American International Journal of Research in Humanities, Arts and Social Sciences issue 9 vol. 2 by iasir journals

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

Issue 9, Volume 1, 2, 3 & 4 December-2014 to February-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 ninth 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,

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CRCnetBASE,

Google

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Microsoft

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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 ninth issue, we received 159 research papers and out of which only 74 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 ninth 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 (December-2014 to February-2015, Issue 9, 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, (December-2014 to February-2015, Issue 9, Volume 1, 2, 3 & 4) Issue 9, Volume 1 Paper Code

Paper Title

Page No.

AIJRHASS 15-101

Tourism investment in Namibia: perceptions of investors O. Katjiuongua, U.L. Paliwal, C. Gamses

01-07

AIJRHASS 15-102

How to stimulate future teacher-students to participate in specific instructiveeducational activities Vali Ilie

08-15

AIJRHASS 15-105

Indian Rasa Manifestation in the Motifs of Saharanpur Woodcraft Aayushi Verma, Ila Gupta

16-22

AIJRHASS 15-106

MEDIA AS ACTORS IN INTERSTATE CONFLICT: LESSONS FROM NIGERIAN PRESS COVERAGE OF THE BAKASSI PENINSULA DISPUTE Thomas Anomoaphe Alemoh, Mrs. Lucy Ishima

23-32

AIJRHASS 15-107

Seasonal Patterns in Indian Stock Markets: An Application of GARCH (1, 1) Model Shilpa Lodha, Prof. G. Soral

33-43

AIJRHASS 15-108

MANPOWER TRAINING AND DEVELOPMENT: PATHWAY TO EFFICIENT ORGANIZATIONAL PERFORMANCE Dr. Ologunowa, C.S., Dr Akintunde, B.A., Adu, B.O.

44-52

AIJRHASS 15-109

Awareness on Livelihood Culture: An account of the Bhutias in Tashiding, Sikkim Devasish Rai, Pema Rinzing Bhutia

53-65

AIJRHASS 15-113

Land Tenure Systems in the late 18th and 19th century in Colonial India Dr. Hareet Kumar Meena

66-71

AIJRHASS 15-115

Food Environment and Unhealthy Eating Habits among Adolescents in Tertiary Institutions Adedeji O. A and John U. I

72-77

AIJRHASS 15-117

PEDAGOGICAL CONCEPT OF JALÄ€L AD-DÄªN RUMIs SPIRITUAL HERITAGE Izbullaeva Gulchehra Valerievna

78-80

AIJRHASS 15-118

A Comparative Study of Work Family Conflict among Employees in Relation to Demographic Factors, Personal Factors and Work Related Factors Dr.Geeta Scahdeva, Dr. Mahabir Narwal

81-89

AIJRHASS 15-119

English Vocabulary Size of Saudi Post-Secondary School Students: A Case Study of Jazan University Dr. Ahmed T. Braima, Dr. Osama M. Nurain

90-94

Issue 9, Volume 2 Page No.

Paper Code

Paper Title

AIJRHASS 15-120

Economic Empowerment by Value Addition of Fruits and Vegetables in Rural Sectors Ms. NagaLaxmi M Raman

95-99

AIJRHASS 15-125

NIGERIA AND DEMOCRATIC ELECTIONS Osabiya, Babatunde Joseph

100-107

AIJRHASS 15-126

108-109

AIJRHASS 15-128

Financial Inclusion Determinants – An Empirical Investigation in Rural Regions of Vellore District, Tamil Nadu Dr. N. Sundaram & Mr. M. Sriram

110-114

AIJRHASS 15-132

EFFECTIVENESS OF SMART CLASSROOM TEACHING ON THE ACHIEVEMENT IN CHEMISTRY OF SECONDARY SCHOOL STUDENTS Dr. Anita Menon

115-120

AIJRHASS 15-133

Evaluating a Curriculum Using the Same Style and Strategy across Years: Lessons Gained from Tanzania Noel M. Makwinya

121-126

AIJRHASS 15-134

CHALLENGES OF FINANCIAL INCLUSION TO REACH OUT POOR Dr. S. Vasantha, R.Paveethiraa

127-131

AIJRHASS 15-138

Reconsider India’s North-East in National Curriculum Binod Bhattarai

132-134

AIJRHASS 15-140

Paix Dan Preambule, Promoting Peace through Constitutional Promise in Indian milieu Sambhunath Maji, Birbal Saha

135-138

AIJRHASS 15-141

Violence Against Women and Children in India Harpreet Kaur Bains

139-142

AIJRHASS 15-142

CHALLENGES OF EDUCATIONAL INSTITUTIONS IN LEVERAGING ONLINE CAPABILITIES Meenakshi Thanji, Dr. S. Vasantha

143-147

AIJRHASS 15-143

CHRISTIAN RELIGIOUS KNOWLEGDE AND THE TEACHING OF MORAL VALUES IN THE NIGERIA JUNIOR SECONDARY SCHOOLS: PROBLEMS AND PROSPECTS D.A. Falade

148-151

AIJRHASS 15-145

Traces of Mysticism in Walt Whitman’s Song of Myself Sudeshna Das

152-153

AIJRHASS 15-146

Effect of visual and audio educational games on visual memory of children Narges Motabarzadeh, Seyed Yaghoub Musavi

154-158

AIJRHASS 15-148

Status of Women Workers before and After Joining the Construction Industry: a Case Study Dr.K.A Rajanna

159-164

AIJRHASS 15-150

Child Labour in India: A Curse on Humanity Dr. Dhananjay Mandlik, Dr. Parag Kalkar

165-169

AIJRHASS 15-151

A Study to Assess the Stress and Coping Strategies among Mothers of Physically Challenged Children in an Integrated School at Mangalore Mrs. Sandhya M.S, Dr. Asha P Shetty

170-173

AIJRHASS 15-152

Re reading Nissim Ezekiel: A Postmodern Critic Goutam Karmakar

174-177

AIJRHASS 15-153

Use of Audio in ELT for Material Development Mohammed Tausif ur Rahman, Dr A A Khan

178-181

AIJRHASS 15-154

A STUDY ON IMPLEMENTATION OF TECHNO-PEDAGOGICAL SKILLS, ITS CHALLENGES AND ROLE TO RELEASE AT HIGHER LEVEL OF EDUCATION Nabin Thakur

182-186

AIJRHASS 15-156

GROUP DYNAMICS IN THE ITERATED PRISONER' S DILEMMA GAME Vijaya Puranik

187-191

Issue 9, Volume 3 Page No.

Paper Code

Paper Title

AIJRHASS 15-157

The affirmation of life in the play Ruined by Lynn Nottage Ishfaq Ahmad Tramboo

192-194

AIJRHASS 15-158

FAT PROPORTION AMONG UNIVERSITY STUDENTS AND A FAT BURNING TRAINING PROGRAM: AN INFLUENTIAL ANALYSIS SomanPreet Singh, Sukhbir Singh, Dr. Manoj Kumar Dhadwal

195-197

AIJRHASS 15-165

Legal Repercussions of Corporal Punishment and Child Rights – A Comparative study Prof. Aradhana Nair

198-201

AIJRHASS 15-167

Impact of Gender and Socio-Emotional School Climate on Achievement Motivation of Tribal Students Pawan Kumar

202-205

AIJRHASS 15-168

Case Study on KurKure (Snacks) Manju Kataria

206-210

AIJRHASS 15-169

Review Article - Exploring the Impact of Online Reviews on Purchase Intentions of Customer Prabha Kiran, Dr S Vasantha

211-215

AIJRHASS 15-170

Social Media – the Lifeline of 21st Century! Dr. Surya Rashmi Rawat

216-220

AIJRHASS 15-171

The Deepening Culture of Corruption in Nigerian Society: Implications for Governance, Development and Stability Adeola, Gabriel Lanre (Ph.D)

221-229

AIJRHASS 15-173

Diasporic Identity in Bharati Mukherjee's Desirable Daughters Shailja Chhabra

230-233

AIJRHASS 15-174

AN ECONOMIC ANALYSIS OF PRODUCTION AND MARKETING OF BANANA IN INDIA M.Uma Gowri and T.RShanmugam

234-240

AIJRHASS 15-175

Sustainable Development through Cloud Computing Mr. Biplab Biswas

241-248

AIJRHASS 15-182

Managerial Approach for the Reconquest of Public Space, Case of Constantine City and Its New Town Ali Mendjeli KHALIL BOUHADJAR; NADIA CHABI

249-253

AIJRHASS 15-183

Cultural displacement and Hybridity in the novel of Mario Vargas Llosa The Storyteller Ishfaq Ahmad Tramboo

254-256

AIJRHASS 15-189

Strategies for Promoting Emotional Intelligence among Children Komala, B.V, D.Srinivas Kumar

257-259

AIJRHASS 15-193

Pakistan and Chinese Response to Indo-US Nuclear Deal Ajay Kumar, Naseer Ahmed Kalis

260-263

AIJRHASS 15-194

Analysis of Challenges of Distance Education Dr. Sunitti Ahuja

264-267

AIJRHASS 15-195

Older People in the UK Today are Financially Better off than Older People from Previous Generations: A Comparative Literature Review Rahman, M., Chowdhury, A.S & Kiser, H.

268-272

AIJRHASS 15-196

Science of Nostalgia in Wordsworth’s “Lines Composed a Few Miles above Tintern Abbey, on Visiting the Banks of the Wye during a Tour, July 13, 1798” Dr. Shamsoddin Royanian, Parisa Rostami Balan

273-275

AIJRHASS 15-197

A Study of Mathematics Education Students’ Difficulties in Applying Analogy to Teaching Mathematics: A Case of the “TWA” Model Nguyen Phu Loc, Bui Phuong Uyen

276-280

AIJRHASS 15-198

The Skopos Theory: A Heterogeneous Approach to Translation Prof. Renuga Devi, Aditya Kumar Panda

281-283

AIJRHASS 15-205

Workplace Spirituality and Cultural Awakening of Western Bonai on Impact of Sarsara Pintu Mahakul

284-289

AIJRHASS 15-206

A Dream Deferred: Exploring Human Rights Issues in African American Autobiographies by Women Swagata Biswas

290-293

Issue 9, Volume 4 Paper Code

Paper Title

Page No.

AIJRHASS 15-207

The Algerian historical built environment: "Reasons of a decay!" The case of the medina of Constantine. Dekoumi Djamel, Makhlouf Mokhtar, Chabi Nadia

294-297

AIJRHASS 15-210

GENERAL MENTAL ABILITY OF PRIMARY SCHOOL CHILDREN Dr. Debomita Sikdar

298-301

AIJRHASS 15-216

The Application of Lotus Motif According to Shadhanga of Indian Art: Case Study of Fatehpur Sikri Manu, Prof. Ila Gupta, Prof. Nagendra Kumar

302-307

AIJRHASS 15-223

GULGULIA SEMANTICS: A DESCRIPTIVE STUDY Sneha Mishra & Md. Mojibur Rahman

308-312

AIJRHASS 15-224

Rewards & Work-Life Balance among Working Women: An Empirical Study in India Specific to Agra Region Neelni Giri Goswami, Prof. Shalini Nigam

313-315

AIJRHASS 15-225

USE OF TECHNOLOGY IN ENGLISH TEACHING CLASSROOM â€“ A STUDY Mrs. Beena Anil

316-318

AIJRHASS 15-228

Impact of Obesity on Self- concept of children in Kolkata Rima Sen, Dr. Debomita Sikdar

319-322

AIJRHASS 15-234

Impact of Grameen Bank Microcredit Program on the Livelihood Status of Women Beneficiaries in Bangladesh Esmat Ara, Md. Assraf Seddiky

323-332

AIJRHASS 15-237

Employee Engagement through Leadership A.Narasima Venkatesh

333-336

AIJRHASS 15-239

Islam in post-disintegrated Central Asia: Realistic Approach Riyaz Ahamd Sheikh

337-339

AIJRHASS 15-241

FUTURE PROSPECTS OF KERALA STATE ROAD TRANSPORT CORPORATION Mridula N.C, Srikanth V.S, Dr.A S Ambily

340-342

AIJRHASS 15-242

Corporatisation of Major Ports in India- the game changer Dr. M.Bina Celine Dorathy

343-347

AIJRHASS 15-244

LITERATURE AND LAW: MIRRORS FACING EACH OTHER Dr. HARMIK VAISHNAV

348-352

AIJRHASS 15-248

SOCIAL WORK INTERVENTION IN CREATING SUSTAIBALE AND SAFE PHYSICAL ENVIRONMENT FOR DISPLACED INDIGENOUS PEOPLE Keshav Walke

353-363

AIJRHASS 15-249

What Motivates Whistle Blowers? Wisdom vs. Stupidity- Two Faces of the Same Coin Mrs. Sowmya S, Dr. H Rajashekar

364-368

AIJRHASS 15-250

A COMPARATIVE STUDY OF OTHELLO & SILAPPATIKARAM: A CRTICAL REVIEW Mr. K. Karthikeyan, Dr. S. Veeramani

369-371

AIJRHASS 15-252

Profile of Bead Making a Promising Entrepreneur Mehta, M., Gandhi, S, and Dilbaghi, M

372-376

AIJRHASS 15-253

The Impact of the Bhagavad Gita on R.W. Emerson’s philosophical and foundational Essay ‘The Over Soul’ Shivadurga, Prof. Dr. Anoop Gupta, Dr. Nitin Bhatnagar

378-388

AIJRHASS 15-254

Universal Higher Education in India: A Myth or Reality Dr. P. Anil Kumar

389-391

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)

Economic Empowerment by Value Addition of Fruits and Vegetables in Rural Sectors Ms. NagaLaxmi M Raman Ph.D. Research Scholar, Amity Institute of Social Science, Working as Project Support Officer, AICPHT & CCM, Amity University, Sector-125, Expressway, Noida, Uttar Pradesh, INDIA Abstract: The challenge of feeding the population of the world has always been a sustainable key issue for human societies. The development of agriculture /horticultural produce has enabled greatly expanded food production and allowed rapid growth of human populations. The long success of agriculture has confined much of the human population – now in large “metro cities” – from food production in rural areas, with an ever-shrinking proportion of the population involved in food production. Public awareness of the issue of food security was re-energized by global food price rises in 2007–08. Food production doubled during the second half of the 20th century as the population doubled from three to six billion. Keywords: Horticultural produce (fruits and vegetables), rural sector, Food and Nutrition

I. Introduction India is among the topmost vegetable and fruit producer in the world. India’s food processing sector covers fruit and vegetables. After harvest, fruits and vegetables are liable to accelerated physiological, chemical, and microbial processes that invariably lead to deterioration and loss of wholesomeness. It is then necessary to institute some measure of processing such as reduction in moisture content, denaturation of endogenous enzymes and microorganisms, or packaging in order to curtail perishability. In the absence of such processing, massive post harvest losses can ensue. It is the responsibility of the food scientist or technologist to understand the underlying processes contributing to food deterioration and spoilage and, to device appropriate measures and methods of preservation in order to ensure availability, acceptability, and safety of foods. Value addition to food products has assumed vital importance in our country due to diversity in socio-economic conditions, industrial growth, urbanization and globalization. It is not merely to satisfy producers and processors by way of higher monitory return but also with better taste and nutrition. Value is added by changing their form, colour and other such methods to increase the shelf life of perishables. Though, with the effort of Ministry of Food Processing Industry the growth of this sector is accelerated, however, there is need to discuss and sort out various related issues amongst people of various categories to increase level of value addition and improve the quality of value added food products for domestic market as well as export. II. Objective The objective of the study is to examine the economic empowerment of rural sector through the value addition of fruits and vegetables to market the fresh and processed products, information and communication technology skills. This paper emphasizes on the long term vision required for a rural sector, opportunities and challenges faced by them. III. Findings The survey shows that there are many opportunities at rural sectors under which they can add nutritional value to their food, enhance their livelihood and improve their standard of living. Horticulture requires specialized extension approaches and skills due to its dynamism and industry needs. There are private and public extension service providers in the horticulture industry. Most of the small and medium scale horticultural farmers rely on public extension service providers while large-scale farmers depend on private extension services. However, there are inadequate extension service providers to cater for the needs of horticultural farmers. In addition, most farmers are not yet commercially oriented. Lack of operational synergy of programmes by extension providers has hindered harmonization of extension messages. The results would show that we can establish a correlation between rural sector and the organization working for development programme under various schemes.  The pilot study of respondents were undertaken from Gautam Buddh Nagar district of Uttar Pradesh in India.

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ď&#x201A;ˇ

With the help of a questionnaire and discussion with the respondents necessary data were collected. Districts of UP

Gautam Nagar

Total of SHG

No.

Women groups

Men groups

Mixed Groups

Members

47327

16811

Total membership

Budh 532

64138

IV. Methodology/Approach A personal survey which was being conducted under the Project of Department of Biotechnology, data being collected from some selected districts of Uttar Pradesh in India. Another important aspect is nutritional security. In India about 1/3rd of the rural children do not reach the age of 5 years due to malnutrition. The crops selected by us were very high in nutritional content and can be easily used for fortification of the flours to combat deficiencies, and the proposed ready to eat products can also serve as a substitute in mid-day meals. Innovative technologies such as (i) improved packaging of fresh and fresh cut /minimally processed fruits and vegetables (cling film) will help better nutrition in quality and enhance shelf life retention. (ii) Edible packaging will help in development of new product which is still a novice concept in India and will open new market opportunities for farmers and entrepreneurs. Technologies regarding low cost storage, packaging and transportation will be standardized for the selected commodities and transferred to rural sector which would benefit immensely. V. Field trials of Small scale Postharvest Technologies A. Field training- Mango Jaggery pickle Mango-Jaggery pickle It is a kind of sweet and sour pickle which is prepared from mature raw mangoes. Jaggery is a cheap source for sweetness and easily available in the rural areas. This kind of pickle is not easily available in the market and can be easily made at homes. Ingredients required are (a) Firm medium mangoes 2 Kg (b) Jaggery 500g (c) Salt 50g (d) Red chilli powder 10g (e) Cumin seeds 10g (f) Fennel seeds 20g (g) Mustard oil 100ml (h) Vinegar 50100ml (i) Sodium benzoate250mg/kg of prepared product. Procedure Wash and peel raw mangoes and cut them into thin slices or dices; in a dry utensil, add 100 ml of mustard oil; after it is hot add fennel and fry for few minutes (nice aroma comes out); add mangoes, turmeric and fry on medium flame for 5 minutes; in a muslin cloth bag, add all the spices, tie it tightly and put it with the cooking pieces; at regular intervals keep on squeezing so that spices flavor is extracted ; add salt and grated jaggery to it and cook till it attains thick consistency ; allow the pickle to cool; add sodium benzoate (Boil small amount of water, allow it to cool, mix the required amount of sodium benzoate and then add it to the prepared product) (Fig. 1)

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Wash and peel raw mangoes and cut them into thin slices or dices.

In dry utensil, add 100 ml of mustard oil

After heating the oil mildly add fennel and fry few minutes (nice aroma comes out)

Add turmeric and sliced mangoes - fry on medium flame for 5 minutes

Add salt and Jaggery-keep stirring it

In a muslin cloth put all the spices & tie it tightly and insert it in the cooking mixture

At regular intervals keep squeezing tied mixture so that spices flavor is extracted Cook till it attains thick consistency

Cool it and add sodium benzoate

Figure 1: Processing of Mango-Jaggery Pickle B. Field training: Minimal Processing of pumpkin An average pumpkin weighs about 5-8 kgs and sometimes even more than 15 kgs. This size of vegetable is not suitable for a small family of 4 persons. They want a unit size packaging varying from 200 gms – 500 gms. Even the retailers who sell it in the market cut it into small pieces but they don’t pack it and the pieces are exposed to all type of insects and dust. Different types of sizes, cuts and packaging were shown to trainees. Procedure  Farm fresh mature pumpkin is taken, washed and peeled.  This is cut into small pieces depending upon the consumer demand- 200 gm, 250 gm, 500gm.  The core and the seed is removed.  The seed can be deep fried, salted and can be marketed as snack.  The cut pieces are either wrapped with cling film or can be kept in poly bags and sealed with the help of heat gun. Benefits  With one pumpkin which fetches about Rs. 20 in a retail market one can prepare 4-5 packets and sell each of the at Rs. 10-15/ packet and get a higher price of the produce.  Pumpkin seed can be sold as snack(Pumpkin seed is a good source of Magnesium, Zinc & Vitamin E)  It will be beneficial for the working ladies.  It is single handed and hygienically packed. Take mature pumpkin Peeling Cut into desired sizes Remove the seeds Wrap the cut pieces in cling film/poly pack Sealing of poly packs with heat gun Marketing

Figure 2: Flow chart for minimal processing of pumpkin

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C. Utilization of processing waste: Utilization of pumkin seeds for preparation of value added products Pumpkin seeds are a concentrated source of many health-benefiting vitamins, minerals, anti-oxidants, and all important essential amino acids like tryptophan and glutamate. Pumpkin seeds are a very good source of antioxidant vitamin E. Furthermore, its seeds contain very good levels of essential minerals like copper, manganese, potassium, calcium, iron, magnesium, zinc and selenium. Therefore, these can be used as salty snacks after drying, roasting/frying and salt dressing. Procedure  Waste originated from the minimal processing of pumpkin was collected and seeds were separated.  Seeds were washed properly to remove pulp and dried under shade.  Dried seeds can be roasted/fried and dressed with salt and chilli powder and served as savoury snacks Challenges An emphasis on creating rural employment should form the most important element of the approach for mitigation of poverty. The difficulty of changing human behaviour on the rural sector suggests that, little room to relax our efforts to improve agricultural production efficiencies and optimum utilization of the produce. For example, to develop technologies that convert more of the discarded food in human garbage into some forms of edible food, or at least animal feed. They experience financial resource limitation to promote or to develop a venture and there is also lack of research and innovation to meet with marketing challenges. Most of the farmers are not yet commercially oriented. Lack of operational synergy of programmes by extension providers has hindered harmonization of extension messages. Appropriate extension packages require constant reviewing and updating. There is low awareness among extension providers of quality requirements for horticultural produce and few guidelines for good agricultural practices. VI. Conclusion Through formation of skills relevant to rural areas, rural man-power can be developed for taking up selfemployment programmes. This would initiate the development of a well-designed and broad based support

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system, capable of assisting the new class agriculture entrepreneurs all crucial stages formation of groups, procurement of finance, raw materials at reasonable rate and marketing of finished goods. For development of skills, groups should be set up and adequate training to be given by qualified persons. Emphasis should be on self-employment rather than on wage employment. VII. Results The implementation of a set of postharvest technologies that will be cost effective and appropriate for reducing losses and keeping perishable foods fresh longer. It will also process them into durable products to fetch better return. In turn, this will promote the wellbeing of the rural population as a whole and help improve the rural economy. The most relevant aspect is postharvest loss assessment. The result gives an indication and suggests technologies directly to the farmers to protect their crop and enhance their income. Thus by adopting simple technologies for the optimum of utilization of horticultural produce especially at rural sector can improve food, nutrient and value of humanity. India has designed and implemented very wide range of programmes to enhance food and nutrition security and has also succeeded to remarkable extent however severe challenges remain on several fronts. However, the major problem is with the proper design and implantation of policies and programmes. There is in particular the urgent need to address governance issues specially those related to effective and efficient public service delivery systems. Governance needs to conform closely to the socioeconomic environment and appropriate institutions are needed to improve the governance system. References [1] [2]

Sunil Saran, SK Roy, SK Dwivedi, Neeru Dubey, Vigya Mishra and Nagalaxmi Raman “Primary and minimal processing of vegetables” Training Manual by AICPHT& CCM, Amity University Uttar Pradesh, Noida under the DBT Project. Sunder Raj D., (2006), “Rural employment and people’s participation”, Deep & Deep Publication, pp 335-341.

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NIGERIA AND DEMOCRATIC ELECTIONS Osabiya, Babatunde Joseph- M.Sc, MPA, B.Sc (Hons) Political Science (Unilag) Assistant Lecturer/ Programme Coordinator National Open University of Nigeria (NOUN) Victoria Island, 14/16 Ahmadu Bello Way, NIGERIA Abstract: One basic assumption of contemporary liberal democratic theory is the efficient management of elections as a fundamental prerequisite for democratic order. Yet, the history of election administration in Nigeria is largely seen as a history of electoral fraud and violence. Indeed, there has been a linear relationship between Nigeria's history of election administration and the inability to enthrone a democratic order in the country. However, the implication of Nigeria's electoral history for the enthronement of a democratic order is yet to be exhaustively explored. This paper seeks prove that whilst elections are clearly linked to democracy and are in fact an important conditions for it, elections on their own do not qualify a country to be classified as democratic.

I. Introduction Democracy has been a leading system of governance since the end of the cold war and many nations of the world have sought to attain democratic governance in its highest level possible. A fact to be taken with little or no restraint is that democracy is often attributed to development, although this could otherwise be proven in its vice-versa form. Most developed countries of the world operate a democracy and this very fact makes the adoption of democracy and subsequent democratization, a goal for most of the less developed nations. In the immediate past monarchy Used to be the prevalent form of governance, however, with the adoption of democracy by a few successful nations, the democratic wave spread like wild fire. This wave of democracy also caught up across Africa with false starts, and by 1990s, the general discontent with corrupt, inefficient, repressive and dictatorial systems of governance that had plagued Africa since Independence in the 1960s and the debilitating effects of economic recession coalesced into a strong wave--of pro-democracy demonstrations that swept through the continent and, combined with the pressure from foreign donors, forced most African leaders to introduce political reforms and some forms of multi-partyism. However, some writers have argued that most contemporary African states traditions are built on legacies of autocratic chieftaincies, patriarchy, gerontocracy and imperial control. Independence did not reduce authoritarianism, in most cases, it increased it. Nigeria as a country has had her share of democratic structure. Presently, Nigeria is operating a democracy. This is after a period of military rule in the past. With the promises which democracy seemed to hold for the people of Nigeria, the system was, popularly embraced and from 1999 till date, there have been hopes of a better Nigeria through democratic governance. It is no doubt that the form of government that is being practiced in a country relates directly to the development, stability and status of such a country. The issues that form the background to this seminar presentation cut across the expectations, realities and shortcomings that obtain within the Nigerian democratic experience. In addition, the actual Problem of Nigeria will constitute the major crust of this paper. Is the problem of Nigeria a function of democracy or the election being held in Nigeria? Is there a need for a better form of government for a better Nigeria? Do we excommunicate .democracy in the discussion of the Nigerian Malady? All these will form part of the body to this presentation. Also, the constituents of a. democracy will be examined 'as well as the conditionality for a successful democracy. All these will be thoroughly studied in order to identify in particular the problem of Nigeria. Do we put the blame on democracy as a form of government and thereby suggest a new and better form which will eradicate the problem being encountered in the country, Or do we single out the country's election as the culprit which should be apprehended and dealt with appropriately in order to have a better Nigeria where our hopes and dreams for the nation get to be fulfilled. According to Elendu report, what Nigerians expected at the arrival of democracy are: ď&#x201A;ˇ The installation of competent and accountable administrative machinery, the end of arbitrariness and the use of public office for private gain

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

The putting in place of effective constitutional and procedural checks and balances on the exercise of State power  The nurturing and respect for a free and independent judiciary  The creation of an environment conducive lot business and foreign investment and,  The commencement or the drive for a higher standard of living for our people, and a drastic reduction in the levels of poverty and corruption. Although the foregoing aspiration of the people which they believed will materialize in a democracy is not over bearing and has materialized in many countries of the world, the same cannot be said of the Nigerian reality as the opposite holds sway. The people keep grinding under the burden of 'poverty and unemployment keeps moving on the rise, criminal activities escalate due to poverty and the feminization of poverty do not lend a helping hand in putting a stop to the heart wrenching situation of the country. According to a report of Emmanuel Edukugho of Vanguard, a leading newspaper in the country, ‘leadership’ in Nigeria is expensive while the economy is impoverished. The education sector also seems to be going down the drain while the focus of the country's leaders wanders away from this sore occurrence. Many have argued that leadership is the problem of Nigeria but one is forced to ask what the correlation this has with democracy which is the anchor on which the Nigerian dream lies. In other words, we cannot delve, into any other probable problem without first having a grasp of what in the first place gave rise to the believe in a better tomorrow for Nigeria regardless of what ever is presumed to be the malady of the country. In the developed countries such as the United States and Britain, the dividends of democracy is evident and the lack of such in our own society calls for a rigorous analysis and questioning in order to get to the root of the setback and dashed expectation. For, many, the end of the military regime and the offshoot of representative: government was for them the beginning of a new life and a better standard of living not 'forgetting the promotion of the status of the country as the 'giant of Africa'. We as Political Scientists have the responsibility of looking into the situation of the country through historical and scientific analysis in the light of the present condition of the country M. order to identify the problem, explain it, describe it and proffer workable solution to the problems earlier identified. Hence we ask? What exactly is this problem? Although it has already been identified, it will be of use to reiterate that the problem of Nigeria being referred to in, this seminar presentation is the non.-realization of democratic dream, the benefits which democracy holds and the outstanding manifestation of democratic governance. Superior among these expectations is the 'better life'. Statistically democracy correlates to more Gross Domestic Product (GDP) per capita. In other words, the standard of living that mirrors the form of government which democracy represents and which is widely proclaimed among the wealthy countries of the world. A popularly accepted fact is the direct correlation between stability and development. In other words, in a stable society, it is often believed that there will be relative development and such development hold within it, the actualization of this democratic hope which is a better standard of living in the country, a reality which is yet to materialize owing to the report that the average Nigerian lives on less than $1.5 dollar per day. II. Clarification of Concepts Concepts that are closely knit with this presentation will be clarified in this section of the study. The concepts include democracy, election and what the problem under consideration. This will make for a better understanding of the content of this paper. 1. Democracy: This is essentially refers to the rule of many which is usually done through representation. It is a form of government in which he people have the freedom to choose who their leaders will be through free and fair election which could be direct or indirect. The word “democracy” according to Bangura (2013) is used to describe three different political systems. 'According to him, this system of government has to do with the rule of many and also are presentation of the true interests of the people. These characteristics of democracy differentiate it from other forms of government that are dictatorial and which does not take cognizance of the wishes and desires of the people in whatever sphere be it in the choice of who represents them in government or in overall decision making. Democracy is a system of .government that many countries of the .world seek to acquire and those countries which have already acquired it seek to make it more developed for the purpose of reaping the dividends attached to such level of democratization. 2. Democratization: This is a process geared towards attaining democratic governance. 3. Elections: This has to do with the process by which the people of a place choose those who will represent them in government. These election takes place in order to fill public offices at various level of government be it federal, state or local. Election is a major feature in a democratic system and this is because the people must have their voices heard and opinions valued in their leadership and in key decision making if such form of government is to be considered a democracy. 4. Problems: The problems being referred to in this study are those shortcomings in the realization of development which is deemed to follow the operation of a democratic system. These problems are the various irregularities that are evident in the Nigerian situation despite the fact that we claim to operate a democracy. A major problem in this regard is the stagnant standard of living in our country. A second which is not far from the

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first is the quality of governance we have in the county. The low level of socio-economic development in the country is also worth mentioning in this segment. At the end of military regime and the beginning of democratic rule in the country many had high. hopes concerning the future of our country but fifteen years down the line, there seem to be more retrogression than development and this is why a lot of issues are under question including democracy as a process, institution d term of government. We cannot but raise questions and this leads to such questions that seek to examine the authenticity or otherwise of our governance as well as the salient characteristics of our form of government and this is where election comes to play. Election in Nigeria as in the words of a top figure in Nigeria politician is a “do or die affair” Could this be a peculiarity of the democracy being practiced in Nigeria or just a variation found only therein? This and other equally important issues will be addressed in the course of this presentation. In this segment, the election referred to in this paper will be further explained. Election according to this presentation incorporates both the ideal form of election and the Nigerian adaptation. What will however differentiate one from the other is the context within which such election holds. For instance in Nigeria there have been periodic elections but some have been more credible than others. In the history of Nigeria from 1999 till date, the 2011 election was ranked the most credible however, from firsthand experience in the said election) we cannot totally rule out the occurrence of some undemocratic and non-credible practices. All the identified problems above are however products of the primary problem which is that the State is not yet well formed. This can be .gleaned from the findings of Fadakinte: “The State is the power house of society because it is the instrument of order. A class usually holds this instrument in bringing about hegemonic order i.e. leadership, discipline and domination”. In the Nigerian situation, the lack of a hegemonic order for a stable State makes 'it a faulty foundation for a democracy to function. This problem then points to the various inadequacies and irregularities encountered in the Nigerian State. We cannot climb a tree from the top and so we cannot identify the Nigerian problem from the surface without first digging deep into the root cause of the problem. There is no hegemonic order in the Nigerian. State because the ruling class do not have economic dominance to balance up and the absence of a common interest among the ruling elites make the framework of the State all the more unstable thereby not providing enough capability for the Smooth running of a democracy. III. Theoretical Framework The Democratic Peace theory will be used in analyzing the problem of Nigeria as it relates to democracy and/or election. The Democratic Peace Theory points out those democratic countries do not make war with one another. Another statement of fact gotten from this theory is that Militarised Interstate Dispute rarely occurs in a democracy. The third, which is most useful for this study is that democracies do not encounter much civil wars. In the light of the foregoing, since a stable political system attracts foreign investment and also promote internal growth and development, a democracy is often desired. The Democratic Peace theory attributes democracy to a high degree of tranquility which has been proven to be true in many countries. However, the country of emphasis is Nigeria and though it can he said that there is peace in some parts of Nigeria, this cannot be said of some other parts especially the Northern part and even if the South is to a large extent free from the internal crisis in the country, it will not be factually correct to base our judgment on one part without the other being considered also. In essence, the level of Peace in Nigeria is unbecoming of a democracy and this pertains to the upheaval being witnessed in the Northern part of Nigeria. This massive bloody turn out of events over time has since debunked the democratic peace theory in the Nigerian exigencies. The devastating international recognition which the Boko Haram insurgency has brought on Nigeria has had great backward impact on the economy of the country and made the democratic consolidation in Nigeria difficult. And some have argued that the consolidation of democracy is what leads .to the yielding of the positive expectation and manifestation for the people. This will lead us to the next part of the study which focuses on the preconditions for a democracy. IV. Preconditions of a Democracy Without entering into the polemics of what is or is not democracy; it will suffice for our purposes here to point out that there is at least general agreement that a democratic regime must satisfy certain minimum requirements viz. i universal adult suffrage, ii. periodic, free, competitive and fair elections, iii the existence of more than one serious party, and iv the existence of alternative and accessible sources of information v existence of the a means of adjudication. In the words of Upset (1959), “Although they are not part of the system as such, a modicum of individual and economic freedoms, which result in the formation of a significant middle class and a broad and flourishing civil society are often seen as preconditions for liberal democracy”.

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A broad and flourishing civil society cannot be said to exist in Nigeria. Civil Society has not yet broadened to set the adequate precondition for a successful working of 'democracy in Nigeria and this could be a major source of setback in the advancement of democratic government in Nigeria. In addition, loyal opposition is also a key precondition which Nigeria as a country has never satisfied especially in the face of contemporary realities. What occurs in Nigeria is an uncanny drive for power regardless of what the opposition deserves or what the people of the nation desire. Ideally, opposition is not supposed to be harmful rather, the person who loses public office sees himself as a relevant member of the system and does riot seek to undergo extra-legal miles in order to attain position. This is in contrast with what holds in Nigeria as contenders see one another as ruthless enemies and human lives are counted for nothing, all in a bid to attain power. No measures deemed too bogus as long as there is assurance or possibility of success at the polls. This is done through acts of thuggery, murder, mobbing, rigging and many others. The fact that this important precondition of democracy is downplayed makes ' the democracy we are running in Nigeria with its inherent features less genuine. In a democracy, toleration must hold sway and this has proved to be a lost virtue in the Nigerian setting. As far as Nigeria is concerned, most seekers of public office do so without considering any bound or limit. In the face of this sort of foundation, which is no doubt faulty, one begins to wonder to what extent the structure will eadu.re and if the dividends of democracy will ever come to be in a society like ours. V. Election Administration and Democratic Order: An Exploration of the Linkages. Election administration as Jinadu notes entails “the organization and conduct of elections to elective (political) public office by an electoral body” (Jinadu 1997). This definition as Jinadu aptly notes subsumes both structure and processes. By structure is meant the bureaucracy that is set up or established to organize and conduct elections which is usually an electoral body like NEC; It should be noted however, that apart from this specific bureaucracy whose primary function is the administration of elections, there are agencies or institutions like the civil society, police and security whose support and cooperation through the provision of logistical support is vital to the operation of the electoral body. By process however, is meant the rules, procedure and activities relating to among others: the establishment of electoral bodies, the appointment of their members, selection and training of electoral officials, constituency delimitation, voter education, registration of political parties, registration of voters, the nomination of candidates, balloting, counting of the ballots, declaration of results, and in some cases supervision of party nomination congresses (Jinadu, 1997). In another submission, electoral administration is defined as the management and organization of all stages of the electoral process (i.e. the pre-election, election and the post- election stages,) by an electoral body (Ajayi, 2007). Although, the foregoing definitions of electoral administration emphasize the existence of an independent electoral body upon which the administration of elections is incumbent, it should be noted that experience in some, countries across the globe (as in table one) indicate that election administration is not necessarily incumbent on an independent body. Indeed, despite the popularity of independent' EMB's across the globe, in some countries election administration is the responsibility of government agencies. However, the import of the two definitions of election administration outlined above lies in the exposition of the electoral administrative process as a complex set of events and not just an event- polling as is sometimes misconstrued. Democratic order on the other hand may simply be defined as the institutionalization of a democratic regime; of which the electoral administration, process is a critical part of. Indeed, there is an inextricable link between elections and the enthronement of a democratic order. Elections are no doubt a “critical part of the democratic process” (Wail, 1978); and all other variables of democracy do not just "revolve around elections' (Almond, Powell, Strom and Dalton, 2004), but on the quality of the electoral process. An examination of some major democratic theories reveals the high premium attached to the quality of the electoral process for the qualification of a regime as democratic. VI. The Balance Sheet after 15 Years of Democratization; Nigeria Experience The whole idea of democracy among many Nigerians seems to have been equated-with the holding of election at regular intervals, irrespective of how these are organized and their outcome. As Andreas Schedler points out, elections have historically been an instrument of authoritarian control as well as a means of democratic governance. Most post-1990 elections in Nigeria appear to have been organized to merely give some semblance of democratic legitimacy. While elections are linked to democracy, and are in fact an important conditions for it, elections on their own do not qualify a country to be classified as a democracy. Put simply, democracy can hardly be expected to take hold where elections are reduced to a process of participation with predictable results rather than a process of competition with uncertain results. The liberal democracy being focused on in this section is the presidential form that is synonymous to that of the United States' in many ways and which Nigeria seeks to attain. Liberal Democracy does not just work by default; there are conditions for the successful working of democracy. These conditions include national sentiment, spirit of tolerance, high moral character, widespread education including economic security and. equality. Aside these conditions, opposition political parties are considered to be an essential structural characteristic of modern, liberal democracy. They are supposed

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to challenge the ruling parties on all issues of governance and provide a blear and credible alternative to existing policies. The stronger the opposition, the brighter the prospects for democracy is likely to be. These mechanisms are pivotal to the entrenchment of the principles of democracy such as government by consent, public accountability, majority rule, recognition of minority rights and also constitutional government. All these will be considered in the light of the Nigerian situation. In Nigeria, right from the onset which is the election of officials into government; the consent of the people does not count for much. Politicians have won elections in 1999 and 2003 without votes from voters. They achieved this through manipulation of the electoral process at the levels of formulation of rule establishment of election management bodies, conduct of elections and adjudication. They fear losing elections through liberal competition. They want all uncertainties associated with liberal democratic elections removed. Thugs, then, were useful to them at each of those levels. For instance, assassinations of opposition political elites and bureaucrats have been common. Assassination of other politicians during and after elections has also been common. All of these, have created fear in ordinary citizens and prevented them from appearing physically at the polling units to cast their votes or even stay on effectively on the opposition. Winning elections without the input of voters has created a strong sense of pride and uselessness of voters to securing power in local political elites. In Nigeria, there are already many examples of ethnic militia groups already being used to serve partisan political interests. This experience over the decade confirms 'Samuel Huntingtonâ&#x20AC;&#x2122;s observation that the weaker and less accepted a regime, the greater the likelihood of corruption. The history of elections in Nigeria generally is divided into two epochs. That is, elections that were held when Nigeria was under colonial governance and those after independence. The elections from the time of independence will be considered in order to situate elections in Nigeria into proper perspective. This will help to actually arrive at the conclusion of the problem in Nigeria being democracy as against elections. This however, does not mean that the elections in Nigeria have been perfect. The history of elections in Nigeria generally is divided into two epochs. That is, elections that were held when Nigeria was tinder colonial governance and those after independence. The Post-independence elections will be considered so as to have an overview of how elections were at the start of the Nigerian democracy after independence from colonial rule. The tone for the 1964 elections was dictated by a set of events that took place in the period that followed independence in 1960. These were the imprisonment of stalwarts-Obafemi Awolowo and senior members of his party and the creation of the Mid-Western region out of the Western region and the disputed census figures of 1962 and 1963 (Iyayi 2004). The stakes were high, the pre -election period was chaotic with claims of opponent intimidation across the country. There were new alliances which reflected the political situation in the country and a boycott of the election in the Eastern, Mid-Western regions in. Lagos. There was a constitutional crisis in which the President Chief Azikiwe declined inviting the Prime Minister Tafawa Balewa to form a government. At the conclusion of the 1964 elections, which took place in 1965, NNA, an alliance between the NPC and NNDP had 197 seats while UPGA which has NCNC and AG combined has 158 (TMG, op. cit). The 1965 Western regional legislative election proved to be the last straw that broke the back of the First Republic. The "fragile peace" could no longer continue and the violent end of the election only made it sure that the demiseâ&#x20AC;˘ of the republic was only a matter of time. The electoral process of the First Republic was severely flawed. The political parties racked restraint. Little of the democratic ethos had been imbibed to political differences and struggles. Under these pressures, the electoral process had broken down completely. It was not perceived to be impartial and remained marginal as a mechanism for ensuring of orderly succession or change of power (TMG, op.cit.). Thus, the Republic came to an end on the heel of flawed electoral system and the ghost of the crisis trailed the Military Junta which plunged the country into an expensive civil war. The military had changed guns thrice before a return to democratic governance in 1979. According to PanterBrick (1979), in the hope of avoiding a return to that kind of cut-throat competition, the Nigerians have put their- trust (tempered with varying degrees of skepticism) in four factors. These range from very general presumptions to quite specific legal requirements. The first of these is the assertion that the 1967-70 civil war, far from intensifying internal divisions; brought about greater national integration. Secondly, the federation has been restructured so as to remove the cancer of regional conflicts. The division of the country into nineteen States (instead of three or four. regions) has fragmented administratively the largest ethnic groups the Hausa, Yoruba and Ibo, which dominated the old Northern, Western and Eastern regions respectively. It has also given equal status to minority groups which' had long been demanding states of their own. Thirdly, it is hoped that the adoption of the Presidential system will reinforce allegiance to the federation as a. whole rather than to some particular section of it. An executive presidency is seen as a focus of National Unity. Finally, political parties' have been required to conform to certain norms and procedures, designed to ensure that they are both national in character and democratic in organization. It was presumed that these factors would be able to lead to an avoidance of the troubles of the first republic.

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The parties registered for the election were National Party of Nigeria (NPN), Unity Party of Nigeria (UPN], Nigerian People's Party (NPP), The Great Nigeria Peoples—Party--(GNPP), and People's Redemption Party (PRP). The outcome of the election was controversial as there arose the need to interpret the meaning of 'twelve two thirds' of nineteen states as the leading candidate did not secure 25% of votes in two-thirds of twelve states and two-thirds of the local governments of the thirteenth state (TMG, op. cit.) and Shagari became President ‘mathematics’. Thus, the government started on the back of legitimacy crisis. One more party was registered in addition to the existing five parties that competed in the 1979 election. This is the National Advance Party (NAP) which was denied registration in the lead up to the last exercise. The 1983 election was among the most chaotic ever held in the country (Iyayi op. cit.). Osaghae (2002) opines that the election belonged to William Riker's ‘critical’ elections. The overall complexion of the election was zero-sum calculations and actions and there were accusations and counter-accusations from the political parties of intimidation, thuggery and the whole violently charged climate within which the election took place. Against the backdrop of the disputed electoral outcome, President Shagari’s second term began on a most inauspicious note (TMG, op. cit.). In the midst of all these, the country was taken through her longest transition which ended up in running the country to the brink of disintegration. The transition .content and timeframe was tinkered with severally military government. This situation suggests that the process was largely predetermined by the regime. Iyayi (op. cit.) observes that the elections of 1992-1993 were frequently delayed, cancelled, postponed and adjusted to produce a result predetermined by the Military. At the height of the tinkering, government decreed two 'test tube' parties (Osaghae op. cit, TMG cp. cit.). These were Social Democratic Party (SDP) and National Republican Congress (NRC). Following the decision to turn democratic, the' election of 1999 was welcome with the greatest of enthusiasm. Three parties were registered for the process. These were People’s Democratic Party (PDP), All People's Party (APP), and Alliance for Democracy (AD). Aklndele (2003) noticed the ethnic colouration of the elections as the national spread of the PDP was only a pretence owing to its inability to penetrate the South West and the inability of the AD to win outside Yoruba-speaking states. The elections witnessed massive rigging and other anti-election behaviours. PDP was the clear winner as it won the presidency, majority seats in the legislature and 21 gubernatorial seats. APP had 7 states governors while AD had 6 states. The shortcomings of the 1999 elections were discountenanced due to the fact that it was a first election. It was however a sweet welcome to democratic rule which has been absent for sixteen 'years and the debacle of 1993. Electoral Committee Report (2008) concluded that "though the electoral outcome was generally favourable, it was clear that the 'parties lacked internal democracy and discipline". This has been a defining feature of electoral process in the Fourth republic. The 2003 ejection was marked by the proliferation of political parties after a Supreme Court ruling removing the cap on the requirements for party registration. The parties that had some level of success in the elections include; People's Democratic Party (PDP), All Nigeria People's Party (ANPP), Alliance for Democracy (AD), 'United Nigeria People's Party (UNPP), National Democratic Party (NDP), All Progressives Grand Alliance (APGA), People's Redemption Party (PRP). There was a host other parties that could not justify their registration. The election was described as “a coup d'etat against the people (Iyayi op. cit.)”. The PDP made what was considered fraudulent in-roads to opposition's enclaves. PDP won more states to take its total to twenty seven states, majority holding in the legislature and the presidency. The worst hit of the parties was the AD, which had all but one of its governors swept by the PDP hurricane in the South-West. The 2007 elections will go into history as the most criticized election ever held in Nigeria. This is because of the obvious flaws and frauds that characterized the elections. Although, the electoral process that supervised the first transition from civilian to civilian rule, and the violence that occasioned left not many in doubt about the accident this caused democratization in Nigeria. The non-partisanship' of INEC which is supposed to be an independent and credible body was doubted more than ever. Every aspect of the election was far from fair and there were problems in the internal dynamics of some of the parties. The PDP alongside its lack of internal discipline engaged in several litigations and legal harassments of opposition thereby further putting a clause to the credibility of the elections. The fraudulent nature of the election put in proper perspective with the chain of annulments and reruns pronounced by the election tribunals. The AC was the biggest beneficiary of the professionalism and new found freedom of the judiciary. The most violent elections came up in 2011. This election also was also one of the few elections to be postponed due to poor logistic planning. It was however the best election since the election held in 1999. The conduct of election also came up within improved legal parameters and ensured that the needed instrument autonomy was available. Indeed, there was reduction 'n the number of litigations in the tribunals compared to the 2007 elections. The election was hailed both nationally and internationally. The sore point of the election was the violence that erupted at the close of the process in which 1000 lives were lost (IGC, 2007). The violence seriously discredited the electoral process. The Corps members who were employed as Ad-Hoc staff were

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severely disadvantaged as majority of thorn especially in the North lost their lives in the violence that ensued as a result of the election. A Categorization of Nigeria’s General Elections (1959-2011) Election

Organiser

1959 General Election 1964 General Election

Departing Colonialist Transition Incumbent Civilian Administration of Consolidation Balewa Outgoing Military Transition Government of Obasanjo Incumbent Civilian Administration of Consolidation Shagari Outgoing Military Transition Government of Babangida Outgoing Military Transition Government of Abubakar Incumbent Civilian Administration Consolidation of Obasanjo Incumbent Civilian Administration of Consolidation Obasanjo Incumbent Civilian Administration Consolidation of Goodluck

1979 General Elections 1983 General Elections 1991-1993 General Elections 1999 General Elections 2003 General Elections 2007 General Elections 2011 General Elections

Type of Election

Outcome election 1 0

1 0 r 2 1 0 0 0

Notes: Elections which are adjudged to be free and fair is represented by 2, generally free and fair elections (i.e. elections with minimal lapses here and there) is represented by 1 and elections recording widespread procedural irregularities is represented by 0. The assessment of election observation missions and key personalities in the electoral administrative process formed the basis of the above categorization. VII. Democracy and Not Elections is the Problem in Nigeria From historical experience, there are a huge number of issues and stages in electoral processes, which tends to create conflict, and which sometimes degenerate into violent conflicts. These are sometimes logistical and technical problems which arise in the course of elections, including poorly prepared or fraudulent voters’ registers, inadequacy of electoral materials, particularly the ballot papers leading to the disenfranchisement of voters, transportation of electoral materials especially ballot papers after voting has been concluded, the counting of the votes and the announcement of results. Other issues include electoral malpractices, and unfair adjudication or election disputes. These issues which have created conflicts during electoral processes in the past are mainly logistical and technical problems during elections, for many politicians and political contestants, winning an election is a matter of life and death and the application of violence is part of their overall campaign strategy, either to gain an unfair advantage over their opponents, or to disrupt the process outright when it is clear that they have lost. With reference to the foregoing section, it is obvious that a lot of issues are wrong with the democracy being practiced in Nigeria and this makes our democracy to remain nascent and unconsolidated thereby leading to minimal benefit emanating from it. Aside this, it has made democracy a problem to Nigeria instead of being a blessing. Now we have these ‘democratic’ problems that should not be there in the first place. Elections in Nigeria will be viewed and then it will be clear how democracy and not election is the vice in the Nigerian System. VIII. Recommendations After the analysis of the Nigerian problem and also a look into what the root cause is, the recommendation will then tackle the very root of the problem and as earlier stated; the fruit of a tree can only be made good when the tree itself is good and the goodness of the tree is not independent of the root. In other words, the recommendation here is that the ailing state be made whole in order for democratic practices to be meaningful and effective. The major healing for the state therefore is to have present in the Nigerian society, a hegemonic order, high literacy and relatively high industrialization. With this in place, not only will the state be stable but also, the Nigerian democratic setting will be fortified and election will cease to be a case of brutal opposition in place of loyal opposition. In a situation where the above is no longer a problem, then the secondary problems of Nigeria which were stated in this paper will also be eradicated. IX. Conclusion The problem in Nigeria is not elections but democracy itself. Although, while our conduct of elections have been problematic, one of the major causes is that our institutions of democracy are in infancy or non-existent. The mediation of electoral disputes through legalistic means therefore becomes zero sum, leading to violent conflicts and the destructive consequences we regularly experience at election time. The infancy, poverty and

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character of the political institutions in Nigeria therefore points the way to answering the challenges of regime transition because political institutions form an important part of any nation state. It bears down to the various anomalies being accommodated in the democracy being practiced in Nigeria and also failure to meet the conditions necessary to enhance the workings of democracy. Nigeria needs to look inwards and see how to fix the discrepancies in the system and also to put in place the necessary conditions for the smooth running of a democratic system. The erroneous notion that Election, Leaders and by implication leadership is the problem in Nigeria is not so true because these anomalies stems from the bigger problem of the misapplication of democratic principles in the Nigerian system. We have to nip the very problem situated at the root because making the fruits good without making the tree itself palatable is sheer waste of time. Democratic practices in Nigeria are to a large extent undemocratic. Democratic institutions need to be strengthened to produce the kind of individual freedom at the polls where individuals who understand the workings of democracy can stand to be chosen and enlightened decisions are made by the citizens without fear of intimidation on any side. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13]

Ajayi, k. (2007), Election Administration in Nigeria and the Challenges of the 2007 Elections, The Social Sciences Vol. 2 Number 2, Medwell Journals. Andreas Schedler (2002), ‘The Menu of Manipulation’, Journal of Democracy, pp.37. Charles Manga Fembad, Zein Kebonang (2006), AU, NEPAD, and the APRM Democratization Efforts Explored, Nordiska Afrikainstitutet, Current African Issues No. 32. Domestic Election Observation Group (2007/2011), An Election Programmed to Fail; Preliminary Report on the Presidential and National Assembly Elections. Elendu Report (2005), Challenges facing Democracy in Nigeria, www.elendureports.com Emmanuel Edukugho (2014), Expensive Leaders, Poor Economy, www.vanguardngr.com Fadankite, M.M. (1992) State and Election Crisis in Nigeria- A Theoretical Exploration, Malthouse Publications. Julius Ihonvbere (2002), ‘A Balance Sheet of Africa’s Transition to Democratic Governance, Journal of Democracy, pp44 Observing the 1998-1999 (1999) National Elections; Final Report, Carter Centre and National Democratic Institute for International Affairs, www.cartercentre.org Osaghae, E. (1998), Crippled Giant; Nigeria since Independence, Bloomington, Indiana University Press. Roberts, F. and Obioha, E. (2005), Electoral Violence and the Role of the Nigerian Police, in Onu, G. and Momoh A. Elections and Democratic Consolidation in Nigeria, Lagos, Nigerian Political Science Association. Transition Monitoring Group TMG (2011), Combating Electoral Related Violence, the Role of Civil Society. Transition Monitoring Group TMG (2003/2007/2011), Final Report on the three General Elections.

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Enhancing the productivity of Small Scale Women Entrepreneurs and Small Farmers availing Microfinance services through Self-Help Groups – The emerging role of Information and Communication Technology (ICT) Soumitro Chakravarty1, Umesh Prasad2, Amar Nath Jha3 Department of Management, BIT Mesra, Lalpur Campus, Ranchi, Jharkhand, India 2 Department of Computer Science, BIT Mesra, Lalpur Campus, Ranchi, Jharkhand, India 3 Director, BIT Mesra, Lalpur Campus, Ranchi, Jharkhand, India 1

Abstract: The mechanism of Self-Help Group based Microfinance has been very dominantly used over the last few decades across various parts of the world to alleviate poverty and empower women including developing countries like India. Microfinance based SHGs provide customized financial services to the members who use these loans for productive purposes. A majority of the beneficiaries use these loans for enhancing their farm based activities and setting small enterprises which are engaged in activities like candle making, pickle making, handicrafts etc. The SHG movement which has seen a noticeable growth over the past couple of decades has coincided with the emergence of Information and Communication Technologies (ICT), which have revolutionized the way business is conducted worldwide. In such a scenario, it is interesting the explore the potential role that ICT can play in enhancing the productivity of Women’s cooperatives and small farmers who avail micro-finance services through self-help groups. The present working paper tries to explore this aspect in context of a developing country like India relying heavily upon an extensive review of literature on the subject and information gathered from interviews and focus group discussions with NGOs project coordinating staff and SHG group members. Keywords: Self-Help groups (SHGs); Microfinance; Information and Communication Technology (ICT); Poverty alleviation; Small Farmers; Women empowerment; India I. Introduction to Self-Help Groups (SHGs) Self-Help Groups (SHGs) refer to a voluntary association of members who belong to the same socio-economic backgrounds coming together to solve their problems based upon mutual help and collective help (Chakravarty and Jha 2012). The reasons behind the formation of groups to solve common problems are that poor people usually find it extremely difficult to solve their problems alone, but once they form groups they feel empowered to solve their problems in a more effective manner with confidence (Kumar, 2006). In India a majority of the self-help groups consist of poor rural women who become a part of the SHGs to enhance their socio-economic status by engaging themselves in productive pursuits (Lalita and Nagrajan, 2002; Chandrashekhar and Lokesh, 2009; Fernandez, 1998). Over the last few decades the mechanism of Microfinance, which essentially refers to the provisioning of financial services to low-income client groups has seen a rapid growth with banks and other institutions joining in to provide financial services to the poor and marginalized sections of the society( Hume, 2000; Cheston and Kuhn, 2002). Non-Government organizations (NGOs) act as intermediaries in the process of benefiting SHG members through microfinance services offered by banks and other institutions. They organize groups of poor rural women and liaison with the banks and other financial institutions to facilitate the savings and credit facilities to the members and work in close coordination with the groups. A majority of the SHG members have a farming background and they are engaged in farming in small pieces of land (usually one acre or less). Apart from these, some participants are also engaged in small enterprises like pickle making, candle making, handicrafts etc utilizing the loans received from the groups to enhance their incomes. This paper tries to focus upon the role that ICT can play in enhancing the productivity of SHG members engaging in the above mentioned pursuits by offering them advantages in terms of expanded reach and timely information which can prove to be extremely beneficial in ensuring that they maximize their returns from the loans taken from the groups. II.

Information and Communication Technology (ICT): Concept, Meaning & Significance in context of SHG members The term ICT is a very generic term which includes a large number of technologies which offer a great deal of scope and opportunities for innovation and improvisation. There are a wide range of technologies ranging from

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familiar ones like radios and cell phones to more sophisticated and specialized ones like computer-based record keeping systems and Global Positioning Systems (GPS)(De and Ratan, 2009; Parikh et. al. 2006; Nimbalkar and Berad, 2014). The present paper focuses and concentrates upon those technologies that possess the potential to cater to a large number of beneficiaries availing micro-finance services through SHGs in developing countries like India. Each technology is unique in terms of the benefits its offers to the users and they therefore have different limitations as well. So, each technology needs to be considered uniquely in its own terms with the objective of benefiting members of SHGs who are in to small farming and other small enterprises. III. ICT: Benefits & Pitfalls for SHG Members in India The major benefits that ICT can provide to the members of the SHGs are that firstly the use of simple technologies like mobile phones can be extremely handy for the small farmers and women small scale entrepreneurs to remain connected with the market in a very convenient manner without having to physically visit the places for the purpose of getting information as it is very inconvenient for them owing to poor transport facilities in most parts of rural India. Having access to mobile phones will facilitate the women to exercise greater freedom in terms of exercising their choices and they will be in a position to pick and choose where to sell their products with maximum returns. Similarly, the small farmers can gather vital information regarding their cultivation activities through mobile phones from multiple sources without having to go there physically which would offer convenience and low costs to them and maximize their returns. Further, speaking of SHGs in general, to which the members engaging in farming and small scale entrepreneurial activities belong to may leverage the benefits offered by ICT through improved accounting and administration that use of computers and software for that purpose bring in. The interactivity offered through the use of ICT can go a long way in making the lives SHG members easier as they can get in touch with respective call centre to resolve their queries within very quick time. However, the spread of ICT in rural India has been very limited owing to certain factors like lack of literacy and awareness about the enormous benefits that these tools can bring in and therefore ICT is not being leveraged to the fullest extent possible in these parts of the world. IV. ICT and SHGs: The way ahead In light of the above discussion it can be asserted with a reasonable degree of confidence that if utilized ICT has a very vital role to play in enhancing the productivity of small farmers and entrepreneurial women who are members of SHGs and utilizing the loans to enhance their incomes from these activities. It is about time NGOs looked into this aspect and ensure that literacy and awareness regarding the potential of ICT be enhanced. They should look in terms of feasibility and earmark funds for encouraging the use of ICT among the SHG members and make them aware about how this is going to benefit them in the long run. Policy makers, program implementers and other stakeholders need to seriously consider the potential of ICT as a viable option for enhancing the productivity of SHGs. References [1] [2] [3] [4] [5] [6] [7] [8] [9]

[10]

Chakravarty, S., & Jha, A. N. (2012). Health Care and Women's Empowerment: The role of Self Help Groups. Health, Culture and Society, 2(1), 115-128. Chandrashekar, H. M., & Lokesh, M. U. (2009). Role of SHGs in socio-economic change of vulnerable poor. International NGO Journal, 4(4), 127-131. Cheston, S., & Kuhn, L. (2002). Empowering women through microfinance.Draft, Opportunity International. De, R., & Ratan, A. L. (2009). Whose gain is it anyway? Structurational perspectives on deploying ICTs for development in India's microfinance sector.Information Technology for Development, 15(4), 259-282. Fernandez, A. P. (1998). The MYRADA Experience: Alternate management systems for savings and credit of the Rural Poor. Hulme, D. (2000). Impact assessment methodologies for microfinance: theory, experience and better practice. World development, 28(1), 79-98. Kumar, A. (2006). Self-help groups, womenâ&#x20AC;&#x2122;s health and empowerment: Global thinking and contextual issues. Jharkhand Journal of Development and Management Studies, 4(3), 2061-2079. Lalitha, N., & Nagarajan, B. S. (2002). Self Help Groups in Rural Development. Nimbalkar, S. K., & Berad, R. R. (2014). Role of Information Technology for Promoting Women Empowerment especially with Reference to Members of Self Help Groups in Ahmednagar District. IBMRD's Journal of Management & Research, 3(1), 281292. Parikh, T. S., Javid, P., Ghosh, K., & Toyama, K. (2006, April). Mobile phones and paper documents: evaluating a new approach for capturing microfinance data in rural India. In Proceedings of the SIGCHI conference on Human Factors in computing systems (pp. 551-560). ACM.

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Financial Inclusion Determinants â&#x20AC;&#x201C; An Empirical Investigation in Rural Regions of Vellore District, Tamil Nadu Dr. N. Sundaram1 & Mr. M. Sriram2 Professor of Commerce , Research Scholar2, School of Social Sciences and Languages VIT University, Vellore 632 014, Tamil Nadu, INDIA 1

Abstract: Developing countries like India have the policy of promoting financial inclusion to all the regions of the nation, which lacks a comprehensive measure suitable to a particular region. This study investigated the extent of financial inclusion in the rural regions of Vellore district of Tamil Nadu, using Index of Financial Inclusion (IFI) model that consists of three dimensions and determinants. This study found the extent of financial inclusion as on the midway, which can be achieved as a whole by means of financial literacy and awareness campaigns. The regulators have to take care of illiterates and unemployed by providing opportunities to play an appropriate role in the market, which will balance and strengthen the economy financially and create the higher living standards among the people. Keywords: determinants; financial inclusion; financial inclusion index; rural region; Vellore district

Introduction

The Economic growth of the nation can be benchmarked by rigid financial system, which should hold on all the financial activities in flexible and effective manner (Kumar, 2011). It is a critical intent of the nation to create a competitive, market driven and productive economy, which require a well-built system to reinforce higher level of income and investment. The attainment of self reliance with economic power is essential for any regime to build congenial environment for all the people in this contemporary era. The approachable banking and financial products and services with extensive financial networking will facilitate the expansion and development of financial system throughout the nation (Brunetti et al., 1997). The advancement of financial system must accentuate to include all the people without discrimination (Kumar, 2012). Several researchers confirm that financial system with enhanced features will make the unbanked people to access the system. From the overall population of India, 70 % of population belongs to rural region. So the Government of India is spending 55 % of its total national expenditure for the rural people, to uplift the financial structure into possibility of access by every person (Bhanot et al. 2012). But still many rural people do not have access to savings, credit, loans, payments and insurance. The reasons behind these factors are illiteracy and unemployment, which leads to inequality of income and poverty (Levine, 1997). The extensive access to banking and financial system will propel the people living standards with economic growth, which is possible through financial inclusion policy. II.

Financial Inclusion

A better financial system can be consummated by financial inclusion, which is broadly defined by the Planning Commission, Government of India (2009) as the universal access to a wide range of financial services at a reasonable cost. These include not only banking products but also other financial services such as insurance and equity products. The financial inclusion purports to provide financial access to all the people without discrimination (Beck, 2008). This purpose can be fulfilled by banking sector because the banking system is well structured to cater the financial needs of the people at their affordability. Financial inclusion was made stronger in the year 2005 by Mr. K. C. Chakrabarthy, the chairman of Indian Bank. The authority was given to all commercial banks to undergo financial inclusion drive all over the nation. This led to tremendous growth in banking sector for the past two decades. Despite of making improvements in banking sector to sustain financial viability, competitiveness and profitability, it was noticed that there are still uncovered vast regions in the economy where the people do not have bank account (Leeladhar, 2006). Research was undergone globally to find out the reasons for financial exclusion and strategies were designed to assure financial inclusion. Whereas the strategies designed to a particular nation may vary with the other but still efforts are being taken by the regulators to uplift the financial status of each individual especially rural people in India by the means of financial inclusion drive (Mohan, 2006).

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III.

Literature Review

To attain a consistent growth of an economy, there should be an upward progress in financial sector from all the parts of the world. A huge effort is being taken by the global leaders to make sure the financial progress in all the nations for economic development and increasing living standards of the people (Huang, 2010). These united efforts regarding financial sector have lead to liberalization of financial system (Kabango & Paloni, 2011). Despite the remarkable improvement in this sector were recorded, there are still many rural locations found to be financially imperfect (Atkinson et al., 2007), especially in southern regions of India. Financial institutions face challenges to promote financial inclusion policy among people, which delays its reach to the people. Banks, considered as formal financial institution takes tremendous efforts on pulling people into financial access whereas, illiterates are not aware and hesitant to access (Chakrabarty & Chaudhuri, 2001). Banks also put effort to operate financial activities in a standard form as per the Reserve Bank regulations, but regrettably it does not suit to all the regions of the nation. Because of diversified demographics, identical strategies cannot be applied to all the regions however, it is the duty of the financial institutions to reach all the people of different segments to lead their daily financial transactions (Chaudhuri & Gupta, 1996). It is a challenge for all the rural people to access financial system in India because of lopsided income flow, which creates an economic disparity in the nation. Banks were asked by the Reserve Bank to look after the rural regions, as the banks were considered to be the most trustable financial institutions for financial transactions (Awunyo-Vitor & Abankwah, 2012). This made the banks to enter mass banking through nationalization, which increased the number of its branches to more than 84,000 with the support of Regional Rural Banks and commercial banks as well. However, the access to the financial system was not possible to all the people (Thorat, 2007). Financial inclusion is a wider concept and cannot be restrained to the opening of bank accounts among the people, which is focused in this research by means of the determinants that affect financial inclusion in the study area. IV.

Objective of the Study

This study determines the extent of financial inclusion in rural region of Vellore district, Tamil Nadu, India, to access financial system at ease and the reasons for not having bank account as well. V.

Methodology

Analytical research design is found to be suitable for this study because it evaluates the facts and information found among the rural people in the study area. Probability sampling design and stratified random sampling technique is used for this study, which enable the researcher to find out desired levels of sampling accuracy for each group (Hunt & Tyrrell, 2004). This study focuses on rural region of Vellore district, 20 village blocks were selected for collection of primary data using structured questionnaire or interview schedule. Secondary data were collected from Government reports, newspapers, magazines and e-sources. Using Krejcie & Morgan method (1970), the sample size was derived as 385 from the rural population of Vellore district (22, 34, 049 rural population as District Census Handbook, 2011), using the formula given below. S= As the sample size was derived, researcher was intended to collect the entire sample hence, 440 questionnaires were distributed into 20 village blocks of Vellore district (Each block with 22 questionnaires). From the overall questionnaires (440), 55 questionnaires were not included for this study since 19 questionnaires were not returned back and 36 questionnaires were incomplete. This study uses percentage analysis and the index of financial inclusion (IFI) framed on the basis of a multidimensional model developed by Sarma (2012), which resembles the idea of index developed by United Nations Development Programme (UNDP). The index was modified according to this study which consists of two formulas:

IFI = Where, di = Dimension of value i; wi = Weight of dimension i, which should be within 0 and 1; pi = Determinants value of each dimension i; mi = Lower boundary for dimension i and Mi = Upper boundary for dimension i.

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VI.

Determinants of Financial Inclusion

To determine the financial inclusion, three dimensions were used: (a) banking penetration: it measures the bank account opened and loan obtained by the number of respondents, (b) availability of banking services: it measures the services used by the respondents such as ATM, insurance and cheque book and (c) usage of banking system: it measures the usage of salaries and remittances, net banking and mobile banking through bank. From the computation of the IFI, all the dimensions will be compiled into one metric and the result will fall under any of the three categories given below: a. 0.7 ≤ IFI ≤ .0 s h gh f nanc al nclus on, b. 0. ≤ IFI < 0.7 s med um financial inclusion and c. ≤ IFI < 0. s f nanc al exclus on. VII. Results and Discussions This study came out with enviable results on financial inclusion through application and use of IFI with dimensions and determinants as well. Demographic profile of the respondents discloses their socio economic status, which was found that the respondents with age group of 31 – 40, qualified upto degree/ diploma, salaried and earn income from Rs.5,001 to Rs. 10,000 were found to be maximum responded with percentages of 35.8 %, 39 %, 36.1 % and 47 % respectively (Refer Annexure I, Table 1). These respondents (totally 385 respondents) were studied using IFI model. The first dimension was banking penetration, to find out whether a respondent was banked and availed any credit as well. From the data collected, it is resulted that 76.36 % of the respondents have bank account and 27.89 % have loan account. The respondents who have savings account were considered as bank account holders and they were asked about remaining dimensions including loan accounts. The second dimension was availability of banking services, for which three determinants were taken such as ATM usage, insurance availed and cheque book usage. On these three determinants, it was found that cheque book is available only to 15.65 % of the respondents, whereas 84.69 % from 294 respondents availed ATM facility. Only 63.95 % respondents insured their life. The third and last dimension was usage of banking system for which three determinants were used such as salaries and remittances, net banking and mobile banking facility. From these determinants, net banking and mobile banking was used by very few respondents with percentages of 9.52 % and 10.54 % respectively. Only 35.37 % respondents from 294 use bank for salaries and remittances. The second and third dimensions were provided weightage on the basis of research conducted by Okpara (2013). The information of weightage and dimensions were annexed in Table 2. The overall compilation of dimensions was formulated using IFI and the result derived was 0.55, which falls under the medium financial inclusion (0.3 ≤ 0.55 < 0.7). The respondents who do not having bank account (91 from 385) were asked for the reasons and their difficulties confronted were annexed in Table 4. It was found that 46.15 % of the respondents do not have bank account due to low income. They said that the income earned by them was just to meet their daily needs and there is no matter of savings. The respondents of 25.27 % replied illiteracy as their difficulty to approach bank, 12.09 % said that they do not find branch of the bank at accessible distance and tough procedures and lack of documentary proof were also admitted as difficulties among respondents of 7.69 % and 8.79 % respectively. VIII. Recommendations In the light of results and discussions, the financial inclusion is at the mid range (0.55) in this study area, which needs progression to reach in toto. Financial inclusion is the only solution to the nation to make all the people to access financial system. This should be made understand to the people through financial literacy, which should be extended to create more awareness on necessity of savings. Only through savings habit, an individual can be pulled into financial access. To make the financial inclusion drive better, the tellers of bank and people called Business Correspondent model can be used effectively to promote the banking and financial system to the people at the doorstep. IX.

Conclusion

This study has built an index to find out the level of financial inclusion in the study area through suitable dimensions and determinants. In our nation, the rural regions are generally found to be financially excluded and it was found by several researchers through their study. Majority of the study proves that low income, illiteracy and unemployment make the people into lack of financial access. In this study, there are 19.5 % of illiterates and 16.6% were unemployed. This blocks them to move further financial requirement in improper manner by borrowing money from unauthorized financial institutions. It is the responsibility of the government to take care of these issues so that the living standards of the people will get uplifted which leads to economic growth. The P me M n ste of Ind a M . Na end a Damoda das Mod launched a scheme ‘Jan Dhan Yojana’ on August 5, 2014 and said that "We want to integrate the poorest of the poor with bank accounts with 'Pradhanmantri Jan-

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Dhan Yojana’ " (The econom c T mes, 0 4). It was welcomed by utmost people of the nat on because th s scheme is particularly for financial inclusion drive, which will reach all the individuals all over the nation and pull them into financial access. X.

Scope for Further Research

This study was conducted in rural region of Vellore district of Tamil Nadu and hence it has a wider scope for conducting in the urban and sub – urban of the same district, comparing with districts, between states and nations as well. This research can be used as the model by other researchers, government, financial regulators and policy makers to escalate financial inclusion policy. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23]

Atkinson, A., McKay, S., Collard, S., & Kempson, E. (2007). Levels of Financial Capability in the UK. Public Money and Management, 27(1), 29-36. Awunyo-Vitor, D., & Abankwah, V. (2012). Substitutes or complements: Formal and informal credit demand by maize farmers in Ashanti and Brong Ahafo Regions of Ghana. The Journal of Agricultural Science, 7(1), 1-13. Beck, T., & Honohan, P. (2008). Finance for all: Policies and pitfalls in expanding access (Vol. 41792). World Bank Publications. Bhanot, D., Bapat, V., & Bera, S. (2012). Studying financial inclusion in north-east India. International Journal of Bank Marketing, 30(6), 465-484. Brunetti, A., Kisunko, G., & Weder, B. (1998). Credibility of rules and economic growth: Evidence from a worldwide survey of the private sector. The World Bank Economic Review, 12(3), 353-384. Chakrabarty, D., & Chaudhuri, A. (2001). Formal and informal sector credit institutions and interlinkage. Journal of Economic Behavior & Organization, 46(3), 313-325. Chaudhuri, S., & Gupta, M. R. (1996). Delayed formal credit, bribing and the informal credit market in agriculture: A theoretical analysis. Journal of Development Economics, 51(2), 433-449. District Census Handbook (DCH) (2011). Town Directory. Directorate of Census Operations, Tamil Nadu, 1-18. Huang, Y. (2010). Political institutions and financial development: An empirical study. World Development, 38(12), 1667-1677. Hunt, N., & Tyrrell, S. (2004). Stratified sampling. Retrieved July, 5, 2014. Kabango, G. P., & Paloni, A. (2011). Financial liberalization and the industrial response: Concentration and entry in malawi. World Development, 39(10), 1771-1783. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educ Psychol Meas. Kumar, N. (2011). Financial Inclusion and its determinants: Evidence from state level empirical analysis in India. At the 13th Annual. Kumar, N. (2012). An empirical analysis of financial inclusion across population groups in India. The IUP Journal of Bank Management, 10(1), 97-111. Leeladhar, V. (2006). Taking banking services to the common man–financial inclusion. Reserve Bank of India Bulletin, 60(1), 73-77. Levine, R. (1997). Financial development and economic growth: views and agenda. Journal of economic literature, 688-726. Mandela, N., Roosevelt, F. D., Gandhi, M., & Darwin, C. (2013). P Vijaya Bhaskar: Financial inclusion in India–an assessment. Mohan, R. (2006). Economic growth, financial deepening, and financial inclusion. Okpara, G. C. (2013). Developing an Index of Financial Inclusion: An Average Ratio Approach, Munich Personal RePEc Archive, 1-8. Planning Commission, Government of India (2009). A hundred small steps: report of the committee on financial sector reforms. SAGE Publications. Sarma, M. (2012). Index of Financial Inclusion–A measure of financial sector inclusiveness (No. 1207). Hochschule fuer Technik und Wirtschaft, Berlin. The Economic Times (2014). Prime Minister Narendra Modi's 'Jan-Dhan Yojana' to boost financial inclusion plan: SBI. Thorat, U. (2007). Financial inclusion–the Indian experience. Reserve Bank of India Bulletin, 1165-1171.

Annexure I Table 1 Demographic profile of the respondents Demographic profiles of the respondents 21 - 30 Years 31 - 40 years Age 41 - 50 Years 50 Years and above Illiterate School level Educational qualification Degree/ Diploma Post Graduation and/ or Profession Unemployed Agriculture Occupation Salaried - Private/ Government Business Up to Rs. 5,000 Rs.5,001 - Rs. 10,000 Income Rs.10,001 - 20,000 Above Rs.20,000 Total of each demographic profile Source: Primary data

Frequency 82 138 104 61 75 93 150 67 64 86 139 96 94 181 68 42 385

Percent 21.3 35.8 27.0 15.8 19.5 24.2 39.0 17.4 16.6 22.3 36.1 24.9 24.4 47.0 17.7 10.9 100.0

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Table 2 Dimensions of financial inclusion with weightage Dimensions Banking penetration Savings accounts Loan accounts Availability of banking services ATM usage Life insurance Cheque book Usage of banking system Salaries and remittances Net banking Mobile banking Source: Primary data

Weight f 294 82

Yes % 76.36 27.89

91 212

No % 23.64 72.11

0.300 0.100 0.075

249 188 46

84.69 63.95 15.65

45 106 248

15.31 36.05 84.35

0.300 0.175 0.050

104 28 31

35.37 9.52 10.54

190 266 263

64.63 90.48 89.46

Table 3 Evaluation of index of financial inclusion Determinants ATM usage Life insurance Cheque book Salary and remittances Net banking Mobile banking

datm dins dche dsal dnet dmobi

Total Source: Primary data compilation

di 0.3000 0.0724 0.0061 0.1032 0.0000 0.0006

wi 0.300 0.100 0.075 0.300 0.175 0.050 1.000

d2 0.0900 0.0052 0.0000 0.0107 0.0000 0.0000 0.1059

w2 0.0900 0.0100 0.0056 0.0900 0.0306 0.0025 0.2288

w2-d2 0.0000 0.0008 0.0047 0.0387 0.0306 0.0024 0.0773

IFI = = ½[0.6803] + [0.4186] = ½[1.0989] = 0.54945 ≈ 0.55

Table 4 Difficulties confronted by the respondents to open a bank account Difficulties Low income Cumbersome procedures Lack of documentary proof Illiteracy Lack of branch nearby Total Source: Primary data

Frequency 42 7 8 23 11 91

Percent 46.15 7.69 8.79 25.27 12.09 100.00

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

EFFECTIVENESS OF SMART CLASSROOM TEACHING ON THE ACHIEVEMENT IN CHEMISTRY OF SECONDARY SCHOOL STUDENTS Dr. Anita Menon Principal, DAV College of education for Women Amritsar, Punjab, INDIA Abstract: This study analyzes the effectiveness of smart classroom teaching on the achievement in chemistry of secondary school students. . The study investigated 320 Class IX students from Amritsar city. Achievement test in Chemistry of 50 items was used to collect the data. Experimental group was taught in smart classrooms and control group was taught by conventional mode of instruction. The results revealed that students achieved higher when taught in smart classes as compared to conventional mode of instruction. Learning styles of students did not affect their achievement in experimental and control group. No interaction effect of instructional strategies and learning style was found. Keywords: Smart classroom teaching, Achievement I. INTRODUCTION At present the role of the teachers in educating the children has gained paramount importance. On one side the classrooms are overcrowded with overloaded syllabi where the pupils are expected to gain knowledge and on other side the role of teachers has become significant to develop interest and meaningful understanding amongst the students. An alternative process or method of teaching has to be adopted, in this fast developing world, where knowledge explosion has been taking place every day in every sphere of life. It is unreasonable to expect that spoken or written words alone to convey the volume of relevant information to the learner. The selection of teaching method and techniques depends upon the nature of the test, learning objectives on one side and entering behaviour of the students on the other side. Information and Communication Technology is an important instrument, which can transfer the present isolated teacher and book centred learning environment into a rich learning environment. Blurton (1999) stated that ‘ICT’ stands for Information and Communication Technologies “a diverse set of technological tools and resources used to communicate, to create, to disseminate, to store and to manage information.” To make teaching-learning environment richer and more effective, teachers through power point presentations deliver their lessons. This involves a detailed and complex preparation on the part of the teacher. The typical classroom was once characterized by students sitting through hour long teaching monologues. Now, technology is making life easier for both educators and students. New method of teaching has been introduced which is publically known as Smart Class. Smart Class is a revolutionary classroom technology leveraged teachinglearning system that is transforming the way teachers teach and the students learn in schools. It makes use of mapped curriculum 2D and 3D digital content which the teacher could access right in the classroom and project it on whiteboard, to elucidate and explain critical concepts, across virtually all subjects.(What learning can be? 2012). We can still remember the days when learning used to be monotonous with a teacher teaching using the boring chalk-board. Who knows learning could be fun and entertaining with the changes in the teaching system. With the advent of the Smart Class learning has become more enjoyable in class. In simple terms, an innovative and meaningful use of technology in the way of teaching has enriched learning because it engages the students and the teachers and creates a connection between them by making the class active. Everyone likes to watch videos and movies, especially the kids. Students are shown video clips related to undertaken concept with the help of the technology in digital classrooms, the teaching sessions can also be recorded for further use by uploading the recorded documents in the web. Use of Smart board makes the teaching easy for the teachers and learning the concept easy for the students. Students become more interactive and volunteering in the classes. In a smart classroom enabled schools, the classrooms are connected to what is known as the knowledge centre where all the digital contents are linked to the server. Teachers can access the lessons they want to teach during their teaching periods, they can use it to demonstrate; take learners through an audio-visual journey and above all help them to learn better. Schools are

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increasingly adopting digital teaching solutions to engage with a generation of pupils well-versed with the Play stations and I Pads, and trying to make the classroom environment more inclusive and participatory. II. FEATURES OF SMART CLASS  Smart classes help teachers to meet new challenges and developing students’ abilities and performance.  Smart classroom enables teachers to access multimedia content and information that can be used for teaching students more effectively.  Smart class enables teachers to express their views and ensures that every child is understanding the undertaken concept which ultimately affects his achievement.  Achievement is possible only if concepts are clearly understood. It is possible though Smart class where all domains of knowledge are affected.  A well designed module of smart class allows a student to visualize the concept much better than static images.  Smart class teaching is a step towards development where students’ achievement is highlighted.  Makes learning an enjoyable experience for students. III. SIGNIFICANCE OF THE PROBLEM The traditional approach of lecture and note taking has lost its effectiveness as the modern day around education grows. In efforts to grow academically it must be considered that differentiated modalities of teaching and learning are necessary to implement deeper levels of growth and conceptual development. Since every student is not interested in all subject matters. However, it is the responsibility of the education system to employ a variety of opportunities for the students to gain interests, orchestrating academic growth and progression throughout childhood and adolescence. ICT has turned from being a technology of communication and information to a curriculum creation and delivery system for teachers and learners. Such a task in today’s time is tremendously being performed by Smart Class that caters K12 curriculum. Present study will help us to know the effectiveness of smart class teaching on the three domains of learners with respect to their performance, achievement, retention and learning. It would also help the policy makers to design the curriculum in such a way that it will help the teacher to teach the subject in an effective manner and maintain pace with the modern education.

1. 2. 3.

IV. OBJECTIVES OF THE STUDY To study the effectiveness of different Classroom teachins i.e. Smart Classroom teaching and conventional mode of teaching on achievement of class IX students in chemistry. To study the academic achievement in chemistry of class IX students when taught through Smart Classroom teaching and conventional teaching with respect to gender. To study the interactional effect of Smart Classroom teaching conventional teaching and gender on the achievement in chemistry of class IX students.

V. HYPOTHESES For the present investigation the following hypotheses were formulated: 1. There will be no significant difference in the achievement of class IX students in chemistry when taught through different Classroom teachings i.e. Smart Classroom teaching and conventional mode of teaching. 2. There will be no significant difference in the achievement of class IX students in chemistry when taught through Smart Classroom teaching and conventional teaching with respect to gender. 3. There will be no significant interactional effect of Smart Classroom teaching, conventional teaching and gender on the achievement of class IX students in chemistry. VI. RESEARCH METHOD Research Design In the present study, 2 X 2 factorial experimental design was employed. Sample for the Study Stratified Random sampling technique was employed by the investigator for the selection of the sample. In the present study sample of (N=330) students of IX grade was drawn randomly from the different schools of Amritsar city. The sample comprising of 330 students was administered two tests-test of achievement in Chemistry and test of intelligence. Out of 330 students, six students did not respond to all the items of achievement and four students did not respond to some items of intelligence test i.e. total of 10 students were dropped from the sample of 330 students. The scores of these students were not considered at the time of analysis. Hence sample comprising of 320 students were randomly divided into two groups- the experimental group and the control group. In order to make equivalent groups, matching was done at the pre-test stage for two variables- variable of achievement in Chemistry (pre-test) and intelligence. t-test was employed to compare mean scores on the variable of achievement in Chemistry and Intelligence. Insignificant t-ratio showed that both

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the groups were matched and equivalent. The experimental group was taught with smart class teaching and the control group was taught with conventional mode of teaching. Sample Distribution on the basis different classroom teachings As the present study involved two different classroom teachings (Smart Classroom teaching and conventional mode of teaching) hence the students (N=320) were distributed at two stages-on the basis of different classroom teachings. Stage I: Sample Distribution on the basis of different classroom teachings The sample was distributed on the basis of different classroom teachings into two types i.e. Smart Classroom teaching (SCT) and conventional mode of teaching (CMI). The distribution of the sample on the basis of these strategies is presented in table 1. Table 1: Showing Distribution of Sample on the basis of different classroom teachings S. No.

Groups Control (Group taught with CMI) No. of Students 62

Total No. of Students

Experimental (Group taught with SCT ) No. of Students 63

Total

160

320

125

VII. Tools Used In the present study the following tools were used: 1. An achievement test in Chemistry for class IX was constructed and standardized to measure the performance of students before and after the treatment. 2. General Group Test of Intelligence (GGTI) by Ahuja (2005). 3. Smart class program on some topics of Chemistry has been used by the experimenter to give treatment to the experimental group. 4. Standard Progressive matrices (SPM) by J.C. Raven (1983). VIII. PROCEDURE Conducting the Experiment The present study was conducted in four phases: Phase I: Development of an Achievement Test in Chemistry Phase II (a): Matching the Groups Phase II (b): Administration of an Achievement Test (pre-test), Phase III: Implementation of Web Based Instructional Package Phase IV: Administration of the Achievement Test (post-test) IX. RESULTS AND DISCUSSION F values were calculated to study the main effect and interaction effects of two factors viz. different classroom teachings and gender with regard to gain scores of class IX students on the variable of achievement in Chemistry. The F values calculated by using two way ANOVA test is presented in table II. Table II: Showing computation of means and standard deviations with respect to gender and method of teaching DEPENDENT VARIABLES GENDER

BOYS

GIRLS TOTAL

METHOD

MEAN

35 35

STANDARD DEVIATION 2.119 2.157

SMART CLASS TEACHING CONVENTIONAL TEACHING SMART CLASS TEACHING CONVENTIONAL TEACHING SMART CLASS TEACHING

35 35

2.807 1.833

29.94 22.86

2.493

29.60

CONVENTIONAL TEACHING

1.990

22.74

29.26 22.63

Table II clearly reveals that:

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 Mean score of academic achievement in chemistry of boys when taught through smart class is 29.26 with standard deviation 2.119 and mean score of academic achievement in chemistry of girls is 29.94 with standard deviation 2.807 .  Mean scores of academic achievement in chemistry of boys when taught through conventional method is 22.63 with S.D. of 2.157 and mean score of academic achievement in chemistry of girls is 22.86 with S.D. 1.833. It means that girls when taught through conventional method as against boys show greater academic achievement.  Mean scores of academic achievement in chemistry of boys when taught through smart class is 29.26 with S.D of 2.119 and conventional method is 22.63 with S.D. of 2.157. It means that boys when taught through smart class approach have high mean scores as compared against conventional method.  Mean scores of academic achievement in chemistry of girls when taught through smart class is 29.94 with S.D. 2.807 and conventional method is 22.86 and S.D. 1.833. It means that girls when taught through smart class approach have high mean scores as against conventional method. Mean scores of group when taught through smart class is 29.60 with S.D 2.493 and conventional teaching is 22.74 and S.D 1.990. It means that group when taught through smart class approach has greater mean scores as against conventional method. It means Hypothesis that “There will be no significant difference in the academic achievement in chemistry of secondary school students when taught through smart classroom teaching and conventional teaching is rejected as difference is significant .Therefore the two methods i.e. smart classroom teaching method and conventional teaching method significantly affects the achievement scores of the secondary school students. X. GENDER Since there are two independent variables- teaching method and Gender. Gender is classified into two groups – Boys and Girls. Teaching method is classified into two categories – Smart class room teaching and conventional teaching. Table III: Summary table of two ways analysis of variance (2x2) design showing teaching method and gender interaction effect. DEPENDENT VARIABLES SOURCE CORRECTED MODEL INTERCEPT

SUM OF SQUARES 1654.857

d.f. 3

MEAN SQUARES 551.619

F-RATIO 108.250

SIGNIFICANCE .000

95892.114

.000

GENDER(a) TEACHING METHOD (b) GENDER X TEACHING METHOD (aXb) ERROR TOTAL CORRECTED TOTAL

7.314 1645.714

1 12

7.314 1645.714

1.882E 4 1.435 322.955

1.829

.359

.550

693.029 98240 2347.886

136 140 139

5.096

.233 .000

Table III shows that F value for Gender is 1.435. The calculated value of F i.e. 1.435 is less than the tabulated value. Therefore, difference is insignificant, null hypothesis is not rejected. It means Hypothesis i.e. “There will be no significant difference in the academic achievement in chemistry of secondary school students when taught through smart classroom teaching and conventional teaching with respect to gender.” Such hypothesis is not rejected as the difference is insignificant. Therefore the academic achievement in chemistry of secondary school boys and girls do not differ significantly on the basis of their gender. Interaction of Gender x method From table III, the F value of Interactional effect between gender x method is 0.359. The calculated F value for interaction of gender and method is 0.359 which is less than the tabulated value. Therefore, difference is insignificant and null hypothesis is not rejected. It means Hypothesis i.e. “There will be no significant interactional effect of Smart Classroom teaching, conventional teaching and gender on the academic achievement in chemistry of secondary school students.” is not rejected. It means there is no significant interactional effect of different teaching methods and gender on the academic achievement of secondary school students. XI. CONCLUSIONS In the light of above mentioned interpretation and discussion the main conclusions of the study are given below:

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From the result of hypothesis-1 we conclude that the academic achievement in chemistry of secondary school students when taught through Smart Classroom teaching show greater achievement than conventional teaching. From the result of hypothesis-2 we conclude that there is no gender difference in the academic achievement in chemistry of secondary school students when taught through Smart Classroom teaching and conventional teaching. From the result of hypothesis-3 we conclude that interaction of gender and teaching method do not significantly affect the academic achievement in chemistry of secondary school students.

XII. EDUCATIONAL IMPLICATIONS Educomp Smart Class plays an important role in the academic achievement in chemistry of students due to the following reasons: 1. Since there is a positive relationship between Smart Classroom teaching and academic achievement in chemistry of students, it is imperative that the school plays a significant role in developing them. 2. Smart classes help students to a great extent. Students can interact, understand and remember things very easily as these are innovative where visuals have more impact than just reading. So smart class technology must be enhanced. 3. Smart classes provide better education through presentations and videos as well as all students may not understand the teaching methodology of a teacher but can understand by smart classes. So such an audio visual technology needs to be boosted in all kind of schools. 4. Smart classes create an attention in students which is known as interest. Inclusion of such a tool in schools ultimately enhances students’ academic interest. 5. Smart class is a good evaluative tool to teachers. To teachers such a digital initiative is so practical in modern times and friendly to use, where teachers can instantly evaluate/assess the learning achieved by their students in the class. 6. Smart Board is a time saving tutor which has inbuilt diagrams in its memory. So, no wastage of time is involved in drawing the diagrams and time is utilized more for the active learning part. REFERENCES [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20]

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Afolabi, A.K., Abidoye, J.A. & Afolabi, A.F. (2011) Effect of Instructional media on the academic achievement in chemistryof students in social studies at Junior Secondary Schools. Retrieved May 7, 2013 from http://www.unillib.unl.edu/LPP/PNLA. Ali, M., Din, U., Naser, M. & Fraudullah, K. (2011). Effects of Audio-Visual Aids in student’s learning at Secondary Levels in District Rawalpindi – Inter disciplinary Journal of Contemporary Research in Business 2011, Vol 2 Issue 10p439. Apple computer (2002). The impact of technology on student achievement : A Summary of research findings on technology’s impact in the classroom. Retrieved May 7, 2013 from http://www.apple.com/education/research Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S. & Thompson, I . (2005). Collaborative Research methodology for investigating teaching and learning: The use of interactive white board technology. Educational Review, 57(4), 457-469. Asan, A. (2003). Computer Technology Awareness by Secondary School Teachers: A Case Study from Turkey. Journal of Information Technology Education. 2, 150- 163. Best, J. W. (1983). Research in Education, New Delhi : Prentice Hall of India Pvt. Ltd. Blurton, C . (1999). Report on New Directions of ICT-Use in Education: Hongkong University. Retrieved October 10,2012 from http://www.unesco.org/pv_obj_cache/pv_obj_id Cox, M.J., Preston, C. & Cox, K. (l999). What motivates teachers to use ICT? Paper presented at the British Educational Research Association Conference, Brighton. Crow, D. & Crow, A. (1956). Adoloscent Development and Adjustment McGraw- Hill Book company, United States. Desai, K.Y. (1985). Efficacy of different Instructional media in the teaching of Science. Ph.D. dissertation, Sardar Patel University,Gujarat. Desai, R.H. (2001). A study of effectiveness of Programmed Learning in teaching of hysicisn IX grade, Ph.D. Dissertation, Punjab University, Chandigarh. Dun & Bradstreet Information Services India Pvt. Ltd. (2010).Effectiveness of Educomp Smart Class program.Retrieved September 22 ,2012 from http://www.scribd.com./doc54129915educomp Ebenzer, S.O. Collier (2004). A comparative study to evaluate the effectiveness of Computer Assisted Instruction (CAI) versus class room lecture (CRL) for computer science at ICS level Turkish. Journal of Online Educational Technology, 7(2), Article 2. Ellis, J.D. (2010). Interactive smart boards technology: Does it promote individual student academic achievement? Retrieved September 22 , 20l2 from http://digitalcommons.brockport.edu Emron, S . & Dhindsa, H.S.(2010). Integration of Interactive White Board Technology to improve secondary science teaching and learning. Retrieved September 22,2012 from http://www.fedu.uaeu.ac.ae Fletcher, J.D. (1998). Evaluation of the Stanford Computer Assisted Instruction Program. Journal of Educational Psychology, 63(4), pp. 597 – 602. Good, C.V., Dictionary of Education (1973).( 3rd Ed).New York: McGraw Hill Company. Grant Proposal for Smart Education Program- Globsync Technology. Retrieved May 7, 2013 from http://www.slideshow.net/globsync/smart-class-education Holman, S. & Gilbert, K. (2011) Research Report: The effect of smart board use in the secondary classroom on students mathematics achievement as measured by curriculum tests. Retrieved May 7, 2013 from http://action-research-umfwikispaces.com/file.view/gilbert+holman+2011.pdf. Hurlock, E.B.(1989). Development of Psychology. New Delhi : Tata McGraw-Hills.

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Interactive White board-Nuffield foundation (2004). Enhancing mathematics teaching through new technology: The use of interactive white boards. Retrieved May 7, 2013 from http://www.keele.ac.uk/edu/education/research Jekayinfa, A.A. (1996). Effects of Instructional Resources on the academic performance of students in History in Nigeria. Retrieved May 7, 2013 from http://www.unitorix.edu.ng/publications Jyothi, K.B.S.(2007). Impact of Computer based learning on Chemistry students of 9th Class. Edu Tracks, 6( 8), 26- 29. Karmath, A. & Macleod, L. (2009). Action Research Question: How can intermediate teachers at Bellmore use inferencing to increase the level of refined written responses and student academic engagement using smart board technology? Retrieved May 7,2013 from http://www.misalondon.ca/pdf/collabpdfs/hwsb_smart_tech_inferencing.pdf. Kumar, A. (1998). Effectiveness of three methods of instruction –exposition method, programmed learning method and multimedia in Science Education. Unpublished Ph.D. dissertation, Kurukshetra : Kurukshetra University. Kumar, P. (2000). Impact of new technology (Computerization) in the working of apex educational institution. Indian Educational Review, 27(3),pp. 16-34. Marzano, R.J & Haystead, M.W. (2010). Final Report: A second year evaluation study of Promethean Active Classroom for Promethean Ltd. Engle wood,CO: Marzano Research Laboratory.Retrieved May 7, 2013 from www.prometheanworld.com/.../ McKnown, Jin (2004). The use of a multimedia lesson to increase novice programmes understanding of programming array concept. Journal of computing sciences in college, 19(4), 39 – 50. Need of smart class. Retrieved September 15,2012 from http://www.indiastudychannel.com/experts/17114-what-smart class.aspx Ong, E. & Ruthven, K.(2008). Student’s attitudes towards science - Eurasia Journal of Mathematics , Science and Technology Education 2009, 5(1), 35-45. Retrieved September 20,2012 from http://www.ejmste.com Ramanujan (2008). Effectiveness of smart classroom on academic achievement in chemistryof fourth class students of Punjab. Global Evolutional( a peer reviewed journal of management and teacher education). Retrieved May 7, 2013 from http://ramanujan.edu.in/ge/index.php Rescigno, R.C.(1988). Practical lmplementation of Educational Technology. The smart classroom. Retrieved on September 19,2012 from http://ebookbrowse.com/smart_classrooms. Riska, P.A. (2010). The impact of smart Board technology on growth in mathematics Achievement of gifted learners.Retrieved May 7, 2013 from http://digitalcommons.liberty.edu. Raven, J.C., J.H. & Raven, J. (1983). Manual for Raven’s Progressive Matrices and Vocabulary Scales. London, H.K. Lewis & Co. Ltd. Robert, J. Marzano (2009). Educational Leadership- The art and science of teaching with interactive white boards. Retrieved May 7, 2013 from http://www.ascd.org/publications/educational-leadership Singh, V. & Kaur, A. (2003). Achievement. Motivation and parental background as the determinants of student’s achievement. The Educational Review- 46,9. Smart classrooms Retrieved September 22 ,2012 from http://www.monashores.net/districtoffices/edu Smart Technologies Inc. (2004). White Paper on Interactive White Boards and Learning:A review of classroom case studies and research literature. Retrieved September 20,2012 from www.smartboard.se/files/.../research_whitepaper_smartboard_pdf Sommer, P. & Pinto, L. (2001).Project Evaluation Report :The Digital classroom asColumbia centre for new media Teaching & Learning. Columbia: Columbia University. Stephon, J. H.( 1958).The study of educational growth revised. Educational psychology. New York: Henry Holt.p.20l. Tidbets in Tech: Intergration in education/Smart Boards in the Secondary school. Retrived May 10,2013 from http://en.wikbooks.org/wiki/Tidbits_inTech?Intergration_in_Education Smart_Boards_in_the_secondary_school Trow, W.C. (1976). Psychology in teaching and learning. Boston: Houghton Miffin.Co. Vellaisamy (2007). Effectiveness of multimedia on the achievement of pupils in science at upper primary level, Indian Educational Review, 43 (1), pp.125-133. Wechsler,D.(1944). The measurement of adult intelligence. Baltimore: Williams & Wilkins. What is a smart classroom?Retrieved September 15, 2012 from www.smartclassonline.com What learning can be?Retrieved September 15,2012 from www.Educomp.com. Warnock, S.H, Boykin, N.J. & Tung, W.C. (2011). Assessment of the impact of Smart Board Technology system use on student learning satisfaction and performance. Retrieved May 7, 2013 from http://www.eeraonline.org/journal/files. Yau, S.S, Gupta, S.K.S, Karim, F., Ahamed, S.I., Wang, Y. & Wang, B. (2004). Smart classroom: Enhancing collaborative learning using pervasive computing technology. Retrieved May, 7, 2013 from http://www.dpse.eas.asu.edu/papers/smartclassroom.pdf.

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Evaluating a Curriculum Using the Same Style and Strategy across Years: Lessons Gained from Tanzania Noel M. Makwinya Assistant Lecturer, Department of Education, Faculty of Science Sokoine University of Agriculture, P. O. Box 3038 Morogoro – Tanzania Abstract: Policy and practice in relation to curriculum evaluation systems are under review in many countries. Previous studies have indicated that, public examination system used in many countries, especially those using pen and paper to evaluate students’ mastery of the curriculum objectives can provide us with illusions regarding how best a curriculum is implemented at school. In this study, Public examination conducted by the National Examination Council of Tanzania were studied to see whether, the type and structure of exams, and coverage of such exams do not affect teachers’ curriculum implementation practice. Through content analysis of Grade twelve (form four) Public examinations offered since the year 2010 to 2014; and following an interviewing with students in grade twelve, results showed that: “what is measured” and “how it is consistently measured” through National summative examinations in Tanzania affect what is taught, what is assessed, and to a large extent, what is valued in the schooling process during curriculum implementation. Key world: Curriculum, Curriculum evaluation, Public examination, Tanzania. I. Introduction Relationship between summative and formative assessments has attracted scholar’s debate since long with the perception that the former influence the later. As the interaction between curriculum development and examination systems appeared to become complex, it seemed meaningful to examine the matter. Grounded on this point of view, this study attempted to study the influence of National summative examinations on teachers’ curriculum implementation practices. Defining curriculum, and understanding curriculum development process is perhaps most difficult exercise, for the term curriculum and its associated development processes have been approached differently ever since the field took form. Many books have been written defining the curriculum in narrower or broader terms. On the one hand, curriculum is defined broadly when it provides us with what “ought” to happen. In this regard, such definitions more often than not are prescriptive, taking the form of a plan, or some kind of expert-opinion about what is expected to take place in the course of study. An example of such definition is that provided by Bobbit (1918), who defined a curriculum as the entire range of experiences, both directed and undirected, concerned in unfolding the abilities of an individual. On the other hand, narrow curriculum definitions use descriptive terms. As such, such definitions go beyond the prescriptive terms as they force thought about the curriculum with regard to how things are in real in practice. Tanner and Tanner (1995) and Beigi, Keramati and Ahmadi (2011) are among scholars whose definition falls in this line. According to them, curriculum refers to a program of all experiences which the learner encounters under the direction of a school. From the above clarification, a curriculum can be conceptualized as a set of ideas, knowledge and skills that are considered useful for the society to develop and gain control of the on-going socio-economic challenges. This conceptualization shows that, regardless of a definition one will opt, curriculum is a property of the public and its development is both a technical and social process demanding a public consensus. Moreover, such definition shows that a curriculum is not static; rather, it is a continuous changing framework that highlights knowledge or value priority areas for that society. As a cyclic, on-going and intentional process, across the world, a curriculum has been practiced in four main phases: Planning (noting a problem and conducting need assessment), Designing (developing a draft curriculum), Try-out (testing the drafted curriculum) and Implementation (disseminating the curriculum across the country for use). At this point, it is important to note that, although some scholars (e.g., ACARA, 2009; Otunga & Nyandusi, 2010; Hussain, Dogar, Azeem, & Shakoor, 2011) include evaluation as a phase occurring at one point during curriculum development, a close look of this component shows that, it cuts across all phases from stakeholders’ need analysis, to try-out stage, and during and/or after implementation stages. Since evaluation touches every phase and stage of the curriculum development, and since it helps us to have a holistic

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picture as to how a given curriculum functions; it is recommended to consider it a cross-cutting and continuing process of curriculum development. Considering evaluation in this way might help curriculum developers to practice it all the time across the whole process of curriculum development. Curriculum evaluation refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular educational programme (Tyler, 1949; Dunn & Mulvenon, 2009). Thus, feedback from this process are useful in that, they help in deciding whether to retain the programme as it stands, modify it, or throw it out altogether. As the aspect of curriculum evaluation continues to gain scholars’ attention, a point to note is that, the best evaluation process that should be followed is that which will help evaluators to gather information that could help them guide their own decision-making in an educational programme and curriculum development. As such, the focus of curriculum evaluation should include Curriculum design, Learning environment, Instruction Process, Resources and Materials used in instructional process. Over the years, in order to gain an overall picture regarding how best a curriculum is functioning, instruments that have been used to collect information regarding curriculum usability and usefulness include: tests, examinations, interviews, questionnaires and observation of the graduates’ performance at work places as reported by employers (De Luca, 1994; Hussain et al., 2011; Hall, 2014). According to Hall (2014), when a country devotes its efforts in using information from a variety of these techniques, scholars are at a position of collecting valid and reliable information that would help them to evolve their curriculum for better outcomes. However, despite having different techniques of evaluating a curriculum, the most prominent tool used for curriculum-evaluation is the National students’ examinations (De Luca, 1994; Boit, Njoki & Chang’achi, 2012). Across ages, scholars have been using the concept “examination” to refer to summative rather than formative assessments and testing which takes place as part of ”formal” learning, or out-of-school “job related assessments”. Whether such assessments are conducted by the Government ministry or its organ (as in Tanzania and Kenya), or by the receiving institutions (as in Japan), or by private agencies (as in the US); the most emphasis is given to evaluating the curriculum at the end of the program rather than during program implementation or after program implementation. As such, terms such as ”external examinations”, ”Public examinations” and ”National examinations” are frequently used, with some minor practical differences but to accomplish similar objectives (De Luca, 1994). According to Darling-Harnmond (1988) as cited in De Luca (1994), due to financial reasons, most National Examination offered across countries tend to focus more on two issues: First, they weigh more theoretical aspects of the curriculum than the practical ones. Second, most questions come from the subject areas that can be tested more easily than those which are not. Although this practice has been predominant in the education system, studies have shown that, when theoretical aspects are given more weights in examinations, its consequence is that, it influence teachers to rely more on the traditional teacher-centred instructional approach; putting much emphasis on theoretical components than the practical areas suggested by the curricula (Saracaloglu, et al. 2010; Boit, Njoki & Chang’achi, 2012). Again, where those aspects of a subject which can be tested most easily are given prominence in the assessments, teachers will spend more time teaching such topics and leave those which are not frequently tested (Rehmani, 2003; Hewitt, 2006 as cited in Saracaloglu, et al. 2010; Haki elimu, 2012). Generally, one of the problems of using summative assessment is that, they provide us with illusions regarding the curriculum implementation process as well as students’ mastery of curriculum objectives. Thus, in a long run, as the use of National examination to evaluate the curriculum product become prominent; a complete picture of how best such curriculum is functioning gets narrow. II. The Present Study Unlike previous Tanzanian curricula, the latest one gives formative and Summative assessments equal weights. For example, according to the 2007- Curriculum for Ordinary Level secondary education in Tanzania, “continuous assessments and the final examination shall weigh 50% each” (p.32). However, despite this curriculum demand, still, there is a claim that focus, weight, frequency and emphasis given to continuous assessments offered by teachers at school differ significantly. As a result, there is blame that some schools test less practical components than theoretical ones. Moreover, some schools offer summative evaluation once per semester while others do it on weekly and others on monthly basis. Grounded on this observation, the question this study is addressing is: does that what is measured and how it is consistently assessed through National examinations in Tanzania not affect: (i) what is taught, (ii) what is assed, and to a large extent (iii) what is valued in the schooling process? In order to answer this question, this main question was divided into two sub-questions:  Which subject-syllabus topics are assessed more frequently by the National examination in Tanzania? And which ones are frequently weighed using laboratory-experimentation?  Do National examinations influence teachers’ choice of the topic to teach, topics to assess, and the type of assessments to offer during curriculum implementation?

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Answers to these questions is important as they will help to inform policy makers and implementers on the impact of the current practices related to curriculum evaluation on curriculum practices not only in Tanzania, but also in other countries with similar curriculum evaluation practice. III. Methodology A. Study Approach In order to access detailed information required to accomplish the study objectives, both quantitative and qualitative information were needed. Thus, two data collection techniques were adopted: document analysis and interview with the participants. B. Instruments In terms of instruments, on the one hand, document analysis of Ordinary-level Biology-subject National examination was conducted to develop a list of topics that frequently contribute questions in the National examination papers. On the other hand, an interview using a semi-structured interview and check-list guide was used to explore students’ thoughts about the syllabus-coverage by their teachers and the kind of tests they frequently do during continuous assessments. C. Sample On the one hand, National examination papers offered by the National Examination of Tanzania (NECTA) over the past four years (2011 – 2014) were used for document (content) analysis to establish the topics that frequently contributed questions in the exams. However, due to time limitation, the topics that were focused are those designed for grade eleven (i.e., form three in Tanzania) and grade twelve (i.e., form four in Tanzania) only. On the other hand, 100 randomly selected form-four (grade twelve) students from 10 public secondary schools were involved. To improve ecological validity, students from both rural and urban secondary schools were used, with each school contributing 10 students. D. Procedure and Ethical Consideration Simple random sampling was used to select participating schools. Before data were collected, consent was at first sought from the school principal of each selected secondary school. Further, to maximize freedom of participation among students, a briefing regarding study objectives, rationale and confidentiality of their opinion was made before each interview session. During interview, a researcher met with students once in each school. Thus, a total of 10 interview sessions were conducted with each session consisting of 10 students. IV. Results A. Topics That Are Frequently Weighed During Summative Exams and the Prominent Approach Used In order to understand the extent to which National exams weigh equally all the subject-topics as they are in the subject curriculum, a matrix was developed to analyze whether topic contributed a question, the number of question contributed and whether such questions test the theoretical or practical component. Results (see table 1) shows that, although assessment of some topics e.g., HIV/AIDS was not satisfactory, summative examinations offered by the National examination council of Tanzania test a wide range of the content areas as indicated in the syllabus. However, one major problem that has been noted is that, such wide-coverage is for theoretical components rather than practical components. Specifically, it has been found that, across years, students are subjected into practical tests on the same permanently-selected topics i.e., Nutrition and Classification. Table 1: Syllabus Coverage during Summative Assessments Year

2010

2011

Number of question

Form three (grade eleven)

Form Four (grade twelve)

Number of question

2013

Number of question

1.Classification (Kingdom Plantae) 2. Movement 3. Coordination 4. Excretion 5.Regulation 6.Reproduction 1.Growth 2.Genetics 3.Classification (kingdom Animalia) 4.Evolution 5. HIV/AIDS & STIs

1 3 4 1 2 4 4 2

1 3 2 1 4 1 1 3 1

1 2 2

2 1 2 1 1 1

Practical

Theory

Practical

Theory

Practical

Theory

Practical

Topic Theory

Grade level

2012

1 2

1 2 1 1 1 1 1

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B. Students’ Perception of the Topics Coverage and Assessment Strategy Used At School during Curriculum Implementation Students’ were given a check-list from which they were required to show whether topics were taught or not. For those which were taught, they were further asked to rate whether all sub-topics were thoroughly covered or not. As it can be seen in table 2, with the exception of HIV/AIDS and STI, all other main topics were reported to be covered by teachers during instruction by more than 70%. However, despite teachers attempt to pass over each topic, a highest percentage of students reported that, coverage of such topics was not thorough i.e., there are some sub-topics which were not taught. Grade

Form three (grade eleven)

Form four (grade twelve)

Table 2: Teachers’ Syllabus Coverage and Structure of Their Formative Assessments Has the topic Were all sub- In the following topics, were you been covered? topics covered? assessed practically or theoretically in the last two grades of your secondary Topic education? Yes No Yes No Theory test Practical test 1.Classification (Kingdom Plantae) 2. Movement 3. Coordination 4. Excretion 5.Regulation 6.Reproduction 1.Growth 2.Genetics 3.Classification (kingdom Animalia) 4.Evolution 5. HIV/AIDS & STIs

95 97 90 89 100 80 70 89

5 3 10 11 0 20 30 11

73 57 90 88 55 75 40 60

27 43 9 12 45 25 60 40

100 100 100 100 100 92 98 14

0 0 0 0 0 8 2 86

100

During an interview, most students were of a view that, some subtopics were not exhaustively taught. To exemplify, the following are some response from respondents:  S67 said, “You know, the syllabus wants us to be able to demonstrate some competences like counselling and how to help a victim of accidents. Yet, despite such objectives, I assure you that I cannot counsel someone”  In a similar way, S43 responded, “you know when I did my Form II National exam, I found many questions from topics and topic-areas we had not covered in the class.........I anticipate the same in the exam to be conducted at the end of my Form IV next month” When students were asked to reason why, during curriculum implementation, they think some topics were neither taught, nor demonstrated in the laboratory, and nor were they tested using practical; students’ answers revolved around issues related to appearance of such topics in examinations, teachers’ competences and time insufficiency to cover the syllabus. The following are representative responses from some of the respondents:  S22, one of the students argued, “you know, many reasons can be attributed to this, it could be due to insufficient time allocated to cover the syllabus, or even because these topics do not appear in the final examinations..........”  A similar response was noted from S99 who said “why should we spend our time covering areas that will not appear in our final exam? Teachers know that. ........... That’s why they are not teaching us such Topics”.  Again, S25, a classmate of S67 added, “............my conclusion on this is that, may be a topic is difficult to deliver....... or useless at all”. Generally, content analysis of the interview showed that, 69% of the students had views similar to those reported above. C. Discussion These results are similar to those reported by Rehman (2003) in Pakistan and Saracaloglu and his colleagues (2010) in Turkey, who assessed teachers’ views regarding the influence of public examination on their teaching practice. According to them, participant teachers were of the views that, they are bound to switch their teaching methods and strategies to cover topics that appear most in exams so that the students can pass. Although samples of the present study were students, the objective was the same: to find out whether teachers’ practices in relation to curriculum are influenced by the National Curriculum Evaluation strategies. This therefore shows that, the kind of questions, format of questions, and general structure of exams we offer to students affect teachers practice on their teaching as well as their formative assessment practice. When teachers perceive that some curriculum skills are weighed more than others, then, they will in a similar way invest much of their instructional efforts on emphasizing such areas and not others. In principal, teaching of science is evidence-

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based. Thus, when more weights to practical tests is given to some topics and not others, teachers will skip the less tested ones, thereby sending a message to students that learning experimentally is unique for some topics and not others. V. CONCLUSION AND RECOMMENDATION This study thought to establish a relationship between examination coverage and teachers’ practice on the curriculum. On the one hand, although results have shown that National examinations are testing somewhat a wide range of topics as shown in the National subject syllabus, such coverage is for theoretical components. It has been found that, across years, practical tests are designed for some selected topics only. On the other hand, this practice was found to match with two issues: First, it was found that, summative assessment practices influence teachers’ choice of the topic to cover during syllabus implementation. Secondly, it influenced teachers’ formative assessments practices in which students were tested through laboratory experimentation only for the topics which contribute to practical exams at the end of their study programme. Grounded from this study-finding, it can be concluded that, when same mechanism or strategy is used to evaluate a curriculum (as it is for the use of National Summative pen-paper examinations), in a long run, a public may lack a complete picture regarding how best and comprehensive their children are learning at school. Moreover, when a curriculum is largely assessed using National examination, in a long run, it might influence teachers practice regarding the curriculum implementation. This is because; most examination systems test the same easier and less expensive examinable areas of the curriculum. A. Recommendation for Future Practice on Curriculum Evaluation As Dunn and Mulvenon, (2009) argued, it is the actual methodology, data analysis, and use of the results that determine whether an assessment is formative or summative. Grounded on this point: i. Even if National summative assessments are used, Governments are alerted that, exams should be structured in a way that, both students and teachers can never predict (i) how some areas will be tested, and (ii) whether some areas will be tested or not. ii. Across the world, policies have been developed to ensure the use of continuous assessments in making summative judgements. However, what has been noted is that, there is either non-use of such assessment results, or teachers are not sure whether results of formative assessments they conduct at school are considered during final curriculum evaluation. Grounded on this, if Governments make a serious use of continuous assessment results, a mechanism should be set to assure teachers regarding it so that they can have appropriate and positive perception regarding it. In a long run, this will positively affect their performance. iii. To gain a comprehensive reflection from the wider society, countries which evaluate a curriculum using National summative evaluation alone should change and make use of other curriculum evaluation techniques such as observation reports regarding the graduates’ performance at work places as reported by employers. B. Recommendation for future study Since the sample of the study were secondary school students, due to difference in school cultures across all education levels, generalization is neither guaranteed across all education levels nor to school of different cultures such as to private schools. As such, future studies are suggested on using samples from such population of students so as to gain a wide picture regarding the topic in question. REFERENCES [1] [2]

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

[10]

ACARA (2009). Curriculum Development Process. Retrieved on 23 January 2015, from http://www.acara.edu.au/verve/_resources/ACARA_Curriculum_Development_process_v3.0.pdf Beigi, F. H., Keramati, M. R., & Ahmadi, A. (2011). The quality curriculum evaluation in postgraduate studies of Educational Management and Planning in the public Universities of Tehran City. Procedia Social and Behavioral Sciences, 15 (2011); 3723– 3730. Bobbitt, F. (1918). The curriculum. Boston: Houghton Mifflin. Boit, M., Njoki, A., Chang’achi, J. S. (2012): The Influence of Examinations on the Stated Curriculum Goals. American International Journal of Contemporary Research, 2 (2); 179 – 182 Haki elimu (2012). School Children and National Examinations: Who Fails Who? Retrieved on 12 January, 2015 from http://hakielimu.org/files/publications/Relationship%20between%20examination%20Low%20res.pdf Hall, C. E. A. (2014). Toward a model of curriculum analysis and evaluation — Beka: A case study from Australia. Nurse Education Today, 34 (2014); 343–348. Hussain, A., Dogar, A, H., Azeem, M., & Shakoor, A. (2011). Evaluation of Curriculum Development Process. International Journal of Humanities and Social Science, 1(14), 263-271. De Luca (1994). The impact of examination systems on curriculum development: An international study. Retrieved on 16 January 2015 from http://www.unesco.org/education/pdf/31_45.pdf Dunn, K. E., & Mulvenon, S. W. (2009). A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education, Practical, Assessment, Research & Evaluation, 14 (7); Available online: http://pareonline.net/getvn.asp?v=14&n=7 Otunga, R. N., & Nyandusi, C. (2010). The context of curriculum development in Kenya. Retrieved on 13 January 2015 from http://knowledgeportal.pakteachers.org/sites/knowledgeportal.pakteachers.org/files/resources/The%20Context%20of%20Curricu lum%20Development%20in%20Kenya.pdf

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Rehmani, A. (2003). Impact of Examination System on Teaching and Learning in Pakistan. Retrieved on 9 th January 2015 from http://moodle.unitec.ac.nz/pluginfile.php/3218/mod_resource/content/0/Readings/IMPACT_OF_PUBLIC_EXAMINATION_SY STEM_ON_TEACHING_AND_LEARNING.pdf. Saracaloglu, S., Yilmaz, S., Çengel, M., Çögmen, S., Karademir, C. A., & Kanmaz, A. (2010). Elementary teachers’ views about their roles in curriculum development and evaluation process: Procedia Social and Behavioral Sciences, 2 (2010); 2427–2434. Tanner, D., & Tanner, L. (1995). Curriculum development: Theory and practice (3rd ed.). New York: Merrill. Tanzania Institute of Education (TIE), (2013). Curriculum for ordinary level secondary education in Tanzania. Retrieved on 13 January 2015 from http://tie.go.tz/docs/CURRICULUM%20FOR%20SECONDARY%20EDUCATION.pdf Tyler, R.W. (1949) Basic principles of curriculum and instruction. Chicago: University of Chicago press.

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CHALLENGES OF FINANCIAL INCLUSION TO REACH OUT POOR 1

Dr. S. Vasantha, Professor, 2 R.Paveethiraa School of Management Studies Vels University, Velan Nagar, P.V.Vaithiyalingam Road, Chennai, INDIA

Abstract: Financial inclusion means connecting all individuals, who are in the remote rural areas, to a wellfunctioning financial system. This includes Easy accessibility of banking products and services, availability of cheap credit through appropriately designed loans for poor & low income households and small entrepreneurs and availability of basic financial products like insurance. According to the World Bank. India has 600,000 villages, of which only 74,000 have access to banks. Financial inclusion may be interpreted as the ability of every individual to access basic financial services which include savings, loans and insurance in a manner that is reasonably convenient and flexible in terms of access and design and reliable in the sense that savings are safe and that insurance claim will be paid with certainty (Mor and Ananth, 2007) In India, the focus of the financial inclusion at present is more or less confined to ensuring a bare minimum access to a savings bank account without frills to all. However, having a current account/savings account on its own, cannot be regarded as an accurate indicator of financial inclusion. [Vallabh and Chathrath, 2006]. Key words: Bank, Financial Inclusion, Income, Poor, Rural area, savings I. Introduction In India the unbanked rural area most of the poor population experience difficulties in accessing appropriate financial services. As a result, they have to depend on moneylenders who charge a high rate of interest. The interest rate charged on such borrowings are high; the average interest rate charged by non institutional agencies being 36% per annum in 1991-92 and 42 % in 2002-03, roughly triple the interest charged by formal lenders (Anjanikumar et al, 2007). Without an inclusive financial system, poor individuals and small enterprises have to rely on their own limited savings and earnings to invest in their education and entrepreneurship to take advantage of growth opportunities (World Bank, 2008). A strong and sturdy financial system is a pillar of economic growth, development and progress of an economy According to Nitin Kumar .A financial system, which is inherently strong, functionally diverse and displays efficiency and flexibility, is critical to our national objectives of creating a market-driven, productive and competitive economy. Rohit Sarkar said a mature system supports higher levels of investment and promotes growth in the economy with its coverage. The economic agents facilitate in growth and one of the important facilitator is Financial Inclusion .Financial inclusion is defined as delivery of financial services to the poor at affordable cost. Rangarajan Committee (2008) on financial inclusion stated that: “Financial inclusion may be defined as the process of ensuring access to financial services and timely and adequate credit where needed by Vulnerable groups such as weaker sections and low income groups at an affordable cost.” Indian Institute of Banking & Finance (IIBF) opines, “Financial inclusion is delivery of banking services at an affordable cost (‘no frills’ accounts,) to the vast sections of disadvantaged and low income group. Un restrained access to public goods and services is the sine qua non of an open and efficient society”. Without an inclusive financial system, poor individuals and small enterprises have to rely on their own limited savings and earnings to invest in their education and entrepreneurship to take advantage of growth opportunities (World Bank, 2008). The Inclusive of financial services to poor such as savings, appropriately designed financial products for poor and appropriate insurance and payments services can help the people to relieve from the clutches of money lenders, engage in income generation and come out of poverty Financial services and products offered by banks, finance institutions, nonfinancial institutions and micro finance institutions the basis for measuring the financial inclusion .Vasantha etl( 2013) Financial inclusion is emerging as a main concern for policymakers and regulators, which is a major driving force to achieve self sustained inclusive economic growth. Achieving the objective of hundred percent financial inclusions is one of the biggest challenges for financial sector. Financial Inclusion, broadly defined, refers to universal access to a wide range of financial services at a reasonable cost. These include not only banking products but also other financial services such as insurance and equity products

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(The Committee on Financial Sector Reforms, Chairman: Dr.Raghuram G. Rajan). Household access to financial services is depicted in figure1.

Figure 1: Household Access to Financial Services

NSSO 59th Round Survey Result shows that 51.4% of farmer households are financially excluded from both formal/ informal sources. Of the total farmer households, only 27% access formal sources of credit; one third of this group also borrowed from non-formal sources. Overall, 73% of farmer households have no access to formal sources of credit. Across regions, financial exclusion is more acute in Central, Eastern and North-Eastern regions. All three regions together accounted for 64% of all financially excluded farmer households in the country. Overall indebtedness to formal sources of finance of these three regions accounted for only 19.66%. Figure 2: Villages Covered

The number of banking outlets in villages with population more than 2000 as well as less than 2000 increased consistently since March 2010. World Bank report stated that for rural India about 40% of households has deposit accounts, 20% have outstanding loans and only 15% have any insurance. II. Opportunities Srikanth .R (2013) Stated that Access to a well-functioning financial system, by creating equal opportunities, enables economically and socially excluded people to integrate better into the economy and actively contribute to development and protects themselves against economic shocks. The problem of financial inclusion addresses the involuntarily excludedâ&#x20AC;&#x2013; as they are the ones who, despite needing financial services, do not have access to them (NABARD ,2009) C.Paramasivam, V.Ganesh Kumar(2013) Stated that inclusive growth is possible only

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through proper mechanism which channelizes al the resources from top to bottom. Financial inclusion is an innovative concept which makes alternative techniques to promote the banking habits of the rural people because, India is considered as largest rural people consist in the world. Financial inclusion is aimed at providing banking and financial services to all people in a fair, transparent and equitable manner at affordable cost. Households with low income often lack of access to bank account and have to spend time and money for multiple visits to avail the banking services, be it opening a savings bank account or availing a loan, these families find it more difficult to save and to plan financially for the future. K.Hema Divya(2013)Stated that financial inclusion is the delivery of financial services at affordable costs to sections of disadvantaged and low income segments of society. It is argued that as banking services are in the nature of public good, it is essential that availability of banking and payment services to the entire population without discrimination is the prime objective of public policy. The objective of financial inclusion is to deliver banking services at an affordable cost to vast sections of the low-income groups. Credit programs that target poor women are likely to produce substantial improvements in women's social and economic status (Das and Nanda, 2008). Rural branches of commercial banks must go beyond providing credit and provide extension services, including advice on farm-related activities.(Rangarajan Committee,2008). The Committee on Comprehensive Financial Services for Small Business and Low Income Households has suggested providing a universal bank account to all Indians above the age of 18 years. This target is to be achieved by January 1, 2016, less than two years from now. The Aadhaar will be the prime driver towards rapid expansion in the number of bank accounts. According to a State Bank of India (SBI) report, the vision is to “gradually move in a direction where every poor person is able to operate his bank account from his mobile, as mobile penetration is higher than financial services penetration.” Low-income populations benefit the most from technological innovations such as mobile payments, mobile banking and borrower identification based on fingerprinting and iris scans, reported the World Bank. “Innovations make financial services cheaper and easier to access for the poor, women and rural residents, especially those living in remote, less populated regions without brick-and-mortar bank branches,” says the Bank’s 2014 “Global Financial Development Report.” Reddy (2010) suggested a new approach for banks to reach wider populations in rural areas establish mobilebanks/representatives/agents who operate on a commercial basis rather than relying on self-help groups. These agents/representatives work on commission basis and hence, are self-motivated and cost-effective in assisting banks in service provision/deposit mobilization. Ghosh (2007) suggests that the Post Office Savings Bank (POSB) can be used to cater to the financial needs of rural India where microfinance institutions (MFIs) have very little presence in the total demand for finance. To boost micro financing initiatives and the financial inclusion program, banks are deploying biometric ATM solutions to its rural customers, helping illiterate or barely literate clients to become part of the banking user community (Biswas, 2010). Sangwan (2007) studied financial inclusion and self-help groups (SHGs), and found that over the last 15 years, India has witnessed unprecedented growth in financial services unfolded by liberalization and the globalization of financial services due to the adoption of information technology (IT) and the unlocking of the regulatory framework. However, alongside this positive development, there is evidence that the formal financial sector still excludes a large section of the population. Gadamsetty Sai Arun(2013) Stated inclusive growth is absolutely necessary to pull millions of Indians out of poverty. Financial inclusion is crucial driver for such growth by covering large sections of society providing them with financial services. High economic growth in the past decade has lead to huge economic inequality in India; various efforts have been made to achieve the objectives of the financial inclusion. One such effort is adoption of ICT in Indian banking sector. Today, banks have centralized operations; banks and branches are increasingly moving to core banking solutions (CBS), network-based computing, and new delivery channels such as networked ATMs, internet banking, smart card-based products, mobile access, and so on, and are using IT for customer relationship management, customer transaction pattern analysis, credit profiling, and risk management (Thorat, 2007). In India, some rural farmers and MFIs are using mobile phones to do bookkeeping, to receive and send payments, and to pay utility bills (Rogers, 2007). In addition, handheld devices and smart card technology are used to automate loan processing and tracking. Biometric ATMs with smart cards are used for financial transactions without the need for personal identification. BASIX, India's largest microfinance organization, is experimenting with handhelds and smart card technology to automate the loan process and keep track of repayments, in order to reduce labor and cash handling costs. BASIX's Mobile Portfolio Management System also helps to minimize accounting errors (Global Envision, 2003). II. Challenges of Financial inclusion Financial inclusion is important because it is considered as an important condition for sustaining growth (Subbarao, 2009).Access to well-functioning financial system by creating equal opportunities enables economically and socially excluded people to integrate better into the economy and actively contribute to

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development and protects themselves against economic shocks (RBI, 2009).Dr.Anurag B.Singh, Priyanka Tandon(2012)Stated that more than 150 million poor people have access to collateral-free loans .However there are still large sections of the world population that are excluded from the financial services market. In India half of the poor are financially excluded from the country's main stream of the banking sector. Still in India 22 percent of the people are living below the poverty line. Their monthly income is less than $1 per day and they are living in most un-liveable conditions. Despite making significant improvements in all areas relating to financial viability, profitability and competitiveness, there are concerns that banks have not been able to include vast segment of the population, especially the underprivileged sections of the society.( Leeladhar, 2005) “The process of ensuring access to timely and adequate credit and financial services to vulnerable groups at an affordable cost (Kamath, 2007). Sarma (2010), referring to Kempson and Whiley (1999a, 1999b), distinguishes between five factors that account for the lack of financial inclusion (exclusion): (1) Access exclusion due to geography and “risk management of the financial system”, (2) Condition exclusion “due to conditions that are inappropriate for some people,” (3) Price exclusion due to non - affordability of financial services, (4) Marketing exclusion due to the non-attractiveness of conducting business with certain groups within society (lending risk), and (5) Self-exclusion, due to “fear of refusal or due to psychological barriers.The requirements of independent documentary proof of identity and address can be a very important barrier in having a bank account especially for migrants and slum dwellers. (Thorat 2007) The Crisil report stated that the three big challenges were high cost, lack of robust technology, and lack of awareness, and while these challenges are significant, Other 'barriers' in the way of larger financial inclusion include response of the banks and lack of reliable data, it added. It further states that there is a need for greater stakeholder coordination, greater consumer understanding, trust and protection. Modern banking requires literacy skills that are often not present. Potential customers need to invest time and effort in understanding banking opportunities and costs. There may be also a collective action problem. Unless a critical mass of people is willing to invest in banking literacy, everyone else will find that their individual efforts in developing banking literacy will not pay off. Because banking activity is costly in terms of fees and transaction costs, opening a bank account only becomes attractive if the individual has a minimum income (Beck and Demirguc-Kunt, 2008) Due to lack of awareness, low financial education and procedural hassles, many still prefer to borrow money from informal sources like money lenders and also rapid expansion, the number of bank branches in the country is still inadequate (Somasroy Chakraborty & Nupur Anand,2014).According to a nation-wide survey on financial behaviour, India has the highest account dormancy rate even more than countries like Kenya, Tanzani, Uganda, Nigeria, Pakistan and Bangladesh . Only 48 per cent of Indian adults have bank accounts and nearly half of them lie dormant. According to Ravichandran and Alkhathlan (2009), very few people have access to banking services. There are a number of factors affecting access to financial services by the weaker sections of society in India. Lack of awareness, low incomes and assets, social exclusion, and illiteracy are the barriers from the demand side. Distance from the bank branch, branch timings, cumbersome banking procedure, requirement of documents for opening bank accounts, unsuitable banking products/schemes, language barriers, high transaction costs, and attitudes of bank officials are the barriers from the supply side. The authors discussed bank-SHG, bank-MFI, MFI-NBFC (with non-banking financial companies), and bank-post office linkage models and proposed new models such as rural students banking model and RBI-education institute linkage models. Geach (2007) studied financial exclusion and mobile phone technology. He found that the use of electronic communication throughout the world has not included everyone. He argues that the vast majority of the world‘s population is still unable to gain access to digital technology, especially the Internet. These people are located in rural or poor inner city areas that are less likely to have Internet access. Advances in mobile phone technology could provide the solution to this problem.Medhi et al. (2009) studied the mobile banking adaptation and usage by low-literate and low income users. Due to the increasing penetration of mobile phones even in poor communities, Mobile-phone-enabled banking (m-banking) services are increasingly targeting the ―unbanked to bring formal financial services to the poor. However, more research is required to understand the issues that prevent low-income, low-literate populations from meaningfully adopting and using existing m-banking services in order to scale up financial inclusion through technology. Das (2010) studied the scaling up of technology to build inclusive financial systems in India. The systems that provide connectivity need to be relatively inexpensive if they are to be commercially deployed, given the lower incomes in rural areas compared to those in urban areas. Recently, ICT implementations have emerged as a powerful tool to reduce operating costs, making it viable for financial institutions to expand into rural and lowincome areas. Despite the success of microfinance services in many countries, access to financial services in remote rural areas remains a challenge in India. Charkraborty‘s (2009) study focused on technology, financial inclusion, and the role of banks showed that technology can operate on any platform. However, the technology solution to the business needs should be userfriendly without much third-party or IT vendor intervention or support requirement for operating the same.

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Banks need to redesign their business strategies to incorporate specific plans to promote financial inclusion of low-income groups, treating it as both a business opportunity as well social responsibility. III.Conclusion The rural population in India is subjected to great deal of indebtedness and is subject to exploitation in the credit market. Rural households need credit for investing in agriculture and smoothening out seasonal fluctuations in earnings. Since cash flows and savings in rural areas are not sizeable to fit into the consumption needs like education, clothing and household necessities including non-food expenses, they need to rely upon credit (Vallabh and and Chathrath, 2006]. Michael Chibba (2009) noted that Financial Inclusion is an inclusive development and Poverty Reduction strategy that manifests itself as part of the emerging FI-PR-MDG nexus.However, given the current global crises, the need to scale-up Financial Inclusion is now perhaps more important as a complementary and incremental approach to work towards meeting the MDGs than at any other time in recent history. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16]

[17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30] [31] [32]

Dr.Anurag B.Singh and Priyanka Tandon, “Financial inclusion in india – An analysis”, International Journal Of Marketing, Financial Services & Management Research, Vol.1 No.6, June. Beck.T, Demirguc-Kunt, A and Peria, M. S. M, “Reaching out: Access to use of banking services across countries” , 2005 pp. 52 Biswas, N., 2010. Biometric ATM: Boon to Indian Rural Bank Customers. Southern Economist. ISSN 0034 –4046, 48(14). Chakraborty, K. C., 2009. Technology, Financial Inclusion and the Role of Urban Cooperative Banks, RBI Das, P. K., 2010. The Up-Scaling of Technology to Build Inclusive Financial Systems in India. Journal of Education Administration and Policy Studies, 2(5): 67–70. Equity Bank Group Annual Report, 2010. Gadamsetty Sai Arun, “Understanding Financial Inclusion in India and Role of ICT in ICT”, International Journal Of Innovative Research And Development, Vol 2 Issue 12, 2013 Geach, N., 2007. The Digital Divide, Financial Exclusion and Mobile Phone Technology: Two problems, one solution? Journal of International Trade Law and Policy, 6(1): 21–29. Ghosh, A., 2007. Financial Inclusion through Micro Finance in India and Emerging Role of POSB: An Analysis. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1655737. Global Envision, 2003. Lessons from the Field: ICTs in Microfinance. ttp://www.microfinancegateway.org/p/site/m/template.rc/1.26.6078/. Gourav Vallabh and Sourabh Chathrath, “Role of Banks in Agricultural and Rural Development”, The Chartered Accountant , pp1120- 1130, 2006.. K.Hema Divya, “A Study On Impact Of Financial Inclusion With Reference To Daily Wage Earners”, Journal of Business Management & Social Sciences Research (JBM&SSR) Volume 2, No.6, June 2013. Kamath Rajalaxmi, “Financial Inclusion vis-à-vis Social Banking”, Economic and Political Weekly, Vol. XLII (15), pp 13341335, April.2007 Leeladhar.V,Commemorative lecture, “ Fedbank Hormis Memorial Foundation at Ernakulam on December 2, 2005 Mandira Sarma and Jesim Pais, “Financial Inclusion and Development: A Cross Country Analysis”, Indian Council for Research on International Economic Relations, pp 1-28, 2008. Medhi, I., Ratan, A., and Toyama, K., 2009. Mobile Banking Adoption and Usage by Low-Literate, Low Income Users in the developing World. Internationalization, Design and Global Development Lecture Notes in Computer Science, Volume 5623/2009: 485- 494. Michael Chibba, “Financial Inclusion, Poverty Reduction and the millennium Development Goals”, European Journal of Development Research Vol. 21, 2009. Nitin Kumar, Financial Inclusion and its Determinants: Evidence from State Level Empirical Analysis in India. C.Paramasivam and V.Ganesh Kumar, “Overview of financial inclusion in india”, International Journal Of Management And Development Studies, Vol No.2 ,Issue No.3, March.2013. Oya Pinar Ardic Maximilien Heimann Nataliya Mylenko, “Access to Financial Services and the Financial Inclusion Agenda Around the World”, The World Bank, pp 1-17, 2007. Rangarajan Committee, 2008. Report of the Committee on Financial Inclusion. Government of India. Ravichandran, K., and Alkhathlan, K., 2009. Financial Inclusion: A Path towards India's Future Economic Growth. http://faculty.ksu.edu.sa/alkhathlan/Documents/SSRNid1353125[1].pdf. Reddy, A., 2010. Rural Banking Strategies for Inclusive Growth. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1532226. Rogers, A., 2007. Extending the Reach of Financial Services. ICT Update: A Current Awareness Bulletin for ACP Agriculture, Issue No. 36. Rohit Sarkar, Vision 2020 for India: The Financial Sector (Planning Commission Report). Sangwan, S. S., 2007. Financial Inclusion and SHG www.nabard.org/databank/IARD%20Web/csidfiles/Financial%20lnclusion%20and %20SHGs.pdf. Somasroy Chakraborty & Nupur Anand, “Financial inclusion may remain an unsolved puzzle for now”, The Business Standards Newspaper Article, Aug 20,2014. Subbarao, “Financial Inclusion: Challenges and Opportunities, Remarks at the Bankers Club”, Kolkota, December 9, 2009. Srikanth.R, “A Study on - Financial Inclusion - Role of Indian Banks in Reaching Out to the Unbanked and Backward Areas”, International Journal of Applied Research and Studies,Volume 2, Issue 9,Sep.2013. Thorat, U,”Financial Inclusion – The Indian Experience”, HMT-DFID Financial Inclusion Conference, Whitehall Place, London, UK on June 19, 2007. Thorat, U., 2007. Financial Inclusion and Information Technology, http://www.bis.org/review/r080917d.pdf. Vasantha, S., Varadharaj, V., & Varadharajan, R. (2013). self help group bank linkage model as catalyst for financial inclusion in an unbanked rural area. Indian Journal of Commerce & Management Studies, 4(1).

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Reconsider India’s North-East in National Curriculum Binod Bhattarai Lecturer in Sociology Department of Humanities and Social Sciences, Sikkim Manipal University, 5th Mile, Tadong, Gangtok, Sikkim, India Abstract: In the wake of repeated attacks on the people from Northeast region in other parts of India, there is an urgency to include the syllabus of history, geography, tradition and culture of the indigenous people of northeastern states of India in national curriculum. This inclusion will do little, if nothing, to curb racism in the country Keywords: North-East, Racial Attack, Discrimination, National Curriculum, Racism I. Introduction In the recent times there has been increasing racial attacks to the people of the North East Region (NER) in the major cities of India which has made front-page, for instance the attack which lead to the death of Nido Taniam, a nineteen year old student from Arunachal Pradesh, the mysterious death of Loitam Richard in Bangalore, the murder of Ramchanphy Hongray in New Delhi, the suicide of Dana Sangma in Amity University and many more addendum incidents remind us the insecurities of the people of Northeast region of India in their own country[1][2] [3] . The incident of racial violence, constant racial slurs and discrimination against the people of north-east are not new. For northeasters, who look in a particular manner, everyday living in Indian cities can be an arduous experience. Be it in getting admission in a college to taking public transport, from finding accommodation to listening to landlord’s taunts, the verbal abuse on the streets and the snide remarks of colleagues, friends, teachers or the more extreme experiences of physical and sexual assaults. It is often a neverending outlandish, a story of repetitious experience. These cases further strengthen the growing concerns over the safety and anxiety of the people from NER in almost all the cities and others places in India. Insurgency and violence have marked life in the north-east for many years and the states have been unable to share the fruits of India's economic growth. The constant struggle between the insurgent groups and security personals has adversely affected the people’s way of life. Younger generations find it safer to leave their hometowns and head to the big cities of Chennai, Bangalore, Mumbai, and Delhi in search of better livelihood options and education. But their departure to bigger cities are often very humiliating and it only marks the start of their struggle. Parents in the north-eastern states are now apprehensive about sending their children to the big metros for education or employment in view of the recent attacks. Such attacks have once again exposed the deep racial hatred that some people harbor against those who come from the north-east region of the country. II. Why is it so? These discriminatory and incessant attacks on the people of northeast (the other Indian) by the Indians have to be understood from the standpoint of non-existent cultural and historical knowledge on the part of the later of the people from North Eastern Region (NERs). Sixty six years has passed since India attend it freedom from the British, with contribution of the northeast people in the freedom struggle; who can forget the last Indian National Army (INA) war against the colonialist British Empire at Moirang, Manipur. Despite which the history of this ‘other Indian’ seems to be missing from the history of 45 million [4] inhabiting in this country. Mainly, we are not taught to learn about them, which is vividly exemplified from the missing syllabus in the school textbooks. Northeast India is home to over 272 ethnic groups and communities. However, there is no collective writing, publication or inclusion of its varied histories in the syllabus or the text books of the country’s schools and universities. This ignorance or lack of awareness is one of the major causes of the wrong perception about people from the region. This is one of the main reasons that people of the northeast region faced discrimination when they travel for study and work to different parts of India. It is disheartening that many students from major cities of India like Chennai, Bangalore, Mumbai, and Delhi do not even know the northeastern part of India and thus form an alien concept in their mind about the people of Northeast region. Understanding and noticing these major lacunae, there is an urgent need to educate the mainland Indian about the culture and history of the Northeast, thus raising the need for an inclusive syllabus in both school and college curriculums.

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III. School Curriculum Cable television and internet might have replaced many of the books for the younger generation, nonetheless, school text books still remain the primary source with which most children grows up learning. And the curriculum is woefully incomplete when it comes to projecting what makes up India. History is always written by the victor who decides which aspects of the vanquished history suit his greater plans and which bits are best left untold. The same has held true for the history taught in schools in India. The curriculum is excruciatingly North India-centric, so much so that even though students learn by rote the names of all those who made it emperor in the Slave Dynasty, ask them about what the northeast was up to in the meantime and they draw a blank. It is accepted that prior to the advent of the East India Company, there was no concept called India, but the school text books are not of that vintage and should have been compiled to tell stories from all parts of what is now India so that a connect was established early enough in life. The history we study in school is actually the composite histories of the areas which came together to form the Union of India in 1947 and later. Well, that should have been how things were, but that is not the case. The focus is too limited to the areas which were on the ascendant in the 19th century and beyond. Take a close look at the number of MPs each state has and the number of pages devoted to those areas in books teaching Indian History will be directly proportional to that number. But that’s not history. The blind-spotting of areas that got cut off with partition is even worse. The Muslim League for example was a part of the Indian Freedom Struggle and the demand for creation of Pakistan came much after the movement had progressed. We, however, read very little of the role played by this group. Icons like Subhas Chandra Bose and Bhagat Singh too are glossed over. But that’s another debate. IV. How people are discriminated? There are many instances when the people of Northeast approach someone, they will be asked if they are from Burma or China. Not even that there were many instances when Marry Kom walks in the streets of Delhi with her fellow north-eastern athletes, they were taunted with the gibberish remarks of ‘chinki’ [5], and China doll. Even the Amitabh Bachhan tweet [6] to Mary Kom as being from Assam (a mistake, later apologized), but can he really be faulted for not knowing his Assam from his Manipur? In a Television interview, the veteran actor Danny Denzongpa says “To feel alienated in your own homeland is the saddest thing” he reminded his student days when he was at the Film and Television Institute of India. He further says “That was the worst time for me. I dreaded stepping out of the campus because people would stare and jibes like ‘Gorkha’, ‘Chinese’, ‘Nepalese’ and ‘chinki’ were openly thrown at me. I lived through hell” [7]. These silly statements and remarks are really embarrassing for the people of Northeastern region. Such ignorance is being construed as an insult to the people of the northeast. It renders the state polemics of unity into a hollow rhetoric founded on the basis of ignorance, incompetency and territorial obsession. It is true that people living in one part of the country sometimes are totally unaware of other parts and giving the vastness of India; this is a natural thought process to have ignorance and false beliefs about other parts of the same country. We need to seriously note that there is encapsulation of the notion of cultural otherness by the dominant ‘others’ who incorporate it into the policy of discrimination and dominance. This tendency disturbs status quo and collective growth. It plays off plurality. It exasperates social relation and contributes towards the vicious cycle of assertions and counter-assertions centered on the sense of alienation and the idea of recovery from the presumed subjection. How do we overcome ignorance and incompetency to defend plurality? Anyone who believes in ‘unity in diversity’ has to seriously think about it. There cannot be unity when there is discrimination. V. Media Responses Media projections dominantly enounce the northeast as the ‘sick man’ of India. Its contribution in the fields of sports, culture, defense service, resources and politics is not adequately conveyed to the media consumers. Their democratic assertions against the backdrop social discrimination by the mainland Indians, economic exploitation and deprivation in the name of development and suppression of democratic rights in the name of national security are not being properly addressed. There is no coverage of any mainstream newspaper or so called News channels covering Gangtok, Itanagar, or Aizwal, leave smaller regions. They do not care what is happening there. This neglect of the region by the media has resulted in the average Indian citizens languishing in ignorance about the northeast. VI. Role of History Before progressing further it is important to make clear why we study history at all. The main reason is to get a better understanding of where we belong - where we fit into the larger scheme of things. There has been much talk about making Northeast join the mainstream which is why it is not enough to just study its history in schools in Northeastern states of India. Northeast needs to figure in the history books studied elsewhere in the country. In junior school, students learn of what Confucius meant to China even before they are taught when and how northeast joined India. Ask a child, even in Northeast, which dynasty ruled in their respective states

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and chances are that you will get the wrong answer. One is not suggesting going parochial here, but northeast does have a history that is worth learning. Few dynasties like Ahom dynasty (Gait 1906 [8]) in Assam, Namgyal dynasty (Basnet 1974 [9]) in Sikkim, have ruled in North-East more than even the Mughals in Indian History. The British rule which hogs the history books lasted less than a hundred years and stretched 200 years if we include the East India Company’s presence on Indian shores. Well, it will remain so till some serious study is conducted on it. It might not be out of place to even suggest here that the Northeastern states should prepare at least two chapters on its history to fit into text books for schools all over the country and take it to the Centre for whetting by the text book boards for inclusion in the syllabi. In fact this is something that all Northeastern States should do. The recent string of events might even pave the way for these chapters to get included in the national curriculum and this could be the one silver lining that the nation draws from the episode. VII. The Way Forward Apart from these there is an urgent need for the national institutions like Indian Council of Social Science Research (ICSSR) and Indian Council of Historical Research (ICHR) to support, undertake, expedite or strengthen research into and the writing of Northeast history texts for different levels of learning and scholarship. It should give full support on all matters concerning the North east region of India. The National Council of Educational Research and Training (NCERT) and Central Board of Secondary Education (CBSE) should work with the Northeast historians and scholars and resource person group to make Northeast history include in School Curriculum. National Publishers like National Book Trust (NBT) should give their commitment and to call for authors to write stories and books on the Northeast for Nationwide publication. The death of Nido Taniam is possibly a turning point for understanding the socio-cultural identities of the people from North-east and the nuances that make them as Indian as anyone else can claim to be. Thus it becomes evident, that if a long term solution has to be brought in then efforts has to be made, to spread awareness towards the wider mass, decrease the cultural gaps and make consistent efforts to propagate a culture of tolerance and peace among the people. An initial entry point could be made by bringing forth changes in the educational curriculum like including like including cultural and moral aspects in it. Students should be made aware of history, cultures and even geography of the North-east. Efforts to make student understand the devastating consequences of racism can also go a long way in solving the problem. Making them realize that the ‘jokes’ or terms they use to describe North-eastern people is ‘not fun’. It is actually an abuse. Determined attempts needs to be made to make the citizens aware of the positive contributions and the common histories shared by people from different racial groups should be made. A fundamental aspect is also teaching the student to question. Rather than believing the propagated ‘myths’ the students should question them, their individual beliefs and see if they are racial may also serve fruitful for the purpose. References [1] [2] [3] [4] [5] [6] [7]

[8] [9]

T. Ngaihte,“Nido Taniam and the Fraught Question of Racism in India”,Economic and Political Weekly, Vol XLIX No 11,March 15, 2014. S. Thounaojam,“A Preface to Racial Discourse in India North-east and Mainland”, Economic and Political Weekly, Vol XLVII No 32, August 11, 2012. A. Teltumbde,“On the Murder of Nido Taniam”,Economic & Political Weekly, Vol. XLIX No 11,March 15, 2014. Census, Registrar General and Census Commissioner, New Delhi, India, 2011. Excerpts of Mary Kom profile from Intelligent Life Magazine by Rahul Bhattacharya August 2012. News report of Hindustan Times “Amitabh Bachchan’s tweet on Mary Kom angers northeast” by Rahul Karmakar, Guwahati, August 8, 2012. Viewed on 20 October 2014. Television interview of Danny Denzongpa to HT Café in June 2012. Viewed on 24 October 2014. (http://www.hindustantimes.com/entertainment/tabloid/they-called-me-gurkha-chinese-chinki-i-lived-through-hell-dannydenzongpa/article1-1180517.aspx on 24/02/2014). A. G. Edward, “A History of Assam”, Thacker, Spink & Co, Calcutta, 1906. L.B. Basnet, “Sikkim: A short Political History”, S. Chand, New Delhi, 1974.

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Paix Dan Preambule, Promoting Peace through Constitutional Promise in Indian milieu Sambhunath Maji1, Birbal Saha2 Assistant Professor, 2Associate Professor 1 Department of English, Sidho-Kanho-Birsha University, Purulia Campus, Purulia Zilla Parishad, Purulia, West Bengal-723104, INDIA. 2 Department of Education, Sidho-Kanho-Birsha University, Purulia Sainik School Campus, Purulia, West Bengal-723104, INDIA. 1

Abstract: Peace is not a materialistic pleasure that we can touch or smell. The cradle of peace is the dark chamber of society what we perceive as secure life. It is security that procreates peace. It is insecurity that kills peace. The standing of any successful and progressive nation counts largely upon proper planning and fortitude. Peace is fundamentally a mental construct. The two successive World Wars have deepened and widen the connotation of peace in the 21 st century. The necessity of having a well-organized constitution for our nation was apperceived by our nation builders during the very closing hours of World War II. Thereby, the smoke and cess of World War II always functioned as unavoidable reality at that juncture. India won freedom at the cost of numberless sacrifice of undaunted youths. Indians now have their constitution to promote life from god to better, and better to best. The chief argument of this research paper hovers round the possibility of peace. As expected, the constitution of India has a well-organized Preamble, which is relevantly rich with promises. This research paper will endeavour to measure if the idea of peace can be promoted through such constitutional promises. Keywords: Peace, Indian Milieu, Preamble, Constitutional Promise I. INTRODUCTION “To enjoy good health, to bring true happiness to one’s family, to bring peace to all, one must first discipline and control one’s own mind. If a man can control his mind he can find the way to Enlightenment, and all wisdom and virtue will naturally.” Buddha “I refuse to accept the view that mankind is so tragically bound to the starless midnight of racism and war that the bright daybreak of peace and brotherhood can never become a reality…I believe that unarmed truth and unconditional love will have the final word.” Martin Luther King, Jr. These two concomitant observations on peace, in both Eastern and Western contexts, speak of the immediate urgency of peace in the global context, which is believed to be the most challenging human issue for the entire humanity. War has often come as the most champion threat in the way of it. Adverse estimation runs analogously. There are few who are keen to establish one interrelation between war and peace. War and peace co-exist mythically under the same shade since the time of Leo Tolstoy. When he was talking of peace in War and Peace, it was the political one that was disturbed by the French Campaign. This event in the narration simply establishes one single truth that peace, in large scale, has political roots in its origin. The goings of political events determines a kind of security that ensures peace or it is from that moment the urgency of peaceful life is felt. Caesar Augustus was a pioneer leader of securing such peace in and among the huge of people of Rome. He faced politically disturbed moment during his reign in Rome. Security and peace were the instant crisis. In order to overcome such political turmoil, Augustus Caesar finally established Pax Romana for the peaceful conduction of his kingdom (Rome). Roman rulers were all deeply concerned to resettle peace even at the sacrifice of personal happiness. One roman emperor married the daughter of the enemy to reconfirm peace in state and around the state: “After his defeat, Frederick made peace with Pope Alexander III. His last expedition to Italy saw him make a lasting peace with the Italian states and marry his son to the heiress to the Norman lands in Sicily.”(World History, p-130) Constitution of every nation assures the unanimous commitment of every citizen to dream and to frame a new life with better security and larger sustenance. England is always an aficionado of peace from the outset of modern England since the days of King Arthur. In the U.X.L. Encyclopaedia of World Mythology, it is rightly assessed:

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Arthur and Mordred assembled their armies near the town of Salisbury, in southern England. While the two commanders discussed peace terms, someone saw a snake in the grass and drew his sword. In a flash, all the knights drew their weapons and started to fight. Arthur killed Mordred but suffered his own mortal wound in the process. (p.117) It is not surprising to explicate the entire episode. The snake is the metaphorical presentation of negative forces in the way of assurance of peace. This small excerpt briefly suggests once again the co-existence of Peace and its obstacles. War ruins peace. Peace is made possible through the declaration of War. King Ashoka imitated the same foot in order to secure peace in his kingdom (Kalingo). This discussion has introduced three historical proceedings, which guarantee that durable peace, in history, was promised and promoted through political endeavours. For the growth and the development of a nation, assurance of the peace in national context is largely an obsolete choice. Peace is always a challenge for any human society that needs to be winged with truth and mental health. Vision of peace in any form lacks contractedness and effective arguments and handling. This paper will explicitly dwell on the Indian Constitution if it can be read and understood as the phenomenal promise to promote and ensure peace in the national and international level. David Schultz became the first socialist critic to bridge the necessity of peace through constitutional psalms: “Battles over the power of states versus the national government, prayer in public school, abortion, gay rights, censorship, peace, war, the death penalty, and a host of other issues inevitably reach the Constitution”(Preface,p-xii). Peace has a story and a history as well. A brief survey on the origin of the word peace will help us to understand it better. The word ‘peace’ was first used probably in between 1125-75. The etymological sense of the word peace is a kind of ‘fastening, so as to achieve a stable condition’. The word has come from Anglo Norman pes, which is derived from Latin pax. Pax and pak were imagined as same. Pak echoes pact (Ayto, 371). Before moving to the topic proper let us concentrate on the first etymological connotation of the word peace. Peace indicates a kind of stable condition which is social as well as mental. This constancy largely depends on some social and cultural conditions. These fountain-like conditions will operate immovability; stability will guarantee peace. The other side of the coin talks of pact. Peace is a matter of pact, meaning understanding of social conditions and human reactions. When social conditions and human reactions will be assimilated in a big cauldron like human heart, peace will start residing spontaneously in the wings of our nation, which is almost bird that has begun its journey from the top of Himalaya. David Parkins has perfectly observed in his Paradoxes of Peace: Peace education only makes sense when peace makes as a way of relating to others. We trend to identify peace matters such as respect for others’ right and tolerance of others’ faiths, skin and colour, ethnic and national identities, so on…Peace thrives when it is adaptive, when it I not just nice but advantageous, when people are better off in a tolerant , collaborative relationship than an adversarial relationship.(p-3o) It was a magic moment for all Indians when India was declared as Independent nation. Everybody will desire to become a midnight’s child like magic-dreamer Salman Rushdie. Our nation builders felt the instantaneous need of conducting our nation in the right pathways. It was in that moment of extreme nausea our constitution took its birth with the leadership and artisanship of Constituent Assembly of India on 26 th day November 1949. Indian constitution came with the multitudinous promise of building India as a nation like other European nations. In preparing this, Indians smell the other Europeans constitutions. Somehow or in a way, Indian constitution has an international attachment. The Preamble of Constitution of India: “WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a [Sovereign Socialist Secular Democratic Republic] and to secure to all its citizens: JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation]; In Our Constituent Assembly this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.” ( fully retrieved) The colours of peace are many. The Constitution of India may provide a lulling air in smelling the breeze of innocence. The key to this innocence is the Preamble of Indian Constitution. In the Preamble of Constitution of India, the initial declaration was “WE, THE PEOPLE OF INDIA”. Such solemn resolution in the Constitution of India posits India as a Nation. When ‘I’ dissolves into many and many dissolve into one, there has born a feeling, a realization of integral bond. This is a promise and resolution as well. Our nation-builders knew the worth and validity of it. Will this resolution win security of mind? Can this promise prepare better social life for all of us? Is peace a promise or a commitment? If it was a commitment how much was it effective in assuring stability and peace of mind? If peace is usually defined as a kind of mental security, such feeling of integration is more a boon less a ban. Such declaration is a promise and dream to place India as full-fledged nation. Promises are good when they are practiced. The Preamble of Constitution of India also mentions the words like “solemnly resolved to constitute”. In understanding this, a reference to mythical explanation will crystallize it all. What we call India in English, the suitable Bengali word is ‘Bharat’, which has come from the name of divinely cursed ancient king ‘Bharata’. So, the bond between India and Indians is divine one. The Preamble of

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Indian constitution is a pledge to cement such divine acquaintance. ‘The Preamble proclaims the solemn resolution of India to constitute India into a sovereign, democratic republic’ (Pylee, p-47). The mythical origin of the name of our nation relates it with a kind of heavenly peace. It was the promise of Indian national leaders to build India, as not only an independent nation, but also a sensation and a feeling that will elevate India almost as archetype of peace, the hearing of the name of which will commemorate peace among all the Indians. Those entire rules are not rulers. In democracy, the power in the centre has responsibility that is more humanitarian. The third significant phrase of the Preamble advocates another espousal ‘SOVEREIGN DEMOCRATIC REPUBLIC’. Sovereignty is the absolute state power. With sovereign power, a state works independently ignoring others’ intervention or intervening others. Such independent co-existence swells the power of endurance both in national and international context. ‘Democratic’ indicates the welfare of the majority with the participation of the majority. Democracy reverberate the same, meaning greatest good of the majority. It also confirms that in a democratic state like India the people of India will select their ruler for the welfare of the maximum. “Democracy also recognizes the facts that from time immemorial human beings have been fighting with each other for power and supremacy. Democracy tries to substitute a more civilized manner of fighting” (Kashyap, p-77).The word peace can best be perceived with its negative explanation. Dr. S.C. Kashyap has rightly observed: The Preamble to our Constitution, as adopted by the Constituent Assembly, spoke of “We, the people of India”, making a solemn resolve to constitute India into as “Sovereign Democratic Republic” securing for all its citizens Justice, Liberty and Equality, and promoting among them all Fraternity. Justice is further defined as social, economic and political. Liberty includes the liberty of thought, expression, belief, faith and worship, and Equality means equality of status and of opportunity (p-55). It is peace, which removes violence, and insecurity. On the other hand, insecurity and violence disorient peace. The promise of doing the greatest good of majority will create the perfect atmosphere of sustainable development of peace. The Preamble of Indian Constitution pledges such peace for its citizens. With the parole of ‘JUSTICE, social economic and political’ the Preamble of Constitution of India stipulates the attuning atmosphere of subsidized peace. Justice is a promise of removing partiality. It is a pledge of neither building a nation, which is economically, socially, and politically neither polarized nor partial, not sectional. “Social Justice implies that all citizens are treated equally irrespective of their status in society as a result of the accident of birth, race, caste, religion, sex, title etc.” (Kashyap, p-75). The prelude of the Constitution of India undertakes the evenness or justice on all the proposed fields like the earlier. Great thinkers of political science opine that political democracy is meaningless without economic democracy. The Preamble of the Constitution of India is a promise with wide possibility as it affirms all forms of democracy, meaning equality. Possibility and promise procure the ideal sub stratosphere of enduring peace. Promises are made and promises are broken. The Preamble of the Constitution of India vibrates promises. ‘LIBERTY of thought, expression, belief, faith and worship’ is elongated affirmation with lingering assertion. Liberty confronts freedom from state control. The Preamble advocates that in India every citizen will enjoy the freedom of thought, expression, belief, faith and worship. “The liberty of thought, expression, belief, faith and worship as elaborated in the fundamental rights part of the Constitution has to be regulated as not to endanger security of the State, public interest etc.”(Kashyap, p-77). Assertion of such freedom works as safeguard in pullulating and vegetating peace. When an individual will be given the rights of such freedom this will instantly nourish and nurture ontogenesis and reinforcement of the person concerned. To ensure peace in the national level every single individual will be our ascending swirl. Unfolding and unravelling of each individual will ascertain the ambience of tolerance and benevolence. Amity and comity, endurance and goodness will settle the aura of compassion and friendliness. Such nouns and epithets can certainly remove the threat like violence and insecurity to circumstantiate and corroborate the exemplary and prototypical envelope of peace. The dream of our nation-builders may not have reached to the summit without “EQUALITY of status and of opportunity.” The Constituent Assembly also adduced the idea of equality of status. This licenses that every citizen of India will flip over equal status of living, lifestyle and likings. Equality does not mean that all human beings are equal mentally and physically. It signifies equality of status, the status of free individuals, and equality of opportunity (Pylee, p-49). This proposal also asseverates that each citizen of India will attain the same chance or right. When everybody will be sharing the same status and opportunity, this will nail down amity and friendliness. The expulsion will once reassure the amputation and subtraction, insecurity and violence. Through the subtraction and removal of violence and inequality peace can be reaffirmed. The Preamble also refers the idea of promoting peace through such equality question. The Preamble of the Constitution of India uniformly stresses on the issue of “FRATERNITY assuring the dignity of the individual and the unity of the Nation.” The word ‘fraternity’ has come from frater, which is derived from French word fra. ‘Fraternity’ refers to a kind of kinship with the fellow citizens; it is a sort of bond of sorority with other social beings in national and international frame. The fraternal bond creates a fellowfeeling attitude among the citizens. This fellow-feeling attitude amplifies the power of endurance among the people. A short reference to a historical event will clarify our perception of the essence of fraternal bond. It was

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in the kingdom Genghis Khan. An unorthodox family ritual was often performed. With the adolescence of two siblings, their fingers were partially wounded so that the separate blood of the two can unite. Such union of separate blood will make their fraternal bond more lasting. Though atypical in practice, such unorthodox family principle will amplify their power of tolerance, perseverance and the patience of peaceful of co-existence. When two brothers or siblings will start residing peacefully under the same roof the perfect troposphere will be ascertained. Women in Love is modern British fiction by D.H. Lawrence, which celebrates such episode that will cement the bond of friendship. Rupert and Gerald are two friends who fight a wrestling match in a complete naked condition in order to wound each other as severely as possible. The real intention of such wrestling match is wound each other. By wounding each other, they intend to ascertain their bond of friendship. The two events in the narration once again prove the very essence of fraternity and fraternal bond, which demands a kind of commitment. The promise of securing and promoting peace is repeated as well as echoed in the Preamble of the Constitution of India. It talks of justice, liberty, equality and fraternity. Systematic introduction of such constitutional promise in elementary level, secondary level and higher secondary level will be effective enough in evolving peace. The Preamble of Constitution of India is an immense possibility that can be initiated as the special medium of peace education. Peace is a mental security as well a social security that can be assured through the proper inauguration of constitutional promise. Peace is a defence against violence. The proposed promises in the Preamble of Indian Constitution may provide the proper background in promoting peace in large scale. The story of British constitution is not less different as it is observed by Nathan M. Ingebretson: The commerce clause of the Constitution gives the federal government power “[t]o regulate Commerce . . . among the several States.” The Constitution does not expressly restrict state regulation of interstate trade; however, it is accepted that the grant to the federal government of authority over interstate commerce implies some limits on the states’ authority in that area. The founders called for the Constitutional Convention of 1787 in large part because of divisive trade disputes among the states, which threatened the peace and economic viability of the new nation( Schultz, p-205). II. CONCLUSION For the smooth goings of the contemporary civilization, peace can be the torchbearer. There are numerous threats waiting on the threshold of the building of peace. In the Indian context, the greatest has been the partition of Pakistan from India. Constituent Assembly of India intended to build India as a republic. This dream immediately met a sudden shock when Pakistan demanded ‘one religion, one state’. Proper propagation of peace needs the ideal atmosphere of integrity. Vincent Smith once lauded “India as land of Unity in Diversity”. This assortment in belief, religion, caste, creeds, culture, language etc is now counted as more a hindrance, less a help. The nation is one; the residing place is one; the beliefs are many. This multiplicity in belief is a curse for every nation in upholding peace. Caste system is regarded as the prejudice in India from the dawn of our civilization. This prejudice of caste system negatively moved the sense and sensibility, and thus harmed the root of the building of the peace. The heterogeneous culture of India has another threat in the way of ensuring peace. Raymond Williams rightly defined culture as whole way of living. Somehow, after 1950s India is going through cultural disparity that is less effective in making a roam for peace, which will be lasting. Rabindranath Tagore once discovered immense possibility of building a harmonious culture through the heterogeneous culture and language of India. Deeper philosophical realization will open the threshold of the hard truth. Tagore proposed one such idea where many will merge into one. Oneness will create a cultural identity. The promise of oneness through culture and language will function as safeguard of peace. Perhaps, Peace resides in the hearts of those who love and worship it. REFERENCES [1]. [2]. [3]. [4]. [5]. [6]. [7]. [8]. [9]. [10]. [11]. [12]. [13]. [14]. [15].

Bonhomme, Brian & Cathleen Boivin,eds. Milestone Documents in World History. Texas: Schlager Group, 2010. Print. Ackermann,Marsha E.& Michael J. Schroeder & co. Encyclopedia of World History: The Expanding World 600c.e. to 1450, Vol-II. New York: Facts on File, 2008. Web. Ayto ,John. Words Origin, 2nd ed. London: A & C Black, 2005. Web. Stock ,Jennifer. & Kim Hunt. UXL Encyclopaedia of World Mythology. London: Gale, Cengage Learning, 2009. Web. Basu, Durga Das. Introduction to the Constitution of India, 20th ed. New Delhi, India: Lexis Nexis Butterworths Wadhwa Nagpur, 2008. Print. Bhargava, Rajeev, ed., Politics and Ethics of the Indian Constitution. New Delhi, India: Oxford University Press, 2008. Print. Reardon, B.A. Comprehensive Peace Education: Educating for Global Responsibility. Columbia University, London, 1988. Web. Salomon G. & Nevo B. Peace Education: the Concept, Principles, and Practices Around the World, Taylor & Francis, 2002. Print. Harris, I. M. Peace Education. Jafferson, N.C: McFarland & co, 1988. Web. Mishra, L. Encyclopaedia of Peace Education. New Delhi: APH Publishing Corporation,2009. Web. Kumar, S. Education for Peace. New Delhi: NCERT, 2006. Print. Pylee, M.V. An Introduction to The Constitution of India, New Delhi:Vikas Publishing House Pvt Ltd, 2012. Print. Kurland, Philip B., and Ralph Lerner, eds. The Founders’ Constitution. Chicago: University of Chicago Press, 1987. Web. Amar, Akhil Reed. For the People: What the Constitution Really Says about Your Rights.New York: Free Press, 1998. Web. Schultz, David. Encyclopedia of the United States Constitution. New York: Facts on File, 2009. web.

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Violence against Women and Children in India Harpreet Kaur Bains Assistant Professor Department of Journalism, Languages and Culture, Punjab Agricultural University, Ludhiana, Punjab, INDIA. Abstract: India is a democratic country where all citizens are equal in the eyes of law and are supposed to lead an independent life. But unfortunately the real picture is entirely different. Women and children are treated as unequal and second rate citizens in their own country. Women have to face eve-teasing, domestic violence and sexual harassment at work. Problems like infanticide, child marriage, child prostitution and trafficking, child labour and foeticide are still order of the day. A number of laws have been enacted from time to time in order to resolve the problems faced by women and children but not much success could be achieved in this direction due to the slow and poor implementation of the laws made for the protection of women and children. Perhaps enactment of laws alone would not suffice. A strong campaign has to be launched and public opinion must be formed against the injustice meted out to women and children who are two very important segments of our society.

I. Violence against Women and Children in India and its Preventive Measures India is a democratic country where all citizens have been given equal rights by the Constitution and are thus supposed to lead a free and independent life. But, in reality, gender violence is a common knowledge and often carries social sanction. Women are, generally, degraded by their male partners who assume an authoritarian role. A woman, often, accepts the unequal division of labour in a family and submits before the power of a man. She works breathlessly from morning till evening but her services are belittled by those whom she serves. She is disrespected both in her public and private life. II. Eve-teasing It is true that a woman is safe nowhere. Her chastity and self-respect can be outraged at any place. So frail is her sense of honour that it can be violated with a mere vulgar remark or gesture. Eve-teasers make it difficult for her to move about freely with dignity. They can be found anywhere on roads, buses, trains, parks or cinema halls. They make a woman feel inferior by passing an offensive comment on her looks, dress or conduct. Though these abusive people can be punished under sections 294 and 349 of the Indian Penal Code (IPC), people have little faith in the laws and their implementation. For example, Delhi, the capital city of India, is unsafe for women. Sexual harassment can be commonly witnessed there at public places. But women avoid seeking police help because their complaints go unheard and unattended. Though eve-teasing is an offence punishable with two years of imprisonment under section 349 or it can lead to an arrest under section 294 yet there is no implementation of these laws. Consequently, the basic fundamental right of women to move freely is encroached upon. III. Domestic violence against women It is defined as violence against wife by husband and the members of his family. It includes physical torture, emotional and psychological harassment and economic discomfort. Most of the times, the violators indulge in verbal abuse, sarcastic comments, denial of financial support, slapping, beating, intimidation, and confinement, etc. The root cause of all cruelty is, usually, greed for more and more dowry. Dowry, actually, refers to the gifts given to the husband and his family at the time of marriage. The articles entrusted as Istri Dhan to the groom and his relatives consist of clothes, jewellery, and household and luxury goods. But the desire for more and more money ruins marital bond and turns a man into a beast. He abandons the path of morality and adopts the path of all evil. The poor wife keeps hoping against hope for improvement in her lot. She remains silent and shares her tale of woe with others only when the situation becomes uncontrollable and unbearable. It is a matter of shame that growing consumerism has badly hit such a sacred relationship. Monetary gain through marriage has become so significant that husbands go to the extent of selling their wives to other men. The idea of wife as an object works behind all such misdeeds. Some people even burn their brides for getting more dowry. It appears the protector himself has become a destroyer i.e.; the husband who should, otherwise, guard the honour

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of his wife, maltreats her. The wife who is economically dependent on the husband cannot bear litigation expenses and therefore does not file any complaint against him. In our country, there is no effective provision for the protection of the complainant wife. The complainant has to return to the house of her abusers. With much difficulty, she approaches the law hoping to get relief. Section 498-A of the IPC deals with dowry-related harassment and dowry deaths are dealt with in section 304-B. The Protection of Women from Domestic Violence Act, 2005 awards imprisonment of one year and a fine of 20,000.The reality, however, is different. The law is more on paper than in practice. It is a known fact that about 6000 women are murdered every year on account of their inability to meet dowry demands. Not only the illiterate women but the educated ladies are also burnt alive for having brought insufficient dowry. All kinds of allegations are levied against them. In Jharkhand, a region of eastern India, women are killed after being publicly labeled as witches. So many parents lose their young daughters because of the prevalent practice of demanding dowry, the law has allowed people to sue the guilty but the working of judicial courts is slow, tardy and time-consuming. IV. Sexual harassment at work A woman faces difficulties everywhere and her work-place is no exception. The male superiors, often, treat her as unequal, considering her as an object of sexual exploitation. If she refuses to tolerate any undesirable behaviour, her male colleagues try their best to prove her of lose character. Though the Apex Court, in its Vishaka Guidelines proposes appropriate preventive measures to combat sexual harassment at places of work, not all employers have bothered to provide a safe environment for work. As a result, if a matter is enquired into by some committee, she again has to bear with uncalled-for remarks, taunts and curious glances. She, sometimes, fails to get comfort from her own family and passes through a turmoil and a severe mental agony. V. Violence against widows Widows in our country are most vulnerable to violence. Being single, they are easy targets for sexual abuse. In backward areas, they have, however, greater pain to go through than educated or older widows. Their children are beaten up and they are held responsible for the death of their husbands. A life of perpetual mourning: simple food, dress and isolation from community is all that remains for them. They bear alone the heaviness of heart, having no one to share their emotions with. Their remarriage is mostly objected to and is impossible without the help of parents who are either dead or too poor to carry out such expensive ceremonies. Some young widows are given away in ‘Natta’. It is a social evil which permits a widow to be taken as a wife by some widower but in reality she is treated as a common property of all the men in the family. Social abuses of this kind can be curbed through education, information about property rights, abolition of child marriage and permission for widow remarriage. VI. Children, a harassed lot In addition to the women, children are also exposed to too many excesses of the society. Child marriage, child labour, child prostitution and female foeticide are some of the glaring examples. The girl child is killed in her mother’s womb and minors are made to work in hazardous conditions. They are, often, driven to flesh trade. The weaker section always bears the brunt, be it a woman or a child. A child who is innocent and does not know the ways of the world is more at a risk of experiencing exploitation. It is a sorrowful state, a child is robbed of his innocence at an age when he should have gone to school and enjoyed his childhood. VII. Infanticide Wrong deep-rooted traditions, dowry system, and poverty have laid the foundation for social crimes like female foeticide and infanticide. Various technological advancements for determining the sex of the foetus have been purposefully misused for aborting a female child. It is for this reason that the government has passed a law forbidding the predetermination of foetal sex. Though a child can be aborted under genuine circumstances, the deliberate attempt to injure the new-born baby is punishable under sections 312 to 318 of the Indian Penal Code. The very intention of harming the child is covered under section 317. Even if a girl child is able to survive the initial life threats, she is neglected later on. Her basic needs are not taken care of and she is not treated as equal to her brother in the family. She is ill-fed, ill-clothed and burdened with so many household chores. The above-mentioned wrong practices are prevalent in many pockets of India like Punjab, Rajasthan, U.P, Bihar and Tamil Nadu, etc. In Bihar, according to a survey, the practice of infanticide began among the Rajputs and then spread to other castes. In Tamil Nadu also, it started with Gounder caste and then spread to other castes. People who cannot afford foeticide, practise infanticide. Again, the number of females killed is more than the males. The infant is, usually, killed in the first week of her birth after which the chances of her survival increase. VIII. Child Marriage According to ancient Hindu religious manuals like Manu Smriti and Grihayatra, the marriageable age for girls is thirteen years and for boys sixteen years. But with the passage of time, the marriageable age was further

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reduced. The custom of child marriage has, actually, something to do with poverty, illiteracy, landlessness, dowry and other such social problems. It is also a common myth that a child bride adjusts better in her marital home. This is why people in Rajasthan, sometimes, decide an alliance even before the birth of the children. They even arrange mass marriages in the month of April during the festival of Akha Teej. The reason of such marriages is simple and clear: the expenditure incurred is shared and hence little. But the consequences of untimely marriage for the young bride are disastrous: poor or no education, forced relationships, frequent pregnancies, bad health and early widowhood. Sometimes, the young wife is deserted by her husband who wants to exercise a free will in choosing a bride. The future of the wife in such cases is doomed. It was, in order to help these women that Indian Constitution fixed eighteen years for girls and twenty-one years for boys as the appropriate age for marriage. The Prohibition of Child Marriage Act, 2006 lays down the provisions for preventing child marriage and protecting the affected women. The law is, however, ignored in many parts of India and the practice of child marriage still continues. IX. Child sexual abuse Sexual abuse for children is traumatic, the impressions of which remain embedded in oneâ&#x20AC;&#x2122;s memory even in later years. He experiences many personality disorders because of these unpleasant childhood incidents. Interestingly, an abuser is, usually, a family friend or a relative. The person can be a man or a woman but, generally, an abuser is a male. He breaks his relationship of trust for lust. The child senses that something is wrong somewhere, feels suffocated and starts avoiding his abuser. Often, he gets little support from his parents who either do not talk about this issue or suppress it for the fear of losing family name. The child feels frustrated and insecure. He undergoes pangs of depression and low self-esteem. He develops anger and guilt towards his situation. Though law punishes the culprits, yet these kinds of happenings can be avoided or set right if the parents are little more vigilant and create a healthy atmosphere at home. They should encourage children to talk to them about these sensitive issues. X. Child prostitution and trafficking Principle 9 of the UN Declaration of the Rights of the Child states that the child shall be protected against all forms of neglect, cruelty and exploitation. He shall not be subjected to traffic in any form. However, one thousand minor girls are pushed to flesh trade every year in Mumbai. Besides, many foreigners travel every year to India for physically exploiting young children. The rule of the flesh trade is simple: lower the age, higher the price. This is the cause of sexually transmitted diseases like AIDS amongst children and adolescents. These children are treated brutally before being pushed into this trade. Flesh trade is a multi-crore business in India and has the backing of many politicians, policemen and anti-social elements. Numerous women who want to come out of it are unable to do so. The pressure from the men in power renders their efforts unsuccessful. The cult of devadasis also leads about 5-10 thousand girls, every year, to prostitution. The devadasis appeared in India even before the entry of Aryans in this country. It is, sometimes, suggested that the practice was adopted by parents to make money out of sick and worthless children who were incapable of bringing any other gains to the family. Today it is part of a very big sex racket which has absorbed many nice and unwilling women. The Indian government also realizes the need for the protection of the rights of a child. National Plan of Action for Children (NPAC), 2005aims at ensuring all rights to children up to the age of eighteen years. Article 23 of Indian Constitution also specifically prohibits traffic in human beings and forced labour. The immoral Traffic (Prevention) Act, 1956 further endorses the protection of a child from sexual exploitation. I feel, the problem of forced prostitution involving the minors has not received the type of attention it should have. The problem has caused many a curious eyebrow to rise but not much has been done in this direction. I believe more severe punishments should be given to the guilty and NGOs should also make their contribution to curb this evil. XI. Child labour Child labour involves employment of children less than fourteen years for salary or no salary. The children work in mines, factories, homes or industries. Some of them work in adverse conditions with serious health hazards; others are occasionally beaten up in homes where they work as servants. Their earnings are kept by their parents who struggle to make both ends meet. An ordinary illness disturbs their budget. They do not send their children to school. They see in it two advantages. Firstly they save the expenditure on education and secondly, the children contribute in the family income. Moreover, the children find it difficult to study as their parents migrate from one place to the other in search of work. The current National Child Programme (NCLP) needs to be revised since it has many loopholes. Child labour should be completely banned. Residential and non-residential educational centres should be set up so that all children below the age of fourteen years receive school education. XII. Conclusion All kinds of psychological, physical, economic and sexual atrocities are meted out to women and children who form the suppressed and weaker sections of our society. They look upon men for support who have assumed the

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role of an opportunist and a self-seeker. The division of labour and resources is also unequal, so that it is always favourable to men. Some laws have been enacted for the protection of the women and children but they are seldom enforced. Resultantly there is no change in their lot and they continue to suffer endlessly. With education and awareness, the situation can be set right but poverty and ignorance are the root causes for the suffering of women and children. The enactment of laws alone would not suffice for their protection and wellbeing. A strong public opinion must be formed by the government and the non-government organizations in order to give these two vulnerable sections their due. References [1] [2] [3] [4] [5] [6] [7] [8]

www.isst-india.org/PDF/violence/2520 www.nfhsindia.org/NFHS-3% www.indiatogether.org/women/violence www.childlabour.in www.indiatogether.org/2004/dec/chi-abuse www.merinews.com/article/child.laour www.indiatogether.org/manushi/issue www.youthkiawaaz.com/2010/02/domestic

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CHALLENGES OF EDUCATIONAL INSTITUTIONS IN LEVERAGING ONLINE CAPABILITIES Meenakshi Thanji1, Dr. S. Vasantha2 1,2 School of Management Studies, Vels University, Pallavaram, Chennai, INDIA Abstract: This study aims to identify the barriers or challenges faced by educational institutions in terms of leveraging their online capabilities in offering e-learning and other e-services comprehensively referred to as online capabilities. This research contributes to the understanding of perspectives of practioners, system designers, learners, instructors and management. From this study we came to know that put in a situation to be an essential part of modern day education, Institutions show a major interest in leveraging their online capabilities despite major challenges. And that the growing need for ICT in education industry is limited by the challenges categorized into perception, Funding and policies and governance related limitations. Keywords: E-learning, E-services, Online Capability, Information Control Technology (ICT), Challenges

I Introduction India's higher education system is the third largest in the world with respect to student enrolment, after China and the United States. Higher education is significant in its relevance that it equips people with specialised skills and that the majority of the population in India is below 25 years of age given its demographic structure. In a technology savvy environment, online capability has become a core part of the modern day educational institution. The potential benefits of e-learning and other e-services in academics have long been extolled by researchers and practitioners. There is a common consensus that educational institutions are in a situation to cater to the need of students, staff and the community around the campus and provide them with an environment with the latest advancements in the way people connect, share and communicate. India’s massive open online courses, started by several elite research universities, collectively enrol the world’s entire student population. Review of previous studies indicates that in many situations individual or organizational contexts determine the extent of online capabilities exhibited by education institutions. In addition to these contexts, government policies and Funding restrictions stand out as major barriers. Online capabilities of Educational Institutions can be organised into broad service areas such as:  Teaching and learning  Video assignments  Management of lecture capture content  Digital libraries: e-books, e-libraries, e-journals, research databases etc  E-services like e-conferences  Informal learning ways: Blogs, Internet searches, Live chats, Networking with external professionals, Shared repositories, Wikis, Web conferences, Online publications, e-journals etc  Online surveys, Feedback on course material  Hosting vast student/staff data  Public communications  Recruitment  Alumni relations  Live events etc. II. Objectives 1. To study on current and future state of online capabilities of Educational institutions. 2. To identify and enlist the challenges faced by educational institutions looking out to create, revamp or enhance their online capabilities. III. Review of Literature Higher Education in India: Vision 2030, FICCI Higher Education Summit 2013 states that curricula are outdated and institutions face a severe shortage of well-trained quality faculty. While enrolment in higher education has grown six times in the last 30 years, faculty strength has only grown four times. Around 35% of

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faculty positions in state universities and 40% in central universities are lying vacant. In 2008, 48% of universities and 69% of colleges did not meet the criterion of minimum investment in physical facilities and infrastructure. There are 13 regulatory bodies in existence to regulate higher education. Each regulatory body functions in isolation. The regulatory provisions of the various Acts are substantially different from each other since they were created at different periods by different ministries. An over regulated system consisting of multiple agencies tends to increase inefficiency and breed corruption and malpractices. A number of academic Institutions / R&D labs have been financially supported by Department of Information and Technology (DIT) to carry out R&D projects in the field of e-Learning. E-Learning Market Trends & Forecast 2014 - 2016 Report by Docebo | March 2014 E-learning market in India was valued at INR 18.41 in 2010-11 and is expected to grow at a CAGR of 20%. The global market size for eLearning is predicted to grow more than double by 2017 at CAGR of 23%” By mid2030s physical schools will have been replaced by studios and virtual teaching. These "Virtual/Physical Studios" rely on technology to provide a hybrid version of education that optimizes the process by, "Bridging the online-offline gap, offering a potential future where embodiment is secondary to information access". Figure 1: E-learning global market share and forecast 2012-2017

Figure 2: E-learning 2012-2017 growth(CAGR)

Kenneth C. Green and Ellen Wagner (2011) has mentioned that successful, quality online education requires a major investment of resources to build the infrastructure-including faculty training, instructional services and personnel, and student services. Srujan Pakala (2013) highlights the attributes for failure of implementation of e-learning in organizations which include poorly designed eLearning courseware, lack of encouragement by the management, absence of dedicated team maintaining the courseware, overestimation or misjudgment of benefits etc. Panopto, 2014 enlists three common challenges to Lecture Capture. Although most young people today, having grown up with smart phones and social media, are considered “digital natives,” many students have only had limited exposure to university-level learning technologies. And on the flip side, instructors that do not regularly use modern classroom technologies may be wary of learning complicated new digital tools, or introducing time-

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consuming new processes into their routines. Some teachers new to lecture capture have expressed concern that recording in-class lectures for students to access on-demand many lead to decreased classroom attendance. Foregoing the perception of instructors, multiple studies have shown that the use of lecture capture does not have an impact on student attendance.  86% indicated that recorded lectures had no impact on class attendance  Another 11% responded that their attendance increased in courses that offered lecture capture JISC Project (2012) discusses on the challenge of e-books in Academic institutions. Problems may arise with some Web-based platforms that depend on using a specific Web browser and users for reasons like not having access to the required Web browser. One other criticism of many of these different platforms is that they can be unnecessarily complex and difficult to use. Samuel Lefever’s (2007) paper on online data collection in academic research concludes that while online surveys can access large and geographically distributed populations and achieve quick returns, online web-based programme for data collection may not be universally appealing owing to various reasons cited. Among them were the unreliability of the email address lists and the lack of willingness, particularly among students, to participate, reaching the population sample remains a problem in online as well as in traditional data collection. Karen Becker, Cameron Newton and Sukanlaya Sawang (July 2013) extend the existing literature in their study by identifying and synthesising existing barriers to e-learning adoption in an organisational setting, and in particular to consider these barriers from the perspective of the learner. The key message from this research is that if organisations planning the implementation of e-learning can address only one issue, it is the issue of the perception of e-learning that should be addressed. Jimmy Macharia and Emmanuel Nyakwende focus on the influence of environmental factors to the adaption and diffusion of the Internet in higher educational institutions in Kenya. The research establishes that competition Pressure, government Support, ICT Vendors support and socio-economic factors positively affect the Internet adoption and diffusion. The results provide some justification for universities to investment in Internet technology to promote adoption and diffusion of ICTs and hence promote Internet use in higher education. Barriers enlisted by Karen Becker, Cameron Newton and Sukanlaya Sawang Individual Factors  Attitudes to technology  Capability/ability to use technology  Social interaction/quality concerns  Lack of motivation to use  Lack of academic skills Organizational /external factors  Lack of user support, administrative support, management support  Lack of professional development for users  Availability/accessibility, cost of technology  Time/workload  Lack of incentives to use  Organizational culture/resistance to change  Problems with technology  Evaluation/effectiveness concern Ajit Mondal and Jayanta Mete (2012) in their study on ICT in higher education state that the introduction of ICTs in the higher education has profound implications for the whole education process especially in dealing with key issues of access, equity, management, efficiency, pedagogy and quality. This paper lists the potential drawbacks-cum-challenges to using ICT in education and concludes ICT enabled education will ultimately lead to the democratization of education.  It may create a digital divide within class as students who are more familiar with ICT will reap more benefits and learn faster than those who are not as technology savvy.  It may shift the attention from the primary goal of the learning process to developing ICT skills, which is the secondary goal.  It can affect the bonding process between the teacher and the student as ICT becomes a communication tool rather than face to face conversation and thus the transactional distance is increased.  Also since not all teachers are experts with ICT they may be lax in updating the course content online which can slow down the learning among students.  The potential of plagiarism is high as student can copy information rather than learning and developing their own skills.  There is a need for training all stakeholders in ICT.  The cost of hardware and software can be very high.

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Rajesh M (2013) enlists the major problems associated with ICT adaptability in developing countries in the context of distance education.  Policy structure of Government make the implementation of technology a daunting task  Infrastructural Bottlenecks  Political, Cultural, Economic factors IV. Research Methodology The analysis of this paper is totally depending upon secondary data like journal, books and various websites from internet. V. Challenges of Institutions to enhance their online capabilities A wide range of terms and definitions have been offered for learning and other services offered by academic institutions that involves the use of ICT. For the purposes of this research, the term “online capability” has been used exclusively and comprises all “services and experiences of educational institutions delivered or enabled by ICT”. 1. Rapidly evolving technologies in the online world content capture, upload, transcoding, media management, publishing, syndication, playback, security and analytics 2. Unforeseen technical difficulties may impede learning 3. Integrate with the existing tools implemented already 4. Challenge in identifying the right workflow 5. Successful, quality online education requires a major investment of resources to build the infrastructure which includes faculty training, instructional services and personnel, and student services to support those courses and programs. 6. Detrimental progress in structured development of e-learning due to lack of policies (Institutional, National) 7. Ambiguity on ownership of intellectual property of online courses 8. Adherence to intellectual property rights (Patents, copyrights) in use of course contents 9. How do we assess quality? What attributes, metrics, methods, and materials will adequately evaluate the performance and quality? In this context of lack of solid quality assurance mechanism, institutions need to step-up and set higher standards of self-regulation. 10. Internal Barriers such as lack of budget, resources, faculty resistance etc. 11. Lack of awareness, acceptance in education institutions towards exploiting online capabilities 12. Language Barriers 13. State of readiness to deal with electronic, cyber security India is among the top 10 countries in terms of cybercrimes with the fastest growing Internet user market. Numbers of hackers are three times the security professionals. 14. The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state There are various offerings available today for online programme management which built around the key capabilities required by educational institutions. For example, Kaltura, the world’s first Open source Vide platform offers video platforms powers video for the world’s largest educational institutions that explores the requirements from institutions and transform expectations in to success. VI. Conclusion This report provides comprehensive analysis on the challenges faced by education institutions in India in terms of leveraging their online capabilities. The study covers various aspects such as multi-dimensional capabilities, size of Indian education industry in terms of student enrolment, drivers and challenges of ICT with primary focus on higher education sector. There are plentiful evidences substantiating the low penetration of ICT in Indian education industry, its increasing demand and the supportive government initiatives. Review of literature disclosed ample evidence on the future projections of Indian e-learning market which is included in this report to provide an insight on the prospects of growth of ICT in Indian education industry. Although the literature on e-learning and ICT market in India are enormous, very few studies have been conducted on the extent of application of ICT in higher education in India and thus the challenges faced. From this research paper it can be concluded that although evidently there is a growing need for e-learning and other e-services in education institutions, the challenges impeding the penetrations are quite significant. Further research on application and role of ICT with a great mission of rendering quality education and better education methodology stands warranted. VII. References [1] [2 ]

Ali, G. E. & Magalhaes, R. (2008) ‘Barriers to implementing e-learning: a Kuwaiti case study’, International Journal of Training & Development, 12: 1, 36-53. Berge, Z. L. (2002) ‘Obstacles to distance training and education in corporate organizations’, Journal of Workplace Learning, 14: 5/6, 182-189.

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[7] [8]

[9] [10]

[11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29]

Berge, Z. L. & Giles, L. (2008) ‘Implementing and sustaining e-learning in the workplace’, International Journal of Web - Based Learning and Teaching Technologies, 3: 3, 44-53. Brzycki, D. & Dudt, K. (2005) ‘Overcoming barriers to technology use in teacher preparation programs’, Journal of Technology and Teacher Education, 13: 4, 619-641. L. Y. & Berge, Z. L. (2005) ‘Student barriers to online learning: a factor analytic study’, Distance Education, 26: 1, 29-48. Diana Oblinger, "A Board's-Eye View of Online Education." September/ October 2007. "Technology in Context: 10 Considerations for Governing Boards of Colleges and Universities" (AGB Press, 2010) www. campuscomputing.net.White Paper: Online Video Checklist for Educational Institutions. Pashler, H.; McDaniel, M.; Rohrer, D.; Bjork, R. (2008). "Learning styles: Concepts and evidence". Psychological Science in the Public Interest 9: 105–119. Sage Journals J. P. Smith III, A. A. diSessa and J. Roschelle, Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition, Journal of the Learning Sciences, vol. 3, pp. 115–163, 1993–1994. http://corp.kaltura.com/sites/default/files/Ten%20Capabilites%20Edu%20-%20EN.pdf Kenneth C. Green, Ellen Wagner, Publication on “Online Education: Where Is It Going? What Should Boards Know? http://agb.org/trusteeship/2011/1/online-education-where-it-going-what-should-boards-know UGC Higher Education at a Glance - June, 2013, UNESCO Institute of Statistics and Statistics of Higher and Technical education in Indi, 2009, MHRD.http://www.deloitte.com/assets/Dcom-India/Local%20Assets/Documents/Thoughtware/CIIDeloitte%20Report%20on%20Higher%20Education%20in%20Southern%20Region%202013.pdf National Policy on ICT in Education; Ministry of HRD , Government of India http://nmeict.ac.in/ National mission on Education through ICT; Ministry of HRD , Government of India http://nmeict.ac.in/ EDUSAT, India’s First Exclusive Educational Satellite http://www.isro.org/publications/pdf/EdusatBrochure.pdf N-List program of Information and Library Network (INFLIBNET) Centre, an Autonomous Inter-University Centre (IUC) of University Grants Commission (UGC) of India http://www.inflibnet.ac.in/ National Programme on Technology Enhanced Learning (NPTEL); Ministry of HRD , Government of India http://nptel.ac.in/ Department of Electronics and Information Technology (DeitY),Ministry of Communications and IT, Government of India http://deity.gov.in E-Learning Market Trends & Forecast 2014 - 2016 Report by Docebo | March 2014 https://www.docebo.com/landing/contactform/elearning-market-trends-and-forecast-2014-2016-docebo-report.pdf Online data collection in academic research: advantages and limitations, Samúel Lefever, Iceland University of Education, July 2007. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2006.00638.x/full The challenge of ebooks in academic institutions, a JISC Project http://ebookchallenge.org.uk/outputs/ Three Common Challenges to Lecture Capture — And How To Address Them http://panopto.com/blog/three-commonchallenges-to-lecture-capture-and-how-to-address-them/ Higher Education in India: Vision 2030, FICCI Higher Education Summit 2013 http://teqipgoodgovernance.in/FICCIE%20Y%20Report%20Final.pdf A learner perspective on barriers to e-learning, July 2013http://eprints.qut.edu.au/62814/1/Becker_-_A_learner_perspective__AJAL.pdf Factors affecting the adoption and diffusion of Internet in higher educational institutions in Kenya,Jimmy Macharia& Emmanuel Nyakwende http://www.ajol.info/index.php/jolte/article/view/41754/37128 ICT in Higher Education: Opportunities and Challenges, Dec 2012,http://bcjms.bhattercollege.ac.in/ict-in-higher-educationopportunities-and-challenges/ A Study of the problems associated with ICT adaptability in Developing Countries in the context of Distance Education, 2013, M RAJESH ,https://tojde.anadolu.edu.tr/tojde10/articles/Rajesh.htm Rogers, D. L. (2000a) ‘A paradigm shift: technology integration for higher education in the new millennium’, Educational Technology Review, 1: 13, 19-33. Rogers, P. L. (2000b) ‘Barriers to adopting emerging technologies in education’, Journal of Educational Computing Research, 22: 4, 455-472. Shailendra Nath Rai, “Why E-learning Makes Sense In India”, June, 2014 http://www.businessworld.in/news/economy/education/why-e-learning-makes-sense-in-india/1396214/page-1.html Strategy Framework for Promoting ICT Literacy in the Asia–Pacific Region, UNESCO Bangkok Communication and Information Unit, 2008 http://www2.unescobkk.org/elib/publications/188/promotingICT_literacy.pdf

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CHRISTIAN RELIGIOUS KNOWLEGDE AND THE TEACHING OF MORAL VALUES IN THE NIGERIA JUNIOR SECONDARY SCHOOLS: PROBLEMS AND PROSPECTS D.A. Falade, Ph.D Department of Social Studies, Adeyemi College of Education, Ondo, NIGERIA Abstract: This paper examines the role of Christian religious knowledge (CRK) in the inculcation of moral values at the Junior Secondary School (JSS) level in Nigeria. The paper outlines some of the concepts that teach moral issues in the CRK Junior Secondary School Syllabus. These include: Important values in human relationship; sharing of hope, interest and fear; parable about our attitude to possessions; the unfaithfulness of Ananias and Saphira; unity and charity in the early church; Christian cooperation. The paper discovers that conventional teaching method is often adopted for the teaching of moral issues in the JSS classes. This method is characterized by recitation, indoctrination and memorization of facts. This retards the development and demonstration of moral traits and values in the learners. Hence, there is prevalence of moral decadence among the students. This paper posits that there is prospect in the Nigeria socio-political and economic system if appropriate approaches are adopted in the teaching of moral issues. It is recommended, among other things, that values clarification and informal approaches should be adopted in the teaching of moral issues in Nigerian schools. I. Introduction The spate of moral decadence among students has reached an alarming state in Nigeria and some other parts of the world. Cases of disobedience to rules and regulations, disrespect to teachers and parents, laziness, truancy, selfishness, cheating, nudity, covetousness and other anti-social behaviours are common among our youths. CESAC (1986) expressed that a situation like this is an indication of moral laxity. No nation can survive when such immoral and unpatriotic behaviours tend to be rampant in the society. This is the reason why the inculcation of social norms and moral values has become one of the major goals of the school curriculum in Nigeria and many other nations of the world. To achieve this, moral values and issues have been incorporated into several school subjects, among these are: social studies, Christian religious knowledge, civic education, population education and family life education. II. The Teaching of Moral Values Morals are principles or standards of good behaviour. According to the Wikipedia free Encyclopedia (2008) morality (from the Latin moralitas “manner, character, proper behaviour) has three principal meanings. In its first descriptive usage, morality means a code of conduct held to be authoritative in matters of right and wrong. Morals are created and define by society, philosophy, religion, or individual. In its second, normative and universal sense, morality refers to an ideal code of conduct, one which would be espoused in preference to alternatives by all rational people, under specified conditions. To deny ‘morality’ in this sense is a position known as moral skepticism. In its third usage, ‘morality’ is synonymous with ethics, the systematic philosophical study of the moral domain. Morals define the pattern of behaviour that the society wants from the people. Certain behaviours are considered to be undesirable. For most societies, however, morals are not written in stone, or proclaimed by God above, but instead reflect local sensibilities. Different societies have different ideas about what is acceptable and not acceptable. There are only a relative few behaviors (usually including murder, and various forms of abuse, including incest and adult-child sexual contact of any sort) that are university despised by stable societies (Dombeck and Wells-moran, 2008). People are not born understanding their society’s morals. Instead, these understandings develop and mature over time. According to Kohlberg, cited in Dombeck and Wells-Moran (2008), infants have little or no moral sense, because they are not born with an understanding of the nature of human relationships. As children reach elementary school age, they enter into the first major stage of moral understanding, known as the preconventional stage. Pre-conventional children are essentially selfish in orientation. They do not think about what behaviours will serve the greater good, but rather think in terms of what will most benefit them. They respond primarily and think of morality as a matter of following rules so as to avoid punishment.

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As children grow into adulthood, they typically enter into the stage of conventional moral understanding. Some children will be developmentally delayed in this regard and becomes adults who have the moral understanding of children; we call them sociopaths, narcissists, and anti-social personalities. The majority of people that do make it to the conventional moral understanding start thinking in terms of duty; a duty to promote the greater good. They orient towards behaviours that are most likely to gain other people’s respect and admiration. Part of conventional morality is the duty to behave lawfully. Some people take this duty further and understand it as a duty to conform to what other influential people around them want. Many adults never actually achieve the final stage of morality, known as post-conventional morality, mostly because in order to get there, people have to throw off their sense of duty to what others around them wants, and reinvest their moral sense in higher principles, such as (but not limited to) “honesty”, “reciprocity”, and “social welfare”. Such people become willing to take unpopular stances and make unpopular decision simply because those decisions represent the right thing to do. Every society, primitive or modern, has established means of inculcating in the young ones, the acceptable values of the society. This is the reason why Falade (2010) argued that the Yoruba, like other communities in Africa adopts multidimensional approaches in inculcating values that are cherished in the society. The teaching of moral values in the school system has become an important area of focus in the recent time in Nigeria and some other parts of the world. Education, which is a lifelong process, is a tool for human moral development. In trying to curb the negative trend of morality among children in the society, the home and school have the stronger influence than the church or mosque. To reduce the non-adherence to morality in the society to manageable level, a vital constituent of an effective moral learning experience need to be developed for schools (Ajere, 2006). The responsibility of inculcating values in the youth rests squarely on the nation’s school. The school curricular are expected to articulate learning experiences that can promote moral values in the student (Iyamu and Otote, 2003). This is the reason why the teaching of morals, values and social norms has been integrated into different school subjects like religious study, social studies, civic education and health education. III. The Teaching of Christian Religious Knowledge (CRK) in Nigeria Secondary Schools According to the Wikipedia free Encyclopedia (2008) religions study, or religious education, is the academic field of multi-disciplinary, secular study of religious beliefs, behaviours, and institutions. It describes compares, interprets and explains religion, emphasizing systematic, historically-based, and cross-cultural perspectives. While theology attempts to understand God, religious studies try to study human religious behaviours and beliefs from outside any particular religious viewpoint. Religious study draws upon multiple disciplines and their methodologies including anthropology, sociology, psychology, philosophy, and history of religion. Religious study originated in the nineteenth century, when scholarly and historical analysis of the Bible had flourished, and Hindu and Buddhist texts were first being translated into European languages. Early influential scholars included Friedrich Max Muller in England and Cornelius P. Tiele in the Netherlands. Today religious studies is practiced by scholars worldwide (Wikipedia free Encyclopedia, 2008) Western education as well as Christian religious education came to Nigeria through the activities of the Christian missionaries. Missionary schools were then set up as means of teaching those who had been converted into Christianity. Orebanjo (1992) opined that the missionaries were interested solely in the work of evangelization. They however discovered that in order to be successful, they needed to educate the people to enable them to read the Bible and some religious books. The Christian missionaries concentrated their attention on the Nigerian adolescence or pre-adolescence because they believed that the young’s were pliable. The first classes were held in missionary’s homes. After the establishment of primary schools, there was demand for post-primary institutions. This demand was met in 1876 when the first secondary school (C.M.S. Grammar School) was founded in Lagos (Jayeola-Omoyeni, 2000). Since then, Christian religious knowledge has been one of the school subjects in Nigeria. Today, CRK is a compulsory subject for students in primary and junior secondary schools. The subject is also taught at the senior secondary school level. Adeyinka, Okeke and Orebanjo (1991) identified the objectives of CRK as: i. To provide opportunity for the students to learn more about God and further grow in faith in God; ii. To enable students accept Christ as their Saviour; iii. To enable students accept the guidance of the Holy Spirit in their daily activities; iv. To enable students accept Christ as the founder and sustainer of the Christian church; v. To help students understand the basic teachings of Christ and to apply these to their daily lives and work; vi. To develop and foster in the lives of the students values such as humility, respect, love, kindness, justice, fair-paly, spirit of forgiveness, obedience, devotion to duty, orderly behaviour and selfless service to God and humanity; vii. To prepare the youth for higher education and for service within the community.

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The Junior Secondary CRK syllabus has been designed to enable learners to acquire the values state above. Some of the contents in the syllabus through which the expected values can be acquired are: i. Important values in human relationship. This concept defines the meaning of values and identifies some important values in human relationship i.e. love, unity, forgiveness, endurance, peace, patience, cooperation etc. ii. Sharing of hope, interest and fear. The concept teaches open-mindedness and friendliness. It encourages students to share their hope, interest and fear with others rather than living a solitary life. iii. Parable about our attitude to possessions. The parable of the rich fool, the rich man and Lazarus are related to learners. This is to teach about the danger of craze for wealth and the need for them to assist others with their possessions. iv. The unfaithfulness of Ananias and Saphira. Students are to learn this story and bring out the moral lessons which include: danger of unfaithfulness, repercussion of lying and the need for truthfulness. v. Unity and charity in the early church. This concept teaches the importance of unity among Christians. It also encourages learners to be hospitable by sharing whatever they have with others. The concepts identified above show that the CRK syllabus for JSS contains relevant moral issues and instructions that can assist learners to acquire values that are cherished in the society. However, the conduct of some secondary school students in Nigeria shows that the teaching of moral values in the school has little or no effect on the learners. IV.

Problems Associated with the Teaching of Moral Values in JSS Christian Religious Knowledge Classes The teaching of moral values is faced with a lot of problems in our JSS classes. Some of the associated problems include: i. Problem of adopting the conventional method in the teaching of moral values. The conventional method of teaching is adopted by JSS teachers in Nigerian schools. This method is characterized by indoctrination, memorization and rote learning. The method encourages learners to memorize and recite facts and values laden issues mainly to succeed in examination. Students are not stimulated to develop and demonstrate the inherent morals or values in the concepts that learnt. Orebanjo (1992) discovered that in many schools, Bible teaching meant rote learning which involved reading and memorization of selected passages. The poor quality of teaching and learning is grossly responsibly for examination malpractice, cultism and other social misconducts among the students. ii. Inability of some of the teachers to live by examples. Bad role model is another major problem confronting the teaching of moral values in our schools. There are cases of indiscipline acts among teachers. Examples of such acts are: lateness to school, selfishness and laziness. Ajere (2006) expressed that a number of teachers at primary and secondary schools are intellectually deficient and bankrupt. Their secondary engagements have superseded the professional calling thereby jeopardizing the expectation of teaching and learning. iii. Negative peer-influence. The peer group has great influence on its members. Some secondary school students joint bad groups in the school which have negative influence on their behaviours. iv. Wide spread of moral laxity in the entire Nigerian society. There is wide spread of immoral behaviours in the Nigerian society. There are cases of dishonesty, disrespect, disobedience, selfishness and covetousness among Nigerians. V. Prospects of Teaching Moral Issues in the Christian Religious Knowledge Syllabus The teaching of moral and social values through the various school subjects in our schools reveals that there is hope for the future of the Nigerian society. If the values that are inherent in the JSS Christian religious knowledge syllabus are acquired by the learners, it will help them to grow up and become obedient, just, fair, honest, forgiving, loving and caring citizens. This can help in solving problems of dishonesty, disobedience, injustice, disunity, corruption, intolerance and selfishness that characterize the Nigeria socio-economic and political system. Religious study must be learnt when the children are young with the soft and absorbent mine ready to absorb the ethical teachings from the religions. In this jet world of trouble and frustration, the only sure place of solace for man is God. Generally, religious study is closely associated with the inculcation of moral values in youths. When the youths are exposed to the moral teachings of religions at a tender age, it trains them to be obedient and fear God who is capable of punishing evil doers (Orebanjo, 1992). To ensure that moral and religious instructions are not meant merely for rote learning, the teaching and learning of values should involve values analysis. The rote learning method commonly used in our secondary schools has

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faced a lot of criticisms. Hence the following means are imperative for the inculcation of moral values in the learners. Values clarification approach. The teaching of value laden concepts can best be done through values clarification. The teacher can adopt values clarification approach by helping/leading students to understand their values through self-exploration and examination of values. It does not teach a particular set of values, but rather, it helps learners to use rational thinking to examine their personal moral values and resolve value conflicts. Constructivist approach. This approach negates the teacher-centered teaching methods that are common in our schools today. The constructivist approach posits that the teacher/instructor should encourage learners to discover principles by themselves. This involves collaborative activities where groups of students interact and help each other to learn. Learning is not the passive acceptance of knowledge, but the involvement of the learners in discovery and problem-solving tasks. Informal Approach. Formation of school clubs can be useful in helping learners to acquire and demonstrate values that are taught in the classroom. The teacher can guide and stimulate students to form clubs like charity club, chaste club, ethic club etc. Students could be motivated to form these clubs on their own. Falade (2007) pointed out that secondary school students can form clubs on their own if they are stimulated to do so. Their involvement in club formation will help them to acquire moral values and interpersonal skills like respect, trust, honestly, fairness, justice, empathy, openness and tolerance. VI. Conclusion This paper revealed that Christian Religious Knowledge is one of the oldest school subjects in Nigeria. The subject aims at inculcating in the learners some cherished values in the society. Among other things, the conventional teaching method adopted by secondary school teachers has hindered the acquisition and demonstration of expected values by the learners. Values clarification, collaborative and involvement in informal school clubs can help learners to develop and manifest values like honesty, respect, trust, obedience and forgiveness. Reference [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11]

Adeyinka, A.A; Okeke, D.C. and Orebanjo, M.A. (1991). Christian Religious Knowledge; Lagos, Longman. Ajere, G. (2006). Sociology of Education: Realities on Morality and Ethics in Nigeria; Ilorin, NATHADEX Publishers. CECAC (1986). Moral Education for Junior Secondary Schools; Ibadan, Evens. Dembeck, M. and Wells-Moran, J.(2008).Values and Moral Clarification; Canada,www.mentalhelp.net/poc/view doc.phy. Falade, D.A. (2010). Cultural values and character training among the Yoruba of Nigeria. In Ogen, O (Ed) Culture and Education in Nigeria: Perspectives on Historical and Pedagogical Issues.Nigeria, Classy Prints. Falade, D.A. (2007). Development of a participatory civic education package for secondary school students in Ondo state, Nigeria. An unpublished Ph.D. Thesis.University of Ibadan. Iyamu, O.S. and Otote, C.O. (2003) Education and civic responsibility: can the schools Conpensate for the Nigeria socity? Nigerian Journal of Curriculum and Instruction, 11(1), 31-36. Jayeola-Omoyeni, M.S. (2000). Essentials of History of Education in Nigeria, Ile-Ife,Yemofatty Printing Ventures. UNESCO, (1985). Teaching Methodologies for Population Education, Makati, Population Centre Foundation. Orebanjo, M.A. (1992). TEE 234: Religious Education Method I. Ibadan, Department of Teacher Education, University of Ibadan. Wikipedia (2008) Wikimedia Foundation, Inc., U.S.A.

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Traces of Mysticism in Walt Whitman’s Song of Myself Sudeshna Das Rungta College of Engineering and Technology (R.C.E.T), Bhilai-490020, Chhattisgarh, INDIA Abstract: God is revealed through all the objects in nature, not through theologies shaped by man. One should be engrossed in the real happenings of life to experience life itself and not be perturbed with the thought of death. Death is as much as a part of its rhythm as birth. The body is as important as the soul. Walt Whitman’s expression through ‘Song of Myself’ is to set ones soul free, by a mystical journey of exploring, indulging and experiencing the body to transcend to a higher plane of consciousness. Keywords: Mysticism, transcend, identification, self, experience. "Mysticism, in its pure form, is the science of ultimates, the science of union with the Absolute, and nothing else … the mystic is the person who attains to this union". Mystical knowledge, however, is based on the individual's direct experience rather than upon adopting systems of belief, attitude or conduct that derive from established teaching, theory or dogma (whether traditional or "new age"). Moreover, this experience is understood, least by the experiencer, to be that of a fundamental Reality (rather than of the "ordinary reality" - or unreality - that we usually experience). In this sense mystical experience differs from normal perception or cognition which is directed to the familiar worlds of sensory experiences and ideas. The first important consideration in any mystical experience, therefore, is what the Real is understood to be or, perhaps more accurately, where it is to be found - whether, for example, it is in Nature, Self or God. This defines the context, focus, or object of the experience. [Transpersonal Psychology Review, Vol. 7, No. 1, 39-55. (2003)] “Song of Myself”, appears to be an outright mystic poetry. From sections 1 to 53, the poet, relates the most unrelated things in the canvas of his experience. In the opening lines he relates self to atom, to all, to soul, to grass, to death, to randomness of nature (nature without check) and finally to original cosmic energy. This type of thought must have come from very deep inner experience, otherwise relating such unrelated mundane observation to self would be pronounced as utter madness without inner realization. Without this mystic experience one would not dared to pen such linkages or connectivity between the unconnected. For the purposes of understanding the mysticism hidden in his “Song of Myself” let’s take support from Zaehner’s classification of mysticism. R.C. Zaehner (1961) bases his analysis of mysticism on a religioustranscendental (specifically Christian) interpretation. Zaehner is more informed about Eastern and non-religious forms of mystical experience. On the basis of a cross-cultural comparison, Zaehner identifies three distinct categories of mysticism: 1. Nature mysticism, based on all-in-one or panhenic experience, such as the experience of cosmic consciousness (Bucke, 1901/2001). For Zaehner, nature mysticism is essentially non-religious. 2. Monistic mysticism, based on the absorptive experience of one's own self or spirit as the Absolute (e.g., Advaita Vedanta). 3. Theistic mysticism, based on the experience of loving communion or union with a personal God. [Transpersonal Psychology Review, Vol. 7, No. 1, 39-55] In “Songs of Myself”, these three types are not discreet but blended into amalgamated ma Thus, according to Zaehner, there are three types of mysticism, Panhenic, Monistic and ss in each section. Like in his opening lines “I celebrate----- atom belonging to me as good belongs to you”. Here the traces of both Panhenic (all in one) as well as Monistic (One in all) mysticism can be seen. In the last lines “My tongue, every atom ------and their parents the same” we can again see the blend of Monistic and Theistic combinations of mysticism. This type of blending is continuously present while weaving the fabric of the “Song of Myself” by the poet. However, as discussed earlier, let’s analyses the traces of different type of mysticism, in little more details. Panhenic: The poet identifies himself with every little object in this nature. He sees the existence and relevance of every object, animate or inanimate, reacting to the other objects in nature and bringing out a meaning of each one’s being. He terms every object, conscious as it has an unseen soul, which the poet realizes and experiences and relates it to his own existence in this universe. As seen in sections 2,3,4,15,16……21..24….

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Monistic: Whitman finds oneness in his soul and god or the ultimate. He finds the presence of god in his own spirit. Everything he does is actually done by God, hence it is not known who is the actual doer. Only a mystic can feel and think on these terms. He is in quest of the divine which is the ultimate through the soul in every object. He realizes, actually the divine dwells in every soul, and one only has to experience it. It seems Whitman must certainly have been a much evolved soul close to God as to perceive and visualize such a unique concept, putting forth the divine touch in every mundane activity on earth. Seen in many sections as 41,43,…..48.. Theistic: Whitman speaks not only of life but also of death, as it is a vital and essential aspect of the cycle of life. Life culminates to death and it is only after death life is recreated and gets a new existence in this universe. It is only through death, the soul will be liberated to be in union with the ultimate God and actually gain its purpose of existence. Mentioned in sections49, 50,51,52 The letter “I”, which is a pronoun has been symbolically used in various contexts giving the poem a mystical twist and bringing out the mystical expression of the poet. The “I” is the poet himself. At times it is every living creature of the society. The “I” is also the inner voice apart from the outward physical being/body. “I” is the soul directing us and in this soul resides God. Hence “I” can see God in everything and feel his presence every moment. The “I” is the part of the universe in unison with God. Walt Whitman was the most innovative and influential poet of the nineteenth century. His examination of the world around him -- from the intimate to the cosmic -- transcends time and place. His verse, though seemingly personal, lends a voice to the entire human race that speaks for universal harmony, universal love. This beautiful sampling of Whitman's work offers a glimpse into his themes of love for country, love for others, and deepening our understanding of self. Viewing Whitman as a mystic poet illuminates the influences of spirituality, music, and nature that made his poems beloved by people of all faiths and nationalities. Three themes can be identified in his poem ‘Song of Myself’. i) The idea of self. ii) Identification of self with other selves. iii) The poet’s relationship with the nature and universe. For e.g. the houses, rooms, etc. denote the civilization, perfumes denote self (individual) and the atmosphere denote the universal self. ‘Song of Myself’ is his own song where he has expressed frankly, uninterrupted by any thoughts of the society. He freely expresses everything from landscapes, to politics, to people, to all inanimate things, subtly focusing on sexual relationship with self, same as well as opposite sex. He has brought the very delicate and taboo issue of sex interweaving it with the intense feeling of divinity. The urge is the principle of nature and is in abundance and variety in life. The sexual desires are as strong as love and sympathy in one’s life leading to the ultimate truth. Whitman has created a wonderful inter connectedness between every creation within and beyond the universe. He expresses that every individual is perfect and beautiful. There is no need to repress or hide any part or feeling of oneself. One should not wait for the future but live and experience in this present moment. He considers a mere spear of grass as the basis of life. This tiny blade of grass is as important as many other living things in nature. It is important for everything in its right place though big or small. The participation of a self is more important than its mere existence. God is revealed through all the objects in nature, not through theologies shaped by man. One should be engrossed in the real happenings of life to experience life itself and not be perturbed with the thought of death. Death is as much as a part of its rhythm as birth. The body is as important as the soul. The poem has a dazzling and superabundant list of things in its seriousness and humor and tenderness and moments of melodrama and flashes of tragedy. It expresses the deepest way that human imagination may connect people to one another as well as objects. This poem is about democracy and imagination, and what to make of life and death, and about a person’s own wondering experience of his own existence. Walt Whitman’s expression through ‘Song of Myself’ is to set ones soul free, by a mystical journey of exploring, indulging and experiencing the body to transcend to a higher plane of consciousness. References [1]. [2]. [3]. [4]. [5].

Whitman, Walt. Song of Myself. Stilwell, KS, 66085. Digireads.Com Publishing. 2006 Transpersonal Psychology Review, Vol. 7, No. 1, 39-55. (2003) Mysticism First published Thu Nov 11, 2004; substantive revision Tue Feb 9, 2010 http://plato.stanford.edu/entries/mysticism/ Types of Interpretation of Mystical Experience http://pegasus.cc.ucf.edu/~janzb/courses/rel3432/mysticisminterpretations1.htm

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Effect of visual and audio educational games on visual memory of children Narges Motabarzadeh1, Seyed Yaghoub Musavi2 Corresponding author, Master of Science Educational Science - Training Technology, Department of Psychology & Educational Science, Islamic Azad University South Tehran Branch, IRAN. 2 Assistant Professor, Department of Psychology & Educational Science, Islamic Azad University South Tehran Branch, IRAN.

Abstract: The aim of this study is to investigate the effect of visual and audio educational games on the visual memory of children. In this area, the researcher has chosen his study by selecting an experiment group and a control group including 40 ones from statistical population of boy children in the age of 3 to 6 years in district 3 of Ahvaz using random sampling method. The method of study has been semi-experimental with post test-pretest designs with experiment and control groups. To investigate the effect of educational games on the visual memory improvement, researcher-built test has been prepared by the researcher. Face validity of researcher-built test has been confirmed by expert groups (advisor and 6 ones of instructors and kindergarten professional managers) and reliability of the test has been obtained using test-retest method. Data analysis has consisted of the average score of experiment and control groups and inferential statistics has included covariance for analysis and proving the hypothesis. The results have shown increased visual memory improvement in a level of significance of 0.001 compared with control group. And finally, the effectiveness of use of educational games on the visual memory improvement of children has been proven by confirming the hypotheses. Keywords: Memory, Visual memory, Educational game, Children. I. Introduction Nowadays due to business and the problems of urban life, parents usually spend a little time beside their babies and children and are concerned about intelligence of their children. They take their children to the kindergartens of pre-school to be more certain about better education. But the problem is here; to what extent it is worked on the memory and training in the kindergartens and which methods are used. Children spend the first few years of their life in the kindergartens. If parents are aware of the brain growth in early years, they make better decisions about taking care of their children (Jensen, 1981). The results of studies show that children achieve new mental concepts during playing games, especially educational games and obtain more skills. They familiarize with various colors, shapes, and directions and earn valuable experiences. Learnable contents are taken during playing a game without stress. The games help children to know, to understand, to control, and to distinguish between reality and imagination. In a game, children play various roles and find out the role that gives them the most enjoyment (Firouzi, 2000). The game is the main stimulus of learning and personality growth revolution at the time of childhood and it shows the characteristics related to the revolution. Children need to play the games for learning. Many studies conducted in seventh decade and early eighth decade have shown that the game has logical advancement to the child that is related with his/her cognitive, social, and emotional revolution. Piaget (1959) showed that how children obtain experience during playing a game and how they perceive cause and effect relationship. Perception and imagination grow up own selves and make concepts. Children need to play games to learn (Seif, 2008). Therefore, attention to this point is important that the game is improver and former of the perception and child memory. Effect of memory on educational improvement and all life affairs are evident. Some children show severe problems when visual and audio techniques are used and they cannot understand the meanings and symbols (Kalhori, 2007). According to this that a great percent of learning in children is achieved through audio and visual ways, if audio and visual perception of a child that is occurred between the age of 3.5 and 7.5 years happen with a delay, some damages will be created in cognitive areas. One of the most important factors of social advancements in human life is learning. School trainings are a part of her/his life that is entirely learning. Human after learning can do a behavior that are not able to do before (Karimi, 2007). If we finally consider â&#x20AC;&#x153;learning appear after changing the behaviorâ&#x20AC;? as physical changes, these changes result in cognitive changes. So, training process should be designed and programmed in such a way that leads to changes in the brain and can observe its practical outcomes in the behavior. Also, according to this that a physical structure exists in human brain that determines the brain activity performance, the activity of physical structure results in evolution and cognitive process. Any learning that is created after sensory stimulation needs creating mental performances and activities that are happened in the brain (Nazari, 2010). Some children have

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problems in audio and visual memory and cannot register sounds or images in their memory. These children require training which help them to recognize sounds of words and to create phonetic and memorizing skills. A person who has a weakness in audio memory has some problems in remembering information that he has heard despite he has a healthy sense of hearing. Some children show their abilities in the field of remembering what they have experienced through their eyes in the past in various forms of remembering alphabets, drawing shapes, and writing them. But sometimes it is observed that some children despite having healthy intelligence and sensory channels have some problems in remembering letters and written symbols. They get in trouble in answering questions related to the story and consecutive events existed in a story. They also get in trouble in memorizing and remembering the instructions (Abdollahi, 2013). In this study, the purpose of visual memory is ability to remember images that a person has seen them previously. In spite of that there is not any problem in visual aspect he/she does not have any problem in remembering and recognition of observed images (Alvarez, Cavanagh, 2008). Visual perception is a process by which visual information are analyzed (Van den Berg et al., 2012) and enable the person to has an exact judgment about the size, color, shape, and spatial relationships of things. A person needs to process visual information to can do daily activities of his/her life well (Brady and Alvarez, 2012). Since the children are at golden ages of targeted educational game, physical structure system of the brain is formed better by creating mental activities and sensory stimulation. And children from the beginning familiarize how to use memory better and obtain significant abilities in learning, remembering, identifying similarities and differences, remembering and relationship among images. The researcher due to the experience in the field of working with students and observing the weakness in their visual and audio memory aims to use the results of this study to improve the audio and visual memory of students at own proper time (3 to 6 years). II. Research background Larson et al. (2006) did some experiments on 65 American children and after practical investigations concluded that playing audio and visual games has a great effect on the linking memory of children and this result has had a positive effect on 97% of children (Mozaffari, 2010). Based on studies conducted on Scottish schools (2008), Scottish Education Organization by investigating the effect of memory educational games announced: playing daily memory improvement games can identically tailor learning math in girl and boy students. According to related researchers, investigating the focus and behavioral ways of students will have a positive effect. Researchers implemented the program of playing memory improvement educational games on 600 students in 32 Scottish schools to conduct these studies. A group of student did the games including reading tests, resolving problems, and memory improvement puzzles 20 minutes per day during 9 weeks at the beginning of their own math class. This research group found that score obtained from this group of students will have 50% improvement with respect to the other student groups. A 5 minutes decrease in the time of the test also can deny this ability and obtained scores from this group of students were significantly higher than those of the others. By observing these results, Scottish Education Organization declared that use of memory improvement educational games can eliminate education gap existed among students and provide identical learning level of math for all students (Jafari Zarrin Ghabaee, 2002). Studies of Harrison and colleagues on 40 Scottish children showed that children who have did various games, were more successful than the others and after a practical investigation they found that doing games had caused spatial memory improvement of children (quoted by Forotan, 2006). Saliz and Danrvs (1981) in a study had been performed about learning coincided with the games showed that memorizing sentences and images in various issues using playing games was much better than the time that children were forced to memorize them (quoted by Varzani, 2010). Humfry (1981) conducted a study about the important issue of use of educational games that shows the use of educational games is effective on the learning and memory improvement, especially the games that create an opportunity for obtaining merit accompanying with learning educational skills and exercising mental abilities (Varzani, 2010). Malsuda and Sogihara (1969) did a study on the relationship of educational games with memorizing and concluded that after doing educational games, a significant progress is observed in learning (quoted by Varzani, 2010). Forotan (2006) investigated the effect of educational games on preschool children learning speed on 45 children. The results showed that educational games lead to increase in children learning speed. Nazari (2010) measured raising spatial memory using mental illustration in chemistry. Doing mental illustration exercises resulted in spatial memory improvement and progress in chemistry. Fateghi (2009) did a case study titled “how we can decrease dictation disorders of student by improving visual memory and audio sensitivity?” In this research, weakness in visual and audio memory has been known as the cause of dictation disorders. Dictation disorders of students have been eliminated after doing treatment program in order to improve these two factors. Ahouee (2009) did a research titled “effect of educational games on short-term memory of children” that obtained results showed that educational games has lead to increased short-term memory. III. Method The current research was semi-experimental that has been conducted with two groups of control and experiment. This research was of a applied type and its purpose was to increase mental capacity and to improve

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visual memory so that measures the effect of educational games on visual memory of children at the age of between 3 to 6. The statistical population of this research was boy children between 3 to 6 years old in district 3 in Ahvaz. The statistical sample includes of 40 boy children between 3 to 6 years old that are selected from all kindergartens in Padadshahr area in Ahvaz in education year of 2014 using a random sampling method. The sampling was performed using the simple random method and based on all kindergartens of district 3 in Ahvaz, two kindergartens were chosen. Then 20 ones were selected from boy children between 3 to 6 years old as control group and 20 ones as experiment group. Data collection tools in this study were researcher-built test in order to improve children memory between 3 to 6 years, images, and picture stories. The test contained 45 pictures. Face validity of researcher-built test has been confirmed by expert groups (advisor and 6 ones of instructors and kindergarten professional managers) and reliability of the test has been obtained using test-retest method. Test-retest coefficient of the tests was 44% to 94%. 40 ones from children between 3 to 6 years in district 3 in Ahvaz were randomly selected, test has been executed, and test scores have been given. The test was done once again after two months, test scores have been given and then results showed that playing educational games have had a positive effect on the visual memory. This research has been implemented in three stages including 1) pretest implementation, 2) training using images, and 3) post test implementation. In first stage, a pretest containing 20 questions in relation with memory capacity was given to two groups before starting the training and then test scores were given. In second stage, training of the experiment group was started by images selected by the researcher and designer. The method of training was this that at first, experiment group parents were asked to participate in educational sessions. In these sessions the way of doing educational games has been given. Then, they were asked to continue this game two days per week for two months. The researcher has been in contact with parents every week and has investigated the execution of the test. In third stage, posttest last for two months. Posttest was repeated using new images for both two groups and grading was done. Posttest data were used to investigate the effect of educational games on the visual memory improvement. Visual memory game consists of some images two to two similar to each other. The images are different in color and adding a small image to them. In first stage of doing the game, one of two images is shown and then the image is omitted and two pictures are shown to the child and in final stage the child is asked to show the image that he/she has seen. Descriptive and inferential statistics was applied to investigate study data. These data were classified and summarized and information was interpreted and covariance was used. IV. Findings Table 1. Descriptive properties of visual memory pretest for experiment and control groups Variable Visual memory

Group Experiment Control

Number 20 20

Minimum score 1 1

Maximum score 4 4

Average 2.35 2.30

Standard deviation 0.933 0.865

According to the results given in Table 1, the average score of visual memory in pretest related to experiment group and control group were 2.35 and 2.30, respectively. Table 2. Descriptive properties of visual memory posttest for experiment and control groups Variable Visual memory

Group Experiment Control

Number 20 20

Minimum score 2 2

Maximum score 5 4

Average 3.70 2.85

Standard deviation 0.979 0.745

According to the results given in Table 2, the average score of visual memory in posttest related to experiment group and control group were 3.70 and 2.85, respectively. Table 3. Investigating the normality of the distribution of the pretest data related to visual memory for experiment and control groups Maximum final differnces Kolmogorov-Smirnov Z Level of significance

Absolute Positive Negative

Visual memory 0.050 0.000 -0.050 0.158 1.000

As can be seen from Table 3, the results of Kolmogorov-Smirnov test for pretest data related to visual memory in sample groups, based on the distribution of observed data and normal, a significance difference in distributions is not observed (p>0.05) and normality hypothesis is correct. Hypothesis: doing audio and visual educational games has a positive effect on the visual memory of children. To investigate this hypothesis, covariance analysis between posttest of visual memory in experiment and control groups was calculated by holding effect of pretests. The results are given in Table 5. Also, Leven test was used in Table 4 to investigate the homogeneity of variances.

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Table 4. Leven test for investigating the homogeneity of variances Leven test 3.162

Domain of freedom 1 1

Domain of freedom 2 38

Level of significance 0.83

According to Table 4, because Leven test is in level of significance of 0.05, the used test had homogeneity between obtained variance. Table 5. Investigating the effect among variables based on visual memory in posttest related to experiment and control groups by fixing the pretest effect Dependent variable

Visual memory posttest

Resource of changes Modified model Constant effect Visual memory pretest Group Error Total Modified total

Sum of squares 14.542 22.826 7.317

Domain of freedom 2 1 1

Mean square

F 12.552 39.405 12.632

Level of significance 0.000 0.000 0.001

Effect volume 0.404 0.516 0.255

7.271 22.826 7.317

6.811 21.433 465.000 35.975

1 37 40 39

6.811 0.579

11.758

0.002

0.241

Covariance analysis at first stage shows that the effect of visual memory pretest on its posttest is significant. Finally, according to the above table, level of significance between experiment and control groups in effect of the game on the visual memory (by fixing the effect of pretest) is 0.0001, therefore there is a significant difference between these two groups (p<0.01, f1,40=11.758) that according to the averages of this scale in table, the average of experiment group is higher than that of the control group and thus we can conclude that doing games has a positive effect on the visual memory of children. Also, according to significance level, the volume of the effect is obtained 0.241 that based on Kohen definition, this volume of effect id between 0.1 and 0.25 and therefore this amount has a medium volume of effect. V. Discussion and conclusion The results of the current study showed that audio and visual educational games lead to visual memory improvement of children. In a study, Forouzandeh and Mahdiye (2014) also reported that game therapy results in visual memory improvement in children with ADHD. This finding is consistent with the results of the current study. Also, the results of the studies show that more hopeful people have better visual memory (Heidari et al., 2012). The game greatly helps the evolution of children that taking these helps are not possible in a different way. One of the most important sensory channels by which human receives a lot of information and memorizes it is eyesight (Williams M., Woodman G.F., 2012). After information received from this channel was memorized, then it is recalled that it is known as visual memory. The person shows his/her ability in the field of remembering what he has experienced by the eyes in the past, but it is sometimes observed that some children despite having healthy intelligence and sensory channels have some problems in remembering letters and written symbols and shapes. The effect of memory on the educational progress and all life affairs is evident. Some children show severe problems and cannot understand the meanings and symbols when usual audio and visual techniques are used (Kalhori, 2007). Visual memory is a part of sensory memory that keeps an image for a short time (Rahmani, 2012). Since many educational materials are presented in a visual way, it is necessary to obtain more information about the visual memory of children and if there is a problem in visual memory we can seek its cause in educational approaches (Pourafkari, 2004). Some people show a weakness in audio and visual memory. It is very important in clinical diagnosis to determine the damaged aspect and quantity, and to distinguish among personal differences, because based on it the recovery and therapeutic ways can be suggested (Bahrami, 2002). According to this that a high percent of learning in children is achieved through visual ways, if visual perception of a child that is occurred between the age of 3.5 and 7.5 years happen with a delay, some damages will be created in cognitive areas. To compensate these damages, games and some activities must be provided to idiomatically missing rings can be compensated in growth stages (Seif, 1996). To improve visual memory in children we do not need to use tools or complicated exercises. It is only required to use a special game during playing with children all day long and observe visual memory improvement of children over time. Visual memory is better done in form of a game and patiently (Tabrizi, 2010). Memory of a child in producing regular shapes that he/she sees is measured using visual memory test. In this test a child is asked to arrange once again a series of visual stimuli such as things or geometrical shapes after seeing them using his/her memory (Seif Naraghi, 2010). The results of this study aim to promise families to be hopeful about mental prosperity and empowerment of their children with their helps and using proper educational methods and prevent the occurrence of learning disorders at future using audio and visual educational games in order to more learning of children. By the way, the results of this study can be used for Welfare Organization and children educational centers.

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References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30]

Abdollahi H.; (2013); Effect of applying audio memory improvement approaches and decreasing the dictation disorders of third year girl students, M.A. thesis, Allameh Tabatabaee. Ahouyee, A.; (2009); Effect of educational games on short-term memory of children; M.A. Thesis, Payam Noor University, Tehran Center. Alvarez, G. A., & Cavanagh, P. (2008). Visual short-term memory operates more efficiently on boundary features than it does on the surface features. Percept Psychophys, 70(2), 346–364. Bahrami, H.; (2002); Mental tests (theoretical foundations and applied techniques). Tehran: Allameh Tabatabaee University Press. Brady, T. F., & Alvarez, G. A. (2012). Structured representations in visual working memory: Using results from individual displays to constrain cognitive theory. J Vis, 12(9), 711. Fateghi, Z.; (2009); How we can cure disorders in students by improving audio and visual memory? Action Research, Administration of Exceptional Education and Training in Razavi Khorasan. Firouzi A.; (2000); Investigating the effects of physical activies and educational games on educational progress of elementary students. Comprehensive Schedule of West Azarbayejan Education and Training. Foroozandeh E., Mahdieh M., (2014). Effect of Play Therapy on Visual Memory in ADHD Children. International Journal of Sport Studies. Vol., 4 (8), 1005-1009, 2014. Available online at http: www.ijssjournal.com. Jafari Zarrin Ghabaee, A.; (2002); Investigating the effect of educational games on visual memory of girls with slight intellectual disability (8 to 11 years). M.A. thesis, Islamic Azad University, Tehran Center Branch. Jensen A.; (1981); Brain and Training. Translated by Leili, Mohamad Hosein and Sepideh Razavi. Tehran: Madreseh Press. Heidari H., Zare Neyestanak M., Foroozandeh E., .(2012). Hopefulness and Visual Memory. International Journal of Basic Sciences & Applied research. Vol., 1 (2), 35-37. Kalhori, A.; (2007); Comparative investigating of visual memory of students, Dyscalculia of elementary third to fifth year in Tehran. M.A. thesis, Allameh Tabatabaee University. Karimi, Y.; (2007); Learning disorders. Tehran, Savalan Press. Kavianipour, M.; (2006); Comparing the patterns of perceptional organization and visual memory of educable and normal children with intellectual disability in Khoramabad. M.A. thesis, Islamic Azad University, Tehran Center Branch. Mozaffari, K.; (2007); Investigating the educational games on language learning of preschool students in Ravansar city. M.A. thesis, Faculty of psychology and educational sciences, Allameh Tabatabaee University. Nazari, H.; (2010); Effect of mental illustration tactic on learning chemistry and its relationship with spatial ability. M.A. thesis, Tarbiat Modarres University. Pourafkari N.; (2004); Psychological summary. Tabriz: Zoghi Press. Tabrizi, M.; (2010); Treatment of reading disorders. 17th Edition, Tehran: Faravan Press. Rajabi Varzani, M.; (2010); Investigating the role of school games in improving learning of fourth year students in district 3 of Alborz Education and Training. M.A. Thesis, Islamic Azad University, Tehran Center Branch. Rahmani, M.; (2012); Effect of visual memory improvement on treatment of dictation disorders. M.A. Thesis, Islamic Azad University, South Tehran Branch. Seif, A.; (2007); Educational psychology. Tehran: Doran Press, 11th Edition. Seif, A.; (1996); Measurement and assessment of educational progress. Tehran: Amirkabir Press. Seif Naraghi M., Naderi A.; (2009); Learning disorders. 10th Edition, Tehran: Amirkabir Press. Seif Naraghi M., Naderi A.; (1992); Psychology of retarded children and educational methods for them. Organization of Study and Development of humanity books, Tehran: Samt Press. Seif Naraghi M., Naderi A.; (2010); Special failures in learning (Diagnosis and rehabilitation methods). 2 nd Edition, Tehran: Arasbaran Press. Rahmani M.; (2012); Comparison of performance of visual –motional skills in elementary student with/without written disorders. M.A. thesis, Allameh Tabatabaee. van den Berg, R., Shin, H., Chou, W. C., George, R., & Ma, W. J. (2012). Variability in encoding precision accounts for visual short-term memory limitations. Proceedings of the National Academy of Sciences, 109, 8780–8785. Williams, M., & Woodman, G. F. (2012). Directed forgetting and directed remembering in visual working memory. J Exp Psychol Learn Mem Cogn, 38(5), 1206–1220

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Status of Women Workers before and After Joining the Construction Industry: a Case Study Dr. K.A Rajanna Associate professor and Head, Department of P.G Studies in Economics, Affiliated to Kuvempu University I.D.S.G Govt. College, Chikkamagaluru, Karnataka, INDIA Abstract: Construction industry is recognized as the sector with vast labour Intensity and economic activity after agriculture in India. This industry creates demand for both skilled and unskilled labour force. Over the last couple of decades, an increasing number of women have begun to work in the construction industry. They are most of them agriculture labourers and domestic workers before entry in to the Construction industry. They got better wages in construction industry than in agriculture sector. A study was conducted on the status and amenities women construction workers before and after joing the construction industry in Chikmagalur district of Karnataka in India, during the year of 2013. This study found that major findings and to give the recommendations for needful action to be taken by the authorities to empower the women construction workers to enhance the socio economic status. Keywords: Construction Industry, Construction Workers, Unskilled workers, Status of Women Workers.

I. Introduction Construction sector is the world’s largest industrial employee with seven percent of total world employment. Construction activity is an integral party of a country’s infrastructure and industrial development. This industry is one of the largest employers of the informal sector work force in the country, particularly in the urban scenario. This sector recorded the highest growth rate in the last two decades, doubling its share in total employment and played a major role in the healthy growth of the economy. Where more than 95% of workers are seasonal and temporary. Although construction is considered to be one of the principal industry in the country, the worker remain unskilled, exploited and discriminated against (Mathew, 2005). In India, about 350 -400 million people live in absolute poverty with a per capita annual income equivalent to US $ 275; of these, a majority are women (Nandal, 2005). This sector draws in the largest number of women more than 50 percent of the 32 , million construction workers are women (GOI, 2008, P189). The nature of work in this industry is generally seasonal, depending upon the quantum of work, which varies widely with the nature of project, work is highly labour intensive in this industry and most of the workers are unskilled. Ironically, even though the construction sector has been generating employment for a large section of Indian population in urban areas, the workers in this sector all the most left out of sections of the society and nothing much has been done about this sector. Most of the women construction workers migrated from rural area to urban areas. This study has to anlyase that status of women after joining the construction industry in study area.

1. 2. 3.

II. Objectives To analyse the economic status of women cosnturction workers in study area. To assess to status and amenities of women workers before and after the construction industry. To suggest the measure to improve the status of women construction workers.

III. Status Of Women Labour In Study Area The total population chikmagalur district is 11,37,961 of which male and female were 5,66,622 and 5,71,339 respectively. The female population has been increasing from 5.63 lakh to 5.71 lakh during 2001 to 2011 respectively. Sex ratio in chikmagalur has increased from 984 2001 to 1005 in 2011. Literacy rate of chikmagalur district is 76.95 percent, out of which male and female literacy stood at 83.82 and 70.15 percent respectively. Work participation rate (WPR) is defined as the proportion of total workers (i.e main and marginal workers) to total population. In the district was 49.72 percent comprising 63.16 percentage male and 36.39 percent females workers during the 2011.

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All workers engaged in any category of economic activity other than the cultivation agricultural labour or household industry are treated as ‘other workers’, however a significant increase in the proportion of other workers. The total other workers is 48.59 percent out of which 50.98 percent of male other worker and 44.47 percent female other workers. The total other workers accounts for the highest number of workers of the total workers at the district level. Women empowerment is an important indicator in assessing the level of women’s participation in all spheres of life along with men the socio economic and cultural development must empower women at greater choices and giving in change of their own future and makes them self-reliant and confident. IV. Research Methodology The study was conducted in Chikmagalur District of Karnataka, in India. According to the 2011 census, Chikmagalur District has a total population of 11,37,961 of which 56,6,622 are males and 5,71,339 are females. The total area of Chikmagalur district is 7201 sq. km and number of Hoblies 34, the seven Taluks of the district have been further sub divided into 34 Hoblies (revenue cities) and density population per sq. km 1587 and sex ratio is 1008 in 2011. In this study, multistage stratified random samplings technique has used. A sample of 300 women construction workers in Chikmagalur district were selected for this study. The present study is based on the primary data. Primary data is collected from respondents with the help of an interview scheduled; as majority of the women construction workers are illiterate an the women construction workers interviewed in the local language such as Kannada and the responses were noted in interview schedule. Simple statistical tools like percentage, frequency and cross tabulation and for this SPSS-17 statistical package was used for analyzing the data and explaining the results. V.

DATA ANALYSIS AND INTERPRETATION Table No-1 Frequency Table of Migratory Status of Women Workers Before Construction Industry Migratory status 2 3 5 2,3 2,5 3,4,5 3,5 Total

Frequency 25 15 196 2 1 1 60 300

Percentage 8.33 5 65.33 0.66 0.33 0.33 20 100

Source: Field Survey Note: 1.Rag pickers 2.Domestic workers 3.Collies 4.Vendors 5.Agricultural Labour. Table No1 shows the migratory status of women workers before the construction industry. The majority of the women workers are agricultural labourers before enter in to the industry with 196 (65.33%) respondents out of 300. Next highest multiple opinion regarding migratory status before joining the industry is 3 and 5 by the respondents of 60 (20%), followed by 25 respondents (8.33%) and 15 respondents (5%) are stated to status of the respondents before entry to industry is 2 and 3 respectively. Then the remaining respondents is stated opinion in different status before entry into the construction work. This result reveals that 65.33 percent of the women construction workers are working as agriculture labourers before entry in to the construction industry. It is because better wages are provided in the construction industry. Hence, agriculture labourers migrate to construction industry. Table No-2 Frequency Table of Alternative Jobs of the Respondents Before Entry in to the Construction Work Alternative Jobs

Frequency

Percentage

Valid Percentage

Cumulative Percentage

Agricultural labour

145

48.3

House hold labour

16.3

64.7

Self-employment

31.0

95.7

Small business/Micro business

4.0

99.7

Others

Total

300

100.0

Source: Field Survey The table No.2 shows the result of frequency of alternative job before entry in to construction industry. Out of 300 respondents 48.3 percent of the women workers are workings agricultural labour. 16.3 percent of the women workers stated that working as house maid workers. 31.percent of the women workers as selfemployment, 4 percent of respondents is working in small business and 0.3 percent of respondents are stated in other activities before entry in to construction work. This result reveals that nearly half (50%) of the women are

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engaged in agricultural sector as agriculture labour and 16.3 percent of women engaged in household work. Totally around 64.6 percent of the workers are working as agriculture labour and household labour before enter in to the construction industry. It is because construction industry attracts women workers for better wages, regular job opportunities than the agricultural sector and household works in rural areas, due to high wages in the construction industry than the agriculture and household work sector in rural areas. Table No 3 Status of Women Workers before and After Joining the Construction Industry Sl.No

Particular

Before Joining the Construction Industry

After Joining the Construction Industry

Opinion of Respondents

Percentage

Opinion of Respondents

Percentage

 Own  Rent  Leased  Work site shed Type of House  Hut  Tile  Asbestos

188 87 00 25

62.66 29 00 8.33

227 42 08 23

75.66 14 2.66 7.33

53 190 39

17.66 85.66 13

03 257 25

1 85.66 8.33

 Concrete(RCC) Access to sanitary facility

0.33

10.66

 Toilet with pit  No facilities Access to Safe Drinking water  Available

115 185

38.33 61.66

223 77

74.33 25.66

28.33

195

 Not- Available Access to Electricity

215

71.66

105



Electrified

225

295

98.33



Not- electrified

1.66

Home appliance  Mixi  Filter  Grinder  All

35 20 00 00

11.66 6.66 00 00

135 85 10 45

45 28.33 3.33 15



245

81.66

8.33

Housing

Not available

Type of Fuel 300 284 28

100 94.66 9.33

150 300 100

50.00 100 33.33

 Fire wood  Kerosene  Gas Other Facilities     

01 10 07 100 152

0.33 3.33 2.33 33.33 50.66

20 35 35 244 240

6.66 11.66 11.66 74.66 80.00

Fan Radio Two Wheeler Television Mobile

Source: Field Survey Table No.3 shows the result of status of women workers before and after joining the construction industry. Various indicators of living status have been used to analyse how construction work (employment) in construction industry affected the living conditions of the women workers. They are housing, housing pattern, sanitation condition, access the safe drinking water, electricity, home appliance type of fuel, other facilities. Housing: This survey reveals that 75.66 percent of the respondents have their own house after joining the construction industry. Before that is only 62.66 percent. 14 percent of the respondents are living in rented house after the joining construction industry. 2.66 percent leased and 7.33 percent stay at work site. This result reveals that we can observe that the living statuses of house of women workers are improved after joining the construction industry. Number of workers living in own house has increased from 62.66 percent to 75.66. Number of rented is declined from 29 to 49 percent, next number of workers living in leased house is increasing from zero to 2.66 percent and number of workers are living in work site is declined from 29 to 14 percent.

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This result shows we can observe that important is more noticeable in the housing of women workers. Most of the women workers are living in own houses are remarkable increasing from 62.66 to 75.66 percent and reduce the living in shed houses at work site from 8.33 to 7.33 percent after the joining the construction industry. Type of Housing: The table shows the result of type of house of respondents. Out of 300 respondents, 85.66 percent of the respondents (257) have a house with tile after joining the construction industry from the number of 63 percent before joining the industry. Number of workers were stated living with huts were declined from 17.66 percent to only one percent. Number of workers living in asbestos has declined from 13 percent to 8.33 percent. Improvement in the living status of house with R.C.C from 0.33 to 10.66 percent. However we find evidence of remarkable improvement in the living status of house of women workers after joining the construction industry. Number of women workers living their family in R.C.C house from less than 1 to 10.66 percent and house with tile from 63 to 85.66 percent, nearly 25 percent increased. This result we can observe that more improvement in the housing status of women workers after joining the industry. Respondents living with RCC and Tile houses, due to the improvement of their housing status after joining the construction industry. Access to Sanitation: The table also indicates access to sanitation facilities of women workers. Number of the respondents have toilet with pit in their house increasing from 38.33 to 74.33 percent after joining the construction industry out of 300 respondents. Further number of women workers having no facilities of sanitation is reduced from 61.66 to 25.66 after joining the construction industry. This result reveals that the women workers of construction industry have sanitation facilities toilet with pit has increased remarkable from 38.33 to 74.33 percent after joining the construction industry. This results we can observe that improvement in the sanitation facilities in their house after joining the construction industry. It is because earning to better income and regular work. Access to Safe Drinking Water: The table shows the access of safe drinking water after joining construction industry. Out of 300 respondents, 65 percent of the women workers are to access the availability of safe drinking water their house after joining the construction industry. This indicates that more improvement in their family conditions of women workers. Access to Electricity: This survey reveals that out of 300 respondents 98.33(295) percent of the respondents are stated that they have access to electricity in their houses after joining the construction industry, comparatively 75 percent of respondents to electrified before joining the industry. This result shows that improvement to access to electrify to their houses after joining the construction industry. Home Appliances: The table shows that women workers having home appliance like Mixer, Filter, and Grinder etc. are increasing after joining the construction industry. This study shows the evidence that number of women workers do not have home appliances 81.66 percent of the respondents before joining the construction industry but after joining the construction industry that number is reduced from 81.66 to 8.33 percent. It shows the result of majority of the women workers to have necessary home appliances after joining the construction industry. It indicates considerable improvement of their living status of the women workers. Type of Fuel: The table shows the type of fuel used by women workers in their family. Out of 300 respondents, 100 percent of the respondents used fire wood for cooking before joining the industry. But it reduces the use fire wood from 300 to 150 respondents. Number of women workers use kerosene is increased after joining the construction industry from 284 to 300 respondents. Number of women workers use the gas is considerable increase after joining the industry from 9.33 to 33.33 percent. In this result we observe that 33.33 percent of women workers stated to use the fuel for the cooking as Gas. It is increasing after joining the industry due to the increased income of their family. Other Facilities: The table shows the result of other facilities of women workers in their house like fan, radio, two wheeler, television, mobile etc. were considerable improvement after joining the construction industry. Number of women workers to have fan from 0.33 to 0.66 percent, radio from 3.33 to 11.66 percent, two wheeler from 2.83 to 11.66 percent, television from 33.33 to 74.66 percent and mobile from 50.66 to 80.00percent. This result reveals that we can observe that the other facilities like two wheeler, television, and mobile phones are considerable improvement of women workers after joining in construction industry. On the basis of the results obtained related to the conditions of women construction workers after joining the construction industry. The study has accepted the hypothesis of the status of women workers in construction industry has improved after joining the same.

VI. MAJOR FINDINGS The study found that majority of the women workers are working as agricultural labour and household labour before entry in to the construction industry with percentage 64.6 out of 300 respondents. It is because construction industry attracts women workers for better wages, regular job opportunity than the agricultural sector and household works in rural areas.

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This study found that most of the women workers are living in own houses a remarkable increasing from 62.66 to 75.66 percent and reduce the living in shed houses at work site from 8.33 to 7.33 percent after the joining the construction industry. Further the study reveals that remarkable improvement in the living status of house of women workers after joining the construction industry. Number of women workers living with their family in R.C.C house from less than 1 to 10.66 percent and house with tile from 63 to 85.66 percent, nearly 25 percent increase. It is observed that more improvement are found in the housing status of women workers after joining the industry. Respondents living with RCC and Tile houses, due to the improve their housing status after the joining the construction industry. 3. This study also found that the women workers of construction industry have sanitation facilities toilet with pit has increased remarkable from 38.33 to 74.33 percent after joining the construction industry. 4. The study found that the majority of the women workers improvement to access of safe drinking water after the joining construction industry with percent of 65 out of 300 respondents. 5. This study found that majority of the women workers are stated to have remarkable improvement accessed to electricity in their houses after joining the construction industry from 75 to 98.33 percent out of 300 respondents. 6. This study found that using type of fuel by women workers in their family fire wood has reduced from 100 to 50 percent and kerosene use increased from 94.6 to 100 percent and using of gas is considerably increased from 9.33 to 33.33 out of 300 respondents after the joining the construction industry. This study found that majority of the women workers improved their other facilities in their house, considerable improvement like fan facility from less than one percent to 6.6 percent, radio from 3.33 to 11.66 percent, two wheeler from 2.33 to 11.66 percent, television from 33.33 to 74.66 percent and mobile from 50.66 to 80 percent out of 300 respondents after joining the construction industry. VII. Recommendation and Policy Implications On the basis of the study conducted and findings the following suggestions or recommendations are made with regard to the study on Socio-Economic Status of Women Workers in Construction Industry, as follows. 1. Most of the women construction workers have shifted from agricultural labour to construction labour. Comparatively this industry better than agricultural sector. In some areas there is variable wage rate between men and women workers. Equal pay for equal work should be adapted in this construction industry also. 2. Indira Awas Yojana should be speeded up to provide housing facilities to women construction workers. It is already evident that quality of house construction among women workers in construction industry has improved side by side, sanitation facilities and toilet facilities along with safe drinking water facilities have improved. Add to this is the electricity facilities, the programme like social sector incentives should be implemented rigorously. 3. Maximum number of insurance schemes should be brought under the benefits of women construction workers, not only that the government should pay the premiums also. The payments should shuttled soon after either the accident or the death of the workers. Government can also involve the owners of the building to pay the part of the premium and compensation in case of injure or death of the workers. If the building work is stopped in between for a while the building owners should pay interim wage payment to retain the workers in their place. 4. Women workers in construction industry are unorganised and dose not belongs to any associations or groups. By becoming the number of some group are associations they can have their own identity and fight for the justices either against exploitation or for monetary benefits. Not only that should be organised at local level but also they should affiliate themselves with state and national level federation of women construction workers. They should meet at least once in year under their organisations and discuss the problems of their jurisdiction and find a solution to the problem 5. These are high aspirations of women workers in construction industry which they expect both from the government and from the building owners constructing the building. A human attitude from the ownerâ&#x20AC;&#x2122;s and by a legal supports from the government the socio-economic conditions of women workers in construction industry can be improved to the expected level. VIII. Conclusion Construction industry is recognized as the unorganized sector with vast labour intensity and economic activities after agriculture in India. These labourers work is temperature and casual natured with lack of basic amenities and inadequate facilities. Despite its unique nature and cultural challenges, construction industry still offers great opportunities. In spite of these the status and amenities are improved after joining the construction

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industry. The government to take Socially, Economically, Legally, and policy efforts will enhance them environment of improvement and resource potential among women construction workers and empower them leading to the growth of the families and the advancement of the nation. Reference [1]. [2]. [3]. [4]. [5]. [6]. [7]. [8]. [9]. [10].

Annette Barnabas, Joseph Anbarasu D and Clifford Paul S(2009) “A study of the empowerment of women construction workers as Masons in Tamil Nadu”, India, Journal of international women’s studies Vol. 11 #2 November 2009. Arup Mitra, Swapna Mukhopadhyay (1989) “Female labour absorption in construction sector, Economic and political weekly”, Vol.24, No.10(March 11, 1989) Chikmagalur District at a Glance 2009-10, Government of Karnataka Directorate of Economic and Statistics, Government of Karnataka, Bangalore. Jayawardane A.K.W & Gunawardena N.D (1988) “Construction workers in developing countries: A case study of Sri Lanka Construction, Management & Economics”, 46(5), 521-530. Hari priya K (2007-08) “A study of construction industry in Haryana” publication New Delhi. Poongodi. R (2012) “Socio Economic Characteristics of Women Construction Workers in Tamilnadu – Some Evidences”, GRA GLOBAL RESEARCH ANALYSIS, Volume: 1 | Issue : 4 | Sep 2012 , PP.9-11. Ranade S. N (1975), “Women construction workers: reports of two surveys”. (Bombay: Allied Publishers. Sudhir Saxena (2009) “Problems of Labours on Construction: A Qualitative Research”, Shodh, Samiksha aur Mulyankan (International Research Journal)—ISSN-0974-2832 Vol. II, Issue-7, PP.53-55. Tiwary, et al (2012), “Socio-economic status of workers of building construction industry”, Indian Journal of Occupational and Environmental Medicine - August 2012 - Volume 16 - Issue 2,PP.66-71.

Acknowledgements I am thankful to chairperson, and all the members and Staff University Grant Commission, New Delhi for funding this Major Research Project.

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Child Labour in India: A Curse on Humanity 1

Dr. Dhananjay Mandlik, 2Dr. Parag Kalkar, Professor, Sinhgad Business School, Pune, Maharashtra, INDIA 2 Director, Sinhgad Institute of Business Administration and Computer Application, Lonavla, Maharashtra, INDIA 1

Abstract: In India, the problem of child labour is well recognized. Children are engaged in various types of work including those that are classified as ‘hazardous’. Although there are inter-state and inter-regional variations in India, the factors that generate child labour in general, and hazardous child labour in particular, are basically similar and revolve around poverty, lack of access to quality education, demographic pressure, social exclusion etc. Child labour is a serious evil for the developing countries like India. The majority of child labourers in India work in industries such as cracker manufacturing, diamond polishing, carpet weaving, brassware industry, glass and bangle making, and mica cutting. The employers hire child labor by paying less pay in sub-human conditions with long working hours. Government of India has taken major initiatives to eradicate the child labour by passing special legislations and punishing the offenders. Not only government authorities, but also other social rehabilitated centers are playing an important role in rescuing the child labour at the central and state level. Providing education to all the children is a long-term answer to this social menace. The problem of child labour continues to pose a challenge before the nation. Government has been taking various pro-active measures to tackle this problem. However, considering the magnitude and extent of the problem and that it is essentially a socio-economic problem inextricably linked to poverty and illiteracy, it requires concerted efforts from all sections of the society to make a dent in the problem. This paper is an attempt in analytical look at the official sources of information on the scale of child labour in India. Key Words: Hazardous, Demographic Pressure, Social Exclusion, government authorities I. Introduction The Child Labour (Prohibition and Regulation) Act, 1986 is one the most debated acts regarding children in India. It outlines where and how children can work and where they cannot it is decided. The provisions of the act are meant to be acted upon immediately after the publication of the act, except for part III that discusses the conditions in which a child may work. Part III can only come into effect as per a date appointed by the Central Government (which was decided as 26th of May, 1993). After independence from colonial rule, India has passed a number of constitutional protections and laws on child labour. Government has developed the law in the Child Labour in various ways. The major national legislative developments include the following The Factories Act of 1948: The Act prohibits the employment of children below the age of 14 years in any factory. The law also placed rules on who, when and how long can pre-adults aged 15–18 years be employed in any factory. The Mines Act of 1952: The Act prohibits the employment of children below 18 years of age in a mine. The Child Labour Act of 1986: The Act prohibits the employment of children below the age of 14 years in hazardous occupations identified in a list by the law. The Juvenile Justice (Care and Protection) of Children Act of 2000: This law made it a crime, punishable with a prison term, for anyone to procure or employ a child in any hazardous employment or in bondage. The Right of Children to Free and Compulsory Education Act of 2009: The law mandates free and compulsory education to all children aged 6 to 14 years. This legislation also mandated that 25 percent of seats in every private school must be allocated for children from disadvantaged groups and physically challenged children. India is home to more than 12.6 million children who are forced to work in order to survive. These children are working as domestic help, on streets, in factories and farmlands silently suffering abuse. Child labour is the practice of having children engage in economic activity, on part or full-time basis. The practice deprives children of their childhood, and is harmful to their physical and mental development. Poverty, lack of good schools and growth of informal economy are considered as the important causes of child labour in India. The 1998 national census of India estimated the total number of child labour, aged 5–14, to be at 12.6 million, out of a total child population of 253 million in 5-14 age group. A 2009-2010 nationwide survey found child labour

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prevalence had reduced to 4.98 million children (or less than 2% of children in 5-14 age group). The 2011 national census of India found the total number of child labour, aged 5â&#x20AC;&#x201C;14, to be at 4.35 million, and the total child population to be 259.64 million in that age group. According to the Census 2001 figures there are 1.26 crore working children in the age group of 5-14 as compared to the total child population of 25.2 crore. There are approximately 12 lacs children working in the hazardous occupations/processes which are covered under the Child Labour (Prohibition & Regulation) Act i.e. 18 occupations and 65 processes. However, as per survey conducted by National Sample Survey Organization (NSSO) in 2004-05, the number of working children is estimated at 90.75 lakh. It shows that the efforts of the Government have borne the desired fruits. Biggeri and Mehrotra have studied the macroeconomic factors that encourage child labour. They focus their study on five Asian nations including India, Pakistan, Indonesia, Thailand and Philippines. They suggest that child labour is a serious problem in all five, but it is not a new problem. Macroeconomic causes encouraged widespread child labour across the world, over most of human history. They suggest that the causes for child labour include both the demand and the supply side. While poverty and unavailability of good schools explain the child labour supply side, they suggest that the growth of low paying informal economy rather than higher paying formal economy is amongst the causes of the demand side. Other scholars too suggest that inflexible labour market, size of informal economy, inability of industries to scale up and lack of modern manufacturing technologies are major macroeconomic factors affecting demand and acceptability of child labour. child labour age 5 to 14 Per 1000 Urban Area

42 44 36

31 12 8 3 21 10

41 24

13 6

0 4

21 30

16 7

4 4 4 0

43 22

10 13 10 9 13 12 9 18 18

126

Rural Area

It is observe that the Child Labour in the age 5 to 14 are consistently highest in rural area as compare to Urban area in India

Non-governmental organizations Many NGOs like Bachpan Bachao Andolan, CARE India, Child Rights and You, Global march against child labour, RIDE India etc. have been working to eradicate child labour in India. Pratham is India's largest non-governmental organization with the mission 'every child in school and learning

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well.' Founded in 1994, Pratham has aimed to reduce child labour and offer schooling to children irrespective of their gender, religion and social background. It has grown by introducing low cost education models that are sustainable and reproducible. Child labour has also been a subject of public interest litigations in Indian courts. Still a big challenge Despite a law in force in India, prohibiting child labour, millions of children to be employed in homes, at roadside restaurants and in factories across the country. These young kids are also subjected to exploitation in various other ways, including sexual and mental abuse. With June 12 being observed as antichild labour day, activists alleged that lack of enforcement of the Child Labour Act and no rehabilitation has been fueling child labour. In 2007 the Indian Government published the results of one of the world's largest and most sophisticated studies on child abuse, carried out in conjunction with Unicef and Save the Children. This detailed research on over 12,000 children produced some shocking conclusions:  Two thirds of children are victims of physical abuse. The majority is beaten in school, and over half have to work seven days a week.  Over 50% have faced some kind of sexual abuse, and over 20% of them severe abuse.  Half of children also face emotional abuse. So this is some of the context from which so many children choose, or are forced, to leave their home or village and end up in a city like Delhi.         

II. Facts of Child Labour in India Official figures indicate that there are over 12 million child workers in India, but many NGOs reckon the real figure is up to 60 million. The number of girls involved is not much lower than the boys. The largest numbers work in places like textile factories, dhabas (roadside restaurants) and hotels, or as domestic workers. Much of the work, such as in firecracker or matchstick factories, can be hazardous; even if not, conditions are often appalling and simply rob kids of their childhood. By a law introduced in 2006, no child under 14 should work. But like many laws in India, the problem is enforcement. 2 years after the ban, the Labour Ministry had carried out 12,000 operations but only made 211 prosecutions. The majority of children are enrolled in school, but up to half don't attend regularly. Many are pressured to work and earn money for their families (see below). After five years of classes, fewer than 60% can read a short story or do simple arithmetic. III. Health for Children in India About 27 million children are born each year in India. But nearly 2 million of them do not live to the age of five. Much of this is due to malnourishment. India has over 200 million people in hunger, and over 40% of the children who do live till 5 are malnourished. Immunization is very low by world standards. 79% of children under 3 have anaemia. Half of children have reduced learning capacity because of iodine deficiency.

IV. Child Labour and Business The International Labor Organization estimates that 218 million children ages 5-17 are engaged in child labor the world over. Businesses save money as child labor is cheap and kids can be easily exploited, taking advantage of their parents' poverty and helplessness. This further spurs the rise of child labor in the country. So factories find loopholes and get round the law by declaring that the child laborer is a distant family member or is above 14 years of age. Child labor in India is mostly practiced in restaurants, roadside stalls; matches, fireworks and explosives industry glass and bangles factories; beedi-making; carpet-making; lock-making; brassware; export-oriented garment units gem polishing export industry; slate mines and manufacturing units; leather units; diamond industry; building and construction industry; brick kilns, helpers to mechanics, masons, carpenters, painters, plumbers, cooks, etc. Thousands of affluent Indians hire youngsters for household chores and to look after their own kids, under the pretext of providing some money to the parents of the child laborers and of offering a better life than he/she would normally have had.  An estimated 14 percent of children in India between the ages of 5 and 14 are engaged in child labor activities, including carpet production.  It would cost $760 billion over a 20-year period to end child labor. The estimated benefit in terms of better education and health is about six times that — over $4 trillion in economies where child laborers are found.  Some children are forced to work up to 18 hours a day, often never leaving the confines of the factory or loom shed.

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 

   



Children trafficked into one form of labor may be later sold into another, as with girls from rural Nepal, who are recruited to work in carpet factories but are then trafficked into the sex industry over the border in India. A recent report, produced by the International Confederation of Free Trade Unions, says there are as many as 60 million children working in India's agricultural, industrial and commercial sectors. The report argues that India's booming economy takes advantage of children workers to aid its growth and to bring wealth to a minority. Even though the urban centers see many child laborers, estimates say that about 80 percent of child laborers reside in rural India, where they are forced to work in agricultural activities such as fanning, livestock rearing, forestry and fisheries. Reports say that there are more children under the age of 14 in India than the entire population of the United States. And children under 14 years of age account for about 4 percent of the total labor force in the country. Of these children, nine out of every ten work in their own rural family settings. Nearly 85 percent are engaged in traditional agricultural activities. Less than 9 percent work in manufacturing, services and repairs. About 0.8 percent works in factories. The most inhuman form of child exploitation is the age old practice of bonded labor in India. Here children are sold to the buyer like a commodity for a certain period of time. The labor that the child is subjected to is treated as collateral security and exploiters “buy” them for small sums at exorbitant interest rates. There are many reasons for child labor. Poverty is the biggest reason for child labor in India. The small income of child laborers is also absorbed by their families.

Children’s in India Highlights: Following are the highlights of the Children’s in India  During the decade 2001-2011, there is a reduction of 5.05 millions in the population of children aged 06 years during this period. There is drop in male children is 2.06 million and in female children is 2.99 millions.  During the period 1991 -2011, child sex ratio declined from 945 to 914, whereas the overall sex ratio showed an improvement from 927 to 940. As per Census 2011, the State/ UTs with alarmingly low (<900) child sex ratio are, Haryana (830), Punjab (846), Jammu & Kashmir (859), Delhi (866), Chandigarh (867), Rajasthan (883), Maharashtra (883), Uttrakhand (886), Gujarat (886), Uttar Pradesh (899). The State/ UTs which are having better (> =950) child sex ratio are Mizoram, (971), Meghalaya (970), A &N Islands (966), Puducherry (965), Chattisgarh (964), Arunachal Pradesh (960), Kerala (959), Assam (957), Tripura (953), West Bengal (950).  Female infants experienced a higher death rate than male infants in all major states. Though the Urban and Rural gap in infant mortality has declined over the years, still it is very significant. IMR has declined in urban areas from 50 in 1990 to 31 in 2010, whereas in rural areas IMR has declined from 86 to 51 during the same period.  There is considerable increase in the absolute number of child labour between 1991 and 2001 in the states of Uttar Pradesh, Rajasthan, Jharkhand, Chattisgarh, Bihar, West Bengal, Haryana, Uttaranchal, Himachal Pradesh, Punjab, Nagaland, Assam, Meghalaya, and Delhi, whereas the States of Maharashtra, Andhra Pradesh, Madhya Pradesh, Tamil Nadu, Karnataka, Orissa, Gujarat and Kerala have shown significant decline in the number of child labour.  As per the NFHS -3 (2005-06), nearly 11.8% children age 5-14 years works either for their own household or for somebody else.  The very young children (age 5-7 years), both boys and girls, are mainly doing unpaid work for someone who is not a member of their household. The older boys age 12-14 are mainly engaged in paid work or family work, whereas girls in this age group are involved mainly in household chores or family work.  Rural children age 5-14 years (12.9%) is more likely to be engaged in work than their urban counterparts (8.6%).  It is alarming that, in 2011, the Crimes against children reported a 24% increase from the previous year with a total of 33,098 cases of crimes against Children reported in the country during 2011 as compared to 26,694 cases during 2010.  An increase of 27% is observed in the Crime of Procuration of Minor Girls, ie.862 cases in 2011 compared to 679 cases in 2010. West Bengal has reported 298 such cases, indicating a share of 34.6% at national level followed by Bihar (183), Assam (142) and Andra Pradesh (106). Maharashtra accounted for 74% of the total 27 cases of ‘buying of girls for prostitution’ and West Bengal has accounted for 77% of the total 113 cases of ‘selling of girls for prostitution’.

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V. Important Schemes for Well- being of Children Integrated Child Development Service Scheme Integrated Child Protection Scheme National awards for child Welfare. National Child Awards for Exceptional Achievements. Rajiv Gandhi Manav Seva Awards for Service to Children. Balika Samriddhi Yojna. Nutrition Programme For Adolescent Girls Early Childhood education for 3-6 age group children. Welfare of working children in need of Care and Protection Childline services Rajiv Gandhi National Creche Scheme for children of working mothers. UJJAWALA : A Comprehensive Scheme for Prevention of trafficking and Resue, Rehabilitation and Re-integration of Victims of Trafficking and Commercial Sexual Exploitation Sarva Shiksha Abhiyan National Rural Health Mission Rajiv Gandhi Scheme for empowerment of Adolescent Girls – SABLA. Dhana Lakshami – Conditional Cash Transfer for Girl Child with insurance cover National Commission for Protection of Child Rights

                 

VI. Conclusion The problem of child labour appears in severe form and various factors are involved. The reasons for the incidence of child labour in India are complex and deeply rooted into the society. Child labour has been a complex rural problem, as well with children helping out in the farm with their families. It has been one of the biggest obstacles to social development. It is a challenge and long-term goal in many countries to abolish all forms of child labour. Especially in developing countries, it is considered as a serious issue these days. It refers to children who miss their childhood and are not able to have the basic amenities which a child should have. The India government has established various proactive policies towards elimination of child labour. India has a number of child labour projects which have been implemented to help children from hazardous occupations and provide them an education. Each and every citizen should be aware of their responsibilities and should take corrective measures to stop child labour, so that we can have a better and developed India. Child labour can be controlled if the government functions effectively with the support of the public. Not only because the laws themselves have drawbacks, but also because of the human factors, and usually an international organizations and NGOs cannot fix the problem on their own, what they need is to intensify the cooperation with the governments who has the right of making laws. In a word, the key of the reduction of child labour is to emancipate children. References [1]. [2]. [3]. [4]. [5]. [6]. [7]. [8]. [9]. [10]. [11]. [12]. [13].

New census of india data suggest high incidence of marginalization, child labour characterize gujarat’s employment scenario, rajiv shah, july 5, 2014 Magnitude of child labour in india an analysis of official sources of data (draft), national commission for protection of child rights 2012 report The child labour (prohibition and regulation) act, 1986 Children in india 2012- a statistical appraisal Save the children official website https://support.savethechildren.in/ Child Protection and Child Rights an official website http://www.childlineindia.org.in/ op.cit., Annual Report, pp. 91-92 Government of India, Planning Commission, Working Group for Social inclusion of Vulnerable Grouplike Child Labour and Bonded and Migrant Labour in the 12th Five Year Plan (2012-17) Combating child labour in India an empirical study in Andhra Pradesh, Government of India Planning Commission New Delhi – 110 001 prof. K.venkat narayana No child below the age of fourteen years shall be employed to work in any factory or mine or engaged in any other hazardous employment, Article 24 of Constitution India-Vision 2020 Published by Planning Commission of India Ministry of Labour and Employment, Government of India, Website World Report on Child Labour, Published by International Labour Organization

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

A Study to Assess the Stress and Coping Strategies among Mothers of Physically Challenged Children in an Integrated School at Mangalore 1

Mrs. Sandhya M.S, 2Dr. Asha P Shetty Post Graduate, Department of Paediatric Nursing, K.Pandyarajah Ballal Nursing Institute, Ullal, Mangalore 575020, Karnataka, INDIA. 2 Professor and HOD, Department of Pediatric Nursing, Yenepoya Nursing College, Yenepoya University, Deralakatte, Mangalore 575018, Karnataka, INDIA.

Abstract: Introduction: The birth of a child is one of the lifeâ&#x20AC;&#x2122;s most natural and happy experiences. The parents dream for a beautiful well formed child with all health and cheers. Child development refers to biological and psychological changes that occur in human beings between birth and the end of adolescence, as the individual progress from dependency to increasing autonomy. When the child is born with a physical disability, in addition to regular adaptation the family especially mothers must cope up with the stress, grief, disappointment and challenges which may lead to serious crisis or even disruption of family life. They need extra support to deal with the situation. Objectives: The objectives of the study were to determine the level of stress among mothers of physically challenged children, assess the coping strategies among mothers of physically challenged children, find out the relationship between stress and coping strategies among mothers of physically challenged children and find out the association between stress and coping strategies with selected demographic variables. Design: Non - experimental descriptive design. Setting: Mangalajyothi Integrated Special School at Vamanjoor, Mangalore. Sample: 60 mothers of physically challenged children belong to the age group of 5 â&#x20AC;&#x201C; 15 years. Interventions: Demographic Proforma, Pediatric Inventory for Parents and Modified Coping Scale were administered in order to find out the stress and coping strategies among mothers. Results: Stress among mothers of physically challenged children shows that majority (95%) of the mothers had moderate stress and 5% of them had severe stress. Of this, 66.08% elicited medical stress. Coping strategies among mothers of physically challenged children revealed that most of the mothers (90%) had average coping mechanisms, 6.7% of them had adaptive coping mechanism and 3.3% of them disclosed mal adaptive coping. Of this, 65.78% used seeking social support to overcome the stressful situation. Conclusion: The medical care of the physically challenged children cause major stress in mothers. The mothers of physically challenged children frequently used seeking social support as coping mechanism during the stressful situations. So the nurses should be given adequate counseling and psychological support to the mothers of physically challenged children in order to cope with the disability more effectively. Key words: Coping, mothers, physically challenged children, stress. I. Introduction Childhood is the foundation of life. Child development refers to biological and psychological changes that occur in human beings between birth and the end of adolescence, as the individual progress from dependency to increasing autonomy. Parenting is the single largest variable implicated in childhood illnesses and accidents. Having a child with a chronic disability is stressful for any family. Living with a disabled child can have profound effects on the entire family, which in turn can affect the health and well-being of the child who is disabled. According to UNICEF global disability statistics, in the world 600 million people are physically challenged, among which one quarter or 150 million are children. It is estimated that 6 to 10% of children in India are born disabled.[1] Among them thirty percent are children below the age of fourteen years. Of these, 48 percent are visually impaired, 28 percent are movement impaired, 14 percent are mentally disabled and 10 percent have hearing and speech disabilities.[2]. A comparative study was conducted on child-related and parenting stress and similarities and differences between mothers and fathers of 121 children with disabilities. The study found that there are differences between mothers and fathers on child-related and parenting stress and the stress were found to be more among

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mothers due to personal consequences. Mothers were more affected by their personal support networks. The study underlines that maternal stress is higher than that of paternal stress[3]. Regular and active participation by mothers during all phases of care of children with physical disabilities plays a vital role in overall development of the child. However, providing a high level of care that is required by a child with long-term physical limitations may affect the psychological health of the mothers.[4] so it is clear that the presence of physically challenged child in the family causes tremendous stress particularly to the mothers. The purpose of this study was to identify the stress among mothers in taking care of physically challenged children and to identify the coping strategies adopted by them. An understanding of care taker’s perceptions of the stresses related to care of physically challenged child is essential to foster mothers coping. This will enable in improving services such as counseling and educational interventions to such mother The objectives of the study were to: 1. Determine the level of stress among mothers of physically challenged children. 2. Assess the coping strategies among mothers of physically challenged children. 3. Find out the relationship between stress and coping strategies among mothers of physically challenged children. 4. find out the association between stress and coping strategies with selected demographic variables such as age of the mother, type of family, birth order of the physically challenged child, number of children, educational status of the mother, socio economic status and working status of the mother Hypotheses The following hypotheses will be tested at 0.05 level of significance. H 1: There will be significant relationship between stress and coping of mothers of physically challenged children. H 2: There will be significant association between the stress among mothers of physically challenged children with demographic variables. H3: There will be significant association between the coping strategies among mothers of physically challenged children with demographic variables. II. Materials and Methods Non experimental survey approach was used to describe the stress and coping strategies among mothers of physically challenged children. Demographic Proforma, Pediatric Inventory for Parents, and Modified Coping Scale were administered to assess the stress and coping strategies among mothers of physically challenged children. The Pediatric Inventory for Parents (PIP) includes 42 items grouped into four domain scale such as communication, medical care, role function, emotional function. Parents rate each item along a 5- point Likert scale which measures the frequency of events and level of difficulty associated with it. Frequency and difficulty scores are summed separately for each of the four domain scales. This scale scores are then added together to form an overall total frequency score (PIP-F) and total difficulty score (PIP-D): higher scores indicate greater frequency and difficulty. The range for each of the total F and total D scores is 42-210. Internal consistency of the PIP was examined by calculating Cronbach's coefficient alphas for the total and four domain scale scores for both the PIP-F and PIP-D scales. Coefficient alphas for the total scores were PIP-F =. 95, PIP-D =.96. Reliability estimates for the individual scales were .80. Modified coping scale includes 44 items grouped into eight domain scale such as planful problem solving, escape avoidance, positive reappraisal, self controlling, and accepting responsibility, Confrontive coping, distancing and seeking social support. Parents rate each item along a 4-point Likert scale as not used, used somewhat, used quite a bit, used a great deal with scores of zero, one, two and three respectively. The obtained coefficient alpha (Cronbach’s alpha) r = 0.85. Written consent was taken from the mothers selected for the study. The main study was conducted among 60 mothers of physically challenged children belongs to the age group of 5 – 15 years. Non probability convenient sampling technique was used to select the samples for the study because of their convenient accessibility and proximity. Both descriptive and inferential statistics were used to analyze the data. III. Results Distribution of mothers according to their age group shows that majority (40%) of mothers were in the age group between 31-35 years. Highest percentage (48.33%) belonged to Hindu family. Thirty one mothers of physically challenged children (51.67%) had primary school education and 60% of the mothers were unemployed. The family income of the fifteen mothers (43.33%) ranged from Rs. 6001-Rs.8000. 63.3% of the mothers belonged to the nuclear family and remaining 36.7 % of them belonged to joint family. 43.33% of mothers had two children in her family.26.66% of the mothers had one child and rest 3% of them had three children in the family. Among the samples 38.33% physically challenged children belonged to the age group 8-10 years and 35% of them are belonged the age group 11-15 years. Remaining 16 physically challenged children (26.67%) were in the age group of 11-15 years.

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The majority of the physically challenged children (48.3%) were first born in the family and 31.67% of them were second born. Only 20 % of the children were of the third birth order and 32 children (53.34%) were females and remaining 28 children (46.66%) were males. Overall stress level among mothers of physically challenged children revealed that majority (95%) of the mothers had moderate stress and 5% of them had severe stress. Majority of mothers (66.08%) elicited medical stress, 65.62% of them had emotional distress, 63.60% experienced stress during medical care and 62.67% had stress during communication. Overall coping among mothers of physically challenged children shows that most of the mothers (90%) had average coping mechanisms, 6.7% of them had adaptive coping mechanism and 3.3% of them disclosed mal adaptive coping. The various ways used for coping by the mothers of physically challenged children shows that 65.78% used seeking social support, 65% of used Planful problem solving, and 63.89% used Confrontive coping, 62.70% used distancing, 60.56% used self controlling, 57.96% used accepting responsibility53.98% used positive reappraisal and 53.40% used escape avoidance. Table 1: correlation between stress and coping strategies among mothers of physically challenged children. N=60 Variables Stress

Mean 135.65

SD 12.021

Coping

78.68

10.846

‘r’ value

P value

.197

.131

r (58)=0.236 , P<0.05 The computed Karl Pearson’s correlation coefficient revealed that there is no significant relationship [(r) = .197] between stress and coping strategies of mothers of physically challenged children at 0.05 level of significance at 58 df. Table 2: Chi Square Test to Find Association between the Levels of Stress among mothers of physically challenged children with selected demographic variables N=60 Sl.no

Demographic variables

Age of the mother (years) a) 20-30 b) 31-40 Education of the mother a) Primary school b) Above high school Occupation a) Employed b) Unemployed Type of the family a) Nuclear b) Joint Monthly income of the family a) Rs.4001-Rs.8000 b) Rs.8001-Rs.12000 Number of children in the family a) One b) Two c) Three Age of the child (years ) a) 5-8 b) Above 8 Birth order of the child a) First b) Second c) Third Gender of the child a) Male b) Female

Median <137

Median ≥137

Chi square value

P value

14 14

15 17

0.058

0.08

15 13

15 17

0.26

0.60

11 17

13 19

0.01

0.91

16 12

22 10

1 1

0.86

0.35

18 10

24 8

0.38

0.53

6 14 8

10 12 10

0.6

0.74

12 16

20 12

2.31

0.13

12 9 7

17 10 5

0.01

0.99

15 13

13 19

1.01

0.32

χ2 (1)=3.84; P<0.05, χ2 (2)= 5.991; P<0.05 Data presented in the table 2 reveals that chi square values are lesser than that of the table value at 0.05 level of significance for the selected demographic variables which indicates that there is a no significant association between the level of stress and selected demographic variables. IV. Discussion Assessment of stress among mothers of physically challenged children revealed that majority (95%) of the mothers had moderate stress and 5% of them had severe stress. Consistent findings were found in a study conducted in Taiwan indicated that 45.05 % of the parents had moderate stress[5] Assessment of coping among mothers of physically challenged children revealed that most of the mothers (90%) had average coping mechanisms, 6.7% of them had adaptive coping mechanism and 3.3% of them disclosed mal adaptive coping. A similar study was conducted on coping among parents of mentally challenged children in

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Dharwad. Results showed that among them, 61% had average coping mechanism and 22% were maladaptive to their stressful situations.[6] The computed Karl Pearson’s correlation coefficient revealed that there is no significant relationship [(r) = .197] between stress and coping strategies of mothers of physically challenged children at 0.05 level of significance. Present study contradictory to the study conducted in Mysore to know the psychological stress and coping strategies of 62 parents of mentally challenged children. The results revealed that a significant and negative correlation coefficient was observed between psychological stress and coping. The result also shows that parents with higher educational status had low psychological stress and high coping strategies scores.[7] Chi square test revealed that there is no significant association between the stress and coping strategies among mothers of physically challenged children and selected demographic variables. A similar study conducted by Venkatesh Kumar on psychological stress and coping strategies of the parents of mentally challenged children at Mysore. The result shows that gender, educational level and psychological stress and coping of mothers of mentally challenged children had no significant difference. [7] Implications Nurses can greatly influence on parents’ perception of the child’s disability by providing them with relevant information, reinforcing and encouraging them to express their feelings and concerns by providing individual and group counseling. V. Conclusion From the study, it is concluded that the medical care of the physically challenged children cause major stress in mothers. The mothers of physically challenged children frequently used seeking social support as coping mechanism during the stressful situations. So it clear that all mothers of children having physical disability should be given adequate counseling and psychological support in order to cope with the disability more effectively. Acknowledgements I owe my deep felt thanks and respect to Prof. Mrs Dr. Asha P Shetty, Mr. Praveen V Bagali, management and faculty of KPBNI, my batchmates and mothers of physically challenged children who participated in this study. I also thank all those who had helped us directly or indirectly to carry this study. References [1]. [2]. [3]. [4]. [5]. [6]. [7].

Disability world [home page on the internet]. UNICEF & Disabled Children and Youths. [cited on August 2003] Available from: URl:http://www.disabilityworld.org/index.htm. Quality of the life among physically challenged children. Maharaj Singh nightingale nursing times, volume 7, number 11, February 2012, page no:60 Krauss MW. Child-related and parenting stress: similarities and differences between mothers and fathers of children with disabilities. Am J Ment Retard 1993 Jan; 97(4):393-404. Datta P. Pediatric nursing. 2nd edition. New Delhi: Jaypee Brothers Medical Publications. Chen JY.A comparison of stress and coping strategies. Journal of pediatric nursing 2002 Oct; 17(5):369-378. Upadhyaya .R.G, Havalappanavar. B.N. Coping in parents of the mentally challenged. Journal of the Indian academy of applied psychology. 2008 July; 34(2).221-25. G. Venkatesh Kumar. Psychological stress and coping strategies of the parents of mentally challenged children. Journal of the Indian academy of applied psychology. 2008 July; 34(2).227-231.

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Re reading Nissim Ezekiel: A Postmodern Critic Goutam Karmakar Assistant Teacher, Department of English, Bhagilata High School (H.S), Raiganj, Uttar dinajpur, West Bengal, INDIA. Abstract: Postmodern Indian English Literature is one of the many new literatures that emerged after 1980. And Indian English Poetry flourished with the writing of Nissim Ezekiel, the father of modernism in Indian English Poetry. His poetry has a unique style that also marks his poetic art. As a poet of sensibilities, he wants to show in his poetry a sense of discipline, critical approaches, satire, irony in order to show the follies, foibles and the problems that lie in the then India. Actually, he wants to show apprehending reality, enigmatic, ambiguous, complex and unknowable truth through his poetry. His poetry does not evoke tragedy or comedy but rather a kind of social consciousness, message through his mode of satire, humour and irony. In this paper I have attempted to show Ezekiel as a postmodern critic with special reference to some of his eternal verse. Keywords: Satire, Irony, Postmodern, Humour, Concern, Critic I. Introduction With the publication of Nissim Ezekiel’s ‘A Time to Change’, a new period started in Indian English Poetry. Ezekiel’s poetry shows a new way to use English in Indian way. With his use of idiom, phrases, devices and structures, he uplifts Indian English Poetry to a new level and emerges it with Commonwealth literature. His poetry confessional in tone reflects the anxities, contradictions, surrounding social structure, desires, emotions, feelings and aspirations of the individuals. Actually he is a trend setter and father of law giver of the new poetry in English. And in order to do something extra ordinary that would be helpful to make poetry extra ordinary by making the distance between the writer and his craft, he choose a new way to show his maturity as a discriminate and distinguish writer of his age. A close reading of Ezekiel’s poetry shows that he uses pun, satire and verbal irony, and subtle irony, irony of life, situation and characters. His irony and satire are also mixed with Indianness, Indian sensibility, Indian vernacular and half-baked English. It also helps him to show the social problem in an utterly modern shape. His poetry is a mixture of humanism, idealism, materialism, liberalism, socialism, deep human concern and sense of social justice. In his ‘A Morning Walk’, he ironically shows that though we are going to be a economically developed country, but still the slum dwellers are in a wretched condition. As he says: “Barbaric city sick with slumps, Deprived of seasons, blessed with rains, Its hawkers, beggars, iron-lunged, A million purgatorial lanes And child like masses, many tongued Whose wages are in words and crumbs?” (A Morning Walk) Ezekiel wants to show his concern with upper class educated people as they are merely educated and when the time comes to show their knowledge, they pass it with mere gossip and boastfulness. His ‘The Professor’, is a satirical poem where the professor is attacked with a ironic touch and is also ridiculed by the poet. Through the professor, the poet has satirized the educated class and their boastful nature of expressing their good condition and material wealth. Also, the poet wants to satire Indian way of talking in English as they mistake a lot in grammar, tense and syntax but still speak in English to show aristocracy. As the poet says: “By God’s grace, all my children Are well settled in life One is Sales Manager, One is Bank Manager, Both have cars. Sarala and Tarala are married

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Their husbands are very nice boys.” (The Professor) Indian’s apathy, indifference and fatalism are attacked and satirized by Ezekiel. In his ‘Entertainment’, he shows how a monkey showman wanders here and there to entertain people in spite of their negligence. He has to do it to earn money as he lives on other’s sympathy, empathy, apathy and negligence. And yet he is an entertainer. As the poet says: “Naked to the waist, The Master of ceremonies Drums frenzy, cracks whip, Calls the tricks To earn applause and copper coins.” (Entertainment) Ezekiel is also conscious about religious journey and spiritual quest. In his ‘Enterprise’, he shows how the journey which started with a happy note ended in vain and nothingness as there were so many confusions, conflicts, difficulties and differences among members. A deconstructive reading shows that perhaps he wants to show the differences between ideas, rites and rituals between the Hindu and Muslims before the partition. As he says: “But when the differences arose on how to cross a desert patch, When, finally, we reached the place, We hardly knew why we were there, The trip had darkened every face, Our deeds were neither great nor rare Home is where we have to gather grace.” (Enterprise) Indian people’s superstition, ignorance are shown in ‘Night of the Scorpion’. Here when the mother is stung by a scorpion, peasants pray and speak of incarnation and the narrator’s father being a skeptic, rationalist tried many superstitious things. But the mother’s final speech shows Indian mother’s love for their children and all her previous pains have gone. Here lies the irony with a typical Indian motherly attitude: “My mother only said Thank God the scorpion picked on me And spared my children.” (Night of the Scorpion) Ezekiel as a postmodern critic shows semi-educated Indian’s way of speaking and writing in ‘Goodbye Party For Miss Pushpa T.S’. The poet ridicules the errors of grammar, syntax, idiom which many Indians commit while speaking the English Language. Actually he wants to correct it by pointing it out before Indians. The occasion is a party which is given by Miss Pushpa’s friends and colleagues as she is about to leave for a foreign country. And he shows how people used wrong tense while delivering their speech. As the opening lines show: “Friends, Our dear sister Is departing for foreign.” (Goodbye Party For Miss Pushpa T.S) In his ‘Poverty Poem’, he satirizes the concern of a white foreigner for Indian beggars which is almost fully confined to the verbal level and the friendliness of Indian beggars which is reserved for white foreigners. As he shows in these lines” “She didn’t know beggars in India Smile only at white foreigners. Indians are a friendly people, anyway,’ She said,’ so they are’, I agree.” (Poverty Poem) Ezekiel is famous for the harmony, subtle change of emotion, touches of irony and satire in his poems. In his ‘Urban’, he feels sad for the horrible landscape of urban scene and it makes him repulsive. Here he shows how modern civilization reduced life to a mechanical circle and the poet has to live in it. As he says: “The hills are always far away He knows the broken roads, and moves in circles tracked with in his head Before he walks and has his say The river which he claims he loves is dry, and all the winds lie dead.” (Urban) As a postmodern Indian English Poet, he shows sympathy and concerns for poor, downtrodden people and in this respect servants are also in his area of concern. He feels sad for them as what they receive from Indian house is really pathetic. He shows it to change their condition. In ‘Ganga’, he ironically shows their condition. As the poet says: “She always gets a cup of tea

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preserved for her from the previous evening and a chapatti, stale but in good condition. Once a year, an old sari, and a blouse for which we could easily exchange a plate or a cup and saucer.” (Ganga) Ezekiel is full of emotion and feels pity and sad for every surrounding problems. He shows his concern for Indian woman as they are subdued,oppressed,subjugated and marginalized in patriarchal society. He feels it wrong and wants to show the reader and world their pitiful condition. The also are human and self-respect. In his ‘In India’, he shows every problem: “Here among the beggars Hawkers, pavements, sleepers, Hutment dwellers, slums, Dead souls of men and gods, Burnt out mothers, frightened Virgins, wasted child And tortured animal, All in noisy silence Suffering the place and time.” (In India) As a postmodern critic, he targets a every vices and classes dealing with it in order to critice and rectify them. In ‘Background Casually’, he ironically describes himself as a poet rascal clown. The irony becomes more clear when he got prize,his journey in English ship and when he is compelled to take up a mental job in order to pay for his passage back to India. Actually he wants to express his concerns about the society. As it appears in these lines: “They told me I had killed the Christ, that year I won the scripture prize I have made my commitments now This is one: to stay where I am, As others choose to give themselves In some remote and backward place, My backward place is where I am.” (Background Casually) Ezekiel is his poetry shows the young generation in a humorous way. He mocks at them to show them their actual position which they have to rectify. And here he also takes the weapon of irony. In his ‘The Truth About the Floods’, he shows his concern for the flood victims and at the same time criticizes the relief party. The relief party consists of five students who just distribute biscuits among flood victims and want publicity by getting photographed. Social service is not the prime object for them. As he says: “A relief party came at last. Five students with a transistor a tin of biscuits, a camera.” (The Truth About the Floods) Ezekiel is such a conscious artist and critic that even in his poems of love and marriage, his irony and satire go hand in hand. In his ‘The Couple’, the poet ironically exposes the deceitfulness and hypocrisy in sexual relation as men and women both do it with their specific reason and purpose. He also satirizes women as they commit sex even not loving their men. In ‘Marriage’, he uses irony to show the actual nature of the love which brings the lovers together in marriage. As he shows in the concluding lines: “Why should I rain the mystery? by harping on the suffering rest, Myself a frequent wedding guest?” (Marriage) Ezekiel in his ‘The Visitor’ shows the protagonist’s visit in a satirical way as it only shows the insubstantiality of human intercourse. It also shows a hollowness and absurdism in the form of visit. The poet describes ironically his enter of visit and also shows the visitor’s inability to convey the reason for visit. Actually he wants to make Indians more prompt, perfect, and professional and performer of deeds in specific time. As he says: “Three times the crow has cawed At the window, baleful eyes fixed On mine, wings slightly raised In sinister poise, body tense His hands were empty, his need: only to kill a little time.

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Between his good intentions And my sympathy, the cigarette smoke was more substantial than our talk.â&#x20AC;? (The Visitor) II. Conclusion In a nutshell it can be said that Ezekiel through out his poetic career tries to show social problems, issues, differences between many thing and subjects in a subtle way. And in order to do show he takes the medium irony, satire and humour as his prime goal is to rectify Indians and their problems. As a conscious artist he wants to uplift India before the world as a perfect country. He also finds it best medium to show Indians about their drawbacks. His voice becomes more firm when he talks about Indian oddities and failures. Actually he wants to capture the mood and aura of post independence India and to some extent he is successful. References [1] [2] [3] [4] [5] [6] [7]

Ezekiel, Nissim. Collected Poems 1952-1988, Delhi: Oxford University Press, 1988. Ramamurti , K.S, Twenty-five Indian Poets in English. New Delhi, Macmillan India Limited, 1995. King Bruce, Modern Indian Poetry in English, New Delhi: Oxford University Press, 1987. Parthasarathy, R. Ed. Ten Twentieth Century Indian English Poets. New Delhi: Oxford University Press, 2002. Naik, M.k., Dimentions of Indian English Literature, New Delhi: Sterling Publishers, 1984. Raghu, A. The Poetry of Nissim Ezekiel. New Delhi: Atlantic Publishers & Distributors, 2002. Rao, R. Raj. Nissim Ezekiel: The Authorized Biography. New Delhi: Penguin Books India (P) Ltd, 2000.

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Use of Audio in ELT for Material Development Mohammed Tausif ur Rahman1 Assistant Professor, Department of English MM College of Technology, Raipur, Chhattisgarh, India Dr A A Khan2 2 Professor & Head, Department of English Govt. DT College, Utai, Durg, Chhattisgarh, India 1

Abstract: Many teachers use audio material on tape, CD or hard Disk when they want their students to practise listening skills. Here the teacher himself has to select suitable material for teaching either from published electronic media or has to construct them on his own. The materials in my case are basically teacher constructed or adapted materials from social situations and/or popular contexts of interest like sports, cinema, and science, for example. Suitable pieces from newspapers, film, and science magazines can also be utilised as "Unseen Passages' for Reading Comprehension and language points can be extracted from them for teaching grammar. These written forms can later be recorded in the form of audio to fuse in listening and reading skills. This is more and more possible as the course progresses. Now one can get enough materials in the form of audio- video cassettes and CDs and also from authentic websites like Cambridge English, British Council to name just a few. The teacher can sometimes use the same material for the learners but must be careful enough to establish focus on fluency and accuracy for them. Advantages: recorded material allows students to hear a variety of different voices apart from just their own teacher’s. It gives them an opportunity to ‘meet a range of different characters especially where “real” people are talking. But even when recordings contain written dialogues or extracts from plays, they offer a wide variety of situations and voices. Audio material is portable and readily available. Tapes and CDs are extremely cheap, and machines to play them are relatively inexpensive. Now that so much audio material is offered in digital form, teachers can play recorded tracks in class directly from computers. For all these reasons, most course books include CDs and tapes, and many teachers rely on recorded materials to provide a significant source of language input. Material Development: keeping in view the importance of use of audio in class room, a teacher can customize the available audio material available in Internet and in other resourceful books and enhance the students’ skills and language .The materials to develop can take various forms and shapes like role-play, conversation, interviews, story-telling and gradually the students can use such inputs to transfer their learnings into their own real life situations. These practises have indeed shown very promising results and make the classroom learning very real. The materials developed here get into the format for enhancing the listening subskills: listening for gist, listening for specific information, listening for detailed information, listening for signposting, listening for inferring underlying meanings and thus would provide the learners to experience authentic language listening and internalize the language to attend autonomy. A sample is also presented here under Use of Audio. Keywords: Audio materials, format for material development through listening. I. Introduction Use of Audio The learners especially my first year engineering college students on their very first day experience that listening is the key to learning and speaking a language. We start with an informal chat where we all listen to each other and talk about the first thing that we do with a language, how we learn Hindi. On this very first day we use both Hindi and English to establish comfort level with each other. The introduction session goes on where some students introduce themselves in Hindi, some try in English, too. We also look for the best performer and soon decide that a person to be a better performer needs to be a careful listener so that he becomes an intelligible and acceptable speaker. A sample of audio use we use is illustrated here in this paper.

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This on the very first day and gradually later also, through other audio inputs, provides a significant source of language learning, further developing the required skills. The first audio clipping they listen to consists of three parts- Part one, Part two and Part three. The tape script goes this way: Part one. Mr Laker: Hullo! Listen please. I’m Mr Laker. I’m English. I’m a teacher. You’re a student. You aren’t English. I’m speaking English. You’re learning English. This is a book. This is a tape. This is a cassette. This is a record. Part two. Mr Laker: Hullo! Student: Hullo, Mr Laker. How are you? Mr Laker: I’m very well. How are you? Student: I’m very well. Thank you. Mr Laker: Are you a student? Student: Yes, I am. Mr Laker: Are you English? Student: No, I’m not. Mr Laker: Are you learning English? Student: Yes, I am. Mr Laker: Have you got a book? Student: Yes, I have. Mr Laker: Is it a French book? Student: No, it isn’t. It is the English book. Mr Laker: Good. Where is it? Student: Here it is. Mr Laker: Where? Student: It’s on the table. Part three. Mr Hunt: Hullo! I am Mr Hunt. This is my wife Sarah. Mrs Hunt: Hullo! I am Sarah Hunt. I’m English. I’m 40. I’m a house-wife. Mr Hunt: This is my daughter. Jane: Hullo! I’m Jane. I’m 18. I’m a student. I’m English, too. Mr Hunt: And my son. Simon: Hullo! I’m Simon. I’m 15. I’m English. I’m a student, too. Mr Hunt: And this is a friend Sheelah. Shellah: Hullo! I’m Sheelah Morgan. I’m 21. I’m a secretary. Mr Hunt: And here is Peter. Peter: Hullo! I’m Peter Charlton. I’m 26. I’m a friend of Mr and Mrs Hunt, too. The students here are asked to just give one word they have listened to from Part one. Most of them come out with a sentence. It is often observed that the students do not listen to the question or the given instruction carefully. Perhaps this could be one of the reasons for bad performance. Once the students understand the objective of their work, the batch starts taking its shape and the students try to give mostly all the words back to the black board. It is also found that they mishear a few words like aren’t as want, tape as table and add some extra words which are not there at all in Part one. Sometimes they misunderstand words like English as language and not nationality. And soon after repeated listening they themselves ask the teacher to rub off the words that are not there and the words on the black-board correspond to exactly from Part one. These points thus become their strong learning points in learning English and improving alertness of mind needed for careful listening.

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A lot of listening, thinking and speaking exercises are done through these audio clippings with questions like the difference between Part one , Part two and Part three, give –tion ending words for all the three parts. How many speakers have we in Part one, Part two, Part three? What can we learn from these audio clippings? And the answers are always expected from the students. The teacher never gives answers but only helps them to come out with different ideas and answers. The classroom therefore develops into a field for problem solving. Further, taking Part one again they are asked to arrange all the given words considering them as clothes .They are asked to arrange them as if they are arranging their own clothes in a wardrobe. They start making stacks as shirts, trousers, kurtas and pajamas. They are also asked to rename the stacks with appropriate words with the help of a dictionary. The dictionary we recommend is Oxford Advanced Learner’s Dictionary. They look up the dictionary and classify even hullo and please. They come with the information that the word hello can be spelt as hullo and hallo. They also learn words like noun, verb, pronoun, article and a few more pedagogic terms through these words.

Part One Pronoun - action verb

+ action verb

I You

am is

speaking learning

This

are

listen

article

noun

Mr Laker Teacher

please

English Book Tape Cassette

Hullo!

Record Students are therefore now able to get dressed smartly picking one word from one column in the form of sentences. Some students try even to give the whole Part one back the way it is in the cassette. It is really a remarkable achievement for them as they are able to speak so many sentences in English without cramming. This drill with part one also makes them understand what goes with what? They are even able to define grammar as “What goes with what, how, when and where?” This practice of thinking makes them say that verbs are of two types + action verb and – action verb. Thus they also conclude that basically there are two types of sentences +action sentence and – action sentence. The teacher builds up the whole course on such differences, they learn to look for. The whole course is based on these small differences which the learner has to discover bye and bye. The teacher then through the questions and answers in Part two make them learn shortanswers and takes them back again to Part one , Part two and Part three. He puts some more questions with his previous set of questions to derive some more learning points. He also asks them to answer the questions in – action sentences. The students are able to answer that there is only one speaker in Part one. There are two speakers in Part two and there are six speakers in Part three. The teacher quickly adds a few more questions – Are there questions and answers in Part one? and the answer is – No, there aren’t. Are there questions and answers in Part two? Yes, there are. Is it a difference between Part one and Part two? Yes, it is. The talk goes on and they students come out with three –tion ending words as Description, Conversation and Introduction for Part one, two and three. Part Three Serial No. 1 2 3 4 5 6

Names Mr Hunt Mrs Sarah Hunt Jane Simon Shellah Morgan Peter Charlton

Age 40 18 15 21 26

Occupation House-wife Student Student Secretary -

Nationality English English English -

Relation Wife Daughter Son Friend Friend

The students also learn how to introduce, what to say and what not to say when a person introduces himself. They learn that Introduction of a person must have Name, Age, Occupation and Nationality while making a table of Part three where some columns are compulsory and some are optional. In this way the whole course is conducted making every topic creative, entertaining and of course learner-friendly. Live listening can take following forms: Reading aloud: an enjoyable activity when done with conviction and style is for the teacher to read aloud to a class. This allows the students to hear a clear spoken version of a written text and can be extremely enjoyable if the teacher is prepared to read with expression and conviction. The teacher can also read or act out dialogues, either by playing two parts or by inviting a colleague in the classroom. This gives students a chance to hear how a speaker they know well (the teacher) would act in different conversational settings.

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Story-telling: teachers are ideally placed to tell stories which, in turn, provide excellent listening material. At any stage of the story, the students can be asked to predict what is coming next, to describe people in the story or pass comment on it on some other way. And as we suggest, re-telling stories is a powerful way of increasing language competence. Interviews: one of the most motivating listening activities is the live interviews, especially where students themselves think up the questions. In such situations, students really listen for answers they themselves have asked for – rather than adopting other people’s questions. Where possible, we should have strangers visit our class to be interviewed, but we can take on different persona to make the interview more interesting or choose the subject we know about for the students to interview us on. Conversations: if we can persuade a colleague to come to our class, we can hold conversations with them about English, employability skills or on any topic for our students’ value addition. Students then have the chance to watch the interaction as well as listen to it. We can also extend story telling possibilities by role-playing with a colleague. II. Advantages recorded material allows students to hear a variety of different voices apart from just their own teacher’s. it gives them an opportunity to ‘meet a range of different characters especially where “real” people are talking. But even when recordings contain written dialogues or extracts from plays, they offer a wide variety of situations and voices. Audio material is portable and readily available. Tapes and CDs are extremely cheap, and machines to play them are relatively inexpensive. Now that so much audio material is offered in digital form, teachers can play recorded tracks in class directly from computers. For all these reasons, most course books include CDs and tapes, and many teachers rely on recorded materials to provide a significant source of language input. III. Conclusion The materials developed here get into the format for enhancing the listening subskills: listening for gist, listening for specific information, listening for detailed information, listening for signposting, listening for inferring underlying meanings and thus would provide the learners to experience authentic language listening and internalize the language to attend autonomy. References [1] [2]

Harmer Jeremy, The Practice of English Language Teaching, 4 th Edition 2007, Pearson Longman. Tomlinson, Brian, Materials Development in Language Teaching, 11 th Printing 2008, Cambridge University Press.

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A STUDY ON IMPLEMENTATION OF TECHNO-PEDAGOGICAL SKILLS, ITS CHALLENGES AND ROLE TO RELEASE AT HIGHER LEVEL OF EDUCATION Nabin Thakur Ph.D. Research Scholar, Dept. of Education, Regional Institute of Education, National Council of Educational Research and Training, Bhubaneswar, Orissa, INDIA. Abstract: Techno-pedagogical skills are the ways to make accessible and affordable quality education to all. The NCF (2005), and XII five year plan (2011), emphasized to provide connectivity, valuable content and low cost computing devices to all the Institutions of higher learning in the country. This hybrid skill facilitates to enhance linguistic abilities, to sketch specific pedagogy with advance study materials, to design multi-grade instruction. In higher education, techno-pedagogical skills facing some challenges such as; destitute infrastructure of ICT, scarce competence on English language and online content, calamity, and lack of incentives and awareness of teachers, evils on research and development, hitch of using software, limited techno-pedagogical resources, lack of coordination among the departments, frequent power outages and fluctuations. These challenges can be way-out by the bumping of infrastructure, enhancing competence on English language and online content, dissolving the crisis of teachers, comprising of incentives of teachers, resolution on research and development, encompassing of awareness of existing technopedagogical services, using of licensed software, eternal techno-pedagogy supportive resources, improving coordination among the departments, removing of frequent power outages and fluctuations, developing eContent and web page for techno-pedagogical skills, developing Computer Based Learning Resources Management Systems, increase publicity about existing ICT services. Keywords: Techno-pedagogy, Challenges, Role to Release, Higher Level of Education.

I. INTRODUCTION Education system is now spectator a paradigm shift from the traditional chalk-and-talk teaching methodology to digitizing the pedagogical approach through technical devices. It opines that such a transformation is not only increasing the potentiality of the teachers but also widening the information base of students so as make them competitive in the international arena. In today's world, most people need to keep on updating both their skills and knowledge to meet the challenges of everyday life. This has spurred new learning needs which exceed by far the formal courses, provided commonly by institutions, which allow targeting a general public. Instead, the needed trainings must be more informal in order to better address individual needs. The National Curriculum Framework (2005), stated that “ICT if used for connecting children and teacher with scientist working in universities and research institutions would also help in demystifying scientist and their work”. However, research findings have shown that there exist socio-economic, cultural, time and geographical barriers for people who wish to pursue higher education. Innovative use of Information and Communication Technology can potentially solve this problem (Bhattacharya and Sharma, 2007). Report of the working group on higher education for the XII five year plan (2011), entitled that “Information and Communication Technology is a mission mode project to provide connectivity, valuable content and low cost computing devices to all the Institutions of higher learning in the country. A National Knowledge Network will interconnect all universities, libraries, laboratories, hospitals and agricultural institutions for sharing data and computing resources across the country over a high-speed information network having gigabit capabilities. Every teacher should know how to use technology, pedagogy and subject area content effectively in their daily classroom teaching. It is clear that merely introducing technology to the educational process is not enough. One must ensure technological integration since technology by itself will not lead to change. Rather, it is the way in which teachers integrate technology that has the potential to bring change in the education process. For teachers to become fluent in the usage of educational technology means going beyond mere competence with the latest tools to developing an understanding of the complex web of relationships among users, technologies, practices, and tools. Teachers must understand their role in technologically-oriented classrooms.

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Knowledge about the technology is important in itself, but not as a separate. Today the techno-pedagogical competency is very much needed for teachers in teaching and learning process, as it facilitates effective teaching and learning. The techno-pedagogical competency is nothing but the ability of the teachers to make use of technology effectively in teaching. The teachers develop techno-pedagogical competencies then they may try to make use of this often in teaching and it will in turn make the learning process simple and effective. In technopedagogy, there are three areas of knowledge, namely: content, pedagogy, and technology. Content is the subject matter that is to be taught. Technology encompasses modern technologies such as computer, Internet, digital video and commonplace technologies including overhead projectors, blackboards, and books. Pedagogy describes the collected practices, processes, strategies, procedures, and methods of teaching and learning. It also includes knowledge about the aims of instruction, assessment, and student learning. Beaudin and Hadden (2004) revealed in their study that techno-pedagogical skill foster the students for further development, attainment of learning outcomes and maintain the context of designing classroom based resources through the use of ICT by the teachers. Therefore, techno-pedagogy method was a necessary component of teacher education. Koehler and Mishra (2005) found in their study that good teaching was not simply adding technology rather the introduction of technology causes the representation of new concepts and requires developing sensitivity to the dynamic, transactional relationship among technology, pedagogy, content and knowledge. Techno-pedagogical skills knowledge carried out based on to increase the effectiveness and efficiency of learning and teaching process for professional development by technology integration. (Archambault & Crippen, 2009; Cox & Graham, 2009). Lee and Tsai (2010) found that meaningful use of ICT in the classroom requires the teachers to integrate technological affordances with pedagogical approaches for the specific subject matter to be taught. Yurdakul (2011) revealed in his study that preservice teachers need to provide opportunities to get practical knowledge and skills to use current technology during their training process. For that courses techno-pedagogical knowledge need to be added in teacher training programs. The technology centers in teaching and learning must be established in higher education institution. Sathiyaraj and Rajasekar (2013) found in their study that the techno-pedagogical competency needs to be improved in order to equip teachers to face the students belong to the digital era and also to face the challenges in the modern classroom. Monsiváis, McAnally and Lavigne (2014) revealed in their study that the integration of ICTs in the classroom depends on the teachers’ ability to scaffold the learning environment by using effective ICT-based pedagogies. II. CONCEPTUAL FRAMEWORK 1. Techno-pedagogy This is the hybrid method of teaching in which ICT is being used for teaching learning situation. Literally, 'pedagogy' refers to the art-science of teaching and 'techno' refers to the art-skill in handcrafting. Here, 'techno' is a qualifier, it intersects or crosses the meaning of 'pedagogy' with its own. Techno-pedagogy refers to weaving the techniques of the craft of teaching into the learning environment itself. 2. Higher level of education India's higher level of education system is the third largest in the world, next to the United States and China. The main governing body at the tertiary level is the University Grants Commission. Higher education is available through certain college-level institutions, including vocational schools, trade schools, and other career colleges that award academic degrees or professional certifications. III. ROLE OF TECHNO-PEDAGOGY IN HIGHER EDUCATION The main applications of the techno-pedagogy in higher education is teaching and learning (Vajargah, Jahani and Azadmanesh, 2010). The prospects can be categorized as the aspects relating to role of techno-pedagogy, such as it helps to  Enhance linguistic abilities  Develop teaching learning process  Improve to develop study materials  Design multi-grade instruction  Plan specific pedagogy  Support in Distance Education through e-learning  Guide and Counsel for career choices  Stimulate Self Learning ability  Enhance enrolment and examination process  Assist in research activities  Reinforce for cognitive learning  Development of life skills  Develop aesthetic sensibility

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ď&#x201A;ˇ Cultivate values of education in addition to this it also contributes for Special Education, Health Education, Yoga Education and Environmental Education. IV. CHALLENGES OF USING TECHNO-PEDAGOGY IN HIGHER EDUCATION Higher education is responding to globalization. It can be acknowledged that techno-pedagogy enhances better education rather than simple education but there are numerous challenges such as: 1. Destitute infrastructure of ICT for using Techno-pedagogical skills Several collages do not have proper rooms or buildings so as to accommodate the technology. Pitiable ICT lab having hardly ever used web based instruction, electronic machine such as telephone, cellular phones, fax, radio, television, video, computer, poor cable network with internet, e-mail, hardware and software, poor satellite systems, injure videoconferencing etc. create the challenges to use techno-pedagogical skills in higher education. 2. Scarce competence on English language and online content English is the dominant language of internet. In our country English language proficiency is not high, especially outside of town areas. This represents a serious barrier in maximizing the educational benefits of the World Wide Web. 3. Calamity of Teachers with Techno-pedagogical skills A Techno-pedagogical skill in Teacher Education is a challenging task because mediated communication demands more of perfection on the part of teacher educators with ICT skills. The four most common mistakes in introducing techno-pedagogical skill into teaching are i) installing learning technology without reviewing student needs and content availability; ii) imposing technological systems from the top down without involving faculty and students; iii) using inappropriate content from other regions of the world without customizing it appropriately; and iv) producing low quality content that has poor instructional design and is not adapted to the technology in use (UNESCO, 2009). 4. Lack of incentives of teachers Though the hurdle of instructor awareness, there is also little incentive for teaching staff to devote time to altering their teaching methods from chalkboard to techno-pedagogical method through ICT or online learning. 5. Evils on Research and Development Techno-pedagogical skill demands sound research base for intensive formative research. For that only two way communications is more effective than one way communication through two ways audio and two ways video communication. 6. Lack of awareness of existing techno-pedagogical skill services Universities offer a rich assortment of ICT services for the development of Techno-pedagogical skill. But there seems to be little awareness among students and especially among teaching staff of the breadth of technology services available to them. 7. Hitch of using software Use of unlicensed software i.e. pirated software in standard formats, as it is easy for costs of maintenance, also the legal problem to use ICT in different colleges. Even if the existence of licensed hardware and software, lack of capacity in equipment maintenance create serious problems to implement it. 8. Limited techno-pedagogical resources Imperfect using multimedia resources for hybrid teaching methods leads to inferior learning outcomes for students, resulting the ICT illiterate of students at higher level of education. 9. Lack of coordination among the departments There is lack of coordination across the campuses, colleges as well departments. University design separate website followed by colleges as well as departments and does not cross-reference to each others, resulting partial sharing of information for students by the University, colleges or departments. 10. Frequent power outages and fluctuations The power outages and fluctuations dampen the potential impact for the use of techno-pedagogical skill. It became the reason for damage of working computer and other equipments which support the Technopedagogical frame. V.

ROLE TO RELEASE CHALLENGES OF USING TECHNO-PEDAGOGICAL SKILL IN HIGHER EDUCATION Higher education is responding to globalization. Innovative use of techno-pedagogical skill can potentially solve the problems related to higher education. In spite of the complexity described above, there are also possibilities to way-out from facing challenges to use techno-pedagogical skill through ICT in higher level of education. 1. Bumping of infrastructure for using Techno-pedagogical skills There is a need to develop adequate infrastructure both man and material as well as media culture. Collages need to require suitable rooms or buildings so as to accommodate the technology. There should have pitiable techno-pedagogy supportive lab with electronic machine such as telephone, cellular phones, fax, radio,

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television, video, computer, cable network along with internet, e-mail, hardware and software, satellite systems, sound videoconferencing etc. In addition to that there must have provision of using WWW any moment, rely life time on telephone services, cable network and internet. 2. Enhance competence on English language and online content Enhancement is required for the proficiency in English language as this is the dominant language of internet. Through this way maximum benefits of using World Wide Web can be achieved. 3. Development of techno-pedagogic skills Mediated instruction demands techno-pedagogic skills. In teacher education programme teacher educators need to move from pedagogues to techno pedagogues. There should be adequate integration of micro teaching skills, media skills and techno-pedagogic skills. Therefore, there should be programmes to develop ICT literacy and Techno-Pedagogic competencies of teacher educators and teachers. There is an immediate need of identification of Techno-Pedagogic Skills and training the pupil teachers on these skills at various levels of teacher education. 4. Dissolve the crisis of teachers with techno-pedagogical skills For the development of internal capacity of a teacher to use techno-pedagogical skills in teaching, learning, and research, teachers need to be involved in mount training, workshop and designing particular techno-pedagogical skills through ICT to ensure their relevance and effectiveness. Where expertise is lacking in conducting such assessments, training should be introduced to ensure that the implications of technology adoption and use are clearly understood and accounted for in short and long-term planning. 5. Comprise of incentives of teachers There is a need for training all stakeholders who are involved in groundwork of techno-pedagogical skills. They should not be scared that techno-pedagogical supportive material would replace teachers. Teachersâ&#x20AC;&#x2122; educator should provide incentives for the teachers by devoting time to altering their teaching methods from chalkboard to hybrid method i.e. techno-pedagogical method. It is also essential more generally to provide prior training for faculty when introducing techno-pedagogical skills. 6. Resolution on Research and Development A sound research base is required for applying in research and development purposes. For that two way communications need to be developed through two ways audio and two ways video communication. On the other hand college or university should make available of digital resources like digital libraries where the students, teachers and professionals can access research material and course material from any place at any time. 7. Encompass of awareness of existing techno-pedagogical services Though Universities offer a rich assortment for using techno-pedagogical skills. Therefore, there seems to be healthy awareness among teaching staff of the breadth of technology services available to them. There should be focus on networking of all educational institutions as well as developing low cost and low power consuming access devices. 8. Solution on problem of using software Clear policies and procedures for procuring computer hardware and software are necessary to prevent such problems. There should be punishable provision for using of unlicensed software or any pirated software in standard formats. Consequently college and university must arrange proper equipment maintenance capacity to implement it in higher education. 9. Eternal techno-pedagogy supportive resources Sharing of infrastructural resources and innovations, learning materials can reduce development costs. Some effort should have been made on the development of instructional material in the form of Audio Cassettes, Video Films, Computer Assisted Learning Material, Educational Radio Programmes, Educational TV programmes, and Web Bases Instructional Material. Apart from having enabling telecommunications and ICT policies, governments and higher education institutions will need to develop strategies for effective media deployment and sustainability. Sound techno-pedagogical skills leads to superior learning outcomes for students. 10. Improve coordination among the departments There should be pleasant cooperation and coordination across the campuses, colleges as well departments. Consequently if university design separate website followed by colleges as well as departments then there must be cross-reference to each others to share their information for students. Collaborative efforts of agencies such as MHRD, Department of Information Technology and Department of Tele communications would be utilized to ensure fully electronic universities and digital campuses. 11. Remove of Frequent power outages and fluctuations Uninterruptible power supplies (UPS) can be used to save the data during an outage. Subsequently, university or higher educational organization must have electricity improvement projects to overcome the frequent power outages and its fluctuations such as projects related to the use of solar, hydro, wind, wave or biogas energy. 12. Developing techno-pedagogical E-Content The best practices in creation of techno-pedagogical E-content, its dissemination, criteria for selection and evaluation requires large scale networking among E-content users and producers.

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13. Teacher Education with techno-pedagogical skills Courses, namely, Educational Technology (ET) and ICT in Education should be offered as core courses at the different levels of teacher education. There could be Teacher Education certificate and degree programmes specially devoted to these areas with extended duration. Also, refresher courses, workshop should be conducted on ET and ICT. Digital lesson Planning and Implementation should be promoted in all the teacher education institutions. 14. Computer Based Learning Resources Management Systems Learning Resources in various media forms such as, CDs, Video films should be available in all the libraries of educational institutions. Libraries need to be progressively converted into digital libraries in which teachers will able to assemble the materials for construction of techno-pedagogical frame. 15. Formation of web page Web pages should be developed for teaching various subjects through the affair of techno-pedagogical skills. Techno-pedagogical skills based CDs may be developed as web resource on various subjects. 16. Increase publicity about existing ICT services A publicity campaign would go a long way to improve the impact of the comprehensive techno-pedagogical skills training through ICT. The campaign could be integrated with existing events (e.g. student orientation, departmental meetings) or existing platforms. For example, KNUST already has a dynamic community on Face book. VI. CONCLUSION Techno-pedagogy is a key deciding factor for the hybrid approach of meta-teaching. The last two decades have witnessed the inclusion of developments in techno-pedagogical skills in higher education systems around the world. Use of techno-pedagogical skills can break down some of the barriers that lead to underachievement, student disaffection and educational exclusion (Das, 2007). However, when one looks around, in most of the colleges and universities across the country lack of harnessing of this potential is visible. In spite of the fact that planning and implementation of initiatives for enhancing role of techno-pedagogical skills in higher education have received priority, analysis of the existing scenario reveals number of factors which have been impeding the integration of technology in higher educational sector. Apart from the policies related to the technology, governments and higher education institutions will need to develop strategies for effective techno-pedagogical skills and media deployment and sustainability. Finally, technology is never a substitute for good teaching. Without techno-pedagogical skilled instructors, no electronic delivery can achieve good results. REFERANCES [1].

[2].

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[5]. [6]. [7]. [8]. [9].

[10]. [11]. [12].

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Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88. Retrieved from http://www.citejournal. org/vol9/iss1/general/article2.cfm Beaudin, L., & Hadden, C. (2004). Developing technopedagogical skills in preservice teachers. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004, 492-498. Norfolk,VA: Association for the Advancement of Computing in Education. Retrieved from http://www.innovateonline.info/index.php?view=article&id=36 Bhattacharya, I., & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm. International Journal of Educational Management, 21(6), 543-568. Communiqué 2009 World Conference on Higher Education: The new dynamics of higher education and research for societal change and development, Paris: UNESCO, 2009. Retrieved from http://www.unesco.org/fileadmin /MULTIMEDIA/HQ/ED/ED/pdf/WCHE_2009/FINAL%20COMMUNIQUE %20WCHE%202009.pdf. Accessed March 2013. Cox, S., & Graham, C. R. (2009). Diagramming TPCK in Practice: Using and elaborated model of the TPCK framework to analye and depict teacher knowledge. Tech Trends, 53(5), 60-69. Dash, M. K. (2007). Integration of ICT in teaching Learning: A challenges. Edutract, 6(12), 11-13. Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152. Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1-21. Monsivais, M. I., McAnally, L., & Lavigne, G. (2014). Application and validation of a techno-pedagogical lecturer training model using a virtual learning environment. Revistade Universidady Sociedaddel Conocimiento, 11(1), 91-107. Retrieved from http://doi.dx.org/10.7238/rusc.v11i1.1743 National Curriculum framework, New Delhi: National Council of Educational Research and Training, 2005. Report of the working group on higher education for the xii five year plan, Government of India: Ministry of Human Resource Development, Department of Higher Education, 2011. Sathiyaraj, K., & Rajasekar, S. (2013). The Relationship between the Techno-Pedagogical Competency of Higher secondary School Teachers and their Anxiety towards the Use of Instructional Aids in Teaching. International Journal of Teacher Educational Research, 2(12), 7-14. Vajargah, K. F., Jahani, S., & Azadmanesh, N. (2010). Application of ICTs in teaching and learning at university level: the case of Shahid Beheshti University. The Turkish Online Journal of Educational Technology, 9(2), 33-39. Yurdakul, K. (2011). Examining Technopedagogical Knowledge Competencies of Preservice Teachers Based on ICT Usage. Hacettepe Universitesi Egitim Fakultesi Dergisi Journal of Education, 40, 397-408.

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

GROUP DYNAMICS IN THE ITERATED PRISONER' S DILEMMA GAME Vijaya Puranik Assistant Professor (HR) Sinhgad Institute of Management and Computer Applications, STES Narhe Technical Campus, Near Bank of Maharashtra, Narhe, Pune-41, Maharashtra, INDIA Abstract: Most decision making can be regarded as a special case of a game theory. This article through the analysis of the prisoner’s dilemma game is studying the effect of competition and cooperation on the strategies used by managers working in groups. Decisions taken by the managers are from the intentions of Competition and Cooperation which are simulated in the game using the process of multiplied rewards and meeting respectively. Results show that meeting affects cooperation but bonus does not. Keywords: group dynamics, non-zero sum game, simulation, pay-off. I. Introduction The Prisoner’s Dilemma game(PDG) has been widely used as a model for exploring the determinants of cooperative behaviour. The game has attracted the attention of many researchers.(e.g. Rapoport &Chammah, 1965; Rapoport& Mowshowitz, 1966 and Camerer, & Ho, 2002; Erev & Roth, 2001; Macy & Flache, 2002;Zhang, Zhou, Hu, 2009;). Prisoner’s Dilemma is the most popularly used non-zero sum game. Two theoretical frameworks contribute to the additional vantage points for the development of theories of conflict,in the context of games. They are the classical problem of game theory (Weiying 1996), and system theory(Pareek 1982) System theory according to Rapoport(1970) which applied to the study of large organized social aggregates, views conflict as an interplay of forces, pressures, or stresses inherent in the structure and dynamics of such aggregates. Game theory, the formalized study of strategy, began in the 1940s by asking how emotionless geniuses should play games, but ignored until recently how average people with emotions and limited foresight actually play games(Camerer 2003). Game theory attempts to mathematically capture behavior in strategic situations, in which an individual's success in making choices depends on the choices of others. While initially developed to analyze competitions in which one individual does better at another's expense (zero sum games), it has been expanded to treat a wide class of interactions, which are classified according to several criteria. The behavioural game theory aims to provide a behavioural and psychological approach to game theory modelling, in order to identify more robust equilibrium outcomes and more realistic behavioural assumptions.(Innocenti, Spriglia2007). A game of strategy as used in game theory is a situation in which two or more players make choices between available alternatives. The totality of choices decides the outcome of the game. And therefore there is a conflict of interests. The psychologically interesting conflicts are those arising from mixed motives where the conflict is not only between parties but also between the conflicting motives within each individual. These conflicts are formalized in game theory as Non-Zero-Sum Games. The essence of Prisoner’s Dilemma represents such a mix of interpersonal and intrapersonal conflicts.(Rapoport, Chammah,1965). The term "Prisoner's Dilemma" comes from the original anecdote used to illustrate this game of strategy. Two prisoners, are caught for committing a burglary together and, are charged with the same crime. A clever prosecutor makes the following offer to each. “You may choose to confess or remain silent. If you confess and your accomplice remains silent I will drop all charges against you and use your testimony to ensure that your accomplice does serious time. Likewise, if your accomplice confesses while you remain silent, he will go free while you do the time. If you both confess I get two convictions, but I'll see to it that you both get early parole. If you both remain silent, I'll have to settle for token sentences on firearms possession charges. If you wish to confess, you must leave a note with the jailer before my return tomorrow morning.” The “dilemma” faced by the prisoners here is that, whatever the other does, each is better off confessing than remaining silent. But the outcome obtained when both confess is worse for each than the outcome they would have obtained had both remained silent. A common view is that the puzzle illustrates a conflict between individual and group rationality(1997, 2007).

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The prisoner’s can be convicted only if either confesses. If both prisoners confess, their payoff is minus one. If neither confesses, it is plus one. If only one confesses, he is set free for having turned state's evidence and is given a reward of plus two to boot. The prisoner who holds out is convicted on the strength of the other's testimony and is given a more severe sentence than if he had confessed. His payoff is minus two. It is in the interest of each to confess no matter what the other does, but it is in their collective interest to hold out(Rappoport, Chammah 2005). Experiments, using human players of Prisoner’s Dilemma (Scodel, 1959, 1960, 1962) showed that the players, generally, did not cooperate even when it should have been obvious that the other person was going to cooperate, just as long as you do. A common view is that the puzzle illustrates a conflict between individual and group rationality. PDG has been extremely used in computer simulation, with different strategies played against one another to test hypotheses about the evolution of cooperation. Key features of these simulations are that the game is iterated or repeated several times with the same players, who are kept in ignorance of how many repetitions there will be. In these simulations one of the most successful strategies is TIT-FOR- TAT.Prisoner’s Dilemma has also been used to study intergroup conflict and strategies for cooperation(John F.Glass,1978, Yoshio Iida 2007). In the present paper, the researcher has used the intergroup Prisoner’s Dilemma with four groups. Each group having approximately four players each. The game is played for 6 iterations (months ie. January to June). II. Hypotheses of study 1.The meeting will not help to get more cooperation in groups. 2.The bonus months and non bonus months show same amount of cooperation (C scores). III. Method Sample: The researcher conducted various training programs in VAMNICOM and YASHADA, in Pune. Managers of the Cooperative sector banks, other cooperative sector companies like Amul, and managers from Public sector who attended these training programs consisted of the sample for study. All these managers had about 15 years of experience, and their ages were ranging from 45-55 years. Material Used: The researcher has prepared a tool Kit of the PDG. The kit consists of five purses: Four purses of the four colours represented by the four groups of participants(red, blue, green, pink) and one for the bank. Contents of the participants’ purses are as follows:20 plastic coins of the same colour as the purse, 6 rectangular acrylic plates with January to June written on them, 6 ‘C’ letters, 6 ‘D’ letters and a small opaque purse of the same colour as the large purse which will be used to give a message to the world bank. The bank purse contained 52 coins of brown colour. The researcher also has designed an instruction sheet given to every participant, explaining the game and the payoff matrix. Procedure: The participants , 16 or more, (managers) were split randomly into4 groups. Each group thus consisted of 4-6 people. These groups were identified by four colours: Red, Green, Yellow, Blue .An instruction sheet and material to play the game was given to every group. The instruction sheet was read out by the facilitator with no further explanations or clarifications. The groups were given 15 minutes to discuss the rules of the game highlighted in the instruction sheet, amongst their own group members, before taking a decision. The game was played for 6 trials ie. For 6 months January to June. The groups were asked to choose between two alternatives ‘C’ and ‘D’ during each of the six trials with the three experimental changes being made as mentioned below of bonus in two trials (months) and a meeting of group representatives after 3 rd trial (month). The facilitator represents a bank with funds available for distribution. The bank follows the rules as given in the instruction sheet of the game. Payoff matrix: No. No. of C No. of D Payoff for C Payoff for D 1 4 +1 2 3 1 -1 +3 3 2 2 -2 +2 4 1 3 -3 +1 5 4 -1 As seen, ‘C’ choice indicates cooperation and ‘D’ choice indicates an inclination to defect.

IV. Simulation of experimental conditions: There is a meeting of the representatives of the four groups elected by the group members themselves after 3rd iteration.

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The meeting procedure was as follows: Every group was asked if they wanted a meeting with the other groups. If yes, they were asked to elect a leader who would represent their group in the meeting of the leaders. There was no time limit for the meeting. Meeting was held outside the room where the Prisoner’s Dilemma game was being played. 2. There is a bonus announced in two trials( months)): 3 times the payoff in (March)3 rd trial and 6 times the payoff in (June)6th trial. V. Results The present researcher conducted 16 training programs (n=16 ) with four groups in each ( R,G,B,Y).Every group has given 24 responses ( C or D ) Therefore, the total responses were 6x4x24=384. These responses are clasified into four cells and are presented in Table 1. Table 1: Frequencies of C and D responses before and after meeting Before meeting After meeting Total

C 37 102 139

D 155 90 245

Total 192 192 384

In order to see whether the meeting of the representatives of the four groups affected C and D responses, they were placed into a 2x2 contingency table. To test the first hypothesis of the study the inferential non-parametric test namely the chi square test was used. The chi square score was 47.04 which was statistically significant ( p<oo5, df 1 ).Therefore the first hypothesis that meeting will not help to get more cooperation in groups was rejected. The score of C did increase from 37 to 102 after the meeting which proved that meeting of the participants at the beginning of the game was highly necessary.(Table 4) To test the second hypothesis similar procedure was used. The scores of C and D in the bonus and the nonbonus months were put in a 2x2 contingency table. The scores are presented in Table 2. Table2- Number of C and D in Bonus and Non-Bonus months Bonus months Non-Bonus months Total

C 40 104 144

D 90 150 240

Total 130 254 384

In order to test the second hypothesis the chi square test was used. The chi square value is 3.79 which is not statistically significant ( p> .05, df 1 ).The second ( Null ) hypothesis is therefore accepted. This means that there is no difference in C scores between the Bonus and the Non-Bonus months(Table 6). Descriptive and inferential statistics for both the experimental conditions are given in the tables below. Table-3: Descriptive statistics for before and after meeting trials C before meeting

D before meeting

C after meeting

D after meeting

37 2 1 3.25 1.62

155 10 8.75 11 1.62

102 6 4 9 2.94

90 6 3 8 2.94

Column1 Total Median Quartile D 3rd Quartile D SD

As seen in Table 3, number of ‘C’s have increased after meeting. The standard deviation of ‘C’s have also increased after meeting as compared to that before meeting. Table-4: Inferential statistics for before meeting and after meeting Chi Square 47.64

Degrees of freedom 1

Significance Sig at .005,df=1

Since chi square is significant, the hypothesis is rejected. Thus there is a significant difference between the number of C and D choices before and after the meeting. Table-5: Descriptive statistics of Bonus and Non-Bonus Months Column1 Total freq. median quartile D 3rd Quar D SD

bonus M-C 38 2 1 3.25 1.5

bonus-M-D 90 6 4.75 7 1.5

non-Bo M-C 100 6 5 7.25 2.21

non-Bo M-D 154 9.5 8.75 11 2.28

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Above table shows that the number of ‘C’ options of the groups is more in months when there is no bonus declared as compared to the months when bonus is declared. Table-6 : Inferential statistics of Bonus and Non-Bonus Months Sample size 16

Chi Sq. 3.46

Degrees of freedom 1

Significance Not. sig

Since the calculated value of chi square is not greater than the table value, the null hypothesis is supported ie. There is no significant difference between the frequencies of ‘C’ in the Non-Bonus months as compared to those of the months when bonus is declared. VI. Discussion Group Dynamics is concerned with the interactions and forces among group members in a social situation. When the concept is applied to the study of organizational behavior, the focus is on the dynamics of members of formal and informal groups in organizations. Kurt Lewin popularized the term in 1930((Lewin 1943). According to Kurt Lewin there are 3 meanings of group dynamics: 1. Group dynamics describes how a group should be organized and conducted. 2. Group dynamics consists of a set of techniques like role belonging, brain storming, sensitivity training. 3. Group dynamics is viewed from the perspective of the internal nature of groups, how they form, their structures and processes and how they function and affect individual members, other groups and organization. In the present research, the researcher is using the third meaning. The strategies of decision making in a group are being analysed. What are the strategies which can be used 1) Getting the maximum from the bank come what may, 2) By chance, predicted by the group. 3) Faking i.e. defecting from the decision accepted by the group for individual group advantage, 4) Tit for tat strategy, 5) entire trust in the other groups to get the maximum from the bank, and 6) Giving a dissent to the decision taken by the other groups following one’s own strategy. Analysis of the level of cooperation in the groups reveals the following: 1. There is a significant difference in the frequencies of the ‘C’ choices before and after meeting, it is an indication that the meeting probably promoted cooperation (Table 4). It is observed that many a time, given the opportunity, the participants were ready to cooperate provided they could strategise so that the situation could be a win-win. But it is also frequently an observation that when the scores of the four teams are very different from each other, and it is difficult to create a win-win situation, the groups may defect. When the participants discussed the game with the researcher after the game was over, they cited the following observations: a. In the meeting of the four representatives of the groups it was decided to give a ‘C’ choice in all the remaining iterations(after the meeting), including the 6 th, which was a bonus iteration. b. When the group leaders came back from the meeting and told their group members about the decision taken in the meeting, the group members refused to accept the decision of the group leader and defected from the commitment made by the group leader in the meeting. c. As soon as one team thus defected from their committed decision, in the 4 th iteration, there was a cumulative defection seen and all groups defected in the sixth iteration 2. The results of the analysis of bonus versus non-Bonus months indicate that the frequencies of ‘C’ for bonus and Non-Bonus months are not significantly different (table 4) . Thus the bonus is not significantly decreasing the cooperative behavior in the groups. Socially many examples have been quoted on the prisoner’s dilemma which indicate that defection of one leads to cumulative defection, and cooperation is possible only at low risk situations.( Perc,2006) .Achieving cooperation has been a fundamental management problem(Kippenberger, 1997) and also sometimes dominant(Milinski, Wedekind, 1996). Extrinsic factors maintaining variation in behavior,( McNamara, Barta, Houston, 2004), mobility and imitation (Chris Borgan,2009), a strategy that initiates unilateral cooperation at the outset and then adopts a Tit-For-Tat(Au, Komorita, 2002)have been identified in the past to effectively induce subsequent cooperation from other parties. In the present research it is seen that bonus is not found to have a significant effect on the intergroup cooperative behavior of the participants (table 4) however an opportunity to cooperate: a meeting, has resulted in a significant increase in the cooperative behavior of the group members in achieving intergroup cooperation (table 2). The meeting procedure was as follows: Every group was asked if they wanted a meeting with the other groups. If yes, they were asked to elect a leader who would represent their group in the meeting of the leaders. There was no time limit for the meeting. Meeting was held outside the room where the Prisoner’s Dilemma game was being played. Implications for the industry: An opportunity to interact without external inhibitions may result in cooperation. Meeting with relevant and necessary people will result in cooperative behavior. It is to be noted

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that only the required number of representatives ie. only one per group have interacted in the meeting. And these were the elected leaders by the group members. Social Implications: Given an opportunity to cooperate will result in development of trust which would make the life in the society simpler and easier. References [1]. [2]. [3]. [4]. [5]. [6]. [7]. [8]. [9]. [10]. [11]. [12]. [13]. [14]. [15]. [16]. [17]. [18]. [19]. [20]. [21]. [22]. [23]. [24].

[25]. [26].

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