AIJRHASS issue 10 vol4 print by iasir journals

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

Issue 10, Volume 1, 2, 3 & 4 March-May, 2015

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: Germany, Australia, India, 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 tenth 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,

CiteSeerX,

INSPEC,

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 tenth issue, we received 126 research papers and out of which only 63 research papers are published in four 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 tenth 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 (March-May, 2015, Issue 10, Volume 1, 2, 3 & 4). ---------------------------------------------------------------------------------------------------------------------------

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.) P.Sujathamma, Department of Sericulture, S.P.Mahila Visvavidyalayam, Tirupati517502, 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. 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.) Shriram K V, Faculty Computer Science and Engineering, Amrita Vishwa Vidhyapeetham University, Coimbatore, India. Prof. (Dr.) Sohail Ayub, Department of Civil Engineering, Z.H College of Engineering & Technology, Aligarh Muslim University, Aligarh. 202002 UP-India Prof. (Dr.) Santosh Kumar Behera, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal, India. Prof. (Dr.) Urmila Shrawankar, Department of Computer Science & Engineering, G H Raisoni College of Engineering, Nagpur (MS), India. Prof. Anbu Kumar. S, Deptt. of Civil Engg., Delhi Technological University (Formerly Delhi College of Engineering) Delhi, India. Prof. (Dr.) Meenakshi Sood, Vegetable Science, College of Horticulture, Mysore, University of Horticultural Sciences, Bagalkot, Karnataka (India) Prof. (Dr.) Prof. R. R. Patil, Director School Of Earth Science, Solapur University, Solapur, India. 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, India. 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, India. Prof. (Dr.) Sandhya Mehrotra, Department of Biological Sciences, Birla Institute of Technology and Sciences, Pilani, Rajasthan, India. Prof. (Dr.) Dr. Ravindra Jilte, Head of the Department, Department of Mechanical Engineering,VCET, Thane-401202, India. 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.) ABHIJIT MITRA , Associate Professor and former Head, Department of Marine Science, University of Calcutta , India. Prof. (Dr.) N.Ramu , Associate Professor , Department of Commerce, Annamalai University, AnnamalaiNadar-608 002, Chidambaram, Tamil Nadu , India. Prof. (Dr.) Saber Mohamed Abd-Allah, Assistant Professor of Theriogenology , Faculty of Veterinary Medicine , Beni-Suef University , Egypt. Prof. (Dr.) Ramel D. Tomaquin, Dean, College of Arts and Sciences Surigao Del Sur State University (SDSSU), Tandag City Surigao Del Sur, Philippines. 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, India. Prof. (Dr.) Sandeep Gupta, Department of Computer Science & Engineering, Noida Institute of Engineering and Technology, Gr.Noida, India. Prof. (Dr.) Mohammad Akram, Jazan University, Kingdom of Saudi Arabia.

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Prof. (Dr.) Sanjay Sharma, Dept. of Mathematics, BIT, Durg(C.G.), India. Prof. (Dr.) Manas R. Panigrahi, Department of Physics, School of Applied Sciences, KIIT University, Bhubaneswar, India. Prof. (Dr.) P.Kiran Sree, Dept of CSE, Jawaharlal Nehru Technological University, India Prof. (Dr.) Suvroma Gupta, Department of Biotechnology in Haldia Institute of Technology, Haldia, West Bengal, India. Prof. (Dr.) SREEKANTH. K. J., Department of Mechanical Engineering at Mar Baselios College of Engineering & Technology, University of Kerala, Trivandrum, Kerala, India Prof. Bhubneshwar Sharma, Department of Electronics and Communication Engineering, Eternal University (H.P), India. Prof. Love Kumar, Electronics and Communication Engineering, DAV Institute of Engineering and Technology, Jalandhar (Punjab), India. Prof. S.KANNAN, Department of History, Annamalai University, Annamalainagar- 608002, Tamil Nadu, India. Prof. (Dr.) Hasrinah Hasbullah, Faculty of Petroleum & Renewable Energy Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia. Prof. Rajesh Duvvuru, Dept. of Computer Sc. & Engg., N.I.T. Jamshedpur, Jharkhand, India. Prof. (Dr.) Bhargavi H. Goswami, Department of MCA, Sunshine Group of Institutes, Nr. Rangoli Park, Kalawad Road, Rajkot, Gujarat, India. Prof. (Dr.) Essam H. Houssein, Computer Science Department, Faculty of Computers & Informatics, Benha University, Benha 13518, Qalyubia Governorate, Egypt. Arash Shaghaghi, University College London, University of London, Great Britain. Prof. Rajesh Duvvuru, Dept. of Computer Sc. & Engg., N.I.T. Jamshedpur, Jharkhand, India. Prof. (Dr.) Anand Kumar, Head, Department of MCA, M.S. Engineering College, Navarathna Agrahara, Sadahalli Post, Bangalore, PIN 562110, Karnataka, INDIA. Prof. (Dr.) Venkata Raghavendra Miriampally, Electrical and Computer Engineering Dept, Adama Science & Technology University, Adama, Ethiopia. Prof. (Dr.) Jatinderkumar R. Saini, Director (I.T.), GTU's Ankleshwar-Bharuch Innovation Sankul &Director I/C & Associate Professor, Narmada College of Computer Application, Zadeshwar, Bharuch, Gujarat, India. Prof. Jaswinder Singh, Mechanical Engineering Department, University Institute Of Engineering & Technology, Panjab University SSG Regional Centre, Hoshiarpur, Punjab, India- 146001. Prof. (Dr.) S.Kadhiravan, Head i/c, Department of Psychology, Periyar University, Salem- 636 011,Tamil Nadu, India. Prof. (Dr.) Mohammad Israr, Principal, Balaji Engineering College,Junagadh, Gujarat-362014, India. Prof. (Dr.) VENKATESWARLU B., Director of MCA in Sreenivasa Institute of Technology and Management Studies (SITAMS), Chittoor. 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,Tamil Nadu, 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 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.

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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. 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 Engg., 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.

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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 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.

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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.) K. Ramesh, Department of Chemistry, C .B . I. T, Gandipet, Hyderabad-500075 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 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 Prof. (Dr.) Y.P.Singh, (Director), Somany (PG) Institute of Technology and Management, Garhi Bolni Road, Delhi-Jaipur Highway No. 8, Beside 3 km from City Rewari, Rewari-123401, India. Prof. (Dr.) MIR IQBAL FAHEEM, VICE PRINCIPAL &HEAD- Department of Civil Engineering & Professor of Civil Engineering, Deccan College of Engineering & Technology, Dar-us-Salam, Aghapura, Hyderabad (AP) 500 036. Prof. (Dr.) Jitendra Gupta, Regional Head, Co-ordinator(U.P. State Representative)& Asstt. Prof., (Pharmaceutics), Institute of Pharmaceutical Research, GLA University, Mathura. Prof. (Dr.) N. Sakthivel, Scientist - C,Research Extension Center,Central Silk Board, Government of India, Inam Karisal Kulam (Post), Srivilliputtur - 626 125,Tamil Nadu, India. Prof. (Dr.) Omprakash Srivastav, Centre of Advanced Study, Department of History, Aligarh Muslim University, Aligarh-202 001, INDIA. Prof. (Dr.) K.V.L.N.Acharyulu, Associate Professor, Department of Mathematics, Bapatla Engineering college, Bapatla-522101, INDIA. Prof. (Dr.) Fateh Mebarek-Oudina, Assoc. Prof., Sciences Faculty,20 aout 1955-Skikda University, B.P 26 Route El-Hadaiek, 21000,Skikda, Algeria. NagaLaxmi M. Raman, Project Support Officer, Amity International Centre for Postharvest, Technology & Cold Chain Management, Amity University Campus, Sector-125, Expressway, Noida Prof. (Dr.) V.SIVASANKAR, Associate Professor, Department Of Chemistry, Thiagarajar College Of Engineering (Autonomous), Madurai 625015, Tamil Nadu, India (Dr.) Ramkrishna Singh Solanki, School of Studies in Statistics, Vikram University, Ujjain, India Prof. (Dr.) M.A.Rabbani, Professor/Computer Applications, School of Computer, Information and Mathematical Sciences, B.S.Abdur Rahman University, Chennai, India Prof. (Dr.) P.P.Satya Paul Kumar, Associate Professor, Physical Education & Sports Sciences, University College of Physical Education & Sports, Sciences, Acharya Nagarjuna University, Guntur. Prof. (Dr.) Fazal Shirazi, PostDoctoral Fellow, Infectious Disease, MD Anderson Cancer Center, Houston, Texas, USA Prof. (Dr.) Omprakash Srivastav, Department of Museology, Aligarh Muslim University, Aligarh202 001, INDIA. Prof. (Dr.) Mandeep Singh walia, A.P. E.C.E., Panjab University SSG Regional Centre Hoshiarpur, Una Road, V.P.O. Allahabad, Bajwara, Hoshiarpur Prof. (Dr.) Ho Soon Min, Senior Lecturer, Faculty of Applied Sciences, INTI International University, Persiaran Perdana BBN, Putra Nilai, 71800 Nilai, Negeri Sembilan, Malaysia Prof. (Dr.) L.Ganesamoorthy, Assistant Professor in Commerce, Annamalai University, Annamalai Nagar-608002, Chidambaram, Tamilnadu, India. Prof. (Dr.) Vuda Sreenivasarao, Professor, School of Computing and Electrical Engineering, Bahir Dar University, Bahirdar,Ethiopia Prof. (Dr.) Umesh Sharma, Professor & HOD Applied Sciences & Humanities, Eshan college of Engineering, Mathura, India. Prof. (Dr.) K. John Singh, School of Information Technology and Engineering, VIT University, Vellore, Tamil Nadu, India. Prof. (Dr.) Sita Ram Pal (Asst.Prof.), Dept. of Special Education, Dr.BAOU, Ahmedabad, India.

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Prof. Vishal S.Rana, H.O.D, Department of Business Administration, S.S.B.T'S College of Engineering & Technology, Bambhori,Jalgaon (M.S), India. Prof. (Dr.) Chandrakant Badgaiyan, Department of Mechatronics and Engineering, Chhattisgarh. Dr. (Mrs.) Shubhrata Gupta, Prof. (Electrical), NIT Raipur, India. Prof. (Dr.) Usha Rani. Nelakuditi, Assoc. Prof., ECE Deptt., Vignan’s Engineering College, Vignan University, India. Prof. (Dr.) S. Swathi, Asst. Professor, Department of Information Technology, Vardhaman college of Engineering(Autonomous) , Shamshabad, R.R District, India. Prof. (Dr.) Raja Chakraverty, M Pharm (Pharmacology), BCPSR, Durgapur, West Bengal, India Prof. (Dr.) P. Sanjeevi Kumar, Electrical & Electronics Engineering, National Institute of Technology (NIT-Puducherry), An Institute of National Importance under MHRD (Govt. of India), Karaikal- 609 605, India. Prof. (Dr.) Amitava Ghosh, Professor & Principal, Bengal College of Pharmaceutical Sciences and Research, B.R.B. Sarani, Bidhannagar, Durgapur, West Bengal- 713212. Prof. (Dr.) Om Kumar Harsh, Group Director, Amritsar College of Engineering and Technology, Amritsar 143001 (Punjab), India. Prof. (Dr.) Mansoor Maitah, Department of International Relations, Faculty of Economics and Management, Czech University of Life Sciences Prague, 165 21 Praha 6 Suchdol, Czech Republic. Prof. (Dr.) Zahid Mahmood, Department of Management Sciences (Graduate Studies), Bahria University, Naval Complex, Sector, E-9, Islamabad, Pakistan. Prof. (Dr.) N. Sandeep, Faculty Division of Fluid Dynamics, VIT University, Vellore-632 014. Mr. Jiban Shrestha, Scientist (Plant Breeding and Genetics), Nepal Agricultural Research Council, National Maize Research Program, Rampur, Chitwan, Nepal. Prof. (Dr.) Rakhi Garg, Banaras Hindu University, Varanasi, Uttar Pradesh, India. Prof. (Dr.) Ramakant Pandey. Dept. of Biochemistry. Patna University Patna (Bihar)-India. Prof. (Dr.) Nalah Augustine Bala, Behavioural Health Unit, Psychology Department, Nasarawa State University, Keffi, P.M.B. 1022 Keffi, Nasarawa State, Nigeria. Prof. (Dr.) Mehdi Babaei, Department of Engineering, Faculty of Civil Engineering, University of Zanjan, Iran. Prof. (Dr.) A. SENTHIL KUMAR., Professor/EEE, VELAMMAL ENGINEERING COLLEGE, CHENNAI Prof. (Dr.) Gudikandhula Narasimha Rao, Dept. of Computer Sc. & Engg., KKR & KSR Inst Of Tech & Sciences, Guntur, Andhra Pradesh, India. Prof. (Dr.) Dhanesh singh, Department of Chemistry, K.G. Arts & Science College, Raigarh (C.G.) India. Prof. (Dr.) Syed Umar , Dept. of Electronics and Computer Engineering, KL University, Guntur, A.P., India. Prof. (Dr.) Rachna Goswami, Faculty in Bio-Science Department, IIIT Nuzvid (RGUKT), DistrictKrishna , Andhra Pradesh - 521201 Prof. (Dr.) Ahsas Goyal, FSRHCP, Founder & Vice president of Society of Researchers and Health Care Professionals Prof. (Dr.) Gagan Singh, School of Management Studies and Commerce, Department of Commerce, Uttarakhand Open University, Haldwani-Nainital, Uttarakhand (UK)-263139 (India) Prof. (Dr.) Solomon A. O. Iyekekpolor, Mathematics and Statistics, Federal University, WukariNigeria. Prof. (Dr.) S. Saiganesh, Faculty of Marketing, Dayananda Sagar Business School, Bangalore, 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, India 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

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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 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 Prof. (Dr.) N.Rajesh, Department of Agronomy, TamilNadu Agricultural University -Coimbatore, TamilNadu, 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. .

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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), India. 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, India. Prof. (Dr.) Basant Lal, Department of Chemistry, G.L.A. University, Mathura, India. 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. Prof. S.P.Anandaraj., CSE Dept, SREC, Warangal, India. Prof. (Dr.) Chitranjan Agrawal, Department of Mechanical Engineering, College of Technology & Engineering, Maharana Pratap University of Agriculture & Technology, Udaipur- 313001, Rajasthan, India. Prof. (Dr.) Rangnath Aher, Principal, New Arts, Commerce and Science College, Parner, DistAhmednagar, M.S. India. Prof. (Dr.) Chandan Kumar Panda, Department of Agricultural Extension, College of Agriculture, Tripura, Lembucherra-799210 Prof. (Dr.) Latika Kharb, IP Faculty (MCA Deptt), Jagan Institute of Management Studies (JIMS), Sector-5, Rohini, Delhi, India. Raj Mohan Raja Muthiah, Harvard Medical School, Massachusetts General Hospital, Boston, Massachusetts. Prof. (Dr.) Chhanda Chatterjee, Dept of Philosophy, Balurghat College, West Bengal, India. Prof. (Dr.) Mihir Kumar Shome , H.O.D of Mathematics, Management and Humanities, National Institute of Technology, Arunachal Pradesh, India Prof. (Dr.) Muthukumar .Subramanyam, Registrar (I/C), Faculty, Computer Science and Engineering, National Institute of Technology, Puducherry, India. Prof. (Dr.) Vinay Saxena, Department of Mathematics, Kisan Postgraduate College, Bahraich â€“ 271801 UP, 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 (PB) 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.

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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 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, (March-May, 2015, Issue 10, Volume 1, 2, 3 & 4) Issue 10, Volume 1 Paper Code

Paper Title

Page No.

AIJRHASS 15-305

Concepts of Continuity and Changes in Indian Social Structure Under British Rule Dr. Hareet Kumar Meena

01-06

AIJRHASS 15-306

Entertainment Studies – A Perspective Dr. LIM Kok Wai Benny

07-11

AIJRHASS 15-308

Applying Universal Design concept in interior design to reinforce the Social dimension of Sustainability Dr. Inas Hosny Ibrahim Anous

12-24

AIJRHASS 15-314

Contemplation of conservation and Painting technique of plaster wall paintings at Church Karas in Deir el-Anba Shenouda Sohag- Egypt Shehata A. Abd elrehym, Mohamed A.A. Awad, Hossam R. A. Sleem

25-29

AIJRHASS 15-315

Investigating how school leaders negotiate their role as instructional leaders in secondary schools in Mauritius Nathalie Congo-Poottaren

30-33

AIJRHASS 15-316

Peasants’ Mobilization under the Communist at its formative stage in Colonial Odisha: a case study of Kolkata Odia Krushak Sammilani Amit Kumar Nayak

34-40

AIJRHASS 15-317

Examining the Effectiveness of different Media of Advertising: A Comparative Analysis in North India Dr. Rajesh Kumar

41-46

AIJRHASS 15-319

A Theoretical approach on the moderating effect of competitive positioning on consumer reactions to Corporate Social Responsibility Preetha.R, Gopika.G

47-49

AIJRHASS 15-320

A cross-sectional study on behaviour and social aspects of deaf and dumb children in Ahmedabad Dr. Krunal G. Varia, Dr. Niti J. Talsania

50-53

AIJRHASS 15-322

Word Structure in Gondi Thota Venkata Swamy

54-56

AIJRHASS 15-323

Necessity for Sustainable Environmental Considerations in Corporate Decision making Processes Pranav Sharma, Swarita Sharma, Rina Kumari and A K Tiwari

57-60

AIJRHASS 15-324

The Impact of Colonisation on Women in ‘Child of All Nations’ Hamid Farahmandian

61-64

AIJRHASS 15-325

From Stockholm to Rio to Rio+20: Green Economy and the Road Ahead Dr. Shobhalata Udapudi, Mr. Fakkiresh S. Sakkarnaikar

65-73

AIJRHASS 15-326

Reverse Merger as a Method of Going Public: Regulatory Approach in U.S. Chaitra R. Beerannavar, Dr. Shashikala Gurpur

74-79

AIJRHASS 15-327

Peculiaris Lepores: Grotesque as Moment in British Literature Sambhunath Maji, Dr. Birbal Saha

80-85

AIJRHASS 15-328

Abortion: A Study Based On Case-Studies Of South 24-Parganas, West Bengal Arunima Dhar

86-89

AIJRHASS 15-329

The impact of Interior Design in educational spaces for children with Autism Dr. Inas Hosny Ibrahim Anous

90-101

Issue 10, Volume 2 Paper Code

Paper Title

Page No.

AIJRHASS 15-330

An Analysis of Intelligence Informer network during the British conquest of India Shabir Ahmad Reshi & Dr. Seema Dwivedi

102-104

AIJRHASS 15-331

A Study of the Growth in Small Scale Industries through Strategic Leadership Skills: An Analytical Approach Jyothi A N and Dr. Ambily A S

105-110

AIJRHASS 15-332

Prevalence of vulvovaginal candidiasis among female patients attending New Life Hospital Mubi, Adamawa State David, D. L. Wahedi, J.A. Umaru, F. B. and Ibrahim, R.K

111-113

AIJRHASS 15-333

Foreign Connection: Foreign Workers and Internationalization among Small Business Enterprises in Kampala, Uganda Olutayo K. Osunsan

114-118

AIJRHASS 15-335

Patent war amidst globalization: Focus on India & China deliberating United States Perspective Dr. Tanushri Purohit, Jasleen Kaur

119-126

AIJRHASS 15-336

Farmers’ Perception Of African Locust Bean Tree (Parkia Bigloblosa ) As An Economic Tree In OYO State, Nigeria ADEOLA, R. G.

127-130

AIJRHASS 15-337

Growth and Determinants of Post Delivery Complication of Women in Respect of Access to Health Care Facilities in West Bengal: An Inter-District Analysis Uttam Kumar Sikder, Barsha Choudhury

131-139

AIJRHASS 15-338

Eve Teasing and the Decadence of Social Values in Bangladesh: How Many Innocent Faces are to be Lost! Md. Assraf Seddiky, Esmat Ara, Fatema Khatun

140-148

AIJRHASS 15-348

A Study On Terrace Farming And Its Effect On Women Empowerment In Ernakulam District Nayana N Nair, Lekshmy P R

149-151

AIJRHASS 15-350

Re-defining ‘Identity’: A Critique of Jhumpa Lahiri’s The Namesake Dashrath Gatt

152-155

AIJRHASS 15-354

The Role of Akshaya and Friends in Rural Area Arun Kumar P S, Alvin Abraham, Girish S (Assistant Professor)

156-160

AIJRHASS 15-358

Performance Assessment of the Architectural Heritage Dr. Ammar Korichi, Salah Eddine Krada, Dr.Youcef Laraba

161-164

AIJRHASS 15-359

The Impact of Language in Conflict Management and Peace Building Osimen, Goddy Uwa, Aniga, Ugo Samuel, Bateye, Omonike Rashidat

165-171

AIJRHASS 15-360

Diaspora in William Shakespeare’s HAMLET L.Santhosh Kumar

172-174

AIJRHASS 15-361

Re-Engineering Nigeria’s Corporate Governance and Political Economy towards the Expectations of Vision 2020 Adeola, G. L. (PhD), Omorogbe, C. E (PhD)

175-181

AIJRHASS 15-363

Analysing the Fragmentation of Indian Territory with Reference to Salman Rushdie’s Midnight’s Children Vaalanteena X., Veeramani S.Ph.D,

182-184

AIJRHASS 15-364

A study of perception of tourist Socio-economic status on Jharkhand Tourism Category Pranjal Kumar, Dr. Ashutosh Mishra

185-196

AIJRHASS 15-365

Effect of Low Impact Aerobic Dance Exercise On Vo2 Max Among Sedentary Men of Kannur (DT) of Kerala Dr.K.P.Prashobhith

197-199

Issue 10, Volume 3 Paper Code

Paper Title

Page No.

AIJRHASS 15-368

An Empirical Study on Customer Relationship Management and Products- in Banking Sector at Mysore city Ms. Sandhya P

200-205

AIJRHASS 15-369

Gen Z - Children of Digital Revolution Transforming Social Landscape Ms Maitri, Dr. K. Gargi

206-208

AIJRHASS 15-370

Recent Trends in Haryana State Finances Dr. Laxmi Narayan

209-214

AIJRHASS 15-371

Globalization and its Ethical Standards Mohammed Kamal Khwaja

215-219

AIJRHASS 15-372

The Roots of the Kurdish Internal Rivalries, Conflicts and Peace Process 1964-2000 Krawan Salih Waisy

220-232

AIJRHASS 15-374

An Epidemic: Famine & Malnutrition Dr. Suniti Ahuja

233-236

AIJRHASS 15-375

Laws for Elder lies in India: Its Applicability and Loop Holes Dr. Nisha Chaudhary, Yash Pal Singh

237-243

AIJRHASS 15-376

Failure of the new town of Constantine (Algeria) Makhlouf Mokhtar, Dekoumi Djamel

244-248

AIJRHASS 15-378

Ubiquity of Posthumanist Quadruplex in Krrish 3 Kiran deep Singh

249-253

AIJRHASS 15-379

Talent Retention Management in Corporate sectors Pranav Sharma, Swarita Sharma, and A K Tiwari

254-257

AIJRHASS 15-383

Job Performance: Getting Influenced by Emotional Intelligence Dr. Satish Ahuja

258-263

AIJRHASS 15-387

International Human Dignity and Social Justice-Social Security Approach Mr. Fakkiresh S. Sakkarnaikar, Dr. Shobhalata Udapudi

264-273

AIJRHASS 15-388

Assessing Stressors Responsible for Stress Generation among Women Employees in Indian BPOâ&#x20AC;&#x2122;s Sonal Pathak, Dr. Anil Sarin,

274-280

AIJRHASS 15-389

Influence of Mothers of Sarsara in Workplace Spirituality Movement Pintu Mahakul

281-286

AIJRHASS 15-390

Study of Hand Dimensions and Hand Grip Strength between Adolescent Basketball and Volleyball Players Dr.Vishaw Gaurav, Mukhwinder Singh, Dr. Sukhdev Singh, Dr. Amandeep Singh and Sandeep

287-289

AIJRHASS 15-391

Assessing the Correlation between Continuous Assessment and Examination Scores of Education Courses Ado Abdu Bichi & Aliyu Musa

290-294

Issue 10, Volume 4 Paper Code

Paper Title

Page No.

AIJRHASS 15-393

Improving teaching practices through Action research at primary school teachers Preparation Dr. Hamdy Ahmed Mahmoud Hamed

295-309

AIJRHASS 15-394

Locus of control and psychological well-being among Iranian adolescent migrants in Kuala-Lumpur, Malaysia Mohammad Reza Vakili Mobarakeh, Rumaya Juhari, Siti Nor Yaacob, and Ma rof Redzuan

310-313

AIJRHASS 15-395

Assessment of Self-concept of Secondary School Students in respect to their Gender, Localities and Category (Tribe and Non-Tribe) Dr. Jagabandhu Behera, Dr. Rebati Mani Samal

314-319

AIJRHASS 15-396

Barriers to Overcome in Pamela and Mr. B—’s Marriage in Richardson’s Pamela Dr. Gassim H. Dohal

320-322

AIJRHASS 15-397

Performance assessment of bedrooms in urban hotels in Algeria Dr. Youcef Laraba, Dr. Ammar Korichi, Dr. Salah Eddine Krada

323-325

AIJRHASS 15-402

CSR - IN OPERATION Devika Ahuja

326-329

AIJRHASS 15-408

Shift in Perceptions Regarding Role and Responsibilities of Women in Society in Chinua Achebe’s ‘Girls at War’ Dipali Sharma Bhandari

330-333

AIJRHASS 15-414

Parental Attitude towards Girl Education in District Kulgam (J&K) Ruhee Rashid and Dr. Santosh Kumar Maharashi

334-336

AIJRHASS 15-415

Enhancing Adolescents’ Prosocial attitudes and Prosocial behaviors through the implementation of a Research based comprehensive Character Education programme Kauser Tasneem

337-343

AIJRHASS 15-418

The Impact of Human Resource Practices on Turnover Intention: The Mediating Roles of Procedural Justice and Organizational Citizenship Behavior (Case Study: Employees of West Azerbaijan Electric Energy Distribution Company) Parisa Darvishi Balderlou, Mohammad Hassani

344-351

AIJRHASS 15-419

352-355

AIJRHASS 15-420

Monetary Motivation - Incentive Schemes of Rourkela Steel Plant Satchidananda Patnaik

356-359

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

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

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)

Improving teaching practices through Action research at primary school teachers Preparation Dr. Hamdy Ahmed Mahmoud Hamed Assistant Professor of Curriculum and Methods of Teaching Faculty of Education - Helwan University Arab Republic of Egypt Abstract: Calls recently appeared to support an active role for the teacher in the educational decision making through submission of proposals and perceptions of phenomena experienced by schools, and these proposals come only if the teacher study these phenomena, track and a statement of strength and weakness and provide alternatives points and this means that the teacher that the conduct research in the field and in the classroom primarily appeared the name of "teacher researcher" in the literature of many countries. Since this study confirms the importance of improving teaching practices and competencies necessary for teachers of the fifth / sixth grade and in Social Studies of what those skills and teaching practices of great importance in the functioning of the educational process in the classroom and preparing a generation capable of future challenges, led by the teacher conscious and example. The importance of the theoretical part of the study to enrich the study and definition of the relevant educational process research procedural and its role and that it is time to apply this type of search in all Egyptian schools and focus on the skills and teaching practices in the classroom in the Social Studies even make them material attractive study to examine them more than to be repulsive them.The study resulted in that the teachers should focus on the role of action research in the treatment of problems of the teacher and it gives him the self-confidence in educational decision-making, where the existing teacher addressed the research of many teaching skills and practices that were carried out after reflection and Altvakr paid by repeatedly process and again during the monitoring of all problems in the classroom with his disciples during his performance in social studies for students in the fifth grade / sixth the primary. Where the sample left daily notes on teaching practices, which was going through in the classroom with his students while teaching, and also monitoring for a number of teaching activities carried out with his disciples in a sufficient description of the position of teaching as a phenomenon educational and comment on them, and then began Statistics reflection process, which comprise of axes: What happened? , How I feel about what happened? And what I learned from this situation? , Then finally the newspaper reflection structure, which came axes as follows: What did you do? , What I learned then finally how they can apply what I've learned? , The sample has documented many of the educational practices and teaching skills, and offered to the strengths and weaknesses and addressed her problem in those practices are weak and teaching skills.The researcher teacher perceptions and proposals of value with the addition of some procedural proposals -qam out of helped him and guided him in the search - in order to improve teacher performance and development of the educational process after the turn, the teacher in the research, this addressed the proposals and recommendations of many of the important points in the action research on the level of schools Republic, especially in basic education. I. Introduction The action research alternative for Educational Research, which was based on the study of other research, also from the applied research directed towards solving the problems faced by the workers where the practitioner examines the performance and scalability by identifying the problems faced by both the educational, social or psychological problems and will solve them using appropriate scientific methodology. It believes such research to the supervisor best resident to experience the educational and encourages him to develop educational theories based on practices, and under this research conditions and practices that can researcher teacher make a difference where in the desired direction and not exposed to aspects of that supervisor cannot interfere with them or change them as it is possible to be the study of the processes and methods used in the field of work in a scientific manner in order to be tested and increase the effectiveness and discover new ways more convenient, "which is described as a way of working which helps us to recognize the things that we believe in, and then work systematically to make these things that we believe in the truth." (Mohammed Eldridge, 2003). And the

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Dr. Hamdy Ahmed Mahmoud Hamed, American International Journal of Research in Humanities, Arts and Social Sciences, 10(3), MarchMay 2015, pp. 295-309

role of action research is to improve the educational process in the school environment scope and provides this research quick solutions to fix the problems that need to speed in the solution and only worsened as well as eliminates Find the gap between traditional research and the practice of the teacher in the classroom through knowledge and assets of pedagogy to solve problems the application, and can be developed teacher performance and the exchange of experiences and skills among teachers in the field of teaching, and help these search teachers to recognize new developments in education, and also helps them to develop scientific thinking in the evaluation of issues, analysis and ask questions, data collection, interpretation and help Find a teacher on the development of speech and writing skills and the exploration and investigation of different sources, and improving educational methods and school management by introducing modern trends dealing with the development of this administration (Abdul Latif Hussein Haidar, 2004). From here came this research to improve the skills and teaching practices by the teachers of the fifth / sixth grade and in Social Studies, where spotted research sample and two teachers from each semester - fifth and sixth grades Primary - teaching practices and skills they perform in the classroom during the teaching material social studies, so making it Researcher educator teacher which the objective of which is based on the teacher or the number of teachers in the educational field within the school, making for this type of research different scientific results completely for academic research carried out by researchers at the university level act Research. To this must be on the educational departments and schools affiliated to adopt this type of research and the organization of consecutive workshops make this kind of research culture prevalent among teachers, and the condition live teacher and increase incentives in the field of work, and this leads to the treatment of many problems, in fact, educational and who sometimes indescribable Educational Research traditional. II. Background of the Problem First, the exploratory study The researcher conducted a prospective study to know the reality of teaching practices for teachers of fifth grade/ sixth in Primary Social Studies, the study included two aspects: 1. Questionnaire for mentors and teachers Researcher prepared a questionnaire, has been applied to a number (6) of mentors, and the number (10) of those who teach the teachers decision of social studies for students in the fifth / sixth grade number (4) of Maadi management education schools, in order to know the following: A) the extent of being able to correct practices and teaching skills. B) the extent of activation of practices and teaching skills while teaching social studies course for students in the fifth grade / sixth the primary. C) the extent of the importance of activating the teaching practices while teaching social studies course for students in the fifth grade / sixth the primary. The researcher found after the application procedure for this questionnaire to the following results: (i) confirmed rate (93.42%) of the study sample the dearth of information available to them on the practice and teaching skills. (ii) confirmed rate (85.70%) of the sample study on the difficulty of activating practices and teaching skills in the classroom with the current educational problems. (iii) confirmed proportion (99%) of the study sample the importance of activating practices and teaching skills in the classroom in the subject of social studies for students in the fifth grade / sixth the primary. 2. The personal interview with the disciples Researcher held an open interview with a number (60) male and female pupils, at a rate of 6 classes for fifth grade/Sixth Primary number (4) schools from the Department of Maadi educational schools, in order to know how to activate practices and teaching skills in the classroom in the material studies Social for students in the fifth grade / sixth the primary. The following questions about the interview took place: A. What teaching practices and competencies circulating in the Chapter during class? B) what your role in those practices and teaching skills, which fulfilled during class? C) To what extent activation of practices and teaching skills in the classroom in Social Studies? Through the questions that interview, the researcher suggested the following results: A). confirmed rate (23.34%) of the study sample that have simple information about teaching practices and competencies circulating in the Chapter during class. B) confirmed proportion (99%) of the study sample that simple their participation in those practices and teaching skills. C) confirmed rate (95.11%) of the study sample twice to activate practices and teaching skills in the classroom in the Social Studies. 3. Second, research and previous studies Results Many of those interested in the field have raised procedural research studies on this area confirms its importance, including:

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A. Walid Yousef study (2015) And titled: "The impact of the use of public piers and directed learning in a web of social networks educational environment in the development of procedural research planning skills of graduate students, and the development of attitudes towards scientific research, and self-efficacy they have”. It aimed to identify learning trusses type best suited (public, versus oriented, as opposed to both) in the social Web networks environment, and with regard to its impact in each of the development of the Research procedural planning skills of graduate students and the development of attitudes towards scientific research, and self-efficacy have, The research findings have resulted in no statistically significant differences at the level ≤ 0.05 between the mean scores of students of the three experimental groups in the evaluation of product card (plan to discuss procedural) and the measure of self-efficacy in students research sample, to Salj two groups: the first studied in the web social networking environment During Daammelt public learning, as well as the third group, which studied using trusses General and directed together learning compared to the second group studied through the pillars of learning directed only did differences between both public struts show, public struts and directed together at the same in the two variables followers of former, as well as the results indicated the lack of statistically significant differences at the level ≤ 0.05 between the mean scores of students of the three experimental groups due to the influence of the basic pillars of learning to type in all of the collection of knowledge related to the skill, and the direction of students towards scientific research. B. Mohammed Khamis safety study (2009) It was titled: "Building a training program and measure its impact in the development of action research skills of social studies teachers”. The study aimed to detect the effect of a training program in the development of research skills procedural among a sample of social studies teachers in the Educational Directorate of Irbid First, the study sample consisted of (15) a teacher of social studies teachers. To achieve the objectives of the study, the researcher developed a test to detect the level of social studies teachers in action research skills are of (50) items. The study results indicated that the total score to test the knowledge of social studies teachers in action research skills and sub-grades for the same skill level has been below the level of proficiency. C. Louis Lim Louis Lim study (2007) It was titled: "sports writing on developing an understanding of the tenth grade subjects Applied Mathematics students: Search procedural effects”. Goal Action Research Cooperative to test the effect of standard contact sports to collect tenth grade students in applied mathematics topics, where evolved the idea of seeking a collaborative effort, shared between a teacher of mathematics at the high school in Toronto (Canada) and a university professor in the University of North Carolina (USA), Many of the tools for data collection employment: the sheets daily (Journals), writing free (free-writing) and the conduct of life for students (math autobiography), the official clerical appointments, bags and performance (portfolio). Contributed to previous tools to emphasize the role of sports writing is to help students develop their understanding and attitudes towards mathematics, and the results showed that the students' understanding has improved through the exercise of many diverse clerical activities, and those activities provided evidence on the evolution of skills and metacognitive. The research also showed that the students 'resistance to free writing CVs own led to increase students' awareness and thus improve their attitudes towards mathematics. And a conclusion has been through this research that the research of the kind of procedural action contributes to stimulate cooperative relations and improve educational practices and support the desired change. Many studies have emphasized the importance of activating the procedural research for the treatment of the problems facing the teacher taught or during the performance of activities that must be performed. 4. Third, some of the recommendations of the Arab and international conferences Several conferences Egyptian and international projects and certainly the importance of the act Research (procedural) in addressing the problems of teaching the teacher is the most important of these conferences: 1. The Conference action research cope improve the profession of teaching efforts (2010 ): Where the third annual conference of the College of Education / University of Qatar confirmed on: - Promote the concept of lifelong learning, by offering cutting-edge research that provides experiences for teachers and serious ways and new applications within their ranks that free them from dependence on foreign culture. - The role of teachers actor in cognitive and creative development of the learners. - Communication between teachers is necessary because it will yield learning outcomes for our students in the schools. - Scientific research provide teachers with new experiences and new ways seriousness and applications within their ranks that free them from dependence on foreign culture as the most dependent on internal capabilities available in schools, both the financial means or educational or even professional. - Enable teachers of tools and research skills will enable them to transfer these skills to their students. - Organizing training workshops for teachers in the field of scientific research and research and procedural allocation Prize for the best research procedurally.

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2. The fourth annual conference of the search procedural (2012): The conference stressed the enrichment of different teachers experience of professional practices and successful exchange these experiences with professional colleagues, as this conference said classroom teachers from kindergarten to twelfth grade and who have demonstrated interest in research and they want to expand the experiences and practices in order to improve school performance, to the stages of primary and lower secondary education , secondary and post-secondary, and also teachers and leaders in schools, who conducted the research. Anyone who studies in the educational reality observed scarcity of procedural research, despite the significant role in the diagnosis of negative phenomena and to find appropriate solutions, there must be restoration of this research through outreach workers in the field of education - the teacher, the student, educational supervisor, the school principal - their importance but forums should be organized periodically to discuss whether the ministry or region or even school level, in order to reach a prompt and successful solutions to ensure the educational process in the course of walking. It is during the previous measures taken by the researcher need to make sure that the teacher address the problems within his class and in particular the various teaching practices and competencies. 5. Problem of the Study Find a problem represented as follows: Poor performance of teachers of fifth grade / sixth-primary schools in practices and teaching skills in the classroom during their performance in the share of social studies. 6. Questions of the Study Try searching to answer the following questions: 1. What happens now? 2. How this is a problem that needs to be resolved? 3. What practices and teaching skills which are made on a daily basis during the performance in the share of social studies for grades V and VI Primary ? 4. What activities they are exercised during the performance in the share of social studies for grades V and VI Primary? 5. What the Educational phenomena that drew your eyes during the performance in the share of social studies for grades V and VI Primary? 6. What did you learn and how you can apply what you have learned during the development work that way in solving the Educational problems you'll meet during your work in the quota? 7. Aims of the Study Find goal to achieve the following: 1. identify the practices and modern teaching skills in the educational field in terms of what actually applied by the teacher in the classroom on the other hand. 2. development practices and teaching skills reflect by the teacher and review his performances in the classroom. 3. verification of practices and the development of teaching skills among teachers of fifth and sixth grades Primary in teaching social studies. Significance of the Study Search may be useful as follows: 1. Know the skills and practices and teaching skills as the overall behavior and the behavior of the teacher, which include knowledge, attitudes and skills when he performed the work efficiently and effectively. 2. teacher benefit by exploring teaching practices and teaching skills and attempts to improve them in the classroom. 3. emphasis on teaching skills and practices that were in the classroom during the teaching of social studies for students in the fifth grade / sixth the primary. Delimitationâ&#x20AC;&#x2122;s of the Study Find committed to the following limits: 1. a teacher of teachers of fifth and sixth grade 2. teaching competencies and skills needed. 3. Book social studies for grades fifth and sixth the primary. Terminology of the Study It has been defined search terms procedurally according to the following: Action Research Intended in this research as "research process - applied, in which the researcher also be practiced (the teacher), and tries to use the research as a way to reflect in its activities and take appropriate decisions in order to improve performanceâ&#x20AC;?.

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Competencies and skills teaching Intended in this research as "all the actions and behavior of social studies teachers Ba fifth and sixth grade primary, which includes knowledge, attitudes and skills during the educational situation this behavior is characterized by a high level of accuracyâ&#x20AC;?. Method of the Study Find follow the descriptive approach and quasi-experimental approach. Procedures of The Study First, study and analysis of research and studies related to the subject of research, and through the following themes: 1. The nature and characteristics of the teacher in the primary school 2. Action Research: definition and afternoon when the term? , Important and why the act Research. 3. competencies educational teaching practices in the classroom in the decision of social studies for grades fifth and sixth the primary. Second: the preparation of a number (5) research tools, which is about the daily notes, activities, log narrative, newspaper reflection and contemplation synthetic newspaper. Third: Presenting the tools in the image on the initial set of arbitrators to make sure of the sincerity, and make adjustments in the light of their views to reach a final form of the tools. Fourth: the class teacher by making an opinion on those cards and record his observations and his positions, which went through and what teaching practices and skills employed by classroom? Fifth: Note and analysis of what has been codified again in those cards and reflect on the way to solve problems related to the educational domain, which emerged during those teaching positions. Sixth: data collection and statistical analysis and draw conclusions. Seventh: The interpretation of the results of research and discussion. Eighth: recommendations of the research and research proposed in the light of the search results. First, the theoretical framework 1. The nature and characteristics of the teacher in the primary school: Psychological and educational research revealed that the teacher has an important role, especially at the primary level, and then it must be emphasized its growth characteristics and how he learned and gained experience, so the teacher must be characterized by a number of the following traits and characteristics (Richard Parson, 2005): 1. Knowledge of the scientific article studied. 2. Assistance to deliver course material and presented in a manner easy. 3. The ability to use appropriate teaching aids. 4. The ability to attract the attention of students during Thread Display. 5. Have the general culture. 6. it is characterized by balance and calm. 7. treatment of pupils well treated and affection for them. 8. The ability to take into account individual differences among students. 9. desire to teaching and his enthusiasm. 10. Be patient. 11. continuous access to scientific knowledge development in the article. 12. flexibility and non-discrimination for his opinion. 13. enthusiasm for teaching. 14. appropriate intelligence and agility. 15. Full understanding of the psychological foundations of learning. 16. cooperation and a desire to help others. 17. the ability to establish a good relationship with others. 18. In the absence of birth defects (especially pronunciation). 19. The ability to view ideas simple and easy way. 20. not to make fun of students errors. 21. maintain appointments. 22. justice and equality among students. 23. self-confidence. 24. that it is characterized by objectivity. 25. The ability to use the computer. 26. The ability to conduct research. 27. The applicant flag next to that teacher. 2. Action Research: definition and afternoon when the term? , Important and why the act Research? First proposed the term: "Search procedurally in English," is the Kurt Lewin Institute and so in 1944, where known activity as research comparative about the conditions and the effects of procedural social factors which lead to a change in these proceedings, relying on steps to spiral upward, all circular step include planning, then

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followed by the implementation and effectiveness of upward results, thus restoring those circular steps to the highest level so that we get in the end on the top of the results that address the problems of existing educational reality. The thinking in the educational practices and contemplate them through action research, in order to raise the quality of learning, the most common in the recent period and acknowledged as a methodology research can enhance the development of supervisors through their studies to their practices in ways that lead to the improvement of educational strategies, is accredited methodology self hopes in order to achieve professional development. The researcher must be prepared to take contrary to what he believes in attitude and values of the frequent and acceptable to society. Thus, the researcher offers new learning theories in the fields of knowledge unusual in specific learning areas. The action research process during which practitioners study and meditation practices, to solve the real problems they face in their work, in order to rationalize and justice and to improve the educational and social practices and their understanding of the nature of the educational process and the environment and the circumstances and situations that are organized through them. Action Research is defined as achieving an interactive balance between stylistic use of facts based on scientific assessment and method of thinking synergistic interaction between people in order to clarify the causes of the problems and thus finding practical solutions to problems and make it possible to visualize future changes required for institutions and individuals. Research objectives and procedural functions 1. Find the procedural gives teachers and the general practitioners, educators, sense of power and selfconfidence. When the teacher contribute in the search process, it takes advantage of them and this enhances selfconfidence and make him feel a sense of control over situations and possibly the problems that it faces. 2. Action Research aims to develop a spirit of problem-solving and encourage scientific-oriented to resolve the practitioners in the field of education. "The fundamental value of the research lies in the procedural reality that believes that by providing fast to the problems that can not wait for theory to solve them." (Haidar Abdel Latif, 2004). 3. It is also its functions, professional development for teachers and through: - Create opportunities for self-learning and continuous training. - Create professional personal contemplative and configure professional personal observation and tracked and committed. Improve professional practice- Improved performance in schools. - The creation of a professional culture. 4. The action research aims primarily to improve business practices in a particular and specific environment field, but it has another purpose, no less important professional development of teachers, where acquires through which usually meditation (thinking any thinking systematic and deep) in his daily work, and acquire skills Find, initiative and cooperation and work with others (teamwork within the team) and in full compliance with the educational work in order to improve the performance and development of the school environment and increase the effectiveness and the achievement of the desired quality. Find the procedural characteristics Action Research is characterized by a number of characteristics, including: Action Research procedural realistic:It focuses on the process of facing the problems of workers, and possibly impose on them, the problems of the reality of daily practice in the classroom and school. The motives of this kind of research, usually originates from within the profession and through practice. - Action Research specific procedural and a local deal with a certain phenomenon and focuses on the specific cases in time and space: It is local in terms of the attention of researchers, which is influenced by the specificity of educational situations in classrooms and in the school is also affected by the specificity of the environment and the surrounding circumstances and the needs of local communities. The action research deals with the problems appear in certain environments and specific circumstances and not phenomena and problems of public research. Search participatory action research:Can be accomplished by one teacher but usually accomplished with the cooperation of his colleagues and with the participation of pupils and their parents, it can also be shared by more than one teacher in the framework of the team. It can be done by the Director of the Foundation with teachers and administrative cooperation. Action Research procedural practical application:With the need to distinguish between him and applied scientific research, because the application in action research does not mean the application of theories or examine the possibility of its application, it means the development of procedures and their application and to draw conclusions and employment in directly in decision-making and problem-solving.

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If the applied research focuses on testing theories and methods and dissemination of the results with the commitment pace of scientific research, the Action Research in the opposite applies in turn scientific-oriented but up to solve practical problems that occur in special situations, while applied scientific research does not claim to be directed to solve problems special education. - Find the procedural type of survey: Intended to extrapolate and continuous tracking Note to the reality of it is full of educational activity, and what is happening during the daily activity in classrooms and schools. And it is a kind of meditation any deep thinking and re-thinking and self-return ticket and dialogue and debate, which is usually accompanied by steps Action Research. The importance of action research: The importance of action research in that it gives the opportunity to link theory and practice, where the researcher applied up to him directly and there is usually affected in action research and creates joining researcher case of cooperation in finding solutions, and this is what we do not see in other research which contributes to the promotion of cooperation frameworks, and the fact that the research problem is a problem the researcher and specific on the basis of his sense of the problem, this creates a strong impetus to the researcher to propose solutions in the research problem being basically his problem, and increases the capacity of researcher analytical and consciousness itself and thinking critic and develop the same contemplative, so the monitoring supervisors the problems they face, particularly in the supervision of the e-courses, and strategies that followed it to resolve these issues or what he described as any strategy followed it, inciting a difference in the learning of students through procedural research, lead to the dissemination of interest to the supervisor and develop professionally, as the impact of his fellow supervisors and turns and to the educational process the whole, as the results of this research significantly contribute to the development of the design and management process electronic courses (Ari Donald ,2004). Problems experienced by the Educational Researcher: Confined to the problems afflicting Educational Researcher (teacher) as follows: - The need for policies and plans more clearly required by the research institutions. - Lack of human skills to conduct research. - Lack accurate information and the difficulty in obtaining them. - The weakness of the link between educational research institutions. - A continued focus on formal and public education. - Lack of financial resources allocated. - The need to conduct surveys for the development of educational research. - Lack of training in educational research. - Frequent own family social problems and lack of monitoring each other. - The failure of the teacher to conduct research, but his role is limited to express his opinion has not taken his opinion. - Fear of the reaction of the official authorities, which means not to publish some of the recommendations. 3. skills and teaching practices and educational classroom in social studies course for fifth grade Primary: Sufficiency are: scientific knowledge article or acquire skills, it also means the individual's ability to translate what they have learned in real life situations. The areas of teacher competences, are: 1. mastery of the theoretical information about human learning and behavior. 2. mastery of information in the field of specialization who will teach. 3. possession of trends that contribute to accelerate learning, and the establishment of human relations at the school and improved. 4. mastery of specific teaching skills, which are the basis of contributing to the learning of pupils (Suhaila Mohsin Kazim, 2004). Performing teaching skills: It means the skill in teaching performance, including teaching skills planning and implementation, the skill in the implementation of teaching performance include the following: First: the skill of classroom interaction: 1. Configuration and excitement. 2. Use of questions: Questions should encourage thinking processes and information is not listed, and the best questions allowing divergent thinking, a thinking that leads to a saturated ideas, not the specific words of a narrow, usually starting questions that lead to divergent thinking Why? And how? The questions of when to start? And where? They lead to Convergent which produces narrow thinking and thinking information, or specific responses narrow. 3. The use of educational materials and devices: educational and is intended to rule any written material such as books, or audio on cassette tapes (voice) or visible such as recorded on video tapes, or slides, or transparencies, or fixed films, or photographers, etc.

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4. vital Teacher: Lively intended his teacher and his varied to accomplish various tasks of teaching. 5. end the lesson: teaching position usually includes a variety of activities from the teacher and students, which means that the teacher that controls the time factor to move the course of this position, it suddenly ends without his will (Mohammed Eldridge, 2004). Second: classroom management skills: 1. attention of current events. 2. how to handle pupils. Third: Calendar Skills: Educational Evaluation: wide process, concerned with measuring the output and evaluate educational results, and then try to remedy what may appear from the palaces. 1. Calendar planning programs. 2. Implementation Calendar program. 3. Organization of the evaluation results and summarized (Ibrahim Zohairy.2007). Second: Search Procedures 1. Prepare Search Tools A. diary card The researcher has designed a daily diary card, the teacher write down his diary during his lessons for Land and his interaction with his disciples, it has been Arbitration card and appeared in the following final form:

B- activity card The researcher design activity card, the teacher write down the activities undertaken by and involving his disciples during the presentation of the lessons and the extent of their interaction with him, has been Arbitration card and appeared in the following final form:

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C - narrative record card The researcher design narrative record card, where the teacher write down a description of the phenomenon or event he has done during his performance in the classroom or to perform an activity for students, explaining the reasons for what has happened, has been Arbitration card and appeared in the following final form:

D. newspaper reflection card The researcher has designed newspaper reflection synthetic card, where the teacher write down what I did during his performance in the teaching position, what the teacher feeling about what happened and why learn from this situation? , It has been Arbitration The card appeared in the following final form:

E - newspaper reflection synthetic card The researcher has designed newspaper reflection synthetic card, where the teacher write down what I did during his performance in the teaching situation, why learn from this situation? And how it can be applied to the teacher what he learned from this teaching positions?, It has been Arbitration card and appeared in the following final form:

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2. search experience Was delivered five cards for a number (2) a teacher of social studies teachers in each of the fifth grade and sixth grade, during the second semester of the academic year 2014-2015 AD, and asked them to fill this data during and after the passage of various teaching positions and re-modify their behavior even benefit in the modification of practices and teaching skills and development needed to have, and a review of assistant researcher them when required. Individual sample may ask questions related to these cards and how it relates to the practices of teaching and skills that are, has continued with the researcher and held several introductory sessions regarding this type of research, namely action research and explained to them that their role is not an adjunct, but is the role of researcher Educational procedural in the field and that of in order to address the Educational problems they face in their field, whether in the classroom or outside. Those cards have been reported in the monitoring of educational fact practiced by the teacher, who's No. 1 and No. teacher (2), and were trained to analyze those cards even get out of them by the occasion of the problems facing them. Third: Find and interpret the results and discussion The researcher analyzed the results and draw experience Search for cards that were distributed to the research sample, namely, (2) social studies teacher for the fifth grade / sixth primary education, by answering the following questions: 1. What happens now? 2. How this is a problem that needs to be resolved? 3. What practices and teaching skills which are made on a daily basis during the performance in the share of social studies for grades V and VI Primary? 4. What activities they are exercised during the performance in the share of social studies for grades V and VI Primary? 5. What the Educational phenomena that drew your eyes during the performance in the share of social studies for grades V and VI Primary? 6. What did you learn and how you can apply what you have learned during the development work that way in solving the Educational problems you'll meet during your work in a classroom?. The answer to the first question which is: What happens now? By identifying the immediate practices for teachers research sample, and after they passed the daily notes that they write it down card, including, for example: "Li was a student distinctive morally and scientifically, but I noticed it in the recent period a change in his behavior, so I decided when I entered the quota that the fairest of his behavior so I decided punishment away from corporal punishment, so as not to talk to him and not to respond to any behavior or answer him and he went to his mother's last day in tears sad and told her what had happened and then illness and went to the doctor and to know that I asked him very happy and promised that he would not return this behavior at all”. This microcosm of what is happening in the classroom - all teaching practices - how to improve the teacher to act in such matters, His role is not just about indoctrination and access to brochures and homework, but goes beyond that to being solves parents shop and affects his disciples in the affirmative away from the not in education method. The answer to your second question: how this is a problem that needs to be resolved? , Through a discussion between teachers, and how if the reaction was different from that, there were other spiritual and many other practices ...? Is the student will respond to it or not ....., and through that problem teachers came out after consulting assistant researcher them and that all teachers take into account the behavior of the pupils within the school and share and treatment well treated and activating the role of reward and punishment. The answer to the third question which is: what teaching practices and competencies which are made on a daily basis during the performance in the share of social studies for grades V and VI Primary? Came the answer to this important to record the activities daily teacher body within the semester question to describe the teacher's position teaching which includes teaching practices and competencies, which passes by the teacher during the teaching of social studies curriculum for grades V and VI Primary one Maadi management education schools, came one of those situations described as follows : "I asked my students silent reading for two minutes for someone to represent the personal role of" Ptolemy I, "and I've dialogue management anchor in an interview with the personal”. Then came the comment on the situation as follows: "the attention of the students I spoke to you what a good personal evidenced by altering them to some mistakes, some students began to go to their colleagues with questions, asked pupils to do the rest of the representation of the rest of the lesson personalities”. Which explains the need to change teaching practices of traditional form to the usual practices of teaching and other efficiencies make teaching more lively attitude and activity for pupils. The answer to the fourth question which is: What activities they are exercised during the performance in the share of social studies for grades V and VI Primary?

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It came the answer to this question in the form of documentation for the record narrative so that the teacher educational phenomenon that occurred during practices and teaching skills in the classroom and during share social studies is made has been stated in the description phenomenon follows: "During the application of a new strategy of teaching strategies, a professor expert strategy, I asked my students good preparation for the lesson to one of whom shall act as tour guide and another personal role itself, and the rest of the students will ask questions, to them”. Has been interpreted the phenomenon as follows: "Subject initially appeared to be new to them and there was some kind of commotion, but when interventionist to guide them on how to ask questions and manage the dialogue between the students increased the attention of the pupils and increased share of splendor and vitality and quieter as well as out of respect for the opinion of the other and to remain silent when speaking colleagues then demanded the return of the strategy in next time”. Which illustrates the need to separate management well during the share of Social Studies, and activating the role of students and their participation in the classroom and outside, so that not only their role in the conservation and memorization only for information, discussed the teacher the other fellow what was discussed at their share and exchange experiences and contacted Assistant researcher even ask about some of the practices and teaching skills The scientific explanation for a number of educational phenomena, has gained a lot both from that experience and indicated a willingness to help other teachers and how to overcome the difficulties facing them during the teaching positions and phenomena that hinder the work of each of them in the classroom or outside and in specialty social studies or even in many other disciplines. The answer to the fifth question which is: What is the Educational phenomena that drew your eyes during the performance in the share of social studies for grades V and VI Primary? It came to answer the question in the newspaper Photo reflection card, which has been divided into three areas, namely: First: What happened? The narrative follows the teacher: "During the explanation some noise occurred, and that while doing a play about the representation of the desert environment has led to a lack of performance of pupils for his role well. The second axis: How do I feel about what happened? The teacher listed the following issues: "I was upset, and I was afraid not to understand the role of pupils or lead to a false understanding of the information”. Axis III: What have you learned from this situation? And in which the teacher lists the following: "I decided to change the teaching method until it is brought to the attention of students, so I did replace the student without embarrassment was replaced another student place”. -Which new roles for the teacher in the classroom teaching and practices developed by management constantly appears, His role here educator academic advisor to his disciples even apply it in their lives after graduation. The answer to the question which is the sixth: What have you learned and how you can apply what you have learned during the development work that way in solving the Educational problems you'll meet during your work in the quota?. The answer came in the form of the question card in the name of "synthetic newspaper reflection", where they were divided into three areas, namely: First: What did you do? And it documented for the teacher: "One of his disciples Mediterranean reward academic achievement and that giving him a certificate of appreciation in order to encourage him”. The second axis: What have you learned? And it documented the teacher: "that in recognition of his disciples Whatever their views and their level of academic which encouraged them to regularity and deliberation Subscribe to answer, even if they are wrong, even this has become a disciple of those who enroll in Social Studies”. The third axis: How can I apply what I've learned? And it documented the teacher: "to encourage other students those who are less in the collection on their answers or any activity they are doing or even if work was simple, because it increases their achievements have been creative in turning them to one day”. Which shows the extent of development in the monitoring of those practices and teaching skills, development and so thinking and re-practice again for the pupils access to a higher level, and in order to be a teacher researcher educationally can solve the educational problems in the field without waiting for the results of academic research that fills the educational arena / Educational. Supplement No. 1 shows the cards that were used in this research )*( Recommendations and proposals A- the study's recommendations:

Supplement No. 1: the cards that have been applied to the research sample was analyzed at a later stage. )*(

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In light of the search results, the researcher suggested a set of recommendations that may help in search results to access the practical application of research in the field of procedural, and are presented below these recommendations: 1. The need to focus on the development of practices and teaching skills among primary teachers and primary education. 2. Recognize leadership in the field of education of the importance of action research and monitoring of the budget for research and recruitment of research in the development of curricula and coordination between the research center and various school departments. 3. Held training sessions for mentors, teachers and circulate Find the rest of the school results. 4. Reduce the burden on the teacher to conduct such procedural research. 5. Participation and cooperation of the school administration of social, psychological and the specialist, parents and pupils with the teacher researcher. In the field of view of the formulation of the procedural research has been recommending the following: 1. Determine the general idea of the research: through audits daily contemplative practices. 2. Interpretation of the general idea of the search: and explore various aspects and imagine possible solutions. 3. Building a general plan to search: The plan includes: - Detailed and accurate presentation of the idea to the general problem of the research. - Diew and the statement of the factors that the researcher will be changed or modified to solve the problem and improve the situation. - Identify resources needed for implementation and means. - Determine the dialogue that the researcher with the parties involved to search for the distribution of roles and powers held by each one during implementation which. - Identify the ethical framework that will govern dealing with information relating to research. 4. Implementation of research and monitoring results: using methods and tools that have already been identified and includes these tools: - Diary of a teacher on the performance of his disciples. - Personal files that are monitoring student performance during a given period. - The documentation and analysis of these documents action plans and papers tests. - The use of an external observer. - Specific or open interviews by the conduct of research level. - Questionnaires and checklists. - Analytical notes and records in which the researcher summary of his conception of the development and research purposes. - A trio of action one way to ensure the safety of the collection of information and sincerity is done by comparing the data in terms of how different and consistency together. - Photography and audio recording and video recording. 5- Evaluation of the results and modify practice in the light of the outcome of the application results. 6- Write a research report: researcher depends on the style case that rely on memos analytical study of the researcher, one of the most common in the writing of research reports procedural research methods, are important aspects that must appear in the research report include: - How there was an idea to the researcher. - How to understand the evolution of the researcher and aware of the problem. - What are the procedural steps taken by the. - What is the default implementation of the procedures established by the researcher to solve the problem. - Intended and unintended changes that have occurred during the application and interpretation of their occurrence. - Techniques that have been selected for data collection. - The problems faced by the researcher during the application and how to overcome them. - Ethical aspects encountered during the collection of information. B. the proposed research 1. The role of research in the configuration procedural skill development among teachers of first grade middle school. 2. Improve the use of teaching aids in the subject of social studies teachers at sixth grade through procedural research. 3. Treatment aversion fourth grade pupils from Primary Social Studies activate procedural research. 4. The role of research in procedural skill use the map by social studies teachers, second grade preparatory development. 5. Study the reasons for the poor academic achievement in some subjects. 6. The phenomenon of students out of the quota.

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7. Lack of attention during the study, such as chatter and inconvenience colleagues and hyperactivity. 8. Cheating in exams. 9. Not homework. 10- Repeated failures to some students in the exam. 11. Behavioral problems among students, such as lying, stealing, shyness, introversion. 12. Non-mile pupils to read and make use of the library. 13. Summer lack of interaction for some students with their superiority in the written tests. 14. Non-participation of students in extra-curricular activities. 15. Poor communication between the teacher and pupils. 16. The phenomenon of violence among students. 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]

Abdul Latif Hussein Haidar: Action Research among reflect on professional practice and improve, i (1), Dar Pen Publishing and Distribution, Dubai, United Arab Emirates , 2004. Abdul Rahman bin Abdullah al-Zadjali: "academic compatibility aggressive behavior and its relationship to the tenth grade students in the Sultanate of Oman," Master Thesis (unpublished), Department of Psychology, Faculty of Education, Sultan Qaboos University, Muscat ,2005. Ac.Kgoz, Firat : A Study on Teacher Characteristics and Their Effects on Students Attitudes, 2005, Retrieved April, 17,2015,erciyes@hacettepe.edu.tr. Action Research Conference cope improve the profession of teaching efforts, the Third Annual Scientific Conference, College of Education, Qatar University in collaboration with the Supreme Education Council of Qatar, in June 2010. "Action Research", the Fourth Annual Scientific Conference, College of Education, Qatar University in collaboration with the Supreme Education Council of Qatar, in June 2012. http://www.qou.edu/newsletter/no_1/suba_F.jsp , Action Research ..... Why? In: Sunday/ 10 May 2015. Ari Donald and others: "Introduction to Research in Education", translation Saad al-Husseini, University Book House, Elien, 2004. Atkins, L & Wallace, S. : Qualitative Research in Education. London: Sage Publications, LTD, 2012. Ghassan Youssef Kotaite: the computerization of teaching, the House of Culture for Publishing and Distribution, Amman, Jordan,2011. https://www.youtube.com/watch?v=ZZHvpgU7pc8 , Seen in : 15-4-2015. Ibrahim Zuhairi: teacher preparation and rehabilitation at the University of Kentucky in the United States standards, the Faculty of Education, Helwan University, Egypt ,2007. Louis Lim Louis Lim study (2007), entitled: "Effects of sports writing to develop an understanding of tenth grade students to topics of Applied Mathematics: Search procedural," Visited on Sunday 17/5/2015:Website URL: http://www.yasni.info/ext.php?url=http%3A%2F%2Fisra.mam9.com%2Ft124topic&name=%D8%B7%D8%A7%D8%B1%D9%82+%D8%A7%D9%84%D9%85%D8%B9%D8%A7%D9%86%D9%8A&sh owads=1&lc=ar-sa&lg=ar&rg=ae&rip=eg Mohammed Eldridge: "Introduction to Teaching", publisher Dar University Book, Elien , 2004. Mohammed Salameh Khamis Bakheet: building a training program and measure its impact in the development of action research skills of social studies teachers, PhD thesis (unpublished), Faculty of Education, Yarmouk University, 2009. Mohammed Jassim Mohammed al-Obeidi: individualized instruction, the House of Culture, Amman, Jordan, 2004. Nabil Ali: "Arab culture and the information age: a vision for the future of the Arab cultural discourse", the world of knowledge, the National Council for Culture, Arts and Letters, Kuwait,2001. Parson Campbell and Richard Braun: "teacher, practitioner and researcher pensive procedural", translated by Ali Rashid alHasnawi, publisher Dar University Book, Elien ,2005. Reason & Bradbury, Handbook of Action Research (2) nd Edition. London: Sage, 2007. ISBN 978-1-4129-2029-2. Sameh Province: "Teacher future: its characteristics, skills, Kvaiath", Conference about the best investment for Educational and Psychological Sciences in the light of the challenges of the times, 25 - October 27, 2009, the Faculty of Education, University of Damascus, Syria. Sana Ibrahim Abu accuracy and Pep Arafa: "General accreditation and quality assurance for teacher preparation programs: Arab and international experiences", paper presented to the workshop titled: The relationship of complementarity between higher education and basic education: training programs and the preparation of teachers, the Islamic University of Gaza, Al-Quds University, 2007. Smulyan, L.:" Collaborative action research : Historical trends" , Montreal: AERA, 1984. Suhaila Kazem Mohsen al-Fatlawi: efficiencies of teaching social studies between theory and practice, the first edition, Sunrise House for Publishing and Distribution, Amman, Jordan ,2004 . Wabour Ahlawat and others: "Applied Educational Research", publications and the Ministry of Education, Muscat ,1995. Walid Yousef Mohammed: "The impact of the use of public learning trusses and oriented in the web social networks educational environment in the development of procedural research planning skills of graduate students, and the development of attitudes towards scientific research, and self-efficacy have", Journal of Arab Studies in Education and Psychology, which issued by the Association of Arab educators, No. 58, February 2015.

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Appendix (1) 1. Example of daily diary:

2. Example of daily activities:

3. Example log narrative:

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4. Example of the newspaper is considering:

5. Example of a synthetic newspaper reflection:

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Locus of control and psychological well-being among Iranian adolescent migrants in Kuala-Lumpur, Malaysia Mohammad Reza Vakili Mobarakeh1, Rumaya Juhari2, Siti Nor Yaacob2, and Ma rof Redzuan3 1 Faculty of Human Ecology, Universiti Putra Malaysia, Serdang, Malaysia 2 Family, Adolescent and Child Research Centre (FACE), Universiti Putra Malaysia, Malaysia 3 Dep. of Social and Development Science, Faculty of Human Ecology, Universiti Putra Malaysia Correspondence: Mohammad Reza Vakili Mobarakeh, Faculty of Human Ecology, Universiti Putra Malaysia, Serdang, Malaysia. Abstract: The purpose of this study was to determine the relationship between locus of control and psychological well-being among Iranian adolescent migranst in Kuala-Lumpur, Malaysia. The participants were 300 Iranian student adolescents that comprise (143 male, and 157 female) in the age range of 13-16 years. The instruments employed to measurement were locus of control scale Rotter,(1965) and psychological well-being scale by Ryff, and keyes, (1995). The results of this study showed that there was a significant relationship between locus of control and adolescent’s psychological well-being. Internal locus of control was positively associated with psychological well-being, while external locus of control was negatively associated with psychological well-being. Keywords: Locus of control, psychological well-being, Iranian adolescences I. Introduction Adolescence is a period of transition between childhood and adulthood and is highly related with biological, physical, emotional, cognitive, social and psychological, changes (Kaplan, 2004). Many influential factors like internal and external locus of control always determine the mainstream of these changes that may be positive or negative to psychological well-being of adolescents (Hutchinson & Rapee, 2007). Psychological well-being as we all know today is defined as a positive self-perception and a positive view of an individual’s way of life includes a sense of being happy about oneself, (Diener, 1984). According to Keyes, (2006) psychological wellbeing is a feeling of satisfaction and happiness with one's activities, also the ability to meet the demands involved in one's daily life, and having a sense of personal purpose and meaning. McNulty, Livneh, and Wilson (2004)believed psychological well-being is an important factor in positive psychology, as well as gladness, satisfaction of the past, optimism for the future and happiness in the present (Abdollahi, Abu Talib, Yaacob, & Ismail, 2014; Abbas Abdollahi, Hosseini, Motalebi, & Talib, 2013). Although one of the larger disasters and difficulties over the past three decades in the world has been the phenomenon of the massive wave of immigration to foreign countries (Ghaffarian, 1987), this situation is particularly clear in third world countries like Iraq, Iran, Afghanistan, Pakistan, Africa, Middle East countries, or some of the other countries in Southeast Asia (Kazemipoor, 2007). Generally speaking, this phenomenon of the massive wave immigration is a challenging issue for many nations in the world, and Iranian immigrants are not exception. Because every year thousands from Iranian always moved to other countries, where they usually face with acculturation problems within their own family (Mehdizadeh and Scott, 2005). Moreover, these problems influence all Iranian immigrants in other countries like Southeast Asia countries such as Malaysia (Safdar, Lewis and Daneshpour, 2006). Moreover like many other immigrants, Iranian adolescents migrant also suffer from many problems which include; language proficiency, low psychological well-being, low self-esteem, discrimination, poor social adaptation, and homesick,(Ghaffarian, 1987). Importantly, adolescents also faced many changes in values, behaviours, economics, beliefs, climate, religious and contexts (Smith, 1989). In addition, immigrants are encountered with much pressure on their identity because immigrants are face with acculturation difficulty through cultural and psychological changes which occur as a result of interaction between two, three or more cultural groups (Berry, 1990). Additionally, locus of control was hypothesized to be related to adolescent’s psychological well-being and mental health, because studies have demonstrated that an internal locus of control is typically related with better mental health (Karbalaei, Abdollahi, Abu Talib, Nor, & Ismail, 2013), immigrant adolescents with an internal locus of control were predicted to demonstrate better psychological well-being than those with an external locus of control (Ward and Kennedy, 1993). Locus of control is another factor which may influence adolescent’s psychological well-being. Individuals with high internal locus of control has been better adjusting to daily life

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problems (Karbalaei, Abdollahi, Momtaz, & Abu Talib, 2014). Locus of control is defined as people belief and tendency to attribute their successes or failures to either internal or external causes (Rotter, 1966).

II. Objective The aim of this study was to determine the relationship between internal/external locus of control and psychological well-being among Iranian adolescents in Kuala Lumpur, Malaysia. III. Methodology A. Population and Sample The population of this study was 950 Iranian students from Iranian school in Kuala-Lumpur, Malaysia and sample of the study was 300 male and female with age 13-16 years, and also the sample of this study were obtained by using cluster sampling technique. B. instruments The Rotter Internal-External locus of control scale was used. This scale has 29 items. Each of the 29 items has two options for responses. Each of these two options measures either external or internal locus of control. Examples of items in the scale were: No matter how hard you try some people just don't like you. Many times I feel that I have little influence over the things that happen to me. Split-half internal consistency coefficients of the scale ranged from .65 to .79 among both high school and college student samples. Test-retest reliability coefficients were found range from .60 to .83 among college students (Rotter, 1966). Psychological Well-being scale developed by Ryff and Keyes, (1995) was used to assess adolescents’ psychological well-being. In this study, psychological well-being is a multidimensional construct encompass to psychological and psychosocial well-being ( Ryff and Singer, 2005). This scale has 54 items and six dimensions (6×9) that contains six subscales reflecting self-acceptance (9 items), autonomy, social support(9 items), environmental mastery (9 items), personal growth (9 items), positive relations with others (9 items), and purpose of life (9 items). In this regards, respondents were asked to response to each items using 5 point Likert scale ranging from 1= strongly disagree to 5= strongly agree (e.g., In general, I feel I am in charge of the situation in which I live). The scale was scored by a total number of items. The total score ranged from 54 to 270, higher scores indicating that adolescents have high level of psychological well-being. IV. Results Descriptive statistics was used to describe the variables of this study. Pearson correlation analysis was employed to examine the relationship between locus of control and psychological well-being. A. Descriptive Findings Respondents in present study were Iranian adolescent students in Kuala Lumpur, Malaysia. The respondents’ age range was from 13-16 years with the mean age of 14.76 years (SD= 1.11). Then more than half of the respondents 157 (52.3%) were female and 143 (47.7%) were males. As shown in Table 1, based on the mean of scores of respondents, the scores of psychological well-being, 48.4% of the respondents reported high score in psychological well-being and it is means 145 of respondents were strong in adjustment and psychological well-being, also 50% of the respondents (150) reported mild scores in psychological well-being whereas only (1.6%) of the respondents reported low scores in psychological wellbeing and almost greater number of respondents (98.4%) reported medium and strong adjustment and also good psychological well-being. Descriptive findings for psychological well-being variables are displayed in Table 1 Table 1 The level of psychological Well-Being of Respondents N=300 Variable psychological Well-Being Low (Scores 54 - 141)

Mean

S.D

Min

Max

190.32

24.59

103

247

1.6

Medium (Scores 142- 190)

150

High

145

48.4

(Scores 191 - 270)

As indicate in Table 2 the level of locus of control reported by the respondents was (77%) for low level in locus of control and it is means which almost of respondents (231) were placed in internal locus of control, while (23%) of them (69) were placed in external locus of control or high level in locus of control, (Mean=9.3) and (SD= 3.85). This is mean that almost of respondents were internal locus of control and believe to him/her abilities. Individuals with scores between [0-12] are place in internal locus of control groups, while Individuals

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with scores [13-23] are place in external locus of control groups. An internal locus of control perceive positive and negative events as being under their personal control, while those with an external locus of control believe that these events are not contingent on their behavior. Locus of control has frequently been researched as a personality variable that is associated with mental health, including psychological well-being and general life satisfaction (Ward and Kennedy, 1992). Descriptive findings for locus of control variables are displayed in Table 2 Table 2 The level of Locus of control for Respondents N=300 Variable

Min

Max

Low (Scores 0 - 12)

Locus of control

21 231

High (Scores 13 - 23)

B. Inferential Findings There was a negative significant relationship between external locus of control and psychological well-being (r= -.317, p≤.01). The negative correlation coefficient indicates that an increase in the scores external locus of control is followed by a decrease in the adolescents’ psychological well-being. Therefore, adolescents with a strong internal locus of control more likely to report higher psychological well-being. The present finding of the study is consisted with past results (Moshki, and Ashtarian, 2010; Mohammad-Khani,2007; Legerski, et al., 2006; Shek, 2007 and Abedi, 2011) that argued internal locus of control is an important trait in the development of coping skills and positive adjustment when encountering traumas or distress and can helpful for adolescents psychological well-being. Internal locus of control has been found to be a predictor of psychological well-being, in adaptation to cultural transition (Ward, and Kennedy, 1993). Individuals with an internal locus of control believe that the outcomes of their actions are a result of their own personal efforts or abilities. They believe that hard work and personal abilities lead to positive outcomes and psychological well-being (Dyal, 1984).On the contrary, individuals with an external locus of control believe that their own actions are dependent on factors outside their personal control. V. Conclusion The present study found a significant correlation between locus of control and psychological well-being. It is obvious from the analyses conducted that locus of control effects on psychological well-being in adolescents. Internal locus of control motivates adolescents to achievement goals. Adolescents with high psychological wellbeing adopt mastery and performance approach goals, while those external locus of control tend to prefer performance-avoidance (Gordon, 1997). Social learning theory of locus of control stipulates that adolescents with external locus of control may underperform academically due to their lack of confidence in their ability to succeed, regardless of attempt (Gordon, 1997). Individual with highly internal locus of control will be more likely to have beneficial social relationships that impact positively on the performance of group assessments (Moshki, and Ashtarian, 2010). The ability to connect and socially interact helps in group assessments and the maintenance of social support as well as provides a feeling of empathy, wellness in the studying environment (Ryff and Keyes, 1995). Based on findings of this study, domain and type of locus of control has significant relationship with adolescent’s psychological well-being among Iranian adolescent migrants in Kuala Lumpur, Malaysia. It is clear to note that adolescents who are internal locus of control are more likely to be sociable and tendency to society host culture and better psychological well-being. In conclusion, the results of this study showed that locus of control plays a basic role to determine the level of adolescent’s adjustments and psychological well-being among Iranian adolescents migrant in Kuala Lumpur, Malaysia. Thus, it is necessary that adolescents should be equipped with appropriate abilities, skills, and knowledge so that they can have better adjustment with their society at large. References Abdollahi, A., Abu Talib, M., Yaacob, S. N., & Ismail, Z. (2014). Hardiness as a mediator between perceived stress and happiness in nurses. Journal of Psychiatric and Mental Health Nursing. doi:10.1111/jpm.12142 Abdollahi, A., Hosseini, S. M. E. N., Motalebi, S. A., & Talib, M. A. (2013). Examining the Association between Emotional Intelligence with Depression among Iranian Boy Students. Depression, 2(3), 53–61. Abedi, A. (2011). The relationship between locus of control, mental health, well being, and adjustments among college students. Journal of Organization Psychology of Isfahan, 9(4), 21-33. Berry. (1990). Psychology of acculturation. In J. J. Berman (Ed.), Nebraska Symposium on Motivation: Vol. 37, Cross – Cultural Perspectives University of Nebraska Press: Lincoln. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575. Dyal, J. A. (1984). Cross-cultural research with the locus of control construct. In H. M. Lefcourt (Ed.), Research with the locus of control construct (pp.209-306). New York:: Academic Press. Ghaffarian, S. (1998). The acculturation of Iranian immigrants in the United States and implications for mental health. Journal of Social Psychology, 138, 645-655.

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Gordon, E. M. (1997). Locus of control, acculturation, and emotional functioning: A study of Filipino-Americans. Dissertation Abstracts International Section A. Humanities and Social Sciences, 58(5-A), 1580. Hutchinson, D., & Rapee, R. (2007). Do friends share similar body image and eating problems? The role of social networks and peer influences in early adolescence. Behaviour Research and Therapy, 45(7), 1557-1577. doi:10.1016/j.brat.2006.11.007. Kaplan, P. S. (2004). Adolescence. Boston: Houghton Mifflin Company. Karbalaei, S., Abdollahi, A., Abu, M., Nor, S., & Ismail, Z. (2013). Locus of control , problem-solving skills appraisal as predictors of waste prevention behaviors. Romanian Journal of Applied Psychology, 15(2), 51–58. Karbalaei, S., Abdollahi, A., Momtaz, V., & Abu Talib, M. (2014). Locus of Control, Neuroticism, and Spirituality as Predictors of WastePrevention Behaviors. Ecopsychology, 6(4), 252–259. doi:10.1089/eco.2014.0038 Kazemipoor, S. (2007). Residence experience and inclination to migrated to Tehran demography magazine, 2en year,No.3. 130-148. Keyes, C. L. M. (2006). Mental health in adolescence: Is America’s youth flourishing? . American Journal of Orthopsychiatry, 76(3), 395402. Legerski, E. M., Cornwall, M., & N’Neil, B. (2006). Changing Locus of control: Steelworkers Adjusting to Forced Unemployment. Social Forces. 84, 1512-1537. McNulty, K., Livneh, H., & Wilson, L. M. (2004). Perceived Uncertainty, Spiritual Well-Being, and Psychosocial Adaptation in Individuals With Multiple Sclerosis. Rehabilitation Psychology, 49(2), 91. Mehdizadeh, N., & Scott, G. (2005). Adjustment problems of Iranian international students in Scotland. International Education Journal,, 6(4), 484-493. Mohammad-khani, S. (2007). The relations between locus of control and psychological well-being among students of Tarbiate-Moealem of Tehran. Journal of Tehran Medical Science University, 3, 26-31. Moshki, M., & Ashtarian, H. (2010). Perceived Health Locus of Control, Self-Esteem, and Its Relations to Psychological Well-Being Status in Iranian Students. Iranian journal of public health, 39(4). Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. . Psychological Monographs(80), Whole No. 609. Ryff, & Keyes, C. L. (1995). The Structure of Psychological Well-Being Revisited J Pers Soc Psychol 69(4), 719-727. Ryff, C., & Singer, B. (2005). Integrative science in pursuit of Human Health and Well-being. In Snyder, C.R., Lopez, S.J. (Eds.), Handbook of Positive Psychology 541-555: Oxford: University Press. Safdar, S., Lewis, J. R., & Daneshpour, M. (2006). Social axioms in Iran and Canada: Intercultural contact, coping and adjustment. Asian Journal of Social Psychology, 9(2), 123-131. Shek, D. T. (2007). A longitudinal study of perceived parental psychological control and psychological well-being in Chinese adolescents in Hong Kong. Journal of clinical psychology, 63, 1-22. Smith, R. E. (1989). Effects of coping skills training on generalized self-efficacy and locus of control. Journal of Personality and Social Psychology 56(2), 28-33. Ward, C., & Kennedy, A. (1992). Locus of control, mood disturbance and social difficulty during cross-cultural transitions. International Journal of Intercultural Relations, 16, 175-194. Ward, C., & Kennedy, A. (1993). Where's the culture in cross-cultural transition? Comparative studies of sojourner adjustment. Journal of Cross-cultural Psychology, 24, 221-249.

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Assessment of Self-concept of Secondary School Students in respect to their Gender, Localities and Category (Tribe and Non-Tribe) Dr. Jagabandhu Behera1, Dr. Rebati Mani Samal2 Assistant Professor of Education, Sukanta Mahavidyalay, Dhupguri, Jalpaiguri. West Bengal, INDIA 2 Assistant Professor of Education, Gour Mahavidyalaya, Mangalbari, Malda, West Bengal, INDIA.

Abstract: The success of one’s life in any field requires the positive and proper level of self concept. The people belonging to various Castes and Tribes, regions or localities behave according to their own style of philosophy, psychology and sociology. Some particular section of people like people of tribal community lies behind in academic, social as well as political field not only to general people but also to Other Backward Classes and even to Scheduled Caste People. It has also been observed that, the females lie behind to males and rural people to urban people. Present researchers assumed the psychological factors other than societal and economical factors are responsible for such backwardness. The psychological factors like negative self concept, poor level of educational aspiration, adjustment and other psychological phenomena are more important contributing factors of one’s success or failure not only in academic field but also in whole life activities. Keeping these in view, the researchers considered self concept as an important variable to study and tried to compare the level of self concept of tribal students with non-tribal as well analyzing this variable in respect to students’ gender and localities. In the present study, researchers assumed three localities and gender as factors of self concept. For this purpose, researchers selected 680 (N =680) Secondary School going students from different sections studying in schools running under the Board of Secondary Education, Odisha. Mukhopadhyaya and Basantia Self Concept Questionnaire (MBSCQ) developed by Mukhopadhyaya, D. and Basantia, J. M. has been used to measure the selected variable. Descriptive statistics along with t-test have been employed to analyze the data. The significant differences of the elf Concept were found in case of gender and category but no difference was found in case of localities. It might be concluded that the gender and category might mediate in forming the self concept of a person. Keywords: Self concept, Localities, Gender, Tribal, Non-tribal. I. INTRODUCTION Backwardness of Tribal community, women and rural people are major concerns of our present society. Particularly, the conditions of tribes and rural people in Odisha are more miserable. In Odisha, the public participation of people belonging to tribal community, rural and the women in various sectors i.e. education, politics, workforce, in trades or business is very poor. The investigator highlighted that, current tribal and rural unrest is not merely the problem of socio-economic backwardness but it also owes its origin to certain other deep rooted psychological reasons which ought to be taken into account. The negative and poor self concept, low intellectual ability, poor ability of adjustment and improper level of academic aspiration of the individual are vital psychological factors which may cause the backwardness of said sections. Being as academicians and Education as a Discipline of their teaching profession, the researchers have showed interest to study such problem. They made a detailed review of findings and found that the academic progress of the students were determined by various factors viz.- sociological, psychological, environmental and personal factors. Besides the socio- economic and physical limitations, different psychological aspects like- intelligence, memory, anxiety, interest, attitudes, adjustment, aspiration, self-concept, motivation are expected to be the major influential determinants of academic progress. On the basis of theoretical concept of the education and personality of the tribes, problems of women and rural people, the present researcher selected Self- concept as an important variable to estimate the status of self concept of adolescent secondary students belonging to different sections. Keeping the above issues in their mind the researchers identified this problem for the study. Thus, the problem identified by the researchers was titled as “Assessment of Self-concept of Secondary School Students in respect to their Gender, Localities and Category (Tribe and Non-Tribe)”.

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II. OBJECTIVES OF THE STUDY Objectives for the present study were: (a) To study the status of Self-concept of both secondary Tribal and Non-tribal Students in respect to their gender and localities. (b) To compare the level of self-concept between the secondary Tribal and Non-tribal Students. (c) To develop and or adopt, and standardize tool for measuring Self-concept. (d) To suggest for implications of the findings of the study. (e) To recommend for further the studies. III. HYPOTHESES The following null-hypotheses were considered for the present study. H01: There exists no significant difference between Tribal Secondary School Students and Non-tribal Secondary School Students in respect to their self concept. H02: There exists no significant difference between Male Secondary School Students and Female Secondary School Students in respect to their self concept. H03: There exists no significant difference between Urban Secondary School Students and Rural Secondary School Students in respect to their self concept IV. METHODOLOGY AND DESIGN OF THE STUDY A. Methods Employed The major objective of this study was to assess the self concept of secondary students of Odisha. The study at present has been planned an implemented descriptive frame work. It aims at comprising the level of self concept in respect to gender, locality and category. As such the method of the investigation was confined to a descriptive and analytical approach, the methodology of the study involves collection, tabulation and meaningful analysis of the data; and drawing out the relevant inferences. Hence, description of the investigation is obviously combined with analysis, comparison, contrast, interpretation and evaluation. B. Variables Studied (a) One Output or dependent Variable i.e. Self Concept, (b) Three Attribute variables i.e. Gender (Male and Female), Localities (Rural and Urban) and Category (Tribal and Non-tribal). C. Population and Sample The population of the study was secondary school students of Odisha. The schools included in the sample were found in two Districts of Odisha i.e. Balasore and Mayurbhanja. A judgment sample of eleven schools was selected, the main consideration being that the schools should be situated in both the rural and urban areas. Out of eleven schools there were five co-educational, three were exclusively for boys and three were exclusively for girls. Six Schools were in rural and other three schools were in urban areas. Initially, all the tools were administered on a sample of 722 secondary school students. Incomplete responses from students were excluded from the sample. After exclusion, the remaining sample was 680 in number, out of this 680 sample 285 were tribal and 395 were non-tribal students. Out of 285 tribal students 180 (boys 79 and girls 101) were from rural areas and 105 (boys 62 and girls 43) were from urban areas. Again out of 395 non-tribal students there were 143 (boys 89 and girls 54) from urban areas and 252 (boys 121 and girls 131) from rural areas. The distribution of the sample had been presented from the table -1 Table 1: Showing the Distribution of Sample

Urban Total

Gender

Rural

Gender

Category→ Localities ↓

Tribal

Non-Tribal

Total

Boys = 79

Boys = 121

200

Girls = 131

232

Total = 180 Boys = 62 Girls = 43

Total = 252 Boys = 89 Girls = 54

432 151 97

Total = 105

Total = 143

248

285

395

N= 680

Girls = 101

D. Tools Used In the present study the researcher reviewed a good number of tools both developed in India and Abroad that could be used in the present sample for measuring self-concept. But after thorough analysis it was found that tests developed outside India were not suitable in Indian environment. Some Indian tools for measuring Selfconcept were found more suitable to use in the present study. For the present study the researchers found

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Mukhapadhya and Basntia Self-Concept Questionnaire (MBSCQ) developed by D. Mukhopadhyaya and J. Basantia; to be more suitable for measuring self concept. The psychological basis of the dimensions and the items involved in such test was matched perfectly with the present situation of this investigation. E. Statistics Used The collected data from students were subjected to different statistical techniques. All the statistics used in the study can be divided into two major parts, i.e.  Descriptive Statistics: In order to find out the nature of sampling distribution, descriptive statistics were carried out for the variable. For this purpose, the statistics such as Mean, Median, S.D., Q, SK, and K.U. were calculated.  Inferential Statistics: The ‘t’-test was adopted to find out whether there was any significant mean difference between gender, localities and category students groups within the variable under consideration.  V. ANALYSIS OF DATA CONCERNING THE SELF CONCEPT A. Descriptive Statistics Table 2: Showing Descriptive Statistics Concerning the Distribution on Self- Concept (MBSCQ) Scores N 680

Mean 164.43

SEM 0.49

Median 164.00

Mode 164.00

SD 12.77

Variance 163.07

Skewness 0.095

SEsk 0.094

Ku.

SEku

Range

Minimum

Maximum

P25

P75

Inter-quartile Range

0.587

0.187

121

209

156

173

17.00

The descriptive statistics showed in the Table-2 revealed the Mode and Median were same, but Mean was slight different from Median. The SD of the distribution was 12.77. The skewness of the distribution was found to be positive (0.095) for self-concept, it indicated the pile-up scores on the left distribution. The value of kurtosis (0.587) higher than normal distribution (0.263) for self-concept indicated a platykurtic distribution. The calculation of interquartile range was found to be 17.00. Table3: Showing the Statistics of N, Mean and S.D of the Strata considered for Self- Concept (SC) Strata Tribal Students (TS) Non-Tribal Students (NTS) Boys (Total) Girls (Total) Rural (Total) Urban (Total) All Total (N)

N 285 395 351 329 432 248 680

M 159.35 168.09 165.97 162.21 167.70 167.68 164.43

SD 11.94 12.08 12.15 13.21 12.17 13.15 12.77

The Table-3 showed that, the mean score of secondary students in their self concept varied in case of location (rural and urban), gender (boys and girls) and category (tribal and non-tribal). The results indicated that, boys showed more superiority to girls, non-tribals to tribals and urban to rural in self concept. B. Graphical Representation of data concerning MBSCQ For the immediate and meaningful grasp of data for the self-concept (MBSCQ), the researcher had taken the help of graphical representation. The researcher had analysed and interpreted the scores of self-concept (MBSCQ) by the help of Histogram cum NPC.

Fig. 1: Histogram with Normal Probability Curve showing the Frequency Distribution drawn from (MBSCQ) scores.

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Mean Values of Self-concept Scores of Secondary Students 170 160 150 Boys

Girls

Rural

Urban

Tribal

Non-tribal

Total

Fig. 2: Showing the Mean Values for the Scores of Self Concept of Secondary School Students The Skewness of the distribution was found to be positive for self-concept; it indicated the pile-up scores on the left distribution. Though the value of kurtosis (Table-2) higher than normal distribution for self-concept, the Fig.-1showed almost in normality in distribution. C. Parametric Statistics In the present study, the assumption of independent observation, scale of measurement and homogeneity of variance were established. For the assumptions of Normal Probability, the Descriptive Statistics were calculated. The results have been shown in Table-2 and Table-3. The Histogram and NPC were presented and shown in Figure- 1. The skewness of the distribution was found to be positive (0.095) for self-concept, it indicated the pile-up scores on the left distribution. The value of kurtosis (0.587) higher than normal distribution (0.263) for self-concept indicated a platykurtic distribution. From the above statements, it might be concluded that sampling distribution for self-concept of secondary students followed a tendency of Normal Probability. After fulfilling the criteria laid down for parametric statistics, the researcher has used “t” test design for testing the hypotheses. D. Analysis of Self-Concept in respect to Gender (Male & Female) On the basis of the objectives of present study and hypotheses formulated, researchers employed the t-test as the statistical treatment of the scores of MBSCQ for testing the null-hypothesis to determine the differences between male and female secondary school students in Self-concept. (i) Analysis of the Difference between Male Secondary School Students (MSSS) and Female Secondary School Students (FSSS) in Self Concept pertaining to Null-Hypothesis No-1 (Ho1) Table 4: Showing‘t’-value of Self Concept of Male Secondary School Students (MSS) and Female Secondary School Students (FSSS) VARIABLE

Difference Between

SELF-CONCEPT

MSSS FSSS

351 329

165.97 162.21

SED

12.15 13.21

0.988

t-value 3.806*

df 678

* Significant at 0.01 level The rigorous study of the table-6 proved the significant difference between Tribal and Non-Tribal students in self-concept. The obtained “t” value was found to be significant at 0.01 and 0.05 level for self-concept. Hence the Null Hypothesis (i.e.Ho1) was rejected and it has been established that, a significant difference existed between secondary male and female students in their self-concept. So gender might mediate in formation of Self concept of individuals. E. Analysis of Self-Concept in respect to Localities (Rural & Urban) To verify the localities as factor in forming the self Concept of Adolescent Students, the mean differences has been computed and hypothesis has been tested. (i) Analysis of the Difference between Rural Secondary School Students (RSSS) and Urban Secondary School Students (USSS) in Self Concept pertaining to Null-Hypothesis No-2 (Ho2) Table 5: Showing ‘t’-value of Self Concept of Rural Secondary School Students (RSS) and Urban Secondary School Students (USSS) VARIABLE

Difference Between

SELF-CONCEPT

RSSS USSS

N 437 248

SED

t-value

167.70 167.68

12.17 13.15

1.019

0.019**

678

** Insignificant at 0.01 level

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The observation of the table-6 revealed that no significant difference between Rural Secondary School Students and Urban Secondary School Students existed in their self-concept. The obtained “t” value was found to be insignificant at 0.01 and 0.05 level for self-concept. Hence the Null Hypothesis (i.e.Ho2) was retained and it has been established that, no difference existed between Rural Secondary School Students (RSS) and Urban Secondary School Students (USSS) in their self-concept. Hence, the localities have impact on persons’ self concept. F. Analysis of Self-Concept in respect to Category (Tribal & Non-Tribal) Table 6: Showing‘t’-value of Self Concept of Tribal Secondary School Students (TSSS) and Non-Tribal Secondary School Students (NTSSS) VARIABLE

Difference Between

TSSS

285

159.35

11.94

NTSSS

395

168.09

12.08

SELF-CONCEPT

SED

t-value

0.93

9.370*

678

* Significant at 0.01 level From the table-6, it was evident that the difference between the means of Tribal and Non-Tribal students was statistically significant in self-concept. The obtained “t” value was found to be significant at 0.01 and 0.05 level for self-concept. Hence the Null Hypothesis (i.e.Ho 6) was rejected and it has been established that, “a significant difference existed between secondary tribal and non-tribal students in their self-concept” V. MAJOR FINDINGS Major findings of the study and result of interpretations of the data were: 1. There is a significant differences between Male and female students in respect to their self concept. The descriptive data showed that Male Secondary School Students showed higher and better self-concept than Female Secondary School Students. Gender is a predicting factor of self concept of secondary students. 2. There exists no significant difference between Rural Secondary School Students and Urban Secondary School Students in their self concept. The descriptive statistics i.e. Mean values of two groups are almost the same which implied rural and urban students stand at equal level in their self concept. The analysis of both descriptive and inferential statistics proved that Localities was no way the contributing factor of self concept. 3. In respect to Self- concept, it was found that tribal students differed significantly from non-tribal students in relation to their self-concept. It was also shown that non-tribal students showed better and more positive self concept than to their tribal counterparts. It has been concluded that, category i.e. tribal and non-tribal has great influence in forming self concept of secondary students. VI. IMPLICATIONS OF THE STUDY 1. Elder persons and teachers should respect the personality of the students and provide an atmosphere which would develop the students into more balanced and mature personality having positive selfconcept. Teachers can do this by encouragement, personal examples and by creating a congenial atmosphere in the class-rooms. 2. The major implication of this view point was that teacher and parents who would have to assume prime responsibility for developing self-concept and personality in children must themselves have a positive self-concept. Hence training for the teachers, counselors and parents showed be well organized. 3. For developing self-concept of low achieving students on their intellectual status, creative work, problem-solving games, easy competitions, debates, quizzes and group should be introduced on a large scale in schools. 4. Due recognition and appreciations in the above activities should be given by distribution of awards, prizes scholarship and medals. 5. Elders must help the children to develop positive self-concept through their approval and inter-personal relations 6. Courses in human behavior, interpersonal relations, motives & self- understanding should be introduced. VII. CONCLUSION The total participation in the process of education and development of society is the ultimate aim of all research efforts. Actually it is hard enough to develop academic performances of disadvantaged groups like women and tribal people as well as in bringing them into main stream education without proper psychological treatments of the core of personality i.e. self-concept. Hence, the war and full hearted efforts in true sense of the terms urge to

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be made at all levels, micro as well as macro, so that the goal of universal achievements would be reached as per the scheduled. REFERENCES [1]. [2]. [3]. [4]. [5]. [6]. [7]. [8]. [9]. [10]. [11]. [12].

Agarwal, R. (1994). “The relationship between Sex and General Self-Concept in grade 1X students”, Bharatiya Shikha Shodh Patrika, 13(2) 17-22. Anazonwu, C. O. (1995). “Locus of Control, Academic Self-concept and Attribution of Responsibility for Performance in Statistics”. Psychological Reports, Vol.-77, 367-70. . Barry, C.T. (1991). “The relationship among Domains of Self-concept and Academic Achievement in Learning-Disabled Children.” Dissertation Abstract International, 52(3), 842 –A. Bell, S. L. M. (1991). “Students Attributions for Social and Academic Success and Failure and their relationship with Selfconcept, Social Functioning and Achievement,” Dissertation Abstract International, 52(3) 843-A. Chand, T.K. (2008). “A Critical Study on Short-Term Memory, Self- concept and Study Habit of Visually Impaired (Blind) Children and Their Impact on Academic Achievement” Doctoral Dissertation, Education, Kalyani University. Dash Sharma, P. (2005). “Primitive Tribes in India : Need for Reservation within Reservation.” In Vinay Kumar Srivastava and Manoj Kumar Singh, Issues and Themes in Anthropology, Palaka Prakashan, Delhi. Kitsantas, A(2002). “Test Preparation and Performance: A Self-Regulatory Analysis,” Journal of Experimental Education, Vol. 70(2), pp-101-113. Martel, J.H. (1990). Black Student Self-concept and Academic Performance : An analysis of an Urban Middle School District”, Dissertation Abstract International, Vol.- 51(6), 1979-A Mohanty, P.K. (2002). “Development of Primitive Tribal groups in India”, Kalpaz Publications, Delhi. NCERT, (2000). “Fifth Survey of Educational Research”, 1988-1992, Vol.-1 and 11, New Delhi. Rangappa, K.T. (1994). “Effect of Self-concept on Achievement in Mathematics” Psycho-Lingua, Vol.-24(1), pp43-48 Silvia, P. and Duval, T.S. ( 2002). “Self Awareness, Probability of improvement and Self serving bias.” Journal of Personality and Social Psychology, Jan(2002), Vol. 82(1), pp 49-61.

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Barriers to Overcome in Pamela and Mr. B—’s Marriage in Richardson’s Pamela Dr. Gassim H. Dohal English Department College of Languages & Translation Imam Moh’med bin Saud Islamic University Riyadh, Saudi Arabia Abstract: Many things in Samuel Richardson’s Pamela are promising that Pamela and Mr. B’s marriage will be successful; e.g. Mr. B’s change of behavior towards Pamela. But we have to consider the backgrounds of this couple, the marriage across class-line and age-line, and Mr. B’s jealousy. The couple has indeed many good virtues that will enable them to have a happy long life. At the same time, there are problematic barriers that they have to deal with and be aware of. The barriers will be psychological as well as physical. As a matter of fact, Pamela is another Cinderella, who waits her gentleman to take her from the lower level she is in and elevate her to a higher one. And the barriers that encounter the success of Pamela and Mr. B’s marriage will be addressed in this paper. Keywords: Pamela, Richardson, marriage, Mr. B—, barriers [The novel, in] the form of a series of letters, deals with the fortunes of Pamela, a poor and virtuous maid, who resists, then finally marries and afterwards reforms her wicked master. (Edward Abert 256) Many indicators in Samuel Richardson’s Pamela; or, Virtue Rewarded promise that Pamela and Mr. B—’s marriage will succeed, for example Mr. B—’s change of behavior towards Pamela. But they have to face serious challenges due to their different backgrounds, their marriage across class-lines and age-range, and Mr. B—’s jealousy. The couple has indeed many good virtues that will enable them to enjoy a happy, long marriage. At the same time, they become aware of and have to deal with several problematic barriers, both psychological and social. In this paper, I will discuss the barriers that encumber the success of Pamela and Mr. B—’s marriage. At the end of the novel, we are gratified by the following quotation: As for the excellent Pamela, she enjoy’d, for many years, the reward of her virtue, piety and charity, exceedingly beloved by both sexes and by all degrees. . . . She made her beloved spouse happy in a numerous and hopeful progeny. And he made her the best and fondest of husbands (409). This description indicates that they have lived happily. Such qualities as “the purity and constancy of his affection, after his change; his polite behavior to his Pamela” (409) show us that Mr. B— appreciates his wife. As for Pamela, we do not forget her parental, conjugal, and maternal duty, her social virtues, and her trust in God; all these characteristics should enable her to have a happy and successful marriage. However, Pamela is another Cinderella, who awaits her “prince” to take her from her lower social level and elevate her to a higher one. On the other hand, Mr. B— is proud of his class and social position, and marrying her will demean him; it is not accepted that a gentleman with his social status should marry a servant. Thus, before marrying Pamela, Mr. B— tries to use her and then leave her. Resisting him, she becomes more attractive to him. Furthermore, his position as a master enables him to read her letters to her parents. The letters show Pamela’s fine personality. They are the keys to her character because through these letters, he can explore the recesses of her mind. On the other hand, Mr. B— eventually tells Pamela about his personality; regarding his class, for example, he says, “We are usually so headstrong, so violent in our wills that we very little bear control” (366). He also submits, “Yet am I not perfect myself: No, I am greatly imperfect” (368). In addition, “Now my dear, said he, be so kind to find fault with me, and tell me what you would wish me to do, to appear more agreeable to you” (311). These quotations from Pamela’s letters to her parents show that the couple is able to communicate because each knows the psychological attitude of the other.

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Nor do we forget that Pamela was brought up in Lady B—’s house; thus she knows how to handle responsibilities and expectations there. Mr. B— points out, “And you have often play’d with my mother too, and so know how to perform a part there, as well as the other diversions” (226). In addition, the couple’s devotion, love and courage to forgive and accept one another suggest the strength of their marriage relations. However, Pamela and Mr. B— have to overcome many barriers to guarantee the continuance of their marriage: First of all, they have to overcome the class difference. In fact, he was a master and she was a servant, but now they are husband and wife. This relation-change requires mutual respect. Mr. B— says to Pamela after their marriage, “Let us talk of nothing henceforth but Equality” (294). Her marriage elevates her social status, yet at the same time it eventually results in the loss of her independence and personal voice. Her marriage requires submission to the norms of her new upper class. Second, this couple is subject to social reaction. They are part of their society; they cannot isolate themselves from it, and they cannot ignore the society’s reaction to their marriage. For example, Lady Davers becomes angry at their union and they have to resolve the conflict. Later, Mr. B—’s uncle pays his nephew a visit; indeed, he wants to detest the “inferior creature” Mr. B— has married. Both Lady Davers and Mr. B—’s uncle represent upper class society and its objection to the marriage that has raised Pamela’s social rank. If the new couple, as indicated in the novel, manages to win these two people’s approval of their marriage, then are they able to convince the whole society of the plausibility of their marriage? Third, Pamela has to treat Mr. B— in accordance with his upbringing; she knows that “his poor mother spoil’d him at first. Nobody must speak to him or contradict him” (210). Thus, she promises, “it will be my pleasure, as well as duty, to obey you in every thing” (296). Pamela knows that whenever he becomes angry, he does not want her to interfere with his affairs. Thus, he dictates the 48 rules for Pamela to follow. Submitting to his rules at that time gives their marriage a chance to continue. She has two choices: either submit to the rules or work on changing them. If she accepts and obeys those rules as they are, then her submission is a natural result of her absorption into the upper class as expected in a patriarchal system. If she wants to change any of those rules, then she must to be patient because the change will not happen all at once. Telling her parents about the rules, she writes, “after all, you’ll see I have not the easiest Task in the World” (372). Fourth, they have to face their age difference. He is about twenty-six years old and she is sixteen years old. When she talks about Mr. B—’s sister’s nephew, she says, “But for one of 25 or 26 years of age, much about the age of my dear master” (322). Pamela is “sixteen” (329). From the quotation, it seems that age means a lot to Pamela. As long as any one of them is going to keep the issue of age difference in mind, it will influence the continuance of their marriage. Fifth, they are to establish a “Rule to regulate [their] Conduct by to one another” (263). As a husband and wife, their conduct toward each other should be based on respect, responsibility, love and equality. Sixth, they are to affirm their principles through practice. Pamela mentions in a letter that her parents taught her lessons “and they confirm’d their lessons by their own practice” (173). The new couple must practice the lessons they learned in their relationship, and develop a way to understand each other as a husband and a wife, not as a master and his servant. Seventh, they must face the inner enemy. After deciding not to drown herself in the pond, Pamela praises God and says, “I have been deliver’d from a worse enemy, myself” (154). And while he is trying to decide whether to marry her or not, Mr. B— admits, “For my pride struggles hard within me” (185). Eighth, both have to trust in Providence; Pamela says, “Will I trust in Providence, who knows what is best for us and frequently turns the evils we most dread, to be the causes of our happiness” (235). As the text indicates, both have a religious tendency that will help them to fulfil their spiritual needs. Spirituality will enhance their life and provide them with some solutions to their daily problems. Ninth, jealousy is another barrier. Before marriage, Mr. B— becomes jealous of Mr. Williams, the village minister. He confronts Pamela, “Here are several love-letters between you and Williams” (200). Furthermore, his interception of her letters, which he kept for himself, will affect their marriage unless he gets rid of them. He does not want Pamela to marry Mr. Williams and at the end of the novel, he says, “If it please God, for my sins, to separate me from dearest Pamela, that you will only resolve not to marry one person” (404), and later he adds, “this person is Mr. Williams” (405). Mr. B—’s excessive jealousy may lead to further consequences that neither partner wants in their life. Tenth, Pamela has to avoid excessive pride as well; she says, “For fear I should grow too proud” (234), that is, after their marriage. Finally, they have to explore, admit and correct their faults. Pamela knows that she is long-winded and inclined to flattery. Mr. B—, on the other hand, regrets his cruelty against her and asks her to forgive him. These are good signs, but they have to remain frank with each other. In brief, if Pamela and Mr. B— take each of these barriers into consideration and overcome them, their marriage will continue and succeed according to the norms of the social system both are bound to uphold. Socially

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speaking, any couple should pay attention to these barriers if they want for their marriage to continue. Hence, literature does handle social problems and gives hints of guidance to its readers. References [1] [2] [3] [4] [5] [6] [7]

Albert, Edward. History of English Literature. London: George G. Harrup & Co. Ltd, 1979. Armstrong, Nancy. Desire and Domestic Fiction: A Political History of the Novel. New York: Oxford UP, 1987. Doody, Margaret Ann. A Natural Passion: A Study of the Novels of Samuel Richardson. Oxford: Clarendon Press, 1974. ---. Introduction to Samuel Richardsonâ&#x20AC;&#x2122;s Pamela. Viking Press, 1995. McKeon, Michael. The Origins of the English Novel: 1600-1740. Baltimore: Johns Hopkins UP, 2002. Richardson, Samuel. Pamela; or, Virtue Rewarded. Ed. T.C.D. Eaves and Ben D. Kimpel. Boston: Houghton Mifflin, 1971. Watt, Ian. The Rise of the Novel: Studies in Defoe, Richardson and Fielding. Berkeley: University of California Press, 1957.

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Performance assessment of bedrooms in urban hotels in Algeria Dr. Youcef Laraba1, Dr. Ammar Korichi1, Dr. Salah Eddine Krada3 1,2,3Faculty of Architecture and Town Planning, University of Constantine 3, ALGERIA. Abstract: Urban hotels, among different other types of accommodation, play an important part in serving the needs of its users either for business or holiday purposes. In hotels, providing well designed bedroom’s furniture that responds to recommended norms and standards are of a great importance. Lawson, F; argued that furniture that fulfill the needs of users in terms of comfort, materials and dimensions would have a good impact on user satisfaction and in turn on the occupancy rate of the hotel. Thus, this article aims to assess the performance of bedroom’s furniture characteristics in urban hotels in use, in order to establish the impact of such features on user satisfaction. Keywords: urban hotels, performance assessment, bedrooms furniture, user satisfaction.

I. Introduction In the last few years, the demand for accommodation, the availability of a suitable infrastructure and services, the economic feasibility of development and good planning and design, all have facilitated a significant increase in hotel accommodation all around the world, (Lawson, F, 2006). It is argued that operational problems may exist if the project has not been designed on the basis of a clear knowledge of the market and detailed design guidance. Such problems may in turn have an impact on user’s satisfaction and accordingly affect the project profit,(Baird,G,Gary,J,Issac,N,Kornohan,D,Mcindoe,G.1996), (Eldringe , R, 1999). A research program based on building’s performance assessment of bedroom’s furniture in urban hotels is considered as an essential diagnostic tool in order that successful features can be identified and repeated, unsuccessful features can be eliminated and lessons can be learned from past mistakes. Consequently a feedback knowledge would be provided to be used as a sound basis to improve existing and future buildings, (Preiser, W;2001). II. Problem Statement In Algeria, a large scale program to provide new urban hotels has been introduced. The guide lines for these facilities appear to be inadequate. Their key deficiency is the luck of detailed information concerning spaces and furniture provision for different activities and how these affect the design requirements of facilities and user‘s satisfaction. Conclusion of diagnostics undertaken within the actual context of many urban hotels in Algeria pointed out that several factors affecting the adequacy and good working of these facilities. The evidence indicated that there are a number of problems related to the appropriateness of urban hotels in terms of their planning and design, (Ministry of tourism, 2011). The trends towards the programming and design of these facilities is mostly based on architect’s main experience and not on design guidance requirements derived from adequate research and evaluation studies. The existing guidance provided by the Ministry of Tourism is standard guide with mandatory facilities and spaces. It deals mainly with the dimension of spaces with minimum attention the design of different facilities and user’s requirements. Yet adequate space provision and appropriate furniture for urban hotels facilities is considered essential to avoid the type of problem which occurs in existing urban hotels facilities. Clearly, the need to undertake an assessment study of these existing facilities seems to be of great importance, in order to explore possible misfits, mistakes, or omissions; and to accumulate information and guidance for future programming and design efforts for urban hotels in Algeria. III. Research Approach The main objectives of this study are to assess to what extent bedroom furniture in urban hotels includes design standards and recommendations and to establish the impact of such features on user satisfaction. In order to achieve this, a research program was used in order to undertake: Investigation and identification from relevant literature of the main principles of the recommended characteristics on bedroom’s furniture design from a large field of hotels building.

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Conduction of a limited case study approach was chosen, in order to measure the degree of performance of the existing bedroom’s furniture with regard to user satisfaction. A. Methods of measuring the inclusion of the recommended bedroom’s furniture Furniture such as beds , clothes , storage , bedside tables , luggage rack and writing and dressing tables will measured through observation. Regarding their characteristics such as number , size, length and height, will be measured physically by the use of measuring scales or counting numbers, depended on their characteristics in relation to recommendations stated. B. Measuring user attitude There are many problems and difficulties associated with measuring the concept “satisfaction” and “feeling of comfort” mainly because of the large degree of personal variation in responses to the built environment both within the society and between different societies. User attitude will be measured by employing questionnaires and in some cases interviews. C. Design recommendations related to bedroom’s furniture design The choice of furniture differs from one hotel to another depending on whether the user stays for a short or long period, and standard of accommodation, which is broadly related to price charged. Furniture, such as beds, clothes storage, bedside tables, luggage racks and writing table is required in a bedroom. The recommendations and standards of bedroom’s furniture were identified in detail by (Erdi, L; Lawson, F; Doswell, R; Phillips, M, 1996); (Lawson,F,2006). This group consists of recommendations relating to characteristics of bedroom’s furniture for which the space is being used. It aims to provide some necessary requirements recommended by literature to help in designing such furniture. IV. The Case Study: Analysis and Findings In order to carry out this investigation, an appropriate urban hotel was chosen for this study; which is the panoramic hotel, in the town of Constantine. Manager of this hotel showed interest in the research project and offered complete co-operation in carrying it out. The “Panoramic” hotel has been designed to serve the need of users , either for pleasure and business, ( Manager; 2014). It has been planned to provide a comfortable hotel for short or long stays. The “Panoramic” hotel has to provide a limited number of facilities suited to the hotel’s capacity such as a restaurant and conference facilities. All bedrooms have their own private bathrooms. A. Checking the recommendations in the sample Furniture, such as beds, clothes storage; bedside tables and luggage racks are required and recommended in a bedroom. In theory, the “Panoramic “hotel is supposed to include all types of furniture recommended. However, the case study revealed that some of the recommended characteristics were in fact, included in the “Panoramic” hotel such as, the length of beds, the length of the bedside tables and others were not included such as the width of beds, the height of beds, cloth storage, luggage rack and writing and dressing table. B. The view of users To assess the importance of bedroom furniture, it was necessary to measure the impact of furniture on user when choosing their hotels. 68 % of users thought that furniture is an important factor when choosing their hotel. 32 % of them thought that furniture is not important when choosing their hotel. C. User attitudes with regards to furniture’s characteristics are shown in table below User attitudes Not satisfied

Type of furniture

Satisfied

Beds

77%

33%

Clothes storage

95%

Bedside tables

97%

Luggage rack

32%

68%

Writing and dressing tables

24%

76%

D. The relationship between following the recommendations and the level of performance of bedroom’s furniture in the sample The aim is to describe the relationships between the implementation of the recommendations in the sample and user attitude. We can assume that there is a hypothetical relationship between the inclusion of the recommendations in the sample and user satisfaction. In other words, if the bedroom’s furniture in use followed the recommendations, then user attitude should be satisfactory. This, would give a basis to establish which of these characteristics is more effective in causing user satisfaction or dissatisfaction. Beds: Although most of the recommendations are not included, the majority of users in the sample were satisfied.

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Cloths storage: Although all of the recommendations are not included, the majority of users in the sample were satisfied. Bedside tables: Although some of the recommendations are not included, the majority of users in the sample were satisfied. Luggage rack: the recommendations are not included, and the majority of users were not satisfied. Writing and dressing tables: the recommendations are not included, and the majority of users were not satisfied. E. Conclusion of the case study The case study revealed that a large set of furniture characteristics provided in the “Panoramic” hotel does not include the recommendations. The conclusions that can be drawn from this study are as follows: The suitability of beds in terms of length of double and twin bed. Therefore, recommendations regarding bed’s length is important and should be considered when designing beds. The suitability of bedside tables in terms of height. Therefore, these recommendations are important and should be considered when designing bedside table. Although the recommendations with regard to bed’s width and height are not included, there was a high percentage of users that were satisfied. Therefore, it seems that recommendations regarding beds’ width and height are not important and can be reconsidered when designing beds. Although all recommendations with regard to clothes storage are not included, there was a high percentage of users that were satisfied. Therefore, it seems that recommendations regarding clothes storage are not important and can be reconsidered when designing clothes storage. Although all recommendations with regard to bedside tables are not included, there was a high percentage of users that were satisfied. Therefore, it seems that recommendations regarding bedside tables are not important and can be reconsidered when designing bedroom’s furniture. There were a high percentage of users that were not satisfied regarding all luggage racks’ characteristics provided in sample. Therefore, it seems that the theoretical recommendations are important and should be considered when designing bedroom’s luggage rack. There were a high percentage of users that were not satisfied regarding all writing and dressing table’s characteristics provided in sample. Therefore, it seems that the theoretical recommendations are important and should be considered when designing bedroom’s writing and dressing table. V. Conclusion Thus, this study aims to explore the main theoretical design recommendation and standards likely to ensure good performance in use, and in agreeing furniture characteristics to be included in such space. This information would be very useful to fill in the lack of knowledge needed within the Algerian design guidance of urban hotels, in order to be used as criteria to assess the performance of bedroom’s furniture of future hotel buildings in Algeria. References [1]. [2]. [3]. [4]. [5]. [6]. [7].

Baird, G., Gray, (1996), J., Isaacs,Building Evaluation Technique. Eldringe , R, (1999), Do we think about beds enough, International hotel review. Erdi, Louis; Lawson, Fred; Doswell, Roger; Phillips, (2006), Information Sheet Hotel 3: Guest Bedrooms and Bathrooms: “Principles of hotels Design”, The Architectural Press Ltd, London. Ministry of tourism, (2011), Programming and design department, unpublished report. Lawson, Fred, Hotels,(2006), Motels and condominiums: Design, Planning and Maintenance, The Architectural Press Ltd, London. Lawson, Fred, (2006), Hotels and Resort: Planning and design, paperback Butterworth Architecture. Design and development guide. Preiser, W, (2001), Learning from Our Building: A State-of-the-Practice Summary of Post-Occupancy Evaluation by Preiser,

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CSR - IN OPERATION Devika Ahuja Student, Symbiosis Institute of Business Management, Bengaluru, Karnataka, INDIA Abstract: “OPERATING A BUSINESS IN A MANNER THAT MEETS OR EXCEEDS THE ETHICAL, LEGAL, COMMERCIAL AND PUBLIC EXPECTATIONS THAT SOCIETY HAS FROM BUSINESS.”-CSR Corporate Social Responsibility is not concerning ecological responsibility or having a recycling policy, it is about considering the total representation of company, internal to external stakeholders, in each decision that a business takes throughout every day operations. It indicates the policies and procedures applied by firms to achieve certain sets of objectives, corporate missions and visions with relevance to stockholders, employees, customers, suppliers and different regulatory agencies and the community at giant. CSR shows future commitment of corporate towards the social development. Rising economies like India have numbers of companies enthusiastically engaged in CSR activities. Varied organizations in India are taking up CSR initiatives and consolidating that in their business processes. Companies are currently having separate departments and groups that develop policies and techniques for their CSR programs and additionally creating separate budgets for these programs. By using secondary data this paper analyses the thought of CSR, its evaluation, its importance, and additionally various leading examples of Indian organizations fulfilling its responsibility towards society by using varied modes. Keywords: CSR, Stakeholders, Initiatives, Commitment. I. Introduction Corporate social responsibility is not a new thought in India. However, new is that the shift in focus from earning profits to meeting societal necessities. “Dharma is for the stability of society, the maintenance of social order and the general well-being and progress of humankind.” Karna Parva from Mahabharata (Chapter 69- verse 58) One of the foremost commonly asked question, primarily by all those individuals and organisations coping with CSR problems is, what does 'Corporate Social Responsibility' mean? Corporate social responsibility additionally known as Corporate Citizenship, Social Performance, Corporate Conscience is a form of corporate self-regulation integrated into a business model. The thought of CSR emerges by the concept that companies no longer act as an isolated economic entities it need to work in collaboration so as to earn profitability and survival. CSR policy functions as an intrinsic, self-acting mechanism whereby a business monitors and ensures its active compliance with the spirit of the law, moral standards, and international norms. CSR is a method for business to encourage a positive impact through its activities on the environment, consumers, employees, communities, stakeholders and every other members of the general public as whole who may additionally considered as stakeholders. “Corporate Social Responsibility is the continuing commitment by business to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well as of the local community and society at large” CSR is closely coupled with the principle of sustainable development, which focuses that enterprises while making decisions not simply have to consider monetary factors however also have to consider social and environmental factors. II. Objectives of Research The following are the main objectives of the study:  To study the concept of CSR.

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

To create awareness about Indian companies those prioritise the task of CSR.

III. Research Methodology As per the need of the objectives of the study, the research design used for the study is of descriptive kind. Keeping in view of the objectives that are set, this research design was adopted for bigger accuracy and comprehensive analysis of the research study. Secondary data was extensively used for the study. Data from various news articles, Books and Web were used that were enumerated. IV. Evolution of CSR Evolution of the CSR is often classified into various periods. It starts with earlier period followed by the development of distinctive trends in the 1970s. The 1970s trends are followed by the shifts that existed throughout the 1990s (Matten and Moon, 2005). Following figure shows the historical timeline of CSR as a concept of business theory: The Early Classical Period: CSR was looked just as product of the industrialization method at that point. With the development of huge companies in 1870s the tasks of these companies increasingly affected other society domains. From 1900 through 1920, further rules and laws for business social responsibilities were passed.

Figure 1: History of Corporate Social Responsibility. Source: Johnson (2010), “A Critical Examination of Firestone’s Operations in Liberia: A Case Study Approach”, Author House, USA The Immediate Post war Period: The controversy over the social responsibility of business had achieved immense success throughout World War II. By this time corporate philanthropy had already become a part of normal social and business life. Two principles, stewardship and charity shaped the foundations for modern views on CSR. Trends during the 1970s: During 1970s, the main focus is shifted from corporate responsibility to the corporate responsiveness thought. This new focus on responsiveness altered the stress from what organizations may do to what organizations may do to have higher sustainability. Shifts during the 1990s: In the 1990s, the thought of CSR emerged as the outcome of recent sorts of stakeholder engagement and social regulation. Critics and Scholars improved their analysis to business ethics, corporate social performance, green marketing, stakeholder theory and citizenship theory. V. Importance of CSR Corporate social responsibility leads to various direct and indirect advantages and blessings to the corporation that adopt it (Bueble, 2009). In synthesis, the advantages that corporations can obtain by adopting corporate social responsibility initiatives are as follows (Campbell, 2007): 1. Increased worker loyalty and retention; 2. Gaining legitimacy and access to markets; 3. Less judicial proceeding 4. Increased quality of products and services; 5. Less volatile stock value; 6. Avoiding state regulation; and 7. Increased customer loyalty. 8. Bolstering public image and reputation and increased brand value; Corporate social responsibility (CSR) activities contribute to the macroeconomic development of a developing country through sustainable benefit to all. At a similar time, optimum national impact, cooperation, and communication would be inspired and socialized. VI. CSR in INDIA Infosys: Create path for overall development of society. Infosys is sharply concerned in a variety of community growth programs. In 1996, the corporate created the Infosys Foundation as a not-for-profit trust to that it contributes up to 1 percent of profits after tax every year. The Education and Research Department at Infosys additionally works with employee volunteers on community development

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projects. The management team at Infosys continues to set examples within the area of corporate citizenship. They have taken initiatives to work within the areas of research and education, community service, rural reach programs, employment, healthcare for the poor, education, arts and culture, and welfare activities undertaken by the Infosys Foundation. Aptech: Creates Way for education development. Aptech a leading education player with a world presence has contend wider role in encouraging and nurturing education throughout the country since its origin. As a world player with complete solutions-providing capabilities, Aptech incorporates a long history of participating in community activities. It has, in association with leading NGOs, provided computers at schools, deprived education, training and awareness-camps. Anand Corporate Services Limited: Alignment of corporate goals to gaint social goals. Anand incorporates a long-lived commitment to fulfilling the wants of the society, it belief that for any economic development to be meaningful, the advantages from the business should trickle down to the society at large. Anand is of the firm view that the corporate goals should be aligned with the larger social goals. The target of SNS foundation was overall community development. The foundation has created programs in the fields of health, education, natural resource management and life skills training, solely to make sure that fellow humans may breathe easy. The long term goal of Anand CSR is to implement concepts like ‘Zero Tolerance Zone for Child Labour’, ‘Zero Waste Zone’ using strategies like Reduce, Recycle and Reuse not solely at Anand/SNSF locations but extend to Anand residential areas. Tata Group: Leads to overall community development. Tata Cluster in India has a range of CSR projects, most of that are community improvement programs. For example, it is a leading provider of maternal and child health services, family planning, and has provided 98 percent immunization in Jamshedpur. The corporate additionally focuses on sports development. It has established a football academy, archery academy, and promotes sports among employees. It offers healthcare services all over the country with programs like rural health development. Tata Cluster also has an organized relief program in case of natural disasters, as well as long-term treatment and rebuilding efforts. It did outstanding work during the Gujarat earthquakes and Orissa floods. It additionally supports education, with over 500 schools, and also encouraging the humanities and culture. It has done abundant work in improving the environment and native populations around its industries. Hindustan Construction Company (HCC): Trained & effective participation in various fields. HCC plays a lively role in CSR initiatives in the fields of Health, Education, Disaster Management, and Environment. Disaster Resource Network DRN is a worldwide initiative, promoted by the World Economic Forum (WEF). It was during the WEF annual meet that the large earthquake struck Gujarat in January 2001. The requirement for a trained and effective participation from industry was first felt there. The members of Engineering and Logistics segment of WEF came together to establish this network. The idea was further strengthened during the 9/11 incident where again the industry participated in the relief operations. DRN Worldwide was formally launched in New York in January 2002. And shortly thereafter, DRN - India Initiative was launched. VII. Conclusion The dynamically changing relationships between companies and society have replaced the relationships between stakeholders and CSR, and also the characteristics of those relationships are analyzed. The scale & nature of the advantages of CSR for a corporation can vary depending on the nature of the enterprise. But, organizations without stakeholders are nothing. Stakeholders are important to the business, because they have a primary stake in the business. Organizations responsibilities towards the stakeholders are: to produce skilled management, fair returns on their investments, disclose relevant data, protect shareholders assets, etc. By following CSR practices organizations get two main advantages. It helps in: a) Building Relationships. b) Maximizing Profits. CSR are often win-win scenario for both society & organization. Socially accountable organization can be benefit in the long run profits, develops the public image, and makes the organizations more attractive hub to work with & also helps to eliminate judicial proceeding of government. VII. References [1]. [2].

Mullerat R (2009), “International corporate social responsibility: the role of corporations in the economic order of the 21st century”, Kluwer Law International, Netherlands, pp 14. Campbell, J.L. 2007. Why Would Corporations Behave in Socially Responsible Ways? An In-stitutional Theory of Corporate Social Responsibility. Academy of management Review, 32(3): 194-967

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[3]. [4]. [5]. [6]. [7]. [8]. [9]. [10].

Bueble E (2009), Corporate Social Responsibility: CSR Communication as an Instrument to Consumer-Relationship Marketing, GRIN Verlag, New York. Johnson T (2010), “A Critical Examination of Firestone’s Operations in Liberia: A Case Study Approach”, Authorhouse, USA, pp 2833. Matten, D., & Moon, J. (2005). A Conceptual Framework for Understanding CSR. In A. Habisch, J.Jonker, M.Wegner & R. Schmidtpeter (Eds.), Corporate Social Responsibility. Across Europe, Heielberg: Springer Berlin. Preston, L. E. and Post, J. (1975), Private Management and Public Policy: The Principle of Public Responsibility, Prentice Hall, Englewood Cliffs, NJ ICFAI Center for Management Research, “Business Ethics and Corporate Governance” Kotler Philip and Lee Nancy, “Corporate Social Responsibility: Doing the Most Good for Your Company and Your Cause”. www.ethicsandbusiness.org www.bsr.org

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Shift in Perceptions Regarding Role and Responsibilities of Women in Society in Chinua Achebe’s ‘Girls at War’ Dipali Sharma Bhandari Assistant Professor, SGGSJ Govt. Degree College, Paonta Sahib. Himachal Pradesh-173025, INDIA Abstract: Chinua Achebe’s works are deeply immersed in Igbo traditions and the effect of colonialism and Christian faith on the natives. The clash of the native and the Western is also one of his major concerns, both during and after the colonial era. His short stories also deal with the African nation’s problems of colonialism, Civil war and a need for peace and stability. During the initial years of Achebe’s literary career, he was accused of having a biased attitude towards women in his literary creations. He was critcised by many women scholars for demeaning their position as if they were not as equal and significant part of society as men. But Achebe in his works, especially short stories like ‘Girls at War’ justifies his stance and presents the women in a positive and humane way. In ‘Girls at War’, He focuses on how the implications of war are different for a man than a woman. Through the brief interaction between Nkwanko and Gladys, Achebe provides us with a vivid illustration of the shifting and questioning of traditional values and moral standards when confronted with immediate survival instincts, particularly where women are concerned.

Chinua Achebe a Nigerian novelist, poet, professor and a critic was best known for his novel Things Fall Apart. (1958) His other works include No Longer at Ease (1960), Arrow of God (1964), A Man of the People (1966), and Anthills of the Savannah (1987). He wrote in English and very strongly defended his use of “English, the language of colonizers” (Lyons xix) in African literature. He is also widely known for his 1975 lecture An Image of Africa: Racism in Conrad’s “Heart of Darkness”, a severe criticism of Joseph Conrad, whom he called “a bloody racist.” His works are deeply immersed in Igbo traditions and the effect of colonialism and Christian faith on the natives. The clash of the native and the Western is also one of his major concerns, both during and after the colonial era. His short stories also deal with the African nation’s problems of colonialism, Civil war and a need for peace and stability. When Nigeria gained independence after years of colonial rule in 1960, everyone hoped for a peaceful and progressive future. During the years that followed, the country witnessed numerous coups and clashes among various ethnic groups. Eventually the Biafran war took place which became an unbearable and unforgettable chapter of the nation’s history. The loss of life and other resources during the war of Biafra was of epic proportions. Achebe openly held Nigerian political and military strategies responsible for the state of affairs. He also held the country’s colonial legacy responsible for the prevailing circumstances. For the Nigerians the war was a struggle for survival and a search for a unique Black identity in a complex and uncomprehending world. Things fall apart was published in 1958. It was one of the earliest African novels to receive global recognition. Achebe was applauded by critics for revealing to the world a new face of the continent hitherto shrouded by the colonial cloak. The major concern of the novel was the impact of colonialism on the natives. Subsequent feminist readings from a different perspective, however, spawned severe criticism towards the writer. The feminist critics especially charged him with ignoring the African women. In his four novels, his male protagonists are struggling to prove their masculinity and strength in the quick changing circumstances resulting due to the changes brought forth by the colonial occupation of the country. It was said that he focused solely on the travails of African men while ignoring the impact of colonialism on womenfolk completely, as if they were not part of the society. Stratton says “Achebe doesnot tell African women ‘where the rain began to beat them’. Nor does he attempt to bestow ‘dignity and self-respect’ to African women.” (Stratton 23) Another point of contention was that the women who had a strong place in the narrative were mostly presented in a negative light, incapable of employing their position of power in a positive manner. At times, Achebe was accused of performing the denigrating task of demeaning natives which other colonial writers were already doing. Basically, Achebe was accused of using the same tropes of representation of the

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‘Other’ as the colonial novelist, the only difference being that for Achebe, the ‘Other’ was the woman, not the native. Achebe’s literature has been directly influenced by his experiences of the Biafran war. The involvement of the writer in the Biafra war changed his worldview regarding a lot of things, his opinion about women being just one of them. This emotion is expressed in his works. During the war, he witnessed the efforts and resilience of women through the difficult times. Consequently, his post-war writings capture women in a different and obviously positive tone. When Achebe came back from Europe during the war, he said: “You find a new spirit […], a determination, in fact. I was in in Europe for about three weeks a while ago. When I got back, I found young girls had taken over the job of controlling traffic from police. They were really doing it by themselves; no one asked them to.” (Collier 258) A considerable change in the representation of female characters is noticed in Achebe’s works over a period of time; especially in his short stories. His women do not remain passive. They are definitely not captured in derogatory manner, nor do they occupy insignificant positions in the narratives. In a total contrast to his early novels, which mainly dealt with the male purview, they are presented in powerful roles, often transforming the lives of their male counterparts. Achebe’s Girls at War explores the depths of disintegration brought about by the conflict. The collection, gravitating around his experiences of war, presents women who led the path towards a greater humanity. The trauma generated as a result of the Civil war is central to his stories. The book is considered authentic and realistic because of the involvement of the author in the war. The characters we meet in these stories bring back the memories and sufferings of wartime. At the outset of the story Girls at war, “thousands of young men (and sometimes women too) were daily turned away from enlistment centers because far too many of them were coming forward burning with readiness to bear arms in defense of the exciting new nation.”(Girls At War) Both the sexes are seen here on equal footing as they were about to serve the common cause of the country. The traditional constructs of male superiority and the predefined roles, too, are absent. Even a woman who is considered weak is ready to bear arms alongside men for her country. Reginald Nkwanko gives Gladys a lift to Enugu when she is on her way to join the militia. A man with traditional views regarding the fixed gender roles, Nkwanko tells Gladys to go back to school ‘because girls were not required in the militia’. (GAW) When they meet next, the war has progressed further, Nkwanko finds her employed as a “local vigilante” (GAW) under police constables. The girl is sincere and devoted to her work. When Nkwanko tries to bypass the routine checkup by pretending to be an influential man, she remains unperturbed. She refuses to give him preferential treatment, and is immune to pressure and intimidation. She says, “you people gave us this job to do” (GAW).Her sincerity and dedication impresses Nkwanko: “That was the day he finally believed there might be something in this talk about revolution. He had seen plenty of girls and women marching and demonstrating before now. But somehow he had never been able to give it much thought. He didn’t doubt that the girls and women took themselves seriously; they obviously did. But so did the little kids who marched up and down the streets at the time drilling with sticks and wearing their mothers’ soup bowls for steel helmets.” (GAW) Nkwanko was simply reflecting the male attitude in advising Gladys to return to school. Even at the enlistment centre she is told to go back to her school or join the Red Cross. Undaunted, Gladys patches up with Civil Defense in her zeal to serve her nation. Indeed, her conduct at the Awka check-point alters the views of Nkwanko. “But after that encounter at the Awka check-point he simply could not sneer at the girls again, nor at the talk of revolution, for he had seen it in action in that young woman whose devotion had simply and without selfrighteousness convicted him of gross levity…. She wasn’t going to make an exception even for one who once did her a favour. He was sure she would have searched her own father just as rigorously”. (GAW) Eighteen months later, Nkwanko meets Gladys again. The political situation has deteriorated considerably. “ Death and starvation having long chased out the headlines of the early days, now left in some places blank resignation, in others a rock-like, even suicidal, defiance.” (GAW )The ordinary people are victims of various nutritional disorders. At Nkwerri, where Nkwanko had gone to scrounge for relief food for his family, he was deeply embarrassed “not by the jeers of this scarecrow crowd of rags and floating ribs but by the independent accusation of their wasted bodies and sunken eyes” (GAW) Garri in the market was rising to one pound per cigarette cup. As Nkwanko’s driver “loaded tins and bags and cartons into his car the starved crowds that perpetually hung around relief centers made crude, ungracious remarks” (GAW) As one of the high placed officials, his situation is somewhat better than these ordinary people, yet his conscience pricks him. The enthusiasm with which the war had started has gone missing. The transformation is striking. ‘All those nervous check posts disappeared’. (GAW) The devotion to the cause has disappeared. Instead, the world is full of opportunists “who had no other desire than to corner whatever good things were still going and to enjoy themselves to the limit.” (GAW)These people pile money out of war trading with enemy, selling relief or trafficking in foreign exchange. The war’s aftermaths devastated the people. The worst is that “girls became

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girls once more and boys boys”. (GAW) When Nkwanko orders his driver to stop for a “very attractive girl” (GAW) who waved him for a lift, he fails to recognize the girl who had once brought about such a marked change in his views regarding women. Gladys has transformed from “a beautiful girl in a breastly blue jersey, khaki jeans and canvas shoes with the new style hair plait that gave a girl a very defiant look”( GAW) to one in a “ a high tinted wig and a very expensive skirt and low cut blouse. Her shoes, obviously from Gabon, must have cost a fortune.”(GAW) In response to Nkwanko’s query, she replies that she is in the Fuel Directorate; however, he guesses from her appearance that she must be ‘in the keep of some well-placed gentleman”. (GAW) This however is nothing unexpected for Nkwanko living in Owerri. As he confesses, “Nobody has his family there. We like to say it is because of air-raids but I assure you there is more to it. Owerri is a real swinging town and we live the life of gay bachelors.”(GAW) And to prove it he promises to take her to a ‘real swinging party’, (GAW) although he hates these parties and frivolities. But men who have to face death every moment cling to these momentary pleasures. Nkwanko is immediately ashamed that he sounded so approving of this life and that too, to this particular girl “who had once had such beautiful faith in the struggle and was betrayed (no doubt about it) by some man like him out for a good time.” (GAW) Despite the pangs of regret for girls like Gladys, he takes her home. “Too many girls were simply too easy those days. War sickness, someone called it”. (GAW) At the party a drunken man explodes, “even these girls who come here all dolled up and smiling, what are they worth? Don’t I know? A head of stockfish, that’s all, or one American dollar and they’re ready to tumble into bed.”(GAW) He is thrown out of the party. But Nkwanko and his friend agree “that although the man had been rude and offensive what he had said about the girls was unfortunately the bitter truth”. (GAW) And indeed Gladys shocked Nkwanko “by the readiness with which she followed him to bed and by her language” (GAW) Nkwanko had his pleasure but “wrote the girl off. He might just as well have slept with a prostitute, he thought.”(GAW) The girl’s behavior might have led Nkwanko to condemn her, yet she is clearly “a victim of circumstances.”(GAW) Nkwanko mulls over this “terrible transformation”. (GAW) that he has witnessed befall Gladys since their first meeting. Not just Gladys, this fate has tainted “a whole generation”, (GAW) “the mothers of tomorrow”. (GAW) He feels ‘more generous in his judgments’ (GAW) The mirror itself was intact; a lot of smudge but no more. All that was needed was a clean duster.” (GAW) Now he decided to accompany her on her trip home to ‘get to the bottom of this deadly influence’. (GAW) He even assembled half of the food he had received at the relief centre for her. His feelings toward her ‘softened with every passing minute’. (GAW) And this was not because he had just spent a night with her. It was because he could still recognize the spark of goodness in her. Eighteen months ago, she had said, “You people gave us this job to do”. (GAW) Now, in response to Nkwanko’s sarcastic comment regarding her friend Augusta’s shopping trip to Libreville, she responds, “That is what you men want us to do.”(GAW) She brushes aside his exhortation ‘to become again’ (GAW) the girl he had met at Awka check post’, casually saying, “That time done pass. Now everyone want survival. They call it number six. You put your number six; I put my number six. Everything all right.” (GAW) He feels duty bound to take care of her because she has revealed to him his own faults. He feels guilty for his previous behavior with so many people. At one time he had left an old woman by the roadside in preference to Gladys. But now he picks up a disabled soldier. Even his driver is astonished when he asks him to stop. “I never give lift these days”, (GAW) he had said to Gladys. But now he breaks his rule. The girl’s presence had brought about this transformation in him. Without mentioning it directly even once, she makes him see things in a way he has not done for a long time. At the time of air raid, she could have run to safety but she goes back to the car to save the soldier. She seems to show Nkwanko the road to salvation and greater humanity by sacrificing her life for an unknown person. She might have changed in appearance and may have adopted an immoral profession (as many people might think), but deep down inside she remains the girl at the Awka check post who had once impressed Nkwanko by her integrity. Even in her last moment she leads the path of true humanity. ‘Girls At War’ reveals Achebe’s disposition towards women in general. He has otherwise on many occasions been accused of a bias against women. Girls at War traces a progressive change of attitude of males towards women. The cold acceptance of the fate by Gladys and the matter-of-fact way in which she conveys things reveals a society over-ridden by a tsunami devastating the very fabric of society. The traditionalists may view womenfolk as weak, unreliable and obtuse just like Nkwanko in the beginning does. They may judge a woman on the scale of honour and shame associated with the female body. But when a whole generation of future mothers is trapped in a moral dilemma, we can hardly expect the traditional standards of morality to hold. Nkwanko is aghast when Gladys uses the expression “shelling”. He immediately puts her at par with a prostitute. He cannot look at this uncomfortable truth in the face. However, he accepts unquestioningly after his encounter with Gladys. He had been living the life of a ‘gay bachelor’, (GAW) enjoying the company of girls from time to time. His snide remark that Augusta “will come back on an arms plane laden with shoes, wigs, pants, bras, cosmetics” (GAW) and make thousands of pounds selling them and his jeer about the girls being ‘really at war’(GAW) reveal the traditional mindset of males. He almost wishes to endorse the views of the Red Cross man regarding the girls after having ‘his pleasure’ (GAW) with Gladys.

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Nkwanko’s varying moral stance on the girls at war leaves us baffled at times. Is he a hypocrite who enjoys himself with different girls while passing strict moral judgments against them? Does he represent the moral dilemma faced by an entire society forced to choose between survival and the inherent good? Like any other human being he has difficult choices to make. His battle is for existence as well as for maintaining the values he has grown with. Faced with Gladys, whom he has seen in her good days; Nkwanko is forced to realign his views about these girls. Finally he is able to reconcile himself to the truth that the girl is a victim. As he concludes “there must be some man at the centre of it”. (GAW) He knows that “in such a situation one could do nothing at all for the crowds; at best one could try to be of some use to one’s immediate neighbours”. (GAW) He cannot do much for the girl, but he makes her promise that she would never use the expression about ‘shelling’ again, as she was ‘different from all the girls’. (GAW) However, as soon as things start looking up, Gladys is killed in an air raid. Nkwanko is left to witness “the entangled remains of the girl and the soldier”. (GAW) Nkwanko’s cry is not just for Gladys, but for a lost generation, betrayed humanity and a society gone to ruin. Gladys represents a generation which has learnt to deal practically with issues concerning survival, even if it entails a sacrifice of morality. Nkwanko, on the other hand, represents the conventional older generation. Through him Achebe reveals the internal conflict dogging the society. In his coming to terms with the immediate reality, we discern a gradual shift in the traditional viewpoint. Through the chance encounters between Gladys and Nkwanko in three different situations, Achebe captures the moral divide on a sensitive issue concerning women. Finding a whole generation trapped in a situation like this prompts even a traditionalist change the accepted norms of judgments. Nkwanko is finally able to empathize with Gladys and many others like her who are victims of men’s lust. Collier says that in ‘Girls At War’, “main characters epitomize the war-torn Biafra and its struggles against poverty and annihilation, addiction and moral disintegration.” (Collier 269) Achebe is not trying to justify Gladys’ choice of using her looks for survival. Without taking a moral stand, he lets the reader form an opinion of the war situation and the various problems an ordinary citizen has to face. In Girls at War, He focuses on how the implications of war are different for a man than a woman. Through the brief interaction between Nkwanko and Gladys, Achebe provides us with a vivid illustration of the shifting and questioning of traditional values and moral standards when confronted with immediate survival instincts, particularly where women are concerned. Works Cited Achebe, Chinua. Girls at War and Other Stories. Canada: Doubleday, 2010. Print. Collier, Gordon, ed. Spheres Public and Private: Western Genres in African Literature. Netherlands: RBV, 2011. Print. O’Mealy, Joseph H., Laura E. Lyons, eds. Essays in Honour of Carol M.K. Eastman. Hawai: UHP, 1998. Print. Stratton, Florence. Contemporary African Literature and the Politics of Gender. London: Routledge, 1994. Print.

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

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Parental Attitude towards Girl Education in District Kulgam (J&K) 1

Ruhee Rashid and 2Dr. Santosh Kumar Maharashi Research Scholar Department of Education, OPJS University, Churu, Rajasthan, INDIA. 2 Assistant Professor Department of Education, OPJS University, Churu, Rajasthan, INDIA. 1

Abstract: As majority of parents give less importance to girls education but give top priority to their boys and girls are consciously ignored. In this study we investigate the factors that affecting the parent’s attitude towards the girl education. Five Tehsil of Kulgam district were randomly selected for this study. Two villages were selected randomly from each Tehsil. Five female and five males were randomly selected from each selected villages. The total numbers of randomly selected respondents were 100. The different aspects of opinion of respondents on girl’s education shortage of female teacher, like lack of government policies, long distance and financial problems etc. have been described in this paper. Key Words: Parents attitude, Girl education, Kulgam. I. Introduction In Kulgam district of Jammu and Kashmir, male and female plays an important role in education, but parents give more preference to their boys than girls. The head of the family are males, while the females took care of the children. In many fields girls are ignored especially in receiving education. Boy’s education is considered more important than girls because they look after their family and parents, while the girls would be married out. Parents attitude towards girls education were very common in native parts of Kulgam. Most of the parents think that higher secondary school and graduation is the highest level of education because they are not permanent members of the family. Parents made all efforts to ensure their boys attend school and make them in better position in society than girls. Girls education in the past was considered as wastage of time and money. Most parents believed that female are only for domestic purpose. After getting married, they focus their new home and tends to forget their parents. In many districts of Jammu and Kashmir, males are respected by their family members. Without a male child home is considered as incomplete. In many parts of district Kulgam, girls are forced to get early marriage. Education is that process which becomes ones reality effective. An educated woman understands her world and deals with society well effectively. In the opinion of Imogie (2002) [1] the prosperity of a country depends not only on the strength of fortifications nor the abundance of its income, but depends on the number of well and quality based citizens, that is character, enlightenment and women education. Women’s play an important role including maintenance of family health, care of children, maintenance of the home and feeding of the family. In these roles they become a significant factor in political and social development of a country. From these roles an educated woman, who become first a wife, then a mother and to play a role of home keeper. She also handles the challenges that prevents with her day to day life. Next challenge before her is that an educated woman is the first and last teacher of the child before and after school [2]. The home is the first and the last school of the child and the base of his/ her socialization and in this home mother plays an important role and she is the first teacher of child. According to census 2011, population of District Kulgam was 424,483 out of which male were 217,620 and female were 206,863 respectively and census 2001 census, the population of District Kulgam was 394,026 out of which 202,578 were male and 191,448 were females. According to census 2011 the average literacy rate of District Kulgam was 59.23 compared to 0.00 of census 2001. Census report 2011, the literacy rate of male and female were 69.59 and 48.49 respectively. In census 2001 same figures stood at 00.00 and 00.00 in District Kulgam. In District Kulgam total literate were 209,085 out of which male were 125,052 and female were 84,033 in 2011 census [3,4]. II. Methodology This study was done five Tehsil in district Kulgam of Jammu and Kashmir. Out of five Tehsil we select ten villages randomly two from each Tehsil . Out of these ten villages we selected sample of ten persons five are males (father) and five female(mother) . Thus making total 100 respondents. The collected data were analyzed and conclusions have been drawn.

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III. Results and conclusion Table 1. Percentage distribution of respondents (male and female) which become obstacle girl education. Response

Male

Percentage

Female

Percentage

Shortage of female teachers Lack of govt. policies Distance problems Family tradition Financial problems Total

9 13 6 7 15 50

18% 26% 12% 14% 30% 100%

11 9 7 10 13 50

22% 18% 14% 20% 26% 100%

Total ( male +female) 20 22 13 17 28 100

Percentag e 20% 22% 13% 17% 28% 100%

Table 1, shows that male respondents don not sent their girls to school due 18% shortage of female teachers, 26 % lack of govt. policies, 12 % due to long distance, 14% due to family tradition , 30 % of financial problems. While female respondents do not sent their girls to school due to 22% of shortage of female teachers, 18% lack of govt. policies, 14% due to long distances, 20% due to family tradition, 26% due to financial problems. But majority of respondents (both male and female) do not sent their girls to school due to 20% of shortage of female teachers, 22% lack of govt. policies, 13% due to long distances, 17% due to family tradition, 28% due to financial problems. Table 2. Percentage distribution of male opinion about girl’s education. Opinion of male respondents

Agree

Disagree

A. Percentag e 40%

Neutral

D. Percentag e 36%

Total

N. Percentag e 24%

Educated girls can help their parents financially Education will make them good housewives Education will create religion awareness in girls Educated girls can bring children in a better way. For educated girls it is difficult to suitable life partner. Educated girls will not stay in home but outside for jobs.

28%

34%

38%

44%

24%

32%

42%

26%

36%

34%

30%

48%

32%

20%

Table 2 shows percentage of male opinion respondents. 40 % male respondents were agreeing with that educated girls can help their parents, 36 % were disagreeing, 24 % were neutral. 28 % were agreed with that education will make them good housewives, 34% were disagreeing, 38 % were neutral with this opinion. 44 % were agree with education will create religion awareness in girls, 24 % were disagree, 32 % were neutral. Educated girls can bring children in a better way, 32 % were agree, 42 % were disagree and 26 % were neutral about this opinion. For educated girls it is difficult to suitable life partner, 36 % were agree, 34 % were disagree and 30 % were neutral about this opinion. Educated girls will not stay in home but outside for jobs, 48 % were agree, 32 % were disagree and 20 % were neutral about this opinion. Table 3. Percentage distribution of female opinion about girl’s education. Opinion of female respondents

Educated girls can help their parents financially. Education will make them good housewives. Education will create religion awareness in girls. Educated girls can bring children in a better way. For educated girls it is difficult to suitable life partner. Educated girls will not stay in home but outside for jobs.

Agree

Disagree

A. Percentag e 30%

Neutral

D. Percentag e 28%

Total

N. Percentag e 40%

36%

32%

30%

46%

24%

26%

52%

22%

30%

42%

28%

54%

24%

22%

Table 3 shows percentage of female opinion respondents. 30 % female respondents were agreeing with that educated girls can help their parents, 28 % were disagree, 40 % were neutral. 36 % were agreed with that education will make them good housewives, 32% were disagree, 32 % were neutral with this opinion. Education will create religion awareness in girls, 30 % were agree , 46 % were disagree, 24 % were neutral . Educated girls can bring children in a better way, 26 % were agree, 52 % were disagree and 22 % were neutral about this opinion. For educated girls it is difficult to suitable life partner, 30 % were agree, 42 % were disagree

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and 28 % were neutral about this opinion. Educated girls will not stay in home but outside for jobs, 54 % were agree, 24 % were disagree and 22 % were neutral about this opinion. IV. Conclusion From the above it concluded that majority of the parents have a positive attitude towards girl’s education. Some respondent find difficulties in sending their girls due to lack of govt. policies, long distance, shortage of female teachers, financial problems etc.

References [1] [2] [3] [4]

Imogie, “Counseling for Quality. Assurance in education: A keynote address at the 26th Annual Conference of Counseling Association of Nigeria held at University of Benin”.(2002). N.L. Gupta, Women’s Education Through Ages, Concept Publications Co, New Delhi,” (2003). Census report of Jammu and Kashmir (2011). Census report of Jammu and Kashmir (2001).

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

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

Enhancing Adolescentsâ&#x20AC;&#x2122; Prosocial attitudes and Prosocial behaviors through the implementation of a Research based comprehensive Character Education programme Kauser Tasneem Mother Teresa Womensâ&#x20AC;&#x2122; University, Department of Psychology, Kodaikanal, Chennai, Tamil Nadu, India Abstract: The objective of the current study was to design an effective Character education programme by creating workable classroom strategies encompassing the Cognitive, Emotional and Behavioral aspects of Character Development. and to investigate the effectiveness of the constructed intervention programme on various dimensions of Prosocial Attitudes and behaviors of female Adolescent students belonging to Matriculation schools. The final sample comprised of 80 adolescent girls belonging to eleventh standard ,of which 40 were ascribed to the experimental group and 40 served as the control group. The Experimental group was then subjected to the Character Education Intervention programme for a period of three months.The final post test scores were compared to observe significant differences ,thereby evaluating the effectiveness of the intervention programme.Results indicate students showing significant improvements from the pre-test to the post test in their Pro-social attitudes, by practicing a range of prosocial values.and in their Pro-social behaviors, by increasingly engaging in ethical behaviors. I. INTRODUCTION Character education is an inclusive term embracing all aspects of how schools, related social institutions and parents can support the positive character development of children and adults. The term character includes the emotional, intellectual and moral qualities of a person or group as well as the demonstration of these qualities in prosocial behavior. Relevant virtues include honesty, justice and fairness, trustworthiness, responsibility, respect, altruism, patience, perseverance, appreciation of diversity, and courage. The related development of moral reasoning, problem solving and interpersonal skills, a work ethic, empathy, and self-reflection is recognized as essential for optimal character development. For a school to foster character development, it must provide a positive social environment, characterized by leadership; collegiality; a learning orientation among faculty, and ties among school, home and community. School-based Character education programs are activities and experiences organized by a provider for the purpose of fostering positive character development and the associated core ethical values in students. Character is the complex set of psychological characteristics that enable an individual to act as a moral agent. It is multifaceted and psychological. It relates to moral functioning. (Berkowitz ,1997). According to Divya Prasad, (VIMHANS's Vidyasagar Institute of Mental Health and Neuro Sciences,New Delhi 2004) adolescents today exhibit high-risk behaviour, such as using drugs, drunk driving, stealing money or forging signatures, and indulge in a lot of meaningless sexual relationships. A growing number of schools today conduct various value education programs that are addressed to rising problems of the modern society. These programs concentrate on the development of the children, young adults etc. focusing on areas like happiness, humility, cooperation, honesty, simplicity, love, unity, peace etc. According to CEP's Character Education Partnership eleven principles, effective character education schools promote core ethical values as the basis of good character, define character comprehensively to include thinking, feeling, and behavior ,promote core values intentionally and proactively through all parts of school life are caring communities; give students opportunities for moral action,have meaningful and challenging academic curriculums that respect learners; develop students' intrinsic motivation; have professionals who exemplify core values and maintain a moral Community, require moral leadership from educators and students, recruit parents and community members as full partners and evaluate school character, student character, and acknowledge adults as character educators. A. Character development and behavioral outcomes Within the field of character education, core values are typically understood as having cognitive, emotional, and behavioral dimensions. That is, students are expected to understand what the values mean (e.g., be able to

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reason about them), care about them (e.g., internalize them as enduring dispositions), and enact them in their behavior. Understanding values begins with the Students’ ability to recognize values and how they may affect people and actions in different situations, their understanding of ethical dilemmas, and their ability to make critical judgments about their own and other people’s behavior in different situations. It encompasses all outcome variables that center on knowledge or reasoning about any relevant aspect of character or the values and behavior associated with it. Good character is associated with desired outcomes such as school success, leadership, tolerance, kindness, altruism, the valuing of diversity, and the ability to delay gratification (Scales et al., 2000) In addition, it is associated with reduced problems such as substance use, alcohol abuse, smoking, violence, teenage pregnancy, depression, and suicidal ideation. The scheme of the present investigation was to clearly define character education after exploring different domains of character, Such as: moral reasoning/values, classroom/school climate, empathy, self esteem, locus of control, social skills, and prosocial and altruistic behavior .The present study is based on Lickona's (1991) tripartite model of character (moral knowing, moral feeling, and moral behavior). Character so conceived has three interrelated parts ‘Moral knowing’, ‘Moral feeling’, and ‘Moral behavior’. Good character consists of knowing the good, desiring the good, and doing the good. II. RELATED STUDIES Vishalache Balakrishnan (2009) explored teaching moral education in secondary schools using real life dilemmas and alternate methods of teaching moral education in Malaysian schools. The study discovered how Adolescents approach moral situations and how they go about resolving moral problems. Findings showed that students were concerned about moral values and those issues not covered in the moral education curriculum. The analysis also showed that students’ moral choices were influenced by parents, culture, religion, collaboration and friendship within a strong core-based approach. The study suggested that including students ‘voices' in the moral education curriculum might better engage their interest, whilst at the same time contributing to their inter-cultural tolerance. Lickona and Davidson (2005) conducted a two year study on high school Character Education,with findings indicating teachers and students perceiving performance character and moral character to be meaningful categories when reflecting on their experience of schooling. Sanjana Mehta and David Whitebread (2004) carried out a study using Philosophy for Children as an intervention technique to enhance children’s socio-moral reasoning and behavior in 50 students (including 26 boys and 24 girls) aged 12-13 years from grade 7 of an urban school in Southern India. Analysis of this data was carried out in the cognitive, social and emotional domains to determine efficacy of the programme separately in relation to each area and the transfer of these skills to children’s day-to-day life. The analysis revealed that the programme most positively influenced the social and emotional domains. Gender differences also emerged in relation to some of the outcomes. Carlo and Gustavo ( 2010) examined the short-term longitudinal relations among perspective taking, sympathy, prosocial moral reasoning, prosocial behaviors and aggression in adolescents were examined. Participants were 489 students in public and private schools from predominantly middle class families in Valencia, Spain. Students completed measures of perspective taking, sympathy, prosocial moral reasoning, prosocial behaviors, and aggressive behaviors. Overall, structural equation modeling analyses showed that moral reasoning and emotions were interrelated and predicted both prosocial behaviors and aggression. Tina Malti et al.,(2009) investigated the role of children's moral motivation and sympathy in prosocial behavior. This Study measured other-reported prosocial behavior and self- and other-reported sympathy. Moral motivation was assessed by emotion attributions and moral reasoning following hypothetical transgressions in a representative longitudinal sample of Swiss 6-year-old children (N = 1,273). Prosocial behavior increased with increasing sympathy, especially if children displayed low moral motivation. Moral motivation and sympathy were also independently related to prosocial behavior. Gregory Alice M et al., (2009) examined reports of prosocial behavior in a large longitudinal family study of 1160 adolescent twin pairs (aged between 13 and 19 years). Prosocial behavior was assessed at two time points by self-report and at the second time point by additional parent-ratings using the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997 ). Adolescent females were reported to be significantly more prosocial than males. III.

PSYCHOLOGICAL CORRELATES OF CHARACTER EDUCATION IN THE PRESENT STUDY A. Prosocial behavior Prosocial behavior refers to "voluntary actions that are intended to help or benefit another individual or group of individuals" (Eisenberg and Mussen 1989, ) This definition refers to consequences of a doer's actions rather than the motivations behind those actions. These behaviors include a broad range of activities:

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sharing,comforting, rescuing, and helping. Prosocial behavior refers to a pattern of activity, whereas, altruism is the motivation to help others out of pure regard for their needs rather than how the action will benefit oneself. According to Riley,San Juan, Klinkner and Ramminger,2008 prosocial behavior is “voluntary behavior intended to benefit another person” Kidron and Fleischman (2006) suggest that pro-social behavior are voluntary actions that are intended to help or benefit another individual or group of individuals, and include things such as: sharing, comforting, rescuing, and helping. “The term prosocial behavior means positive actions that benefit others, prompted by empathy, moral values, and a sense of personal responsibility rather than a desire for personal gain. Research on child development suggests that one of the most effective ways in which schools can encourage prosocial behavior is through schoolwide programs designed to teach and model social skills.” Pro-social attitudes An attitude can be defined as a positive or negative evaluation of people, objects, event, activities, ideas, or just about anything in your environment (Zimbardo et al., 1999). All attitudes take a stance, positive or negative, but they can vary in intensity. Attitudes form from our experiences (or observing experiences) and serve to guide our future behavior.Social psychologists examine attitudes in terms of three components: cognitive, (This is the mental component, consisting of beliefs and perceptions.)Affective – (This is the emotional component.) Behavioral (This is the action component; more specifically, it consists of the predisposition to act a certain way toward the attitude object.). IV. METHODOLOGY The objectives of the present investigation are as follows: 1. To design an effective Character education programme by creating workable strategies encompassing the Cognitive, Emotional and Behavioral aspects of Character Development. 2. To investigate the effectiveness of the constructed intervention programme on various dimensions of Prosocial Attitudes and behaviors of female Adolescent students. Given that a growing body of research on character education is suggesting this relatively recent practice of teaching Ethics and Morality in a framework entirely different from the usual “indoctrination” or “ drilling” on values, the present investigation has adopted a directional hypotheses to validate and support findings of previous breakthrough studies (Sherblom, Stephen A (2006), relationship between school climate and math,reading achievement 2006,C.S. Seshadri –concept of moral education 2006,Thomas Lickona and Davidson-smart (2005) and good high schools).Based on the few of the above studies and considering the objectives of the present investigation, the following directional hypotheses were formulated: 1. The Character Education Intervention programme will bring about a significant improvement between Pre-test and Post-test scores of the experimental group on the following variables: a) Pro-social Attitudes b) Pro-social Behavior 2. There will be a significant difference between the Post test scores of the experimental and the control group on the following variables : a) Pro-social Attitudes b) Pro-social Behavior V. DEVISING CLASSROOM STRATEGIES FOR THE CHARACTER EDUCATION PLAN An Extensive review pertaining to planning effective moral education programs in schools in India shows a dearth of scientific research in this field. The current study proposes a developmental model for moral character education based on previous research studies that signify the psychological and developmental factors of cognitive and moral development in adolescents. The following pedagogical elements for developing and implementing an effective character education programme were identified. 1. Direct teaching strategies 2. Interactive-learning sessions 3. Family participation 4. Faculty development/improvement programs 5. Students’ community activities. Based on Lickona and Davidson’s (2006) model for helping high school students to develop both performance character and moral character and Narvaez, (2006) model of Integrative Ethical Education model ,the current research outlines an innovative, intentional, holistic, empirically derived approach to Moral Character Education for adolescents in Indian schools, that are devised as simple do-able everyday classroom and school strategies. After an indepth understanding of the developmental and psychological aspects of adolescent moral behaviors,the researcher devised classroom strategies that would be simple enough for students to carry out ,at

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the same time instill prosocial attitudes that would eventually lead to prosocial behaviors in school as well as at home . Sample and processes The present investigation adopted an Experimental design, described as “pre post experimental control group design”. Four classes of eleventh standard students comprising of 120 girls from the matriculation school were randomly selected and then subjected to systematic sampling. The final sample consisted of 80 Adolescent girls belonging to the Science group of eleventh standard. The groups’ age ranged from 16 to 17 years. Of the 80 Adolescent girls 40 were assigned to the experimental group and 40 were assigned to the control group. The Experimental group was then subjected to the Character Education Intervention programme for a period of three months. After the intervention programme both the groups were assessed on different dependent variables. The final post test scores were compared to observe significant differences, thereby evaluating the effectiveness of the intervention programme. Primarily the data was collected using the Character in Action survey questionnaires (M.L.Davidson and V.T.Khmelkov (2006) from the selected target population through the survey method. The pro-social attitude scale in the survey indicated the degree to which students believed that they lived out a range of pro-social values; and the prosocial behavior scale measured students’ ethical behaviors. The data obtained was tabulated for further statistical analysis using the SPSS II version. To study the comparison of the mean scores of the experimental and the control groups on the stated variables, independent sample “t” tests were used and The Paired Samples “t” Test was computed to compare the means of two or more variables. VI. DESIGN AND IMPLEMENTATION OF THE CHARACTER EDUCATION PROGRAMME The intervention programme was intended to provide a holistic approach to Character development and encompass the Cognitive, Emotional and Behavioral aspects of adolescent moral life. The intervention programme was implemented for a period of three months and thirty sessions,each session being conducted for an hour during the weekdays. Each session was carefully constructed so that the activities and training covered all three dimensions of Character Development. Every session was timed and responses from participants were collected after each activity.Parents were given handouts to facilitate an understanding of the moral development from a psychological perspective as well as paring guidelines on building character. The following definitions are in keeping with the present study. Character education is defined as “the deliberate efforts by schools, families, and communities, to help young people understand, care about, and act upon core ethical values” (Lickona, 1996), further elaborating character as having three interrelated parts: moral knowing(cognitive), moral feeling,(emotional) and moral action(behavioral )— knowing the good, desiring the good, and doing the good. Character education is described as "any deliberate approach by which school personnel, often in conjunction with parents and community members, ... help children and youth become caring, principled, and responsible" (Williams, 2000) The cognitive exercises were built mainly to facilitate moral knowledge and moral awareness among students following which moral reasoning and ethical decision making were the focus. to encourage students to a better understanding of what character traits and ethical values are in simple noncomplex ways. Eliciting behavioral definitions from students rather than dictating the meaning to them promotes critical thinking and reasoning which leads to better habit formation of the values learnt. Emotion plays a critical role in motivating people to act in good character, hence after establishing moral meaning and application of reasoning skills, the emotional dimension of character education was dealt with. Establish an awareness and understanding of the range of positive and negative emotions in human beings. Better equipped with this knowledge, it was essential to understand how to regulate emotion to gain better control and not feel overwhelmed. The emotional dimension of character education also requires this understanding to show helpful behaviors at school or home. The behavioral dimension of character education sought to provide avenues to help students act upon core ethical values. The objective being encouraging students to engage in moral action in everyday situations at home and in school. Undoubtedly, an effective Character Education provides students with opportunities for moral action. In the principled as in the intellectual domain, students are practical learners; they learn best by doing. To nurture good character, they need several and diverse chances to apply principles such as empathy, responsibility, and equality in everyday communications and discussions in addition to community service. By grappling with real life challenges, how to divide the labor in a cooperative learning group, how to reach consensus in a class meeting, how to reduce fights on the playground, how to carry out a service learning project and reflecting on these experiences, students develop practical understanding of the requirements of cooperating with others and giving of oneself. Through repeated experiences that cause them to consider their moral beliefs, students develop and practice the skills and behavioral habits that make up the action side of character.

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VII. RESULTS AND DISCUSSION CHARACTER EDUCATION INTERVENTION ON STUDENTS’ CHARACTER DEVELOPMENT. Table – 1: Results of Paired sample‘t’ test for pre and post test values of Students’ Pro-social attitudes. Sub-variable development

character

a.Pro-social attitude

Mean

Std. Deviation

Pre

39.95

3.707

Std. Mean .586

Post

48.23

2.597

.411

Error

‘t’

Sig

23.229

p<0.01

A Paired Sample t-test was conducted to compare scores before and after intervention. There was a significant difference in the scores for the Pre test (M=39.95, SD=3.707) and Post test (M=48.23, SD=2.597) conditions. From the above table it can be seen that a significant difference was found with the students scoring higher on Prosocial attitudes in the post test compared to the pretest, with the t score = 23.229,being significant at the 0.01 level. These results suggest that when the group was subjected to Character Education intervention programme their scores on Prosocial attitudes increased in believing that they live out a range of pro-social values. Thus the hypothesis that “The Character Education Intervention programme will bring about a significant improvement between Pre test and post- test scores of the experimental group on Pro-social Attitudes” is accepted. Table – 2: Results of Paired sample‘t’ test for pre and post test values of Students’ Pro- social behavior Sub-variable of character development b.Pro- social behavior

Mean

Std. Deviation

Pre

26.63

3.152

Std. Error Mean .498

Post

36.25

3.622

.573

‘t’

Sig

22.583

p<0.01

From the above table it was seen that a significant difference exists between the Pre test (M=26.63, SD=3.152)and the Post test (M=36.25, SD=3.622) conditions. The results indicate that this difference was significant at the 0.01 level (t=22.583). It can be inferred that when the students were subjected to the character education intervention programme the scores on their Pro-social behavior increased. Thus the hypothesis that “The Character Education Intervention programme will bring about a significant improvement between Pre test and post- test scores of the experimental group on Pro-social behavior” is accepted. VIII. COMPARISON OF THE POST TEST SCORES OF STUDENTS’CHARACTER DEVELOPMENT BETWEEN THE EXPERIMENTAL AND CONTROL GROUP Table – 3: Results of independent sample ‘t’test for experimental and control group values of Pro-social attitude. Subvariable character development

a.Pro social attitude

Group

Mean

Std. Deviation

experimental

48.23

2.597

Std. Error Mean .411

Control

38.30

5.797

.917

‘t’

Sig

9.883

p<0.01

An independent t test was conducted comparing the scores of the experimental and control groups. A significant difference was found (t=9.883)at the 0.01 level, with the experimental group scoring higher (M=48.23, SD=2.597) than the control group(M=38.30, SD=5.797) on Pro-social attitude. It could be inferred from the above table that the experimental group which was given the character education intervention programme had a higher score on Pro-social attitude , indicating a higher degree in believing that they live out a range of prosocial values compared to the control group which was not subjected to the character education intervention programme. Thus the hypothesis that “There will be a significant difference between the post test scores of the experimental and the control group on Pro-social attitude” is accepted. Table 4: Results of independent sample ‘t’ test for experimental and control group values of Pro-social behavior. Subvariable character development b.Pro-social behaviour

of GROUP

Mean

Std. Deviation

Experimental

36.25

3.622

Std. Error Mean .573

Control

25.60

3.868

.612

‘t’

Sig

12.711

p<0.01

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It can be seen from the above table that a significant difference was found(t=12.711)at the 0.01 level, with the experimental group scoring higher (M=36.25,SD=3.622) than the control group(M=25.60,SD=3.868) on Prosocial behavior. It could be inferred from the above table that the experimental group which was given the character education intervention programme had a higher score on Pro-social behavior in terms of ethical behavior compared to the control group which was not subjected to the character education intervention programme. Thus the hypothesis that â&#x20AC;&#x153;There will be a significant difference between the post test scores of the experimental and the control group on Pro-social behaviorâ&#x20AC;? is accepted. Discussion: Considering the growing concern over the apparent increase of inappropriate behaviors commonly associated with adolescents, with a lack of a firm set of values and academic disaffection, it becomes worthwhile to investigate alternative approaches to the age-old system of rewards and punishments. The present investigation explored the effectiveness of character education through the critical lens of moral development theories emphasizing on the social as well as cognitive domains of Adolescent growth .The study focused on developing moral and performance character in Indian schools. As ethical training and moral education in schools are treated with a casual attitude, this investigation was an attempt to stress that character education is an ongoing process where schools need to focus on the intentional teaching of character by giving significance to all the three domains of adolescent moral development( cognitive, emotional and behavioral). From the results presented in tables 1 to 14, it could be inferred that students who received the intervention have shown an increase in the degree to which they believe they live out a range of pro-social values(pro-social attitudes).The character education programme featured a comprehensive approach which delineated a structured intervention to foster the cognitive, emotional and moral domain of adolescent girls, while the cognitive thinking exercises were built to facilitate moral knowledge and moral awareness in students. These classroom exercises promoted critical thinking about values, stressing the connection between the moral value and its corresponding behaviors. The results of the present investigation are in line with numerous studies reporting the importance of school based character education programmes to foster moral behaviors in adolescents. Eisenberg et al (1995) reported that adolescents cognitive development lays the groundwork for moral reasoning, honesty, and pro-social behaviors such as helping, volunteerism or caring for others Jimmilea Gail and Berryhill (2003) compared two groups of students and teachers in Arkansas schools to evaluate the effect of a school-wide character education program on the behavior of students, on the culture/climate and on the implementation of eleven principles of character. There found measurable differences in the observed assessment of peer behavior in students in PAR schools (school-wide character education implementation) and NONPAR schools (no school-wide character education implementation). There also found measurable differences in teacher observed assessment of the culture/climate and the practice of eleven principles of character in PAR and NONPAR schools. Students learn to value what is in their knowledge base; they will also more deeply esteem what they critically and creatively think about. These two components influence what students are willing to commit to, what they are willing to set goals for, what they are willing to plan for and put energy towards accomplishing. As students make these commitments and plans, it adds to their knowledge base and strengthens their thinking skills and values. These three components then influence the final component, overt behavior. IX. IMPLICATIONS OF THE STUDY Values education in India has taken place from time immemorial, but often by means of those informal structures of learning by which everyone everywhere is nurtured into specific cultural attitudes about right and wrong, good and evil. While the Indian system of education is mostly characterized by didactic teaching, more of individual than group work, heavy emphasis on academic achievement as measured entirely by tests and exams, there is little room for critical thinking ,moral reasoning and ethical training. Although autonomy is valued in individuals, schools rarely inculcate this trait in their students, where unquestioning obedience to authority is considered the essential feature of a good student. Thus the present research provided an evidence based study for school educators and policy makers who are closely involved in the making of school curricula with respect to moral education. It is important to acknowledge the science of character education as an essential enterprise if academic leaders seek to develop the overall personality of the student in ways that promote empathic understanding, personal responsibility and engagement in prosocial behaviors With the combined efforts of school management, faculty and parents, the character education in students will develop their moral personalities, essential for building healthy societies/nations. REFERENCES Anderson,D.R.(2000)Who is responsible? Journal of instructional psychology 9(1) Retrieved from www.thefreelibrary.com Adler,E.,& Foster,P.(1997).A literature based approach to teaching values to adolescents:does it work?.Adolescence,6(22). Retrieved from highbeam.com / doc/ 1G1-19619409.html

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Kauser Tasneem., American International Journal of Research in Humanities, Arts and Social Sciences, 10(4), March-May 2015, pp. 337343 Akin,L.,&Gresham,F.(2004).Current perspectives on school-based behavioral interventions:introduction to the mine series. School psychology review 33(3), 323-325. Aldridge,J.(2000).The future of character education.Childhood education,7 (6).Retrieved from http://www.highbeam.com/doc/1G163089270.html Buck,G.,&Polloway,E.(2000).Developing behavioral intervention plans:a sequential approach. Intervention in school and clinic.36(1),39doi: 10.1177/105345120003600101 Byrnes,J.(2002) A Holistic Education Program -A Summary review and recommendations,Maryland center for character education .Retrieved from www.mdctrcharacter.org/pdf/finalreport_04.pdf Carlo,G., McGinley, M., Hayes,R.(2007).Parenting styles or practices? Parenting,sympathy, and Prosocial behaviors among adolescents.Journal of genetic psychology 168(2) 147-176. Carlo,G.,Crockett,L.,Randall,B.(2007).A latent growth curve analysis of prosocial behavior among rural adolescents.Journal of Research on Adolescence,17(2), 301-324. Carlo,G.,Mestre,V.,Samper ,P.(2010).Feelings or cognitions?moral cognitions and emotions as longitudinal predictors of prosocial and aggressive behvaviors. Personality and individual differences,48(8), 872- 877. Carter.R.(1984).Dimensions of moral education,12(6) Toronto, Univer-sity of Toronto Press. Charbonneau, D.,&Adelheid,N.(2002).The emotional intelligence and prosocial behaviors in adolescents.Psychological reports,90 (2), 361370. Eberly,M.,&Montemayor,R.(1998).An examination of adolescent prosocial behavior in the context of parent-adolescent relationships. Journal of adolescent research,13,(4),403-30. Kilian,J.,Fish,M.,Maniago,E.(2006).Making schools safe: A system-wide school intervention to increase student prosocial behaviors and enhance school climate.Journal of applied school psychology ,23(1),1-30. Kidron,Y.,&Fleischman,S.(2006).PromotingAdolescents’Prosocial Behavior. Educational leadership,63(7),90-91. Ma,H., & Shek,D.(2001).Parent- adolescent conflict& adolescent antisocial and prosocial behavior-a longitudinal study in a chinese context.Adolescence,36(143),545. Malti,T.,Keller,M.,Gummerun,M.(2009).Children’s moral motivation, sympathy and prosocial behavior.Child development,80(2),442-460. Scourfield,J.,John,B.,Martin,N.(2004).The development of prosocial behavior in children and adolescents- a twin study.Journal of child psychology and psychiatry,45(5), 927-935. Ulutas,I.,&Aksoy,A.(2009).Learning with play:How play activities program improve pro-social behavior of six year old children.Humanity and social sciences journal,4(1),39-44.

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Parisa Darvishi Balderlou1, Mohammad Hassani2 Department of Public management, Urmia branch, Islamic Azad University, Urmia, Iran 2 Associate Professor of Educational Administration, Faculty of Literature and Humanities, Urmia University, Iran 1

Abstract: This survey aims to investigate the impact of human resource practices on turnover intention and test mediating effect of the organizational citizenship behavior and procedural justice by using descriptive statistics. The statistical population of this study covered all educated employees( higher diploma) of West Azarbijan province Electric Energy Distribution Company (total 300) that among them 180 employees were selected randomly as research sample based on Morgan table. The data were collected through standard questionnaires including procedural justice (Trembley et al., 2001), organizational citizenship behavior (Podsakoff et al., 1997), turnover intention (Kim et al., 1996), and human resource practices (Trembley et al., 1998). Cronbach's alpha reliability for questionnaires were obtained .84, .86, .90 and .94 respectively. Factor analysis was used to confirm the validity of questionnaires. For analysis of hypotheses, the Pearson's correlation coefficient test and structural equation modeling was performed. Findings showed that any increases in human resource practices will not result in less turnover intention, but its impact with mediating effect of organization citizenship behavior and procedural justice was confirmed and the impacts of procedural justice and organizational citizenship behavior on the turnover intention were negative and significant. Moreover, the impacts of procedural justice and organizational citizenship behavior on turnover intention were negative and significant, too. Furthermore, human resource practices affect procedural justice and organizational citizenship behavior positively. Keywords: Turnover Intention, Procedural Justice, Human Resource Practices.

I. Introduction Due to the changes and developments in the present age and emergence of science-based economy, human resources are considered as a strategic vital element and an influential factor for increasing the efficiency and productivity of organization. Thus, the human resources who feel commitment to the goals and values of the organization are considered not only as a factor for the superiority of an organization to others but also as a sustainable competitive advantages. Therefore, recruitment and retention processes of human resources are the responsibilities of human resources managers, and an actual investment in human resources and using human resource practices can result in performance improvement and effectiveness of the organization (Foroozmand and Rahimi, 2012). Recently, findings of a study conducted by Yandet showed that human resource practices donâ&#x20AC;&#x2122;t influence the organizationâ&#x20AC;&#x2122;s operations directly, but these practices help to reinforce the characteristics in human resources and finally will lead to developing value in the organization (Haj Karimi et al., 2008). Human resource practices have attracted little attention not only in Iran but also in other countries. Since such activities emphasize on the improving efficiency and effectiveness of the staff as well as the organization and they positively or negatively affect important organizational aspects, they should be studied . On the other hand, job turnover is one of the challenges that managers face. Alot of employees quit their organizations for different reasons and the best employees usually quit the organization before others, because they expect their organizations more than others in order to perform their duties as properly as possible. Consequently, this research attempts to investigate the reasons of turnover intention and offer some strategies for stopping it. Although Method of utilizing the human capital and human resources may improve the financial operations of some giant companies like (Huselid, 1995; Huselid et al., 1997; Vandenberg et al., 1999), our understanding of

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mechanism or processes of human resource is still in its initial stage. Yandt (2000) showed that human resource practices do not directly affect the organization, but they help the organization to create knowledge capital, which in turn leads to an increase in the value making within the organization (Youndt, 2000 as cited in Pare & Tremblay, 2007). Some researchers found out the human resource practices play an indirect role in the effectiveness of the organization. It means that by enhancing the organizational commitment (Mayer & smith, 2000; Whitner, 2001 as cited in Pare & Tremblay, 2007) and through procedural justice or justice (Allen & Meyer, 1997 as cited in Pare & Tremblay, 2007) organizational citizenship behavior will improve (Podsakoff et al., 2000 as cited in Pare & Tremblay, 2007) and turnover intention will decrease (Vandenberg et al., 1999; Pare & Tremblay, 2007). Despite all these results, the method of engaging in human resource practices remains unknown in this attitude. It should be said that the current literature on the organizational citizenship behavior and turnover intention provides a theoretical framework of human resource methods in the research model. In fact, unlike the growing consensus on the conceptual methods of human resources, choice of human resource practices has been attracted less attention in experimental studies (Wright & Boswell, 2002; Pare & Tremblay, 2007). Researchers have shown that the occurrence of organizational citizenship behavior has negative relationship with turnover intention and employee absenteeism, in other words, the employees who actively engage in organizational citizenship behaviors are significantly less likely to quit the organization. On the other hand, it is obvious that any decrease in the rate of turnover can result in effectiveness and efficiency of the organization, so one of the practical consequences of the organizational citizenship behavior in the effectiveness of the organization is in decreasing rate of staff’s turnover intention (Chang et al., 2007). The importance of this research lies in the fact that investigating the relationship of human resource practices (empowerment, recognition, Competence development, fair reward system, and information sharing practices) with turnover intention can answer to the question "How can the organizations reduce the turnover rate and help the employees get motivated at work to achieve their goals and objectives?" II. Conceptual Model

Figure 1: Research’s Conceptual Model III. Methods In terms of type and method, the present research is a survey study and in terms of purpose, it's an applicable research. The statistical population of this study consists of all educated employees (diploma degree and higher) of West Azarbijan province Electric Energy Distribution Company (total 300) that among them 180 ones were selected randomly as research sample based on Morgan table. For the purpose of data collection was used questionnaires follow: A. Human resource practices questionnaire (Tremblay et al, 1998): this questionnaire contains 32 questions. Items set-out based on a Likert five degrees of "1" totally disagree” to” 5" totally agree. Cronbach's alpha coefficient for this scale was obtained .84, and its validity was investigated by the confirmatory factor analysis.

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B. Procedural justice questionnaire (Tremblay et al., 2001): this questionnaire contains 6 questions which are graded based on likert’s 5 degree measurement (from quite disagree = 1 to quite agree = 5). In this research, Cronbach's alpha coefficient for this scale was obtained .86, and its validity was investigated by the confirmatory factor analysis. C. Organizational citizenship behaviors scale (Podsacoff et al., 1997): this scale has 5 questions which are graded based on likert’s 5 degree measurement (from quite disagree = 1 to quite agree = 5). Cronbach's alpha coefficient for this scale was obtained .90, and its validity was investigated by the confirmatory factor analysis. D. Turnover intention scale (Kim et al., 1996): this scale consists of 4 questions which are graded based on likert’s 5 degree measurement (from quite disagree = 1 to quite agree = 5). The reliability of the scale was obtained through Cronbach’s alpha coefficient which was .94, and its validity was investigated by the confirmatory factor analysis. For analysis of hypotheses, the Pearson's correlation coefficient test and structural equation modeling was performed. IV. Results Table 1 show that human resource practices and organizational citizenship behavior have the largest and the smallest means (3.22, 3.96). Table 1: The descriptive statistics of research’s variables Index

Human resource practices

Procedural justice

Organizational citizenship behavior

Turnover intention

Mean

3.96

3.78

3.22

3.38

Standard deviation

0.59

0.51

0.72

0.82

Table 2 shows that the relationship of human resource practices with justice and organizational citizenship behavior is significant and positive. The relation between human resource practices and turnover intention is significant and negative(r= -.31). The strongest relationship is between human resource practices and procedural justice with a correlation coefficient of .51 (r=0.51). Table 2: The correlation among research variables Variables

Practices

Procedural Justice

0.51**

OCB

0.42**

0.28**

Turnover intention

- 0.31**

- 0.34**

- 0.31**

**<0.01 From correlation analysis between variables, one can conclude that any increase in the of human resource practices will be accompanied by the increase in procedural justice and organizational citizenship behavior and any increase in human resource practices will be accompanied by the decrease in the level of turnover intention. Also, increase in the level of procedural justice and organizational citizenship behavior will be accompanied by a decrease in level to turnover intention. The results of Structural equation modeling have been shown in Table 3. The value of chi-square for testing the difference between the observed covariance matrix and the predicted or model covariance matrix is 1173.21(X2= 1173.21, p < 0.01). In order to do a careful survey, the ratio of chi square to its degrees of freedom was used. The result was 4.05. Since the ratio of chi square to its degrees of freedom mustn’t be bigger than 3(Klaine, 2001) to confirm the model, the supposed model wasn’t confirmed. The Root Mean Square Error of Approximation is.132 (RMSEA =.132). Most researchers concur that an RMSEA of .1 or more indicates poor fit (Hooman, 2006). Other indices including NNFI, IFI, GFI, CFI (CFI=0.76, GFI=0.57, IFI=0.75, NNFI= 0.67) reflect some facet of model fit. These indices indicate that research model doesn’t have suitable goodness of fit.

Table 3: The indices of goodness of fit Index

GFI

IFI

RMSEA

NNFI

CFI

Model

1173.21

289

0.57

0.75

0.132

0.69

0.76

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Figure 1: Software output as Standard coefficient

Figure 2: Software output as t coefficient .

Software outputs (figures 3 & 4) and the results of path analysis (table 5) show goodness of fit for the model.

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Figure 3: Software output as Standard coefficient

Figure 4: Software output as t coefficient The value of chi-square for testing the linear association of latent variables is 172.15 (X2= 172.15, p < 0.01). The ratio of chi square to its degrees of freedom equals 2.02. Since the ratio of chi square to its degrees of freedom mustn’t be bigger than 3(Klaine, 1380) to confirm the model, the supposed model is confirmed. The Root Mean Square Error of Approximation equals .075 (RMSEA =.075). An RMSEA of .1 or more indicates poor fit (Hooman, 1385). Other indices including NNFI, IFI, GFI, CFI (CFI=0.94, GFI=0.83, IFI=0.94, NNFI= 0.93) indicate that final research model has suitable goodness of fit.

Table 4: The fitting index of total structural model Index Model

X2 172.15

df 85

GFI 0.83

IFI 0.94

RMSEA 0.075

NNFI 0.93

CFI 0.94

In the structural modeling, the significance of Path coefficients is determined by the value of T. If the value of T is between 1.96 and 2.57, the relationship between two concepts is significant at p< 0.05. But if the value of t is more than 2.57, the relationship between two concepts is significant at p <0.01. According to the results (figure 1 & table 4), the biggest effect belongs to effect of competence development on procedural justice (t=8.54, β=0.79) and the effect of procedural justice on turnover intention (t=2.50, β=-0.79). According to the results of structural modeling (figures1&2, table 5), we can mention the results of research hypotheses testing. Hypothesis one: human resource practices have a significant impact on turnover intention. As table 5 shows the effect of human resource practices on turnover intention isn’t significant (β=0.26, t=6.26, p=0.01), so we can conclude that the first hypothesis is rejected. Hypothesis two: human resource practices have a significant impact on organizational citizenship behavior. The effect of human resource practices on organizational citizenship behavior is positive and significant at p<0.01 (t=5.48, β=0.56), so the second hypothesis is supported. Hypothesis three: procedural justice has a negative and significant impact on the level of turnover intention. As table 5 shows the effect of procedural justice on turnover intention is negative and significant at p<0.01 (β=0.79, t=-2.5), so the third hypothesis is supported. Hypothesis four: organizational citizenship behavior has a negative and significant impact on the level of turnover intention

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The effect of organizational citizenship behavior on turnover intention is significant and negative at p<0.01(β=0.43, t=-2.45), so the fourth hypothesis is supported. Hypothesis five: human resource practices have a significant impact on procedural justice The effect of human resource practices on procedural justice is significant and positive at p<0.01(β=0.79, t=8.45), so the fifth hypothesis is supported. Hypothesis six: procedural justice mediates the relationship between human resource practices and turnover intention. Human resource practices have a direct, positive and significant effect on organizational justice with a coefficient of 0.79. Also, procedural justice has a negative and significant impact on turnover intention with coefficient of - 0.79. As competency development doesn’t have direct effect on turnover intention, the mediating role of justice in relationship of human resource practices with turnover intention is supported. By confirming mediating role of justice, competency development of human resource practices will have significant negative indirect effect on turnover intention (β = 0.62). Hypothesis seven: organizational citizenship behavior mediates the relationship between human resource practices and turnover intention Human resource practices has a direct positive effect on organizational citizenship behavior (β = 0.56). Moreover, organizational citizenship behavior has a negative and significant effect on turnover intention (β = 0.43). Since direct effect of human resource practices on turnover intention is not significant, the mediating role of organizational citizenship behavior in relationship between human resource practices and turnover intention in the model is approved. Through confirming the mediator role of organizational citizenship behavior, human resource practices has significant negative indirect effect on turnover intention (β = -0.24). Table 5: Results of research hypothesis testing Hypothesis Human resource practices Procedural Justice Human resource practices OCB Procedural justice turnover intention OCB turnover intention Human resource practices turnover intention Human resource practices turnover intention (Via procedural justice ) Human resource practices turnover intention (Via organizational citizenship behavior )

0.79 0.56 - 0.79 - 0.43 0.26

t 8.45 5.68 - 2.50 - 2.45 1.26

Results Direct effect Direct effect Direct effect Direct effect Indirect effect

- 0.62

Direct effect

- 0.24

Direct effect

V. Conclusion and Discussion The present study has been done with the aim of investigating the role of human resource practices on turnover intention and testing the mediating role of procedural justice and organizational citizenship behavior. The results of data analysis related to the first hypothesis revealed that the effect of human resource practices on turnover intention isn’t significant at p<0.01 (β=0.26, t=6.26, p=0.01), but it isn’t consistent with the previous studies (Haj Karimi et al., 2008; Pare & Tremblay, 2007; Tsui, 2014 as cited in Ahmad, 2014). Perhaps, the main reasons for this inconsistent result include the low levels of human resource practices and unfamiliarity of employees with these practices in Iran. Perhaps, the individuals have to work in an undesirable organization or job because of the high rate of unemployment, and it causes their indifference toward any kind of human resource practices in their own organizations. The results of data analysis related to the second hypothesis showed that the effect of human resource practices on turnover intention is significant at p<0.01 (β=0.56, t=5.68) and this conclusion is consistent with the findings of studies conducted by Haj Karimi et al., 2008; and Foroozmand and Rahimi, 2012. Among five key factors of human resource practices, empowerment, competency development, procedural justice, and the information sharing have got the greatest impact on the organizational citizenship behavior (Haj Karimi et al., 2008) and these four factors are the same factors which have been described by Lowler,as aspects of human resource practices and operations (Haj Karimi et al., 2008) and perhaps, it is too soon to add fair reward system based on the findings of Pare and Tremblay, 2007 who couldn’t find any relation between human resource practices and organizational citizenship behavior and there is an urgent need for more investigations. Human resource practices which have positive impact on organizational citizenship behavior can aid managers to increase the level of organizational citizenship behavior directly in their organization and as a result, they will be able to improve efficiency and productivity and even to increase motivation of their staff. Results of data analysis related to the third hypothesis showed that procedural justice has a negative significant effect on turnover intention which is consistent with the findings of previous researchers (Hassani & Jodat Kordlar, 2012; Ahmad et al., 2012; Pare & Tremblay, 2007; and Rokhman et al., 2012). As the level of turnover intention can decrease through promoting procedural justice, it is necessary for the managers to try hard to make the amount of staff’s salary and fringe benefits fair and increase their understanding from current procedures in

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the organization. Since the more staff’s understanding from current procedures in the organization, the less their turnover intention. In the fourth hypothesis, based on the significant relationship between the organizational citizenship behavior and levels of their turnover intention at p<0.01 (β=-0.43, t=-2.45), it can be concluded that the fourth hypothesis (organizational citizenship behavior has a negative impact on the rate of turnover intention) is supported and it is consistent with the findings of Foroozmand and Rahimi, 2012 and Haj Karami et al., 2013. As Pare et al. also showed that organizational behavior influences turnover intention, when the staff’s organizational citizenship behaviors increase , their turnover intention will become less, and vice versa. Therefore, the managers should take measures to increase staff’s motivation to engage in organizational citizenship behaviors, and as the result, to decrease their turnover intention. Results of data analysis related to the fifth hypothesis showed that human resource practices have direct effect on procedural justice at p<0.01 (β=0.79, t=8.54) which is consistent with the findings of previous studies including Foroozmand and Rahimi, 2012; Pare and Tremblay, 2007; and Pare et al., 2001. So promoting human resource practices in the organization will result in the understanding of justice and procedural justice. The manager should empower the staff gradually through competency development and sharing information and should try to motivate the staff by fair rewards as well as recognition in order to increase their understanding of procedural justice. According to the results of data analysis regarding to the sixth hypothesis, human resource practices have a direct positive effect on organization justice (β=0.79) and they have a negative significant effect on turnover intention, so it is obvious that the direct effect on turnover intention is not significant. Thus, the mediating role of justice in relationship between human resource practices and turnover intention is supported. By confirming the mediating role of justice, competency development of human resource practices has significant negative indirect effect on turnover intention which is consistent with the findings of Foroozmand and Rahimi, 2012. So procedural justice mediates the relationship between human resource practices and turnover intention and by promoting human resource practices, procedural justice will increase and turnover intention will decrease and vice versa. It is necessary for organization managers to pay attention to two categories of human resource practices and procedural justice simultaneously. According to the results of data analysis regarding to the seventh hypothesis, human resource practices have direct positive effect on organizational citizenship behavior (β=0.56). moreover , organizational citizenship behavior has negative and significant effect on turnover intention (β=-0.43), while we can see that direct effect of human resource practices on turnover intention is not significant, in this way, the mediating role of organizational citizenship behavior in relationship between human resource practices and turnover intention is supported. By confirming the mediating role of organizational citizenship behavior, human resource practices have significant negative indirect effect on turnover intention (β=-0.24), that is consistent with the findings of Foroozmand and Rahimi, 2012. So if we improve human resource practices, organizational citizenship behavior will improve and turnover intention will decreases and vice versa. It is necessary for the managers to try to decrease turnover intention by improving human resource practices and organizational citizenship behavior. VI. Recommendation The researches have shown the emergence of organizational citizenship behavior has a reversed relationship with turnover intention and absenteeism, in other words, the more an individual engages in organizational citizenship behavior, the less probability of absenteeism and turnover. From this point of view, since it’s clear that decreasing the level of staff’s turnover intention in any organization can improve operations and efficiency, one of the practical outcomes of organizational citizenship behavior in increasing organizational effectiveness is decreasing the level turnover intention. (Chang et al., 2007). Promoting organizational citizenship behavior and improving understanding of justice or procedural justice can result in the staff’s affective commitment and lower levels of the turnover intention. Regarding the fact that there is a negative relationship between human resource practices and turnover intention, it is recommended that the organization managers should have a positive attitude to the role of human resource practices in order to increase such practices. Especially, both recognition and fair rewards are motivational factors and help to motivate the staff. Furthermore, the staff’s awareness of the common knowledge and technological progress through different informative channels and training courses designed to show how to work with new devices can highly help the development of organization. Finally, competency development in which education and learning is more important and valuable can speed up the staff’s empowerment and discretion hand over. While improving human resource practices directly and positively affects organizational citizenship behavior and procedural justice, it directly and negatively affects turnover intention. And due to indirect effect of organizational citizenship behavior and procedural justice on turnover intention, the managers should take measures to decrease turnover intention through improving human resource practices and promoting procedural justice as well as organizational citizenship behavior simultaneously.

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A study to assess the effectiveness of Computer Assisted Teaching programme regarding knowledge on available health services at Primary Health Centre(PHC) among ASHA workers in selected PHCs of Holenarasipura Ms. Nithyashree B V, Lecturer Department of Community Health Nursing, Yenepoya Nursing College, Yenepoya University, Mangalore, Karnataka, India Mrs. Saraswathi P C, Lecturer Department of Community Health Nursing, Government College of Nursing Holenarasipura, Hassan, Karnataka, India ABSTRACT Background and Objectives The rural people contribute to 68.84% of the population in India. PHC is considered as a basic structural and functional unit of health care system in India. ASHA plays a key role in the NRHM by serving as a crucial link between the village community and health centre. Upgrading the knowledge of ASHA workers regarding available health services at primary Health Centre enhances the health of the family/community as well as the nation. The ultimate aim is to ensure the healthy family and healthy community. This study aimed to assess the effectiveness of Computer Assisted Teaching programme regarding knowledge on available health services at Primary Health Centre (PHC) among ASHA workers in selected PHCs of Holenarasipura. Methods The research approach for the present study used was quasi experimental design, data was collected by using self administered structured knowledge questionnaire from 50 ASHA workers who were selected by using simple random sampling technique. Validity and reliability was established. Pre-test was followed by implementation of Computer Assisted Teaching Programme and post test was conducted after 7 days to find out the effectiveness in the present study. Data was analyzed by using descriptive and inferential statistics. Results Result revealed that, the overall mean knowledge score in the pre-test was 52.5% and 83.9 % in the post test with enhancement of 31.4% and it is significant at 5% level. Among demographic variables analysed in the study it was inferred that there is a significant association between knowledge score and the selected demographic variables regarding available health services at PHCs among ASHA workers knowledge scores at 5% level. Interpretation and Conclusion The study concluded that CAT was effective in improving the knowledge of ASHA workers regarding available health services at Primary Health Centre. Key words: Primary Health Centre, Accrediated Social Health Activist, Computer Assisted Teaching, Standard Deviation I. INTRODUCTION Health is a dynamic process involving constant adjustments and adaptations to the changing environment (internal &external). As the preamble to the constitution of WHO defines it “Health is a state of complete physical, mental and social wellbeing and not merely an absence of disease or infirmity”. The Alma Ata declaration (1978) reaffirms that attainment of positive health is a fundamental human right and re stresses that the governments of all countries should work towards the development of health of their people 3 At present there are 23,109 PHCs in India. PHCs were established to provide accessible, affordable and available primary health care to people in accordance with the Alma Ata declaration of 1978 by the member nations of world health organizations4. To even out the urban rural health devide and to realize its obligation to the Alma Ata, to make health care services universally available the UPA( United Progressive Alliance) government introduced the

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concept of the National Rural Health Mission(NRHM) in September 2004. NRHM was launched throughout the country for a period of seven years (2005-2012) on 12th April 2005.3 The NRHM flagship scheme of the UPA government was started with the aim to provide quality health care to people living in the remotest and inaccessible areas of the country. The main objective of the NRHM was universal availability of “Primary Health Care” or the essential health care. The NRHM proposed developing of a new cadre of community health worker -ASHA, an acronym for Accredited Social Health Activist. ASHA plays a key role in the NRHM by serving as a crucial link between the village community and health centre.3 ASHAs do provide constellation of services and play a potential role in providing primary health care but still they need to put into practice their knowledge about while providing services and/or advice to negotiate health care for poor women and children. One of the role of ASHA is to mobilize the community and facilitate them in accessing health and health related services available at anganwadi/ sub Centre/ Primary Health Centres.1 Today’s need is to meet the health needs of the people from grass root levels. Thus it’s highly essential to improve the knowledge of ASHA workers regarding available services at Primary Health Centre. They are the bridge between the health care delivery system and the community2. She should convince the people of her community to utilize the services which is available as per their need. As ASHA worker is the catalyst between the health centres and rural community the knowledge provided to them will help to improve the health status of the community people. II. METHODS A quasi experimental design with one group pre-test & post-test was adopted. 50 ASHA workers working under the PHC’s of Holenarasipura Taluk were selected by using Simple Random Sampling technique. The data was collected by using self administered structured knowledge questionnaire regarding available health services at PHCs following the administration of computer assisted teaching programme and post test was conducted after 7days of teaching. Data was analysed by using descriptive and inferential statistics. III. RESULTS AND DISCUSSION Study concluded that that there is an increase in the knowledge scores of ASHA workers after the Computer Assisted Teaching Programme The demographic characteristics shown that Majority(40%) of the ASHA workers were in the age group of 30-34 years, 80% of the respondents found to be married, 48.0% of the respondents educational qualification was 10 th std., 50.0% of the respondents had 3-4 years of total experience, 100% of the respondents belongs to Hindu religion, Majority 80% of the respondents were nuclear family back ground, Majority 48% of ASHA workers monthly income is below Rs.5,000/-, 100% of the respondents’ source of information is NRHM training programme. Figure 1: percentage distribution of the Overall Pre test and Post test Mean Knowledge on Available Health Services at PHC COMPARISON OF PRE & POST TEST KNOWLEDGE SCORES

Frequency Percentage

80% 60%

70% 54% 46%

40% 30% 20% 0%

PRETEST POST TEST

Data presented in the figure shows that in pre test 36(54%) of the ASHA workers had inadequate knowledge (≤ 50 % Score). 23(46%) of them had moderate knowledge (51-75 % Score) in pre test but in post test it was found to be 15(30%). 35 (70%) of them found to be with adequate knowledge (> 75 % Score) in post test.

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However, the difference in the knowledge level of ASHA workers between pre test and post test was statistically significant (χ2 =63.68*). And research hypothesis was accepted. Figure 2: Percentage distribution showing the Aspect wise Mean Pre test and Post test Knowledge on Available Health Services at PHC ASPECTWISE COMPARISON BETWEEN PRETEST AND POSTTEST

84.10%

Mean Perrcentage(%)

57.10% 100.00%

PRIMARY HEALTH CENTRE IN GENERAL

82.60%

80.00% 60.00%

30.60%

AVAILABLE HEALTH SERVICES AT PHC

40.00% 20.00% 0.00% PRETEST

POST TEST

Data in figure indicates the aspect wise mean pre and post test and knowledge enhancement score on available health services at PHCs among ASHA workers. The pre test knowledge score regarding the primary health centre in general was found to be mean Percentage 30.6% and the post test knowledge score was 82.6%, the enhancement of knowledge found to be 52.0%. Regarding available health services at PHC the pre test knowledge score mean Percentage was 57.1% and post test knowledge score was 84.1% and the enhancement of knowledge is found to be 12.6%. The statistical paired‘t’ test indicates the enhancement of mean knowledge scores was found to be significant, i.e the obtained ‘t’ value 22.89 is more than the table value 1.96 (at 0.05, 49df) . It was inferred that there was significant enhancement in the mean post test knowledge score and the research hypothesis accepted. Table 1: Association between demographic variables with Pre test Knowledge level on Available Health Services at PHC N=50 χ 2 Value 6.49(S) 0.45 (NS) 5.82(S) 3.37(NS) 9.81(S) 0.80(NS)

Demographic Variables Age group (years) Marital status Type of family Educational qualification Monthly income of the family Total experience in years

“P” Value P<0.05 P>0.05 P<0.05 P>0.05 P<0.05 P>0.05

* Significant at 5% Level, S: Significant NS : Non-significant Table 1 reveals the association between demographic factors and pretest knowledge level on available health services at PHC. It shows that the knowledge was influenced by age group, type of family, monthly income and there is no association with other demographic variables like marital status, educational qualification, and total experience in years. Hence hypotheses of the study was accepted. It was inferred that there was a significant association between pretest knowledge scores and their selected demographic variables regarding available health services at PHCs among ASHA workers. Table 2: Association between demographic variables with Post test Knowledge level on Available Health Services at PHC N=50 χ 2 Value 0.41(NS) 2.86 (NS) 5.36(S) 9.28(S) 6.85(S) 0.88(NS)

Demographic Variables Age group (years) Marital status Type of family Educational qualification Monthly income of the family Total experience in years

* Significant at 5% Level,

S: significant

“P” Value P>0.05 P>0.05 P<0.05 P<0.05 P<0.05 P>0.05

NS: Non-significant

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Table 2 reveals the association between demographic factors and post-test knowledge level on available health services at PHC. It shows that the knowledge was influenced by educational qualification, type of family, monthly income and there is no association with other demographic variables like age group in years, marital status, total experience in years. It was inferred that there was a significant association between post test knowledge scores and their selected demographic variables regarding available health services at PHCs among ASHA workers. IV. CONCLUSION Study concluded that knowledge wise the pretest score was inadequate 54.0%, Moderate 46.0% and Adequate was 0.00%. The post test knowledge level score was moderate 30.0%, Adequate 70.0% and none of them had inadequate knowledge. The present study revealed that there is need to educate the ASHA workers regarding available health services at PHCs and also computer assisted teaching programme was found to be effective in terms of post test knowledge scores. Hence H1 was accepted. Among demographic variables analyzed in this study it was inferred that there is a significant association between pretest and post test knowledge scores and their selected demographic variables regarding available health services at PHCs among ASHA workers knowledge scores at 5% level. Hence H2 was accepted. V. ACKNOWLEDGEMENTS I express my gratitude to the ASHA workers working under Holenarasipura Taluk who voluntarily participated in the study. I would like to thank my parents and brother for their constant support. I would like to thank to Mrs. Sarojini Devi R Principal Government College of Nursing Holenarasipura for her constant guidance. I owe my gratitude to Dr Asha P Shetty, Ph D (Nursing), Principal Yenepoya Nursing College, Yenepoya University, Mangalore, for her timely advice and support. My heart wells up with a deep sense of gratitude to all those who directly or indirectly helped me in the successful completion of this thesis and to make this learning experience a memorable one. REFERENCES [1]. [2]. [3]. [4].

Park.K. Text book of Preventive and social medicine. 22 st ed. Jabalpur: Banarsidas Bhannot; 2013. p: 412-413, 446, 845-846. ASHA health workers to create awareness, Simse(NR Pura): Nov 27, DHNS, December 14, 2012 The ASHA in the NRHM as para health worker, Available on http://essaybank.degree-essays.com/health/the-asha-in-the-nrhm-aspara-health-worker Primary Health Centre from Wikipedia. Available on http://enwikeipedia.org/wiki/primary_health_centre

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

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Monetary Motivation - Incentive Schemes of Rourkela Steel Plant Satchidananda Patnaik Deputy General Manager, Steel Authority of India Ltd., Rourkela Steel Plant, Odisha, INDIA 1. Introduction The term ‘incentive’ has a wider connotation. In the restricted sense, it is used as participation and broadly, it refers to a form of financial motivation. The concept of incentive has been used to explain the increased willingness to work and not the capacity to work. Psychologists often use the term ‘goal’ to imply ‘incentives’, which are outside the individuals and are sometimes referred to as rewards , towards which workers motivation are directed. However, the word ‘incentive’ in the context of an industrial organization, mostly equated with tangible financial rewards such as increased pay, extra monetary reward for better performance, reduced cost etc. and also intangible rewards like praise or power ,better working conditions and the like. In other words, it refers to providing a better ecology in which the employees willingly contribute their best to the organization, at the same time satisfying their own needs. It is a way of realizing the fact that human beings differ not only in their ability but also in their willingness to do in responding to motivation. II. Incentives Classified: Incentives are broadly classified into two types: Monetary and Non-monetary incentives. Money is a very complicated motivating factor. According to, Gellerman” the most subtle and most important characteristic of money is its power as a symbol. Its most obvious symbolic power is its market value .It is what money can buy, not money itself that gives its value. But money’s symbolic power is not limited to its market value. Since money has no intrinsic meaning of its own, it can symbolize almost any need an individual wants it to represent. In other words, money can mean whatever people want it to mean”. Willam. F.Whyte from his extensive study on incentive pay schemes has come to the conclusion that money, which has been traditionally the most popular motivational tool,” is not as almighty as it is supposed to be, particularly for production workers.”Whyte estimated that only about 10 percent of the production workers in the US will ignore group pressure and produce as much as possible in response to an incentive plan. This points to the fact that while workers are interested in improving their own financial position, there are many other factors, which are non-monetary in nature, influencing the workers behavior. In the Indian context also, it has been observed that financial gain alone do not bring about the desired motivation. Along with monetary incentives, non-financial incentives such as harmonious labor-management relationship, recognition for good work, sense of belonging, higher responsibility, greater authority, job satisfaction, better working conditions, greater leisure, challenging assignments, interesting work itself, appreciation etc. motivate workers to achieve organizational goals. Incentives have also been classified into “individual”, ”group” and “organization -wide”. In an individual incentive scheme, the rewards are based solely on individual performance. Group incentive schemes provide for payment either equally or proportionately to individuals within a group. The organizationwide incentive scheme involves co-operation and collective effort of the employees and management to accomplish broader organizational objectives like reduce cost of production, eliminate wastage, decrease absenteeism, strengthen employer-employee relationship and enhance employee loyalty to the organization. III. Monetary incentive schemes in Rourkela Steel Plant Rourkela Steel Plant, the first integrated steel plant in the public sector set up after independence, is a producer of diversified range of sophisticated steel products in India. It was also the largest employer in the state of Odisha, providing both direct and indirect employment to more than fifty thousand people when it started its operation in late 50s. The plant had introduced its first Incentive Scheme as early as December, 1961 with a clear cut objective of improving production by providing monetary incentives to its employees. The scheme was then known as “HSL Bonus Scheme” introduced simultaneously in three steel plants at Bhilai, Durgapur and Rourkela. The scheme in Rourkela Steel Plant was implemented when the production capacity of the Plant was 1 MT ingot steel production per annum with the main emphasis on ingot steel production. In August 1964, the scheme was modified to make it more effective by introducing the concept of weight -age factors for equalizing the efforts required for producing different sizes of products. This scheme was further modified in December 1968 by revising the incentive targets after the expansion of steel plant units commissioned under 1.8 MT . The onset of the concept of liberalization, privatization and globalization brought about a sea change in the management philosophy of business organizations during the early 90’s.

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Rourkela Steel Plant prepared itself to accept the challenges of change that was sweeping the Indian economy then . Iron and steel materials were decontrolled with effect from January, 1992.More than three decades of working in a protected environment and government control, the transition to a free market economy with competitors from inside as well as import liberalization, the immediate concern was to remain in the market as a respected player satisfying the customer needs by way of adhering to quality, price and timely delivery at the customers’ destination. It also involved constantly keeping the customers satisfied ensuring their loyalty. The management at RSP realized that the objectives could be achieved only through its strength- large human resource. RSP has a total strength of 17631 employees on its roll out of which 15507 are non-executives and 2124 are officers as on 1st April , 2014. This necessitated taking care of the needs of the people behind the machines. Keeping this in view, RSP started relooking at its HR Policies. At this stage, it was thought of that the motivational schemes need to be revised having the business objectives in mind. Out of various individual, group and organization-wide monetary and non-monetary schemes in place at RSP, the following five monetary schemes are considered to be very vital from the organizational point of view on which RSP incurred an expenditure of Rs.472.07 lakhs alone during the Financial Year 2013-14: 1. Production Incentive Scheme(S-1to S-11 Grade). 2. Reward Scheme.(S-1 to S-11 Grade ) 3. Quality Based Motivational Scheme(S-1 to S-11 ) 4. Cost Capacity Reward Scheme.(S-1 to S-11 Grade) 5. Daily Production Incentive Scheme.(Ad hoc Scheme) (Last applicable from July’14 to September’14) The Production Incentive Scheme and the Quality Based Motivational Scheme were introduced after tripartite agreements with the recognized Union. The other three schemes were introduced by the management unilaterally. The details of the schemes are discussed below. (A) Production Incentive Scheme The scheme was implemented to “increase effectiveness and to motivate the employees for utilization of higher capacity. The scheme covers all the employees from S1 to S-11 grade. The objective of the scheme is to achieve 100% or beyond the Rated Capacity of individual production departments having different production targets. Production Targets: For each department, an Incentive Schedule is available starting with Minimum production level at which incentive earning begins, known as “Cut-off” point. Beyond the cut-off level, the schedule specifies production levels and corresponding incentive percentage payable. The minimum amount payable is 10% of money potential (maximum money payable) at cut-off point and 100% at maximum level. The maximum incentive potential (Rs./Month) for employees in different grades working in different production units are available in a Money Table which was decided on 26th March, 1987 along with the then recognized union through a tripartite agreement and applicable even today. The amount varies from Rs.170/- at S-1 level to Rs.720/- at S-11. The incentive amount payable to an employee is calculated on weekly performance basis. The scheme is based on weekly assessment of performance of different production departments. Week starts on different days for different departments. For example, for Hot Strip Mill, week starts from Tuesday ‘A’ shift to Monday ‘C’ shift. Similarly, for Blast Furnaces Department it starts from Sunday ‘A’ shift to Saturday ‘C’ shift. The maximum incentive potential (Rs/Month) for the employees in different grades working in the production units are indicated in Table- (1). TABLE- (1) GRADE

MONTHLY INCENTIVE AMOUNT (Rs)

S-1 S-2 S-3 S-4 S-5 S-6 S-7 S-8 S-9/S-10/S-11

170 205 244 295 369 452 554 655 720

(B) Reward Scheme This Scheme was introduced in RSP since April’ 2008. The objective of the scheme is to fulfill the Annual Production Plan of the company during a financial year. This Scheme covers employees from S-1 to S-11 grades. For the employees, the Reward scheme is based on two components-‘Own Component’ and ‘Saleable Steel Component’ having 100% potential. TABLE- (2) . No. 1. 2. Total

ITEMS Own Component Saleable Steel Component

% OF POTENTIAL Non-Executives 60 % 40 % 100 %

Production Targets

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Own Component has 60% potential and Saleable Steel has 40% as indicated in the Table – (2). Own components are the products of each production unit. Own Components for all the departments are specified in the scheme. Production in physical tons which confirms to the specifications laid down for each product, whether for sale or for the next stage in the process of manufacture is considered for calculation of monetary incentive. There are four levels of production targets (L- I, L- II, L- III and L- IV) for each group. The Annual Production Plan (APP) for each major production unit is considered as L- IV target (100%) and the other three levels are computed as follows: L-I = 70% of APP L-II = 80% of APP L-III = 95% of APP L-IV = 100% of APP The reward targets are decided on a monthly basis. The performance under this scheme is assessed every calendar month. Quantum of Payment For reaching or exceeding any of the four levels of production targets in the calendar month, the incentive money earned is paid to the employees ranging from Rs.130/-(L-I) to Rs.186/-(L-IV) for own component and Rs.87/-(L-1) toRs.124/-(L-IV) for saleable steel component at (S-1), the lowest grade of non-executive. MAKE-UP AMOUNT Provision has been made for Make-up amount for the production performance for each quarter, First six months, First nine months and for the whole year. (C) Quality Based Motivational Scheme (QBMS) The scheme is in operation since January, 2002 after a Tripartite Agreement arrived at with the recognized union on 13th February, 2002. As per the Agreement, the scheme was modified “keeping in view the continuous improvement in performance of a parameter rendering the existing Start and Norm redundant , change in production level, change of technology and product mix etc”. This Agreement also envisages “the existing Quality Parameters pertaining to a department/group would be subject to revision after mutual discussion depending on ‘The Market Scenario and Customer Demand’. This was a unique Agreement in the sense that the representatives of the workers accepted the significant influence of the competitive market in a liberalized economy on the performance of their Plant and the importance of becoming Customer focused. The scheme covers all the non-executive employees from S-1 to S-11 Grades. The scheme is based on Two Quality Factors, each having equal weights, known as techno-economic parameters identified for each of the major production departments and specified in the scheme. The performance under QBMS is evaluated in each calendar month. Quality Factors: An example showing the two quality parameters for Coke Ovens department are given in Table-(3). TABLE-(3) Department/ Two Quality Factors 1. MICUM INDEX (M10) 2. CO GAS YIELD ON DRY COLD CHGD.

Unit % NCU.M/T

Start 9 290

Norm 8.5 305

For each of the two quality parameters, two levels of performance are determined. These are known as the “Start” and the “Norm”. (D) Cost Capacity Reward Scheme This Scheme is in operation since April, 2008. The scheme is based on assessing efficiency of six parameters for each production unit / group. The parameters are: i) Two techno-economic factors. ii) Capacity Utilization Parameter. iii) Energy Parameter. iv) Gross Margin- Common to all individual groups. v) Works Cost- For respective Production Unit / Group (E) Daily Production Incentive Scheme (ADHOC SCHEME) The scheme is not a regular one. Depending on the market demand for steel, the scheme is implemented to achieve higher production target. Daily Production Incentive Scheme was introduced in October 2007. The Scheme was last implemented from July’14 to September’14. The scheme is applicable to all the employees of the Plant from S-1 to S-11grade. SALIENT FEATURES The scheme is based on achievement of daily target of qualifying parameters for eleven main production departments. The daily production target fixed and amount payable at different levels of production are as follows:

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Satchidananda Patnaik., American International Journal of Research in Humanities, Arts and Social Sciences, 10(4), March-May 2015, pp. 356-359 LEVEL L-I L-II L-III L-IV

Target as % of Daily APP 97% 99% 100% 102%

Money Payable (Rs/Day/ Employee) 60 90 110 120

Impact of Motivational Schemes in Rourkela Steel Plant To assess the impact of the five Motivational Schemes in RSP, the researcher analyzed the performance of the Plant over the last three years. The performance in the major areas like Production, Productivity and Finance were studied from the relevant published data for the last three years. The findings are given below I) Production Production (Metric Tonnes) Hot Metal Total Crude Steel Total Salable Steel

11-12 2309012 2170211 2080125

12-13 2365824 2207282 2144344

13-14 2538322 2291340 2348247

II) Productivity Parameters Some of the major indicators of operational efficiency of the Plant analyzed which are given a) Labour Productivity (Ton of Crude Steel / MAN/YEAR) Year Productivity

11-12 189

12-13 197

below.

13-14 216

b) Impact on Energy Consumption (Giga Calorie / Ton of Crude Steel) Year Energy Consumption

11-12 6.86

12-13 6.733

13-14 6.675

c) Financial Health of RSP Net profit of Rourkela Steel Plant for the last three years is given in the following Table. (Rs, in 10 million) Year Profit

11-12 645.93

12-13 363.37

13-14 212.20

References [1]. [2]. [3]. [4]. [5]. [6]. [7]. [8]. [9].

Memorandum of Understanding of RSP dated 20-02-2002. Agreement No. 694 dated 13-02-2002. Agreement No. 371 dated 26-03-1987. Circulars of RSP pertaining to Motivational Schemes. S.W.Gellerman : Motivation and Productivity, American Management Association,1963,New York. Money and Motivation-An analysis of incentives, ed. Willam F.Whyte; New York: Harper & Row Publishers, 1955. Report of the National Commission on Labour â&#x20AC;&#x201C; 1969. Annual Statistics of RSP. Financial Year Book (2013-14)

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