers was itself dismissed by him in 1988. In 1997, PM Nawaz Sharif oversaw passage of the 13th Amendment to the constitution, repealing Zia’s 8th Amendment (1985) right to dismiss the government and appoint military chiefs (and thus restoring powers to the prime minister’s office) 2

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alternative to a radical Islamic regime in Islamabad.9Yet Musharraf subsequent actions became widely interpreted, as indicated his intention to impose more or less permanent authoritarian rule over the country, and thus alienated many of the early optimists. While maintaining his promise to hold national elections in October2002, Musharraf spent ensuing years taking actions that bolstered his ruling position and that of the military. Proponents of Musharraf’s political choices since 1999 insisted that the country is becoming more stable, and less corrupt and personality-centered through “military-guided” administration.10In June 2001, President Mohammad Rafiq Tarar was forced to resign. Musharraf later legitimized his status as President in April 2002 ‘referendum’. According to Ayaz Mir, a respected newspaper columnist: “A young friend of mine proudly told me that in front of the Municipal Library he had stamped 135 ballots as a mark of his love for General Musharraf. His mother, an active lady, had stamped another hundred, his sister, all of fourteen years old, 150. Only figure rather than anything else had cut short their exertions.” 11 Islamabad reported resounding public approval for Musharraf’s continued rule in the results of this exercise, with98% of votes cast in favor. Yet the opposition parties had boycotted the referendum, and political fraud marred the outcome. Musharraf later apologized for “irregularities” in the process.12 III. Review on Musharraf Regime’s Development India highlighted this matter before international community and blamed Pakistan’s interference in India’s territory as to convince attempted violation of international boundary. India focused that Pakistan supported the terrorist organizations in Kashmir. Forces were deployed on both sides’ borders on reactionary basis. So, the Kargil episode became a bone of contention between the civilian and military leadership. And finally, it was the turning point as adventures episode regarding removal of Pervaiz Musharraf was staged. In against of this act, Mian Muhammad Nawaz Sharif had been not only removed but was also compelled to quit country. With the understanding of the international guarantees, Mian Nawaz Sharif with his family members had been permitted to stay in Saudi Arabia for next ten years. In this way, chapter of civilian government was closed. It has been observed that on starting of Musharraf government, the military was welcomed by the political parties. On the other side, the statements from the politicians appeared that democracy should carry on and that can be possible only through free and fair election. The meanwhile, the dismissal of government was challenged in Supreme Court. It was stated that Pervaiz Musharraf violated 1973 Constitution and now democratic government should be restored. All these stories were dropped when Nawaz Sharif reached Saudi Arabia finally. Process of democratization was again derailed and controlled democracy ‘old idea’ was going to be introduced in next few days. It is interesting to note that Pervaiz Musharraf suspended 1973 Constitution, imposed emergency and introduced Provincial Constitution Order (PCO). Pervaiz Musharraf asked Chief Justice Supreme Court to take oath. Then Chief Justice refused to take oath, including six other judges of the honorable court. According to their point of view, Musharraf violated 1973 Constitution. Musharraf pressurized the judges and finally rest of the judges, including present Chief Justice Mr. Iftikhar Ch. taken oath from Mr. Musharraf. In this way, Musharraf’s extra-constitutional acts were finally legitimized by Judiciary. In addition, Musharraf was accorded next three years to run state affairs as accordingly if he thought to amend constitution. Supreme Court acknowledged Musharraf regime, accommodated PCO including dissolution of National Assembly and provincial assemblies. Supreme Court ordered Pervaiz Musharraf to hold election within three years. Musharraf promised to introduce ‘good democracy’ in next three years. The judgment in Zafar Ali Shah case: “The courts do not decide abstract, hypothetical, or contingent questions or give mere declarations in the air. The determination of an abstract question of constitutional law, divorced from the concrete facts of a case, floats in an atmosphere of unreality; it is a determination in a vacuum, and, unless it amounts to a decision setting rights and obligations of the parties before the court, it is not an instance of the exercise of judicial power.”13 In this way, military regime again planned to introduce planted democracy. Musharraf attempted to implement Seven Point Agenda’ delivered first speech on national television. (1) Rebuild national confidence and morale. (2) Strengthen the federation, remove inter provincial disharmony and restore national cohesion. (3) Revive the Zaffar Abbas, “Analysis: Musharraf Sidelines Parliament,” BBC News, August 21, 2002.A well-received and more clearly progressive change was the reservation of 60 assembly seats for women and non-Muslims 10 State Department Spokesman Philip Reeker, “Musharraf’s Constitutional Changes Concern U.S.,” U.S. Department of State Washington File, August 22, 2002 11 Ansari, Masooud, How the Referendum was Won, Newsline, May 2002, p. 22 12 Human Rights Watch, “Pakistan: Entire Election Process ‘Deeply Flawed,’” October 9, 2002; SumitGanguly, “The Slide Continues,” Foreign Affairs, April 2003. Both of his predecessors as national leaders — Benazir Bhutto and Nawaz Sharif — were, byMusharraf’s own decree, excluded from candidacy regardless of the status of criminal charges against them. While the core membership of the PPP and the PML-N remained loyal to its leadership, it became clear that after 1999 neither could mobilize the levels of support enjoyed during the 1990s. This combined with evidence of a pervasive apathy among the Pakistani people with regard to national politics. Recognizing their weakened positions, the parties — one-time bitter rivals — agreed to cooperate in the 2002 elections, and coordinated regional candidacies in an attempt to maximize their final combined victories 13 PLD 1972 SC 139. 9

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economy and restore investor confidence. (4) Ensure law and order and dispense speedy justice. (5) Depoliticize state institutions. (6) Devolution of power to the grass roots level. (7) Ensure swift and across the board accountability.14 It is correct to say that Musharraf speech was appreciated by the public. Musharraf addressed accountability, grass root level politics and to stable economic condition of country. It is a fact that Pakistan was facing serious economic challenges in Nawaz regime. Due to economic sanction over Pakistan due to 28 th May Atomic Explosion, the economic condition was rapidly declining. Second, the ‘overseas reserves’ were freezed by the Finance Minister (former) Sartaj Aziz whose policy badly affected the economy. It is also a fact that opposition political parties did not pay attention to look after democratic process. Instead of showing resistance against military regime, they welcomed Musharraf and appreciated ‘Seven Points Agenda’. The liberal thinkers viewed that Musharraf will attempt to introduce a political leadership which will rail Pakistan towards prosperity. In these circumstances, Musharraf politicized the issues. In June 2001, Musharraf asked President Rafiq Tarar to resign, from Presidentship like Zia-ul-Haq, Musharraf approached common man through Referendum and gained 95% vote throughout Pakistan. The Supreme Court in the Zafar Ali Shah case held in part: “That the 1973 Constitution still remains the supreme law of the land subject to the condition that certain parts thereof have been held in abeyance on account of State necessity;…[and that the Superior Courts continue to function under the Constitution. The mere fact that the Judges of the Superior Courts have taken a new oath under the Oath of Office (judges) Order No. 1 of 2000, does not in any manner derogate from this position, as the Courts had been originally established under the 1973 Constitution, and have continued in their functions in spite of the Proclamation of Emergency and PCO No. 1 of 1999 and other legislative instruments issued by the Chief Executive from time to time.”15 In next, Musharraf attempted to hold General Election in 2002. It had been observed that in the presence of Muslim League (Nawaz Sharif) and PPP (Benazir Bhutto), it was difficult to sustain Musharraf in power. Mian Nawaz Sharif was already in exile due to an agreement whereas Benazir Bhutto was also in exile but in different capacity. Benazir Bhutto was in exile since Nawaz Government due to registered cases of National Accountability Bureau (NAB) and Swiss cases. For getting domination over political matters, he introduced Legal Frame Work Order (LFO) and Political Parties Ordinance. Both these acts perfectly facilitated to Musharraf and politically affected to Nawaz Sharif and Benazir Bhutto. One important condition, imposed over both that a person who had enjoyed the office of Prime Minister two times, he or she cannot be elected for next third time Prime Minister. Second, the leadership of any political party, in exile due to corruption charges, the name leadership of political parties had to be changed. Pakistan People’s Party was renamed as Pakistan Peoples Party Parliamentarians (PPPP) and Makhdoom Amin Faheem was nominated as Chairperson of PPPP. The Muslim League again split into two parts further. The persons loyal to Nawaz Sharif reoriented political party as named Muslim League (Nawaz Sharif). Others preferred to join Muslim League (Quaid-e-Azam) like Ayub Khan had established conventional League. It was evident that Musharraf planned to rig general election before polling. Muslim League (Q) was supported by the civilian & military bureaucracy. And finally the General Election brought expected result. Benazir Bhutto was not permitted to campaign election whereas Mian Nawaz Sharif was in Saudi Arabia. Both political parties e.g. Muslim League (N) and PPPP were politically victimized. They were legally deprived of rational participation. All religious parties formed a political alliance, called MMA. It should be observed that after dismissal of Nawaz Sharif government, Washington neither supported Musharraf nor negatively reacted against him although Washington had advocated restoration of democracy in Pakistan as early as possible. Destiny of Musharraf was changes as 9/11 event was happened. Musharraf became the ‘best friend’ of Mr. Bush as the former officially announced to join US led war on terrorism. While delivering a speech on national television, Musharraf said that he had no option except to join Washington. He firmly argued that Pakistan had to lose its strategic interests in the region of in case of avoiding to allay US against ‘war on terrorism’. So finally in return, Musharraf gained license to rule and democracy became the least concerned issue of Washington. For achieving national interests, Washington did not pay attention to Benazir Bhutto and Nawaz Sharif. Musharraf focused U.S. ally and MMA gained advantage. On slogan of Anti-US, MMA finally gained politically advantages. It achieved maximum number of seats in North West Frontier Post (NWFP) and Baluchistan. First time in the political history of Pakistan, religious parties gained such number of seats. Pakistan Election Commissioner announced Pakistan M.L. (Q), single majority party in National Assembly but for formation of the government, it needed further support. For this purpose few members of PPPP established Pakistan Peoples Party (Patriot Group) and joined Q. League when intelligence agencies pressurized Faisal Sallah-e-Hayat and Aftb Sher Pao. In return, the separated members group, Pakistan Peoples Party (Patriot) led by Aftab Sher Pao was awarded with ministries. Peoples Party gained maximum number of votes and was the second largest political party in National Assembly. Although House of Opposition was given 14 15

http://presidentmusharraf.wordpress.com/2007/07/10/address-nation-7-point-agenda/ PLD 2000 SC 869

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to second largest political party of the parliament yet PPPP had been remained deprived of it. Opposition leadership was given to MMA. It is a known fact that in the exchange of a ‘dialogue’ between MMA and General Pervaiz Musharraf on uniform issue positively, the opposition leader was nominated Mulana Fazal-urRehman. At the time of formation of government, the political parties indulged themselves to alliance for government. The dialogue started between PPP and Muslim League (Q) but did not successfully end. It has been was the serious rumor that Musharraf intentionally wanted to see Makhdoom Amin Faheem as Prime Minister but PPP leadership did not favor this opt. Musharraf wanted to keep Benazir Bhutto in exile from political scene but he agreed to write off all cases against Benazir in case of compromised between both. Second phase of dialogue was stated between Muslim League (Q) and religious / political alliance MMA but it was not pleasant movement for Musharraf. So that deal was cancelled. Again the dialogue process continued and S.M. Zafar, Ch. Shujat Hussain and Mushahid Hussain negotiated with MMA leadership. Finally political deadlock resolved when political bargain was finalized. In this regard, opposition leadership and coalition government with (Q) League in Baluchistan Province was settled. Musharraf promised to vacate Army Chief Seat in return and all his amendments would be accepted, including LFO. As a result of understanding between Musharraf’s sponsored Q. League and MMA, the draft for 17th Amendment was approved which changed complete frame of 1973 Constitution. Prime Minister’s powers were given to the President Office. The President was empowered constitutionally to dissolve national assembly, provincial assemblies and senate. President became more powerful as compared to the Prime Minister. In fact, the 17 th Amendment should be treated as pararrel 18th Amendment, introduced by Zia-ul-Haq. In next, Musharraf was given vote of confidence by Pakistan’s Electoral College. In this way, Musharraf’s presidency was legitimized. All opposition political parties argued that MMA betrayed democracy and violated its parliamentarian mandate. Finally, the opposition parties excluding MMA formed a political alliance, called alliance for Restoration of Democracy. MMA was titled friendly opposition and B-Team of President Pervaiz Musharraf. By introducing the concept of friendly opposition, Musharraf successfully managed leverage between military and civilian leadership as proper institutional place in democracy. Musharraf regime was examined not in the light of democratization process but also to focus on war on terrorism. Washington’s area of interest was Afghanistan, Al-Queda, Taliban and the growing influence of the militants. It is a fact that Washington had paid maximum importance to war on terrorism rather than democracy. Although, Musharraf engaged scenario into war against terrorism yet he attempted to introduce new sort of political thinking after election. Local Government Ordinance and National Security Council were milestone efforts, political impacts over Pakistan. It is the history of Pakistan; every dictator introduced Local Government System to access common man. Ayub Khan introduced Basic Democracy (BD) System. Non-party local government election was scheduled in Zia-ul-Haq era. In same the manner, Musharraf framed Local Government System on non-political party basis. It is also a fact that like Zia-ul-Haq, Musharraf tried to establish National Security Council. During second tenure of Nawaz Sharif, General Jahangir Karamat had given the idea of National Security Council. He had to take back his programme because of facing serious criticism from civilian government. Now this time, Musharraf repeated the idea of National Security Council.16 In fact, Musharraf planned to dominate civilian government through National Security Council. It was argued that the internal and external national and international matters, related to security issues, will be examined in National Security Council. So, NSC will be approached to bridge between both on policy matters whereas, the parliamentarians argued that Parliament is supreme and it has been constitutionally empowered to execute policy matters, related to internal and external matters. The idea of National Security Council, advocated by Pervaiz Musharraf, was highly criticized and mannered as supremacy of military forces over the civilian government. Finally, National Security Council was constitutionally implemented. It is interesting to note that in the Parliament Session, Musharraf’s National Security Council was placed as part of the constitution; Mulana Fazal-ur-Rehman (Opposition Leader) was absent. So, it can rightly be said that the parliamentarians do not show any sort of political resistance within parliament. Local Government Ordinance, 17 th Amendment, War on Terrorism and implementation of National Security Council (NSC) were the features of Musharraf regime, minimized the role of democratic trends. Institutions are made but not properly flourished and rooted. It is not now a secret how much powerful role, played by the intelligence agencies as regarding their involvement in the political matters and further to manipulate the election results directly or indirectly. During Musharraf regime, the political parties were deeply stressed under the influential role of powerful spectrum of the intelligence agencies. It is a fact that since 1947, the political parties are instructed by the military establishment. In Zia regime, the Islamist-radical minded Jahadi Organizations had been given importance. The secular political parties had been victimized. Muslim League was again established within parliament in post 1985 although Non-Political Party’ base election. 17 Mohammad Khan Junejo was as Prime Minister nominated as President of Pakistan Muslim League within parliament. Rest of the political parties formed an opposition Jaspal.Nawaz,Zafar, “ National Security Council: Implications For Pakistan’s Political System. http://ipripak.org/articles/newspapers/nationalsecurity.shtml. 17 AsimYasin, “NSC to Help Flourish Democracy: Jamali,” News (Karachi), April 2, 2004 16

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alliance. After Zia period, during civilian governments, the military dictated and attempted to influence. The same power broken political set up was repeated by Musharraf. The national parties e.g. Muslim League and Pakistan Peoples Party had been marginalized. 18 The Islamist political parties, called MMA Alliance were given opposition called status. Instead of MMA, the other political parties played actual role of opposition inside and outside parliament. PPP and PML (N) leadership convinced international community that military leadership had no capability to deal matters and civilian genuine leadership has been marginalized.19 Educational Background of Zilla Nazims Province Balochistan NWFP Punjab Sindh Total

Matriculate

B.A. Degree or Higher

Total

7 4 2 2 15

15 20 32 14 81

22 24 34 16 96

SOURCE: www.nrb.gov.pk (Implementation Devolution: The New Local Government Scheme, Robert LaPort Jr) That time, Washington was engaged in War on Terrorism, so that political leadership was not focused. Province Pukhtoon Khawna (later NWFP) and Balochistan were ruled by the MMA. It is interesting to note that Pakistan Muslim League (Q) was not independent to run the state’s affairs. In 2003, PPP leader Makhdoom Amin Faheem was arrested and jailed. NAB case against Benazir Bhutto and Nawaz Sharif were re-opened. Makhdoom Javed Hashmi was jailed and announced sentence of 23 years. West Media criticized and raised objections. Washington stated that case of Javed Hashmi should be trialed on merit and transparent role of investigation should be highlighted. Musharraf government stated that Makhdoom Javed Hashmi role was negative as determine by the judiciary and its internal matter of Pakistan’s political and legal system. 20 Washington called Hashmi case ‘closed nature of Hashmi Proceeding’ Islamabad responded by accusing Washington of “Unwarranted and misplace interference in internal affairs. In May 2004, Shabaz Sharif tried to return Pakistan but was disgraced by the commandos and returned to Saudi Arabia after less then two hours stay in Lahore in what some termed as “massive over-reactions” by authorities. The supporters were jailed and they had to face judicial trial just due to be the welcome of Muslim League (N) leadership. The civil society criticized Musharraf but the situation was maintained. It was publically argued that MMA has now turned into new phase e.g. called now Mulla-Musharraf Alliance. The political figures of Muslim League and Pakistan’s Peoples Party were politically victimized. They were legally banned, adopted subtle form of harassment to suppress the opponents throughout country.21 In this way, the Martial Law regime impression appeared. In this phase, the opposition in parliament sidelined these political victimization matters. In this scenario, the political matters were controlled by Musharraf rather than civilian government. The PPP leadership was blackmailed to keep Asif Ali Zardari in jail. The cases were registered but the proceedings were kept pending. In this situation, Benazir Bhutto was asked for political bargaining with Mr. Musharraf through common friends and secret officials. In this matter, the resources informed that secret deal was staged between Musharraf and Benazir when Asif Ali Zardari was freed from jail in the result of a judgment, passed by Supreme Court. After nine years, Mr. Asif Ali Zardari was allowed to visit his family. 22 In this context, it was openly argued that PPP leadership was compelled to deal Musharraf. It is a known secret that Musharraf and Benazir meeting (one to one) was properly arranged by the intelligence institutions. Deal efforts were successfully approached and NRO was finally accorded.. One central permanent problem, faced by the Pakistan’s political parties was ‘uniform issue’ of President / General Musharraf. The opposition political parties blamed that Musharraf cannot hold two offices at same time. As President, Musharraf had to resign from military whereas the (Q) League argued that for political stability in Pakistan, Musharraf Uniform is essential. On many occasions, Musharraf’s friends (political) claimed that for next ten times, Musharraf can be elected as President of Pakistan in uniform. 23 So the tussle continued. At time of 17th Amendment approval, Musharraf promised MMA leadership to leave uniform but as the said amendment 18

Author interviews with PPP and PML-N officials, Islamabad, January 19, 2004 “Pakistan Deports Ex-PM’s Brother,” BBC News, May 11, 2004; Sajjad Shafiq Butt,“Lahore Under ‘Police Siege’ Before Shabaz Arrival ,” News (Karachi), May 11, 2004;“Pakistan’s Military Shows No Intention of Letting Slip Its Grip on Power,” Agency France Press, May 12, 2004 20 NajamSethi, “His Majesty’s Loyal Opposition?”Friday Times (Lahore), May 28, 2004 21 Matthew Pennington, “Pakistan Gives Opposition Tough Time,” Associated Press, May 10, 2004 22 Mazhar Abbas, “MMA’s Anti-Musharraf Campaign a Damp Squib?” Friday Times(Lahore), January 7, 2005 23 “Musharraf Urged Not to Quit Army,” BBC News, April 9, 2004; Ashraf Mumtaz,“Shujaat Wants Musharraf to Stay in Uniform,” Dawn (Karachi), September 6, 2004; “Key Pakistani Province Urges Musharraf Not to Quit as Army Chief,” Agence France Press,September 13, 2004; “Army Post for President Key to Stability: Aziz,” Dawn (Karachi),September 17, 2004. On Musharraf’s insecurity, see Simon Cameron-Moore, “Pakistan’sMusharraf Keeps Khaki and Grip on Power,” Reuters News, September 9, 2004 19

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was approved / ratified, the issue of uniform remained unresolved. 24 So again the issue of uniform was highlighted. President Musharraf acknowledged internal and external pressure. While addressing on national television and interviewing, he left the impression regarding to resign from uniform. He addressed nation on national television and promised again to leave uniform. Washington responded by it expected to see continuing progress toward the goal of “fully functioning democracy” in Pakistan and that it continued to view Musharraf planned military retirement as “progress in this general direction.”. 25The British Commonwealth, which in May 2004 lifted a four-year suspension of Pakistan, had insisted that Musharraf stand by his pledge to resign from the military or risk further opprobrium”. 26 In 2004, the ruling party PML (Q) stands by acting to introduce a bill in National Assembly that would allow Musharraf to be in uniform along with Presidentship. 27 So debate was started between Pro-Musharraf and Anti-Musharraf in Parliament. Besides this, 1973 Constitution was neglected completely. So that again Zia-ul-Haq methodology was adopted to gain maximum constitutional power. It was obvious that being President, Musharraf had desire to see maximum power. Even though, the President Musharraf regained power to dissolve national assembly. 28 After 17th Amendment, it was understood that the portfolio of Musharraf would be at strength level. Now the question is raised whether Musharraf had intention to enjoy both seats or to leave one of them. 29 On many occasions, Musharraf showed positively to leave Army Chief Portfolio. On the other hand, his supporters suggested him to be in uniform. So that political stability in Pakistan will be maintained. Even then the Uniform was associated with the political stability. It was considered a vindication situation that political stability had been synthesized with military uniform. Now again the issue of uniform was highlighted and West media criticized Pervaiz Musharraf’s Uniform/President role and further focused to decide be ‘democratic’. The first time when Musharraf imposed Martial Law, Washington Administration treated this act as unconstitutional and simply violation of democratic principles. As 9/11 event was occurred, Pervaiz Musharraf was given importance and democracy had been set aside. Musharraf was given extra constitutional concession just due to war against Terrorism. Now this time it was assumed that Washington will not support Musharraf on this matter. U.S. Administration stated “Musharraf planned to resign from military is a good thing” functioning democracy”. In meanwhile, Musharraf visited Washington and briefed U.S. Administration regarding the Jahadi network and survival of war on terrorism linkage with uniform matter. It astonished to everyone again that Musharraf was given special concession regarding democracy. While at joint press briefing, U.S. Officials stated that Pakistan’s democratic institutions are strong and Musharraf’s efforts to flourish democracy are admirable. While giving an interview to American television, Musharraf said “Pakistan Democracy has been fully restored.” He further said that during one-to-one meeting between Musharraf and George Bush, everything was debated except uniform. So the hopes were again demised. Democracy had been remained an ineffective parameter, as to keep under control of the military establishment. IV. Devolution of Power Plan 2002 After holding power in the result of 1999 military coup, General Pervaiz Musharraf endorsed local government power plan 2002 in context of introducing decentralization power. It was planned to evolve responsibility framework to local governments. Local Government System was constituted for decentralization at political and administrative fronts. Accountability and transparency were important features to consolidate impressive results. Like Ayub Khan and Zia-ul-Haq, Pervaiz Musharraf focused on legitimacy of election for his personal gaining in terms of overlapping political power. It is viewed that Musharraf fully approached political legitimacy but non-party local government election diffused every segment within society. In case of Devolution Plan’s implementation of devolution power accountability changes were observed. The District Administration and District Nazim including Provincial bureaucracy were treated in terms of administrative reforms. It was the good political centralized experiment but did not required results. As according to Pervaiz Musharraf’s Devolution Plan, District Co-ordination Officer (DCO) was kept under control the District Nazim. The financial and administrative powers were given to District Nazi whereas the technical reports of the officers will be written by the concerned competent authority. It has been observed that the civil secretariat was powerful to control the transfer and posting affairs. The Provincial government has enjoyed constitutional power to appoint 24

Richard Boucher, State Department Noon Briefing, September 16, 2004 “ Daniel Cooney, “Pakistan’s Parliament Passes Bill Allowing President Musharraf to Stay as Army Chief,” Associated Press Newswires, October 14, 2004; 26 Commonwealth Lifts Pakistan Suspension,” New York Times, May 22, 2004. Opposition parties criticized the Commonwealth’s May decision as unjustified given an absence of true democracy 27 Richard Boucher, “Daily Press Briefing,” U.S. Department of State Washington File, October 14, 2004; “Commonwealth Supports Musharraf,” BBC News, October 22, 2004;“Uniformed President Not What Commonwealth Expects,” Daily Times (Lahore), October24, 2004 28 M.B. Naqvi, “Why the Opposition Stays Divided,” News (Karachi), January 12, 2005 29 NajamSethi, “Musharraf’s Pakistan 2004-05,” Friday Times (Lahore), December 31,2004; Ahmed Rashid, “Musharraf Getting Increasingly Isolated in Pakistan,” South Asia Tribune, December 21, 2004; “Musharraf’s Power Games,” Jane’s Intelligence Digest, January 7, 2005; Shafqat Mahmood, “Military Rulers and Popularity,” News (Karachi),February 4, 2005 25

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and to transfer. After their rules, the successive elected governments ignored to introduce local government. Even then instead of introducing the reforms in already existed local governments system, they intentionally ignored to do that. They treated local government system as serious threat to their provincial constituency status. This sort of conflict between provincial representatives and local government deeply affected concept of decentralization in Pakistan. During Pervaiz Musharraf regime, many political provincial representatives vacated their seats just for District Nazimship. It is true that presented plan of Pervaiz Musharraf was lacking of establishment of harmony and coordination among federal, provincial and local level. On same issue, the provincial governments had ruling status over local governments. Allocation of resources and generation of resources were not determined but these areas could be addressed. It is tragic dilemma that instead of moving forward towards institutionalization process, the basic unit of survival of political system was ignored. The three provincial governments e.g. Punjab, Balochistan and NWFP did not show interest to introduce reforms within system. In Sind, the Local Government System was restored in some areas. MQM was interested to restore Pervaiz Musharraf’s local government system whereas PPP focused on present status. Few members of PPP argued that their leadership should merge the Zia’s local government scheme into Pervaiz Musharraf local government scheme. In Punjab, Provincial Government extended supremacy of bureaucracy after neglecting local government elections. The elections were not contested at local level because the provincial bureaucracy and political elites were not interested to implement decentralization plan. It has been argued that instead of delivering public services, local government authorities promoted corruption, nepotism, negligence and conflicted environment with provincial government. Local government system, introduced by Musharraf was lacking of check and balance. Therefore, it did not reflect accountability, transparency and constitutional support provincial government. Pervaiz Musharraf’s Local Government focused the devolution concept within addressed political problems, financial matters, and functions of the government. Musharraf said that the Devolution Plan was the one of the core feature of his Seven Points Agenda. Like Ayub Khan, and Zia-ul-Haq, Musharraf sought solutions of many problems in Devolution Power Plan. Musharraf was convinced that actual democracy will be generated through Devolution of Plan.30 The developed Western countries attained democracy through a proper mechanism. He was confident that his introduced Devolution of Plan will bring changes at the political spectrum. Good Governance can be achieved through Devolution of Plan. Transparency International’s Assessment of Pakistan, as having one of the corrupt governments. According to report, the corruption in Pakistan has paralyzed the structure of the economy. Now, Pervaiz Musharraf was interested to introduce transparent political structure. Musharraf government formulated National Reconciliation Bureau and his appointed man Lieutenant General (R) S. Tanvir H. Naqvi as Chairman articulated the design of Devolution of Plan. The subjected plan addressed the district, tehsil and union councils which defined the features of District Management Services and Police Department Role in new Devolution of Power Plan. The Local Government Plan scheme is defined “In the existing system of governance at the local level, the province governs the districts and tehsils directly through the bureaucracy at the division, district, and tehsil levels. And the local government for towns and cities exist separately from those of the rural areas. The provincial bureaucratic set-ups are the designated “controlling authorities” of the local governments and tend to undermine and over-ride them, which breeds a colonial relationship of “ruler” and “subject”. The separate local government structures engender rural-urban antagonism, while the administration’s role as “controlling authorities” accentuates the rural-urban divide”.31 The plan pointed out the role of DMG and PCS officers, “The two structured and systemic disjoints mentioned above, coupled with the absence of horizontal integration and the consequent inadequacy of functional coordination between the line departments at the division, district, and tehsil levels, lead to inefficiency and corruption and are the root causes of the crises of governance at the grass root sic level. The crisis appears to have been addressed through over concentration of authority, particularly in the office of Deputy Commissioner, which besides creating the potential for abuse of authority, diffuses operational focus and results in the expedient handling of routine functions through crisis management”.32 Pervaiz Musharraf government was pleased to introduce the Devolution of Plan and now it was acknowledged on the finance terms. Finance System Section of Local Government Plan begins as: “Almost universally, local governments receive some form of fiscal transfer from higher levels of government. In Pakistan, local governments have been receiving 10 to 15 percent fiscal transfers from provincial sources. The level of self-financing of local government in Pakistan has been much higher than in most countries. This is because provincial departments have been responsible for carrying out government functions and development at the district level. The transfer and grants system has been weak. There is no formula for distribution of funds to districts and provincial budgets do not specify district expenditures. Districts do not know, with certainty, “Devolution of Power to Bring Revolution”, Business Recorder, 19 th December 2000. Local Government Plan 2002. www.nrb.gov.pk 32 ibid 30 31

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what they will expect from the provincial departments, which affects planning negatively. This results in political machinations, ad-hocism, and lack of transparency. In order to accomplish a transparent, credible and fair system of transferring funds tot eh district level, a provincial financial commission will be constituted”. 33 However, the Local Government states that: “The principle of the formula for provincial to district transfers is that district and local government should generate their own resources to the extent possible.”34 The provision regarding the reforms related to provincial fiscal transformation process was also mentioned in the Local Government System, “A formula for provincial fiscal transfers will be devised and implemented. The model provincial formulas will become part of the proposed new provincial finance awards and the resultant formulas developed in conjunction with the provincial governments will be subject to change in a similar fashion as the national finance awards”. While criticizing Pervaiz Musharraf’s Local Government Plan the Asia Times stated, “The Human Rights Commission of Pakistan (HRCP) rejected the plan, saying the military “The Human Rights Commission of Pakistan (HRCP) rejected the plan, saying the military rulers have no mandate to take such steps, “The official local election scheme is incomplete, self-contradictory and divisive and the rulers should announce steps for return of democratic rule,” an HRCP resolution said. The Pakistan Muslim League (PML) of Nawaz Sharif and the Benazir Bhutto-led Pakistan People’s Party (PPP) have both rejected the military governments overtures and have demanded immediate restoration of democracy. Among critics of Musharraf’s plan are hard-line nationalist leaders from the provinces of Sindh and Baclochistan, who fear that it interferes with provincial autonomy guaranteed in the country’s 1973 Constitution, currently under suspension. The nationalists’ parties have demanded more autonomy for the provinces along with greater financial and administrative control … The religio-political parties, on the other hand, oppose the devolution plan, saying it is contradictory to the country’s cultural values especially with regard to the mandatory representation for women in district governments”.35 V. Conclusion Nicolas Cristof had passed comments while defining ‘feudalistic’ hold over politics in Pakistan. “You should know that in remote areas (of rural Pakistan) you periodically run into vast estates comparable to medieval Europe-in which the landowner runs that town, perhaps operates a private prison in which enemies are placed, and sometimes pretty much enslaves local people through debt bondage, generation after generation. These feudal elite have migrated into politics, where it exerts huge influence. And just as the heartlessness of feudal and capitalist barons in the 19th century created space for Communists, so in Pakistan this same lack of compassion for ordinary people seems to create space for Islamic extremists.” 36 As matter of fact, a deep sense of democratic virtue has not been remained visible because democratic leaders had to compromise with the authoritarian regimes. In search for minimum satisfaction, the leaders had to neither sacrifice expressive thinking of democracy but neither roots nor enhance of democracy are ignored. The politicians of Pakistan had to play a fix matter with authoritarian regimes on behalf of democracy. In this regard, internal and external factors are shouldering responsibility. In Ayub Khan Regime, the political infrastructure was hijacked. In Zia-ul-Haq regime, Afghanistan’s Jihad was cashed and again Musharraf was lucky. Musharraf was not acknowledged by the international media and civil society but 9/11 event made strong friendship between Musharraf and George Bush. Every dictator, whether it was Ayub Khan or Zia-ul-Haq and Musharraf, attempted to dominant politically by introducing democracy but only that kind of which suits to them. The most urgent role of the military dictators was to legitimize their political regimes. They enthusiastically claimed their political victory as origin democracy but as they were replaced, are things were scattered. Interpretation of democracy to maintain political power was self centered approach. Instead of understanding the specific treatment to nourish democracy and to institutionalize democratization process, the military regimes subsequently instigated non democratic behavior. In developed democratic governments, the balanced trouble with the democratic features in Pakistan stands for a certain degree of as agents of socialization in general. During military regimes, the legitimate concerned issues of society are not properly examined. Democratic virtues in society are not obliged and they are often sacrificed by the military dictators in Pakistan. Specific attributes for democracy always play vital role to articulate institutional making process in developed societies. In fact, democracy would focus on laws, equality, freedom, and other modified political institutions. Within authoritarian regimes, democracy has been compromised, neither safeguarded with political principles. References 33

Local Government Plan, Sections 138-139 & 28 Local Government Plan, Section 140 Rizvi, Muddassir, Opposition Builds Up Against Devolution Plan, Asia Times, 13th April 2000. 36 Cristof. D. Nicolas,” Feudalism in Pakistan” New York Times, August 1, 2009 34 35

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[9]

[10] [11] [12] [13] [14] [15] [16] [17] [18]

[19] [20] [21]

[22]

[23] [24] [25] [26] [27] [28] [29] [30] [31] [32]

Ansari, Masooud, How the Referendum was Won, Newsline, May 2002, p. 22 AsimYasin, “NSC to Help Flourish Democracy: Jamali,” News (Karachi), April 2, 2004 Author’s interviews with PPP and PML-N officials, Islamabad, January 19, 2004 Commonwealth Lifts Pakistan Suspension,” New York Times, May 22, 2004. Opposition parties criticized the Commonwealth’s May decision as unjustified given an absence of true democracy Commonwealth Supports Musharraf, BBC News, October 22, 2004;“Uniformed President Not What Commonwealth Expects,” Daily Times (Lahore), October24, 2004 Cristof. D. Nicolas,” Feudalism in Pakistan” New York Times, August 1, 2009 Daniel Cooney, “Pakistan’s Parliament Passes Bill Allowing President Musharraf to Stay rmy Chief,” Associated Press Newswires, October 14, 2004; Democracy Restored: Musharraf, Dawn (Karachi), August 10, 2004; Secretary of StateColin Powell, “Remarks at the Herbert Quandt Distinguished Lecture,” September10, 2004;Deputy Secretary of State Richard Armitage, “U.S. Hails Pakistan’s Efforts to Fight Terror, Build Democracy,” U.S. Department of State Washington File, October 1, 2004.For example, a House panel received expert testimony indicating that Pakistan’s worsening religious freedom situation is “part of the larger problem of the suppression of democratic freedoms” there (“House International Relations Subcommittee on International Terrorism, Nonproliferation and Human Rights Holds Hearing on State Department Reporton International Religious Freedom,” FDCH Transcripts, February 10, 2004) Devolution of Power to Bring Revolution, Business Recorder, 19 th December 2000. Human Rights Watch, “Pakistan: Entire Election Process ‘Deeply Flawed,’” October 9, 2002; SumitGanguly, “The Slide Continues,” Foreign Affairs, April 2003 Jamali: Musharraf Elected President for Five Years, Pakistan Press International, April 18, 2003 Jaspal.Nawaz,Zafar, “ National Security Council: Implications For Pakistan’s PoliticalSystem. http://ipripak.org/articles/newspapers/nationalsecurity.shtml Local Government Plan 2002. www.nrb.gov.pk Local Government Plan, Section 28, 138-140 Matthew Pennington, “Pakistan Gives Opposition Tough Time,” Associated Press, May10, 2004 Mazhar Abbas, “MMA’s Anti-Musharraf Campaign a Damp Squib?” FridayTimes(Lahore), January 7, 2005 Musharraf Urged Not to Quit Army, BBC News, April 9, 2004; Ashraf Mumtaz,“Shujaat Wants Musharraf to Stay in Uniform,” Dawn (Karachi), September 6, 2004; “Key Pakistani Province Urges Musharraf Not to Quit as Army Chief,” Agence France Press,September 13, 2004; “Army Post for President Key to Stability: Aziz,” Dawn (Karachi),September 17, 2004. On Musharraf’s insecurity, see Simon Cameron-Moore, “Pakistan’sMusharraf Keeps Khaki and Grip on Power,” Reuters News, September 9, 2004 M.B. Naqvi, “Why the Opposition Stays Divided,” News (Karachi), January 12, 2005 NajamSethi, “His Majesty’s Loyal Opposition?”Friday Times (Lahore), May 28, 2004 NajamSethi, “Musharraf’s Pakistan 2004-05,” Friday Times (Lahore), December 31,2004; Ahmed Rashid, “Musharraf Getting Increasingly Isolated in Pakistan,” South Asia Tribune, December 21, 2004; “Musharraf’s Power Games,” Jane’s Intelligence Digest, January 7, 2005; Shafqat Mahmood, “Military Rulers and Popularity,” News (Karachi),February 4, 2005 Pakistan Deports Ex-PM’s Brother, BBC News, May 11, 2004; Sajjad ShafiqButt,“Lahore Under ‘Police Siege’ Before Shabaz Arrival ,” News (Karachi), May 11, 2004;“Pakistan’s Military Shows No Intention of Letting Slip Its Grip on Power,” Agency France Press, May 12, 2004 Pervez Musharraf, “A Plea for Enlightened Moderation,” Washington Post, June 1, 2004;“Text of Newly-Elected Pakistani Prime Minister’s Address to Parliament,” BBC Monitoring South Asia, August 27, 2004 Richard Boucher, “Daily Press Briefing,” U.S. Department of State Washington File, October 14, 2004; Richard Boucher, State Department Noon Briefing, September 16, 2004 Rizvi, Muddassir, Opposition Builds Up Against Devolution Plan, Asia Times, 13th April 2000. State Department Spokesman Philip Reeker, “Musharraf’s Constitutional ChangesConcern U.S.,” U.S. Department of State Washington File, August 22, 2002 The Constitution of the Islamic Republic of Pakistan track.unodc.org/.../Pakistan/.../Pakistan%20The%20Constitution%20of%...‎ The Speech of the Chief Executive of Pakistan, General Pervez Musharraf, delivered on17 October, 1999 http://presidentmusharraf.wordpress.com/2007/07/10/address-nation-7-point-agenda/ The 9/11 Commission Report, available at [http://www. gpoaccess.gov/911] Transcript: Hearing of the Subcommittee on Asia and the Pacific of the House International Relations Committee,” Federal News Service, March 20, 2003 Zaffar Abbas, “Analysis: Musharraf Sidelines Parliament,” BBC News, August 21, \ 2002.A well-received and more clearly progressive change was the reservation of 60 assembly seats for women and non-Muslims

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Available online at http://www.iasir.net

Advanced Information and Communication Technologies in Education of Children with Special Needs. 1

Dr. Sita Ram Pal , 2Sarita Assistant Professor Department of Special Education Dr.Babasaheb Ambedkar Open University Ahmedabad-380060 2 Speech Therapist Baraulia Pratapgarh, Uttar Pradesh-230129 1

Abstract: This paper is designed to know the roles of information and communication technology in general education as well as in special education. In modern era the information technology become as necessity of all children with students. Even though information technology is not a new concept which has been used by the professional, paraprofessionals and teachers in different curricular and co curricular activities since few decades. Very less importance is given in developing countries specially in remote areas to teach children with special needs due to lack of awareness and resources about the information technology, on the other hands most of the developed countries are properly using Information and communication technology on the gross root level. In this connection, information and communication technologies (ICTs) have become the most suitable tool, which can help people with different learning demands exercise their right to education, employment, social life and leisure, and access to information and democratic channels. The use of new technologies in the sphere of education must enhance independence, integration, and equal opportunities for all people. It also suggests about few practices in education and rehabilitation in various setup that can successfully meet the need of children with special needs. Information and Communication Technology can be fully utilized only with the positive cooperation of parents, caregivers, teachers and administrators in education and research. Key words: Digital inclusion, Information Age, Information Society, Communication Technology and Children with Special Needs.

I. Basic Concept Building of a civil society requires an increased access to knowledge and education. The right to education is an essential human need and a basic human right, which is crucial to human development. Furthermore, the major social problems of individual countries and the world as a whole cannot be solved without high-grade level of education. In accordance with Universal Declaration of Human Rights, education is seen as a pre-requisite of facilitating democracy, and a means of promoting peace and respect for human rights and fundamental freedoms. The inclusion of students who have experienced barriers to learning in mainstream education has become a part of a global movement for human rights. Implementation of the inclusion principle encourages policy and decisionmakers to look at the barriers in education systems. ICTs offer a great potential to support lifelong learning for all groups of students, including those who have special educational needs. The application of ICTs must enhance independence, integration, and equal opportunities for such people and in this way will facilitate their inclusion in society as valued, respected, and contributing members. The UN Convention on the Rights of the Child (1989), the UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993), and the Salamanca Statement (UNESCO, 1994), together, these documents recognize the human right of all learners to education being inclusive. One hundred and ninety three countries signed the Convention on the Rights of the Child, with Somalia being the latest in May 2002.The Salamanca Statement on special educational needs (1994) called on governments to adopt the principle of inclusive education for all summarizing the aims and aspirations of the international community. Booth (2002) state that policies on inclusion should not be restricted to the education of people thought to have special needs.

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    

II. Objectives To understand main alterations of the educational system in Information age. To identify various barriers that children with special needs face. To acquire knowledge regarding main SNE approaches at the present stage of society development. To understand the particular role of ICTs in Education of children with special needs. To know the benefits of using ICTs to satisfy the needs of children with different disabilities.

Changes in the Educational System in Information Age: The current period of social development is characterized by the mounting role of information and knowledge which are becoming the main factors of the progress and prosperity of society. It changes our society bringing a new cultural environment where information is present in every field. Recent 20 years have brought some remarkable innovations in the delivery of education. The table below illustrates some changes brought about by the new vision of learning and the educative role of ICTs Progress of educational system impacted by ICT application. Variable

Traditional model

Emerging model

Teacher role

Expert Recalls facts Sage on the stage Focused on the teacher

Collaborator Resource person Guide on the side Focused on the student Demonstrate growth and personal abilities

Assessment

Demonstrate full competence Acquisition, accumulation, or reproduction of data Based on test

Instructional paradigm

Content-oriented Teacher-oriented

Processes-oriented Student-oriented

Grouping

Homogeneous

Heterogeneous

Student activity

Personal work

Group work

Learning Criterion for success Type of knowledge

Construction or mental representation of meanings Based on the student’s performance of real tasks

Changes in the learning process caused by Information Age: From teacher-centered instruction to student-centered learning: The educational paradigm has gone from the ‘instructional’ paradigm that emphasized the roles of education and a teacher, to the ‘personal’ paradigm focused on the learning itself and the student who learns. Now the important thing is that the student learns, and all elements of the educative system are subordinated to this process of learning, including the teacher and education itself. The roles of a teacher and a student are interchangeable. Teachers become the facilitators of learning and are no more the sole authoritative source. From content-based classes to process-oriented lessons: There has been a conceptual change that does not interpret the learning as acquisition, accumulation, or reproduction of informative data, but as construction of mental representations of meanings. This conception of education uses suitable strategies to relate, combine, and transform the knowledge. Toward a more collaborative learning: Children often learn better from other children. Small groups provide for dynamic interchange of dialogue, generation of ideas, formulation and experimentation with opinions as well as interpretation of data. In this way we promote cooperative learning. Students learn through collaboration with peers and experts. Students are now grouped heterogeneously so that each can contribute to the completion of a task collaboratively, exactly as in the real world. Each student contributes with his/her abilities, an excellent model to include students with SEN into the group. Equal Opportunities for All through digital inclusion: Information has become a social necessity and a fundamental aspect of human rights, and we cannot allow any group to be excluded from it. Therefore, we have to find ways to integrate these people into the current information and technological space. We have just started to explore and put into practice the potential of ICTs to support independent living and learning by persons with special needs. Identification of Barriers to Learning for Students with Special Need: Barriers to learning refer to a situation in which certain functional limitations caused by different impairments become a significant obstacle to educational progress. The differences in the levels of technology resources available to families and communities have been referred to as a “digital divide” -limited access to the networks and

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facilities society offers for the majority of people, while those, who are excluded, have no access to them at all (Spicker, 1998).To prevent social exclusion we must clearly understand the role of ICT s in education for people with special needs. III. The Role of ICTs in Students with Special Need The educational needs of people with disabilities are vastly diverse. In this context, ICT application is very important as it plays an essential role in providing high quality education for students with disabilities. ICTs have been introduced into the teaching-learning process in order to improve quality. In this way it is possible to meet the specific learning needs of different learner groups, including students with disabilities. Though specific applications of ICTs are extremely diverse and varied, they may be grouped into the following main categories. ICTs for Compensation Uses: That is the use of new technologies as a technical assistance that allows students with special needs to take active part in the process of interaction and communication. From this point of view ICTs develop the students’ ability to control their environment, make choices about their experiences and support problem-solving, give access to information, thereby enhance communication with others both in the immediate environment and around the world. In other words, technology can recoup or substitute the lack of natural functions. ICTs for Didactic Uses: ICTs used as a learning tool have prompted a new dimension of education and launched the transformation of the educational approaches. ICT application brings a variety of new teaching and assessment strategies for students with different educational needs. In order to enhance personal development, educational initiatives within the inclusive curriculum must aim at meeting unique needs, differences, and abilities of an individual. Hence they must be fully supported to achieve these goals at an appropriate pace. Information technologies, thereupon, will become a valuable resource for inclusion. ICTs for Communication Uses: Technologies can mediate communication with people having disabilities (often referred to as Alternative and Augmentative Communication -AAC). Assistive devices and software to meet the needs of students with definite communication difficulties are specific to every disability Furthermore, where teachers are in short supply (as in special education) distance teaching methods can help provide special services between geographically dispersed students and teachers. Supporting Special Education through ICT Implementation: Inclusive education presents an opportunity for students with special needs to attend mainstream classrooms with their age-group peers. To realize this we need to provide for the relevant conditions of overcoming the barriers to the learning process. Particularly speaking, these conditions are attained via the facilitation of ICT infrastructure for SNE, integration of ICTs into SNE curriculum and training of ICT specialists in SNE. Promoting ICT infrastructure for SNE is necessary in order to provide for the appropriate conditions of teaching and learning in the SNE context. The conditions in every type of inclusive educational area cannot be successfully created without the appropriate ICT tools applied. Assistive tools must be used to allow students with SEN to participate in the educational process based on special techniques and equipment. The main arrangements for successful inclusion of students with SEN: The key ways in which ICTs can support educational opportunities for people with SEN are as follows:  Identifying the preliminary level of personal development (experiences and skills), that is to say the starting point of a student.  Assisting in personal development by shaping new skills or updating existing ones.  Improving the access to information.  Overcoming geographical or social isolation via communication support and networks.  Improving the image/perception of an area by enhancing motivation and awareness regarding the ICT benefits in SNE. Benefits of ICT Use in Education for People with Special Need: According to the research of British Educational Communications and Technology Agency (BECTA, 2003), ICT usage in schools to support students with SEN can enable learners to communicate, participate in lessons, and learn more effectively. Learning-impaired students may have problems with oral expression, listening, written expression, basic reading skills or comprehension, and maths. Moreover, this situation provokes complications in general schooling, e.g. acquisition and memorization, autonomous understanding of complex texts, problem solving. According to the recent scientific publications (Kaufman et al., 2001; Silver & Hagin, 2002), such difficulties stay on throughout life, though some improvement or recovery may happen over time. For this reason, to support education and rehabilitation some tricks to overcome them as well as some AT tools to avoid them are handy. The computer can effectively alleviate and help the schooling of these students and become their AT tool for learning.

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AAC can enhance the development of expressive and receptive language, may reduce frustration, and increase personal empowerment (Grassman, 2002), as it provides the person with a means of communication. Consequently, social interactions improve individual learning and emotional development. The literature demonstrates that the use of an AAC system also increases an individual’s self-confidence and self-esteem. There are several AT approaches to provide oral communication assistance to people with a hearing impairment. One approach grounds on a feedback, either visual or tactile, that represents the person’s speech patterns to typical speech. Regarding the tactile feedback, two types of haptic devices could be applied – systems for vector force feedback and devices that convey distributed sensations. The work of such tools is based on the skin sensation of human organism. Another approach provides alternatives to oral communication, such as visual displays (subtitles) read by the listener, or translation in the national sign language. Students with visual impairment may need additional help with special equipment and modification in the regular curriculum students with low vision or those who are legally blind may need help in using their residual vision more efficiently and in working with special aids and materials. Keyboard shortcuts usages instead of menu selections make a lot of computer activities faster and more comfortable for blind students; it is also useful to associate auditory cues with certain keys. A Braille printer is bulky and noisy but needed for a young student learning to write to get the printed version of the screen text immediately. Later on it may be easier to connect the computer to a printer located outside the classroom. A large screen is always necessary for a student with low vision. The screen should also be of high quality with emissions as low as possible, that it can be safely explored at a very close distance. A high resolution screen is preferable, since it helps enlarge objects on the screen. The user is involved in finding the most fitting combination of colours, fonts, and dimensions for his/her residual vision. The screen desktop must be simple and well-organized without decorative but uniform backgrounds instead. The shape of the mouse pointer is crucial, as to its dimension, colour, borders, tail, contrast with the background; some pointers can be found in the Windows system, however free software also exists (downloadable from the Internet) giving a wider choice of mouse pointers. Most solutions to the troubles experienced by people with physical impairments can be found as low-tech solutions in a very simple way. Altering the type of handle on many instruments for recreation and learning we can make them accessible, e.g. cameras with modified shutter releases, modified grips on scissors, modified grasping cuffs for racquets or paddles. A person with limited strength of manipulation can fly a kite by adding special hand cuffs to hold the string.28 In addition; some commercial educational tools can be used as AT (i.e. wooden letters, enlarged calculators, etc.) Various kinds of switches are available that can be connected with toys through a battery adapter and a ‘latch and timer’ switch. The more complex a toy is, the more complex the activity can be accomplished. Software systems based on an interface to create multimedia activities are also available to control electric toys at a distance. Low-tech approaches to the problem of writing include modified grippers that are attached to the hand and clamped to the pen, enlarged pens to make them easier to grasp, and weighted pens that help reduce tremor. Furthermore, clips and magnets can be used to stick the paper to the desk. New technologies can provide the means to explore new forms of learning that break the traditional hierarchies of educational systems and develop genuine alternatives to rigid, passive approaches to learning of people with SEN. However, these technologies can turn up as obstacles to education if they are applied without a commitment to the principles of equality, participation, and responsibility. Use of voice communication aids encourages parents and carers to have higher expectations of children’s sociability and potential level of participation (Worth, 2001). Recommendation: Inclusive education is not about placing students in mainstream classes to save money, it is about optimizing learning environments by providing opportunities for all learners to be successful. It is also about providing a range of resources such as teaching materials, equipment, additional personnel and differentiated approaches to teaching. UNESCO indicated that in countries where resources are scarce, some cost-effective measures have been identified. These include:  Utilizing a trainer-of-trainer model for professional development.  Linking university students in pre-service training institutions with schools.  Converting special needs schools into resource centres to provide expertise and support to clusters of mainstream schools.  Building capacity of parents and linking with community resources.  Utilizing students themselves in peer programmes. The World Bank study also highlighted the issue of increased achievement and performance for all learners, not just those with additional and special needs. Over the time, this increase in performance and achievement allows all students, including those with disabilities or special needs, to become productive and successful citizens, potentially reducing the cost to services in the future.

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IV. Conclusion The current period of educational system development is characterized by the increasing role of ICTs which have become an important new component of the curriculum, adding a valuable set of new resources and didactical tools suitable to support the learning process. Speedy development of the Information Age brings people with special needs a danger of losing their most basic rights, caused by new threatening barriers. In order to exploit the whole potential of the ICTs to provide for the equality, it is necessary to understand the barriers to learning faced by those who are seen to have SEN. Barriers to learning prevent students from getting sufficient level of knowledge as well as from giving a teacher a true evaluation of the students’ competence. Though the applications of ICTs in education of people with special needs are extremely diverse, there are three main areas for their use – compensation uses, didactic uses, communication uses. In order to implement inclusion in education there is a need to create appropriate conditions for students with SEN. The achievement of conditions for successful inclusion in all areas of education can be realized by means of providing for appropriate technological infrastructure, modification of the curriculum, and training of new specialists in special education, capable to use ICTs. Information and Communication Technology plays a fundamental role in including students with some impairments and giving them the real opportunity to participate and to learn. The primary purpose of Information and Communication Technology for students with physical impairments is to let them write and communicate. It is achieved with a wide range of input devices, pointing devices, and software to support writing, reading, drawing, and studying. To respond to the needs of students with visual impairments, we offer them non-visual forms of communication, using the auditory or tactile senses. At the same time we should take into account the specifics of visual perception for persons with low vision: visual acuity (target size), visual range (field size), visual tracking (following a target), and visual scanning (finding a specific visual target in the field of several targets).There are several Information and Communication Technology approaches to assist persons with hearing impairments in oral co immunization. One approach is to provide feedback, either visually or tactually, that represents and relates the person’s speech patterns to typical speech. A second approach is to provide alternatives to oral communication, such as visual displays, being read by the listener. Various Information and Communication Technology solutions are created to meet the educational needs of students with language and speech impairments. An Alternative and Augmentative Communication methodology is based on a communication rather than verbal code. Alphabetic devices support the user’s communication through the alphabet letters, symbolic devices are based on a symbolic or graphical code. Software products also exist which help create one’s own communication board on the computer screen by means of a symbolic or alphabetic code. The computer can be a good starting point to motivate the students with cognitive impairments to learn; it can support the learning process, acquisition of basic abilities, increased motivation and self-esteem. Various Information and Communication Technology solutions can be found to overcome slowness and inaccuracy of the eye-hand coordination, difficulties in stimuli elaboration, memory, and/or motion. Alternative access dev ices or access options can be adopted. There are some Information and Communication Technology tools to support learning skills (reading, writing, calculating, etc.) and other school activities for students with specific learning impairments. These students need assistance not only in learning but in organizing their material and computer related activities. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11]

Both (2002). Special Schools, Inclusion and the World Wide Web: the Emerging Research Agenda. British Journal of Educational Technology (BJET), 32 (3), pp. 331-342. BECTA (2003). Bridging the Communication Gap for Pupils with Profound and Multiple Learning Difficulties. British Journal of Special Education, 24 (1), pp. 21-26 Grassman (2002) Characteristics of Children Referred to a Child Developmental Centre for Evaluation of Speech, Language and Communication Disorder 15: 305-311. Kaufman et. Al. (2001). Special Needs Education: European Perspectives. Proceedings of the International Conference. Organized by The European Agency for Development in Special Needs Education, Brussels 25–26 Silver & Hagin, (2002). Disorders of Learning in Childhood. London: John Wiley & Sons Ltd. Spicker (1998). Assistive Technology Specialists: Bringing Knowledge of Assistive Technology to School Districts. Remedial and Special Education, 24(3), 141-153 Somalia (2002). Impact of Computer Augmented Communication on the Daily Lives of Speech-Impaired Children. Part II. Services to Support Computer Augmented Communication. Technology & Disability, 16 (3), 169-179. Worth (2001). A Human Rights Contribution to Defining Quality Education. Background paper for EFA Global Monitoring Report 2005. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. World Conference on Special Needs Education: Access and Quality. Salamanca, Spain, 7-10 June 1994. United Nations, Spain. MC Garr Nancy et.al (1989). The spoken language of teachers and pupils in the education of hearing-impaired children. Volta Review, 88, 5–19. Bax (1981) "Arual Rehabilitation for people with disabilities". Third edition, university of cincinnati medical centro, Cbcubbatum Ohio U.S.A. pp 222,227,274

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[12] [13]

Barbara R. Schirmer Albert L. Ingram (1970) “the efficacy of an instructional strategy for fostering writing development among students who are deaf. Journal of deaf studies and deaf education vol. 16 (4), pp. 13 – 18 Curtiss prutting and Lowell(1979), Hearing in children, 4th edition, Lippincott Williams Wilkins 530 walnut street, Philadelphia Pennsylvania 19106-3621 U.S.A. Page-11,305,226,239,260.

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A COMPARATIVE ANALYSIS OF THE EDITORIALS OF ‘THE NATION’ AND ‘THE NEWS’ THE CASE STUDY OF PAK-AFGHAN RELATION ISSUES 2008-2010 Dr. Abdul Wajid Khan1, Dr. Arshad Ali2, Malik Adnan3, Bilal Nawaz4 1 Assistant Professor, Department of Media Studies, The Islamia University of Bahawalpur, Pakistan. 2 Assistant Professor, Center for Media and Communication Studies, University of Gujrat, Pakistan. 3 Lecturer (Communication Studies), Directorate of Distance Education, Bahauddin Zakariya University Multan, Pakistan. 4 Ph.D. Fellow, Department of Media Studies, The Islamia University of Bahawalpur, Pakistan. Abstract: The study aims at investigating as how Pak-Afghan relation issues is being represented and portrayed in two leading national newspapers. Two elite newspapers The Nation and The News have been selected for research. This study is comparative analysis in nature and analysed the editorials of both newspapers published from 2008 to 2010. This research study has employed a combination of the quantitative and qualitative techniques of content analysis to analyse the contents. Keywords: Pakistan, Afghan, Relations, Tension, Normalization and Terrorism I. INTRODUCTION It has become vital for the residents of the planet to reduce conflict and enlarge cooperation. The work of media in influencing associations of the countries has implied supreme value. Pakistan-Afghanistan dealings hold means to silence and solidity in South Asia. The current entire political scenario has once again highlighted the situation of South Asia. The researcher intends at exploring as to what kind of correlation exists, between overseas policies and the policies of the newspapers. The newspaper at the moment plays an extremely important job in human dealings. Our trust on mass media becomes better if we wish to be common with other nation without growing extensive distances. This study seeks to analyze that how ‘The Nation’ and ‘The News’ take care of Pak-Afghan relation issues. Pakistan tried its best to begin friendly ties with its neighbor. Mr. Jinnah considered the NWFP referendum assumed: “We have all target and wish to comprise most gracious relationships with the Government of Afghanistan our instant neighbor”. The world leaders have also attempted to resolve clashes between the two nation states. President Jamal Abdul Naseer of Egypt in 1955 presented to get rapprochement connecting the two kingdoms which Pakistan received. But, sadly, more often than not, Pakistani headship was forced to look dissatisfaction. Subsequent to Soviet incursion inside Afghanistan, Pakistan supported absolute substantial and ambassadorial to Afghan nation and Mujahideen. Pakistan not only provided accommodation over three million migrants on its soil, but also provided all sorts of services to the Mujahideen till the battle was finished. Pakistan determined to grant the U.S. military assist and also to help out the Afghan Mujahideen to struggle next to the communalist. Afghan Mujahideen exercised to acquire intercontinental military aid all the way through Pakistan. All time a declaration be presented in the UNO demanding the exclusion of foreign troops from Afghanistan. Pakistan was the subsidize state and criticized in international society due to the appreciation of Taliban, the sovereign of Afghanistan. Pakistan was one of the three countries which sustain political relations with Taliban government from 1996 to 2001. The episode of 9/11 was a gigantic blow for the Americans, the same as they didn’t trance it. Terrorist’s hits resting on towers in the United States on 11th September 2001 generated transfigure in the globe politics. The flood of clemency for American appeared all the way through the globe. At the time of sadness Pakistan also uttered their full consideration for the citizens and administration of the United States of America. When USA properly to hold responsible Osama-Bin-Laden and management of Taliban in Afghanistan for occurrence of 9/11 and said Pakistan for prop up, Pakistan turnaround to its strategy towards Afghanistan . On 23.10.2001, live talk the CNN correspondent Larry King, General Musharraf on the subject of Afghan strategy whispered, “even though, it was an easier said than done choice, however we took the right conclusion. After the 11th September, the drastically changed environment has the requirement for setting the line in

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conformity with the dry land experience”. Pakistan connected the alliance forces in the war against terrorism. At moment in time mass of the people of Pakistan were beside that decision. Holy leaders were main problem. A severe problem for two nation states is Talibaan intercession from the Pakistan side. Talibaan lobby group that started off Afghanistan currently pressures bot the federations. Talibaan in the boundary area share familiar ideology, cultural oaths. Sadly, efforts to direct approach against the Taliban and get rid of this risk have borne little result caused by distrust and conflicting perceptions. But now for teamwork Pakistan and Afghanistan have arrived at a sympathetic on the wide constraints of Afghan export to Pakistan and India and the use of Afghan land for Pakistan’s exports to the Central Asian cotries. This is a foremost accomplishment as Pakistan had dreamed of right to using mid Asia since the fall down of the Soviet Union, which gives way new states and as a result presented new marketplace which, like Afghanistan, are non-coastal and have vast fiscal and trade prospective. If Pakistan is doing well in drumming the Central Asian bazaars it can become a main trade walkway through the Karachi and Gwadar seaports. In such a spirited situation, enhanced transit armed forces and developed communications will give a perimeter to Pakistan. Afghanistan desires the sustain and support of the bordering states for its socio political and monetary restoration. Pakistan lives in a calculated location as much as Afghanistan is worried. The US executives also emphasized the consequence of satisfying Pak-Afghan relations. Their major apprehension was that any damage in the Afghanistan-Pakistan relations was vault to damagingly affect their pains to have terrorism in the region. Pakistan has emotionally involved the international community in it’s decide to help Afghanistan to conquer its conjugal political problems. This study contract with the Pak-Afghan relationships issues, during 2008-2010 and this is vital feature of the study. Altschull (1984) defines, “Elite media as non-subjective, self-directed, obligated, relishing huge public exposure”. The News, The Nation is the English News Papers in Pakistan, which fall in this category. The choice of these newspapers is as a result of both the dailies are having vast distribution and esteem significant function in preparation of civic persuasion on political entity and worldwide matters. Both the newspapers appeared on a regular basis during the period 2008-2010. “The News” leading newspapers in Pakistan, Mr. Shakil-ur-Rehman its editor in chief. The News serves up a metropolitan & cream of the crop audience. Policy makers, officials and community do not miscue its editorials. ‘The Nation’ is one of the foremost national dailies .The Nation is a connected publication of Nawa-i-Waqat, which is recognized to be intensely linked with Pakistan and its beliefs. It’s a creation of Hamid Nizami. Now a days, Dr. Shireen Mazari its editor. The Nation sustains its democratic, and pro-Pakistani as set by its founder, Hamid Nizami.Its editorials are documented as the most influential in the state. The investigator will observe that, the public press prop up authorities policy or hold free posture as, reported to McQuail (1987) “Media of a state is profoundly connected with the outside concerns and favors the international policy of administrative division in which it run through times of situation or action”. For the rationale of this study the researcher has found that the, “Theory of Framing “extremely helpful. II. METHODOLOGY The investigation query would inspect that how “The News” and “The Nation” response on issues indebate. The research study would counter the investigating questions. 1. How greatly treatment is specified on PakistanAfghanistan relationship issues by “The Nation” after March, 2008 to March, 2010? 2. How greatly treatment is specified on Pakistan-Afghanistan relationship issues by “The News”after2008 March-2010 March? 3.What is sameness or variances between ‘The Nation’ and ‘The News’ in the editorial treatment on the topic in discourse? Hypothesis 1 ‘The News ‘cares Pak’s international line of reasoning on Pak–Afghan relations matter,by reason of its forwardlooking conceptualization. Hypothesis 2 ‘The Nation ‘goes up against Pakistan’s Government strategy on the issues under debate of Pak-Afghan relation as a result of its conformist frame of mind. Methodology The researcher occupied investigation design of content analysis (quantitative methods) to absorb the research questions and hypothesis. The Universe This scrutiny reasoned the editorials of ‘The Nation’, and ‘The News’, from March, 2008 to March, 2010 as the universe of the study. Sample Frame The editorials on the matter of Pak– Afghan relations issues during March, 2008 to March, 2010 are handpicked such as the representative of study. The entire hand-picked editorials are 137 in numbers, 88 editorials from The Nation and 49 editorials from The News.

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III. FINDINGS The researcher sized out the contents that were adjusted on the hand-picked editorials of newspapers on pak – afghan relation issues, before this research tidied up the issues. Three issues are Tension, Normalization and Transit Trade. Comparative coverage of editorials of “The Nation and The News” Comparative Topical coverage of the ‘The Nation’ and ‘The News’ on the issues of Tension, Normalization and Transit Trade. Newspapers

No of Editorials

The News

The Nation

Total

137

Tension 25

Normalization 20

Transit Trade 4

51.02%

40.81%

8.16%

44.31%

45.45%

10.22%

46.71%

43.79%

9.48%

This table illustrates that coverage of editorials of ‘The Nation’ and ‘The News’ on the issues, tension, normalization and transit trade. Total number of 137 editorials published by both the papers. Out of them 64 editorials (46.71%) published on issue tension, 60 editorials (43.79%) on issue normalization and 13 editorials 9.48% appeared on the issue transit trade. ‘The News’ gave 51.02% coverage to issue of tension, 40.81% to issue of normalization and 8.16% to the issue of transit trade. While ‘The Nation’ wrote 44.31% on tension 45.45% on normalization and 10.22% on transit trade. This table reflects that overall the issue of tension was more discussed by ‘The News’ while ‘The Nation’ discussed both tension and normalization in the period under review. 100 80 60 40 20 0

The News No. of Editorials

The Nation Tension

Issue (A) Tension. Newspapers

No of Editorials

Favourable

Unfavourable

Neutral

The News

16%

56%

28%

The Nation

12.82%

66.66%

20.51%

‘The News’ Printed 25 editorials and 39 from ‘The Nation’ on pak afghan relation subject, Tension. The table mirrors that generally material of ‘The News’, ‘The Nation’ on pak - afghan relations issue, Tension are against the stand of Pak government’s policy. 70

No. of Editorials

60 50 40 30 20 10 0 The News

The Nation

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Issue (B) Normalization Newspapers The News

No of Editorials 20

The Nation

Favourable 35% 30%

Unfavourable 25%

Neutral 40%

37.5%

32.5%

This indicates ‘The News’ printed 20 editorials, 40 from ‘The Nation’ on the subject of normalization. ‘The News’ appeared in unbiased attitude, even though ‘The Nation’ opposed the pak government. Normalization 40 35 30 25 20 15 10 5 0 The News

The Nation

No. of Editorials Issue (C) Transit Trade Newspapers

No of Editorials

Favourable

Unfavourable

Neutral

The News

25%

50%

25%

The Nation

22.22%

55.55%

It reports ‘The News’ is opposite on transit trade, despite the fact that ‘The Nation’ is in unbiased attitude of Pak’s policy. Transit Trade 60

No. of Editorials

50 40 30 20 10 0 The News

The Nation

IV. CONCLUSION Pakistan – Afghanistan associations hold explanation to quietness in South Asia. Since the media being an important institution of the planet’ plays a great character in progress of a nation’s foreign strategy. The researcher tried to search the affiliation occurred between Pakistan and Afghanistan in ‘The Nation’ and ‘The News’. The research wanted to know, the newspapers prolong the program of government on the matters or not? After enquiry the ripostes of research enquiries were struggled to uncover as; QNo. 1. Over-all 88 editorials are originated in print in “The Nation” through the age under analysis. The Nation covered the topics of tension as, its 12.82% matters are in favor of Pak government plan, 66.66% are critical, 20.51% are middle-of-the-road. ‘The Nation’ saw the subject of normalization as, 30% matters are favourable, 37.5% harsh, 32.5% matters are natural. ‘The Nation ‘presented the attention on transit trade as, 55.55% matters are middle-of-the-road, 22.22% matters are favorable and unfavorable. Thus it mirrors that on topics of tension, normalization ‘The Nation’ opposed Pak government policy in harsh manner, while on issue, transit trade ‘The Nation’ rests unbiased. Question No. 02. An overall number of 49 editorials published in “The News” in the age under analysis. The News covered the matters of transit trade, normalization, tensions; ‘The News’ contributed the coverage on the matter tension as, his 16% contents are in the favor of Pak’s management policy, 56% are unfavorable and 28%

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middle-of-the-road. The News covered the subject normalization as, his 35% editorials are positive 25% unfavorable and 40% matter unbiased. ‘The News ‘provided the attention of transit trade as, his 50% editorials are in contradiction of the Paki’s management position and 25% matter is positive and unbiased. Thus, this explains that on issues of transit trade and tension ‘The News’ is contrasting Pakistan’s government strategy whereas on the subject normalization ‘The News’ remains middle-of-the-road. Question No.03.Similarities and differences in both papers on the coverage of Pakistan-Afghanistan relationship matter are appended as; Tension, 56% editorials printed in “The News” are harsh whereas 66% contents of “The Nation” are opposed to topic of tension. Normalization, 25% contents of “The News”, 37.5% contents of “The Nation” is originated unfavorable. Both the papers favored the government position in 30% and 35%contents. Transit Trade, both the newspapers gave similar prominence on the subject transit trade and offered little bit favour to the subject. We may dispose of that the first hypothesis, ‘The News’ cares Pak’s international line of reasoning on Pak– Afghan relations matter, by reason of its forward-looking conceptualization. As my research revealed that on the matters of transit trade and tension ‘The News’ conflicting Pakistan government strategy whereas on the subject normalization ‘The News’ remnants unbiased to Pakistan’s course of action. As a result my 1st hypothesis positions partially rejected. The second hypothesis ‘The Nation’ goes up against Pakistan’s Government strategy on the issues under debate of Pak-Afghan relation as a result of its conformist frame of mind. The research exposed that ‘The Nation’ opposed Pakistani government strategy on normalization and tension. However on the matter transit trade ‘The Nation’ had balance tone to Pakistan’s management strategy. Thus the 2nd hypothesis is validated. The subsequent themes appeared as evolving concerns in both the newspaper’s perspective. Things are edgy in Pakistan today, and it is harmless to state that Afghanistan/Pakistan relationship is likewise under inflection. Pakistanis wish their authorities to hash out with Al Qaeda instead of combat. People have faith in that America is utmost accountable on behalf of the aggression that is increasing in Pakistan today. By what method fixed, we acquire to this? In what way the population of this land - a state that has wasted thousands of nationals to hostile terrorists, a state that saw one of its extraordinary leadership asleep by terrorists, and a land whose nationals are the head-on in the state of war on terror.? REFERENCES Ahmad,S.S. (1996). Foreign Policy of Pakistan: A Critical Study. Karachi,Pakistan: Comprehensive Book Service. Altschul, Herbert J. (1984). Agents of Power: The Role of the News Media in Human Affairs. New York: Longman Publications. Burke, S.M. (1973). Pakistan’s Foreign Policy: An Historical Analysis, London: Oxford University Press. Entman, Robert M. (1993). Framing: Toward Clarification of a Fractured Paradigm, Journal of Communication 43(4). Factfile, (2003). Pak-Afghan Relations, from http://ipripak.org/ factfiles/ ff44.pdf, retrieved on Dec 11, 2010. Foreign Office’s Year Book. (2001). Ministry of Foreign Affairs, Islamabad. Gitlin, T. (1980). The whole world is watching: Mass Media in the making and unmaking of the New Left. Berkeley, Los Angeles and London: University of California Press. Hassan, M. (2001). Mass Media in Pakistan. 1st ed. Lahore, Aziz Publishers. Hilali, A.Z. (2005). U.S.-Pakistan Relationship: Soviet Invasion of Afghanistan, England: Ashgate Publishing Limited. Hussain, K. (2005). Pakistan’s Afghanistan Policy, from http://www.ccc.nps.navy.mil/research/theses/hussain05.pdf, retrieved on Dec. 22, 2010. Jillani, A. (1993). Pak-Afghan Relations, 1958-1988, edited by Ali, M. (n.d). Readings in Pakistan Foreign Policy 1971-1998, Karachi: Oxford University Press. Matinuddin, K. (2004). Post 9/11 Afghanistan. From http://www. southasianmedia.net/magazine/journal/post_ ninelleven.htm, retrieved on December 25,2010. Rais, R.B. (n.d) edited by Ahmar, M. (2009). Foreign Policy Making Process: A Case Study of Pakistan, Published by Department of International Relations., University of Karachi. Razvi M. (1971). The Frontiers of Pakistan: A Study of Frontier Problems in Pakistan’s Foreign Policy, Karachi: National Publishing House Ltd. Rizvi, H.A. (2004). The Foreign Policy of Pakistan: Kashmir, Afghanistan and Internal Security Threats (1947-2004).Edited by Musa Khan JalalzaiLahore, Pakistan: Ariana Publications. Sattar A. (2007). Pakistan’s Foreign Policy (1947-2005), A Concise History, Karachi: Oxford University Press. Wimmer, Roger D. & Dominick, Joseph R. (1991). Mass Media research an introduction. California: Wadsworth Publishing Company. Ziring L. (1990). Pakistan’s Foreign Policy: An Historical Analysis, Karachi: Oxford University Press.

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Coherence in ESL Students’ Persuasive Texts Anil Sehrawat Assistant Professor, Jaypee University of Information Technology, Waknagaht, Solan, Himachal Pradesh-173234, INDIA Abstract: Principled form of text organisation is one of the features that contribute to coherence. The present study examines the quantitative changes occur in the organisation of persuasive texts written by the cross-sectional groups of students learning English as a second language in the environment of their mother tongue. A reader-based approach is used to identify the various characteristics of the principled form of organisation. The analysis reflects that qualitative changes occur in the writing of students as they progress to higher grades. I. Introduction In last few decades researchers in psychology, linguistics, and applied linguistics have focused on the role of the reader in constructing the coherence of texts. Modern reading theories propose that text processing is an interaction between the reader and the text and that readers employ their knowledge of the world (content schemata) and knowledge of text structures (formal schemata) to make sense of a text (Carrell, 1988). Research in the area of artificial intelligence has demonstrated that we use conventional knowledge structures known as scripts, frames or schemas in organizing experience and knowledge (Dehn & Schank, 1982). These knowledge structures help readers anticipate upcoming textual information, thereby enabling them to reduce and organize the text into an understandable and coherent whole (Bamberg, 1983). Brown and Yule (1983) have also underlined the role of the reader in establishing coherence: “...what the textual record means is determined by our interpretation of what the producer intended it to mean.” Researchers in pragmatics and conversational analysis also maintain that coherence is at least partly based on the readers’ ability to make inferences from the texts, irrespective of the text structure itself (Garnham, 1985; Oakhill & Garnham, 1988). The readers’ attempts at inferences in the process of constructing textual coherence may be triggered by formal elements in the text (Britton & Gulgoz, 1991; Singer, 1990). Cognitive theory of discourse supports that coherence is a matter of interaction between the text and the reader’s knowledge base, another source of the non-linguistic nature of coherence is derived from an interactional theory of discourse. Therefore, coherence is based on the readers’ understanding of the writer’s intentions, the context of writing, and the relationship between the writer and the readers. Coherence is an essential element in written discourse; writing that lacks coherence will almost certainly fail to communicate its intended message to a reader. Many linguistic elements such as thematic unity; consistency or continuity of referents, temporality, locality and structure; the use of cataphora; and the use of a principled basis of organisation have been identified as being helpful to readers in achieving coherence (Bamberg, 1983; Gernsbacher, 1997; Givon, 1995; Lawe Davies, 1998; Van Dijk; 1977). If writers employ these features appropriately, it increases the possibility that readers will perceive the resulting text as coherent. Theoretical background of the study is present in the literature over last forty years. Initial works simply provide a description of the overall organisation of L2 (Second language learner) writers’ (Kaplan, 1966). Others have given more precise descriptions of discourse patterns (Kubota, 1998); use of assertions (Allison, 1995); markers of doubt and uncertainty (Hyland and Milton, 1997); qualitative description of repetition in the texts of L2 English writers (Bartelt, 1992; Reynolds, 1995). Shaw and Liu’s (1998) examined a group of features considered to reflect register, including some syntactic features. Ann Galloway (2002) examined the development of features of language used that contribute to coherence in students’ persuasive texts. Others focused on local coherence relations and their signalling (Sanders et al., 1992; Sanders, 1997; Knott & Sanders, 1998; Prasad et al., 2008); hierarchical structure and its complexity (Mann & Thompson, 1988, Stede, 2004; Wolf & Gibson, 2005; Webber, 2009). The literature in second language acquisition suggests that the empirical base of a majority of studies consists either of westerners studying a foreign language or foreigners studying in western countries, where the second language is the language of instruction and of the country concerned. In most cases, the latter situation applies to non-native speakers studying English in English-speaking countries, particularly in North America and Great Britain. The present study has, thus, placed the broad examination of textual organisation at the centre stage to look into the possible features that distinguish the representative samples of the data obtained from the crosssectional groups of students learning English as a second language in the environment of their mother tongue.

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This paper presents the results from the investigation of the developmental patterns in using one of the features that has been found to contribute to coherence- the use of a principled form of text organisation. II. Methodology The structured persuasive texts on the topic “The desirability of monitoring the use of computer for school going students/college going students” written by 400 school and college students were used for the analysis of features of text organisation. The study is motivated primarily to explore the idea of creativity as a marker of linguistic competence and to examine textual organisation in English as a second language. Therefore, the study aims to investigate the features of language used, contributing to the organisation of the text as a coherent material. The study has largely examined various characteristics of textual organisation such as logical, inferential, topical, sequential, etc. with regard to the developmental samples of the data in English texts written by the students of different developmental groups in the study. Such an inquiry also draws its rationale from the continued focus on language through literature. Subsequently, all the texts in the sample (n = 400) are analysed by using a readerbased approach to identify the development patterns in the use of each of the features. Each text was read by two people and they rated these texts coherent and non coherent. The texts that are rated coherent are examined to identify a variety of these characteristics of organisation patterns (logical, inferential, topical, sequential, etc. that needed to be present if the texts are to be perceived as coherent. III. Analysis The texts (letters) used for analysis have both external and internal forms. The external form of a letter consists of salutation, body and closure sections, while the internal form refers to the form of the body section of the letter, which is made up of three main sections: introduction that introduces the topic and generally gives the writer’s opinion on the topic under discussion; development that put forward the writer’s reasons for his or her position on the topic; and conclusion that is the opinion or the judgement of the writer on the topic. The organisation of the development section of the body of the letter is analysed to find out the form of organisation and to observe the developmental patterns in successive higher classes. Seven different organisational patterns logical, inferential, comments, problem-solution, topical, narrative and sequential are evident in the texts in this study, across the whole sample (n = 400). Logical, inferential, comment and problem-solution forms of organisation are the most commonly used and topical, narrative and sequential forms occur relatively very low in number in these data. The characteristics of the organisational patterns are discussed below with the help of some illustrations taken from the texts of sample: A. Logical Logical form is most common form of organisation occurred. In this form a logic marker is used to introduce reasons for the position being taken, for example: A software like cyberoam is very important for students at college as well as at school level because it stops students from not visiting or watching wrong sites which will distract the minds of students and will not enhance their knowledge in anyway. Most common logic marker used is the causal adverb because, and one or more additive connectives like and, as in above example, although other forms such as resultative and conditional adverbials, for example, so (that) and if (then) are also frequently used. B. Inferential Inferential is the next frequently occurring form of organisation characterised by the absence of overt marking of the semantic relationships between different sections of text, for example: Today students are exploring the world on computer through Internet. They access website and get information on the topic they want. But students some times distract from the actual target and start misusing computer and internet. Internet contains some non-useful content like prone material along with useful study material. [so] there must be a monitoring through software or anything else on the students’ use of computer. [So that] administration or parents can monitor the internet usage and webpage visited by students. Further, it can be used to block prone sites and web pages. When students involved in such activities they get distracted and loose motivation towards studies. [So] it’s the responsibility of administration to stop students. In the end I support monitoring systems like cyber roam to be used as internet manager so that we can direct our emerging energy in form of students to achieve development by 2020. C. Topical In topical form of organisation, key noun phrases or clauses, which occur first in the text introduction, are used at the front of successive units of the text to develop a new section of the argument, as in the following example: I strongly favour the supervision of students’ computer work. There are many reasons after this position. Firstly, the crimes happening through internet.... Secondly, supervision stops the student.... Thirdly, this helps in the positive use of computer…. The main solution and proper control is supervision. Without it the students may spoil their life.

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In these data, a topical form of organisation is frequently introduced with a short cataphoric statement such as for several reasons, for many reasons as in the example above. D. Sequential In sequential from of organisation enumeration is most commonly used in these texts but sequential organisation can be achieved linguistically in several forms. Dear Editor, I agree that there should be monitoring of students’ computer. Following are the reasons: 1. In this age students are unable to judge what is good or bad. So, to focus towards the goal …. 2. Many examples are there in when students have been implicated. 3. A lot of vulgar and porn website are spoiling the career of students. Other sequential forms that appear in these data included the use of sequential or additive connectives, usually preceded by a cataphoric statement such as here are some reasons, or as in the above example, following are the reasons. E. Problem-solution The problem-solution pattern is marked by the use of word that has connotations of a difficulty or problem and how it could be overcome, for example: Students use computers to communicate and to get study material and other necessary information. Problem No doubt computer has become essential part of our life today but also cannot deny the fact that crime through internet is increasing and easy accessibility to porn-material is causing threat to the social values. Solution The parents at home and teachers at school should monitor students’ use of computer. Moreover, access to undesirable sites should be restricted for students to use such sites. This problem should be handled in a way that it solves the problem without hurting feelings of students. In the above example, the problem section of the text is introduced by, but also cannot deny the fact that crime through internet is increasing and easy accessibility to porn-material is causing threat to the social values and then a solution proposed, the means of overcoming the difficulty presented the parents at home and teachers at school should monitor students’ use of computer. Moreover, access to undesirable sites should be restricted for students to use such sites. In some other texts, as in the above example, the outcomes or benefits the reader would have from the solution are also highlighted. F. Narrative In Narrative form of organization the encoder selectively deals with factual and/or conceptual phenomena in time. A narrative is the text type related to the cognitive process of perception in time. The text base of a narrative text can be reduced to the length and structural constituents of the simple (non-continuous) actionrecording sentence, for example: Today most of the students misuse internet. Students play on internet or remain busy on social networking sites continuously three or four hours and many a times more than that. They make friendships on internet which is only for time pass …. The text idiom of narrative texts is constituted by action-recording sentences (and their variants) in sequence. G. The Comment The encoder passes judgement by relating concepts of events, objects and ideas to his private systems of thought, values and beliefs in comment form of organisation, for example: I [strongly believe] that monitoring should be enforced on school students’ computer use and college students may be exempted from any such monitoring. I [feel] that such ‘restrictions’ will create in adults a sense of irresponsibility and misunderstanding. As far as school going students are concerned they may fall prey to vicious attractions due to negligence and inquisitiveness and in order to save them monitoring is required. Therefore, I [strongly recommend] monitoring mechanism in school but it is not required for college students. In the comment the neutral style of the argumentative text idiom is normally modified by the encoder’s choice of styles such as informal style, ironical style, appreciatory style, depreciatory style, and persuasive style. In these data logical, inferential and problem-solution patterns of organisation occur frequently and topical, sequential and narrative occur very low in number. Increasing diversification in the use of patterns of organisation, as students grew older or progress to higher classes is observed. Within each of these forms of organisation, changes in their use with increasing age are identified. Although forms of organisation other than logical were not so common until secondary school, yet all forms of organisation were present even in texts written by the youngest students. In table 1 the distribution of various forms of organisation is presented. Table 1: Frequency Distribution of Form of Organisation Form Problem Solution Inferential Comment Logical Topical

Text 33 94 90 124 20

%age 8.25 23.5 22.5 31.0 5.0

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8 17 14 400

Narrative Sequential Not Evident Total

2.0 4.25 3.5 100

140

Problem Solution

120

Inferential

100

Comment

Logical

Topical

Narrative

Sequential

Not Evident

Text

Figure 1: Frequency Distribution of Form of Organisation Table 1 and figure 1 reflects that of all the forms of organisation identified in these data, logical form is the most common, with 31% of all the texts in the sample using some form of logic marker as their organizing principle; 23.5% texts use inferential form, 22.5% texts use comment form, 8.25% texts use problem-solution form, 5% texts use topical form, 4.25% texts used sequential form, 2% texts use narrative form and in 3.5 % texts forms of organisation are not evident. In the next section the developmental patterns in forms of organisation as well as developmental patterns within different forms of organisation across all the classes are discussed. Table 2: Class-wise Frequency Distribution of Form of Organisation Form Problem Solution Inferential Comment Logical Topical Narrative Sequential Not Evident Total Texts (n)

VIII 1 9

X 2 22

XII 9 25

UG-I 4 7

UG-II 14 25

UG-III 3 6

Total 33 94

22 0 0

29 1 1

21 1 3

20 3 0

20 10 2

12 5 2

124 20 8

1 4 43

1 6 78

0 4 79

2 0 58

3 0 94

10 0 48

17 14 400

Problem Solution

Inferential

Comment

Logical

Topical Narrative

Sequential

0 VIII

XII

UG-I

UG-II

UG-III

Not Evident

Figure 2: Class-wise Frequency Distribution of Form of Organisation Table 2 and figure 2 reflects that of all the forms of organisation identified in these data, logical, comment and inferential forms are the most common occurring in the texts across the classes. Problem-solution, topical and sequential forms occurred more in the texts of senior students more. Narrative form of organization occurs rarely in this data. Table3: Developmental Patterns: Overview Class

VIII

XII

UG-I

UG-II

UG-III

Logical %

51.16

37.18

26.58

34.48

21.26

25.00

Others %

39.54

55.13

68.36

65.52

78.74

75.00

Not Evident

9.30

7.69

5.06

0.00

Total %

100

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80 70 60 50 40 30 20 10 0

Logical % Others % Not Evident

VIII

XII

UG-I

UG-II

UG-III

Figure 3: Developmental Patterns: Overview From table 3 and figure 3 we observe that at middle school level, logical form is the most common form of organisation, whereas other forms being used increasingly as students grew older, especially once they moved into secondary school, probably reflecting the influence of formal teaching. Therefore, the general trend of development is an increasing diversification in the use of patterns of organisation, as students grew older. Within each of these forms of organisation, changes in their use with increasing age are identified. Although forms of organisation other than logical were not so common until secondary school, yet all forms of organisation were present even in texts written by the youngest students. Table 3: Developmental Patterns: Detailed Class Problem Solution % Inferential % Comment % Logical % Topical % Narrative % Sequential % Not Evident %

VIII 2.33 20.93 13.96 51.16 0.00 0.00 2.33 9.30

X 2.56 28.21 20.51 37.18 1.28 1.28 1.28 7.69

XII 11.39 31.65 20.25 26.58 1.27 3.80 0.00 5.06

UG-I 6.90 12.06 37.93 34.48 5.17 0.00 3.44 0.00

UG-II 15.96 26.60 21.26 21.26 10.63 2.13 3.19 0.00

UG-III 6.25 12.50 20.83 25.00 10.41 4.16 20.83 0.00

Problem Solution %

Inferential %

Comment %

Logical % Topical %

Narrative %

Sequential %

0 VIII

XII

UG-I

UG-II

UG-III

Not Evident %

Figure 4 : Developmental Patterns: Detailed Another general developmental trend, noticed from the texts of the writers is the change in the way logic markers are used. In the texts of more mature writers, usually more complex patterns of organisation are employed rather than logic markers being the dominant organising principle. However, within these other forms of organisation, logic markers are also employed as the basis of organisation of sections of the text. Other linguistic means such as reason/cause are also used to express relations. The topical and narrative forms of organisation are used by very few students and that too of higher classes. In the texts, where organisational pattern is not evident the writers (students) simply fail to provide readers necessary information about the topic or to organize the details adequately. It can be argued that writers may have difficulties in focusing on topics and selecting a plan of organisation, or in creating a context for their readers, because they continue to struggle with the production of words and sentences. Fear of mistakes can halt flow of discourse and cripple a writer’s attempt to project and sustain plans. However, impromptu texts such as these should be regarded as first drafts, not as the best writing that students can produce. The better writers were able to take the reader’s perspective from the beginning and produced well-structured, coherent texts. This ability seems to be a consequence of both the writer’s skill and experience and the relative lack of difficulty in the writing task.

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IV. Conclusion This paper emphasized on the organisation of persuasive text of students learning English as a second language in the environment of their mother tongue. Quantitative changes are observed in the students’ texts as the mature and progress to higher classes. However, mature students have used more complex forms of organisation in their texts; also few junior students have used these forms. It shows that students have different levels of awareness about the different ways of organising information and readers’ needs. Findings of the study, though, lead us to conclude that the perception of global coherence in an expository text, that is, the extent to which the individual sentences of such a text help in developing its topic and local coherence, that is the relative frequency with which a sentence is an elaboration of the one that precedes it, improves with age, as students progress to higher classes (Kintsch and Van Dijk, 1978; Danner, 1976; Englert & Hiebert; 1984; Bamberg, 1984). The performance of the students on tasks that assess knowledge of global coherence in expository texts may begin to level off by approximately eighth grade (Garner et al., 1986), whereas the ability to produce globally coherent expository texts continues to improve beyond that point. The influence of formal teaching on patterns of organisation seems to be evident in the texts of older students in these data, as the texts generally used more complex patterns of organisation than did those of younger students, suggesting greater success in meeting audience expectations. References Allison, D. (1995). Assertions and alternatives: Helping ESL undergraduates extend their choice in academic writing. Journal of Second Language Writing, 4, 1-16. Bamberg, B. (1983). What makes a text coherent? College Composition and Communication, 34, 417-429. Bamberg, B. (1984). Assessing coherence: A reanalysis of essays written for the National Assessment of Education Progress. Research in the Teaching of English, 18 (3), 305-319. Bartelt, G. (1992). Rhetorical transfer in Apachean English. In S. Gass and L. Selinker (Eds.), Language Transfer in Language Learning, (pp. 101-108). Amsterdam: Benjamins Britton, B. & Gulgoz, S. (1991). Using Kintsch's computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83, 329-345. Brown, G. & Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge University Press. Carrell, P. L. (1988). Interactive text processing: Implications for ESU Second Language Reading Classrooms. In P. Carrell, J. Devine and D. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 239-259). New York: Cambridge University Press. Danner, F. W. (1976). Children’s understanding of intersentence organisation in the recall of short descriptive passages. Journal of Educational Psychology, 68 ( 2), 174-183. Dehn, N. & Schank, R. (1982). Artificial and human intelligence. In R. J. Sternberg (Ed.) Handbook of human intelligence (pp. 352-386). Cambridge: Cambridge University Press. Englert, C. S. & Hiebert, E. H. (1984). Children’s developing awareness of text structure in expository materials. Journal of Educational Psychology, 76 (1), 65-74. Galloway, A. (2002). Organisation in school and university students’ persuasive texts. In K. S. Miller and P. Thompson (Eds.), Unity and Diversity in Language Use (pp. 39-56). London: Continuum. Garner, R., Alexander, P., Slater, W., Hare, V. C., Smith, T. & Reis, R. (1986) “Children’s Knowledge of structural Properties of Expository Text.” Journal of Educational Psychology, 78, 411-416. Garnham, A. (1985). Psycholinguistics: Central topics. London: Arnold. Gernsbacher, M. A. (1997). Coherence cues mapping during comprehension. In J. Costermans & M. Fayol (Eds.), Processing Interclausal Relationships (pp. 3-21). Mahwah. NJ: Lawrence Erlbaum. Givon, T. (1995). Coherence in text vs coherence in mind. In M. A. Gernsbacher & T. Givon (Eds.), Coherence in Spontaneous Text (pp. 59-115). Amsterdam: Benjamins. Hyland, K. & Milton, J.(1997). Qualification and certainty in L1 and L2 students' writing. Journal of Second Language Writing, 6 (2), 183205. Kaplan, R. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16, 1-20. Kintsch, W. & van Dijk. T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363-394. Knott, A. & Sanders, T. (1998). The classification of coherence relations and their linguistic markers: An exploration of two languages. Journal of Pragmatics, 30, 135-175. Kubota, R. (1998). An investigation of L1-L2 transfer in writing among Japanese university students: Implications for contrastive rhetoric. Journal of Second Language Writing, 7(1), 69-100. Lawe Davies, R. (1998). Coherence in Tertiary Students’ Writing. Unpublished PhD Thesis, University of Western Australia, Perth, Western Australia. Mann, W. & Thompson, S. (1988). Rhetorical Structure Theory: towards a functional theory of text organisation. Text, 8, 243-281. Oakhill, J. & Gamham, A. (1988). Becoming a Skilled Reader. Oxford: Blackwell. Prasad, R., Dinesh, N., Lee, A., Miltsakaki, E., Robaldo, L., Joshi, A. & Webber, B. (2008). The Penn Discourse Treebank 2.0. In Proceedings of the 6th International Conference on language resources and Evaluation (LREC 2008), Marrakech, Morocco. Reynolds, D. W. (1995). Repetition in non-native speaker writing: More than quantity. Studies in Second Language Acquisition, 17 (2), 185209. Sanders, T. (1997). Semantic and pragmatic sources of coherence: On the categorization of coherence relations in context. Discourse Processes, 24, 119-147. Sanders, T., Spooren, W. & Noordman, L. (1992). Towards a taxonomy of coherence relations. Cognitive Linguistics, 15, 1-35. Shaw, P. & Liu, E. (1998). What develops in the development of second language writing? Applied Linguistics, 19, 225-254. Singer, M. (1990). Psychology of Language: An Introduction to Sentence and Discourse Processes. Hillsdale, NJ: Erlbaum. Stede, M. (2004). The potsdam commentary corpus. In proceedings of the ACL Workshop on Discourse Anotation, 25-26 July 2004, Barcelona, Spain, 96-102. Van Dijk, T. A. (1977). Text and Context. London: Longman. Webber, B. (2009). Genre distinctions for discourse in the Penn TreeBank. In Proceedings of ACL-IJCNLP 2009. Wolf, F. & Gibson, E. (2005). Representing discourse coherence: A corpus-based study. Computational Linguistics, 31, 249-287.

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Commitment of Spirituality on Climate Justice Pintu Mahakul Doctoral Candidate, Department of Business Administration, Berhampur University, Bhanja Bihar, Berhampur-760007, Odisha, INDIA Abstract: The holy Bible states about spirituality in many ways to guide the mankind and does aware about various duties to be performed on the surface of earth. The balances of climate and human resources are major perspectives at this modern age. The human beings have got superior intellect to rule over the world. So Almighty has given the task of well maintenance of the environment and living world on human beings. But rapid deterioration of mankind and morality is observed at present across the globe. This has violated the human rights in many ways. Not only this has violated the natural principles but also has affected the climate and community health. The first decade of twenty first century is observed with many natural calamities like earthquakes, floods, super cyclones, drought and global warming. Robberies, murders, torture on women, foeticide and various types of violence have increased at the rate. Business without ethics and increasing rate of many cheat fund companies in many countries have broken the smooth economical status of common people bringing anxieties and sorrows in their lives. Accordingly nature has reacted and climate change is observed. To prevent the world from such dangers it is highly essential to guide the mankind through spirituality. This study indicates the commitment of spirituality on climate justice. Hope this will be beneficial to many. Keywords: Climate, body, nutrition, spirituality and commitment

I. Introduction The Lord, beloved God says, “But you must keep my decrees and my laws. And if you defile the land, it will vomit you out as it vomited out the nations that were before you.”(Leviticus 18: 26, 28, the holy Bible, New International Version). It is clear that God has created earth. He has given the right of ruling in the hands of human beings. So through many scriptures he has given the moral principles of sustaining in earth and serves her. That is why God says that his decrees should be obeyed by the individuals. If they violate the principles, nature will definitely react. It is clear that many civilizations have established on the surface of earth and also erased by many natural calamities which are the marks of climate change. God says, “The appearances of happiness and distress are not permanent as the appearance and disappearance of summer and winter seasons are not permanent. Seasons come and go away. They never stay permanently. They arise from the different angles of our sense perception as sorrows and happiness and without being disturbed we must tolerate them. (Shreemadbhagvad-Gita, Chapter-2, verse-14). So it is clear that seasons are the mark of climate change and they affect the human life. Climate change according to natural principles is an automatic process. However calamities are the reactions of climate towards wrong doings of human beings which God terms in the holy Bible as defiling of land and calamities as nature’s vomiting. Brahma Kumaris world spiritual university defines spirituality in a simple way as a path of knowing self and knowing how to live a meaningful and purposeful life. The holy Bible defines spirituality as the light of mankind and God’s mercy (John 1:1,4) , offering our bodies as a living sacrifice, holy and pleasing to God which is our true and proper worship, through which our mind can be transformed in to God’s pleasing, good and perfect will (Romans 12:1-2), to observe justice and doing righteousness at all time ( Psalm 106:3) and to peruse righteousness, faith , love and peace ( 2 Timothy 2:22). Buddhism defines spirituality as surrender to the Almighty for a purpose of social caring of mankind, transformation and harmonization with body. In Sikhism Guru Nanak defines spirituality as a path of living for purposeful life which is very much active, creative and full of truthfulness and fidelity where self control and purity become higher principles than a competitive life as seen in normal view. Generally climate means the condition of weather prevailing in a region for overall or long period of time. The meaning of clime refers to sky, weather and atmosphere. So characteristics features of wind, surrounding temperature, precipitation and other metrological conditions that prevail in to a particular place or a region refers to climate. United States National Aeronautics Space Administration (NASA) defines climate generally as a description of the long term pattern of weather in a particular area. However many scientists define climate as the average condition of weather for a particular area with respect to a particular time period, usually taken over in minimum of thirty years. Scientists of NASA differentiate weather and climate in a basic difference of measure of time. According to them the atmospheric condition over a short period of time is

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called weather. Relatively over long periods of time how atmosphere behaves is referred as climate. Human life and health both are affected by climate change time to time. II. Purposes of the study Many questions arise in minds of people. Why does climate change and why do natural calamities come? Why and how does disaster appear and disappear? For which reasons mankind degrades and how can it be prevented and maintained well? Are there any relation of climate and calamities with lives on earth and human beings? Then how do they relate and why do they relate each other? Why is spirituality taken in to account and how does this help in solving the problems? What is the commitment of spirituality in this aspect and how does this nourish the climate justice, affects human rights and health? Such questions search for solution with great interest and become objectives or purposes with respect to spiritual awareness of the study. III. Literature Review Change is a continuous process. But abnormal or forceful change brings adverse effects. We can understand this from example. A day is followed by a night and a night is followed by a day. The change here from a night to a day and a day to a night is normal and the basis is earth’s rotation around its own axis where proper falling of sunshine plays a major role. Vitamin –D is prepared automatically while at morning the sun rays fall on the human skin. The earth moves around the sun approximately in 365 days as well as rotates around its own axis which results seasonal changes as well as day and night respectively. The marks of seasonal changes also affect the lives on earth and determine the length of day and night in different seasons. Thus cycle repeats. This not only affects the human life and behaviour but also affects the health and rights. Normal cell division and growth of tissues in a body bring change. But the change with abnormal growth of cells and tissues leads to health problem like cancer. Health is too dependent on food. Availability of food materials also changes according to the season flows on earth. Vegetable like lady’s finger generally neither does grow nor does seed in winter, rather it fruits in summer and rainy season. Vegetable like potola (pointed gourd) grows and seeds only in summer and rainy season but does not in winter. Potato cultivation is possible only in winter but not at all possible during rainy season. People with common health can consume potato at any time but people with obesity and suffering from diabetes are restricted to take it in their diet at all times as it is heavily starchy. At this modern time we adopt different techniques to preserve vegetables for off season supply for consumers. Many vegetables are preserved in very cold temperature. Although this becomes suitable for vegetables still some bacteria find this favourable to grow and condition is invisible. While a consumer buys such vegetables and intakes may suffer from infection, which may lead to health complication. This may happen many times during seasonal change or climate change from summer to rainy and from warm to cold conditions respectively that persons may suffer in some viral fevers or in common cold. Such a change is common and we adjust according to time and cope with environment. A. Natural Calamities at a glance A deadly super cyclone named cyclone 05B originated from Malay Peninsula in Indian Ocean in between 25 th and 28th day of October 1999 and hit India. The wind blew 260 kilometres per hour from there and blew 250 kilometres per hour while hit India. Around 15,000 of coastal Odisha people died, 10,000 of people were evacuated forcefully before the incidence. Around 75 % to 100% of crops were destroyed of 50,000 families. Fatalities of domestic animals were count around 2.5 million. The district of Kendrapara was affected more and its Ersama block was mostly destroyed. This also affected the districts of Ganjam, Puri, Bhadrak and Balasore. The danger was much more and people took reliefs. Due to the affect of this cyclone serious health problem rose in early of November 1999. In 2004 Tsunami, one of the deadliest super cyclone originated in Indian Ocean killed around 230,000 people in 14 countries. In 2008 deadly cyclone Nargis hit Burma’s Irrawaddy delta which was one of the deadliest cyclone in densely populated area. Around 138,000 people died. Many houses were destroyed and wealth loss was extreme. This was considered as eighth deadliest cyclone in the world. Cyclone Nilam brought destruction in South Indian state of Tamil Nadu in coastal region. In US in October 2012 Sandy hit, swamped road and rail tunnels. Triggered massive fire killed 120 people. In December 2012 Philippines’ Typhon Bhopa in southern Iceland of Mindanao killed 902 people. Cyclone Phailin originated in Indian Ocean did hit Indian state of Andhra Pradesh and Odisha in October 2013. This did hit the coast of Gopalpur on sea and Brahmapur of Ganjam district and damaged many more things, affected more than 9000000 ( 90 lakh) people. 23 people died and many injured. The Government of Odisha had carefully evacuated more than 800,000 people to safety places before the cyclone came after knowing about the Phailine. This avoided the danger of increasing death. More than 5825 schools damaged and loss of Billions of properties was observed. In November 2013 super typhoon Haiyana hit Philippines. More than 10,000 people died in this deadliest cyclone in central Philippines area. In flood of January 2011 in Brazil around 800 people died and 400 people were missed. As per the specification of World Health Organization and BBC news Sudan deadly floods in Africa affected around 300,000 people. Around 50 persons were killed and around 70 persons were injured. Around 53,000 latrines collapsed giving rise to faecal pollution of water leaded to serious health problems. According to the information of ministry of transport, Government of Russia in Krymsk flash flood in 2012 the level of Amur

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River hit 7.6 metres, more than 100,000 people in 185 towns in Far East Russia had found their homes damaged. This also damaged 71 bridges and the road of length of about 280 kilometres. In December 2012 Philippines flood and landslides damaged about 2,000 villages, destroyed 149,000 houses. As per the view of Government agencies around 80,000 people remained in shelter of Government. In Bangladesh flood of June 2012 around 110 people died and around 250,000 stranded. In June 2013 devastating monsoon flood hit North Indian state of Uttarakhand. This was most deadly flood happened due to the severe rain of breaking clouds in India. More than 4000 villages were affected. The missing of people counted more than 5,700 and many thousands of people died. Around 10,000 pilgrims were rescued by 23, June 2013 and around 7000 odd pilgrims had waited for rescue in Kedarnath. 82,000 people were evacuated so far and by 22, June 2013 around 22,000 were still stranded. Loss of billions of dollars of wealth, crops, roads and bridges broke the backbone of the state. In flood of August 2013 in Far East Russia the loss of crops was about 9,500 tonnes of estimated cost of $ 910 million. In September 2013 Mexico storm and flood killed 57 people. Many tourists airlifted from flooded Acapulco and 40,000 tourists had been marooned. September 2013 Colorado floods destroyed 1,500 homes damaged about 643 kilometres of road of state highway and 30 bridges and brought a property loss of $ 2 Billion. Earthquake with magnitude 6.3 shook Tabas near Bushehr in 1978 and killed around 15,000 people. The earthquake with 6.7 magnitudes in Negros-Ceba region of Philippines killed 113 people on 06, February 2012 .North-Western Iran earthquake with magnitude 6.7, killed 306 people on 11 August 2012. Earthquake with magnitude 5.5 in Sichuan-Yunnan-Guizhour region of China killed 81 people. On 07 November 2012 Offshore Guetmala earthquake with magnitude of 7.4 killed 139 people. In 2012 earthquake of Indonesia, many damages were observed. In 2012 earthquake of Burma in Naypyidaw 38 people were missed 26 people were killed 230 people were injured. In April 2013 Baluchistan earthquake with magnitude 7.7 struck the hilly areas in between Saravan and Khash. Close to the Pakistan border in the provience of Sistan- Baluchistan around 40 people died and 100 were injured. In September 2013 a major earthquake with magnitude of 7.8 originated 51 miles below the ground in Iran and Pakistan boarder killed 35 people and injured 27 people of Iran. It is clear from the above that the rate of death, missing, breakage, destruction of wealth and many more have happened in mass or wholesale. The cyclones, storms, floods and earthquakes have shown the mark of reactive climate change. We can say these as abnormal changes and these are different than normal seasonal change process. Many times the questions arise in mind that why nature reacts and climate does reactively changes and gives adversely pain and sorrows to many persons those who die suffer and live after disaster? There must be some causes. Further the cyclones, floods, droughts, storms, earthquakes etc. are the signs of long term climate change. Again after the natural calamities further there is a chance of change in climate too. Because after October 1999 super cyclone in India it is observed that the rain fall has decreased randomly in the costal Odisha affected district of Ganjam during rainy season or the months of rain like July and August. However rain fall has shifted to the months of September and October. Proper, more and heavy rain fall is seen during October in this region. So it has affected the cultivation process. Farmers depend on rain fall to start their cultivation and now-a day they start a bit later than the normal time. B. Climate and crops Crops are the basis of food materials and nourish health with required carbohydrates, fats proteins, vitamins, minerals and many more. God says, “All the living beings originate from food materials. Food originates from cloud. Cloud originates from oblation. Further oblation originates from karma or action. The action takes birth from the Nature. Again the nature originates from eternal or imperishable super energy of universes in system. In this way on this earth the system continues with cycles of karma or action and a person who disobeys the cycle of duty and spends time in attachment of sensual pleasures, for such a sinful soul it is meaningless and difficult to sustain with life.” (Shreemadbhagavad-Geeta,Chapter-3, Verses14-16). So it is clear that people should perform their righteous duty for smooth flowing of natural cycles on earth. Nature is a true and infinite giver. It ever gives and takes back nothing and never in return. Neither does a river drink its own water nor does a tree eat its own fruits. Rivers and plants including nature teach a precious thing to mankind and that is, “help others with great interest to make life valuable.” In this aspect the Bible too agrees and advises to help each other in community. If love is not seen in a place or planet not only human beings but also animals do not desire to live. We exist here due to the existence of nature. Nature includes many resources, birds, animals, trees, shrubs, mountains, rivers and lakes. Love towards nature means love towards them all. So people in this planet should love even the tiniest form of life and grass. Do cutting down of branches and trunk of a tree show love of humanity? (No) However plantation shows love and affection for trees and thus it shows love for nature. Because trees and shrubs are only able to refine the air and produce fresh oxygen along with supply of food, shelter and shadow during summer to prevent from sun-stroke and many more. Plants are only the resources who receive sunlight and by the help of their chlorophyll pigments process and prepare nutritious food and preserve for entire animal kingdom including human beings. All creatures living in this earth starting from unicellular organisms to multi-cellular organisms including carnivores, directly or indirectly depend on plant kingdom. The pollution is too controlled automatically by the plants as they sensitively absorb carbon dioxide

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and reprocess to fresh air. But at this present age of time rapid degradation of forests are seen in many countries which violate the principles of natural cycle. So the climate which originates from the nature does affect the human life on this planet. The body of human being responds towards the climate change being more sensitive in this matter and feels the different effects by sensual perception. Climate expresses the nature’s action and human body is originated from the nature. So body responses towards the different change of climate and expresses sorrows and pain with favourable and unfavourable conditions. Plants and crops give food materials to human beings and their cultivations too are influenced by the natural calamities or by natural cycles of weather with great extent. Climate adds the sequential vibrations and minerals code the mode of light perceived during photosynthesis during origin of food grains in crops. While crops mature humans get these. IV. Importance of the study It is observed that continuous change in climate has been diverted in to haphazard climatic change. So as the effects of this, the natural calamities have fallen on the civilization at this age. Today’s world exists in a phase of warmness in between ice ages. Warmness is expressed due to increase in temperature. It is realized that human activities have affected the climate. Green house effect and many other effects are seen due to activities of human beings. It is true that human activities have affected the climate and those are against the nature or natural principles. Green house gases like carbon dioxide, methane, nitrous oxide etc. are growing time to time and they are allowing short wave solar radiations to enter in to the earth’s atmosphere. At the same time they help to stop long term wave radiations from escaping. This traps heat and rising of temperature in earth is observed. Aerosols and heat trapping property also affect the climate. Burning of fossil fuels also help in trapping of more heat. It leads to global warming. So climate changes according to the circumstances. Because increasing temperature may do increase in expectation of rise in sea level and crop yields water supply. Increasing temperature may turn many fertile lands in to deserts as it affects the proper rain fall. Not only global temperature affects human health but also affects animals and ecosystems. So it is necessary to study about climate and its change. Due to warmness of earth air becomes warm. So air expands absorbs water vapours and cools down. Condensations of cool air with water vapours form clouds. Combination of oxygen rich atmosphere and availability of more water within are the unique key factors for sustaining of life on earth. So God says that cloud is the fundamental basis of oblation. Food originates from it and living beings originate from food. A. Understanding of life and body People differentiate themselves from their bodies in each and every action by telling, ‘us’ and ‘ours.’ But at the same time they think that they are mortal bodies. An individual daily says the words like, ‘I, and ‘my.’ I do so and so works. My head aches, my legs pain, oh my stomach is empty, I feel hungry, I do work by my hands, my eyes etc. Thus the individual differentiates, ‘I’ from, ‘my,’ but does not able to know this phenomenon. Then why does it happen so? Who is that I, who often says my in all aspects of life? Does not it signify that, ‘I’ is different than, ‘my’? ‘I,’ does not belong to hand, led, eye nose, stomach or body. Then who is this, ‘I’, actually? Here, ‘I,’ is the self who is the driver of all above organs and body in mass. The self is the conscious energy who often addresses himself with the word, ‘I’, to whom we say as soul, the driver of the body. Soul is an eternal conscious, self luminous and metaphysical entity who dwells inside the pituitary and hypothalamus of brain in between two eye brows of forehead. Residing inside well managed central nervous system in brain soul controls the human body as a driver controls a car. Combination of soul with body is often referred as life but in true sense life appears while soul enters in a body of foetus in mother’s womb. So we can say life as soul. Because soul is metaphysical in nature, it is not possible to see this in our eyes as eyes are made of matters. Body without soul i.e. life energy, does not able to move, does not remain fresh and starts decomposing. God says, “A soul wears a body as a dress and leaves while it becomes unusable by any case as we leave torn clothes as unusable. Soul is eternal and indestructible. Neither does weapon able to cut nor does fire burn. Neither does water able to moisture or sink nor does air soak or dry the soul.” (Shreemadbhagvad- Geeta, Chapter-2, Verses 22-23) Then what is a body? Again God says, “The body of life energy i.e. imperishable eternal soul is destructible or perishable from all aspects.” (Shreemadbhagvad-Geeta, Chapter 2, Verse 18). This is combination of five basic elements which are material in nature. God further says, “A person who has born, his death is definite and a person who has died his birth is too definite.” (Shreemadbhagavad- Geeta, Chapter-2, Verse-27) It is clear that we born and die and born time to time in cycle of re-birth. Indian philosophy specifies that a body is made of five basic elements. These elements are, ‘water, fire, air, sky and earth.” These are accumulated from nature and by natural cycle of formation and transformation a body is prepared as a foetus in mother’s womb. Through a process of cell division cells multiply before and after birth and a body passes by the stages of new-born baby, childhood, teenage, youth, matured, old age, death stage and becomes a cadaver while soul leaves the body but soul remains unaltered in qualities which is made up of mind, intellect and resolves or impressions or experiences. Original nature of soul holds power, purity, peace, happiness, bliss, love and knowledge. Power of soul is composed with divine virtues plus action. However knowledge of memory is expressed in facial expressions, mental state, health, behaviour and in environment and in sleep or dream.

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B. Relationship between soul, body and climate Soul performs actions by the help of it. Conscious vibrations flow inside and outside the body due to consciousness of soul. Without soul a body is considered as a cadaver and cannot move at all. Scientific theories say, “All natural processes are irreversible, so once soul leaves the body cannot enter in the same further, rather gets a new body in mother’s womb. Giving the mark of time flow nature flows seasons on earth as spring, summer, monsoon, autumn, Pre-winter and winter giving symptoms and signs of different climatic conditions. As body is made up of five basic elements which are fundamental basis of nature too influence the lives on earth. Water element in the body is present in the form of blood, moisture in skin, cells and tissues and fluid inside bones etc. Fire element in body is present in the form of self secretion of hydrochloric acid (HCl) and existing in form of energy. An individual feels hungry while HCl is secreted indicating the requirement of food. The greater source of energy is Sun. A Plant prepares food for self and mankind by using ultraviolet rays of sun along with chlorophyll. Morning sunlight prepares Vitamin-D while afternoon sunlight harms and becomes dangerous due to intense heat. Air element we accept in breathing in form of oxygen and leave carbon dioxide. It exists in body in form of oxygen. Clime means the sky and climate is relevant to weather. Sky means cavity. Sky element is present in the body in form of cavities like mouth, nose, eyes, ears, in every organ, joint and bone. In the form of knot Navel controls all cavities, becomes centre of sky element in body. Earth element is present in the form of cells, tissues and bones. All together the body is formed and controlled by soul the driver. So the impact of climate and climate change fall on body and soul feels and experiences these. In polluted environment fire element with warm condition is seen as fever in body, cold climate freezes and fluctuation affects as common cold, water pollution affects as diarrhoea and sky element during unnatural suffering marks as joint pains, pain in cavities, headache etc. Pollution of air affects body as asthma and other air diseases. Pollution of earth element in environment affects body as various skin diseases. Over existence and deficiency of vitamins and minerals, which are also from of earth elements affect body as hyper-vitaminosis or hypovitaminosis, over mineral complication, or mineral deficiency etc. Residing in the body soul experiences all these as soul and nature are under the control of time. Further nature propels the soul in body to perform action. Thus climate change affects the living beings on earth during common period and natural calamities. C. Climatic conditions and nutrition in body As all the fundamental elements of universe gathered and formed the body, now it can be called as a tiny universe and the soul as energy that makes it moveable. As per the second law of thermodynamics during exchanges in all energy, if no energy enters or leaves the system the potential energy of the state will always be less than that of the initial stage. This is called as entropy. The law applicable to universe is applicable to the body in the same manner. Our body is made of five basic elements and they mainly contain carbohydrates, fats, proteins, vitamins, minerals etc. So we consume these things in food to supply energy to body. Carbohydrates are chief among them. The potential energy exists there in body’s carbohydrates. If this energy is locked even for a single time then it starts converting from potential energy form to kinetic energy form. So individual does not get energy until next supply of carbohydrates. Again due to conversion process dispelling of energy is observed as heat entropy. So it brings disorder. Cells have low entropy. The flow of time influences energy flow to maintain proper way of life. Due to the impact of time aging comes. Living individual gradually ceases to take energy entropy becomes winner and death comes. For well maintenance, body requires 16 major minerals, 23 key minerals, 7 trace minerals and in total at least 90 minerals are required. Nobel Prize winner Dr. Linus Pauling says that all diseases, sickness, aliments and many more complications are directly or indirectly related to mineral deficiency. Minerals are importantly required for growth, repair and regeneration of tissues. American physician cum spiritual writer Dr. Gabriel Cousens says that minerals are frequencies of light, information and frequencies of creation of the material world and the universe. Minerals play role in activation of all catalyst for organ structures, reactions of enzymes, activation of vitamins and cell structures. He further specifies that minerals are conscious or sensitive light and play major role for spiritual growth. So he says that minerals are secrets of spiritual nutrition. Now we can say that minerals are messenger for establishing purity in body and righteousness in mind and action. V. Discussion Natural calamities are seen due to the reactive climate change on men made pollution and increasing injustice activities. Spirituality is essential for understanding of climate, body and soul relationship for balance of healthy living as well as protection of natural resources. Newton’s third law of motion states that for every action there is an equal and opposite reaction. The same theory is applied to human life. At this age human activities are out of understanding. Cheat-fund companies have brought anxiety, sorrows, pain and downfall of economy of people creating psychic problems in many and increasing suicidal cases are observed in media reports. Torture on women, nature, stealing, robberies, bloodshed, unpleasant affairs and misuse of resources have brought increasing situations of lawlessness across the globe. At this modern age although science and economy have developed a lot, people enjoy the pleasure of air conditioners, cars, flights and many more still it is marked that human desires are unfulfilled. Impurities in societies and relationships have defiled the land. The nature has tolerated many more and started reacting. As per specifications till date by Spiritual Science Research

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Foundation the nature has reacted only 10 percent. The holy Bible says, “Whoever shows injustice will reap calamity, and the rod of his furry will fail.” To breakdown injustice affairs and transform the world in to peace and joy spirituality is essential to follow. Christ says, “You shall not pollute the land in which you live.... You shall not defile the land in which you live, in which I also dwell; for the Lord dwell among the Israelites.” (The Holy Bible, Numbers 35: 33-34, English Standard Version) So we should be aware about spirituality to save the civilizations on earth and make our land free from all types of danger and pollution. Only pollution free environment can give us a pleasurable life and better health can be achieved due to influence of positivity in surrounding environment. Climate study is very much important as climate and human body are associated with each other. Health rights and social welfare are influenced by climate change. VI. Conclusion After having this study it is definite that human beings will get right knowledge of development and skill of transformation of new world. This will help a lot in decision making, resolution of resource conflict, pollution control, cultivation, utilization of material resources properly and many more. During change of climate human beings sometimes get stress. However after knowing about the secrets of relationship of climate and body they will remain unattached and stress free. During performance of action obeying righteous laws will be their first choice at workplace. Now we can define climate as a continuous or haphazard change of natural qualities which describes the condition of the weather in a particular area as well as describes the weather in reaction to human activities either of material or spiritual approaches proceeding towards a minor or major transformation in an area or in whole of the globe. The world is turning towards transformation and this can be possible by spirituality only. Spiritual awakening will bind the world in brotherhood. The spiritual vibrations will stabilize peace and the climate will be calm. Reminding his commitment beloved God says, “If you follow my decrees and are careful to obey my commands, I will send you rain in its season, and the ground will yield its crops and the trees their fruits.” (The holy Bible, Leviticus 26: 3-4) References [1] “Burma faced catastrophe in the spring of 2008.” Msn News, 2 May 2008. [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29]

“Concise Atlas of the World.” ( London, Dorling Kindersley) ISBN 978-1-4053-2801-2 AC Bhaktivedanta, AC Prabhupada, 2010. “The Bhagvad-Gita as it is.” Bhaktivedenta Book Trust,Delux Edition. Adkins, C.J. 1968. “Equilibrium Thermodynamics.” London, Mc Graw Hill. ISBN 0-07-084057-1 Ahirrao, Raviraj. 2005. “The five elements of Universe.” (i- Property, 15, April 2005) Available at http://in.iproperty.com/realestate/vastufeng-shui/articles-on-vastu-and-fengshui/135-the-five-elements-of-universe Ahmad, Anis. 2012. “100 dead and 250,000 stranded in Bangladesh.” The Independent, 27, June 2012 BBC News, Asia, 2012. “ Typhon Bhopa :Philippines storm toll passes 1,000.” BBC News, 16 December 2012. BBC News, Latin America and Caribben, 2013. “Mexico storms: Tourists airlifted from flooded Acapulco” BBC News, 18 September 2013. BBC News, US and Canada, 2013. “Colorado floods: Hundreds still missing.” BBC News, 18, September 2013 BBC Nws, Africa, 2013. “Sudan Deadly Floods affect 300,000 people-WHO.” BBC News, 22, August 2013 Brahma Kumaris, 2000. “Positive Change-A course for personality Transformation.” Youth wing RERF and Brahma Kumaris, Mount Abu, India, First print. p 9. Brahma Kumaris, 2009.“Touch the Light-Syllabus Book for 7TH Class.” Youth Wing of RERF & Brahmakumaris, First Imprint. pp 811 Choudhury, Shreya Roy. 2013. “Cyclone Phailin has damaged 5825 Schools in Odisha.” TNN, The Times of India , October 17, 2013. Cousens, Gabriel 2005. “ Spiritual Nutrition- Six foundations for spiritual life and the Awakening of Kundalani.” ( Noprth Atlantic Books, March 11, 2005)pp 9-58,333-402. Cross Bibel, 2012. “The Holy Bible- English Stndard Version.” Crossway, 23, January 2012. ISBN 1433522047 David,Archer. 2009. “The Long Thaw: How Humans are changing the next 100,000 Years Earth’s Climate.” Princeton University Press, pp-19-21. ISBN 978-0-691-13654-7 Earthquakes Hazards Programme, “Deaths from Earthquakes in 2012.” ( USGS-Science for a Changing world) Available at http://earthquake.usgs.gov/earthquakes/eqarchives/year/2012/2012_deaths.php Gallant, Roy A. 1994. “National Geographic Picture Atlas of our Universe.”National Geographic Society, Revised edition, pp 5-33. ISBN 978-079-222-7311. Indian Red Cross Society, 2013. “Uttarakhand Flash Floods-Areport.” (Relief web, 27 June 2013) Available at http://reliefweb.int/report/india/uttarakhand-flash-floods-%E2%80%93-report Janerio, R io-de. 2011. “Latin America Caribbena Brazil Flood deaths top 800, with 400 still missing.” BBC News, 23, January 2011. Po, Dr. Chan Ka. “Spirituality and Budhhism.” Available at http://www.skb.or.kr/down/papers/083.pdf Prevention Magazine 1988. “The Complete Book of Vitamins and Minerals for Health.” Rodale Press, First Edition, ISBN 0878577491. PTI, 2013. Cyclone Phailin hits 90 lakh people,23 dead, lakhs of home damaged.” The Times of India, October 13, 2013. Ram, Arun. 2012. “ Cyclone Nilam Hits Tamil Nadu, No major damage reported so far.” TNN , The Times of India, October 31, 2012. Rob, Gutro. 2005. NASA, features, “What’s the difference between weather and climate,” NASA’s Earth sun Science News Team/ SSAI, 02.01.2005. “Available at http://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.html RT, 2013. “Cost of Russian Far East Floods to top record $ 900mn. RT News, 29, August 2013 Stewart,William. 2010. “Climate of Uncertainty.” Ocean Publishinh, First edition, pp 5-20, 185-190. Zee News, 2011.“Climate Change in India-A case study of Orissa.” Zee News. Available at http://zeenews.india.com/myearth2011/orissa.aspx Zondervan, 2011. Holy Bible (NIV): New International Version. Zondervan, 9 January 2011.

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A Remedial ESL Writing Programme for Rural Learners Sasmita Bharati Siksha 'O' Anusandhan University Bhubaneswar, Orissa, India Abstract: This study describes a remedial programme in ESL writing to enhance the writing skills of rural learners. This research first attempt to find out the need and lack of these learners in order to address them systematically. This article also shows how such remedial programme in writing can make a difference for tertiary differently-abled learners who lag behind due to their socio-economic background . Keywords: ESL learners, teachers, writing, remedies I. Introduction The present study is an attempt to make a remedial programme to improve ESL writing of dis- advanced rural learners .All learners included in the study belongs to rural vernacular background. The study includes classroom teaching on writing, analysis of learners’ questionnaire and supervision of a pre test and post test to the subjects. The remedial programme includes giving task to the learners, evaluation of learners’ in the line of the given feedbacks and the production of the second draft. The conclusion draw from the interpretation and analysis of the collected data underlines the fact that helps learners change as a better writer. II. Objective of the study Problems exist in every writing course. Therefore this article is an outcome of teachers’ concerns and efforts to identify the problems and to understand the key issues to ESL writing, so as to suggest a remedial practice that may help the learners to communicate themselves in improved English. It aims at finding areas of difficulty in the writing skill among the students and to work out remedial procedures to help them overcome their weaknesses. III. Research question The research question focused on two questions:  Is there a need for remedial programme to improve ESL writing skill?  Can there be a marked improvement in writing if an alternative remedial programme in writing is administered? IV. Hypothesis The study was based on the hypothesis if a short term remedial programme in writing administered for the rural differently –abled students would be brings improvement in the writing skill. V. Analysis of the question The questionnaire was used to draw out responses on the following areas: 1.The mother vernacular participant in the classroom: The use of mother tongue could not have been employed in the unit because there is no common use of MT in the class. 2.The writing skills needed by the learners: These question gave the learners to find out their error and their opinion on writing. 3. Useful activity: This part was formed to draw feedback on the classroom activity. 4. Preferred method activities in the writing classes: This part was prepared to find out the form of writing preferred by the learners. VI. The process of developing the remedial programme by the teachers Writing is an innovative skill. It is one of the most difficult and therefore annoying subjects to teach particularly in an ESL programme. It is especially difficult for non-native speakers because learners are usual to create written products that express their ability to arrange the content, to address the correct audience as well as to

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show their linguistic ability. This study could be used as a starting point. As can be seen from the analysis, the student’s performance errors are methodical and classifiable.  This, in turn, implies that both teachers and learners must see errors as the key to understanding and solving accuracy problems in English writing courses.  It is the teachers‟ task to adopt, change or even develop remedial procedures that can promote the students‟ level and reduce their errors.  Teachers should try to find the best means to convey the lesson to their students. This is, however, hard since there is no such method that is adequate to be The Best Method.  Teachers regularly apply different methods that are suitable for the students‟ needs, interests and abilities.  Learners should be always encouraged to do remedial exercises by the teachers. In fact, ability to communicate cannot be fulfilled unless “the grammar” is there, in the competence of the writer. According to Chomsky (1986), grammar consists of various levels, which are ordered and interrelated. Teachers have to be realistic in their expectations. Writing is hard work in one’s own language let alone in a second language. Developing the necessary skills to improve learners‟ writing is even harder work. Teachers should be happy with whatever progress learners make. It is always true that some is better than none. One of the recommendations for improving the students writing is a writing lab. VII. Use of remedial programme in the class room by the teacher 1. Understand learners Problems and Weaknesses Understand what kinds of mistakes learners are making (often very small ones) or practice that weaken their writing. If they don't know, ask them to look back at any work that has been corrected by a teacher. Often the same mistakes are made? Do they forget or mix up articles (a, an, the)? Are all your sentences about the same length or similar structure? Learners also look at whatever writing textbook they have used and list the kinds of things that it focuses on. 2. Advice learners to Listen to their Writing As learners write and re-read their work, their eye and brain become used to seeing the words. In some cases they become too familiar with their own writing so they can miss small mistakes. In fact they may:  Catch small mistakes (articles, tenses, grammar etc.)  Realise the rhythm of your writing is too monotonous (similar word length etc.)  can move smoothly between ideas and sections (transitions)  see they have used the same word too much or the words are too simple (vocabulary) 3. To Check Spelling in Reverse Learners do not read each single word individually, so they overlook spelling mistakes or omissions in the process. Reading from back to front makes them focus on individual words and they can more easily pick mistakes. 4. Ask them for Peer Review It is wise to read their final product before they submit it. Ask them to find a friend who is willing to spend some time on their writing and give them useful comments, advice and criticism. Often a peer can give you much more feedback than a teacher who might have many papers to check. 5. Feedback by the teacher Most of the learners commit same type of error again and again. So error correction must take place by the teacher while learners are in process writing. Teacher should find out frequent error by all the learners, and specific error committed by each individual and should pay attention to treat it by providing necessary and relevant feedbacks. VIII. Findings These are only five basic ideas you could use to improve the quality of writing. Admittedly it adds time to writing activity. During remedial programme, learners were asked to compose several pieces of work. It was found that writing can be better facilitated in a classroom situation. This further leads to democratization of teaching English where students’ condition are reflected in teaching/learning context. Despite the presence of errors in writing, it was observed that continuous writing and expressing themselves decreased the inbuilt inhibition of learners. On the other hand, due to limited time-frame English remains the important language of discourse in classroom. It was observed that the learners in remedial programme respond better when there is sufficient feedback and motivation provided by the teachers. IX. Conclusion So I conclude that in rural area learners are facing several problems. We need to pull our rural learners of these vicious circle and put them in to virtuous circle. When teachers and learners work together in a writing class and learner use writing as a process there writing skill will definitely improve. As their instructor, teachers have a

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chance to assist students in this process of acculturation to the academic community and to give them the encouragement to succeed in their academic endeavours. We should ensure whatever is possible in our context to help learning English as meaningful and relevant with better career opportunities .Our study is a small step to shutout this problem.

References 1. 2. 3. 4. 5. 6. 7. 8.

Hyland, Ken, and Fiona Hyland, eds. Feedback in Second Language Writing:Contexts and Issues. New York: Cambridge UP, 2006. Print. Chomsky, N. Knowledge of language: Its Nature Origin and Use. New York: Praeger,1986. Nunan, David.Language Teaching Methodology: A Text Book for Teacher.London: Prentice Hall 2008. Raimes, Ann.Exploring Writing: A Process approach to ESL composition.Newyork:St.Martin’s Press,1999. Heyland, Ken.Second Language Writing: Cambridge: CUP, 2003. Monis, Marku.”A study of the Problem in Written Communication among the Engineering Student: an analysis of students” Evolution.Vol.1.ISRJ, 2012. http://faculty.qu.edu.qa/drhaifa Francis. Peter,(eds).Indian Voices in English.Viva:Newdelhi,2012 print.

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American International Journal of Research in Humanities, Arts and Social Sciences

Available online at http://www.iasir.net

Analysis of Women Entrepreneurship in India Dr. N.P.Hariharan 1 and Prof. R.Murugan 2 Professor of Economics, VIT University, Vellore-14, INDIA 2 Asst. Professor of Economics, Madura College, Madurai-11, INDIA Tamil Nadu, INDIA 1

Abstract: Indian women had a place of pride in ancient India. Foreign invasion had resulted in women becoming domestic slaves and were subject to ill treatment. Women education has led to changes in the social hierarchy and are able to get employment in Multinational corporations and are becoming entrepreneurs. Present paper studies about the rise of women entrepreneurs, with reference to India and sketches out difficulties for women entrepreneurs. Government initiatives, soft loans and public understanding shall make women equal the men and empower them. Key words: matriarchal and patriarchal, SHG, education, empowerment.

I. Introduction Indian population in 2014 is estimated to be 1.27 billion, with male population of 655.8 million and female population of 614.4 million. [1] Age wise distribution of the population indicates that nearly 65% of Indian population is below the age of 35.[2] In India, there are nearly 700 degree granting institutions, 35,500 affiliated colleges enrolling nearly 20 million students annually and as per reports, there seems to be equal number of male students to female students registered and enrolled. [3] As a result of greater accessibility to education, number of women taking up employment has increased in the past fifteen years. Increase in number of technical education and demand for software professionals have resulted in more women opting to go in for software industry in search of lucrative jobs. II. Women entrepreneurs Before the 20th century women were operating businesses as a way of supplementing income or in many cases they were simply trying to avoid poverty and making up for the loss of a spouse. The ventures that these women undertook were not known as entrepreneurial due to the time in history and usually had to yield to their domestic responsibilities. The term entrepreneur is used to describe individuals who have ideas for products and or services that they turn into a working business. In earlier times this term was reserved for men. Women became more involved in the business world after it was a more acceptable idea to society. This does not mean that there were no female entrepreneurs until that time. In the 17th century, Dutch Colonists who came to what is now known as New York City, operated under a matriarchal society. In this society many women inherited money and lands and through this inheritance and became business owners. One of the most successful women from this time was Margaret Harden brook Phillips, who was a merchant, and ship owner, also involved in the trading of goods. During the mid 18th century and on it was popular for women to own certain businesses like brothels, alehouses, taverns, and retail shops among others. Most of these businesses were not perceived with good reputations mostly because it was considered shameful for women to be in these positions. Society at the time frowned upon these women because it took away from their more gentle and frail nature. During the 18th and 19th centuries more women came out from under the oppression of society’s limits and began to emerge into the public eye. Despite the frowns of society women like Rebecca Lukens in 1825, took the family business of ironworks and was able to turn it into a profit generating steel business. In the 1900’s due to a more progressive way of thinking and the rise of feminism, female entrepreneurs began to be more accepted and although these women entrepreneurs serviced mostly women consumers they were making great steps. Women gained the right to vote in 1920 and two years later Clara and Lillian Westropp started the institution of Women’s Savings & Loan as a way of teaching women how to be smart with their money. As each change in society happened, female entrepreneurs were there taking great gains along the way. With the boom of the textile industry and the development of the railroad and telegraph system, women like Madame C. J. Walker took advantage of the time and was able to market her hair care products in a successful way becoming the 1st

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African American female millionaire. Carrie Crawford Smith was the owner of an employment agency opened in 1918 and like Madame C. J. Walker, she sought to provide help to many women by giving them opportunities to work. During the Great Depression, some of these opportunities afforded to women took a seat and society seemed to have reversed its views, reverting back to more traditional roles. This seemed to affect women working in the business world however, it served as a push to those involved in the entrepreneurial world. More women began starting their own businesses, just looking to survive during this time of hardship. In 1938, Hattie Moseley Austin, who had begun to sell chicken and biscuits after her husband died, opened Hattie’s Chicken Shack, in Saratoga Springs, NY. During WWII many women entered the workforce filling jobs that men had left behind to go off and fight. Many women of their own accord took these jobs as a patriotic duty along with others who started businesses of their own. Some of these woman included Pauline Trigere, who came to New York from Paris in 1937 and started a tailoring business that later turned into a high end fashion house. Also Estee Lauder at the time was working on the idea for her beauty products and officially launched in 1946 a year after the war ended. After the war ended many men returned home injured or not at all, still requiring women to maintain their place in the business world. The Federation of Business and Professional Women’s Clubs were a source of encouragement to women entrepreneurs. They often would hold workshops with already established entrepreneurs, such as Elizabeth Arden giving advice. When the 1950’s came, women found themselves surrounded by message everywhere, stating what their role should be. Domesticity was the overall concern and theme that was highly stressed during this time and women were juggling, trying to combine the home and their career. Home based businesses helped to solve a good part of the problem for those women who worried about being concerned mothers. Lillian Vernon while pregnant with her first child started her own business dealing with catalogs by investing money from wedding gifts and started filling orders right at her kitchen table. Mary Crowley founded Home Decorating and Interiors, as a way of helping women to work from home, by throwing parties to sell the products right in the comfort of their own home. In an effort to avoid criticism and loose business from those who did not support women in business, Bette Nesmith who developed the product “Mistake Out”, a liquid that painted over mistakes in typing, would sign her orders B. Smith so no one would know she was a female. From the 1960’s to late 70’s another change in came about where divorce rates were rising and many women were forced back into the role of being a sole provider. This of course pushed them back out into the working world where they were not well received and when the recession came many of these women were the first to be without work. Once again the entrepreneurial endeavors of women came to the rescue, as an effort of asserting themselves and aiding other women in being a part of the work force. Mary Kay Ash and Ruth Fertel of Ruth’s Chris Steak House, were part of that movement. The 1980’s and 90’s were a time of reaping the hard work of all those women who worked tirelessly for their rightful place in the work force as employees and entrepreneurs. Martha Stewart and Vera Bradley were among the 25 percent women who owned businesses. The public also was becoming more receptive and encouraging to these women entrepreneurs, acknowledging the valuable contribution they were making to the economy. The National Association of Women Business Owners helped to push Congress to pass The Women’s business Ownership Act in 1988, which would end discrimination in lending and also get rid of laws that required married women to acquire their husband’s signature for all loans and in addition the Act also gave women owned businesses a chance to compete for government contracts. Another monumental moment for women in business was the appointment of Susan Engeleiter to head up the Small Business Administration in 1989. In the late 80’s and throughout the 90’s there was more of a focus on networking opportunities in the world of female entrepreneurs. There were many opportunities that came about to help those who were interested in starting up their own businesses. Support groups, organizations for educating the female entrepreneur and other opportunities like the seminars and help with financing came from many different sources, such as the Women’s Business Development Center and Count Me In. Despite all these advances, the female entrepreneurs still fell behind when compared to their male counterparts. As the 90’s came in the availability of computers and the increasing popularity of the internet gave a much needed boost to the women in business. This technology allowed them to be more prevalent in the business world and showcase their skills to their competitors. Even still with the added popularity of women in business, the availability of technology, the support from different organizations, today female entrepreneurs still are fighting. The economic downturn of 2008, did not serve to help them in their quest. With the continual attention given to female entrepreneurs and the educational programs afforded to those women who seek to start out with their own business ventures, there is much information and help available. Since 2000 there has been an increase in small and big ventures by women, including one of their biggest obstacles, financing .[4] III. Educated women and entrepreneurship Educated women in India are sometimes forced to leave employment due to family reasons, like up bringing the children, post delivery health complications and dislocation on account of transfers. According to the International Labour Organization, India ranks in the bottom 20 of a list of 131 counties in female labour force participation. "senior level female employees in India are just 5 per cent compared to the global average of 20

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per cent, In India almost 48 per cent women drop out of workforce before they reach the middle of their careers, compared to the Asia regional average of 29 per cent." [5] In many cases, these women use their talents and acquired skills to start their own business and become entrepreneurs. Looking for an alternative to a professional career, many are turning entrepreneurs. It highlights how 'mom entrepreneurs' and women owners of small/medium businesses are growing, with 11 per cent women falling in that bracket. These include home based businesses, boutiques and custom fit lifestyle businesses. With the digital space in India expanding, the number of such women will keep growing. IV. Facts about women entrepreneurs Women have the tendency to start their own business ventures immediately after their education. As per a survey conducted by Women and Entrepreneurship in India, 58% of women entrepreneurs are in the age group of 25-30. Normally, the majority of women based businesses are micro enterprises, professional services, apparels and accessories, and food and beverages.[6] Women entrepreneurship has been encouraged by a few academic institutions and one such example is that of Indian School of Business, Hyderabad, the Indian partner for the Goldman Sachs 10,000 Women Entrepreneurs Program, a five-year Programme to aid the development of women entrepreneurs. Start-ups may provide a new way for more women to enter and stay in the workforce. At a time when established companies are turning cartwheels to meet their diversity targets (women being a key metric in this), the lure of the unknown and the thrill of entrepreneurship may be a bigger draw than the stability of a routine job. According to various estimates, women account for 25-35% of employees at start-ups and the number is increasing. According to venture capitalists and other risk capital investors, a growing number of women, emboldened by start-up success stories both in India and the globe, are taking the plunge. In some parts of the country entrepreneurial women are making waves. For example, in the arid regions of Later and Osmanabad in Maharashtra, women are leading the charge at organizations such as Swayam Shikshan Prayog, which is building networks of rural businesses. Here, women are handpicked to sell products such as gas stoves and the best ones given charge of a region to manage. [7] V. Role of Self Help Groups in India In India, women are having harder lives (in rural areas in particular) and they have to discharge the onerous tasks of running households, collection of firewood for cooking, fetching drinking water and taking care of the children. In the labour market, (as rural non agricultural labor), they earn Rs. 44 per day while the male counterparts earn Rs. 67 per day. [8] Apart from weaker market linkages, women empowerment is taken up by development of capacity building of SHGs. A Self-Help Group is a small voluntary association of poor people preferably from the same A Self-Help Group is small voluntary associations of poor people preferably from the same women’s groups perform better in all the important activities of SHGs. [9] The SHGs can result in better access to credit, additional family income, better nutrition to children and improvement in school attendance. VI. Successful women entrepreneurs in India: In the male dominated societies, women have been very successful as business managers and entrepreneurs. For example, Indra Nooyi the chairperson of Pepsi was conferred the prestigious Padma Bhushan for her business achievements. Naina Lal Kidwai, the CGM of HSBC was awarded Padma Shri for her contributions to trade and industry. There are other women entrepreneurs like Kiran Mazumdar Shaw, Chairman and Managing Director (CMD) of Biocon Limited., Chanda Kochar, is currently the MD & CEO of India’s largest private bank ICICI Bank., Indu Jain, the chairperson of India’s largest and most powerful media house – The Times Group. Neelam Dhawan is presently the Managing Director of Hewlett-Packard (HP), India. Motwani is the Joint Managing Director of Kinetic Motors. Mallika Srinivasan, Current position: Director, TAFE (Tractor and Farm Equipment) and Ritu Kumar is one of the big names in Indian fashion industry. VII. Problems for Women entrepreneurs in India 1. Family ties: Women in India are very emotionally attached to their families. They are supposed to attend to all the domestic work, to look after the children and other members of the family. They are over burden with family responsibilities like extra attention to husband, children and in laws which take away a lots of their time and energy. In such situation, it will be very difficult to concentrate and run the enterprise successfully. 2. Lack of education: Women in India are lagging far behind in the field of education. Most of the women (around sixty per cent of total women) are illiterate. Those who are educated are provided either less or inadequate education than their male counterpart partly due to early marriage, partly due to son's higher education and partly due to poverty.

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Due to lack of proper education, women entrepreneurs remain in dark about the development of new technology, new methods of production, marketing and other governmental support which will encourage them to flourish. 3. Problem of finance: Women entrepreneurs suffer a lot in raising and meeting the financial needs of the business. Bankers, creditors and financial institutes are not coming forward to provide financial assistance to women borrowers on the ground of their less credit worthiness and more chances of business failure. They also face financial problem due to blockage of funds in raw materials, work-in-progress finished goods and non-receipt of payment from customers in time. 4. Lack of self confidence: Women entrepreneurs because of their inherent nature, lack of self-confidence which is essentially a motivating factor in running an enterprise successfully. They have to strive hard to strike a balance between managing a family and managing an enterprise. Sometimes she has to sacrifice her entrepreneurial urge in order to strike a balance between the two. VIII. Conclusion Ancient Indian society had given an important position to women. Invasion of India by the Moguls, followed by British rule had altered the status of Indian women. Education of women children was made possible by SSA program and other incentives of state and central governments. But women continue to be house wives, rearing children and are subject to wide ranging physical and emotional tortures. Recent past has witnessed empowerment of rural women through formation of SHGs and NGOs, and by providing liberal bank credit. Urban educated women are not only able to take challenging careers in offices, but are also making their presence felt as entrepreneurs. The trend needs to be strengthened by government initiatives and change in social orientation towards women. References [1] [2] [3] [4] [5] [6] [7] [8] [9]

India statistics 2014 India population data 2014 UGC annual report, 2013 â&#x20AC;&#x2DC;Some facts about women entrepreneursâ&#x20AC;&#x2122;, Go4 funding. www.womensweb.in Economic Times, March 9, 2014. Sairee Chahal, Founder SHEROES United Nations Report, Women in India , How free? How equal? Data on population and literacy based on 2001 census. 33rd Global Conference Of Icsw, Tours (France) June 30th - July 4th 2008

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