Volume 6, Issue 5(5), May 2017 International Journal of...

Volume 6, Issue 5(5), May 2017 International Journal of Multidisciplinary

Educational Research

Published by Sucharitha Publications 8-43-7/1, Chinna Waltair Visakhapatnam – 530 017 Andhra Pradesh – India Email: [email protected] Website: www.ijmer.in

Editorial Board Editor-in-Chief Dr.K. Victor Babu Faculty, Department of Philosophy Andhra University – Visakhapatnam - 530 003 Andhra Pradesh – India

EDITORIAL BOARD MEMBERS Prof. S.Mahendra Dev Vice Chancellor Indira Gandhi Institute of Development Research Mumbai Prof.Y.C. Simhadri Vice Chancellor, Patna University Former Director Institute of Constitutional and Parliamentary Studies, New Delhi & Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University Prof. (Dr.) Sohan Raj Tater Former Vice Chancellor Singhania University, Rajasthan Prof.K.Sreerama Murty Department of Economics Andhra University - Visakhapatnam Dr.V.Venkateswarlu Assistant Professor Dept. of Sociology & Social Work Acharya Nagarjuna University, Guntur Prof. P.D.Satya Paul Department of Anthropology Andhra University – Visakhapatnam Prof. Josef HÖCHTL Department of Political Economy University of Vienna, Vienna & Ex. Member of the Austrian Parliament Austria Prof. Alexander Chumakov Chair of Philosophy Russian Philosophical Society Moscow, Russia

Prof. Fidel Gutierrez Vivanco Founder and President Escuela Virtual de Asesoría Filosófica Lima Peru Prof. Igor Kondrashin The Member of The Russian Philosophical Society The Russian Humanist Society and Expert of The UNESCO, Moscow, Russia Dr. Zoran Vujisiæ Rector St. Gregory Nazianzen Orthodox Institute Universidad Rural de Guatemala, GT, U.S.A Prof.U.Shameem Department of Zoology Andhra University Visakhapatnam Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Vizianagaram Dr. Kameswara Sharma YVR Asst. Professor Dept. of Zoology Sri. Venkateswara College, Delhi University, Delhi I Ketut Donder Depasar State Institute of Hindu Dharma Indonesia Prof. Roger Wiemers Professor of Education Lipscomb University, Nashville, USA Dr. N.S. Dhanam Department of Philosophy Andhra University Visakhapatnam

Dr.B.S.N.Murthy Department of Mechanical Engineering GITAM University Visakhapatnam

Dr.S.V Lakshmana Rao Coordinator A.P State Resource Center Visakhapatnam

Dr.S.Kannan Department of History Annamalai University Annamalai Nagar, Chidambaram

Dr. B. Venkataswamy H.O.D., & Associate Professor Dept. of Telugu, P.A.S. College Pedanandipadu, Guntur, India Dr.E. Ashok Kumar Department of Education North- Eastern Hill University, Shillong

Dr.K.Chaitanya Department of Chemistry Nanjing University of Science and Technology People’s Republic of China

Dr.Merina Islam Department of Philosophy Cachar College, Assam

Dr. Bipasha Sinha S. S. Jalan Girls’ College University of Calcutta, Calcutta Prof. N Kanakaratnam Dept. of History, Archaeology & Culture Dravidian University, Kuppam Andhra Pradesh

Dr. K. John Babu Department of Journalism & Mass Comm Central University of Kashmir, Kashmir

Dr.T.V.Ramana Department of Economics, Andhra University Campus, Kakinada

Dr.Ton Quang Cuong Dean of Faculty of Teacher Education University of Education, VNU, Hanoi

Prof. Chanakya Kumar Department of Computer Science University of Pune,Pune

Prof. Djordje Branko Vukelic Department for Production Engineering University of Novi Sad, Serbia Prof. Shobha V Huilgol Department of Pharmacology Off- Al- Ameen Medical College, Bijapur Prof.Joseph R.Jayakar Department of English GITAM University Hyderabad Prof.Francesco Massoni Department of Public Health Sciences University of Sapienza, Rome Prof.Mehsin Jabel Atteya Al-Mustansiriyah University College of Education Department of Mathematics, Iraq Prof. Ronato Sabalza Ballado Department of Mathematics University of Eastern Philippines, Philippines Dr.Senthur Velmurugan .V Librarian Kalasalingam University Krishnankovil Tamilnadu Dr.J.B.Chakravarthi Assistant Professor Department of Sahitya Rasthritya Sanskrit Vidyapeetha, Tirupati Prof. R. Siva Prasadh Institute of Advanced Studies in Education Andhra University, Visakhapatnam

© Editor-in-Chief, IJMER®

Typeset and Printed in India

www.ijmer.in IJMER, Journal of Multidisciplinary Educational Research, concentrates on critical and creative research in multidisciplinary traditions. This journal seeks to promote original research and cultivate a fruitful dialogue between old and new thought.

C O N T E N T S Volume 6 Issue 5(5) May 2017

S. No

Pg. No

1. Philosophical Perspective of Human Rights and its Adoption into the Udhr and Indian Constitution – A Comparative Study

K.Chandrasekhar

1

2. The Role of Counsellors in an Effective Functioning of the Family Court in Coimbatore District - A Study

Jayalakshmi. S and Kamini. S

19

3. A Study on Organizational Climate and Job Satisfaction of Faculty Members Working in Self Financing Arts and Science Colleges in Madurai District

R. Janaki and R.Ganapathi

31

4. Low Workplace Justice Perceptions in Major Proportion of Faculty and Deteriorating Quality in Technical Education

P. T.Raju and G.M.Darshan

44

5. Emotional Intelligence for A Stress Free Sudesh Kumari and Naresh Kumar

71

6. A Therioritical Study of Rural Development in India During Five Year Planning Period

Swapna Boruah

82

7. Voltage Analyis and Balancing Control of Distribution Network using Modular Multilevel Controller

Venkata Ramana Mani and M. Surya Rao

104

8. A Study on the Relative Effectiveness of Collaborative Learning and Traditional Learning with Respect to Academic Achievement of B.Ed Trainees

Nandita Deb and Subrata Saha

127

9. Exploitation of Surrogate Mothers in Amulya Malladi’s Novel “A House for Happy Mothers”

K. Sreenivasulu

146

10. Malnutrition & Health Issues Among Muslim Women in Hyderabad (With Special Reference to Anaemia)

Naseema Khatoon

156

11. A Study of Emotional Maturity of High School Students in Relation to their Academic Stress

Pawan Kumar Arya and Poonam Devi

164

12. Effect of Weight Training on Arm Strength and Reaction Time among Kabaddi Players

E.Eswara Reddy

173

13. Ch.V.Mahalakshmi

181

14. Political Participation and Representation of Women in Municipal Elections of Srikakulam District 2005/ 2007-2014: A Study

S.Dharma Rao

185

15. Non Traditional Security in India: Understanding Environmental issues in Himalayan Region

Bipin Kumar Tiwary

195

16. Aadarsamurthy Tyagaiah G. Jhansi Vani

208

17. History of Indian English Novel and Place of Shobha De Ambati Suribabu

211

18. Sanskrit as Mother of all Languages D.Jeevanasri

219

19. Dravida Bashallo-Vankaya - Paryaya Padalu G. Jansi Vani

225

20. Analysis of Marketing System and Procedures in the Agency Areas of Visakhapatnam District

V. Sudhakara Rao

231

21. Great Indian Revolutionary Woman Leader Rani Lakshmi Bai of Jhansi

P. Vijaya

252

Dr. K. VICTOR BABU M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit)

Faculty of Philosophy and Religious Studies & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Andhra University, Visakhapatnam Pin - 530 003 , Andhra Pradesh – India

ISSN : 2277 – 7881 Impact Factor :4.527(2016)

Index Copernicus Value: 5.16

Editorial……

It is heartening to note that our journal is able to sustain the enthusiasm and covering various facets of knowledge. It is our hope that IJMER would continue to live up to its fullest expectations savoring the thoughts of the intellectuals associated with its functioning .Our progress is steady and we are in a position now to receive evaluate and publish as many articles as we can. The response from the academicians and scholars is excellent and we are proud to acknowledge this stimulating aspect.

The writers with their rich research experience in the academic fields are contributing excellently and making IJMER march to progress as envisaged. The interdisciplinary topics bring in a spirit of immense participation enabling us to understand the relations in the growing competitive world. Our endeavour will be to keep IJMER as a perfect tool in making all its participants to work to unity with their thoughts and action.

The Editor thanks one and all for their input towards the growth of the Knowledge Based Society. All of us together are making continues efforts to make our predictions true in making IJMER, a Journal of Repute

Dr.K.Victor Babu

Editor-in-Chief

SOCIAL SCIENCES, HUMANITIES, COMMERCE & MANAGEMENT, ENGINEERING & TECHNOLOGY, MEDICINE, SCIENCES, ART & DEVELOPMENT STUDIES, LAW

www.ijmer.in

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH

ISSN : 2277-7881; IMPACT FACTOR – 4.527; IC VALUE:5.16; ISI VALUE:2.286 VOLUME 6, ISSUE 5(5), MAY 2017

PHILOSOPHICAL PERSPECTIVE OF HUMAN RIGHTS AND

ITS ADOPTION INTO THE UDHR AND INDIAN CONSTITUTION – A COMPARATIVE STUDY

K. Chandrasekhar

Research Scholar Department of Law

Sri Krishnadevaraya University Anantapuramu

Introduction:

The ancient heritage of India was not only rich and great, but

also mostly spiritual and ethical in nature. Indian culture and civilization were based on certain spiritual and ethical values which may be taken as Dharma which is not religious in true sense of the term. The term ‘Dharma’ means which upholds, supports and nourishes the society. It maintains stability of the social order and promotes well-being and progress of the mankind. Dharma, thus, asserts to oneself good conscious and conscientious principles that spring from to oneself good conscious and conscientious principles that spring from and aims at increasing one’s happiness and well being. It relieves from ignorance, fear, disease and other evils and cherishes and moulds fellow feeling, brotherhood and amity and other good feelings.

Dharma, Artha, Kama and Moksha these four cardinal values constituted the ancient cultural heritage of India. Although there were some contradictions and contentions to the basic value, these principles ultimately pre-dominated the spiritual life of Indians. Charvaka was

one of the pioneers and powerful exponents of materialism. His words were sweet and alluring for Charu means nice and Vaka means words. But he did not drift away Indians in general. There were references of Charvaka philosophy in Vedas. Puranas and epics of Ramayana and Mahabharat in an interesting manner but could not have lasting effect on the spiritual life of Indians. However, Vedas and vedic philosophy

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did not accept he materialism of Charvaka and as such it was mostly rejected by the vedic culture of India. It was rather criticized and condemned by most of the philosophical schools of India, as it was gross egoistic hedonism. It was also felt that such individualistic and gross material interest would destroy social structure and frame of human relations. The pleasure seeking worldly pursuit would spoil the ethical and cultural values which are the bases of human rights.

The ancient heritage of India was not only rich and great, but also mostly spiritual and ethical in nature. Indian culture and civilization were based on certain spiritual and ethical values which may be taken as Dharma which is not religious in true sense of the

term. The term ‘Dharma’ means which upholds, supports and nourishes the society. It maintains stability of the social order and promotes well-being and progress of the mankind. Dharma thus, asserts to oneself good conscious and conscientious principles that spring from and aims at increasing one’s happiness and well being. It relieves from ignorance, fear, disease and other evils and cherishes and moulds fellow feeling, brotherhood and amity and other good feelings.

The Vedas and Puranas contain basic principles of Dharma, Artha, Kama and Moksha. Dharma was practically dominating other aspects of India life in the past. It influenced substantially social, economic and political life and seemed to have moulded and welded into a social order which as a unified configuration of ideas, ideals and practices that are mostly ethical as well as spiritual. The fundamental principles propounded in the Vedas aim at securing happiness to all, which constitute Dharma. These were all basic human rights

incorporated in the Smritis and Puranas in various rules and regulations, customs and usages. Anything which goes against these principles was rejected as invalid.

Ancient Philosophers Views:

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According to Vyas: Dharma as enunciated by Vyas, the author of

Mahabharat, also says that when there is conflict between what is Dharma in the Vedas and provisions in the Smritis, Puranas, etc. what is declared in the Vedas shall prevail. These principles enable us to decide what is Dharma and what is Adharma? These provisions also intend us to adopt Dharma and reject Adharma.

The principles of Dharma show that human rights are valuable and eternal. These are identified and are recognized in Indian civilization from time immemorial as the basic conditions for peaceful and progressive life. These are the values included in the human rights subsequently incorporated in the Universal Declaration of Human Rights and also in various Fundamental Rights contained in Part III of the Constitution of India. Similarly, Artha (Economic Prosperity) and Kama (Pleasure of Sensuous activities) of the ancient India

although superseded and dominated by Dharma were not entirely neglected or under-estimated. It, of course, deals with worldly affairs and mundane activities of the mankind but were profoundly influenced

by religious pursuits.

Dharma was deeply intermingled with political, economic and social activities. The various purposes of state administration or government was to ensure smooth functioning of Dharma and economic and spiritual well-being of the individual. The King or Head of the State was mainly responsible for providing adequate facilities for material advancement and also to spiritual and ethical well-being of people. Moksha or salvation was the ultimate reality for the Indians, and it aims at not only salvation from the birth but also from ignorance and poverty of all kinds. It was closely related to spiritual and religious pursuits of the people.

Dharma is not aloof from the well-being of the people. Rather all the individuals regard moksha as the most alluring spiritual well-being

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to be relished and the most valuable, and ethical, metaphysical wealth created through religious activities. Thus Dharma was taken as the ultimate reality and basic to all spiritual activities of the ancient Indians. The material attainment through Artha and Kama two most important worldly pursuits were an integral part of Dharma and the purpose of all these achievements was the realisation of the ultimate end of the life-Moksha. Individual was considered basic unit of the society and he has to be given all the facilities and conditions for attainment of excellence in all these directions. These facilities and conditions are the basic human rights. These are regarded as the instruments for achieving objectives of Dharma, Artha, Kama and

Moksha.

These four cardinal values constituted the ancient cultural heritage of India. Although there were some contradictions and contentions to the basic value, these principles ultimately pre-dominated the spiritual life of Indians.

According to Charvaka:

Charvaka was one of the pioneers and powerful exponents of

materialism. His words were sweet and alluring for Charu means nice and Vaka means words. But he did not drift away Indians in general. There were references of Charvaka philosophy in Vedas, Puranas and epics of Ramayana and Mahabharat in an interesting manner but could not have lasting effect on the spiritual life of Indians.

However, Vedas and Vedic philosophy did not accept the materialism of Charvaka and as such it was mostly rejected by the vedic culture of India. It was rather criticized and condemned by most of the philosophical schools of India, as it was gross egoistic hedonism. It was also felt that such individualistic and gross material interest would destroy social structure and frame of human relations. The pleasure

seeking worldly pursuit would spoil the ethical and cultural values

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which are the bases of human rights. The materialistic philosophy of Charvaka was, however, refind by some thinkers.

According to Vatsayana:

The famous author of Kamasutra was called materialist along with a few others. He pleaded for pleasures of life and believed in the positive aspects of life of desirable happiness in a civilized manner. Charvaka laid emphasis on spiritual discipline, self-control and self-sacrifice to some extent which are the basic human rights i.e., restraint of one’s pleasure for allowing others to live gracefully. The entire ancient Indian civilization was based on a kind of realistic idealism. The sweet reconciliation was made between secular and spiritual spheres and compromises made in between. Rather both of them were wonderfully blended into a harmonious whole. Indian life in all its

respects both in daily course and more important relations was bound up with religious observation called to bring about the realization of the ultimate truth by progressive course of mental and moral discipline. Physical body was looked upon as a scared duty. Chaturbarg or four types of principles viz., Dharma, Artha, Kama and Moksha ensure and promote a cluster of human rights like Right to Happiness, Right to Equality, Right to Religion, Right to Protection, Right to Education, Right to social Security, Right to Humane Treatment and Right to justice, etc. All these human

rights are duty based and the society cannot guarantee such rights without reciprocal duties. These rights are discussed as follows:

Right to Equality:

The very foundation of Indian culture is laid on the principles of equality, equity and other egalitarian tenets. The Right to Equality

(Samanata) or Samya is regarded as an important right without which happiness is not available. The discrimination led to inequality that resulted in discontent and miseries. Vedas preach Dharma and a

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charter of equality is incorporated in the Rig Vedas and also in the Atharva Veda. In the Rig Veda, it has been rightly said, “No one is superior or inferior. All are brothers and all should strive for the interest of all and progress collectively”. Similarly in Atharva Veda, it has been pointed out, “All have equal rights in articles of food and water”. Yoke of the chariot of life is placed equally on the shoulders of all. All should live together with harmony supporting one another like spokes of a wheel of the chariot connecting its ring and the hub”.

Hence Right to Equality of all human beings has been said and reiterated in so many hymns of the Vedas. All individuals are regarded as the children of God and there should be no discrimination and

disparity in the human society. Rig Veda and Atharva Vedas are vociferous about the equality of man which is taken as an integral part of Dharma.

Universal Declaration of Human Rights, 1948. It is also interesting

to see in this context,

“All human beings are born free and equal in dignity and right. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood”.

It has also been reinforced in the Article 7 of the same document,

“All are equal before law and are entitled without any discrimination of equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination”.

Manu said in Raja Dharma,

“Just as the mother Earth gives equal support to all the living beings so also a King should give support to all without any discrimination”.

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Hence it is emphasized that a King should give equal treatment to all the citizens in the same manner as a mother towards her children.

Constitutional Law Provisions:

Part III of the Indian Constitution under Art. 14 also aptly says “State shall not deny to any person equality before law or the equal protection of law within the territory of India. Article 14 of the Constitution is regarded as the fundamental right to equality which secures equality of the individual before law and equal protection to all on the part of the state. The Supreme Court and High Courts of India in different states have also ensured Right to Equality of the Indian citizens through their various judgments.

Right to Education

Through ages education is regarded as a means of equality and potential instrument for social change. An individual can improve to the maximum mainly through education. Therefore, the Vedas laid

stress on three pious obligations as Dharma, namely ‘gratitude’ in which every individuals has an obligation to the source of all benefits received by him including his own existence.

These ethical obligations have been explained by Vyas in Bhagwat Gita and he had added fourth obligation, namely towards human society (Manavruna).This is very remarkable contribution of Vyas towards mankind. The relevant stanza says,

“Every individual should discharge four pious obligations. They are Devaruna, Pituruna, Rishiruna and Manavaruna. Man should discharge Pituruna by maintaining continuity of family. Devaruna by worshipping God, Rishiruna by the acquisition and dissemination of knowledge and Manavaruna by performing/involving oneself in every type of social service”.

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All these obligations are founded on the sense of gratitude which may be taken as the most fundamental value. In every generation individuals are bound to discharge their debts towards society by performing his duties towards parents, towards god and to every individual. One should acquire knowledge by studying hard and by painstaking effort through concentration of mind and devotion. It can not be acquired by easy methods. One may obtain degrees and diplomas by malpractice in the examinations but cannot acquire genuine knowledge. Rather by getting certificates through unfair means put them to various embarrassing and undesirable situations.

The Great Sanskrit Poet Bhartruhari of the 1st Century has rightly observed,

“Education is the special manifestation of the man, education is the treasure which can be preserved without fear or less, education secures materials pleasure, happiness and fame, education is the teacher of teacher; education is

friend who goes abroad, education is God incarnate, education secures honour at the hands of the state, not money. A man without education is equal to an animal i.e., he can be truly called “Vidya Bihinah Pashuh”.

Patanjali highlighted four aspects of education with necessary duties

to every individual:

i) Acquire knowledge/ education from parents and teachers;

ii) Study and improve knowledge on your own;

iii) Impart value based education to every individual and to your children as parents and to others as teachers, and

iv) Use that knowledge for the benefit of the family and the society through your profession or avocation.

These four aspects of education have been emphasized not only for improving the education but also for developing the society. He also

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added that potential energy of an individual would be unfolded and could an individual to lead a purposeful life. In the Hitopadesha it has

been said

“Education imparts humility; humility gives stability; stability enables us to secure wealth and wealth enables us to perform Dharma which in turn leads to happiness”

Taittariya Upanishad explaining education has asked every

individual/ student to treat his parents/ teachers (Acharya) as equal to god. It has also stated,

“My obeisance to Guru who is Brahma (Creator). Guru is Vishnu(Protector), Guru is Lord Maheswar(Sustainer). According to swami Vivekananda “Training by which current and expressions of will are brought under control and become fruitful is called Education”

Right to Education under UDHR:

Article 26(1) of the Universal Declaration of Human Rights says that everyone has the right to education. Education shall be free, at least is the elementary and fundamental stages. Elementary education

shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basic of merit.

Beside these sub clause 2 says that education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, recial or religious groups and shall further the activities of the United Nations for maintenance of peace. Further more clause 3 of this article says that parents have a prior right to choose the kind of education that shall be given to their children.

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Article 41 of Part IV-A of the constitutional of India conferred the Right to education. The State shall not, within the limits of its economic capacity and development, make effective provisions for securing the right to education.

Article 45 prevision for free and compulsory education for children. The state shall endeavor to provide, within a period of ten years from the commencement of this constitutional, for free and compulsory education for all children until they complete the age of fourteen years. Importance of education thus cannot be overestimated and it has been rightly emphasized for development of the child. Right to education has, therefore, been guaranteed of every child. The constitution of India says,

“State shall endeavor to provide within a period of ten years from the commencement of this Constitution free and compulsory education for all children until they complete/ attain the age of 14 years”

Right to Religion:

Irrespective of the degree of our belief in god, religion has been playing an important role in human life since time immemorial. We have our

religious practice and rituals according to our family background or various other factors. There are a lot of differences in the religious practices of man and for that we have to maintain tolerance and positive attitude towards all these religious. But Indians believe in God from the ancient times and they are very liberal and universal. That is why some people name it as Sanathan Dharma. Only foreigners have given it the name Hinduism as this religion prevailed in the area on the bank of river Sindhu. It is said in our ancient scriptures that,

“Just as the rain water comes down to Earth from the sky and reaches Ocean, we pay obeisance to God. Whatever may be its name,

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the destination is the same. We differ in the modes of worshipping God and we address God in various names whether it is Ishwar or Allaha”.

Therefore, eminent sages and saints and sadhaks of India have been emphasizing on the religious equality and harmony and the Right to Religion has been recognized as an integral part of harmony. In the Rajadharma it has been mentioned.

“A King should offer protection to groups and association of believers of Vedas as also dis-believers in Veda and others”.

The above rule of Dharma is very unique to Indian culture and civilization. It required the State to give equal protection not only to believers of God but also to disbelievers of God. The broad concept of

religion ensures freedom of thought, belief and faith in India.

Universal Declaration of Human Rights:

Article 18 of the Universal Declaration of Human Right reads.

“Everyone has the right to freedom of thought, conscience and

religion.”

This Article includes freedom to change his religion or belief and freedom as that alone or in community with others and in public or private, manifest his religion or belief in teaching practice, worship and observation. The Constitution of India has also recognized freedom to religion as one of the fundamental rights. It is Article 21 which reads,

“Freedom of conscience, free profession, practice and propagation of religion subject to public order and health and to other professions. All these parts of business are equally entitled to freedom to conscience and the right to freely profess, practice and propagate religion”.

Thus secularism has been given a significant place in our religion.

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Articles from 25 to 28 deal with “Right to Freedom of Religion”. India is a secular country. It is a democratic country. It does not discriminate any religion. It does not favour any religion. It is neutral. It leaves the person regarding the religion to his own choice. By the 42nd Amendment Act, 1976, the term “secular” has been inserted in the Preamble. Now the Preamble reads “We, the people of India, having solemnly resolved to constitute into a Sovereign, Socliast, Secular, Democratic, Republic and to secure to all citizens….” In constitu0tion, the two important terms “Secularism” and “Religion” are not defined anywhere. The Supreme Court has given its opinion and interpretation on these terms from time to time. Article 25 provides the Freedom of conscience and free profession, practice and propagation of religion.

Article 26 provides about the freedom to manage religious affairs. Article 27 exempts the religious denominations from the payment of taxes for promotion of any particular religion. Article 28 provides the freedom as to attendance at religious instruction or religious worship in certain educational institutions.

Right to Protection:

It is the basic responsibility of the state to ensure protection to its individuals from insecurity and oppression. The State has to see that all its citizens live happily in peace and tranquility. As mention in the Mahabharat, Rajadharma should emphasis such protection as an important responsibility of King or the ruler. It has been said therein, “to punish wicked to protect Good; to enrich treasury by fairmeans; to be impartial in the litigation and to protect the Kingdom-these are five yajnas (selfless duties) to be performed by a King. The paramount duty of the state is to protect its people. It is the responsibility to protect helpless and the deceased or diseased; to protect the life and personal

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liberty is equally important for enabling people for leading a comfortable life and to live with dignity and happiness.


It has, therefore, been included as a fundamental right. Article 21 of the Constitution of India. It has also been declared as one of the human rights. Convention of the Right of the Child has included the Right to Survival and Right to Protection as important rights of every child.

Right to Social Security:

All individuals are not equal and they have individual differences of all kinds. Many individual suffer from deficiencies like poverty, disease and other difficulties. They are not able to earn their livelihood and even to get education for leading a happy life. Due to physical deformities/diseases, old age and loss of earning capacity. They live in misery and do not have the basic human right to happiness. It

has been declared as one of the duties of the individuals and assistance to enable them to give them special help lead a normal life. The Mahabharat has also declared such protection as one of the Principles of Dharma, and recently it has been declared as a Right to Social Security.

The United Nations has made the following provisions:

“Family is the natural and fundamental group unit of society and is entitled to protection by society and the state”.

The International Convenant on Economic, Social and Cultural Rights has stated the widest possible protection and assistance should be accorded to the family which is natural and fundamental group unit of society particularly for its establishment and while it is the responsibility for the care and education of dependent children.

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The Universal Declaration of Human Rights under Article 22 reads,

“Everyone is a member of the society as such enjoys Right to Social Security, and is entitled to realization through national efforts and International co-operation and in accordance with the organization and resources of each State”.

The economic, social and cultural rights are indispensable for his dignity and free development of his personality. Besides, Indian Republic from the very beginning has been making attempts to give social security to all its citizens through various legislative measures and development programmes.

Right to Humane Treatment:

Humane Treatment is pervasive and comprehensive if we will allow equality, equity, happiness and social security, it is implied that we have that to be humane and considerate. Employees enjoy the Right to Humane Treatment if he has been given fair wages and decent facilities, bonus and other incentives. Similarly, deceased employee’s

son or daughter is to be given preference for the appointment. This Right has been an integral part of mankind. Article 23(3) of UDHR says,

“Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence of worthy human dignity and supplemented, if necessary, by other means of social protection”.

Similarly, an individual in custody or in prison deserves humane treatment. The officer in charge of prison and lock up should be aware of this basic right and ensure protection to the prisoners. Even any misconduct by them was described by Kautilya as punishable offence.

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He further says that “superintendent of a jail is liable to be punished for his acts of, omission and commission as follows:

(a) For putting a person in jail without disclosing the ground for his detention;

(b) For subjecting prisoner to unjust torture;

(c) For transporting the prisoner to any other place or deprive him of food and water;

(d) For causing trouble to prisoner or receiving brides from them;

(e) For beating the prisoner resulting in his death;

(f) For having sexual intercourse with the wife of a thief or prisoner who is dead, and

(g) For having sexual intercourse with an arrested woman in lock up.

It is also interesting to note that the clever Kautilya not only laid down these offences, but also gave the punishment according to the degree or seriousness of the offences. At present such offences are found to be rampant in the society and there are frequent instances of violation of human rights by the police who are entrusted with the duty to enforce law and order. Although there is specific provision in the Constitution requiring production of a prisoner or an arrested person by the police before the Magistrate within 24 hours, there are several instances which depict/reveal that it is not adhered to. Fortunately the modern Indian judiciary has been taking many laudable steps in giving justice to the suffering.


Article 13, 32, and 226 conferred the Supreme Court and High Courts the power of Judicial review. The Supreme Court and High

Courts issued the writs to protect the citizen through the Habeas Corpus, Mandmus, Certiory, Prohibition and Quowarranto. The Supreme Court of India has declared that Human Rights should be a

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subject matter of Public Interest Litigation and in a given situation, if an individual whose-human rights are violated is not able to approach the Court, any individual/public spirited person has right to move the Court on his behalf or on behalf of the former. Now-a-days a large number of such public litigation cases have been accepted by the Court and justice is given to the deserved person.

Right to Justice:

It is the duty of the King or the ruler to give/offer justice to the oppressed and those who are deprived. Rajadharma included this duty as a very pious duty of the King. Narada Muni has said that the King should try cases with great care, should give decision according to the Law and should adhere to the opinion of the Chief Justice. The King was required to decide all such cases impartially and in accordance with

the relevant laws. But such justice should be rendered speedily. Similarly, Vatsyayan has very aptly observed,

“The King should not delay in examining the witnesses. A serious defect, namely, miscarriage of justice would result owing to delay in examination of witnesses”.

The King was to desist from greed and anger in deciding cases. It is therefore rightly said that, “Justice delayed is justice denied”. Utmost care should be taken for examining the cases and giving final judgment from the view point of speed and impartially.

Universal Declaration of Human Rights:

Article 10 says,

“Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any or all criminal charges against him”.

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Hence the speedy and objective disposal of litigation has been

recognized as one of the basic human rights not only in the Universal Declaration of Human Rights but also in the Constitution of India and therefore various acts have been legislated from time to time. Human Rights should be regarded as sacrosanct and maximum opportunity should be allowed in ensuring human rights to all citizens. This kind of protection has been eulogized and confirmed through multifarious Indian epics.

During modern times also the Constitution fathers even have guaranteed such basic rights to all the Indian citizens and the International Agencies have also clearly laid guidelines on these issues.

The National Human Rights Commissions and the Human Rights Commissions constituted in various states are now found to be active in providing justice to the deserved and penalize the culprits.


The preamble intends that the justice must be given to every citizen irrespective of poverty, richness, caste, religion, sex, power, political power. All are equal before the Law. Prime Minister and ordinary citizen are equal.

Article 39-A of the Part IV-A of the Constitution made the provisions ‘Equal Justice and free legal Aid’.

The State shall secure that the operation of the legal system promotes justice, on a basis of equal opportunity, and shall, in particular, provide free legal aid, by suitable legislation or schemes or in any other may, to ensure that opportunities for security justice are not denied to any citizen by reason of economic or other disabilities.

Conclusion:

Four cardinals Dharma, Artha, Kama and Moksha ensure and promote a cluster of human rights like Right to equality, Right to

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education, Right to religion, Right to protection, Right to social security and Right to justice etc., All these human rights are duty based and the Society cannot guarantee such rights without reciprocal duties. These duties are incorporated under Part III and Part IV-A the Indian Constitutions as human rights. These rights are enforcble by the court.

References:

1) “Introduction to Human Rights” Indian Institute of Human Rights, New Delhi 1.1

2) Ibid.

3) V. Parabrahma Sastry “The constitution of India” ALD Publications, Hyderabad.

4) “The constitution of India” The Tamil Nadu Dr. Ambedkar Law University, Chennai.

5) M.P. Jain “Indian Constitutional Law of India” Gogia Law agency, Hyderabad.

6) Justice P.S. Narayana “Law relating to protection of Human Rights” Gogia Law Agency, Hyderabad.

7) Gade Veera Rddy “The Constitutional Law of India” Sujatha Law Books Ltd., Hyderabad.

8) B.L. Bansal “Human Rights” Gogia Law Agency, Hyderabad.

9) S.K. Awasti “ Protection of Human Rights” Gogia Law Agency, Hyderabad.

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THE ROLE OF COUNSELLORS IN AN EFFECTIVE

FUNCTIONING OF THE FAMILY COURT IN COIMBATORE DISTRICT - A STUDY

Ms. Jayalakshmi. S M.Phil History (PT)

Department of History PSGR Krishnammal

College fo Women,Coimbatore Tamilnadu, India

Ms. Kamini. S Assistant Professor,

Department of History PSGR Krishnammal

College for Women, Coimbatore Tamilnadu, India

Abstract

The very purpose of family court is to promote conciliations and where there is no scope for conciliations; effort should be made to secure speedy settlements of disputes relating to marriage of family affairs and the connected matters. A duty is cast on the family court to make efforts for settlements in an every proceedings before the court, by persuading the parties to arrive at the settlements in disputes related to breakdown of marriages, restitution of conjugal rights, claims for maintenance, claim for custody of children etc.

Keywords: Family Court, counselors, jurisdiction, settlement,

conciliation

1. Introduction

In all countries, the welfare of the citizens greatly depends upon speedy and impartial justice. The Judiciary is the guardian of the rights of people and it protects these rights from all possibilities of individual

and public encroachments. If there is no adequate provision for the administration of justice, the liberty of the people is jeopardized. Administration of justice is thus the chief function of the judiciary. Courts are agencies for the decision of disputes between individuals, between them and the State and for the trial of persons accused of crime. As procedure for seeking legal justice through judicial court is time-consuming, complicated and expensive, several different and

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newer ways of settlings disputes both quickly and inexpensively have come up. Several alternative forms are: 1

Family Court

Nyaya Panchayat

LokAdalat

Consumer Court.

1.1 History of Family Court

The family courts have been set up for the settlement of family disputes, where emphasis was laid on conciliation and achieving socially desirable results and adherence to rigid rules of procedure and evidence should be eliminated and make reasonable efforts for settlement before the commencement of trial.2

The purpose for the establishment of family courts is to promote conciliation in and secure speedy settlement of disputes relating to

marriage and family affairs and for matters connected therewith.3 The family courts are specialized as civil courts, which deal exclusively with dissolution of marriage; declaration of the matrimonial status of any person; declaration of ownership of properties of the parties concerned; interim order of injunction arising out of marital relationships; declaration of legitimacy of any person, or guardianship of a person, or the custody or access of any minor and suits for maintenance. Family courts can also issue decisions regarding divorces cases.4 Family courts were established several decades ago in the countries like Britain, Japan, Australia, China etc.5

1.2 Origin of the Family Courts in India

In 1953, the need to establish family courts was first emphasized in India by Dr. Durgabai Deshmukh, An activist for women's

emancipation and an Advocate by profession after her visit to China where she had an occasion to study the working of family courts. She

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discussed the subject with certain judges and legal experts and then made a proposal to set up family courts in India to the then Prime

Minister Jawaharlal Nehru.

Another reason for setting up of family courts was the mounting pressures from several women’s association, welfare organizations and individuals for establishment of such courts with a view to provide a forum for speedy settlement of family related disputes. The scope was laid on a non-adversarial method of resolving family disputes and promoting conciliation and securing speedy settlements of disputes relating to marriage and family affairs.6

The formation of family court was a mile stone in the history of Indian Judiciary. The family courts Act 1984, established the creation of Family courts through a Gazette notification by the Central Government. These courts were established in a town or city where the population exceeds one million or in any area where the State Government considered establishing it. One or more judges constitute

the Family courts but each judge should be competent to exercise all the powers of the court7.The first state to set up a Family court was Rajasthan in the year 1986.8

1.3 The Family Court Act, 1984

An act provide for establishment of family courts with a view to promote Conciliation in, and secure speedy settlement of ,disputes relating to marriage and family affairs .It enacted by parliament in the thirty-fifth year of the Republic India.

The Family Courts Act, 1984, though a central act, is a special act and thereby will have precedence over other acts. This act may be called the family courts act, passed on 14th Sep, 1984 (No. 66 of 1984).It extends to the whole of India except the state of Jammu and Kashmir.

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1.4 The Family Courts Act also covers areas of the following Acts

Indian Divorce Act , 1869

Guardians and Wards Act,1890

Parsi marriage and Divorce Act,1936

Dissolutions of Muslim marriage Act,1939

Special marriage Act,1954

Hindu marriage Act,1955

Hindu adoption and maintenance Act,1956

Hindu minority and guardianship Act,1956

Christian marriage Act,1972

Criminal Procedure Code,1973,Sec125,126,127 & 128 9

2. Family Courts in Tamil Nadu.

In Tamil Nadu, the first Family court was started in Chennai in 1988, the second in 1992. The Family courts (Tamil Nadu) Rules were formulated in 1987. The more family courts were instituted at Madurai in the year 1992, Coimbatore in 1995 and Salem in 1996 respectively. People living in other districts have to take resources to the civil and criminal courts within their jurisdiction to raise the family disputes10. At present there are eighty family courts in the state. The establishment details of the Chennai Family Courts are as follows.11

S.NO COURTS DATE Of Establishment

1 FAMILY COURT 03.101989

2 I ADDITIONAL FAMILY COURT

10.04.1990

3 II ADDITIONAL FAMILY COURT

21.09.1994 (G.O.no. 1123)

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4 III ADDITIONAL FAMILY COURT

13.08.2010 (G.O.no.719)

5 HOLIDAY

FAMILYCOURT 15.07.2011

(G.O.no.392) 2.1 Jurisdictions

All family courts shall have the power and jurisdiction exercisable by any district court or subordinate civil court in suits and proceedings of the nature dealt with explanations to see VII (1) of the act.

Following are the matters which can be filed in the Family courts:12

Decree for nullity of marriage

Restitutions of conjugal rights

Judicial separations

Dissolution of marriage

Declaration of matrimonial status of any person

Matrimonial property matters

Claim of maintenance

Guardianships

Custody of children

Access of children

Application of Injection in matrimonial matters

Custody of Children, Guardianships, Legitimacy of

child under the Hindu minority of guardianship act,1956

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In the family courts, the cases have been filed from the year

1988 to till date. The cases filed in five categories are: Original petition,

Original suit, Maintenance cases, Miscellaneous petition and Interlocutory Application.

2.2 The cases filed in Chennai Family Courts from the years 2001-2005:13

S.no. Year Original petition

Original suit

Maintenance Cases

Miscellaneous Petition

1 2001 1960 146 307 952

2 2002 2330 178 374 1173

3 2003 2570 185 471 1337

4 2004 2843 170 687 1681

5 2005 2723 129 628 1630

3. Functioning and establishment of Family Court in Coimbatore

The Coimbatore family court was established on 26thFebruary 1995.14

3.1 Structure of the Court:

3.1.1 Principal Judge’s Court

Sheristedar

Assistants

Stenographer

Typist

Copyist

Junior Assistants

Attender

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Jamedar

Office Assistants

Sweeper cum Watchman

Bailiffs

Process Servers

3.1.2 Additional Principal Judge’s Court

Assistant

Stenographer

Typist

Jamedar

Office Assistants

3.2 Additional Family Court I, Coimbatore.

To bring down the number of cases pertaining to family disputes pending in the family court in Coimbatore, an additional Family court was inaugurated by then Judge of the Madras Court at the combined

court premises in the year 2014.15

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THE CASES INSTITUTION, DISPOSAL AND PENDENCY OF ALL CATEGORY OF CASES IN RESPECT OF FAMILY COURT, COIMBATORE FOR THE PERIOD 1995 - 2016

S .no Cases in the Year Pending at the Beginning

of the year Instituted Received

during the year

Disposed during the

Year Pending at the end of the

Year 1 1995 - 1321 426 895 2 1996 895 580 634 841 3 1997 841 646 632 855 4 1998 855 740 664 931

5 1999 931 607 517 1021

6 2000 890 671 623 938

7 2001 938 900 594 1244

8 2002 1244 792 906 1130

9 2003 1130 714 1228 616

10 2004 616 1032 1160 488

11 2005 488 1152 924 716

12 2006 716 1057 1000 773

13 2007 773 1373 713 1433

14 2008 1433 1326 1196 1563 15 2009 1563 1541 1464 1640 16 2010 1640 1806 1578 1868 17 2011 1868 1664 1268 2264 18 2012 2264 1535 891 2908

19 2013 2908 1555 1474 2989

20 2014 2989 1635 2906 1718

21 2015 1718 944 1301 1361

22 2016 1316 840 1099 1102 Source: Report from the Principle Judge ‘Office, Family court, Combined Civil Court complex, Coimbatore.

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4. Counselors in Family Court

The State Governments shall be, in consultations with the High court, determine the number and categories of counselors ,officers and

other employees required to assist the family court in the discharge of its functions and provide the family court with such counselors, officers and other employees as it may think fit. The terms and conditions of association of the counselors and the terms and conditions of service of the officers and other employees, referred to in sub sections (1), shall be such as may be specified by rule’s made by the State Government.16

Accordingly, in Coimbatore Family Court, the number of counsellors is nine. Out of nine, seven women and two men counselors are in attendance. Two counselors will be present in a day for counseling and which the family court is preparing a weekly time table for the sitting of the counselors. Every single case is being attended by two counselors, as a team.

They will take minimum half an hour for one sitting, at an average of 5 – 6 cases per day. The Counselors are working sincerely and they received honorarium for their work. Since it’s an honorary job, there is

no permanent appointment.

4.1 Professional Skills of the Counselors

It has been observed that the counselors are working with varied educational back ground. They are Graduates, Post graduates in different disciplines such as Social work, Psychology etc. All having immense experience, social responsibility and versatile in their professions.

4.2 Infrastructure

The facilities available for the counselors differ from each of the Family Courts in Tamil Nadu. In Coimbatore, separate counseling room has been allotted yet it is for from satisfactory.

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4.3 Counselors and Family Courts

The very purpose of family court is to promote conciliations and where there is no scope for conciliations; effort should be made to

secure speedy settlements of disputes relating to family affairs and the other related issues. A duty is cast on the family court to make effort for settlements in every proceedings before the court, by persuading the parties to arrive at the settlements in disputes related to breakdown of marriages, restitution of conjugal rights, claims for maintenance, claim for custody of children etc., Counselors are specially being appointed to perform the important task of conciliations and to arrive at settlement between the parties of the disputes. Thus, the counselors are the key players in accomplishing the very objective and purpose of the act.

As per the study conducted among the Counselors in Coimbatore Family court, 20 -30 percent cases posted for counseling get reconciled or amicably settled, the parties where referred to counselors at the pre litigations stage, and if the legal advisors of the litigants encouraged their clients to be receptive to the conciliations proceedings,

then the success rate of reconciliation and amicably settlements would be significantly higher17. The Counselors opined that Lack of commitment for marriage ,failed expectations ,conflict between individual identity and family identity18, unhealthy power relationship, lack of trust on each other, ego clash, poor communication ,physical ,sexual, emotional abuse, extra marital relationship19,dowry harassment, physical illness, addictions, usage of mobile were expressed as the causes for the marital disputes20.

Councilors’ viewed that the number of marriages ending up in conflicts is lower in arranged marriages than other types of marriages.21 Moreover Petitioners parents’ should be educated about the family related issues so that the conflicts that rose among families can be

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solved easily.22Many counselors directed both the side of the parties, as to be patient, accept the negative behavior of others ,forgive the wrongs

of the partners and family members, tolerate the violence to some extent and pester them to live together.23

5. Conclusion

As per this study, 20 -30 percent cases posted for counseling get reconciled or amicably settled, the parties where referred to counselors at the pre litigations stage, and if the legal advisors of the litigants encouraged their clients to be receptive to the conciliations proceedings, then the success rate of reconciliation and amicably settlements would be significantly higher. The counselors, guided by the principle of objectivity, fairness and justice, should assist the parties in an independent and impartial manner to arrive at an amicable settlement, maintain their cases confidentially, considering the rights and obligations of the parties. As per the Report from the Principle Judge ‘Office, Family court, Coimbatore, the total number of pending cases at the end of the year 2016 are 1102 and the number of Counselors are minimal (only 9). If the number in case of counselors will increase, it

will make their role more effective than now. The government should make effort to rise the role of counselors so that the number of cases (i.e. who are filing cases for divorces) will get reduced which ultimately diminish the pending cases in every family court that ultimately makes their duty more effectively.

References

[1] Dr.M.Raziya Parwin ,Tamil Nadu History Congress Proceedings , 22nd session, Tirunelveli, 2015.

[2] ncw.nic.in.

[3] Saibaba Itapu, Family Courts Act, 1984, Hyderabad: Sharma Law House,2009, P.99.

[4] www.parentisinaction.et/english/familycourt/Hinstory

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[5] www.ontariocourts.ca/scj./3n/famct/history.htm

[6] http://www.legalserviceindia.com/article/1356.

[7] A Study of Family Courts, Tamil Nadu.EKTA Resoursecentre for women,2008.

[8] Family Courts Act, 1984

[9] A Study Of Family Courts,Tamil Nadu.EKTA Resoursecentre for women,2008.

[10] Tamil Nadu History Congress Proceedings, Op.cit.,

[11] Family Courts Act, 1984

[12] Tamil Nadu History Congress Proceedings, Op.cit.,

[13] Report from the Principle Judge ‘Office, Family court, Combined Civil Court complex, Coimbatore.

[14] www.thehindu.com

[15] .Report from the Principle judge ‘office, Coimbatore.

[16] Family Court Act, 1984

[17] Interview with Family Court Counsellor, Mrs.. Sugumari Subbayyan dt. 4th April 2017.

[18] Interview with Family Court Counsellor ,Mrs..Nirmala Manoharan dt. 5th April 2017.

[19] Interview with Family court counsellor ,Mr..Sridharan dt.4.4.2017.

[20] Interview with Bar council lawyer Mr.Muthukrishnan ,District court,Coimbatore.dt4.4.2017

[21] Interview with Mr. Magesh,Mano Shanthi Counselling centre,YWCA,Coimbatore.

[22] Interview with family court counsellor Mr..Stanelypeter dt.7.4.2017

[23] Interview with family court counsellor Mr..Ruckmani dt.6.4.2017

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A STUDY ON ORGANIZATIONAL CLIMATE AND JOB

SATISFACTION OF FACULTY MEMBERS WORKING IN SELF FINANCING ARTS AND SCIENCE COLLEGES IN MADURAI

DISTRICT

Ms. R. Janaki Ph.D. (Part-Time) Research Scholar Department of Management Studies

Mother Teresa Women’s University Kodaikanal, Tamil Nadu State

Dr. R. Ganapathi Assistant Professor

Directorate of Distance Education Alagappa University

Karaikudi Tamil Nadu State

Abstract

Organizational climate is very significant aspect to be considered in evaluating organization because it has deep impact on the position, happiness and feelings and thoughts of employees in the organization members and on their job performance and satisfaction. The organizational climate dimensions of work environment, role clarity, team work, communication and reward system are moderately associated with job satisfaction of faculty members of self financing arts and science colleges. To improve organizational climate in self

financing arts and science colleges, working conditions should be continually improved and management must provide good facilities. The faculty members must know correctly what is expected and should know what most people around them do. All the teams in self financing arts and science colleges should work well together and all the members in team should encourage and accept innovative ways of doings things. To enhance the job satisfaction of faculty members, management must provide opportunities for faculty members to participate in decision making and also for professional development of faculty members.

Key Words: Arts and Science Colleges, Faculty Members, Job

Satisfaction, Organizational Climate

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1. INTRODUCTION

Organizational climate is very significant aspect to be considered in evaluating organization because it has deep impact on the position, happiness and feelings and thoughts of employees in the organization members and on their job performance and satisfaction. It influences the behaviour of employees in their means as, describing the stimuli that tackle the individual, placing limitations upon freedom of choice and giving reward and punishment. Organizational climate also gives a very useful platform for understanding uniqueness of organizations as creativity, stability and innovativeness, effectiveness of management and communication.

In ant organization a variety of behaviours are articulated, each with various consequence to the employees within the organization and

in the organization as a whole. These behaviours generally correspond with the organizational climate. Organizational climate comprises of norms of organization which are a grouping of predictable behaviours, principles and notions that permit employees to perform at a suitable pace (Appelbaum, et al 2007). In addition, organizational climate is created of sharing beliefs, values and behavioural norms in an organization (Ahmad, et al 2012).

The arts and science colleges are made of faculty members mainly who have knowledge, abilities, skills and talents that make competitive advantage for it. The different activities of arts and science colleges is planned, implemented and managed by faculty members. Therefore, it is important for arts and science colleges to do appropriate management of faculty members in order to reach its goals effectively and efficiently by providing healthy organizational climate. Thus, the present research is attempted to study organizational climate and job

satisfaction of faculty members working in self financing arts and science colleges in Madurai district.

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2. METHODOLOGY

Madurai district is chosen for the present study. The faculty members working in self financing arts and science colleges are selected by adopting multi stage random sampling technique. The data are collected from 200 faculty members through pre-tested and structured questionnaire. To understand the socio-economic status of faculty members working in self financing arts and science colleges, percentage analysis is done. To study the dimensions of organizational climate in self financing arts and science colleges, mean and standard deviation are worked out. To study the relationship between dimensions of organizational climate and job satisfaction of faculty members of self financing arts and science colleges, the correlation analysis is carried out

3. RESULTS AND DISCUSSION

3.1. SOCIO-ECONOMIC STATUS OF FACULTY MEMBERS WORKING IN SELF FINANCING ARTS AND SCIENCE COLLEGES

The socio-economic status of faculty members working in self financing arts and science colleges was analyzed and the results are presented in Table-1.

Table-1. Socio-Economic Status of Faculty Members Working in Self Financing Arts and Science Colleges

Socio-Economic Profile

Number of Faculty Members

Percentage

Gender

Male 115 57.50

Female 85 42.50

Age Group

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25 – 30 years 34 17.00

31 – 40 years 83 41.50

41 – 50 years 62 31.00

More than 50 years 21 10.50

Educational Qualification

Post Graduation 64 32.00

M.Phil. 89 44.50

Ph.D. 47 23.50

Designation

Assistant Professor 103 51.50

Associate Professor 68 34.00

Professor 29 14.50

Monthly Salary

Rs.15,001 – Rs.20,000 37 18.50

Rs.20,001 – Rs.25,000 99 49.50

Rs.25,001 – Rs.30,000 33 16.50

More than Rs.30,000 31 15.50

The results show that 57.50 per cent of faculty members are males and the remaining 42.50 per cent of faculty members are females. The results indicate that 41.50 per cent of faculty members are in the age group of 31 – 40 years followed by 41 – 50 years (31.00 per cent), 25 – 30 years (17.00 per cent) and more than 50 years (10.50 per cent).

The results reveal that 44.50 per cent of faculty members have educational qualification of M.Phil followed by post graduation (32.00 per cent) and Ph.D.( 23.50 per cent). The results imply that 51.50 of faculty members are assistant professors followed by associate

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professors (34.00 per cent) and professors (14.50 per cent). The results show that 49.50 per cent of faculty members belong to the monthly salary of Rs.20,001 – Rs.25,000 followed by Rs.15,001 – Rs.20,000 (18.50 per cent), Rs.25,001 – Rs.30,000 (16.50 per cent) and more than Rs.30,000 (15.50 per cent).

3.2. DIMENSIONS OF ORGANIZATIONAL CLIMATE IN SELF FINANCING ARTS AND SCIENCE COLLEGES

The dimensions of organizational climate in self financing arts and science colleges were analyzed and the results are hereunder presented.

3.2.1. WORK ENVIRONMENT

The work environment for the faculty members in self financing arts and science colleges was analyzed and the results are presented in Table-2.

Table-2. Work Environment

Sl. No. Work Environment Mean Standard Deviation

1. My work place is safe 3.65 1.21

2. My work place is clean 3.69 1.19

3. Working conditions in my work place are continually improving 3.42 1.14

4. My management provides good facilities

3.38 1.15

5. My work environment has diversity 3.63 1.20

The results show that the faculty members of self financing arts and science colleges are agreed with their work place is safe, their work place is clean and their work environment has diversity, while, they are

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neutral with working conditions in their work place are continually improving and their management provides good facilities.

3.2.2. ROLE CLARITY

The role clarity of the faculty members in self financing arts and science colleges was analyzed and the results are presented in Table-3.

Table-3. Role Clarity

Sl. No. Role Clarity Mean Standard Deviation

1. I have clear objectives for my job 3.72 0.94

2. I have clear priorities in my job 3.71 0.98

3. I know my responsibilities 3.82 0.93

4. I know correctly what is expected of me 3.36 1.12

5. I know what most people around me do 3.25 1.16

The results indicate that the faculty members of self financing arts and science colleges are agreed with they have clear objectives for their job, they have clear priorities in their job and they know their responsibilities, while they are neutral with they know correctly what is expected of them and they know what most people around them do.

3.2.3. TEAM WORK

The team work of the faculty members in self financing arts and

science colleges was analyzed and the results are presented in Table-4.

Table-4. Team Work

Sl. No. Team Work Mean Standard

Deviation

1. The people in our team work well together

3.92 0.63

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2. All the teams in our college work well together

3.35 1.07

3. My work in team is appreciated 3.86 0.97

4. My team members are giving need based support to perform my role effectively

3.96 0.84

5. Innovative ways of doing things are liked by all team members

3.41 1.18

The results reveal that the faculty members of self financing arts and science colleges are agreed with the people in their team work well together, their work in team is appreciated and their team members are giving need based support to perform their role effectively, while, they are natural with all the teams in their college

work well together and innovative ways of doing things are liked by all team members.

3.2.4. COMMUNICATION

The communication of the faculty members in self financing arts and science colleges was analyzed and the results are presented in Table-5.

Table-5. Communication

Sl. No. Communication Mean Standard

Deviation

1. I get all the information I need to do my job

3.85 0.91

2. I am adequately informed about significant issues in my department

3.90 0.95

3. My department receives all the information it requires to function well

3.33 1.05

4. My department is adequately 3.39 1.11

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informed about significant issues in the college as a whole

5. My department communicates well with other departments in my college

3.97 0.98

The results imply that the faculty members of self financing arts and science colleges are agreed with they get all the information they need to do their job, they are adequately informed about significant

issues in their department and their department communicates well with other departments in their college, while, they are neutral with their department receives all the information it requires to function well and their department is adequately informed about significant issues in the college as a whole.

3.2.5. REWARD SYSTEM

The reward system for the faculty members in self financing arts and science colleges was analyzed and the results are presented in Table-6.

Table-6. Reward System

Sl. No. Reward System Mean Standard Deviation

1. I receive an appropriate salary 4.02 0.82

2. Good job is recognized well 4.04 0.86

3. I receive appropriate benefits 3.40 1.09

4. The pay scale of my college is competitive with other colleges 3.43 1.11

5. Promotions at my college are handled fairly

3.99 0.87

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The results show that the faculty members of self financing arts

and science colleges are agreed with they receive an appropriate salary, good job is recognized well and promotions at their college are handled fairly, while, they are neutral with they receive appropriate benefits and the pay scale of their college is competitive with other colleges.

3.3. JOB SATISFACTION OF THE FACULTY MEMBERS

The job satisfaction of the faculty members of self financing arts and science colleges was analyzed and the results are presented in Table-7.

Table-7. Job Satisfaction

Sl. No. Job Satisfaction Mean Standard Deviation

1. I am happy with my salary 4.10 0.73

2. I am given opportunity to participate in decision making

3.41 0.89

3. I get proper reward for my abilities 3.99 0.83

4. I have scope for professional development

3.34 1.07

5. My performance is accountable for increment and promotion 4.16 0.66

The results indicate that the faculty members of self financing arts and science colleges are agreed with they are happy with their salary, they get proper reward for their abilities and their performance is accountable for increment and promotion, while, they are neutral with they are given opportunity to participate in decision making and they have scope for professional development

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3.4. RELATIONSHIP BETWEEN DIMENSIONS OF ORGANIZATIONAL CLIMATE AND JOB SATISFACTION OF FACULTY MEMBERS OF SELF FINANCING ARTS AND SCIENCE COLLEGES

To study the relationship between dimensions of organizational

climate and job satisfaction of faculty members of self financing arts and science colleges, the correlation analysis is carried out and the results are presented in Table-8.

Table-8. Relationship between Dimensions of Organizational Climate and Job Satisfaction of Faculty Members of Self

Financing Arts and Science Colleges

Dimensions of Organizational Climate

Correlation Co-efficient

Work Environment 0.41**

Role Clarity 0.53**

Team Work 0.51**

Communication 0.49**

Reward System 0.59** **significant at one per cent level

The correlation coefficient between work environment and job satisfaction is 0.41, which is positively and moderately associated with

each other at one per cent level of significance. The role clarity and job satisfaction is also positively and moderately correlated with each other with the value of 0.53, which is significant at one per cent level.

The correlation coefficient between team work and job satisfaction is 0.51, which is positively and moderately associated with each other at one per cent level of significance. The communication and

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job satisfaction is also positively and moderately correlated with each other with the value of 0.49, which is significant at one per cent level.

The correlation coefficient between reward system and job satisfaction is 0.59, which is positively and moderately associated with each other at one per cent level of significance. Thus, the null hypothesis of there is no significant relationship between dimensions of organizational climate and job satisfaction of faculty members of self financing arts and science colleges is rejected.

4. CONCLUSION

The findings reveals that the organizational climate dimensions of work environment, role clarity, team work, communication and reward system are moderately associated with job satisfaction of faculty members of self financing arts and science colleges.

To improve organizational climate in self financing arts and science colleges, working conditions should be continually improved and management must provide good facilities. The faculty members must know correctly what is expected and should know what most people around them do. All the teams in self financing arts and science colleges should work well together and all the members in team should encourage and accept innovative ways of doings things.

In addition, all the departments in self financing arts and science colleges should receive all the information it requires to function well and all the departments must be adequately informed about significant issues in the college as a whole. The management of self financing arts and science colleges should provide appropriate benefits and good pay scale to their faculty members. To enhance the job satisfaction of faculty members, management must provide opportunities for faculty members to participate in decision making and

also for professional development of faculty members.

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REFERENCES:

Ahmad, Z., Ali, L. and Ahmad, N., “Organizational Climate: A Study of Pharmaceutical Industry in Pakistan”, African Journal of Business Management, 2012, Vol.6, No.49, pp.11880-11886.

Appelbaum, S.H., Iaconi, G.D. and Matousek, A., “Positive and Negative Deviant Workplace Behaviours: Causes, Impacts, and Solutions”, Corporate Governance, 2007, Vol.7, No.5, pp.586-598.

Barbara K. Townsend, “Community College Organisational Climate for Minorities and Women”, Community College Journal of Research and Practice, 2006, Vol.30, pp.813-826.

Cohrs, J.C., Abele, A.E. and Dette, D.E., “Integrating Situational and Dispositional Determinants of Job Satisfaction: Findings from Three Samples of Professionals”, The Journal of Psychology: Interdisciplinary

and Applied Research, 2006, Vol.140, No.4, pp.363- 395.

Duggan, M. H., “Non Instructional Staff Perceptions of the College Climate: New Directions for Community Colleges”, Journal of Academic Research, 2008, Vol.142, pp.47-56.

Elçi, M. and Alpkan, L., “The Impact of Perceived Organizational Ethical Climate on Work Satisfaction”, Journal of Business Ethics, 2008, Vol.84, No.3, pp.297-311.

Gowthami Chinthala, “Organizational Climate a Predictor of Job Satisfaction among Teachers”, International Journal of Research (IJR), 2014, Vol.1, No.6, pp.880-886.

John, K. and Zerihun Ayenew Birbirsa, “The Impact of Organizational Climate Factors on Turnover Intention of Academic Staffs in Central and Western Ethiopian Public Universities”, EXCEL International Journal of Multidisciplinary Management Studies, 2015, Vol.4, No.10, pp.80-91.

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Kotreshwaraswamy Surapuramath, “A Study of Organizational Climate of Colleges of Education under Karnataka University”, International Indexed & Referred Research Journal, 2012, Vol.3, No.3, pp.1-2.

Kumar, B. P. and Giri, V. N., “Organizational Commitment, Climate and Job Satisfaction: An Empirical Study”, ICFAI Journal of Organizational Behaviour, 2007, Vol.6, No.3, pp.1-17.

McKim, B.R., Rutherford, T.A., Torres, R.M. and Murphy, T.H., “Organizational Climate of the American Association for Agricultural Education”, Journal of Agricultural Education, 2011, Vol.52, No.3, pp.87-99.

Nicholson, E.A and Miljus, R.C., “Job Satisfaction and Turnover among Liberal Arts College Professors”, Personnel Journal, 1992, Vol.51, pp.840-845.

Philipa O. Idogho, “Academic Staff Perception of the Organisational Climate in Universities in Edo State, Nigeria”, Journal of Social Sciences, 2006, Vol.13, No.1, pp.71-78.

Santosh Meena and Mahima Agarwal, “The Relationship among Organisational Climate, Job Satisfaction and Happiness of the Employees of Educational Institutions”, American International Journal of Research in Humanities, Arts and Social Sciences, 2014, Vol.6, No.2, pp.149-152.

Usha Tiwari, “Organisational Climate in Higher Education Institutions of Madhya Pradesh”, Abhinav International Monthly Refereed Journal of Research in Management & Technology, 2014,Vol.3, No.10, pp.1-6.

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LOW WORKPLACE JUSTICE PERCEPTIONS IN MAJOR

PROPORTION OF FACULTY AND DETERIORATING QUALITY IN TECHNICAL EDUCATION

P. T. Raju

Doctoral Student Department of HRM Andhra University

Visakhapatnam

Dr. G. M. Darshan

Research Director Department of HRM Andhra University

Visakhapatnam

Abstract Organizational justice deals with employee evaluations of fairness in managerial decisions and practices. Justice perceptions are potential of shaping employee behavior and attitudes. This study investigates the role of demographics on perceived organizational justice in faculty members of four private engineering colleges in Sriakulam District of Andhra Pradesh State, India. Primary data provided by119 faculty-participants were analyzed by using Student Independent Samples T-test, One-Way Analysis of Variance, Pearson’s Product Moment Correlation, and Linear Multiple Regression. The results ultimately revealed highly significant positive impact of respondents’ designation on their justice perceptions. Female faculty perceived relatively more justice than their male counterparts. The results manifest some inequity in managerial decisions and practices towards faculty

members in lower designation. Implications of the findings are discussed. Research in this direction in other regions of India can provide better understanding of workplace justice issues in private engineering colleges. Keywords: Organizational Justice, Demographics, Faculty Members,

Private Engineering Colleges

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INTRODUCTION Justice as one of the vital principles guiding social life is equally important in people management at workplace. Justice at workplace as a topic has generated greatest interest in researchers from the fields of organizational psychology, organizational behavior, and human resources management (Cropanzano & Greenberg 1997) and contemporary research in these fields witnessed a multiplying attention on workplace fairness issues (Cohen-Charash & Spector 2001).

Organizational justice encompasses employee fairness evaluations on executive decisions pertaining to employee reward or recognition, connected procedures, and consequent reactions.

Extant research evidences the established role of organizational justice in employee job satisfaction (Karim & Rehman 2012). Just managerial practices and fairness perceived at work will get reciprocated with positive outcomes like employee organizational commitment (Shueh-Chin Ting 2014), citizenship behaviors (Morman 1991) etc. Conversely, perceived injustice is associated with employee theft and increased turnover (Greenberg 1990a), sabotage (Ambrose, Seabright & Schminke 2002), and counterproductive work behaviors (Fox, Spector & Miles 2001; David Jones 2009). Fair executive decisions on employee outcomes, just decision-making procedures, dignified treatment and logical communications with employees constitute a key antecedent of organizational effectiveness (Choudhry, Philip &

Rajender 2011). Thus, managers are responsible to create and promote positive justice climate in and across all the hierarchical levels of organizational pyramid.

Organizational justice revolves around employees’ fairness judgments of job related matters (Greenberg, 1990b). More specifically it is “concerned with the rules developed to distribute or to take decisions on distribution of acquisitions such as tasks, goods, services, rewards, punishments, wages, organizational positions, opportunities

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and roles among employees and societal norms that constitute the basis for these rules” (Noruzy, Shatery, Rezazadeh & Hatami-Shirkouhi 2011:843). Organizational justice (Colquitt, 2001) comprises of four distinct dimensions: distributive, procedural, interpersonal, and informational justices.

Distributive justice is about the perceived fairness in executive

decisions relating to allocation of employees outcomes like reward, promotion, or individual recognition at work. Adams (1965) equity theory explains that employee equitable justice judgments involve one’s subjective evaluation of the ratio between ones rewards and contributions and simultaneous comparative appraisal of one’s own ratio of rewards and contributions with that of the same in referent member(s) of a homogeneous comparable group. Distributive justice occupies the immediate and focal attention in fairness evaluations of executive decisions involving employee selection, performance ratings, promotion, increment, leave scheduling, incentives etc.

Thibaut and Walker’s (1975) research on disputant reactions to procedures followed by law courts had ultimately led to the introduction of procedural justice dimension into organizational justice. It is about fairness in the decision-making process adopted in recognition of employee contributions and in allocation of rewards or

resources (Folger & Konvsky 1989). Bies and Moag (1986) introduced interpersonal and informational

justice concepts as two distinct dimensions of organizational justice. Interpersonal justice deals with the socio-emotional sensitivity requirements of dignified, respectful, and polite treatment of employees by supervisory authorities (Greenberg 1990b). Informational justice is the provision of conveying adequate information relating to why procedures were used in certain way or why employee outcomes like pay, promotion or incentives were allocated in a certain manner

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(Colquitt, et al. 2001). It refers to fair, logical and coherent managerial communication with subordinates.

Indeed faculty play pivotal role in effective delivery of quality technical education to students, in building institutional image, and towards contribution of organizational effectiveness in technical educational institutions. More so, justice perceived by faculty members

will permeate into their efforts, performance, and contributions towards their students and institutions. Hence, administrators of private engineering colleges are required to follow fairness principles invariably in managing their faculty members.

It is observed from the literature that some researchers studied organizational justice in non-educational settings in Indian context (Aryee, Budhwar & Chen 2002, Bakhshi, Kumar & Rani 2009, Purang 2011, Thomas & Nagalingappa 2012), but hardly any study focused on ‘private engineering colleges which are operating in distant rural areas’. Therefore the present study tried to understand the role of demographics in justice perceptions of faculty members working with four private engineering colleges in Srikukulam District of Andhra Pradesh State, India. REVIEW OF LITERATURE Research evidence substantiates the influence of personal and personality characteristics in shaping employee fairness perceptions (Cohen-Charas & Spector 2001). Individuals may differ in their unique

personality traits and demographic features, so that their subjective evaluations on workplace fairness may diverge. Few research studies had examined the role of demographics in organizational justice and the same are reviewed and presented here.

Using a sample of 222 secondary public school teachers selected from Kutahya Province of Turkey, Kursad Yilmaz (2010) studied the role played by respondents’ age, gender, seniority, level of education, and strength of students in their schools with regard to the variance

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created in their justice perceptions. The results revealed a significant difference in justice perceptions according to respondents’ age and seniority, but not in terms of gender or educational background. Respondents in the age group of 21-30 years felt more justice than those in the age group of 31-40 years. Similarly school teachers having ‘1-500’ student strength ( ̅ = 35.61) expressed less justice at workplace

compared with teachers having student strength of ‘501-1000’ ( ̅ =38.54). Respondents having experience of 6-10 years perceived low justice than their counterparts having less experience. The results revealed more positive fairness perceptions in younger and less experienced teachers than those who are older and having seniority.

Yaghoubi, Mashinchi, Ahmad, Hadi and Hamid (2012) had taken a sample of 229 employees working in an Iranian furniture manufacturing company and investigated the role of age, sex, and level of education in justice perceptions. Significant difference was identified in justice perceptions according to participants’ age, but gender and level of education were found failed to produce any meaningful influence.

Dabbagh, Esfahani and Shahin (2012) investigated the relationship of age, and level of education with organizational justice in a sample of 222 personnel associated with Khorshid Hospital, City of Isfahan, Iran.

No significant relationship was identified between respondents’ age and justice perceived. But the level of their education was found meaningful but negative in relation to perceived justice indicating a decline in justice perceptions on the lines of ascendency in educational qualifications.

Bahrami, Gazar, Montazeralfaraj and Tafti (2013) studied the relationship of age, gender, marital status, level of education, profession, and professional experience of employees with their justice perceptions. The researchers collected valid data from 100 employees of Sahid Sadoughi Hospital, Iran. Male participants reported more

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favorable justice perceptions than female respondents. Respondents’ age and marital status were found not significant in this regard. Doctorate degree holders experienced more justice than other educated groups, albeit the difference in justice perceived by the study educational groups was not statistically significant. Medical professionals perceived more justice than paramedics and

administrative staff. Employees having above 15 years of professional experience expressed more organizational justice than those with less professional experience.

Hasan Ali Al-Zu’bi (2010) also examined the role of participants’ age, gender, and level of education in their justice perceptions. Survey data was gathered from a sample of 229 employees working in select electrical industry companies in Jordan. The results revealed highly significant variance in mean justice perceptions of participants according to their age (F=55.577; p<0.001), but gender and level of education were found not significant in this respect. THE PRESENT STUDY The objective of the present study is to examine the relationship of demographic characteristics with organizational justice as perceived by the respondent-faculty members. Age, gender, marital status, caste, designation, organizational tenure, level of education, number of faculty development programs attended, and monthly pay of the study participants were the nine demographic variables considered for the

study.

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Figure1. The Research Model

Hypothesis

The select demographics of age, gender, marital status, caste, designation, organizational tenure, level of education, number of faculty development programs attended, and monthly pay of the

respondents may positively and significantly relate to and predict their organizational justice perceptions.

Method The Indian Government encouraged private participation in technical education in the wake of neo-economic liberal reforms after 1990s and now private engineering colleges were established even in remote and rural areas. Srikakulam District in Andhra Pradesh State of India is classified as the most backward district (Sebastian, Arun, Arthi, Murugesan & Azeez 2012). Currently, eight tertiary private

engineering colleges are imparting graduate and post-graduate level technical education in this district. No government engineering college was established. All these colleges were recognized by All India Council for Technical Education (AICTE), New Delhi, and affiliated to

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Jawaharlal Nehru Technological University (JNTU), Kakinada. Four among these eight colleges were graded by National Assessment and Accreditation Council (NACC) of India and the remaining four are not graded by NAAC. This study tried to understand justice perceptions among faculty members working in non-NACC graded private

engineering colleges. The total faculty strength of the study engineering colleges is 162 in

the year 2016 which is the universe for this study and comprises of 16

Associate Professors (9.9%) and 146 Assistant Professors (90.1%). Professors were not appointed in any of the departments of theses colleges. By using simple stratified sampling, survey data was collected from a statistical community of 119 faculty members including 10 Associate Professors (8.4%), and 109 Assistant Professors (91.6%) working in electronics and communications engineering, mechanical engineering, electrical and electronics engineering, civil engineering, computer science and engineering, information technology, management studies, and basic sciences and humanities departments of the study engineering colleges. The sample constitutes 73.4% of the universe representing Associate Professor and Assistant Professor categories.

The survey data was gathered by using Jason A. Colquitt’s (2001) 20 itemed Organizational Justice Scale. Participants were solicited to specify their agreement or disagreement regarding each item on a five point Likert’s rating scale having 5=Strongly Agree to 1=Strongly Disagree. Student Independent Samples T-test was used to examine significance of mean perceptional variance in two specific study groups and One-way Analysis of Variance was used to know significant

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variance in mean perceptions of three or more specific groups. Pearson’s Correlation and Regression analysis techniques were applied through SPSS 16.0 (Trial Version) to test the hypothesis. The results were interpreted in the light of findings in earlier studies and the study outcomes are limited only to the extent of perceptions of survey participants.

FINDINGS Respondents’ Demographic Profile Respondents’ demographic profile presented in Table1 shows that 68.1% of the participants have age up to 30 years, 18.5% are in the age

cohort of 31-35 years, 8.4% of them are in the age group of 36-40 years, and the remaining 5% of the respondents have age above 40 years. 72.3% of the participants are male and 27.7% of them are female. 42.9% of the study subjects are married and 57.1% of the respondents are single. Caste wise 67.2% of the participants belong to backward classes, 16% of them belong to open categories and forward communities, 16% of them belong to scheduled castes and 0.8% of them are from scheduled tribes. While 81.5% of the study subjects have up to 4 years of organizational tenure, the remaining 18.5% of them have 5-8 years of organizational tenure. 91.6% of the sample respondents are Assistant Professors and 8.4% of them are Associate Professors. Educationally, 77.3% of the participants are postgraduates in engineering/technology, and 22.7% are postgraduates in sciences, humanities, or management studies. While 95% of the sample respondents had attended up to six faculty development programs (FDPs), the remaining 5% of them

attended seven to twelve FDPs. 95% of the respondents are receiving monthly consolidated pay in the range of Rs.6000-24000, and the remaining 5% of them are receiving consolidated pay in the range of Rs. 24001- 40000 at the discretion of their college administration, but not based on pay norms prescribed by AICTE.

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By and large the sample respondents are relatively youth (Mean

age=29.4Years), largely men, belong to backward classes, having just three (Mean=3) years of organizational tenure, and had attended three (Mean= 3) training programs at an average, designated as Assistant Professors, and vast majority of them are in the lower pay bracket with a mean pay of Rs.15000.

Table 1. Demographic Profile of the Respondents Sl. No Demographic Variable Criterion Frequenc

y Per cent

Age Up to 30 Years 81 68.1 1 Mean ( ̅) = 29.4 Yrs 31 – 35 Years 22 18.5

36 – 40 Years 10 8.4

Above 40 Years 6 5

2 Gender Male 86 72.3

Female 33 27.7 3 Marital Status Married 51 42.9

Single 68 57.1

Caste Open Categories 19 16

Backward Classes 80 67.2

4

Scheduled Castes 19 16

Scheduled Tribes 1 0.8

5 Organizational Tenure Up to 4 Years 97 81.5

Mean ( ̅) = 3 5 - 8 Years 22 18.5

6 Designation Asst. Professor 109 91.6

Assoc. Professor 10 8.4

7 Educational Qualification M.A /M.Sc. /M.BA

27 22.7

M. Tech /M.E /M.S 92 77.3

8 F D Ps Attended Up to 6 Programs 113 95

Mean ( ̅) = 3 7 - 12 Programs 6 5 9 Monthly Pay Rs.6000 - 24000 113 95

Mean ( ̅) = . 15000 Rs.24001 - 40000 6 5 Reliability Analysis The internal consistency of Colquitt’s (2001) Organizational Justice Scale was evaluated by calculating the Cronbach’s (α) coefficient and it was 0.91. The Split-Half internal coherence coefficient of the scale was 0.83. These coefficients as presented in Table 2 are in the satisfactory

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range and the higher values indicate greater reliability of the tool used (Suki & Suki 2011).

Table 2. Reliability Analysis

Scale Cronbach’s α Split Half Method

No. of Items

Organizational Justice 0.91 0.83 20

Organizational Justice Perceptions The mean score of perceived organizational justice (3.5±0.6Std.Dev) of all the respondents included in the study indicates that their opinion is closer to the response ‘I Agree’ on the response scale (Table 3). Although the participants have positive organizational justice

perceptions, these perceptions are neither high nor fully agreed with and they reflect only moderate level. Table 3 shows that majority of the respondents have expressed satisfaction on distributive justice in terms of faculty outcomes like reward or recognition they received for their efforts (81.5%), work (75.6%), contribution (59.7%), and for their overall performance (56.3%) given at the institution, but still their mean distributive justice perceptions are only moderate (3.5±0.7Std.Dev) and not so high.

The mean procedural justice perceptions in the respondents are identified as low (3.3±0.7 Std.Dev). 67.2% of the respondents felt that they are provided space to ‘voice’ on their contributions made or performance given to the institution in the process of executive determination of faculty outcomes. Slightly above half (53.8%) of the respondents expressed that, they can present valuable information before the authorities in support of their claims seeking a fair reward.

However, the respondents have equally divided in their opinion on fair and consistent application of procedures by authorities at the time of determining faculty outcomes. While 37% of them negated and suspected the consistent use of procedures by decision executives,

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37.8% of the participants positively opined. Further, there is approximately equal division of opinion on the use of bias-free procedures in determination of faculty outcomes. While 38.7% of the participants disbelieved on the use of unbiased procedures by executives in determination of faculty outcomes, 40.3% of them have positive opinion in this regard. Just above half (52%) of the respondents

have expressed that their outcomes will be fixed upon considering accurate information pertains to their efforts, performance and contributions made at their institution. But 30% of them disagreed in this regard. 68% of the respondents reported that they have opportunity to appeal before the higher authorities if the immediate authority has taken an erroneous decision adversely affecting their material or psychological welfare. While 30% of the participants suspected the veracity and ethical propriety of the procedures used in fixing employee outcomes, only 48.7% of them expressed positive opinion in this regard.

The mean interpersonal justice perceptions (3.96 ±0.6Std.Dev) of the respondents reflect their satisfaction with the socio-emotional treatment given by their superiors. Vast majority of the faculty-respondents positively perceived that their superiors treat them politely (89.1%), with dignity (87.4%), respect (91.6%) and did not pass

unnecessary comments (72.3%). The mean informational justice (3.4±0.8 Std.Dev) perceptions are also appears to be moderate. Majority of them have positively perceived informational justice. However, only 44.5% of the study subjects agreed that the decision executives provide reasonable grounds for decisions affecting their economic or psychological wellbeing, but 32% of them disagreed in this connection.

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Table 3. Respondents’ Perceptions on Organizational Justice

Organizational Justice Items

Number of Respondents & Distribution of Responses

Sl. No Item Description SA=5 A=4 NO=3 D=2 SD=1

1 Distributive Justice

Item 1 9 88 6 11 5 (7.6)* (73.9) (5) (9.24) (4.2)


Item 2 18 72 11 16 2 (15) (60.5) (9.2) (13.4) (1.7)


Item 3 15 56 18 29 1 (13) (47.1) (15) (24.4) (0.8)


Item 4 9 58 18 29 5 (7.6) (48.7) (15) (24.4) (4.2)

5 Procedural Justice

Item 1 17 63 18 17 4 (14) (52.9) (15) (14.3) (3.4)


Item 2 10 54 24 27 4 (8.4) (45.4) (20) (22.7) (3.4)


Item 3 4 41 30 37 7 (3.4) (34.5) (25) (31.1) (5.9)


Item 4 12 36 25 40 6 (10) (30.3) (21) (33.6) (5)


Item 5 8 54 22 31 4 (6.7) (45.4) (18) (26.1) (3.4)


Item 6 13 68 11 23 4 (11) (57.1) (9.2) (19.3) (3.4)


Item 7 10 48 26 30 5 (8.4) (40.3) (22) (25.2) (4.2)

12 Interpersonal Justice

Item1 23 83 4 7 2

(19) (69.7) (3.4) (5.88) (1.7)

13 Interpersonal Justice 27 77 6 9 0

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Item 2

(23) (64.7) (5) (7.56) (0)


Item 3 25 84 2 6 2 (21) (70.6) (1.7) (5.04) (1.7)


Item 4 21 65 20 12 1 (18) (54.6) (17) (10.1) (0.8)

16 Informational Justice

Item 1 12 68 14 22 3 (10) (57.1) (12) (18.5) (2.5)


Item 2 13 64 9 30 3 (11) (53.8) (7.6) (25.2) (2.5)


Item 3 7 46 28 36 2 (5.9) (38.7) (24) (30.3) (1.7)


Item 4 12 56 14 29 8 (10) (47.1) (12) (24.4) (6.7)


Item 5 12 68 15 19 5 (10) (57.1) (13) (16) (4.2)

SA: Strongly Agree; A: Agree; NO: No Opinion; D: Disagree; SD:

Strongly Disagree * Values provided in parenthesis are percentages of the original count for each choice 31% of respondents have expressed disagreement with regard to timely and adequate communication of executive decision affecting them. The above findings clearly show that the respondents have dissatisfaction with procedural and informational justice aspects at their work. Variance in Mean Perceptions of Justice The results shown in Table 4 indicate significant difference in participants’ organizational justice perceptions according to their designation (F=2.82; p<0.01) and gender (t=-2.21; p<0.05). However, no significant variance is found according to their age (F=1.33; p>0.05), marital status (t=1.38; p>0.05), caste (F=2.28; p>0.05),

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organizational tenure (t=-0.21; p>0.05), level of education (t=0.82; p>0.05), faculty development programs attended (t=-0.05; p>0.05), and monthly pay (t=-1.57; p>0.05).

Table 4 Mean Scores of Perceived Organizational Justice among Respondents

Sl. No

Variable Category n Mean

Std. Dev.

F/T Value

P-Value

1 Age Group Up to 30 Years 81 69.2 11.3 F = 1.33 0.27

31 – 35 Years 22 69.2 14.9

36 – 40 Years 10 76.4 6.1

Above 40 Years 6 74 14.2

2 Gender Male 86 68.6 12.8 t = -2.21 0.02

Female 33 73.9 8.4

3 Marital Status Married 51 71.8 11.7 t = 1.38 0.16

Single 68 68.7 12

4 Caste Open Categories 19 72.4 9.9

F = 2. 28

0.08

Backward Classes 80 71 11.3

Scheduled Castes 19 63.7 14.8 Scheduled Tribes 1 72 -

5 Organizational Tenure

Up to 4 Years 97 69.9 11.9 t = -0.21 0.8

5 – 8 Years 22 70.5 12.2

6 Designation Asst. Professor 109 69.1 11.9 t = 2.82 0.006

Assoc. Professor 10 80 6.3 7 Educational

Qualification M.A/M.Sc/M.BA 27 71.7 12.5 t = 0.82 0.4

M. Tech/ M. E./M.S 92 69.5 11.8 8

F D Ps attended (Training)

Up to 6 Programs 113 70 11.8 t = - 0.05 0.9

7 – 12 Programs 6 70.3 14.9

9 Monthly Pay Rs.6000 - 24000 113 69.6 12.1 t = -1.57 0.1

Rs.24001 - 40000 6 77.5 3.5 Organizational Justice Mean = 70.06; Standard Deviation:11.97

As depicted in Table 4, sharp perceptional divergence can be seen in

justice perceptions according to the designation of the respondents [Associate Professors ( ̅=80); Assistant Professors ( ̅=69)]. Assistant Professors perceived more negatively about workplace fairness than Associate Professors. Female faculty perceived more justice than male faculty members.

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Relationship of Demographics with Organizational Justice Table 5 shows the correlation coefficients indicating the relationship between demographic variables and organizational justice. Designation (r=0.25; p<0.01), gender (r=0.2; p<0.05) and caste (r=0.19; p<0.05) are found significant and positively correlated with organizational justice. But age of the participants, marital status, organizational tenure, education, number of faculty development programs attended,

and salary were found not significant in relation to justice. Table 5. Correlations Matrix of the Study Variables

Sl. No Demographic

Variables Org. Justice Sig.

r - Value p 1 Age 0.15 0.1 2 Gender 0. 2* 0.02 3 Marital Status 0.12 0.1 4 Caste 0.19* 0.03 5 Designation 0.25** 0.006 6 Organizational Tenure 0.01 0.9 7 Education -0.07 0.4 8 F D Ps Attended 0.04 0.5 9 Monthly Pay -0.03 0.6

*p<0.05 level **p<0.01 level

Gender coded lower for men, marital status coded higher for married, Caste coded higher for Open Categories, Designation coded higher for Assoc. Professors & Education coded higher for M. Tech. / M.S / M.E

The results in Table 4 clearly establish that among the above three sets of significant positive correlations; designation-organizational justice correlation appears to be highly significant. Impact of Demographics on Organizational Justice Regression analysis results displayed in Table 6 show that designation (Unstd.B=11.9; Std.β=0.27; t=2.67, p<0.01) is the most independent significant demographic variable positively predictive of organizational justice in the study subjects; signifying increase in justice perceptions on the lines of higher designations. Assistant professors perceived low

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workplace fairness while Associate Professors perceived high level of justice.

Table 6. Regression Predicting Organizatinal Justice

Predictor Unstandardized

Coefficient B Standardized Coefficient β

t-Statistic p-Value

(Constant) 43.99

4.28 0.00 Age 0.3 0.17 1.34 0.18 Gender 5.6* 0.21 2.25 0.02 Marital Status 1.6 0.06 0.57 0.56 Caste 1.9 0.09 1.04 0.29 Designation 11.9** 0.27 2.67 0.009 Organizational Tenure -0.4 -0.07 -0.69 0.48

Level of Education 0.8 0.02 0.27 0.78 FDPs Attended 0.1 0.02 0.21 0.83

Monthly Pay 0.0 -0.22 -1.91 0.06

R2 = 0. 172

Adjusted R2 = 0.104 F = 2.52; p < 0.05

_________________________________________________________________

*Significant at 0.05 level **Significant at 0.01 level Participants gender (Unstd.B=5.6; Std.β=0.21; t=2.25, p<0.05) has

also significantly and positively contributed to organizational justice. Female faculty perceived increased justice than male faculty members. The remaining seven demographic factors failed to show any significant contribution in this regard. Although seven variables failed to explain any significant variance in the dependent variable, altogether the demographic factors predicted 17.2 per cent of variance (R2=0.172; Adj.R2= 0.104) in respondents’ perceived organizational justice. Thus the regression result demonstrated overall significance of the model (F = 2.52; p< 0.05).

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Hence, the hypothesis is partially proved.

DISCUSSION The study has provided some empirical support to the four dimensional typology of organizational justice developed by Colquitt (2001) in Indian context. Secondly, it was found that the respondents have positive but only moderate level of organizational justice perceptions, which is not an encouraging outcome. Third important finding of the study clearly indicates that the faculty-respondents have considerable amount of dissatisfaction with regard to procedural justice norms like impartial and consistent application of procedures by authorities in

determination of faculty outcomes, veracity and bias-freeness of procedures, executive consideration of accurate information on faculty performance or contributions while deciding on their outcomes, and about ethical uprightness of the procedures. Besides that considerable disagreement was also surfaced on informational justice aspects of providing logical and coherent information, and prompt communication of executive decisions to the affected faculty by such decisions. Fourthly, Assistant Professors as opposed to Associate Professors and male faculty members as opposed to female faculty were found with low level of justice perceptions.

The overall perceived justice in the study participants is only moderate and not so high. But in fact, it should be high for its contributing role in workplace outcomes such as employee engagement at work (Biswas, Varma & Ramaswami 2013), intrinsic and extrinsic performance (Ali 2016), job satisfaction (Hasan Ali Al-Zu’bi 2010), and

organizational entrepreneurship (Karimaei & Amiri 2013) while injustice perceptions adversely affect employee motivation and develop organizational deviance (Zribi & Souaï 2013). Thus, low justice perceptions in faculty adversely affect quality delivery of technical education and organizational effectiveness in the study engineering

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colleges, as such the administration of engineering colleges need to develop overall justice climate in these institutions.

Procedural justice safeguards distributive justice. Lind and Tyler’s (1988) ‘fair process effect’ holds that when a decision is procedurally fair, people accept it independent of whether the decision outcome is favorable or not. Existing research stoutly supports that procedural

justice is influential in promoting variety of workplace outcomes like trust in supervisor (Alexander & Ruderman 1987), organizational commitment (McFarlin & Sweeny 1992), intrinsic motivation and task-performance (Zapata-Phelan, Colquitt, Scott & Livingston 2008), and non-prescribed contextual performance (Nasurdin & Khuan 2007) etc. Low procedural justice is associated with psychological morbidity and sickness (Kivimäki, Elovainio & Ferrie 2003) while procedural injustice is connected with workplace aggression (Glomb 2010). The present study findings revealed no encouraging picture about respondents’ procedural justice perceptions as such it lowers executive trustworthiness and may lead to negative consequences at work. Therefore, it requires managerial attention to address procedural justice issues in their institutions to reduce gaps in respondents’ perceived procedural justice.

Informational justice promotes employee affective commitment

(Andrews, Kacmar, Blakely & Bucklew 2008), normative commitment (Gim & Desa 2014), and reduces organizational stress (Judge & Colquitt 2004). Informational injustice triggers counterproductive work behavior targeted at employees’ supervisor (Jones 2009). The study findings revealed considerable amount of dissatisfaction with informational justice aspects in their institutions. So, the managements of the study engineering colleges should take steps to convey adequate information on the rationale and outcomes of executive decisions affecting faculty material or psychological well-being promptly so that it will improve informational justice perceptions in them.

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Assistant Professors constituted major proportion of the study

population (90.1%) and sample (≅ 92%; more precisely91.6%). In reality, this segment of faculty in engineering colleges share large amount of class and laboratory work, administrative and compliance work requires to be produced before inspection authorities both from affiliating university, state and national regulatory bodies. They attend

non-financial contingent works besides completion of role-prescribed targets. The regression results presented in Table 6 revealed a decline in justice perceptions among faculty in lower designation and increased perceptions in higher designation. Assistant Professors ( ̅ =3.4) experienced low organizational justice compared with Associate Professors ( ̅ =4). It might be due to denial of true entitlements prescribed under All India Council for Technical Education (AICTE) Norms (2010). Low pay coupled with procedural and informational justice lapses, negligible concern for faculty career mobility aspirations, lack of scientific performance evaluation and absence of performance based incentive system are some of the probable reasons for their low justice perceptions. Absence of fair employee policies tends to create undue amount of discretion in decision authorities in fixing faculty outcomes and this might be one of the reasons for various procedural justice miscarriages. The norm of reciprocity (Gouldner 1960) espouses

that just climate is supposed to promote high quality exchange relationships between organization and employees. On the premise of reciprocity, when majority of faculty members in private engineering colleges are suffering from low justice perceptions, it may give raise to behavioral and attitudinal ramifications. Faculty may proportionately adjust their efforts, performance, or contributions to restore equity at workplace (Adams1965) and they strike a reciprocal balance in social exchange for the low justice they experienced in their organizations. They may ‘do something for getting paid’.

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In case if the social and emotional contagion is strong among the

faculties who are suffering from low justice perceptions, it will solidify antagonistic thinking against the superior officers or the organization or both. Given these conditions, one of the immediate probable repercussions in these institutions is the damage takes place to quality of technical education whereby students will be the immediate losers.

In the long run, it deteriorates institutional economic performance and social image. Hence, institutional steps to create sound policy framework for people management, and fair implementation of the policies with a true intent to see justice reach all the hierarchical levels of the organization will help building just and equitable climate.

Female are not accorded due weight in Indian society with their undervalued social roles. So organizational role as a faculty member in a private engineering college serves their esteem needs besides economic freedom. This might be the reason for relatively more perceived justice in female faculty. What is perceived as fair for female faculty need not reach the threshold as fair for a male faculty. In Bahrami, et al. (2013), male participants reported more favorable justice perceptions than female respondents. But the present study gave a contrary finding. Besides personal and contextual factors, personality factors will also play role in shaping justice perceptions at

work (Cohen-Charas & Spector, 2001). So, reasons are to be probed further.

Practically, the present study results suggest that administrators of private engineering colleges should be vigilant of divergence in justice perceptions among different groups of faculty. These institutions should formulate equitable human resource management policies, and decision authorities should apply them in procedurally sound manner. Scio-emotional sensitivity of superiors towards faculty, and honest communications between authorities and faculty should also be taken

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care as they constitute part and parcel of generating positive justice climate. CONCLUSION

Sharing the limitations characteristic of cross-sectional studies, this work contributes to organizational justice research by demonstrating the relevance of demographic characteristics like employee designation and gender in shaping justice perceptions. The administrators of private engineering colleges can improve the situation by developing

fair employee policies and by taking steps to promote equitable and just climate. Further, it is hoped that detailed research in this direction in other regions of India will be of definite help in greater understanding of justice issues in private engineering colleges which will be helpful for taking suitable steps. References Adams, S. J. (1965). Inequity in social exchange. In L. Berkowitz (Ed.)

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EMOTIONAL INTELLIGENCE FOR A STRESS FREE LIFE

Sudesh Kumari M.Phil.(Education) Student

M.D.U.Rohtak

Dr. Naresh Kumar Assistant Professor Deptt. of Education CRSU, Jind (Har.)

Abstract:

In today’s world other than intelligence what brings success to an individual is his/her EI or Emotional Intelligence. Emotional Intelligence only comes in individual when he is economically stable and mature. Emotional intelligence is the premier quality that business seek in their employees. It is the ability to acquire and apply knowledge from our emotions and the emotions of others in order to be more successful and lead a more fulfilling life. It has been seen that very few people become leaders and these leaders are not extraordinary, but

found to be having the right amount of required emotional intelligence. It appears that cognitive intelligence is not particularly good predictor of leadership success. A more relevant predictor of success is emotional intelligence. It has been seen that a person is successful in his profession, business or for that matter in life because of the three importance competences. These competencies area dosage of technical skills, cognitive abilities and abilities combining through emotions, known as emotional intelligences. It is a known fact that technical and cognitive skills are only entry or threshold skills for professions. It is competencies associated with emotional intelligence that have been shown to differentiate prominent performers from average performers. In fact it is ones emotional intelligence that takes one to great heights let it be professional front or personal front emotional intelligence places a major role. Through this article we would like to stress the need for every one to develop the right amount of emotional

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intelligence for the smooth functioning of life and to build healthier human relationship.

Introduction:

In place of work where people are increasingly accepted to be on the competitive edge, any idea that seems to offer the possibility of enabling them to work together more co-operatively and productively is like to raise a great deal of interest. Such was the case when the concept of emotional intelligence first came to public prominence in 1995: subsequently, various commercial products became available almost overnight. But is emotional intelligence (also known as emotional intelligence quotient – EQ) a useful concept, or is it a fact that has been over-hyped by commercial interests?

Emotion refers to a feeling state (including physiological

responses and cognitions) that conveys information about relationships. Emotions are intense feelings that are directed towards someone or something, and are considered to be critical factors in employee behavior – Stephen P. Robbins. Traditionally, it has for long widely acknowledged that emotions and feeling of individual workers have lesser role in work contribution and effective work place management. As emotions cannot be smelt, felt, tasted, measured, this non-tangible phenomenon got only limited attention from management, a work place. Management considers emotions as too subjective and whimsical phenomenon, which contributes less to productivity and profit. While it has been reported by many researchers and authors that effective judgment of the work situation that depends on the exploration of emotional information. This information is closer to the intelligence of a person and needs to be thoroughly evaluated in to.

Emotional Intelligence:

Intelligence is globally accepted as the individual capacity to act

purposefully, which helps to think and deal with situations effectively,

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whereas emotional intelligence is considered to be the ability to reason validity with emotional information and the action of emotions to enhance ones thoughts. Emotional intelligence is a form of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions to discriminate among them and to use the information to guide one’s thinking and action (salovey and Mayer 1990). It is the ability of the individual to recognize the meaning of emotions, their relationships and solve problems based on them. EI is a part of human personality and personality provides the context in which emotional intelligent operates. Generally speaking, emotional intelligence improves an individual’s psychosocial adjustment with

effective group living. The higher the emotional intelligence indicates the better social and group living. Emotional intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or interfering with them (Daniel Goleman) also it reflects abilities to join intelligence, empathy and emotions to enhance thought and understanding of interpersonal dynamics. It has three models : 1) Ability Model 2) Mixed Model and 3) Trait Model.

Ability Model : The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth. The model proposes that individuals vary in their ability to process information of an emotional nature.

Mixed Model : It was introduced by Daniel Golman focus on EI as a wide array of competencies and skills that drive leadership performance. Goleman’s model outlines five main EI constructs are : self awareness, self regulation, social skill, empathy and motivation.

Trait Model: Trait EI is “a constellation of emotional self perception located at the lower levels of personality. Trait EI should be investigated within a personality framework.

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Development of Emotional Intelligence:

1. Try to help yourself and the youngsters to develop the ability to understand feeling in the right manners both in one self and others.

2. Do not give away to misgiving and misinterpretation of feelings in others.

3. In all situations self-awareness of the feelings and emotions are important.

4. Try to learn the integration of thoughts and emotions, heart and mind for appropriate behavior at the right time.

5. Teach the children and yourself that all emotions are healthy.

6. Use the emotions and feelings at a motivating agent or a force for achieving your goals.

7. Try to practice and teach the children the art of managing the feelings and emotions as adequately as possible.

8. Teach yourself and your children the lessons of empathy.

9. Try to devote more time and take efforts to develop not only the cognitive professional skills but also the affective skills for the development of emotional intelligence.

10. Everybody have to develop ourself as an emotionally intelligent individual.

Dimensions of Emotional Intelligence:

It has three major components of emotional intelligence:

Emotional Competency: this indicates one’s the ability and

capacity to effectively respond to emotional stimuli elicited by various situations, having high self-esteem and optimism etc.

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Emotional Maturity: this indicates one’s the ability and

capacity to effectively emotions of one self and others, balancing state of heart and mind, adaptability and flexibility etc.

Emotional Sensitivity: this indicates one’s the ability and

capacity to effectively understanding intensity of emotional arousal, managing the immediate environment etc.

According to the Mayer – Salovey ability model emotional intelligence has four important elements. These elements are to identify, understand, use and manage emotions:- It is basically

1. Identifying emotions: the ability to perceive emotions in oneself

and others, as well as in objects, art and events.

2. Using emotions : the ability to generate, use and feel emotion to

communicate feelings, or employ them in thinking or creating.

3. Understanding emotions: the ability to understand emotional

information, how emotions combine and progress, and to reason about such emotional meanings.

4. Managing emotions: the ability to regulate emotions in oneself

and others so as to promote personal understanding and growth.

According to Higgs and Dulewicz the British authors, emotional intelligence has two types of competencies :

1. Personal competence.

2. Social competence. But Goleman has explained these competencies as:

1. Personal competence: these competencies determine how we manage ourselves.

i) Self-awareness : knowing one’s internal states, preferences & resources.

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ii) Emotional self-awareness : recognizing one’s emotions and their

effects.

iii) Accurate self-assessment : knowing one’s strengths and limits.

iv) Self- confidence: a strong sense of one’s self-worth and capabilities.

v) Self-management: managing one’s internal states, impulses and resources.

vi) Self-control: keeping disruptive emotions and impulses in check.

vii) Trustworthiness: maintaining standards of honesty and integrity.

viii) Adaptability: flexibility in handling change.

ix) Achievement-orientation: striving to improve or meeting a standard of excellence.

x) Initiative: readiness to act on opportunities.

2. Social Competence: these competencies determine how we handle

relationships.

i) Social awareness: awarness of others’ feelings, needs and concerns.

ii) Empathy: sensing others’ feelings and perspective, and taking an active interest in their concerns.

iii) Organisational awareness: reading a group’s emotional currents and power relationships.

iv) Service-orientation: anticipating, recognising and meeting customers’ needs.

v) Social skills: adeptness at inducting desirable responses in others.

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vi) Developing others: sensing others’ developmental needs and

bolstering their abilities.

vii) Leadership: Inspiring and guiding individuals and groups.

viii) Influence: wielding effective tactics for persuasion.

ix) Communication: Listening openly and sending convincing messages.

x) Change catalyst: initiating or managing change.

xi) Conflict management: negotiating and resolving disagreements.

xii)Building bonds: nurturing instrumental relationships.

Importance of Emotional Intelligence at Work Place:

Emotional intelligence is a set competency, which direct and control one’s feelings towards work and performance at work. The set of competencies is the ability of the individual being to control and

manage his or her moods and impulses, which contribute to best of situational outcomes. Understnading one’s own moods and impulses of others of any situation helps one to respond and behave accordance with expectations. In a work situation workers effective use of skill and knowledge in time depends on the effective regulation of emotions at work and his readiness to contribute to best in their target accomplishment. Knowing one’s emotions and feelings as they occur, and tuning one’s self to the charged situation, requires the emotional competency, emotional maturity and emotional sensitivity that determine the success of adaptability and adjustment with the change scenario. In a work situation, since it involves group of peoples with different ideas, suggestions, and opinions, of all these determine the best outcome. Here the emotional intelligence plays a significant role at work. We can ask many questions in this context. Why do some people more involved in their work? Why do some people always create

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problems to the management and organization? Why some people show their personality structure that in tune with the organizational expectation. Why some people show their self-interest more than organizational interest. In many cases, the answer to the questions lie on emotional intelligence than organizational factors.

Importance of Emtional Intelligence Quotient (EQ):

It is very important because:

Emotional Intelligence is as powerful and at times more powerful than IQ.

Emotional Intelligent people are more likely to succeed in everything they undertake in their life.

In working situations emotional intelligence helps more than one’s intellectual potential (IQ) or even professional skills and

competencies.

A person’s emotional intelligence helps him much in all spheres of life through its various constituents or components namely knowledge of his emotions (self awareness), managing the emotions, motivating oneself, recognizing emotions in others and handling relationship.

A review published in the journal of Annual Psychology found that higher emotional intelligence is positively correlated with :

Better social relations for children.

Better social relations for adults.

Better family and intimate relationships.

Better academic achievement.

Better social relations during work performance.

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Better psychological well-being. Hence, Emotional Intelligence is

positively correlated with higher life satisfaction, self-esteem and lower levels of insecurity or depression. It is also negatively correlated with poor health choices and behaviour.

Suggestions Towards Emotional Inelligence:

There are following suggestions related to emotional intelligence:

1. Self-awareness needs to be developed.

2. Be honest.

3. Standards of integrity need to be maintained.

4. Always subject to self criticisms.

5. Focus on self worth and capacities.

6. Harness your competencies and skill.

7. Focus on positive feelings.

8. Keep your body relaxed.

9. Be always realistic in your observation and understanding.

10. Analyse the situation.

11. Always feel responsible to your actions.

12. Be always empathetic than sympathetic.

13. Keep your good memories always bright.

14. Accept others feelings as you have.

15. Try to understand what others feel about same situation.

16. Always clear about expression of feelings and thoughts.

17. Involve in activities, which give confidence and self-control.

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18. Showing active interest in others interest and concerns.

19. Control disruptive emotions and impulses.

20. Be adaptable to all situations and circumstances.

Conclusion:

Emotional intelligence is part of health and well-being. It is widely accepted around the world as a key element in our success, family life, physical fitness, self-esteem and creativity. Emotional Intelligence is increasingly relevant to organizational development and developing people, as its principles provide us a new way to understand and assess people’s behaviours, attitudes, interpersonal skills and potential. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer

service, and more. So, it is very important for us to increase our quotient of emotional intelligence as we are in constant need of increasing our cognitive intelligence.

Reference

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Oxford University Press, ISBN 9780199534067.

4. Gardner. H(1983). Frames of mind. New York: Basic Books.

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5. Goleman. D. (1998), Working with Emotional Intelligence.

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Illinois.

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A THERIORITICAL STUDY OF RURAL DEVELOPMENT IN

INDIA DURING FIVE YEAR PLANING PERIOD

Ms.Swapna Boruah Research Scholar

Dept. Political Science Singhania University, Rajasthan

“India lives in it villages, If villages perish, it will no longer be India”

By Mahatma Gandhi

INTRODUCTION:-

Rural Development concept is one of the important concepts of all over the world. Basically the significance of this concept is most necessary in the developing country than developed country of the world. We know that India is a developing country of south Asia is known as a notion of village. According to the census report 2001,in India ,out of the total population of1027 million about 742 million population still live in rural areas. There are more than 500,000 villages in India. The socio-economic condition of the rural areas is based on agriculture. Agriculture is the most important economic sector in India. So Indian economy is known as agrarian economy. The rural population of India are primitive in nature. They belief superstation and they are orthodoxy. Their agriculture activity is based on traditional method. There for their production is always limited. Otherwise India is a much populated country who has the second position of population all over the world. Because of limited production and High speed of population exploration were increase Indian poverty day by day. Hence they suffered poverty, low level of income, low level of productivity, traditional system of production, high level of employee, poor nitration, low status of women and poor housing etc. The most notable problems of the country has faced today is that of improving the socio economic condition of the large number of people living poverty and below the poverty line (BPL).The National Sample Survey (NSS) report published on 21st March, 2007 revealed that out of 110corers of Indians, 30.17cores of people are living below the poverty line out of total poor people of India76.92live in rural areas. So, rural development has become the first and foremost necessity for the government of India. Thus the government of India has introduced many attempt,

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programmes for the socio-economic upliftment of the rural people. The present study is based on rural development under planning system of India.

The planning system of India has a long history. India has attempted to establish planning commission before independent. In the year 1934.Sri M.Vishesvarya wrote a book named “Planning economy in India”which was the first attempt in the direction. In 1938 the Indian national congress, under the leadership of Jawaharlal Nehru, made a national planning commission. But it’s could not be implemented due to the beginning of 2nd world war. Again 1944,eight industrialists of Bombay presented the well organised plan known as “Bombay Plan “was also could not success due to various reasons. In August 1944, Indian government inaugurated “The planning and Development department “and appointed Sri Ardishar Dalal as its acting members.

Shri Sriman Narayan was inspired by the economic view of M K Gandhi and constructed a plan in 1944 which is known as “Gandhi Plan .In April 1945, People plan was introduced. by Indian Trade union. In 1946 Interim government was formed in India and established a high level Advisory planning Board. The board study all the problems very deeply and gave the recommendation to establish a stable planning commission in India at the central level which could continuously work for the planning and development of the country. Another plan was developed by Joyprakash Narayan published a plan and adopted only a part of it. The planning commission in India was constituted on 15th March 1950, by the Govt of India. Until now ten five years plan have been completed.

The First Five Year Plan (1951-56)

The first five year plan was launched on 1951, focusing mainly development of the agricultural sector. After independence India was mass poverty, malnutrition, poor standards of public health and mass illiteracy. This was the background against which the First Five Year Plan was formulated and there was a resolve to reconstruct the country socially and economically. Since majority of the population lived in rural villages, special attention was given to rural development programmes in the First Plan itself. The First Plan emphasised that the central objective of planning in India is to raise the standard of living of the people and to open out to them 2 opportunities for a richer

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and more varied life. For achieving the desired changes in the social and economic life of the rural areas, a comprehensive programme known as Community Development Programme was launched 1 Srivastava,. Through which emphasis was given to the development of agriculture irrigation, power, transportation, communication, education health and employment of India,

The Community Development Programme:-

The Community Development Programme (CDP) was launched in 2nd October 1952, was designed to initiate the socio-economic transformation of Indian rural life. Jawaharlal Nehru was the first architect effort drawn up for the development of rural areas, immediately after the formation of the Planning Commission in 1950 under the chairmanship of Jawaharlal Nehru.' The CDP, launched in 2 October 1952, was designed to initiate the socio-economic transformation of rural life. Through this programme, the rural people directly participated in the solution of their common problems and unite the community efforts with those of the Government for their betterment.

According to Jawaharlal Nehru the Community Development Programme was "the process by which the efforts of the people are united with those. Of the governmental authorities to improve economic, social and cultural conditions of communities, to integrate these communities into the life of the nation and to enable them to contribute fully to national progress. The Community development programme, introduced Development Block was as a unit of development administration.' The programme covered the areas of development of agriculture, horticulture, animal husbandry, fisheries, forestry, rural and cottage industries and promotion of health, sanitation, communication and social education. The programme was a multi-purpose one, but placed emphasis on agricultural production as the areas selected were those endowed with irrigation facilities or had assured rainfall. Despite its multi-faceted nature, the programme mainly focused on in the economic improvement of the rural poor. Thus agriculture got priority attention and other employment avenues were to be promoted to reduce the pressure on land and so development of cottage industries and other crafts were considered to be important The National Extension Service Programme was another attempt during this period.

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Second five year plan:(1957-61)

The Second Five Year Plan impacts the community development activities all over the country with the inception of Panchayati Raj in 1959. The main objectives of the Plan were:

i. an increase of 25% in the national income,

ii. Rapid industrialisation with particular emphasis on the development Of basic and heavy industries,

iii. Large expansion of employment opportunities, and

iv. Reduction of inequalities in income, wealth and more even distribution.' The Khadi and Village Industries Programme, Village Housing Projects Scheme, Tribal Area Development Programme, Package Programme, intensive Agricultural District Programme were the major programmes of rural reconstruction during this Plan Period.

The Intensive Agricultural District Programme-

The intensive Agricultural District Programme (IADP) was introduced in 1962 with all the essential elements for increasing production to the extent needed, such as supply of fertilizers, pesticides, improved seeds and implements and composite scientific demonstrations8. More liberal credit and agricultural extension were also provided under this programme. The objectives of IADP were:-

i. To emphasise the necessity for government policies that could provide farmers incentives, assure needed inputs such as fertilisers, improved seed varieties, essential financial resources and competent staff to the betterment of the programme,

ii. To put together a package of practices with the resources and competence of all cultivators that were to be field-tested and adopted to farm conditions and then recommended through extension workers for the farmer's adoption,

Iii. To transform existing or create new institution-oriented to and capable of providing all the cultivators with the services and inputs related to the recommended package of practices,

iv. To provide markets those were farmer-oriented and trustworthy.'

The Third Five Year Plan (1961-66)

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The Third Five Year Plan mainly laid emphasis on reduction in poverty and improves of economic prosperity by way of self-employment. During this period, the Planning Commission initiating the process of involving the States in Plan preparation. The States were asked to compile data in respect of their developmental performance, priorities, resource position and suggest the ways for minimising the gap between the developed and underdeveloped regions. All these plans thus emerged were intended to be suitable to the geography, climate, traditions and customs of the concerned States. The important rural development programmes during this period were: Applied Nutrition Programme, The Rural Industries Projects, Intensive Agricultural Area Programme, High Yielding Variety Programme, Rural Works Programme, Tribal Development Block Programme etc.

Applied Nutrition Programme:-The Applied Nutrition Programme was introduced in the rural areas in 1962 in collaboration with UNICEF and some other agencies. The main ingredients of the programme were production and distribution of nutritious food. Besides, the programme also activated education and consumption of nutritious foodL1 the beneficiaries of the programme were the pre-school children and the pregnant and nursing mothers. In addition, the School Feeding Programme of the Ministry of Education and the Special Nutrition Programme of the Department of Social Welfare covered millions of children of poor families." However, if these nutrition programmes have to make any impact, these should be based more on local needs. Also there is immediate need of co-ordinating different programmes in the area of nutrition. The Seventh Plan laid down the measures taken to line Special Nutrition Programme and mid-day meal with other inputs like health, water supply, hygiene and sanitation.

Panchayati Raj -The formation and introduction of Panchayati Raj system is a major development during this Five Year Plan period. Panchayati Raj is an important feature of the Indian political system which ensures the direct participation of people at the grassroots level. Though Panchayats have been in existence in India since ancient times, they suffered a setback during the British rule. After independence the framers of the Constitution decided to give them importance and directed the States to organise Village Panchayats as units of rural government.

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Accordingly in 1956, the National Development Council appointed Balwant Rai Mehta Committee to suggest measures for the better working of the community development and National Extension Service. The Committee submitted its report in 1957, in which it recommended the formation of a hierarchic three-tier system of rural system be evolved to effect further dissolution and dispersal of power. The recommendations of the committee was approved by the National Development Council in January 1958 and thus set the stage for the launching of Panchayati Raj Institutions throughout the country. The three tier system of Panchayati Raj was first adopted by Rajasthan on the 2 October 1959. Gradually this system was adopted by most States even though the system differed in matters of detail. 3.5.0.0 The Interim Planning Period (1966-69) The mid-sixties were also years of severe drought so that the Country had to settle for Annual Action Plan for three years (1966-69) The adverse economic situation in the Country occasioned largely by the severe drought of 1966 and 1967 made the Government declare a 'Plan Holiday' and in the place of the Five Year Plan, India had three annual plans for 1966-'67, 1967-'68 and 1968-'69. Also the sixties witnessed the Green Revolution consequent to the introduction of new chemical fertilisers and high IS yielding seed varieties.

The Fourth Five Year Plan (1969-74)

'Growth with Stability' was the main objective of this Plan. The Plan expected to increase the national income at the rate of 5.5 per anuran through the growth of agriculture and industries. The Crash Scheme for Rural Employment, Drought Prone Area Programme, Small Farmers Development Agency, Tribal Area Development Agency, Pilot Intensive Rural Employment Programme, Minimum Needs Programme and Command Area Development Programme were the major rural development programmes during this period. All these programmes helped to accelerate the overall development of the country but their contribution to reduce the rural poverty or to generate employment was not much.

The Drought Prone Area programme- The Drought Prone Area Programme (DPAP) is an area development programme, Initiated in 1970 to mitigate the severe scarcity conditions in the selected chronically drought affected areas in the country. The main objectives of the programme were:

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1. Restoration of ecological balance,

2. Development and management of irrigation resources,

3. Soil and moisture conservation and a forestation,

4. restoring of cropping pattern and pasture development,

5. Changes in agronomic practices,

6. Livestock development,

7. Provision of drinking water supply, and

8. Development of small and marginal farmers and agricultural labourers.

The DPAP formerly known as Rural Works Programme is m operation in 54 chronically drought affected Districts in the 14 States which have been selected on the basis of objective criteria like incidence and pattern of rainfall, severity of occurrence of drought and existing irrigation facilities Originally, the programme has an objective to generate employment opportunities, its particular emphasis was on labour-intensive schemes. In January 1972, the programme was reunited and as a result, its primary focus was on development works as to provide a more or less permanent solution to the problem of drought rather than on schemes merely to create employment opportunities.The programme was implemented as a centrally sponsored scheme and the expenditure is borne equally by the Central and State Governments concerned.

With the progress of the programme, it was necessary to give greater attention to Increasing capacity of the areas to withstand drought in future and make significant dent on the problems with the help of available technology. The long term strategy for development of these areas ultimately lies in the integrated area development approach on the basis of available resources and needs.''

The Crush Scheme for Rural Employment- the Crush Scheme for Rural Employment (CSRE) was launched during the IV Five Year Plan period. This is a centrally sponsored scheme initiated in 1971 to provide employment to at least 1000 persons in each of the selected Districts for a period of 10 months in a year. The job was based on various labour intensive rural works such as minor immigration, soil conservation, a

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forestation, link roads etc. Assuming 25 working days in a month, the scheme is expected to generate 2.19 lakhs man-days of employment in every district. The State Governments have been maintaining this tempo and it is expected that the achievements would reach a still higher level of performance during the current year with a view to offer suitable manual work to every person in the age-group of 15 to 59. This will take care of the employment requirements of workers for vary mg periods.

Pilot Intensive Rural Employment Project -The Pilot Intensive Rural Employment Programme (PIREP) was an ad hoc scheme and as such could not result in stable gainful employment in the real sense of the term. Subsequently in 1972, a central sector scheme the Pilot Intensive Rural Employment Project (PIREP) was started and implemented in areas having different socio-economic conditions on a pilot basis." The main objective of PIREP is to ascertain the dimension of the problem of rural unemployment and underemployment and to identify systems through which this unemployed and under-employed labour force can be put to best possible use in socio-economic terms.

The SFDA and MFALDA- the Small Farmers Development Agency (SFDA) and the Marginal Farmers and Agricultural Labourers Development Agency (MFALDA) were introduced in the Fourth Five Year Plan to improve the economic conditions of small and marginal farmers and agricultural labourers by assisting them to rise their agricultural output through adoption of:

i. agricultural inputs including agriculture implements,

11. development of minor irrigation i.e. dug wells, pump sets, tube wells, community immigration works both ground water and surface water projects, and

iii. Subsidiary occupation schemes such as animal husbandry, dairy, sheep and goat rearing, poultry and piggery.

The farmer having landholding of 1-3 hectares were categorised as small farmers and those having landholdings below one hectare were considered as marginal farmers. For agricultural labourers, these projects are executing labour intensive rural works to provide off-season employment and thus assure them regular income throughout the year.

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The main objectives of SFDA were to assist potentially viable small farmers to become surplus producers. Thus the major responsibilities were

i. to help the small farmers by organising and arranging services and supplies (the services including customs service with regard to machine, implements and similar requirements and supplies includes improved seed, fertilizers and pesticides) required by them,

ii. to arrange irrigation from the most practicable sources,

iii. To assist them in securing loan facilities from co-operative banks and other credit institutions,

iv. To arrange facilities such as storing, transporting, processing and marketing their produce,

v, to attain income through animal husbandry (dairying, poultry, piggery etc.) and even ago-based industries.

The MFAL programme focused on marginal farmers and agricultural labourers and the major responsibilities were:"

i. to identify the eligible marginal farms and agricultural labourers,

ii. to investigate their problems and formulate economic programmes for Providing gainful employment to them,

iii. to promote rural industries and evolve adequate institutional, financial and administrative arrangements for implementing various programmes,

iv. to promote the creation of common facilities for the production, processing, storage and marketing of products , and

v. to evaluate the programme from time to time.

The basic objective of the programme was to raise the earning capacity of the target groups which was sought to be achieved through programmes relating to improved agriculture and subsidiary occupation. The focus of the SFDA was directed more towards intensive farming while the MFALS laid stress on the provision of subsidiary occupations and other employment generating programmes. These schemes were to be prepared in collaboration with the technical departments of the State Governments and were to be implemented by the regular departmental machinery of the state.

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The Tribal Area Development Programme (TADP) started in 1970-71 with 8 pilot projects in selected tribal areas in Andhra Pradesh, Bihar (one each) Madhya Pradesh and Orissa (two each) were implemented through the Department of Rural Development. The programme has the objective of brining tribal areas in the mainstream of economic development of the country through programmes in the fields of agriculture, animal husbandry, land development, minor irrigation and co- operatives are being intensified. These are supplemented by the programme of construction of link roads in these areas." The basic approach of these projects is to identify a core programme of economic development and to put through social services in the shape of drinking water facilities, education and health to bring about an all round development. The project plans are drawn up according to the local needs of the people and so flexibility in approach to development is an in-built feature of these projects to permit local variations in view of the socio-economic and ecological setting.

The Minimum Needs Programme- The Minimum Needs Programme (MNP) introduced in 1974, during the Fourth Five Year Plan was to raise the standard of living of people below the poverty line The objectives of the programme include:

i. The provision of elementary education for children up to the age of 14,

ii. Providing availability of public health facilities which would include preventive medicines, family planning, nutrition and the detection of early morbidity and adequate arrangements for refining serious cases to appropriate higher authority,

iii. Supplying drinking water to the needed villages suffering firm scarcity or having unsafe sources of water,

iv. Provision of roads for the needed villages,

v. Provision of house sites for landless rural households, The environmental improvement of urban slums, and

vii Provision of rural electrification. The environmental improvement of urban slums, and

vii Provision of rural electrification

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The Minimum Needs Programme was revised in the Sixth Five Year Plan with a larger outlay and also with an additional programme of adult education.

The Fifth Five Year Plan (1974-79)

The draft Fifth Plan proposed to strengthen and concretise the target group oriented programmes started during the Fourth Plan period. During the Fifth Plan, emphasis was to be laid on integrated development both spatial and functional

The important rural development programmes were: Hill Area Development programme, Special Livestock Production Programme, Food for Work Programme, Desert Development Programme and Training of Rural Youth for Self-employment.

The Janata Government reconstituted the Planning Commission and announced a new strategy in planning. The objective was changed as 'Growth for Social Justice' instead of 'Growth with Social Justice'. The new pattern was the 'Rolling Plan', which meant that every year the performance of the Plan would be assessed and a new Plan would be made for the next year. The Rolling Plan started with an Annual Plan for 1978-79 and as a continuation of the terminated Fifth Plan.

The Special Livestock Production Programme -The Special Livestock Production Programme (SLPP) was initiated by the Ministry of Agriculture in 1975-76 on the basis of the recommendations of the national Commission on Agriculture. The programme aims at providing greater employment opportunities to the weaker sections and the rural masses.

The programme intended to provide financial assistance to small or marginal farmers and agricultural labourers for setting up of poultry, piggery and sheep production units and for rearing of cross-bred heifers.]' The programme consisted of two parts viz. (i) Cross-bred heifer rearing, and (ii). Setting up of sheep, poultry and piggery units Under the first scheme, assistance is given to small and marginal fanners at the rate of 50% and 66 213 % to agricultural labourers for feeding of cross-bred heifers from 4 to 32 months of age. Under the second scheme, subsidy is provided at the rate of 25% to small farmers 38 113 % to marginal fanners and agricultural labourers and 50% to

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scheduled tribe people. The expenditure of the programme is shared on 50:SO basis with the State and Central Governments

The Desert Development Programme -

The Desert Development Programme (DDP) was started in 1977 with the objective of controlling desertification and development of conditions for raising the level of production, income, and employment of people of the areas covered under it. This programme was launched according to the recommendations of the National Commission on Agriculture and is being implemented in the lot arid deserts covering 13 1 Blocks in 21 Districts in five States - Rajasthan, Haryana, Gujarat, Himachal Pradesh, and Jammu & Kashmir. Thus the programme covered both hot and cold desert areas of the country. The programme aims at an integrated development of desert areas by increasing the productivity income level and employment opportunities of the people through optimum utilisation of physical, human, livestock and other biological resources.' This is a centrally sponsored scheme and is administered by the District Rural Development Agency (DRDA) the major activities under the programme are:

.i. A forestation (with special emphasis on shelter belt plantation, grass land development and sand dune stabilisation),

ii. Ground water development and utilisation,

iii. Construction of water harvesting structures,

iv. Rural electrification for energising tube wells or pump sets, and

v. Development of agriculture, horticulture and animal husbandry.

The Training of Rural Youth for Self-Employment:-

The Training of Rural Youth for Self-Employment (TRYSEM) is launched by the Central Government on 15 August, 1979.' This programme is designed as a tool for transforming rural youth into a productive force and thus it is we wed as a facilitating component of IRDP. The main aim of the programme is to equip the rural youth with necessary skills and technical knowledge to enable them to take self-employment in different vocations." The operational strategy is to train at leas

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2, 00,000 rural youth every year or forty youths in each block. Rural youth in the age-group of 18-35 living below the poverty line are eligible for training. A minimum of 30% of the trained youths should belong to SCIST and a minimum of 33 113 % should be women. . Training courses are designed with a practical bias and is given through learning by doing' methods. The vocations confined to the fields of agriculture and allied activities, industry, services and business activities. Training programmes are imparted through formal training institutions such as Industrial Training Institutes, Polytechnics, Krishi Vigyan Kendras, Nehru Yuva Kendras, Khadi and Village Industries Centres, Voluntary Organisations and also through reputed master craftsmen." During the training period, the scheme provides:

i. monthly stipend and a necessary tool kit (after the completion of the course) to the trainees,

ii. Honorarium to trainers or master craftsmen,

iii. Subsidy to the trained youth to set up self-employment ventures,

iv. To arrange the balance of the cost of scheme through institutional finance. Besides training, the scheme envisages to organisational and operational linkages with other institutions so that credit, marketing and raw material supply may be provided to the trainees at the appropriate time.

The Sixth Five Year Plan (1980-85)

The Sixth Plan was established after taking into account the achievements and shortcomings of the past decades of planning. The Plan released in1981 May, declared the removal of poverty as the foremost objective. The Plan laid stress on rural development and its strategy and methodology for accelerating rural development consists of

i. increasing production and productivity in agriculture and allied sectors,

ii. Resource and income development of vulnerable sections of the rural population by providing them access to assets, inputs and marketing services,

iii. Skill formation and skill upgrading programmes to promote self and wage employment amongst the rural poor, iv. Provision of additional

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employment opportunities to the mal poor for ghl employment during the lean agricultural season through NREP, and

V. provision of essential minimum needs.

The major rural development programmes during this period were Integrated Rural Development Programme (IRDP), National Rural Employment Programmes, Development of Women and Children in Rural Areas (DWCRA) and the 20-Point Programme. The National Rural Employment Programme In 1980, during the Sixth Five Year Plan the National Rural Employment Programme (NREP) was lunched. ' It replaced the erstwhile Food for Work Programme incorporated the same characteristics under which it was envisaged to integrate the development projects and target group oriented employment generation projects NREP aims at providing supplementary employment opportunities to rural workers particularly during the lean periods of the year when they are not able to find gainful employment. It also aims at creation of rural economy and steady rise in the income level of the rural poor and thereby brings about improvement in the quality of life of the villagers. The main objectives of the programme are

i. generation of additional gainful employment for the unemployed and under-employed persons both men and women in mal areas,

ii. creation of productive community assets for direct and continuing benefits to the poverty groups and for strengthening rural, economic and social destructor which will lead to rapid growth of mal economy and steady rise in the income levels of the rural poor, and

iii. Improvement of overall quality of life in rural areas. NREP was implemented as a centrally sponsored scheme on 50:50 sharing basis between the Centre and the States. The wages paid under the programme should be on par with the minimum agricultural wage prescribed for the area. The quantum of food grains as part of wages should be such as to be adequate for the family's need. Contractors are totally excluded from the 43 execution of the rural works.

The implementation of the programme has been entrusted to the District Rural Development Agencies. The execution of works under the programme will be mainly through the Panchayati Raj institutions so that works undertaken are wholly responsive to the need of the local

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populace. Besides 10% of the resources are meant for the works of direct and exclusive benefits to the SCs and STs. Voluntary Organisations can also be entrusted with the execution of permissible work under the NREP. The assets created under the programme include roads, school buildings, panchayat ghars, community immigration, plantation etc

The New 20- Point Programme

Since the 70s, development in general has begun to be viewed in terms of the contribution it makes to the reduction of poverty, inequality and exploitation. Rural development reflects these concerns and is manifested in special programmes for the weaker sections of the rural community and the backward areas. The major rural development programmes such as SFDA, MFALDA, NREP, IRDP, DPAP and the MNP have become too well known. They are part of the 20-point programme of 1982." The 20-point programme announced on 14 January 1982 included the following main points:

i. increase immigration potential,

ii. Raise production of pulses and vegetable oils,

iii. Strengthen IRDP and NREP,

iv. Implement agricultural land ceiling,

v. Enforce minimum wages for farm labourer,

VI. Rehabilitation of bonded labourer,

vii. Welfare plan for Scheduled Castes and Scheduled Tribes,

viii. Drinking water for millions,

ix. Mouse sites for rural families,

X. Slum improvement,

xi. Maximise power generation,

xii. Programmes of a forestation,

xiii .Promotion of family planning,

xiv. Welfare plan for women and children,

xv. Elementary education for children and removal of adult illiteracy,

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xvi. Expansion of the public distribution system,

xvii. Liberals investment procedures,

xviii. Primary health care facilities,

xix. Action against smugglers, hoarders, tax evaders and black-money

Operators, and

xx. Gear up public enterprises.

The Development of Women and Children in Rural Areas

The Development of Women and Children in Rural Areas (DWCRA) is a centrally sponsored scheme started in 1982. It was formulated as a sub-scheme of IKDP so that income-generating activities could be provided to women and enable them to become organised participants in social development and economic self-reliance. The target group of the DWCRA is the same as IRDP while the methodology of reaching it is through group strategy rather than individual beneficial. The women are expected to come together for an activity of mutual Interest to all. Its primary skill is the formation of groups of 15-20 women from poor families, preferably from scheduled castes and scheduled tribes for delivery of services like credit, skill training, cash and infrastructural support for self employment.

The objectives of the programme are to focus attention on the women members of the families of the target group so as to increase their income and also to provide supporting services needed to enable them to take up income generating activities. Besides providing financial support, it also aimed at increasing women's access to other welfare services. The programme assists women in the following manner:

i. Assistance of individual women to take advantage of the families already available under IRDP,

ii. Where individual women are found to be incapable of taking advantage of these facilities, they are organised into homogenous groups to take up economically viable activities on a group basis, Government of Kerala. Rural Information Bureau,

,. iii. Providing necessary supporting services to women of target group in

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terms of provision for caring of children while the mothers are at work, provision for working conveniences, suitable appliances so that they could improve their efficiency and reduce the drudgery, and

iv. Orienting child care facilities to provide for security, health care and nursing of the children at NREP work sites.

The Rural Landless Employment Guarantee Programme -

The Rural Landless Employment Guarantee Programme (RLEGP) was introduced m 1983 with the objective of providing employment opportunities for at least one member of every landless household for a period up to 100 days in a year. RLEGP aimed at creation of tangible community assets for strengthening rural infrastructure, which will lead to rapid growth of rural economy. Among these are, construction of link roads, digging of field channels to improve utilisation of the irrigation potential created by large irrigation projects, land development and reclamation of waste or degraded land with special emphasis on ecological improvement in hilly desert areas, social forestry, soil and water conservation and improvement of minor irrigation works. RLEGP was a centrally sponsored programme. The wages paid under this programme partly in food grains and partly in cash. The food grain component was distributed at a subsidised rate. That would intend to improve the consumption in favour of poorer sections of the rural population and improve their nutritional standards. Later, RLEGP merged with the JRY programme.

Year Plan (The Seventh Five 1985-90)

The Seventh Plan envisages the continuance and expansion of the anti- poverty programmes. The programmes like National Rural Employment Programme (NREP), Integrated Rural Development Programme (IRDP) and Rural Landless Employment Guarantee Programme (RLEGP) constitute the major elements of the anti-poverty drive. However, an expanding economy and dynamic agricultural sectors are the pre-conditions for the anti-poverty programmes to succeed. Apart from the rural poor, this Plan also paid attention to the poor m the urban areas. The Seventh plan strategy focused attention on employment generation and poverty alleviation."

The major rural development programmes during this Plan Period were: Integrated Rural Energy Planning Programme, Special

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Livestock Breeding Programme, Jawahar Rosgar Yojana, Mllion Wells Scheme and Indira Awas Yojana.

Jawahar Rozgar Yogana was launched on 1 April 1989 was meant to generate meaningful opportunities for the unemployed and unemployed in rural areas through the creation of economic infrastructure and community social assets. The objectives of the programme are-:

i. to provide additional gdl employment for the unemployed and under- employed in rural areas,

ii. to create sustained employment by strengthening the rural economic infrastructure and assets and improvement in the overall quality of life in 53 rural areas

Under this programme, all works which results in the creation of durable assets can be taken up. These include social forestry works, soil and water conservation works, minor irrigation works, construction of roads, flood protection, drainage and water-logging works, construction of sanitary latrines, land development and houses for SCs and STs.

JRY is a centrally sponsored scheme and the expenditure is shared between the Centre and the States in the ratio of 80:20. The guidelines for implementation of the programme are as follows:

i. The wage and no-wage ratio should be 60:40 since it is principally a wage-employment scheme, 11 Contractors are prohibited from the execution of any work. The work is to be done through the elected panchayat and its members, the panchayat secretary and the committees of beneficiaries,

iii. While selecting workers for employment, preference is to be given to SC/STs and freed bonded labourers,

iv. 30% of employment opportunities were reserved for women,

v. Minimum wages are to be paid to unsullied/casual workers as per the notified minimum wages in the state and no discrimination is to be made in wages between men and women workers.

The Million Wells Scheme (MWS) launched during 1988-99 with an objective of providing open irrigation wells free of cost to poor, small and marginal farmers belonging to SCISTs and freed bonded labourers, as a sub- Scheme of NREP/RLE continued under JRY. The State

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Governments are required to allocate MWS resources to the Districts. The allocation is intended only for open wells, bore wells or tube wells are not taken up under this provision. Where wells are not feasible due to geographical factors, the funds allotted under this scheme can be utilised for other schemes of minor irrigation like irrigation tanks, water harvesting structures and also for the development of land belonging to SCISTs and freed bonded labourers including the ceiling surplus land, Bhoodan land etc allotted to them. The money cannot be diverted for any other scheme or for categories other than SCI STs and freed bonded labourers.

Indira Awas Yojana (IAY) which was an important component of RLEGP aiming at construction of dwelling units, free of cost for the poorest of the poor belonging to SCs, STs and freed bonded labourers continues. It is now implemented under JRY.'~ Houses under IAY as far as possible are to be built in clusters as per micro-habitat approach so that common facilities can be provided for the clusters. The plinth areas of the house should be between 17 to 20 sq. mts. The design could be specific to the area keeping in view of the climatic 5s Government of India conditions. The houses should have a kitchen, smokeless Chula and a sanitary latrine.

The Eighth Five Year Plan (1992-97)

The Eighth Plan has recognised the need for a re-orientation of planning in keeping with the process of economic reforms and restructuring of the economy The objectives of the VIII Plan are:

i. Generation of adequate employment to achieve full employment by the turn of the century,

ii. Confrontment of population growth through people's active cooperation and an effective scheme of incentives and disincentives,

iii. Universalisation of elementary education and complete eradication of illiteracy among the people in the age group of 15-35 years,

iv Provision for safe drinking water and primary health facilities including immunisation, accessible to all the villages and the entire population and complete elimination of scavenging. Growth and diversification of agriculture to achieve self-sufficiency in food and general surplus for exports, and

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v.Strengthening the destructor (i.e. energy, transport, communication, irrigation etc.) in order to support the growth process on a sustainable basis."

The major programmes during this Plan period are: IRDP, Jawahar Rosgar Yojana, Indira Awas Yojana and Million Wells Scheme.

The Ninth Five Year plan (1997-2002)

The objectives of the Ninth Plan evolved from the Common Minimum Programme of the Government and the Chef Ministers' Conference on basic minimum services the suggestions are as follows:

i. Priority to agriculture and rural development with a view to generate

Productive employment and eradication of poverty,

ii. Accelerating the growth rate of the economy with stable prices,

iii. Ensuring food and nutritional security for the vulnerable section of the society,

iv. Providing the basic minimum services of safe drinking water, primary health care facilities, universal primary education, shelter and connectivity to all in time-bound population,

v. Ensuring environmental sustainability of the development process through participation of people,

vi. Containing the growth rate of population,

vii. Empowerment of women and socially disadvantaged groups,

viii. Promoting and developing Panchayati Raj, Co-operatives, and

ix. Strengthening efforts to build self-reliance .

Tenth five year plan (2002-07)

Some of the priority areas of action were :- 1.Investmentiirrigation/watermanagement.2.Fertilizerpricing. 3. Improving the effectiveness of Sarva Sikhya Abhiyan (SSA).4.NationalRuralHealth Mission. 5. Oil Pricing. 6. National GovernancePlan. 7.Small scale industry etc. Rapid Poverty Reduction This plan has a number of new features that includes the following:-

1.The plan recognises the rapid growth in the labour force. It aims at creating 50 million job opportunities during the period, by placing

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special emphasis on employment intensive sectors of agriculture, irrigation, agro-forestry, small and medium enterprises, information and communication technology and other services.

2. The plan addresses the Issue of poverty and the unacceptably low levels of social indicators.

3. The Tenth Plan has adopted a differential development strategy. For the first time, state- wise growth and other monitor able targets have been worked out in consultation with the states to focus better on their own development plans.

4. The Tenth Plan has identified measures to improve efficiency, unleash entire energy and promote rapid and sustainable growth. Agriculture is to be the core element of the Tenth Plan.

Eleventh five year plan (2007-2012)-

The major thrust of the plan will be on social sector, including agriculture and rural sector development of India. The important target of Eleventh five year plan in India of rural development are-

1. Redacting poverty by 10 percentage points, generating 7 core new employment opportunities and ensuring electrification connection to all villages.

2. More investment an infrastructure sector including irrigation, drinking water and sewage from 5%of gross domestic product (GDP)

3. Creat 70million new work opportunities.

4. Reduced educated unemployment to below 5 percent.

5. Reduced poverty by 10percentage points.

Conclusion-

The planning commission of India play a significance role of rural development in India. India’s development performance since the inception of State initiated planned process has several achievements to its credit. The chief aim of economic planning in India is to bring about a structural transformation of the economy so as to achieve a high and substantial rate of growth, progressive improvement the life style, eradication of poverty and unemployment provide material basis for a self-reliant social economy and ensure social justice in Indian rural living population. To mention a few, there were achievements of self-

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sufficiency in food, changes in the structure of economy such as fall in the shares of non- agricultural sectors, the expression and diversification of the industrial sector and growth in scientific and technical manpower. In spite of this, performance with regard to rural development had not been very impressive with a population growth rate of 2.2% per anum, there has not been satisfactory improvement in the standard of living of the rural people. And there has been a little change in the overall income inequalities and majority of the population still live in the state of poverty. But with the help of current strategy for rural development through poverty alleviation programmes, a variable acceptance of principle of growth with social justice and the adoption of decentralised planning process, it is expected that the country would attempt reduced poverty from the rural areas..

Reference-

1. Srivastava ”Management of Rural Development in India” Journal of Rural Development, Hyderabad

.2.Vasant Desai Rural Development: Programmes and Strategies, Himalaya Publishing, House, Bombay.

3 .P.Gopinath Rao, ”Rural development Sustainable Livelihood and Security”

4. Mohinder Singh, “Rural Development in India: Current perspectives” ,Intellectual publishing House, New Delhi.

5. Mr Nabin Gohain, “Bharatar Gramunnayan Prasasan ”published by Bidya Bhawan, M.G Road, Jorhat.

6. Census Report 2001, of Indian Government.

7. Government of planning commission in India.

8. https://syskool.com/2011/09/planning commission

9. sudhganga@inflibnet

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VOLTAGE ANALYIS AND BALANCING CONTROL OF

DISTRIBUTION NETWORK USING MODULAR MULTILEVEL CONTROLLER

Venkata Ramana Mani PG Student

Gokul Institute of Technology and Sciences Bobbili

M. Surya Rao Assistant Professor

Gokul Institute of Technology and Sciences Bobbili

Abstract: A measured multilevel converter control framework, based on converter vitality stockpiling, is proposed in this paper for two distinctive control modes: dynamic power and dc voltage. The proposed control framework decouples the sub-module (SM) capacitor voltages from the dc transport voltage. One of the reasonable applications is the administration of dynamic repetitive SMs. A handy HVDC frame work with 401- level MMCs, incorporating 10% repetition in MMC SMs, is utilized for approving and exhibiting the upsides of the proposed control framework. This paper likewise displays a novel capacitor voltage adjusting control in light of – capacities. It is utilized to radically diminish the quantity of switching’s for every SM and improves computational productivity.

Index Terms— Capacitor voltage balancing, converter control, Electromagnetic Transients Program (EMTP), HVDC, modular multilevel converter (MMC), redundant sub-modules, voltage–source converter (VSC).

I. INTRODUCTION

High voltage coordinate current (HVDC) frameworks in electric power lattices are progressively mainstream [1], [2]. The secluded multilevel converter (MMC) topology [3] offers a few favourable circumstances over past voltage– source converter (VSC) innovations [4], [5]. Contingent upon the application and control ability necessities, the MMC levels can shift from tens to several sub-modules (SMs) per arm. For HVDC what's more, adaptable air conditioning transmission frameworks (FACTS) frameworks, an MMC may incorporate a huge number of force switches. The Trans Sound Cable venture [6], for

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instance, incorporates more than 200 SMs per converter arm and the INELFE [7] establishment will utilize more than 400 SMs for each arm. The over the top number of MMC factors makes noteworthy troubles for synthetizing a control framework. With high quantities of levels, the control of SMs (adjusting SM capacitor voltages) can be isolated from the worldwide control (current and power controls) [8].

A few papers have proposed distinctive worldwide control frameworks [8]–[12] in light of arm vitality and, now and again, the control technique has been approved on HVDC transmission. Be that as it may in these articles, the dc transport voltage is forced on SM capacitor voltages, implying that dc voltage is constantly equivalent to the whole of all capacitor voltages in each arm. This paper presents an examination of control frameworks in light of converter vitality capacity (like [8]) and builds up a novel decoupling technique between the dc transport voltage and . This new approach permits utilizing diverse set points for and . One of the down to earth uses of the proposed decoupling is when repetitive SMs are incorporated into the MMC. The repetitive SMs in each arm are not used to accomplish a higher number of levels at the converter yield, however to enhance unwavering quality [13]. The proposed new control technique permits compelling treatment of excess SMs notwithstanding when they are disengaged, and keeps up the dc transport voltage at its ostensible esteem. Two primary methodologies exist for adjusting the capacitor voltage of the th SM : controlling every SM capacitor by a corresponding necessary (PI) controller [14] or by methods for an calculation that handles all SM capacitors of each arm. The last mentioned is more appropriate for a high number of levels. The adjusting control calculations (BCAs) found in the writing depend on a sort capacity to arrange the SMs as indicated by [16]. The fundamental downside of such calculations is the connected higher number of SM switching’s. In [7], [17], and [19], a few techniques were added to bring down the quantity of switching’s, however such strategies have not been tried for MMCs with more than 200 SMs/arm furthermore, are not adequate to bring down the quantity of switching’s per cycle to the levels displayed in this paper. This paper proposes another approach in view of most extreme and least capacities for choosing SMs. The proposed approach enhances by definitely decreasing the quantity of switching’s for every SM and, at the same time, decreases figuring time and the worldwide misfortunes of the converter.

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This paper contributes a full control framework and illustrates its application on MMCs with a 400 SMs/arm and 440 SMs/arm when utilizing repetitive SMs as in down to earth applications. This paper is organized as takes after. Segment II reviews the MMC topology and its control order. Area III presents the MMC demonstrate. The proposed worldwide control framework is displayed also, approved in Section IV for dynamic power and dc voltage modes. Area V displays the new SM control framework. Area VI presents reenactment comes about for the 401- Level MMC-HVDC transmission framework with 10% repetitive

SMs

II. MMC TOPOLOGY

Fig. 1(a) demonstrates a three-stage MMC. The MMC is involved of SMs per arm and it might incorporate excess SMs per arm. The SMs are dynamic in typical operation. In all cases, the line-to-nonpartisan air conditioning voltage waveform compares to levels [14]. Every SM is a halfconnect converter as portrayed in Fig. 1(b). Since the SM protected door bipolar transistors (IGBTs) are controllable through door signals and , every SM can have three unique states. In the on-state : is on, is off, and the SM voltage is equivalent to the capacitor

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voltage . In the off-state, is off, is on, and. In the blocked state, is off, will be off, and relies on upon the arm current (with) course. The capacitor may charge through and can't release.

III. MMC CONTROL EQUATIONS

A. Control Hierarchy As proposed in [8], the MMC control framework can be decoupled between the worldwide control (current and power controls) also, SM control (capacitor voltage adjusting) of each arm. The control pecking order is displayed in Fig. 2, where speaks to the obligation cycle of each arm for all stages and the SM-control modules create door signals.

B. Worldwide Control Equations Expecting that the SM control (in each arm) is working legitimately, the normal estimations of capacitor voltages are given by [15]

where speaks to the aggregate of all capacitor voltages of an arm. At the point when is adequately high, the previously mentioned suspicion winds up plainly satisfactory for building up the worldwide control framework, since it depends on lower arrange sounds. It is conceivable to characterize the obligation cycle as takes after:

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The comparing equal model of the MMC is given in Fig. 3 [12]. In this figure, speaks to the straight exchanging misfortune and the comparable air conditioning system is appeared on the left-hand side. The accompanying conditions are gotten from Fig. 3 for each.

The following variables are defined as:

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The above definitions in (8) and (9) are used for deriving the following decoupled equations from the subtraction and addition of (6) and (7):

The power exchanged in each arm is given by

The insertion of (5), (9) and (11) into (12) results in

In the wake of coordinating (13) and (14) more than one time of central recurrence and breaking down into dc and air conditioning segments the expansion and subtraction of (13) and (14) give the normal traded forces to each stage [21]

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where and are the rms estimations of and individually, is the dynamic force of one stage and is the dc control transmitted from one stage. Condition (15) speaks to the power traded between air conditioning and dc sides while, (16) speaks to the power unevenness amongst upper and lower arms. This irregularity is generally little and the control framework will dependably keep , permitting to expect

Where is average voltage. The new dc and ac duty cycles are defined as:

Equations (18) and (19) are replaced into(8) to give:

The combinations of (17) and (4) with (5), and the summation of upper and lower arm equations give

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The previous equation (22) is further combined with (9), (18) and (19), to write

Equation (10), (11) and (23) can be represented by using the equivalent circuit of Fig. 4 (for each phase).

Fig. 4: Equivalent dynamic circuit of each MMC phase.

Fig. 4 highlights the proposed decoupled operation between air conditioning and dc sides. Not at all like [8]–[12], the conditions created previously demonstrate that distinctive set focuses can be connected for and . It is stressed that and are autonomous the length of the limit conditions characterized in the informative supplement are regarded. For a three-stage framework, the summation of (15) for all stages gives

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IV. GLOBAL CONTROL

In a VSC-HVDC framework, normally one converter station manages dynamic power and the other one manages dc voltage. These two control modes are portrayed in this segment. In this segment the PI-control capacity is characterized as in Laplace space and the subscript alludes to the related control circle.

A. Inward Control and Coupling

Parks transformation is applied on (10) to obtain ac current control ( iac - control) in dq reference outline:

Where the subscripts d and q denote the variables resulting from Parks transformation.

Three other PI- controls are controlling the differential currents in each phase ( control) and according to (11)

The coupling between both controllers and linearization is in light of (18) to (21). Voltage variances between the arms of each stage present circling streams containing a moment consonant part which bends the arm streams, as well as increment the swell on . Circling streams can be wiped out by utilizing a dynamic control

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over [19] or by including a parallel capacitor (resounding channel) between the midpurposes of the upper also, bring down arm inductances on each stage [20]. The flowing current concealment control (CCSC) [19] is utilized as a part of this paper.

Fig 5. Structure of global control and active power mode

B. External Control: Active Power Mode

1) Wtot and Wbal Control: The general stage vitality control methodology is like [8] and was approved in [21]. It comprises of two PI-controls for each stage. The aggregate vitality control (Wtot - control) depends on (15) and used to direct the vitality traded amongst air conditioning and dc sides. The vitality adjust control (Wbal - control) depends on (16) and directs vitality between upper and lower arms. It gives the idea that Wbal - control does not assume an essential part in framework dynamic execution [11]. It is accepted [22] that when the circling current is wiped out, the upper and lower www.ijeecm.org arm voltages will normally focalize to indeed, even without Wtot - control.

The PI controls are gotten from (15) and (16)

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2) P-control: Since Wtot - control has been worked over idiff-

control, the dynamic power control will deliver the reference for iac- control. In dq reference outline [18] the aggregate three stage air conditioning force is given by

And integral control (gain ) is sufficient to produce the desired alternating current reference:

The structure of the dynamic power mode is delineated in Fig. 5. It is seen that another control structure can be utilized. Concurring to (24), it is conceivable to control the aggregate vitality by means of i-ac- control, though P- control will give the reference to idiff- control as Pdcj = idiff.Vdc.

3) Validation of Active PowerMode:

The dynamic power mode is tried on a straight forward framework displayed in Fig. 6 with dc circuit dc1. The MMC model depends on a point by point comparable circuit portrayal [23], [24]. The air conditioner matrix is displayed as a comparable three stage source with a short out level of 10 GVA also, the transmission limit of the framework is 1000 MW. The settling times for the internal and external control circles are set to 10 ms and 100 ms, separately.

The rest of the system parameters are shown in Fig. 6. SM-control is used in this simulation.

Fig.6 Circuit for active power mode validation

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Every single model advancement and reproductions are performed utilizing EMTP-RV [25].

The dynamic reactions because of step changes on at 1 s furthermore, at 1.4 s, are exhibited in Fig. 7. Green dashed lines speak to the reference values and blue strong lines are utilized for controlled factors.

Fig. 8. Structure of global control, dc voltage mode

Fig. 7(c) shows that the circulating current of 2nd harmonics is eliminated with by CCSC, and that idiffa takes after effectively the reference value idiffa

ref .P–and Wtot- controls perform appropriately with their corresponding time responses of around 100 ms. Just a slight interaction can be seen between Pac3and Vctotu, ij at the point when a step change is applied in Wtot- control.

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C. External Control: dc Voltage Mode

Dissimilar to past VSC topologies (i.e., two-level, NPC), the MMC topology permits decoupling dc transport and SM capacitor voltages. For example, when excess SMs are incorporated into the MMC, Vdc≤vCtot.

To the author's best information the decoupling idea inside the dc voltage mode has not been considered in the literature. In the already introduced dynamic power mode, the dc side was settled by a dc voltage source. The later is currently supplanted by what might as well be called a dc link (70 km) in parallel with a present source (see Fig. 6 with dc circuit dc2). Condition (25) what's more, Fig. 6 are utilized to compose

1) Vdc –Control: According to (32), can be directly controlled through .

2) Wtot-Control: Total energy Wtots- control will provide the reference to Iac- control. Equations (24) and (30) are used to find id

ref. As mentioned previously, Wbal- control is not mandatory and can be excluded in the following

It is noticed that

The structure of the dc voltage mode is exhibited in Fig. 8. It depends on the presumption of an adjusted framework.

3) Validation of DC Voltage Mode:

The approval is currently in light of Fig. 6 with dc circuit dc2. As some time recently, the settling times for the inward and external control circles are set to 10 and 100 ms, separately.

The dynamic reactions because of step changes on Vdcref at 1 s and at 1.4

s, are exhibited in Fig. 9. Green dashed lines speak to the reference

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values and blue strong lines are utilized for controlled factors. The proposed controls perform appropriately with their recommended time reactions of 100 ms. The connection between Vdc and Vctotu, lj is negligible.

The decoupling idea is validated from the fact that Vdc and Vctot and can have diverse set points.

V. SM-CONTROL

SM-control is connected independently in each arm. Every controller incorporates tweak and adjusting controls to direct SM capacitor voltages (Fig. 10).

1) NLC Modulation: As builds, the PWM sorts [14], [16] and [26] turn out to be less proficient. More productive staircase-sort strategies, for

example, the Nearest Level Control (NLC) procedure, have been proposed in [17]. The NLC tweak created in this paper utilizes the

round capacity keeping in mind the

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end goal to change to a staircase waveform with the quantity of steps (characterized as ) equivalent to the quantity of MMC levels [27].

Fig. 10. SM Control of each arm

2) Balancing Control Algorithm: To adjust the SM capacitor voltages, a calculation construct just in light of the most extreme what's more, least values for choosing the satisfactory SMs is displayed. Not at all like the sort work that requires at any rate cycles, the maximum min work utilizes just emphases furthermore, radically lessens processing time. The proposed BCA requires the exchanging of just a single or two SMs at each time-point what's more, ensures a greatly low number of SM switching’s per cycle when contrasted with past BCA calculations in light of the sort work. With a specific end goal to ensure the move through each MMC level [1], it is basic that at each time-point, not more than one SM in each arm is embedded or avoided. Henceforth, the

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controller testing time ought to be lower than the littlest time interim between two exchanging occasions. The basis created in [27] is expressed by

where is the matrix recurrence and is the numerical joining time-step (testing time). At the point when builds the testing time ought to diminish.

The proposed BCA calculation depends on (35) and has two operation modes. On the off chance that increments or abatements by one for the next time-point, then one SM ought to be embedded or circumvent, individually. The standard determination technique is connected. At the point when the arm current sign is certain (or negative), it is charging (or, then again releasing) the capacitors, the SM not as of now embedded (or circumvent) and having the base (or most extreme) capacitor voltage is embedded (or circumvent). On the off chance that is kept consistent for whenever point, then a stage between one SM in on-state and one SM in offstate is connected by approving the accompanying two paradigms: • The current is in charging heading and the two SMs having the greatest and least are in on-and off-states, separately. Or, on the other hand, the current is in releasing heading and the two SMs having the greatest and least are in now and again states, separately. • The distinction between the greatest and least is higher than a settled resilience set to 5%. This resilience can be changed relying upon the coveted greatest capacitor voltage swell. In some uncommon cases, for example at introductory recreation time point, the quantity of embedded or circumvent SMs for the following time point might be more than one, which may damage (35). Along these lines a supplementary calculation is included between the NLC tweak furthermore, the BCA to right this undesired conduct of . The later calculation guarantees move through each level and missing levels are included the accompanying time-focuses to remedy for the missing embedded or avoided SMs.

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3) Validation of SM-control: SM-control is autonomous from the picked worldwide control mode, consequently either dc circuit designs in Fig. 6 can be utilized. The NLC tweak is approved in Fig. 11 and the BCA (with 5%) is tried in Fig. 12. The normal number of SM switchings per cycle is appeared in Fig. 13.

Figs. 12 and 13 show the superior of the proposed BCA: the normal estimation of swells is around 10% and the normal estimation of switchings per cycle for every SM is 5.2. The last esteem is much lower than the BCA proposed in [16], which delivers a normal of 182 switchings/cycle for the same number of MMC levels.

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VI. CONTROL SYSTEM APPLIED ON A HVDC SYSTEM

This area exhibits the upsides of the proposed control framework when dynamic repetitive SMs are incorporated into the MMC. The HVDC

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experiment [24] (Fig. 14) utilizes a similar control furthermore, electrical circuit parameters introduced in past areas.

The main exemption is the consideration of dynamic repetitive SMs (10% of ) giving . The numerical joining time-step is 9 s. The set focuses are: 1.1 p.u. (to keep up 1 p.u. or, on the other hand 1.6 kV) and 1 p.u.

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(or, then again 640 kV). When it is impractical to represent decoupling between Vdc and Vctot, Vctotu, lj

1) Validation of the Control System: A stage change of 0.1 p.u. over the reference of P- control and Vdc- control is performed to approve the global control.

The control framework reactions under stride changes are successfully approved. The control factors are directed inside 100 ms which is the settled settling time for external controllers. The decoupling impact between Vdc and Vctot and is illustrated in Figs. 15(c), 15(d) and 15(e). At 1.4 s, just a minor cooperation happens in MMC-2 between Pac3 and Vdc factors. Amid all reproductions, the capacitor voltages are kept up at their ostensible qualities (Fig. 16) notwithstanding when the dc voltage is shifting, which plainly exhibits the fundamental preferred standpoint of the new decoupling idea exhibited in this paper.

2) Disconnection of every single Redundant Sm: In this test at 2 s, every repetitive Sm in MMC-2 are detached and at 2.2 s, the - control is ventured down to bring back capacitor voltages to their ostensible qualities. Recreation results are appeared in Figs. 17 and 18.

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At the point when all SMs are separated, the capacitor voltages of the remaining worked SMs will increment keeping in mind the end goal to keep up the ostensible dc transport voltage esteem. Notwithstanding, SM capacitor voltages ought to stay at ostensible esteem. By conforming Wtot

ref at 2.2 s, the voltages of MMC-2 come back to their ostensible values. In Fig. 18(c), illuminates the inward operation mode between Wtot and Wtot

ref. Amid capacitor voltage varieties,[Fig. 18(b)] is kept at its ostensible esteem.

This demonstrates the execution of the proposed decoupled control idea. on MMC-1 side is consistent, however annoyances are taken note at MMC-2 [Fig. 18(c)]. Comparable outcomes are gotten for the separation of the repetitive SMs on the dynamic power mode side (i.e., MMC-1). For blame situations (air conditioning and dc blames) the proposed control framework executes as in [24].

VII. CONCLUSIONS

This paper displayed another full control framework for MMCs of 400 SMs/arm and 440 SMs/arm with repetitive SMs. The proposed framework decouples the control of sub-module capacitor voltages from the dc transport voltage. Another capacitor voltage adjusting control calculation (BCA) in view of – capacities, has been additionally contributed and illustrated. With this new BCA the quantity of SM switching’s per cycle is significantly diminished to a normal estimation of 5.2 for the 401-level MMC and computational effectiveness is improved.

A viable HVDC experiment has been utilized to show the favourable circumstances and strength of the proposed control framework when dynamic excess SMs are incorporated into the MMC and furthermore, when they are detached. It has been demonstrated that framework factors can be kept up at their ostensible values.

The proposed global control depends on the suspicion that the three-stage framework is adjusted. Facilitate improvements are expected to represent unequal conditions in converter arms at the point when repetitive SMs are disengaged.

REFERENCES

[1] B. Gemmell, J. Dorn, D. Retzmann, and D. Soerangr, “Prospects of multilevel VSC technologies for power transmission,” in Proc.

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IEEE Transm. Distrib. Conf. Exp., Milpitas, CA, USA, Apr. 2008, pp. 1–16.

[2] N. Flourentzou, V. G. Agelidis, and G. D. Demetriades, “VSCbased HVDC power transmission systems: An overview,” IEEE Trans. Power Electron., vol. 24, no. 3, pp. 592–602, Mar. 2009.

[3] A. Lesnicar and R. Marquardt, “An innovative modular multilevel converter topology suitable for a wide power range,” presented at the IEEE Power Tech. Conf., Bologna, Italy, Jun. 2003.

[4] B. R. Andersen, L. Xu, and K. T. G. Wong, “Topologies for VSC transmission,” in Proc. 7th Int. Conf. AC-DC Power Transm., London, U.K., Nov. 2001, pp. 298–304.

[5] S. Allebrod, R. Hamerski, and R. Marquardt, “New transformerless, scalable modular multilevel converters for HVDC-transmission,” in Proc. Power Electron. Specialists. Conf., Jun. 15–19, 2008, pp. 174–179.

[6] S. P. Teeuwsen, “Simplified dynamic model of a voltagesourced converter with modular multilevel converter design,” in Proc. IEEE Power System Conf. Expo., Seattle, WA, Mar. 2009, pp. 1–6.

[7] J. Peralta, H. Saad, S. Dennetière, J. Mahseredjian, and S. Nguefeu, “Detailed and averaged models for a 401-level MMCHVDC system,” IEEE Trans. Power Del., vol. 27, no. 3, pp. 1501– 1508, Jul. 2012.

[8] A. Antonopoulos, L. Angquist, and H. P. Nee, “On dynamics and voltage control of the modular multilevel converter,” presented at the 13th Eur. Conf. Power Electron. Appl., Barcelona, Spain, Oct. 2009.

[9] G. Bergna, E. Berne, P. Egrot, P. Lefranc, A. Arzande, J.-C. Vannier, and M. Molinas, “An energy-based controller for HVDC modular multilevel converter in decoupled double synchronous reference frame for voltage oscillation reduction,” IEEE Trans. Ind. Electron., vol. 60, no. 6, pp. 2360–2371, Jun. 2013.

[10] P. Munch, D. Gorges, M. Izak, and S. Liu, “Integrated current control, energy control and energy balancing of modular multilevel converters,” in Proc. IEEE Ind. Electron. Soc. Annu. Conf., Nov. 7–10, 2010, pp. 150–155.

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[11] G. Casadei, R. Teodorescu, C. Vlad, and L. Zarri, “Analysis of

dynamic behavior of modular multilevel converters: Modeling and control,” in Proc. 16th Int. Conf. Syst. Theory Control Comput., Oct. 12–14, 2012, pp. 1–6.

[12] R. F. Lizana, M. A. Perez, and J. Rodriguez, “DC voltage balance control in a modular multilevel cascaded converter,” in Proc. IEEE Int. Symp. Ind. Electron., May 28–31, 2012, pp. 1973– 1978.

[13] G. S. Konstantinou, M. Ciobotaru, and V. G. Agelidis, “Effect of redundant sub-module utilization on modular multilevel converters,” in Proc. IEEE Int. Conf. Ind. Technol., Mar. 19–21, 2012, pp. 815–820.

[14] M. Hagiwara and H. Akagi, “PWM control and experiment of modular multilevel converter,” in Proc. IEEE Power Electron. Specialists Conf., Tokyo, Japan, Jun. 2008, pp. 154–161.

[15] S. Norrga, L. Angquist, K. Ilves, L. Harnefors, and H. Nee, “Frequency- domain modeling of modular multilevel converters,” in Proc. IEEE 38th Annu. Ind. Electron. Soc. Conf., Oct. 25–28, 2012, pp. 4967–4972.

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A STUDY ON THE RELATIVE EFFECTIVENESS OF COLLABORATIVE LEARNING AND TRADITIONAL

LEARNING WITH RESPECT TO ACADEMIC ACHIEVEMENT OF B.ED TRAINEES

Nandita Deb Research Scholar

Dept. of Education Rabindra Bharati University

West Bengal & Assistant Professor

Dept. of Education, Shishuram Das College Sarisha, West Bengal

Subrata Saha Professor

Dept. of Education Rabindra Bharati University

West Bengal

Abstract:

As one of the creative and efficient teaching model, collaborative learning is widely applied to modern classroom. The purpose of this study was to examine the relative effectiveness of Collaborative learning and Traditional learning with respect to Academic Achievements of B.Ed trainees. The subjects for this study was selected from B.Ed trainees of Hope Institute of Bengal (B.Ed Section), Howrah, West Bengal. Out of 100 B.Ed trainees, 40 B.Ed trainees (20 trainees for Collaborative Learning and 20 trainees for Traditional Learning) was randomly selected as sample for the present study. Hence the sample of the study constituted 40 B.Ed trainees. The interaction between B.Ed trainees and the researcher, as well as among students was analyzed in the present study. A self-constructed achievement test was used to examine the academic achievements of students. The study may prove helpful in bringing innovations in the classroom. Also the study will attract educational psychologists, as it will provide ample evidence about the effective use of elements of collaborative learning method i.e. positive interdependence equal participation, individual accountability, simultaneous interaction, interpersonal and small group skills and group processing in enhancing the understanding of the students.

Key words: Collaborative learning, Traditional learning, Academic Achievement, B.Ed trainees.

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INTRODUCTION:

The concept of collaborative learning, the grouping and pairing of students for the purpose of achieving an academic goal, has been widely researched and advocated throughout the professional literature. The term "collaborative learning" refers to an instruction method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful. Students learn best when they are actively involved in the process. Students who work in collaborative groups also appear more satisfied with their classes. (Sources: Beckman, 1990; Chickering and Gamson, 1991; Collier, 1980; Cooper and Associates, 1990; Goodsell, Maher, Tinto, and Associates, 1992; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986; McKeachie, Pintrich, Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988).

EMERGENCE OF THE PROBLEM:

In cognitive and social psychology, we have already had much knowledge about how students communicate and its relationship with collaborative learning, but the context has usually been the traditional face-to-face setting with its paralinguistic cues to facilitate communication. Collaborative learning requires working together towards a common goal. However, collaboration is more than co-operation. Collaboration entails the whole process of learning. This may include students teaching one another, students teaching the teacher, and of course the teacher teaching the students, too. More importantly, it means that students are responsible for one another's learning as well as their own and that reaching the goal implies that students have helped each other to understand and learn. However this study seeks to understand how B.Ed trainee teachers learn collaboratively and how their collaborative learning relates to their Academic Achievement.

STATEMENT OF THE PROBLEM:

Having taught various subjects for many years at a variety of Indian universities and colleges, the present researcher noticed that in higher education students were not reaching the intended objectives and goals by the end of the course. In the present scenario of higher education, students need to develop their proficiency, accuracy and quality with

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respect to learning. The researcher after reviewing several studies has found that students assume new roles in the collaborative classroom. Their major roles are collaborator and active participator. This particular study aims to examine the relative effectiveness of Collaborative learning and Traditional learning with respect to Academic Achievements of B.Ed trainees.

OBJECTIVES OF THE STUDY:

The following will be the objectives of the study:

To examine the relative effectiveness of Collaborative learning and Traditional learning with respect to Academic Achievements of B.Ed trainees.

To examine the impact of Collaborative Learning on Academic Achievements of B.Ed trainees.

HYPOTHESES OF THE STUDY

The following hypotheses were framed (Supportive tables are given below).

Ho1: There would be no significant difference between the mean scores of control group on pre-test and post-test with respect to ‘Academic Achievement’.

Ho2: There would be no significant difference between the mean scores of experimental group on pre-test and post-test with respect to ‘Academic Achievement’.

Ho3: There would be no significant difference between the mean scores of experimental group and control group on post-test with respect to ‘Academic Achievement’.

METHODOLOGY:

Research Design: This research is an investigation to examine the relative effectiveness of Collaborative learning and Traditional learning with respect to Academic Achievements of B.Ed trainees. The design of the study is Quasi-experimental.

Population of the Study: The aim of this study was to examine the relative effectiveness of Collaborative learning and Traditional

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learning with respect to Academic Achievements of B.Ed trainees. Therefore, B.Ed trainees constituted the population of study.

Sample of the Study: The subjects for this study was selected from one of the Teacher Training Institutes of Howrah District of West Bengal. The sample for this study was selected from B.Ed trainees of Hope Institute of Bengal (B.Ed Section), Howrah, West Bengal. Out of 100 B.Ed trainees, 40 B.Ed trainees randomly were selected in the present study. Hence the sample of the study constitute 40 B.Ed trainees.

Research Instrument: A Self-constructed Achievement Test was used to examine the relative effectiveness of Collaborative learning and Traditional learning with respect to Academic Achievements.

Procedure of the Study: The following table explains the procedure of this particular study

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Table 1. Procedure of the Study

EXPERIMENTAL

GROUP

CONTROL

GROUP

SAMPLE 20 20

GROUP ASSIGNED

Total number of participants was twenty in experimental

group, so five groups containing four B.Ed Trainees each were

formed.

No group were formed.

TREATMENT Treatment of Collaborative

Learning (CL)

Treatment of Traditional

Learning (TL)

TIME

4 Weeks 4 Weeks

SUBJECT

TAUGHT Education Education

UNIT

TAUGHT Learning and Theories of

Learning

Learning and Theories of Learning

PREPARATION OF

LESSON PLAN

Lesson Plan was prepared w.r.t. Collaborative Learning on unit

“Learning and Theories of Learning”

(Appendix X-i, X-ii, X-iii, X-iv)

Lesson Plan was prepared w.r.t.

Traditional Learning on unit “Learning and

Theories of Learning”

(Appendix XI-i, XI-ii, XI-iii, XI-

iv)

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INTERVENTION

The content was taught to the experimental group through multiple activities like group discussion, participation in quiz, students teaching one another etc. Several activities were designed in order to provide Collaborative Learning (CL) experience to them. Each of these activities were followed up by a quiz in order to evaluate group and individual performance after participating in each activity. Almost all activities were performed in groups.

The content was taught through traditional method over a period of four weeks.

PRE-TEST On the basis of :

I) Academic Achievements,

II) Academic Locus of Control,

III) Attitude Towards Learning

On the basis of :

I)Academic Achievements,

II)Academic Locus of Control,

III)Attitude Towards Learning

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PRE-TEST TOOLS

1.A Self-constructed Achievement Test was used to examine the relative effectiveness of Collaborative learning and Traditional learning with respect to Academic Achievements.

2.ALikert type scale was constructed to measure the attitude of students towards learning both in case of B.Ed trainees who are learning through Collaborative learning (CL) and Traditional learning (TL).

3.Academic Locus of Control Scale (ALOC) developed by Trice (1985), is a 28-item true-false designed scale which was adopted in this study to access Locus of Control in an academic context



3.Academic Locus of Control Scale (ALOC) developed by Trice (1985), is a 28-item true-false designed scale which was adopted in this study to access

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Locus of Control in an academic context

POST-TEST

On the basis of :

I) Academic Achievements,

II) Academic Locus of Control,

III) Attitude Towards Learning

On the basis of :

I)Academic Achievements,

II)Academic Locus of Control,

III)Attitude Towards Learning

POST-TEST TOOLS


2.ALikert type scale was constructed to measure the attitude of students towards learning both in case of B.Ed trainees who are learning through Collaborative learning (CL) and Traditional learning


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(TL).




RESULTS OF THE STUDY:

The following research hypotheses were tested and accordingly analysis were done as below:

Ho1: There would be no significant difference between the mean scores of control group on pre-test and post-test with respect to ‘Academic Achievement’.

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Table 2 : Pre-test and Post-test scores of the Academic

Achievement of the B.Ed Trainees

of the control group

B.ED TRAINEES PRE-TEST SCORES POST-TEST SCORES

S1TL 58 58

S2TL 55 55

S3TL 52 53

S4TL 55 57

S5TL 39 39

S6TL 70 70

S7TL 65 67

S8TL 52 52

S9TL 54 54

S10TL 64 65

S11TL 38 38

S12TL 51 52

S13TL 67 67

S14TL 64 65

S15TL 35 36

S16TL 68 68

S17TL 50 51

S18TL 40 40

S19TL 40 40

S20TL 38 39

[S1TL – Trainee 1 given the treatment of Traditional Learning; Similarly S2TL, S3TL, S3TL, S4TL, S5TL, S6TL, S7TL, S8TL, S9TL, S10TL, S11TL, S12TL, S13TL, S14TL, S15TL, S16TL, S17TL,

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S18TL, S19TL, S20TL represents trainees no. 2 to 20 who were given the treatment of Traditional Learning].

Table 3: Significance of difference between mean scores of control group with respect to Academic Achievement on Pre-test

and post-test

CONTROL GROUP N M SD

t-Value Calculated

Value Table

value at 0.5

PRE-TEST

20 52.75 11.36

0.1525 1.96 POST-TEST

20 53.30 11.44

Table 3 shows that the calculated value of t (0.1525) was less than table value (1.96) at 0.05significance level. Hence, Ho1 was accepted. It means that there was no significant difference between the mean scores of control group on pre-test and post-test with respect to ‘Academic Achievement’.

Ho2: There would be no significant difference between the mean scores of experimental group on pre-test and post-test with respect to ‘Academic Achievement’.

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Table 4 : Pre-test and Post-test scores of the Academic

Achievement of the B.Ed Trainees

of the Experimental Group

B.ED TRAINEES PRE-TEST SCORES POST-TEST SCORES

S1CL 58 68

S2CL 55 65

S3CL 55 63

S4CL 55 67

S5CL 39 48

S6CL 70 80

S7CL 66 70

S8CL 54 62

S9CL 54 64

S10CL 64 75

S11CL 39 58

S12CL 51 68

S13CL 67 75

S14CL 64 74

S15CL 40 49

S16CL 68 74

S17CL 52 65

S18CL 40 45

S19CL 40 48

S20CL 39 50

[S1CL – Trainee 1 given the treatment of Collaborative Learning; Similarly S2CL, S3CL, S3CL, S4CL, S5CL, S6CL, S7CL, S8CL, S9CL,

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S10CL, S11CL, S12CL, S13CL, S14CL, S15CL, S16CL, S17CL, S18CL, S19CL, S20CL represents trainees no. 2 to 20 who were given the treatment of Collaborative Learning].

Table 5: Significance of difference between mean scores of experimental group with respect to Academic Achievement on

Pre-test and Post-test

EXPERIMENTAL GROUP

N M SD

t-Value Calculated

Value

Table value at

0.5

PRE-TEST

20 53.40 11.03

2.9329 1.96

POST-TEST

20 63.40 10.53

Table 5 shows that the calculated value of t (2.9323) was greater than table value (1.96) at 0.05significance level. Hence, Ho2 was rejected. It means that there was a significant difference between the mean scores of experimental group on pre-test and post-test with respect to ‘Academic Achievement’ and performance of the post-test group was significantly better to the pre-test group.

Ho3: There would be no significant difference between the mean scores of experimental group and control group on post-test with respect to ‘Academic Achievement’.

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Table 6: Post test scores of the Academic Achievement of the

B.Ed trainees

of the experimental group and control group

B.ED TRAINEES

(EXPERIMENTAL GROUP)

SCORES B.ED TRAINEES

(CONTROL GROUP)

SCORES

S1CL 68 S1TL 58

S2CL 65 S2TL 55

S3CL 63 S3TL 53

S4CL 67 S4TL 57

S5CL 48 S5TL 39

S6CL 80 S6TL 70

S7CL 70 S7TL 67

S8CL 62 S8TL 52

S9CL 64 S9TL 54

S10CL 75 S10TL 65

S11CL 58 S11TL 38

S12CL 68 S12TL 52

S13CL 75 S13TL 67

S14CL 74 S14TL 65

S15CL 49 S15TL 36

S16CL 74 S16TL 68

S17CL 65 S17TL 51

S18CL 45 S18TL 40

S19CL 48 S19TL 40

S20CL 50 S20TL 39

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Table 7: Significance of difference between mean scores of Post-test scores of the Academic Achievement of the B.Ed Trainees of

the experimental group and control group

POST TEST N M SD

t-Value

Calculated Value

Table value at

0.5

EXPERIMENTAL

GROUP 20 63.40 10.53

2.9051 1.96 CONTROL

GROUP

20 53.30 11.44

Table 7 shows that the calculated value of t (2.9051) was greater than table value (1.96) at 0.05significance level. Hence, Ho3 was rejected. It means that there was significant difference between the mean scores of experimental group and control group on post-test with respect to ‘Academic Achievement’.

FINDINGS OF THE STUDY:

The purpose of this study was to assess the effects of Collaborative learning method and traditional learning method on the academic achievement among B.Ed trainees. The findings of the study showed significant differences in academic achievement of B.Ed trainee teachers when they learn through Collaborative Learning. Comparison of pretest scores of both the experimental and control groups by applying statistical analysis reflected that there existed no significant difference between the two groups, and both the groups were almost equal with respect to academic achievement. Table 3 shows that the calculated value of t (0.1525) was less than table value (1.96) at 0.05 significance of level. Hence, it means that there was no significant difference between the mean scores of control group on pretest and posttest with respect to ‘Academic Achievement’. Also, Table 6 shows that the calculated value of t (2.9323) was greater than table value (1.96) at 0.05 significance of level. Hence, it means that there was significant difference between the mean scores of experimental group on pretest and posttest with respect to ‘Academic Achievement’.

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IMPLICATION OF THE STUDY:

Findings of this study may prove helpful for B.Ed trainees to fulfill the following mentioned requirements.

The study may prove helpful for teachers to improve the academic achievement of the students.

The study may prove helpful in bringing innovations in the classroom.

The study will attract educational psychologist, as it will provide ample evidence about the effective use of elements of Collaborative Learning method i.e. positive interdependence equal participation, individual accountability, simultaneous interaction, interpersonal and small group skills and group processing in enhancing the understanding of the students.

The study may prove helpful to bring change in the behaviour of the students. They may cooperate with each other, not only in classroom, but in daily life as well.

The significance of the study is enhanced manifold owing to the lack of such research studies in West Bengal. The coming researchers can conduct further research in this field by extending it to other levels.

Curriculum planners and developers may use the results of this study as guideline for improving the quality of learning in teacher’s training as well as in higher education.

Findings of the study may prove helpful to teacher trainers. The prospective teachers may prove given practice in this approach along with other methods which will promote quality among trainee teachers.

CONCLUSION:

The purpose of the study was to evaluate the effectiveness of Collaborative Learning method versus Traditional Learning method with respect to Academic Achievement. This study seeks to understand how B.Ed trainees learn collaboratively and how their collaborative learning relates to their Academic Achievement. This research is one of the study which has investigated the effectiveness of using collaborative

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learning versus Traditional Learning method among B.Ed trainees with respect to Academic Achievement. This study adopted as a theoretical basis Vygotsky’s theory of the ZPD, which emphasizes the role of experts in developing the skills of less advanced individuals through collaboration. The study may prove helpful for teachers to improve the academic achievement of the students. The study may prove helpful in bringing innovations in the classroom. Teachers can utilize the concept of collaborative learning method for providing practice in different aspects of the teaching-learning.

REFERENCES:

Beckman, M. "Collaborative Learning: Preparation for the Workplace and Democracy" College Teaching, 1990, 38(4), 128-133.

Bruffee, K. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: The Johns Hopkins University Press.

Chickering, A. W, and Gamson, Z. F (eds.), Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning, no.47.San Francisco: JosseyBass, 1991.

Coleman, E. (1995). Learning by explaining: Fostering collaborative progressive discourse in science. In R. Beun, M. Baker, and M. Reiner (eds.), Dialogue and instruction: Modeling interaction in intelligent tutoring system. NATO ASI series, Berlin: Springer-Verlag.

Collier, K. G. "Peer-Group Learning in Higher Education: The Development of Higher-order Skills." Studies in Higher Education, 1980, 5(1), 55-62.

Collis, B. (1998). Building evaluation of collaborative learning into a WWW based course: Pedagogical and technical experiences. Indian journal of open learning, 7(1).

Connery, B. A. "Group Work and Collaborative Writing."Teaching at Davis, 1988, 14(1), 2-4. (Publication of the Teaching Resources Center, University of California at Davis)

Cooper, J. "Cooperative Learning and College Teaching: Tips from the Trenches." Teaching Professor, 1990, 4(5), 1-2.

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Fiechtner, S. B., and Davis, E. A. "Why Some Groups Fail: A Survey of

Students' Experiences with Learning Groups." In A. Goodsell, M. Maher, V. Tinto, and Associates (eds.), Collaborative Learning: A Sourcebook for Higher Education. University Park: National Center on Postsecondary Teaching, Learning, and Assessment, Pennsylvania State University, 1992.

Goodsell, A., Maher, M., Tinto, V, and Associates (eds.). Collaborative Learning: A Sourcebook for Higher Education. University Park: National Center on Postsecondary Teaching, Learning, and Assessment, Pennsylvania State University, 1992. Guskey, T R. Improving Student Learning in College Classrooms. Springfield, Ill: Thomas, 1988.

Hendrickson, A. D. "Cooperative Group Test-Taking." Focus, 1990,5(2), 6 (Publication of the Office of Educational Development Programs, University of Minnesota) Johnson, D. W, and Johnson, R. T. Cooperation and Competition: Theory and Research. Edina, Minn.: Interaction Books, 1989

Johnson, D. W., Johnson, R. T., and Smith, K. A. Cooperative Learning:Increasing College Faculty Instructional Productivity. ASHE-FRIC Higher Education Report No.4. Washington, D.C.: School of Education and Human Development, George Washington University, 1991.

Rau, W., and Heyl, B. S. "Humanizing the College Classrooms: Collaborative Learning and Social Organization Among Students." Teaching Sociology, 1990, 18(2), 141-155.

Sansalone, M. "Teaching Structural Engineering Through Case Studies and Competitions." CUE, 1989, 2(2), 7. (Newsletter available from Cornell University, Ithaca, N.Y)

Slavin, R. F. "Cooperative Learning."Review of Educational Research, 1980, 50(2), 315-342.

Vygotsky, L.S. (1978). Mind in society (edited by M. Cole, V. John-Steiner, S.Seribnor and E. Souberman), Cambridge: USA, MA:Harvard University Press.

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Walvoord, B. F Helping Students Write Well: A Guide for Teachers in

All Disciplines. (2nd ed.) New York: Modern Language Association, 1986.

Webb, N. M., &Farivar, S. (1999). Developing productive group interaction in middle school Mathematics. In: O’Donnell and A. King (Ed.), Cognitive perspectives on peer learning. pp. 117-149). USA: Mahwah, N J: Lawrence Erlbaum Associates, Publishers.

Webb,N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-39.

Whitman, N. A. Peer Teaching: To Teach Is to Learn Twice. Washington, D.C.: ASHE-ERIC Higher Education Report No.4. Washington, D.C.: Association for the Study of Higher Education, 1988

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EXPLOITATION OF SURROGATE MOTHERS IN AMULYA MALLADI’S NOVEL “A HOUSE FOR HAPPY MOTHERS”

K.Sreenivasulu ResearchScholar (Ph.D)

Dept. of English & Communications

Dravidian University,Kuppam, A.P. Abstract

Amulya Malladi questions seriously about surrogacy and exploitation of the poor women and different problems of the surrogate mothers in India. As an Indian contemporary writer she has written about women and their problems. She has portrayed about two women social circumstances, their different world. They have touched each

other in an irrevocable way. Their friendship, not something that would be renewed, could nevertheless not be broken. Their names meant “hope” and they have given hope to each other, and that is why bring them together, close that gap between them, eliminate the social and class differences, make them sisters, mothers make them equals. The protagonist, Priya has helped for Asha son’s education and Asha has given a baby to Priya. Amulya Malladi has written a thought-provoking modern day family saga set against the backdrop of traditional Indian and American materialistic views.

Key words: Surrogacy, Exploitation, IVF (In Vitro Fertilization)

treatments, Embarrassment, compassionate.

Priya is the protagonist of this novel. She has a nice and loving husband, a job and comfortable house but she wants to become a mother so, she needs a child to satisfy herself, family and society. If she has a child then only she will become a complete woman. In that process she is searching for surrogate mother in South India,

Hyderabad.

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Priya and her husband, Madhu are living in the United States of America, California. Their baby will be making a test tube and insert

into the surrogate mother. Then they have chosen a surrogate mother to carry their baby. Now their surrogate mother is pregnant. Priya has not quite worked out for their child because she has three miscarriages and three failed IVF (in vitro fertilization) treatments. Each time they spend ten thousand dollars but that is not workout for them. So, ultimately they have chosen surrogate mother to get a child for them.

Priya’s full name is Priyasha, means a dear wish. Priya’s mother, Sush her full name is Sushila. Sush says “Priyasha, don’t be stupid; If you can’t have a baby, may be you’re not meant to have a baby. Have you thought about that instead of running around impregnating some strange woman with your child.” (5) Sush isn’t supporting her daughter because her own daughter is exploiting poor people. That is Priya mother’s intention, so, Priya does not like her mother’s Philosophy. Priya will give money to the surrogacy and her

family improves the quality of their lives. Once she has a child it will not matter how the baby get, that is Priya’s intention, because she has that much crazy about her own child.

Now they come to Hyderabad to meet their surrogate mother. Priya and Madhu are staying in Hyderabad with Madhu’s parents. Madhu’s native place is Hyderabad. He went to the United States of America for further studies. Priya is also studying in the same college. They have fallen on love each other and married. Madhu’s father Sairam, mother Prasanna are living in Hyderabad.

Priya calls her parents their names like Andrew and Sush, because she grows up in the United States of America. Her father, Andrew is from the U.S.A. and her mother from India. Her parents married as a love marriage. Her mother’s native place is Hyderabad. Priya and Madhu are going to meet their surrogacy at Srirampuram

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which is two hours journey from Hyderabad. Prasanna says “good luck” for them but Priya’s mother Sush says that she is unable to see it as an

exploitation of the poor.

Asha becomes a surrogate mother first time at the age of twenty five years old. This is the first time as a surrogate mother. She comes from a nice family and has a sister-in-law who was also a surrogacy. Her husband is a house painter and they live in a village near to Srirampuram. Priya is immediately attracts to Asha because of her name means “hope” just as her own name Priyasha, do one hope is giving hope to another hope. There is something definitely happened it. Swathi is a doctor and owner of the Happy Mothers House clinic. The clinic is near to Hyderabad. The doctor has been delighted with their choice; assure them that Asha will make a wonderful surrogacy.

Asha has two children, Mohini is nearly two years old and Manoj is five years old smart boy. Now he can read and write both English and Telugu. Telugu is their mother tongue. His teacher tells that the boy is

very intelligent boy. So, his parents have known that they must do something for the boy’s quality education with Pratap’s income as a painter. Pratap’s younger brother, Raman who has given an idea to Pratap and Asha. The previous year Kaveri, who is Asha’s sister-in-law has given birth to blue eye baby for a British couple as a surrogacy.

They have paid five lakh rupees with that money they have bought flat. So, Pratap also thinks about it, but to give birth to someone else’s baby or stranger’s baby. She would feel that be an act of perversion, can it somehow corrupt her motherhood, taint her soul? They have different thoughts, but now Asha is carrying a baby. Because of their son Manoj needs special school so, they want money. But decent women don’t use their bodies to make money because of their family name will be ruin if anyone knows. It seems wrong to do this for money

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but she won’t do it if they are strong in financial matter. There is no another option for her.

Asha and Pratap meet Doctor Swathi who has been full of concerns. The doctor has been kind and compassionate, speaking about the procedure of Asha will benefit and Asha will give happiness to another couple. Asha stays at her sister in-law’s house. Asha’s family members come and visit there because they are staying in Srirampuram. The surrogate mothers come from different places like Hyderabad, Vizag, and Warangal.

Some parents don’t have contact with the surrogate mothers and that is their own choice. If Priya is choose to have a relationship with Asha that is up to Priya. Some parents send care packages once in a month something for mother and the children. They bring things like moisturizers, Shampoos and under wears. Some parents do not know who is their surrogate mother is at all. Priya wants to know about Asha and wants to have contact with her. Asha is a stranger but now she is

the important person in Priya’s life, at least up to get the baby from Asha.

Asha feels that she is just a vessel, not a human being there is no relationship at all. They won’t care about her. So, she will be well taking care of her baby. Priya will send a device to Asha for baby. If Asha plays Madhu and Priya’s voice for baby, the baby can hear parents voice. Asha’s problem is with Manoj’s extraordinary intelligence. Pratap and Asha were afraid of owing money. Asha had always asked him not to borrow money from others, because Pratap had seen his father had worked his entire life to pay off debt. His father borrowed when he was a young man. That had been a lesson to Pratap and his brother.

Priya has sent a gift box for Asha and her members of the family. Priya has written a letter to Asha about health, some guide

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lines for her and baby’s health. Kaveri feels that Asha’s parents (Madhu and Priya) are very good and empathic people. When Kaveri

was surrogacy of her parents send vitamin tablet and a belt for her stomach but they had never sent anything for her children and husband.

Suddenly Priya has got a call from the doctor Asha has a problem of bleeding but it is not a big problem at all. The doctor does an ultrasound test and the baby is under no distress health and growing nothing to worry about it now. It is a small amount of bleeding and it has already stopped since they want to be very careful but Asha must stay in the clinic with co-surrogate mothers. In the Happy Mother House clinic she has a round clock care.

Asha moves to Happy Mothers House, so, she has missed her children and husband, so, she hates that baby inside her. There are staying fifteen surrogate mothers. Now she is comfortable in the Happy Mothers House because she comes from very poor family. There they

have to attend Yoga class for thirty minutes every day in the morning but everybody must attend and do exercises otherwise Doctor Swathi will scold them. So Asha is also start dislike Doctor Swathi.

Pratap and their children come to Happy Mothers House to meet Asha in the evening; Asha’s co-surrogates mothers have different backgrounds and different stories or different experiences. Charu is one of the women. She gave all the money to her husband the previous time when she was a surrogate. Her husband took money and ran away with some other lady in their village. Now she is alone with two children without money. This time she has deposited the money and to buy a house for them with the help of Swathi.

Ragini is one of the surrogate mothers there. She is the third time as a surrogacy. She feels that she has tired as a surrogacy because she is thirty five years old and her body is unable to co-operate with

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her. But her husband is an alcoholic man and she has three daughters so she saves money for daughter’s dowries.

Above all women are friends in the Happy Mother House as co-surrogates mothers, they share their experiences so, that knowledge also useful for Asha to take decisions in future for herself and her family. Now Asha’s intention is her son’s education first then only if remaining money is there they will buy a flat or house because her son is very intelligent boy, so she feels that now a day without education unable to survive.

Asha asks Keertana “Did you feel bad giving the baby to the parents?” Asha friend Keertana answers “I know some of the mothers cry and nonsense, but I always knew this was a means to an end. I was relieved when it was born. Out with it and away with it. And frankly, I was glad to not be talking one home. No way was I cleaning up another baby’s shit. I didn’t even see it after it was born. I also told the parents not to send pictures and all that, I’m just a coolie; the suitcase belongs

to someone else. And you’d better take that smile off your face when you stroke belly, Asha. There’s only hurt and pain if you forget this one is not yours to keep. It’s a suitcase. The contents are valuable, but you give it away when you reach the destination.” (126)

Here Amulya Malladi has used symbolic expression the baby is as a suitcase. She will make friends with those women in the Happy Mother House and one by one they will leave and new women with new pregnancies will come and join with them. If Asha’s turn comes she will go home. Swathi has informed the sex of the baby. They are going to have a daughter. Priya feels “Oh my God” because Priya and her mother, Sush does not have a good communication. Priya feels that may be she and her daughter relationship also the same that is her fear.

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None of the women is happy in the Happy Mothers House. Asha

observes that they feel dissatisfaction of being away from their families,

the embarrassment of lying to everyone about their pregnancy. They have conflict about inside the baby. They may not bond with baby. They have a materialistic relationship. The surrogate mothers are not definitely happy in the Happy Mothers House.

Swathi says that a television news show people from England. They are going to make a programme about surrogate mothers as an advertisement. They are coming to the Happy Mothers House. So, Doctor Swathi needs three women for that programme. She will select the women who will answer the questions in the positive manner. All surrogate mothers worry about television people will telecast one day that is the problem for them. But the television news show people can cover women face if they speak with them. They will ask about surrogate mothers health condition and how they feel about living at the Happy Mothers House. They won’t pay money and the programme

will telecast in England. This is an advertisement for Swathi and the Happy Mothers House.

Swathi says “The truth. I think you’re very comfortable here. This is a nice house and you’re well taken care of. Tell them how you know what you’re doing is a gift for these couples who cannot have children.”(155)

One of the three women Asha name is also in the selection list because she is clam and polite lady. One of the surrogate mothers feels that it is a business of Swathi. The women get five lakh rupees but Swathi gets fifteen lakh rupees. They carry the baby and Doctor Swathi earns more money than surrogate mothers. This is fact there; this is like a babies business Swathi sell women womb to make money.

Swathi conveys Asha and her husband because of their son Manoj’s school problem. Swathi has searched school for Manoj. There

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is a very good school at Srirampuram outside. There is very hard to get the admission in the school. There are only the smart children go to the

school. So, Asha needs recommendation to get the seat for her son. Swathi knows the local Members of Parliament. So, Swathi will convey them. That is the secret of the Doctor Swathi and attracts a couple for television show programme. Asha and Pratap are blindly belief Swathi for the sake of their son education.

The television show people will hide Asha’s face but Asha and Pratap feel that if people find out her face. Their reputation will be worthy. They will lose their reputation because they have a daughter to marry off. They ask questions she answers her level best, but remaining two women answers are more satisfied by Doctor Swathi, who is feeling proud that they are chosen for T.V. programme. Because of the two women are more cooperative to the answers than Asha. Asha feels sad that TV program result. Asha says “I can’t think like you, I can’t think of myself as a coolie, this baby… it isn’t mine. It’s

humiliating to do this for money. It’s humiliating that Doctor Swathi made me talk to those people by saying that she wouldn’t help my son get into the good school if I didn’t. She’s just helping her business. We’re just business. We’re not people. We’re just… nothing. I’m a womb… a belly. If tomorrow, they could save me or the baby, who would they save, you think?” (183) Asha’s friend Keertana says that no one cares about her. Her husband does not care her. Her kids are only interest in what she can buy for them otherwise nobody cares her.

Priya has lost her job but she thinks positively, now she has time to get ready for baby. Priya has planned to move Hyderabad for their baby. Both Priya and Sushila are coming to India. Colonial Vikas Parikshit who is son of General Parikshit comes to airport for pickup Sushila and Priya. They go Vikas home and meet his wife, Mona. Then Asha and Sushila visit Happy Mothers House. Priya has brought gifts

for Asha and her family members. They discuss about Manoj special

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school. Asha says that Swathi will help for Manoj. So next year he will start special school outside of Srirampuram. Sushila feels that these

schools are very expensive. She is suspicious Doctor Swathi hasn’t done enquire about special school.

Sushila does not like Swathi. Priya says that Swathi is exploiting these women, but this money is making it possible to give Manoj education. Sushila responds “you know that five lakh rupees won’t go a long way, don’t you? It used to be a lot of money a long time ago, but now it’s not enough to build a life on.”(259) Sushila’s family friends Parikshit family will help Manoj because they provides scholarship for smart students. They think scholarship will be better. Priya feels that if scholarship does not work out they can raise money, send money whatever they can. Both Priya and Sushila meet Mona then ask about Scholarship for Manoj. Mona responds conduct IQ test for Manoj. The boy IQ is one sixty. So the boy will get scholarship.

Priya and Sushila relationship has changed in Hyderabad. Now

she feels that her mother has changed her attitude and behaviour. She helps Manoj for special school that credit goes to Sushila only. Otherwise she does not know about Parikshit family and scholarship matter. Priya realizes that she is calling mummy but she used to call Sush only.

Asha wakes up every day morning to the same thought she is not as irritate as she has been, but still her sadness is growing inside her. There is a guilt that is Priya’s baby. Priya is helping a lot for her family. Asha realizes that she will never be able to repay that debt. Priya has helped for Manoj education may be Asha has given a gift for them,

Conclusion: Both Priya and Asha come different places in the world.

They have their own problems, hopes, morals and values. They become close without any barriers. Amulya Malladi questions seriously about

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surrogacy and exploitation of the poor women and different problems of the surrogate mothers in India. Compare to the U.S.A in India they are

paying less money for surrogate mothers, so other country people come to India for surrogacy. As an Indian contemporary writer Amulya Malladi has written about women and problems of the surrogacy in India. It should not be a curse in the lives of women anywhere in the world. It should not become a commercial activity.

References:

Forster M. E., Aspects of the Novel, Edward Arnold, United Kingdom, 1998, Print.

Gibaldi Joseph., MLA Hand Book for writers of Research papers: 8th edition New Delhi: East-West Press Pvt, Ltd., 2016, Print.

Iyangar Srinivasa. R. K., Indian writing in English, Bangalore:

Sterling Publishers Pvt Ltd, 2012, Print.

Malladi, Amulya., A House for Happy Mothers, New York, Lake Union Publishing, 2016, Print.

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A STUDY OF EMOTIONAL MATURITY OF HIGH SCHOOL STUDENTS IN RELATION TO THEIR

ACADEMIC STRESS

Mr. Pawan Kumar Arya Assistant Professor

Delhi institute of Rural Development Delhi

Mrs. Poonam Devi Research Scholar

MDU,Rohtak,Haryana

Abstract

Emotional instability and other emotional problems are the characteristics of adolescence which may influence the academic achievement of the students. The Objectives of the present study were:To study the academic stress of high school students of C.B.S.E,to study the emotional maturity of high school students of C.B.S.E. ,to study the academic stress of high school students of H.B.S.E. ,to study the emotional maturity of high school students of H.B.S.E,to study the relationship between C.B.S.E and H.B.S.E high school students on the basis of academic stress,to study the relationship between C.B.S.E and H.B.S.E high school students on the basis of emotional maturity, to study the relationship between emotional maturity and academic stress of C.B.S.E high school students. ,to study the relationship between emotional maturity and academic stress of H.B.S.E high school students. The sample consisted of 100 regular students of various high schools from Sonipat district was taken 50 students were C.B.S.E. and 50 were from H.B.S.E (Both 25 boys and 25 girls).The findings highlighted Academic Stress maturity level is according to Sel f made tool is High level of Academic Stress in High School Students in C.B.S.E and there is significant relationship between Emotional Maturity and Academic Stress of H.B.S.E high school students.

Keywords: Emotional Maturity, Academic Stres

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Introduction Education is as old as the human race in the world. Its importance has been realized since time immemorive and it continues right up to this day. It has been accepted as one of the primary needs of every civilized person. This is only the reason why philosophers and leaders of human thought have so eloquently sung it ’s praise in all ages.

Emotions may also be defined as complex phenomenon; comprising at least three aspects (a) the expression of conscious feeling of emotions. (b) The process that occurs in the brain and nervous system and (c) the observed expression pattern of emotions particularly those on the five.

Common types of Emotions : All the emotions express themselves in the pattern of expression that they exhibit with age and are intrinsically associated with the Child’s overall development throughout infancy, childhood, youth and adulthood. The most frequently expressed emotional reactions and expression of feeling will generally settle in to habits that become driving forces in a child’s life. The common types of emotional expression are: -

Emotional instability and other emotional problems are the characteristics of adolescence which may influence the academic achievement of the students. Understanding the emotional climate and emotional maturity in relation with academic stress in the students especially adolescent can certainly contribute to the improvement of quality of education and the achievement of the students.

Statement of the problem

“A STUDY OF EMOTIONAL MATURITY OF HIGH SCHOOL STUDENTS IN RELATION TO THEIR ACADEMIC STRESS”

Objectives

To study the academic stress of high school students of C.B.S.E.

To study the emotional maturity of high school

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students of C.B.S.E.

To study the academic stress of high school students of H.B.S.E.

To study the emotional maturity of high school students of H.B.S.E.

To study the relationship between C.B.S.E and H.B.S.E high school students on the basis of academic stress.

To study the relationship between C.B.S.E and H.B.S.E high school students on the basis of emotional maturity.

Hypothesis of the Study

Null Hypothesis

There are following null Hypotheses.

There will be no significant relationship between academic stress and emotional maturity of high school students.

There will be no significant difference between academic stress in boy and girl studying in high school.

There will be no significant difference between emotional maturity in boy and girl studying in high school.

There will be no significant difference between the comparison of C.B.S.E and H.B.S.E high school on the basis of academic stress.

Method and Procedure

Research Design

Systematic research in different areas of human act ivities including education has been a most important instrument in all types of progress in the history of mankind. Problems in the area of special education require scientific methods for their solution. There are various ways and means of

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collecting, analyzing and reporting research data depending on the problem. The present study is of the types of normative survey. The term "survey" suggests the gathering of evidences relating to current conditions. It involves interpretation, comparison, measurement, classification, evaluation and generalization all directed towards proper understanding and solution of significant educational problems.

Sample

“A sample as the name implies, is a smaller representation of the larger whole". The individuals selected comprise a sample and the larger is referred to as a population. There fore a population is the group to which a researcher; would like the results of a study to be generalized. Keeping in view the limited resources of time, money and practice difficulty a limited sample consisted of 100 regular students of various high schools from Sonipat district was taken 50 students were C.B.S.E. and 50 were from H.B.S.E (Both 25 boys and 25 girls).

Tools used

The investigator used the emotional maturity scale and Academic stress scale.

1. Emotional Maturity Scale (EMS) developed by Mahesh Bhargava and Yashvir Singh (1984).

2. A self made tool be used on academic stress.

Statistical Techniques Used

The raw data were subjected to analysis on the basis of the following statistical techniques.

Mean and standard deviation (S.D.) will be used to describe the sample. Product Moment method of correlation will be employed to find out the relationship between the variables. ‘t’ test were employed to find out the differences between different groups.

Objective 1: To study the academic stress of high school students of C.B.S.E.

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Table No.1

ACADEMIC STRESS OF HIGH SCHOOL STUDENTS OF C.B.S.E.

No. of

Students Mean S.D. Level of A.S.

50 16.24 5.05 Average Level of A.S. As evident from the table for the mean value 16.24 and S.D. value is 5.05. It means that there is Academic Stress maturity level is according to Self made tool is High level of Academic Stress in High School Students in C.B.S.E.

Objective 2: To study the emotional maturity of high school students of C.B.S.E.

Table No. 2 EMOTIONAL MATURITY OF HIGH SCHOOL

STUDENTS OF C.B.S.E. Number

of Students

Mean S.D. Level of Emotional Maturity

50

131.12 18.94 Extremely Emotional

Immature As evident from the table for the mean value 131.12 and S.D. value is 18.94. It means that there is emotional maturity level is according the Manual. Extremely Emotional Immature High School Students in C.B.S.E.

Objective 3: To study the academic stress of high school students of H.B.S.E.

Table No. 3

ACADEMIC STRESS OF HIGH SCHOOL STUDENTS OF H.B.S.E.

No. of Students

Mean S.D. Level of A.S.

50 19.9 3.48 High Level of A.S. As evident from the table for the mean value 19.9 and S.D. value is 3.48. It means that there is Academic Stress level is according to Self made tool is High level of

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Academic Stress in High School Students in H.B.S.E.

Objective 4: To study the emotional maturity of high school students of H.B.S.E.

Table No. 4 EMOTIONAL MATURITY OF HIGH SCHOOL

STUDENTS OF H.B.S.E. Number

of Students

Mean S.D. Level of Emotional Maturity

50

114.9 20.90 Extremely Emotional

Immature As evident from the table for the mean value 114.9 and S.D.

value is 20.90. It means that there is emotional maturity level is according the Manual. Extremely Emotional

Immature High School Students in H.B.S.E. Objective 5: To study the relationship between C.B.S.E and H.B.S.E high school students on the basis of academic stress.

Table No. 5 COMPARE THE RELATIONSHIP BETWEEN

C.B.S.E. AND H.B.S.E. HIGH SCHOOL STUDENTS ON THE BASIS OF ACADEMIC STRESS

Variables No. of Students

D.F Mean S.D. ‘t’ ratio

Significance level of 0.05

C.B.S.E 50 49 16.24 5.05 3.76

Significant

H.B.S.E 50 49 19.9 3.48

As evident from the Table for the computed value of ‘t’ i .e. , 3.67 is greater than the tabulated value of ‘t’ that is 1.96. So the null hypothesis is rejected and result is significant. It means that there is significant difference between C.B.S.E & H.B.S.E students regarding Academic Stress.

Objective 6 : To study the relationship between C.B.S.E

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and H.B.S.E high school students on the basis of emotional maturity.

Table No. 6 COMPARE THE RELATIONSHIP BETWEEN C.B.S.E AND H.B.S.E HIGH SCHOOL STUDENTS ON BASIS

OF EMOTIONAL MATURITY Variables No. of

Students D.F Mean S.D. ‘t’

ratio Significance level of 0.05

C.B.S.E 50 49 131.12 18.94 7.38

Significant

H.B.S.E 50 49 114.9 20.90

As evident from the Table for the computed value of ‘t’ i .e. , 7.38 is greater than the tabulated value of ‘t’ that is 1.96. So the null hypothesis is rejected and result is significant. It means that there is significant difference between C.B.S.E & H.B.S.E. students regarding emotional maturity.

Educational Implications

It is more important that a student should have a balanced life both academic & emotional. These are two most effected variables which occur in everyone’s life. A major role of emotional stability in academic life is seeing in a student’s life. The lack of emotional maturity may be cause of many current problems such as poor educational out come, drug abuse, juvenile delinquency, frustration, depression etc. In the student life poor educational out come is related with emotional maturity as well as academic stress. The impact of academic stress & emotional unmaturity may be cause of poor academic performance.

In the present circumstances, academic performance is the evaluating, criteria of one’s intelligence. So it i s very important to a student to improve his academic performance and adjust with home, academic and emotional environment.

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The study has its implications for high school in which the student of different emotional behaviour study together. Their friendly behaviour, class room activities and the feeling of fraternity is based on their emotional maturity. The school should not only be aware of the development of student’s academic performance but also they should be aware about their emotional stability.

And the parent should be aware about their children’s emotional stability. Because only a emotionally stable person can make his life successful from the point of view of career and family.

So the study has its implications for both the educational institutions and the family and also for the students who are the centre of this study.

References

Guilford, J.P., Psychometric Methods, New York, McGraw Hill Book Co. 1954.

Mohsin, S.M. A measure of emotional maturity, Psychological Studies, 1960, 5(2) 78-83 pp.

Bernard, H.W., Psychology of learning and teaching, New York, McGraw Hill Book Comp. 1965.

Singh, Y. A Comparative Study of Emotional Stability of Mentally Superior and average children. Unpublished Master's Dissertation, Agra University, 1965.

Garret, H.F. (1973). Statistics in Psychology and Education (Indian Edition), Bombay: Vakils and Feffer and Simons Ltd.

Benjamin F.J. (1977) 'A Comparison between Kibbute and Mashar adolescents interms of Personal adjustment and emotional maturity' . Dissertation abstract International, 37, 10, pp.

Phillips, B. (1978). School stress and anxiety. New York Human Science Press 16, 198-201 pp.

Jenkins, C.D. (1979). Psychological modifiers of response

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to stress. Journal of Human Stress, 5, 3-15 pp.

Johnson, S. (1979). Children's Fear in the classroom sitting. School Psychology Digest, 8, pp. 382-396.

Sinha, A.K.P. and Singh, R.P., Adjustment Inventory for College Students (AICS), Agra, National Psychological Corporation, 1980.

Bhargava, M. Modern Psychological Testing and measurement (Hindi) 5 t h Ed. Agra, Har Prasad Bhargava, 1982.

Srivastava, R.P., Social Maturity Scale (SMS) in Hindi Agra, National Psychological Corporation (1983).

Arya, A. (1984). Relationship between Intelligence and Emotional Maturity of Boys & Girls". (Indian Edition), National Psychological Corporation (1983).

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EFFECT OF WEIGHT TRAINING ON ARM STRENGTH AND REACTION TIME AMONG KABADDI PLAYERS

E.Eswara Reddy Lecturer in Physical Education

NTR Govt. Degree College Valmikipuram, Chittoor Dist Andhra Pradesh

Introduction

Sport has a very prominent role in modern society.It is an institutionalized competitive activity that involves vigorous physical exertion or the use of relatively complex physical skills by individuals whose participation ismotivated by a combination of the intrinsic satisfactionassociate with the activity itself and external rewardsearned through participation. Sport is a competition, strivingto achieve a prescribed goal under rules and standardizedconditions (Howell, et. al., 1994).

Sports in 21st century have gained more popularityand prominence than in any other period of human history.Multidisciplinary efforts are put together with the craze oftaking human performance to its optimum possible level.Performance in certain events and activities has alreadyreached to its breaking point; unless and until there is some miracle increase in speed performance by 0.01 second seemsto be a difficult and challenging task. The sports scientists and coaches are demanding full time involvement and round the year dedicated practice of sportsmen to reach the pinnacle of their performance. The international community of sports lovers is also curiously looking for better and superb performance of sportsmen and women in theirrespective sports. Aspirations andexpectations of the peoplepertaining to the performance of sportsmen all over the world are going higher and higher (Deshpande, 2002).

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Physical education trends have developed recently to incorporate a greater variety of activities. Introducing students to

activities like bowling, walking/hiking, or frisbee at an early age can help students develop good activity habits that will carry over into adulthood. some teachers have even begun to incorporate stress-reduction techniques such as yoga and deep-breathing. Teaching non-traditional sports to students may also provide the necessary motivation for students to increase their activity, and can help students learn about different cultures. For example, while teaching a unit about lacrosse (in, say, Arizona, USA), students can also learn a little bit about the native American cultures of the northeast and eastern Canada, where lacrosse originated. teaching non-traditional (or non-native) sports provides a great opportunity to integrate academic concepts from other subjects as well (social studies from the example above), which may now be required of many physical education teachers.

1.16 HYPOTHESIS

It was hypothesized that weight training exercise will have a

significant effect on the arm strength and reaction time among kabaddi players.

1.17 SIGNIFICANCE

1. The study will improve the arm strength and reaction time inkabaddi players.

2. This study may create more interest among coaches, physicaleducations kabaddi players and ports students for some moreresearches in this area.

3. The result of the research might be more helpful to coaches andkabaddi players to improve their training methods.

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4. The study may encourage both the trainer and the trainee incoaching kabaddi players and other games with suitable exercise.

1.19 DELIMITATIONS

To achieve the objectives of the study investigation delimited the following factors:

1. This study was conducted only on 40 female students from S.VUniversity. The experimental period - 6 weeks.

2. Selection of subjects is between 20 to 23 years of age only.

3. The experiment was conducted for inter collegiate level kabaddiplayers.

METHODOLOGY

The purpose of the study was to find out the effect of Weight Training on the Arm Strength and Reaction Time among Kabaddi Players. In order to achieve this purpose, 40 students from S.V University, Tirupati, were taken as subject in the age group between 20 to 23 years at random. They are all normal healthy students and equally good in the game. The method of investigation and the analysis of data are explained in the chapter.

INDEPENDENT VARIABLE:

Weight Training

DEPENDENT VARIABLES:

1. Arm Strength.

2. Reaction Time

EXPERIMENTAL DESIGN:

The selected 40 subjects were divided in to two groups, namely experimental group and control group. Each group consists of 20

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players and each the subjects were pre tested for their physical and skill related variables. Weight Training Exercises to experimental group and

the control group was not given any experimental treatment. After the experimental period of six weeks, post-tests scores were obtained from all the two groups. The difference between initial and final scores on Physical and psychological Variables considered The Effect of Weight Training Exercises on selected Arm Strength and Reaction time variables among Kabaddi players.

COEFFICIENT OF CORRELATION DONE ON THE TEST-RETEST METHOD TO ASCERTAIN THE COMPETENCY OF

THE TESTER

ANALYSIS OF DATA AND INTERPRETATION

The purpose of this study was to find out The Effect of Weight Training Exercises on selected Physical and psychological variables among kabaddi Players. The statistical analysis of data collected from the experimental and control groups are presented in this chapter. On the basis of the statistical analysis result are discussed.

Level of Significance -For testing the significance of the

differences between pre and post test means of the control and experimental group, 0.05 level of significance was fixed.

S.NO Variable Test Co-efficient of

Correlation

1 Arm strength Flexed Arm Hang

Audio visual 0.97

2 Reaction time Reaction timer 0.87

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ANALYSIS OF T-RATIOON PRE AND POST-TEST FOR CONTROL AND EXPERIMENTAL GROUP ON ARM

STRENGTH.

Variables

Group Mean SD Df ‘t’

ratio Pre Post Pre Post

Arm Strength

Control 0.41 0.48 0.25 0.29 19 3.00

Experimental 0.46 0.49 0.27 0.29 4.66

*Significance at .05 level of confidence.

The Table shows that the mean values of pre-test and post-test of control group on Arm strength were 0.41 and 0.48 respectively. The obtained‘t’ ratio was 3.00 since the obtained ‘t’ ratio was less than the required table value of 2.09 for the significant at 0.05 level with 19 degrees of freedom, it was found to be statistically insignificant. The mean values of pre-test and post-test of experimental groups on Arm strength were 0.46 and 0.49 respectively. The obtained ‘t’ ratio was 4.66 since the obtained ‘t’ ratio was greater than the required table value of 2.09 for significance at 0.05 level with 19 degrees of freedom it

was found to be statistically significant. The result of the study showed that there was a significant difference between control group and experimental group in Arm Strength. It may be concluded from the result of the study that experimental group improved in Arm Strength due to six weeks of Weight Training Exercises.

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DIAGRAM SHOWS THE T RATIO BETWEEN PRE AND POST TESTS OF CONTROL AND EXPERIMENTAL GROUP

ON ARM STRENGTH

.ANALYSIS OF T-RATIOON PRE AND POST-TEST FOR CONTROL AND EXPERIMENTAL GROUP ON REACTION TIME.

Variable Group Mean SD Df ‘t’

ratio Pre Post Pre Post

Reaction time

Control 0.66 0.65 0.114 0.118 19 1.00

Experimental 0.64 0.62 0.116 0.115 0.18

*Significance at .05 level of confidence.

The Table shows that the mean values of pre-test and post-test of control group on Reaction time were 0.66 and 0.65 respectively. The obtained‘t’ ratio was 1.00 since the obtained ‘t’ ratio was less than the required table value of 2.09 for the significant at 0.05 level with 19 degrees of freedom, it was found to be statistically insignificant. The mean values of pre-test and post-test of experimental groups on Reaction time were 0.64 and 0.62 respectively. The obtained ‘t’ ratio was 0.18 since the obtained ‘t’ ratio was lesser than the required table

value of 2.09 for significance at 0.05 level with 19 degrees of freedom it

0.35

0.4

0.45

0.5

pre post

ARM STRENGTH.

control experimental

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was found to be statistically significant. The result of the study showed that there was a significant difference between control group and

experimental group in Reaction time. It may be concluded from the result of the study that experimental group improved in Reaction time due to six weeks of Weight Training Exercises.

THE DIAGRAM SHOWS THE T RATIO BETWEEN PRE AND POST TESTS OF CONTROL AND EXPERIMENTAL GROUP

ON REACTION TIME

DISCUSSION:

The result of this investigation showed a significant improvement in the subjects of the experimental group regular practice of Weight Training Exercises. The results of this study with the hypothesis of the investigation. Interest on the part of the subject used in this study to improve their Weight Training Exercises might also account for the result and this inference is supported by the further fact that all previous studies of similar nature were conducted on

Weight Training Exercises. The six week period for the experimental seen to be produce valid result. The results of the study reveal that there was a significant difference found among S.V University students in kabaddi Players on Physical and psychological. When comparing the mean values of Physical and psychological Variables.

0.6

0.62

0.64

0.66

0.68

pre post

REACTION TIME

con exp

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CONCLUSIONS:

Within the limitations and delimitations of this study, the following conclusions were drawn from the result.

It was concluded that there was a significant improvement in selected Physical and psychological Variables of Arm Strength and Reaction time among in kabaddi Players due to Weight Training Exercises.

References :

1. Clayne R. Jensen and A. Garth Fisher, Scientific Basis of AthleticConditioning (2nd Ed.) (Philadelphia: Lea and Febiger, 1979), pp.

2. Doulas Seaton et.al. Physical Education Hand Book (Englewood Cliffs,N.J: N Prentice Hall, Inc. 1956), 56.

3. Doulas Seaton et.al. Physical Education Hand Book (Englewood Cliffs,N.J: Prentice Hall, Inc.1956), 56.

4. D.K Singh Chauhan,”Construction Of Test Specific Test Battery OfMotor Fitness For Kabaddi Players” (Unpublished Master’s Thesis,JiweajiUniversity, Gwalior,1995) .

5. Dr. NisithK.DattaOn Selected Physical And Physiological ComponentsOf Inter Collegiate Kabaddi And Kho –Kho Players ISSN No22778160,Page 1561

6. David H.Clarke and Harrison clarke, Research process in Physical

Education. Recreation and health. (Englewood cliffs, new fersey:prentiee-hall, inc.,1970), P. 205.

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POLITICAL PARTICIPATION AND REPRESENTATION OF

WOMEN IN MUNICIPAL ELECTIONS OF SRIKAKULAM DISTRICT 2005/ 2007-2014: A STUDY

Dr. S.Dharma Rao Reader in Political Science

Government Degree College Tekkali, Srikakulam District

INTODUCTION

Women are subjected to descrimination in India over centuries. They are often supressed and treated as ‘second class citizens’ in their own homes and in the society at large even though they form about one-half of the countrys population. According to Census 2011, they constitute 48.5 per cent of the population in India and 49.8 per cent in undivided Andhra Pradesh State. Women representation in politics is grossly neglected for a long time. The Constitution of India guarantees the right to equality to all its citizens irrespective of their sex, caste, creed and religion. Hence, women should be given their due share in all walks of life including politics.

Attempts have been made both by the central and State Governments to involve women in politics. With the enactment of 74th Constitutional Amendment 1992, women are provided reservation of one-third of seats in the municipalities to see to fufil gender

representation to strike a balance in urban local self-governments in all the states in India. The present study attempts to compare Municipal Elections of 2014 with that of 2005/2007 with a gender perspective in Srikakulam District.

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Political Participation Through Elections

Political interest, efficacy, and sense of civic obligation play major role in political participation. The more interested an individual is in politics, the more likely she is to participate (Bowman Boynton).

Election is the barometer of democracy, indeed, its life-breath (Norman D. Palmer, 1976). Elections in India provide an occasion for the widest degree of popular participation. Elections provide the means

for the peaceful and orderly transfer of power, for dealing with the vexing problem of succession, for ‘the routinization to political change’ (Michel Breacher, 1967).

Elections in India provide an occasion for the widest degree of popular participation. Elections have become a 'part and parcel of the Indian political life (Sirsikar,1967:182).

Elections are complex events involving individual and collective decisions, which directly affect and are affected by, the total political and social process. They open up channels between the polity and the society, between the elite and the masses, between the individual and his government. They are major agencies of political socialization and political participation (Norman D. Palmer, 1976:1).

Elections in India do play a meaningful role in (the) allocation and exercise of power within the society, the classic purpose of any

political system (Chandi Das, et al. 1968: vi).

Local Self Governments

Local government touches the life and well-being of the people at innumerable points than state or central government. There are two reasons for this. In the first place, it is concerned with providing daily needs of citizens. Secondly, local government in the discharge of its regulatory functions, such as licencing, has to take action against the people of the locality for acts of commission and omission. In fact, for

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building stable democracy the process should begin from the bottom and travel upwards. Local government does many more things for the citizens than the state or central government, and constitutes the edifice on which the democratic structure is built (Nigam, S.R:1978:2-3).

Municipal government existed and flourished in India from ancient times. While Greeks organized democracy centuries before in their city-states, Indians also had democratic institutions in their cities, towns and villages. Kautilya's Arthasastra, describes the structure and functions of city government of the Mouryan period. The modern structure of local Self Governments in India was a British creation. The Corporation of Madras was the earliest to be created by the British. The Corporation which came into existence on the 29th September 1688 (Apparao,1974:1-3).

In 1870, Lord Mayo's resolution came into force. In this resolution, emphasis was given to the decentralization from the centre to the provinces. In Lord Ripon's resolution (1882) fuller scope for local self-government was introduced. This resolution was regarded as the Magna Carta of Local Government in India. The system of election for

the municipal bodies was introduced with a limited franchise (Singh, 1997:14-15).

After adoption of the Constitution, India became a welfare state and hence, it became the responsibility of the state to perform civic functions and to promote social and economic development through local self -governments. As a result, the local self-governments attained remarkable status and importance (Dharma Rao, 2016).

During municipal elections held in 1987, the State Government of Andhra Praadesh provided nine per cent reservation for women to the offices of both the councilors and chairmen.

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Seventy-Fourth Constitution Amendment

The Constitution 74th Amendment Act, 1992 has come into effect from June 1, 1993. In compliance with the Constitutional mandate, the Municipal Act was amended in 1994. Reservation of seats in municipalities was made uniform in all the states.

There are three types of urban local bodies such as; Nagar Panchayats, Municipal Councils, and Municipal Corporations which

came into existence after the 74th Constitution Amendment Act, 1993.

A Nagar Panchayat is constituted for a transitional area. Such an area is basically rural in character, which over a period of time would develop urban characteristics. Such an urban local body would have to perform both rural and urban functions (Maheswari, 1999: 214-215).

Municipal Councils are constituted in smaller urban areas while for larger urban areas Municipal Corporations are constituted. Demographic and other conditions which are determining factors for constituting a particular type of Municipality differ a great deal from one State to another (Maheswari, 1999: 224-225).

Reservation of seats (243T)

(1) Not less than one-third of the total number of seats reserved for women belonging to the Scheduled Castes or, as the case may be, the Scheduled Tribes.

(2) Not less than one-third (including the number of seats reserved

for women belonging to the Scheduled Castes and the Scheduled Tribes) of the total number of seats to be filled by direct election in every Municipality shall be reserved for women and such seats may be allotted by rotation to different constituencies in a Municipality.

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(3) The office of Chairpersons in the Municipalities shall be

reserved for women in such manner as the Legislature of a State may, by law, provide.

Profile of Srikakulam District

Srikakulam city is the headquarters of the district located at the Northern most boarder of the Sate of Andhra Pradesh. The District itself derived its name from the headquarters town. (Commissioner,

2005). The Srikakulam city is situated between the Northern latitude of 18* 20' and 19* 10' and 83* 25' and 84* 50' of Eastern Longitude (Ramesan, 1979:1). The Srikakulam city is located at a distance of 495 Kilometers from the State capital (Amaravathi). According to 2011 Census, the total population of the city is 1,44,438. The total population of Srikakulam District in 2011 was 27,03,114. The Urban population of the district is 4,36,703 which works to be 16.15% of the total population as against 29.58 per cent for the State (Chief Planning Officer, 2014). Srikakulam town was constituted into a municipality in 1867 under the Madras Towns Improvement Act, 1865.

Srikakulam city is elevated to the status of municipal corporation on 10.12.2015. Elections to the Srikakulam municipal corporation yet to take place. There are three other municipalities formed in the district viz., Amadalavalasa (1987), Ichapuram (1986), Palasa-Kasibugga (2000)

municipalities, and Rajam (2005) and Palakonda Nagar Panchayats (2013). Elections to the Rajam Nagar Panchayats are yet to take place.

Research Problem

The district is rich in natural resources but poor in utilization due to poverty, illiteracy and backwardness. The oppressed, suppressed, socially excluded groups of population have been neglected for decades. The enactment of 74th Constitution Amendment in India, women are expected to take part in elections of urban local self-governments so as to gain access to decision-making, planning and policymaking to

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improve their socio-economic conditions. The researcher in this article focuses light on the extent of participation and representation of women in 2014 municipal elections of Srikakulam District in comparison with that of the 2005/2007 Municipal Elections.

Specific Objective

The specific objective of the present study is to know the extent of political participation and representation of women in the municipal

elections in the study area and their strength in the respective elected municipal councils of Srikakulam district for 2005/2007 and 2014 elections.

Methodology:

The study is of descriptive nature. The researcher took secondary data from the offices of Municipalities concerned and the District headquarters to study the participation of women. The data obtained were tabulated manually, analyzed and interpreted in percentages. Further, a comparison of the elections of the three municipalities (Amadalavalasa, Ichapuram and Palasa-Kasibugga) and one Nagar Panchayat (Palakonda) under the study area was also made for the two consecutive municipal election during 2005/2007 and 2014.

Scope and Limitations of the study:

The study is confined to participation and representation of women in elections for three municipalities (Amadalavalasa, Ichapuram and Palasa-Kasibugga) and Palakonda Nagar Panchayat in Srikakulam District for 2014 in comparison with that of 2005/2007. Elections are yet to be conducted for Srikakulam Municipal Corporation (2015) and

Rajam Nagar Panchayat (2005) and hence the researcher could not cover elections of two Urban Local Self-Governments.

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RESULTS

Since the study is aimed to compare the participation of women in the two consecutive Municipal Elections i.e., 2005/2007 and 2014, through their contest against the wards reserved for them and also from other wards open to all (OCs) and their representation in the respective elected councils is taken up for analyses.

It is revealed from the study that a higher percentage of women

(62.8%) have participated through contesting in wards (against reserved and un-reserved seats) in Municipal Elections 2014 of Ichapuram municipality followed by 54.3 per cent in Amadalavalasa, 54.2 per cent in Palakonda Nagar Panchayat and 53.9 per cent in Palasa-Kasibugga municipalities.

In 2005/2007 Municipal Elections also the highest percentage (47.4%) of women in Ichapuram municipality have participated through contesting in the wards followed by 38.9 per cent in Amadalavalasa, 38.8 per cent in Srikakulam 35.1 in Palasa-Kasibugga (2007). It is observed from the study that the percentage of participation of women through contest is higher in Ichapuram municipality.

Whereas, with regard to representation of women in the council is seen, the percentage of representation of women is higher in Ichapram (65.2%) municipality against 47.8 per cent wards reserved folowed by

55 per cent in Palakonda Nagar Panchayat against 50.0 per cent wards reserved, 52 per cent in Palasa-Kasibugga against 48 per cent reserved wards and 47.8 per cent in Amadalavalasa against 47.8 per cent wards reserved in 2014 Municipal Eletions. It is observed from the study that Ichapuram municipality had a higher percentage of women represented in the council than other mnicipalities by winning from the wards reserved and unreserved.

In 2005/2007 Municipal Elections, the percentage of representation of women in the council is higher in Ichapram (47.8%) municipality

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against 34.8 per cent reserved followed by 44 per cent Palasa-Kasibugga (2007) against 36 per cent reserved wards, 41.7 per cent in Srikakulam against 33.3 per cent wards and 34.8 per cent in Amadalavalasa against 34.8 per cent wards. It is observed from the study that Ichapuram municipality had a higher percentage of women represented in the

council than other municipalities by winning from the wards reserved and unreserved.

DISCUSSION

Women are excelling in all fields along with men. In political field also they leave their mark. If we observe their participation and representation in the present study on Municipal Elections, we can understand their enthusiam and will to contest and win from the wards reserved (meant for them specifically), unreserved wards and wards reserved and open for both men and women of the reserved categories. This is highly evidenced in Ichapuram municipality in both the elections and gradual increase in other municipalities also in the 2014 and 2005/2007 municipal elections. Another study by the author reveals that women have represented 53.1 per cent in Srikakulam municipal council against 34.4 per cent wards reserved for them in Municipal

Elections for the year 2000, and 40.6 per cent against 34.4 per cent reserved in 1995 Municipal Elections of Srikakulam municipality. Similarly, they represent 50 per cent in the Municipal Elections 2000 and 40 per cent in Municipal Elections 1995 against 35 per cent wards reserved for that category in elected council of Amadalavalasa (Dharma Rao: 2016). Seventy-fourth constitutional amendment has brought a sea change in the representation of women in muncipalities.

REFERENCES:

Appa Rao, T. (1974). Municipal Corporations in South India, Visakhapatnam: Andhra University.

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Chandidas, R. Leon Clark, Richard Fontera, Ward Morehouse, (Eds.) (1968). India Votes: A Source Book on Indian Elections, Bombay: Popular Prakashan.

Chief Planning Officer (2014) Hand Book of Statistics, Srikakulam District 2014, Srikakulam, p.15.

Commissioner (2005) Srikakulam municipality APURMSP Report, vision of Srikakulam town, p.18.

Dharma Rao, S. (2017). A study of municipal elections of 2014 in srikakulam district: a comparative study with previous elections 2005 and 2007. Report submitted to the University Grants Commission (SERO) Hyderabad in fulfillment of UGC Minor Research Project under-XII Plan File No. MRP -5749/15 (MRP SERO/ UGC) Link No.5749 Comcode: APAN028

Dharma Rao, S. (2016). Municipal Elections in Srikakulam District 1995-2005, Visakhapatnam: Sucharita Publications.

Maheswari, S.R., (1999). Local Government in India, Agra: Lakshminarayan Agarwal, pp. 214-215.

Michel Breacher, (1967). Succession in India: Routinization of Political Change,’ Asian Survey, VII, July, p.147.

Nigam, S.R. (1978). Local Government, New Delhi: S.Chand and Co.,

Norman D. Palmer, (1976). Elections and Political Development, New Delhi: South Asian Experience, Vikas Publishing House, p. 1.

Ramesan, N. (1979). Andhra Pradesh District Gazetteers, Srikakulam, 1979, the Director of Printing and Stationery at the Government Secretariat Press, Hyderabad: Andhra Pradesh.

Singh, U.B. (1997). Urban Local Government, New Delhi: Rawat Publications.

Sirsikar, V. M. 'Electoral Process in Poona 1967: A Study in Parties, Politics and Voters' (unpublished manuscript, Poona: Department of Political Science, University of Poona, n.d.).

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ANNEXURE

Table: Political Participation and Representation of Women in Municipal Elections of Srikakulam District 2005/2007-2014: A Comparative Study 2005 2007 2014 Women Srikaku

lam Amadalavalasa

Ichapura

m

Palasa- Kasibu

gga

Amadalavalas

a

Ichapura

m

Palasa-

Kasibugga

Palakonda

Total Wards in the Municipality

36 23 23 25 23 23 25 20

No. of Wards Reserved for Women

12 8 8 9 11 11 12 10

Percentage of Wards Reserved for Women

33.3 34.8 34.8 36.0 47.8 47.8 48.0 50.0

Total No. of Contestants 116 54 76 74 81 78 76 83 No. of Women Contestants 45 21 36 26 44 49 41 45 Percentage of Women Contestants

38.8 38.9 47.4 35.1 54.3 62.8 53.9 54.2

No. of Wards won by Women 15 8 11 11 11 15 13 11 Percentage of Strength of Women in the Elected Council

41.7 34.8 47.8 44.0 47.8 65.2 52.0 55.0

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NON TRADITIONAL SECURITY IN INDIA: UNDERSTANDING

ENVIRONMENTAL ISSUES IN HIMALAYAN REGION

Dr. Bipin Kumar Tiwary Assistant Professor

Department of Political Science (University of Delhi)

Abstract

The paper explore how non-traditional issues can manifest as security challenges, and the role of the state, Issue-based and area-specific, Himalayan Region one of the most important geographical resource zones of the world. The Himalayas are our greatest heritage and storehouses of biodiversity and natural resources which have sustained life in the mountains as well as the plains for centuries. Some of the largest river-systems and basins in the world which have sources here, provide our country with 60% of its water requirement , 9000 plus glaciers and high altitude lake store about 12000 km 3 of fresh water. Himalayan mountain system is distinguished globally for its rich biodiversity. With increasing emphasis on growing cash crops, the agricultural biodiversity is changing and there is added stress on forest resources. This paper summarises Non- traditional security in India: Understanding Environmental Issues in Himalayan Region.

Keywords: Non-traditional, Himalaya Region, Environmental Issue , Ecosystems, Sustainable Development.

Introduction

The concept of national security has evolved since the end of the Cold War and the rise of globalisation. Although the concept of national security is often invoked by national leaders across the globe, the definition of national security is seriously debated by various scholars, national leaders and members of civil society. The concept of national security is no longer strictly confined to traditional state centric security concerns predominantly focused on external threats but now embraces alternative approaches that aim to address fundamental challenges to human security in a given state. Shifting global realities have given rise to what is currently defined as ‘Non-Traditional

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Security’, such a term aims to encompass various threats that obstruct the security and livelihoods of citizens. While citizens and governments alike face a myriad of challenges to ensure national security, Non-Traditional Security enables participants to view of Understanding Environmental Issues in Himalayan Region. Growing concerns for deteriorating environment by stakeholders and other over the last four decades seem to have linkage with gigantic cause-and-effect arguments on Himalaya and the northern plains being on the receiving end are also plunging fast towards environmental and socio-economic collapse. The processes - physical, human, socio-economic and political have contributed to such debates through visions of deforestation, landslides, large-scale downstream flooding, uncontrolled population growth, increasing poverty and the malnutrition. This pattern of thinking has been widely accepted as established fact by large number of people who often lend their support to perpetuate it as a truism. Ives & Messerli (1989) has referred it as the ‘Theory of Himalaya Environmental Degradation’. Traditional agro ecosystems in the Himalayas are complex, in that crop husbandry, animal husbandry and forests constitute interlinked production systems. Inaccessibility, environmental heterogeneity and ecological fragility favoured the evolution of subsistence production systems sustained with organic matter and nutrients derived from the forests. Increased population pressure from within the mountain region, largely exacerbated by external pressures from the industrial societies from the plains, has contributed to major changes in the agro ecosystems of the Himalayan region and the associated rapid depletion of natural resources. The land use change in the Himalayas is significant and affects a whole range of issues. These encompass concerns such as global warming and climate change, biodiversity depletion, biological invasion, land degradation and hydrological imbalances. The changes are closely linked with the issue of sustainability of socio-economic development since they affect the natural resources. Given that all such changes are potentially serious, the one with the most immediate effect on agriculture is land use change. This includes abrupt and major changes, such as the switch from natural vegetation to cultivation, or of changes associated with what is often termed agricultural intensification. Recent concerns about sustainability and global change have brought these issues to the

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fore and re-awakened interest in traditional agro ecosystems rich in agro biodiversity. Literature Review In (1922) Osmaston was the first person who emphasized the need for detailed ecological study of Himalaya region and his plea was Environmental Regeneration, Dominance and Species diversity of Tree Species in Forest Ecosystems of Submontane and Montane zones In(1985) Singh reviewed the work done on the environmental regeneration of forests in the Central Himalaya.

In (1989) Tiwari surveyed Garhwal Himalaya, the forests and concluded that a detailed analysis of forests is needed considering different elevations, aspects, and factors acting thereupon.

In (2000) Bhandari et al., reviewed the work on dominance and diversity relations of woody vegetation structure along an altitudinal gradient in a mountain forest of Garhwal Himalaya. They emphasized that the elevation range of 300 to 2200 m in the Garhwal Himalaya reflects three vegetational regimes, viz., Shorea robusta in the sub-montane zone (up to 1000 m), Quercus leucotrichophora (>1500 m) in the low montane to mid montane zone and Pinus roxburghii regime in between the first two regimes (Bhandari et al., 1997). It would be worth to mention here that in 1911 of the total area of Kumaon and Garhwal Himalayas there was 86% forest cover, however, in 1971 it was reduced to 38% (Tiwari, 1981). This shows a dramatic reduction in Environmental Regeneration, Dominance and Species diversity of Tree Species in Forest Ecosystems of Submontane and Montane zones of Himalaya the forest cover in the Himalayan zone and it needs the studies on environmental regeneration of tree species and other quantitative community analysis of different forests at different elevations. Owing, the facts the present investigation has been undertaken.

METHODOLOGY:

At the first stage, systematic literature reviews is conducted to study history of in non-traditional issues can manifest as security challenges in the Himalayan region. Criteria for study site selection and time

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frame apart from the importance of the area and the severity of the environmental problems it faces, several factors guided the selection of the Himalaya, particularly the Himalayas, transect for study.

At the second stage through literature reviews issues in Himalayan region is studied and examples of good practice of Himalayan region will be selected, described and analyzed. The area represents typical Himalayan conditions with diverse geological and ecological zones; Sub-Himalaya, Lesser Himalaya, Higher Himalaya and Trans-Himalaya.

Degradation of Environmental Resources

Traditionally mountains were identified as backward, inaccessible, and remote geographical locations inhabited by semi-civilized tribal people. Mountains were physically isolated from the mainstream society and economy and consequently from overall development paradigm. Hence, mountain regions and the people living therein were physically, socially, economically, and politically isolated and excluded. As a result they were marginalised from the mainstream development processes. Although such features are still true in many mountain regions of the world, there are, nevertheless, plenty of instances where processes of development have gradually penetrated into these marginal locations in recent times exposing them to variety of modern forces. These so-called modern forces include tourism development, communication and other infrastructure development, unplanned growth of population both through natural process and migration from the lowlands, advent of modern technological tools, rise in consumerism, commercialization of mountain culture and economy, transfer of mainstream culture to mountains and gradual death of traditional/cultural institutions, and such other agents of modernity. The onset of globalisation in the last couple of decades further accelerated the process of integration of mountain economy and society to the mainstream. Consequently, the fragile environment of mountains and resource bases therein got exposed to various uninvited forces that were not congenial to the health of mountain ecology.

Conflict and War

One of the greatest challenges of human security in mountain regions is the chaos created by conflict and war. Physical isolation excludes the

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mountains and populations therein from development, resulting in political and economic marginality often resulting into socio-cultural and ethnic conflicts in many cases. In 1999, 23 of the 27 major armed conflicts in the world were being fought in mountain regions (Diouf 2002). Such locations as Afghanistan, Kashmir, Caucasus, and ‘Kurdistan’ are prominent in this regard but the so-called defensive stances, guerrilla warfare, the drug wars, and the systematic repression of mountain ethnic minorities (Ives 2002) are no less elements that have severely tested the human security. Where there is armed conflict, lives become painful to the common people, as they cannot carry out fundamental life-sustaining tasks. The local ecology degrades due to conflicts with far reaching impacts making extremely difficult for the rural mountain people to practice agriculture. Often, soldiers or those who dominate the conflict claim what little food exists. In some cases, agricultural lands may be seeded with land mines, making the recovery from war a prolonged fight for survival. Unless the disaster of mountain warfare is effectively tackled, the prospect for sustainable mountain development over much of the mountain world is exceedingly grim.

The Issue of Sustainable Livelihood

Subsistence agriculture was the mainstay of mountain communities for long. However, with the advent of modern development paradigm and penetration of market forces things are changing for bad in several pockets of mountains. People living in and around urban centres have access to many of the modern technologies and other parameters of development. Gradually, their perception about life has been changing. They have already started to think in a more commercial ways than their forefathers who otherwise thought at subsistence levels. In remote, rural and inaccessible areas too situation is changing with time. With the rapid growth of people there are no adequate food supplies. Agriculture is yielding less due to several natural and man-made challenges. Land, water and forest resources are getting scarcer with increased intensification of resource use. Further, ‘human pressures on mountain resources has led to both intra and international conflicts between highland and lowland, perhaps most notably in south Asia where subsistence farmers in the Nepal Himalaya

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have been blamed by India and Bangladesh for flooding, sedimentation and stream channel shifting in the Ganges River Plain and Delta.

Institutional and Policy Gap

For long mountains were not seen by the governments as a separate and unique geographical unit of the earth needing different institutions and policies to govern them. Institutions and development policies of the mainstream ‘prime locations’ were extended to the ‘marginal locations’ like mountains and consequently several environmental and socio-cultural problems were invited. Although developed world recognised the prevailing lacuna in their governance much earlier and have been trying to address the same through alternative institutions and policies measures mountains of less developed countries are still at the mercy of mainstream institutions. Development policies and programmes have consistently failed to identify and address needs of the mountains and aspirations of the people therein. Even when attentions have been given, mainstream approaches have at several cases proved inappropriate and thus have resulted many adverse impacts on the socio-economy and environmental set-up of the region. It is important for the development planners and policy makers to understand that mountains demand an individual approach. This becomes essentially imperative because the effects of slopes and elevation of mountains add a unique dimension to the challenges in addition to such constraints present in the lowlands.

Inadequate Knowledge Base

Understanding of mountains and the intricate linkages between physical and socio-cultural dynamics are still limited to indigenous people of the mountains and few others outside the mountains. There is an appreciable gap in knowledge bases with respect to the socio-economic characteristics, traditional-institutional and ecological processes operating in mountain areas. Further, no serious and systematic attempt has been made to understand the various fallouts of modern development in mountain regions, like climate change, pollution, armed conflict, population growth, resource degradation, changes in agricultural patterns and practices, mining, unplanned tourism development, urbanisation and associated infrastructure development etc. and their impact on the overall environmental and

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human security. Agenda 21 (1992) has identified persistent knowledge gaps in the understanding and delivery of sustainable mountain development as an area of great concern. Therefore, a far greater effort needs to be invested in order to understand various challenges faced by mountains in near future. Further, there is need for a more robust and science based research than a mere media reporting and popular write-ups based on assumptions and suppositions in order to have sufficient and authentic database for effective policy formulation.

Issues and Challenges Owing to its relatively recent geological origin, the Himalayan ecosystem once rich in biodiversity of elusive plant and animal species is under threat of destruction, expanding agricultural land and rural population resulted in diminishing forest area. Expanding economic activity and population growth are the two basic factors behind increases in energy consumption. In a state like J&K, where economic growth is necessary and population growth is increasing, energy demand will continue to rise in the years to come. Energy consumption patterns and the rise in demand, their sources, and ways in which they are harnessed and utilized have implications for the environment and natural resources, which ultimately affect overall development. Progress in environmental management has been slow and natural resource degradation remains at the core of many problems. Climate change will add a new stress to ecosystems and socioeconomic systems already affected by poverty and natural resources depletion and unsustainable management practices needs an immediate attention of the scientific community. Mountains are essential energy sources for our state, but their role in national energy resources could well be significantly altered from anticipated human interference and climate change. How well do we understand these changes today, and what are implications for Himalayan resources management and for policy? Management aspect: Information and communication

There are no blueprints for success. Now more than ever there is a need for interdisciplinary research, inter-sectoral cooperation, and forums for open exchanges of ideas. Perhaps the greater challenge will be in developing the creative potential of individuals and grassroots organizations utilize human capital and technologies creatively, and to build on the strengths of existing institutions while addressing

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inequities and uncertainties in innovative ways. Monitoring and assessing the conditions of particular environmental resources over vast geographic areas might be facilitated by the use of sophisticated technology and scientific expertise. While there is a danger in overemphasizing technological solutions, scientific research efforts and state-of-the-art technologies can be important tools for the management of extensive resources. For example, GIS systems can provide detailed information on environmental conditions on a vast scale. The timely exchange of environmental data among stakeholder groups both vertically and horizontally will be key to institutional success.

Environmental Information Database Framework

Access to multi-sectoral environmental databases at multiple levels is the key to environmental assessment and monitoring. An environmental information database should integrate information from socioeconomic and biophysical sources, natural disasters, and polices and institutions. Our institutions are far better platform for advocating a framework on environmental database for state of the environment reporting at the State level. Embracing such a framework at local level will help this part of the Himalaya deal with environmental information

Integration and Analysis of Environmental Information The information required for environmental assessment and monitoring covers a wide spectrum. There is an increasing need for better integration of environmental concerns into decisions that can affect the environment in major economic and human activities such as energy, industry, transport, agriculture, and tourism. Information on the natural resources base and environment is essential. Information on human activities impacting the environment, emission of pollutants, natural events, and human responses to environmental changes is equally important for assessing the ecosystem as a whole. Careful integration of environmental data into social and economic dimensions is increasingly recognized as vital for scientific understanding and societal decision making. This has a number of implications for the collection, management, and use of information, including the necessity

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of synthesizing and presenting scientific and technical information in readable, usable form, and of displaying the links between environmental and socioeconomic issues. Such integration can be fostered by proper institutional mechanisms as well as by using modern analytical tools and decision support systems, which will support better understanding of environmental trends and conditions and help develop and implement policies, plans, and actions. The proper and scientific management of Himalayan resources will certainly reduce the miseries of the communities living in this region. Disaster Management

One of the most challenging issues of the Himalayan environment is its susceptibility to environmental degradation leading to natural hazards: Linkages between environment, natural disaster and developmental works needs to be clearly established to mitigate environment hazard and disasters. Developmental projects having potential to aggravate or cause hazards should be studied very carefully and so formulated as to minimize their adverse effects in this regard. The economic impact should receive adequate attention and cost benefit analysis should incorporate probable disaster events and the mitigation programmes to be taken in the affected areas.

Conclusion

Essence non-traditional security is an ecology comprising of several facets that operates in a rapidly changing world. All facets of this ecology, whether it be food security or water challenges are all intrinsically interconnected as they do not occur in isolation and deficits in one facet manifest themselves in another. India is not alone, in facing challenges that fall under non-traditional Security and as evidence demonstrates some countries are making immense progress in tackling non-traditional security challenges. Thus in an increasingly interconnected world, success in curbing challenges that present a threat to human security and dignity, there are valuable lessons to be learnt. Although India has produced many interventions and policies, the gaps in current approaches may perhaps be diminished from learning and possibly implementing approaches that have proved to be successful in other developing countries and developed nations. Evidently successful interventions that have been introduced to curb

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non-traditional security concerns, share certain features. Features include, responsive government institutions, innovative and effective institutional mechanisms, coherent policies based on achievable goals, incremental reforms, and a variety of incentives, technological innovations, effective monitoring and continuous capacity building. Some policies and reforms, may be perceived as too lofty to achieve or even strive towards. However given the gallant efforts that India has made in its development trajectory, it is possible to enhance gains made in human development and achieve the vision of inclusive development in India. Thus to conclude, the onus is on all responsible stakeholders of India’s development to learn from successful interventions and to apply concentrated effort for their success to be actualised in India. This paper thus argues that rise of non-state actors, intra-state wars, environmental degradation and climate change, demographical changes and cyber-conflict pose a greater security threat to the nation-states in the 21st century than armies of other states. In spite of the many virtues of traditional crops, precious genetic diversity, the rivet of ecosystem stability, is gradually being lost. It has been predicted that by the turn of the century around 6 percent (62 millions) of India's population will be living in the Himalayas and the region will continue to import foodstuffs unless practices are changed. In addition, the region would lose the traditional knowledge of cultivation and the uses of these crops forever and would also lose the chance of being a diverse and nutritive food producing region. In situ conservation of traditional crops and cultivars could succeed when these crops are strongly linked with the economic development of hill farmers. Pragmatic multidisciplinary research efforts are needed to evolve farming systems which can provide enough quality food and economic security for the people of the region together with conservation of the traditional crop wealth, sustainability of the production systems and environmental conservation. Poor scientific knowledge on traditional hill farming and socio-economic dimensions of the hill farming society is a serious impediment to identifying sustainable agricultural development solutions in the Himalayas traditional agro biodiversity management is a key for coping with uncertainties in the Himalayas. This paper thus argues that rise of non-state actors, intra-state wars, environmental degradation and climate change, demographical changes and cyber-conflict pose a greater security threat to the nation-states in the 21st century than armies of other states. According to Nye and Welch

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(2013), two of the important means of preventing and managing conflict and increasing cooperation are international laws and organizations, such as the UN. However, these laws and institutions are tailored to dealing only with states; they do not have provisions for organized crime networks or terrorist organizations. The “tragedy of the commons” has resulted in the overexploitation of natural resources without any heed for allowing for their replenishment, for “temperance is much harder to achieve than deterrence”. Developed states are highly reluctant to voluntarily stunt their economic growth by adhering to the Kyoto Protocol, and developing states are unwilling to compromise on their new-found economic successes. This has led to a stalemate in terms of tackling the impact of climate change. Demographical changes are an important flashpoint that might make or break the power politics of a state in the future. It is also highly attractive to state and non-state actors as an effective supplement to traditional conflict methods because of their cost-effectiveness and absence of direct loss of human life during the course of operations. All these new threats to a state’s national security fall outside the perimeter of traditional conflicts. References

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Tuchman Mathews, Jessica (1989), “Redefining Security”, Foreign Affairs, 68 (2): 162-177.

Ullman, Richard H. (1983), “Redefining Security”, International Security, 8 (1): 129-153.

Waever, Ole (2007) “Securitization and Desecuritization”, in Barry Buzan and Lene Hansen (eds) International Security Volume III, London: Sage Publications.

Wolfers, Arnold (1952), “‘National Security’ as an Ambiguous Symbol”, Political Science Quarterly, 67 (4): 481-502.

Bilham, R., Gaur, V.K & Molnar, P. 2001. Himalayan Seismic Hazard. Science, 293, 1442-1444.

Bilham, R., Larson, K. & Freymueller, J. 1997. GPS Measurements of Present-Day Convergence across the Nepal Himalaya. Nature, 386, 61-64.

Craig, J., Absar, A., Bhat, G., Cadel, G., Hafiz, M., Hakhoo, N., Kashkari, R., Moore, J., Ricchiuto, T.E., Thurow, J. & Thusu, B. 2013. Hot Springs and the Geothermal Energy Potential of Jammu & Kashmir State, N.W. Himalaya, India. Earth-Science Reviews, 126, 156-177.

Dortch, J.M., Owen, L.A., Haneburg, W.C., Caffee, M.W., Dietsch, C. & Kamp, U. 2009. Nature and Timing of Large Landslides in the Himalaya and Transhimalaya in Northen India. Quaternary Science Reviews, 28, 1037-1054.

Hubbard, J. & Shaw, J.H. 2009. Uplift of the Longmen Shan and Tibetan Plateau, and The 2008 Wenchuan (M=7.9) Earthquake. Nature, 458, 194-197.

Jade, S., Bhatt, B.C., Yang, Z., Bendick, R., Gaur, V.K., Molnar, P., Anand, M.B. & Kumar, D. 2004. GPS Measurements from

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the Ladakh Himalaya, India: Preliminary Tests of Plate-like or Continuous Deformation in Tibet. Geological Society of America Bulletin, 1386-1391.

Korup, O., Strom, A.L. & Weidinger, J.T. 2006. Fluvial Response to Large Rock-Slope Failures: Examples from The Himalayas, The Tien Shan and The Southern Alps in New Zealand. Geomorphology, 78, 3-21.

Le Forte, P. 1975. Himalayas: The Collided Range. Present Knowledge of the Continental Arc. American Journal of Science, 275-A, 1-44.

Mitchell, A.H.G., & Garson, M.S. 1983. Mineral Deposits and Global Tectonic Settings. Academic Press: London, 405p.

Mukhopadhyay, D.K. 2008. Hydrocarbon Exploration in the NW Himalayas: A Perspective from Structural Geology. AAPG Search and Discovery: http://www.searchanddiscovery.com/abstracts/html/2008/geo_india/abstracts/mukhopadhy ay.htm

Owen, L.A., Caffee, M.W., Bovard, K.R., Finkel, R.C. & Sharma, M.C. 2006. Terrestrial Cosmogenic Nuclide Surface Exposure Dating of the Oldest Glacial Successions in the Himalaya Orogen: Ladakh Range, Northern India. Geological Society of America Bulletin, 118, 383-392.

Pant, R.K., Phadtare, N.R, Chamyal, L.S. & Juyal, N. 2005. Quarternary Deposits in Ladakh and Karakoram Himalaya: A Treasure Trove of the Palaeoclimate Records. Current Science, 88, 1789-1798.

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HISTORY OF INDIAN ENGLISH NOVEL AND PLACE OF

SHOBHA DE

Dr.Ambati Suribabu Sr. Lecturer in English

Mrs. A.V.N. College Visakhapatnam

The history of Indian English novel can be very much aligned to to the advent and supreme reign of the British Rule upon India, resting for 200 years. Such a prolonged and momentous rules established by an ‘alien’ empire, did have its both adverse and beneficial factors. Leaving out the ruthless colonisation, Britishers left their share of wonderous vitues in the literary, architectural and political sides perhaps had overshadowed all the other routined existence, with Indian literature and English education never remaining the same again. English

education never remaining the same again. English as a basic fundamental language was very much introduced in the dozems, with the class and then the mass joining to be amalgamated with the crudite and good hearted British populance. It was also precidely during this time that the illustrious Indian literatures, in a zealous attempt to show their vengeana against such English opporesion, had penned out series of English works of art, only to be accepted forever by the global literary scenario, in the years to come. With many regional geniuses joining hands in such an endeavour, the history of English novel in India, presents itself as a solemn surprise, surpassing all other literary genres.

The history of the Indian novel thus honestly be dubbed as the story of a metamorphosing India. There did exist a time when education was an infrequent opportunity and speaking English was really not necessary by natives out crying against British. The stories

however were already in the location, hidden in the myths, in the

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folklore and the umpteen languages and cultures that chaffered, conversed, laughed and cried all over the subcontinent. India has, since

time immemorial, always served as a land of stories, the strict segregation between ritual and reality being quite a thin line.

Indian writing in English began with the introduction of English education in India in the nineteenth century. Against the general presumption that Lord Macaulay imposed English education upon the Indians to produce clerks for the purpose of successful British administration. English education brought more positive developments and changes in the Indian society by producing great leaders, reformers and writers. Raja Ram Mohan Roy, the great social reformer, championed the cause of modern English education in India. Raja Rao, the pioneer of Indian Renaissance used English fluently and forcefully in lucid, clear and flexible prose works on religion The percepts of Jesus (1820) and A Defence of Hindu Theism (1817), his first

original essay in English. His writings, utilitarian rather than creative, weilded a considerable influence and brought about the desired change in the thinking of the then Indian intellectual class. Other reformers were Keshab Chunder Sen, Dwarka Nath Tagore and their friends who also used utilitarian prose in English in their works for communication

of these ideas. They set the trend of English prose for the later reformers and thinkers such as Ram Krishna, Vivekanand, Dayanand, Sri Aurobindo, Mahatma Gandhi and Radha Krishnan. This trend of prose marked the beginning of Indian writing in English.

Another notable gift of English education to India is prose fiction which appeared on the Indian English literary scene last of all other forms. Though India was rich in story-telling as evidenced from its Panchatantra, the novel as we find today was an importation from

the west. The earliest Indian English fiction were tales rather than novels, but the use of fantasy found in these tales shows their links with ancient Indian tradition inspite of the fact that their subject

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matter is contemporary. Important works of such fantasy were Kylash Chunder Dutta’s A Journey of 48 hours, of the year 1945. (1835),

and Shoshee Chunder Dutta’s Republic of Orissa (1845). Bankim

Chandra Chatterjee’s Raymohan’s Wife (1864) was the first Indian

novel in English. The setting of the novel was the contemporary social scene. It was the story of a long suffering middle class Hindu wife at the hands of a callous husband. The urge of social reform was a

significant aspect of the Indian renaissance of the nineteenth century. This was an important theme of the Indian English fiction. Shevantibai M. Nikambe’s Ratanbai : A Sketh of a Bombay High Caste hindu Young Wife (1895), a novel based on the author’s own experience, is a

plea for women education.

Romesh Chunder Dutt’s The lake of Palms : A story of Indian Domestic Life (1902) is a story advocating, Widow – Remarriage. A peasant’s life is the theme of Lal Behari Day’s Govinda Samanta or The History of a Bengal Raiyat (1874); In this

Nasrim, An Indian Medley (1911), Sardar Jogendra Singh presents a

realistic study of decadent artistic aristocratic life in North India.

The political theme is hardly to the fore in the fiction of this phase, and naturally the day of organized political activity on a large scale was yet far off. Nevertheless, Sarat Kumar Ghose’s The Prince of Destiny : The New Krishna (1909) is an interesting early attempt

to deal with it. The novel depicts an enlightened Rajput Prince of the later nineteenth century who symbolizes the union of the best of the east and the west.

The religious life – true and false – forms the chief motif in two prominent novels. B.R. Rajan Iyer’s unfinished novel, True Creatures or Vasudeva Sastri (Serialized in Prabudha Bharat (1996-98;

published in book form in 1925) offers an idealized portrait of a hero who has attained the stature of the sthitaprajna of the gita. A

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Madhaviah’s Thillai Govindan (1916) first published

pseudonymously as A Posthumous Autobiography (1908) edited by

Pamba is an absorbing account, probably auto biographical, of the mental development of a contemporary south Indian Brahmin youth, who loses his faith temporarily under the impact of western education

but regains peace after his redisdovery of the Gita. Another type of fiction which made a fairly early appearance was historical romance.

Prominent examples are Mirza Moorad Ali Beg’s Lalun, the Beragun or the Batlle of Panipat (1884). T. Ramkrishna’s Padmini (1903)

and A Dive for Death (1911), R.c. Dutt’s The Slave Girl of Agra

(1909), Jogendra Singh’s Nur Jahan : The Romance of an Indian

Queen (1909), Svarna Kumari Ghose’s The Fatal Garland (1915). In

Toru Dutt’s Bianca (1876) an unfinished love story set in the

nineteenth century England, the heroine who is of Spanish parentage appears to be a self porfrait.

K.S. Romamurthi maintains that the early Indian English novelists “where by no means ‘imitators’ but conscious experimenters who adopted an alien form and medium to socio-cultural situation and sensibility which were specially Indian. (Ramamurthi 1980 : 80).

Even after more than a century, Indian English literature could not produce even a single novelist of substantial output. Nevertheless, a sudden flowering in the history of novel writing in Indian literature in English could be seen when the Gandhian era (1920- 1947) had reached its highest point of glory during the civil disobedience movement of the thirties. A group of novelists who were influenced by this epoch making political, social and ideological commotion arrived at the scene. A society compelled into self awareness like this provides a fertile soil for fiction and it is no acident that the three major Indian English novelists like Mulk Raj Anand, R.K. Narayan and Raja Rao began their career during this phase. In fact, it was during this period that Indian English

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fiction discovered some of its most significant themes such as the ordeal of the freedom struggle, east – west relationship, the communal

problem and the plight of the untouchables, the landless poor, the economically exploited etc. Mulk Raj Anand’s pre-independence fiction deals with several aspects of social reforms including the plight of the untouchables in Untouchable (1935), the lot of the landless peasant in

Coolie (1936), the exploitation of the tea garden workers in Two Leaves and a Bud (1937); and the problem of industrial labour which

are already touched upon in parts of coolie. There are dealt in detail in The Big Heart (1945). K.S. Venkataramani offers in his Murugan The Tiller (1927) in which Rama, the hero, found an ideal rural colony

in Gandhian principles at the end. The social novel of the period did not always make itself a vehicle for reforms but some times aimed solely at faithful portrayal of the changing social scene. K. Nagarajan’s Athavar House (1937) is a family chronicle dealing with an old Maharashtrian

Vaishnava Brahmin family long settled in the south. Dan Gopal Mukherjee’s autobiographical novel My Brother’s Face (1926) offers

an equally evocative picture of changing India, though his scope is far more limited. For a more authentic picture of the Indian village in learly twentieth century, one has to turn to Mulk Raj Anand’s The Village (1939). His Across the Blackwaters (1941) is a perceptive

account of world war I seen through the eyes of an Indian. It is the only major war novel in Indian English fiction.

As a writer, Shobha De is conscious of the feminist critique on marriage as an institution. She bring out the patriarchal constructs which underline in the fold of this social contract. Woman has a non-existent status. She has to bear all the brunts of any problem in the system. The modern Indian society is still bound by the patriarchal world order. Manu’s statement “about a wife being important for the happiness of man and his ancestors” (Nabar 1995 : 104) has been satirized in projecting the relationship between Aparna

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and her estranged husband Rohit in snapshots (1994). Aparna was initiated by free sex, a degraded existence which she hates at the cose of

her being. The author watches at marriages in her novels while some people watch birds. The author herself confesses her position of having been obsessed with the theme of marriage in novel after novel. It is an obsession that has reached its climax in spouse, “The Truth About Marriage, a ready reckoner on, what else but marraige how they

work, why they fail. She says, “I know what to watch out for, the pitfalls and loopholes” (De 2005 :5) De attempts to debunk a lot of the myths surrounding marriage.

Women writers like Amrita Pritam, Kamala Das, Kamala Markandaya, Anita Desai, Nayantara Sahgal, Shobha De and Arundhati Roy focused on the cause of the Indian women. An Indian critic has rightly remarked.

In India also, women authors have boldly come out with intimate details of their lives in their autobiographies. When women could talk so feely about themselves, it was natural that they would be more uninhabited in their writings, especially in their novels.

(Srivastava 1996 :1)

The advocacy of women’s problems is clearly seen the works of Indian women novelists. What was just a beginning in writers such as Anita Desai and Nayantar Sahgal get a more strident treatment in Shobha De and other novelists. Shobha De strikes the latest trend in her feminist stance that is to reject outright the male hegemony. She is totally different from other Indian women writers. Her writings constitute a strong literary bashing of the Indian male. Through her novels, she tries to shatter the unsympathetic and uncivilized attitude of callousness and indifference of men towards women.

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Shobha De belongs to her modern feminist schools of thought. She raises the women characters in her novel to be at par with male

characters. They have an amount of independence in all walks of life. She has also to carry the burden of some unflattering epithets, India’s Jackie Collins, Queen of Gossip and many more. She stiffens imperceptibly,

“When I am writing the out there sex novels, I can imagine India going into shock. In today’s context it’s ludicrous to label anybody” (De 2005 :5) Though she believes such labels are irrelevant, De confessions to have moved away from those books. Her women protagonists have gone all out in enjoying the status as the new modern women. They have shattered the age old concept of the traditional Indian women with their assertive individualistic and carefree attitude towards life.

With these new perspectives, Shobha De developed human relationships in a broader light. Many critics are bitter critics of her

presentation of relationships in their completely naked form. However, in some universities, her novels have been prescribed for study. This shows the significant roles of her works. The study of the human relationships where the author deals so openly without any hypocrisy is challenging task.

References

1. Ramamurti, K.S. 1980 “Does the Indian Novel in English Have a Future?” Cygnus, 11 :1.

2. Dodiya, Jaydipsingh and R.K. Dhawan. 2000. “The Fiction of Shobha De: An Introduction” in Jaydipsinh Dodiya (ed.) The Fiction of Shobha De. New Delhi, p.14.

3. Surendran, C.P. 1992. “Just Another De” in Illustrate Weekly of India. 6th Nov.

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4. Jardine, Alice 1986. Gynesis : Configuration of Women and

Modernity. Ithaca : Cornell University Press P.25.

5. De, Shobha. 1995 “Socialite Evenings” in Shobha De Omnibus. New Delhi : Penguin. p.44.

6. De Shobha 1994. Shooting from the Hip. New Delhi : USB

Publishers & Distributors. p.12.

7. De, Shobha. 1995. “Snapshots: in Shobha De Ombinus, New

Delhi : Penguin. p.940.

8. De, Shobha, 1995. Snapshots. New Delhi : Penguin.

9. De, Shobha, 1995. “Shultry Days” in Shobha De Ombinus. New Delhi : Penguin.

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SANSKRIT AS MOTHER OF ALL LANGUAGES

Dr.D.Jeevanasri Reader in Sanskrit

VSM College Ramachandrapuram

Introduction

Language means : इदम धं तम: ु नं जायॆत भुवन यम ्

य द श दा वयं यॊ तरासंसारं न द यतॆ

(All the three worlds would be enveloped in blinding darkness if the brilliant light called language does not shine eternally)

Familiar ‘s sayings on Sanskrit:

1.Jawaharlal Nehru said that the finest heritage of India is the Sanskrit language and literature .

2.William Jones declared about 200 years ago that Sanskrit is more perfect than Greek,more copious than Latin and more exquisitely refined than either.

Origin of language:Nearly 11 views were noted about the origin of language they are..

1.Daiveevada 2.Samketavada 3.nirnayavada 4.prakrutivada 5.anukaranamulakatavada 6.shrama pariharana mulakatavada 7.mano bhavaabhivyakta vada 8.anuranamulakatavada 9.samanvayavada 10.vikasavadah 11.dhatuvada

According to rgveda “ daiveevachamajayanta devah” language

originated from gods mouth only.

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Sanskrit as mother language:

Evidence of Sanskrit being spoken in north west India dates back 4,000 years and was the mother of Indo-european language. Sanskrit is

the mother of most North Indian languages. Modern Dravidian languages have borrowed words from Sanskrit, and Western Indian languages such as Konkani, which belong to Indo-Iranian group of languages have borrowed words from Dravidian languages. ... Neither Sanskrit nor Tamil is the mother of all languages.

Sanskrit is one of the oldest languages of the world and mother of most languages in India and the world languages in south east asian countries like Thailand, Kambodia, Laos, Malaysia, and Indonesia. And also many languages in Europe such as Greek, Latin,Scandinavian, German and French. Japan, china,Mangolia Kazakhistan and Uzbekistan have been influenced and enriched by Sanskrit.

Charecteristics of Sanskrit language:

भाषासु मु या मधुरा द या गीवाणभारती I

त मा का यम ्मधुरम ्त माद प सुभ षतम ्II

(Sanskrit language is an important,melodious&pure language)

Sanskrit is a variable mirror of Indian civilization and culture,being the repository of a mass of literature which has given expression to the intellect and the spirit of india in the progressive march through the great creative ages.

Importance of Sanskrit……..

This literature is rich in religion,philosophy,law,linguistics,aesthetics

fine arts positive and technical sciences.At the top of it a very large proportion of it possesses an extraordinarily high quality which has to

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taken in to account in assessing its importance not only for the people of India but for the entire mankind.

Sanskrit and Samskruti

Besides India, Sanskrit and Samskruti influenced Europe’’s formal modernity and Sanskrit studies became of large scale

formal activity in most European universities since 1970. Even today Sanskrit and Vedas are taught in more universities of U.S.A. and Europe than in India.

Richness of Sanskrit through translations:

Bhagwadgita was first translated in to English in 1785 by Charles Wikins. Abbe peraud in 1787 translated English Gita into French language.Gita was available in major European languages and Sanskrit centres opened in many Europeancities. The influence of the Sanskrit literarure will penetrate not less deeply than did the revival of Greek literature in the 15 th century.

Many poets and scholars of Europe in early 19 th century were inspired by Bhagwad Gita and Upanishads to produce their master pieces. Sir William Jones (1748-1794) considered the

father of Asian studies in Britain writes of Sanskrit as “the Sanskrit language , whatever be its antiquity , is of wonderful structure more perfect than the Greek more copious than the latin and more exquisitely refined than either.

American seminal thinkers were also influenced by Gita and Upanishads in the early 19 th century. panchatantra of

vishnusasarma translated into almost all languages in the world.It shows the importance of Sanskrit language.

Sanskrit and modern sciences : Many scientists and Nobel

laureates like Albert Einstein,Neil Bohr used Gita and Upanishads to

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explain the properties of sub-atomic particles. German physicist Wheisnberg

[1901-1978], a 1932 Nobellaurate, who worked on sub-atomic particles widely acknowledged as one of the seminal thinkers of the 20 th century has this to say on Hinduism.

While the Bible believes the universe was created at 9 a.m. on 25 th Oct4004 B.C, the Incas and Babylonians thought millions of years as the age of earth. Cosmology,Mathematics and scientific accomplishments Of ancient India spread to Arabia,Persia and other countries along with mercantile and and cultural exchanges.

Sanskrit and Philosophy : Mohammad Dara Shikou, elder brother

of Aurangazeb Translated Gita and Upanishads in to Persian.It may also be noted that the translation of another Sanskrit text Panchatantra in the 8 th century is considered the first master piece of Arabic literary prose.

Richness of Sanskrit : Sanskrit has the power of expressing all types

of

Thought in appropriate terminology in the eords of the eminent lawyer Nani Palkhiwala. The richness of Sanskrit is almost beyond belief. Here are a few examples to show the richness of the language and the

sages who patronized Sanskrit. Sanskrit has an amazing wealth of words and synonyms..It has 65 original words for earth and 70 original words for water.Tatitreeya Samhita mentions various powers of ten namely ekan,dasanshatan,sahasran up to tallaak shaman which is 10 to the power of 53 . In todays mathematics the highest prefix used for raising 10 to the power is “D” which is 10 to the power of 30.

Sanskrit and common man :In 25 years as estimated 7 million

people have attended spoken Sanskrit classes offered by samskrita Bharati in India and abroad. There are 250 full time volunteers and

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5,000 part time teachers in the U.S and India and their numbers are growing. Science-history buffs see old works in Sanskrit as treasure

troves of ancient knowledge of astronomy,chemistry,mathematicsmedicine and metallurgy.Britain backed by $19.5 million.[100 crores] in aid will

start a state funded Hindu school.Sanskrit,Yoga,Gita,Ayurveda and Bharatanatyam are some of the ancient Indian culture that are in great demand in these days of knowledge based societies.

yogasastra

Yogasan is already a few billion dollar business in USA alone. Yogathron is fast replasing marathon . 21st june was declared as international Yogaday in 2015. And every year international day of

Yoga will be celebrated on that day.practice of asanas regulating the breath.The breath increase strength of the body and swiftness of mind and reduces stress.Their slogan as…

Join yoga /be free from roga/enjoy arogya

Time is not far off when more and more fascinating truths from Sanskrit will dazzle the world. Truly, Sanskrit will become not the language of just computers but that of the world.

Kannur Baladevananda sagara, the well known Sanskrit news reader in the all India radio, is optimistic about the of the language.

In the age of globalization. Sanskrit with its mathematical structure is the language most adaptable to computer and hence any one with a passion for the NET can learn this language quite easily.

Sanskrit is no more a language restricted to any class or caste. It is accessassible to all. The computer and Internet have helped a lot in popularizing the language.research at NASA confirmed that the

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structured grammar of Sanskrit suited for artificial intelligence(AI).

SAMSKRUTAM&BRAIN FUNCTION:A recent study by Dr.Fred

Travs,h.o.dept. of neurophysics,maharshi university,confirmed that reading Sanskrit verses have profound physiological effects on brain.

Effects of meditation

Readding Sanskrit

Reading modern language

E.C.G&COHERANCE Increases Increases Decreases

Skin conductance Decreases Dcreases Decreases

Conclusion:

Todays globalised society wants globalised thoughts.We need Sanskrit more than ever before,to protect our knowledge treasures,contained in the ancient texts.

References:

1.The discovery of India by Pandit Jawaharlal Nehru

2.The works of Sir William Jones

3.Sanskrit literature the imperial gazetteer of india v.2 (1909) p.263

4.Samskruta nibandha makarandah by vijaya sankar pandeya

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ANALYSIS OF MARKETING SYSTEM AND PROCEDURES IN THE AGENCY AREAS OF VISAKHAPATNAM DISTRICT

Dr. V. Sudhakara Rao Lecturer in Commerce

Visakha Govt. Degree College (W) Visakhapatnam

Traditionally “Marketing” has been defined as “the performance of business activities that divert the flow of goods and services from Producer to consumer or User1”. This traditional concept stresses the selling of goods and services. It is product-oriented rather than customer-oriented. It overlooks important ingredients of marketing such as after sale service, and social responsibility etc.

The modern concept of marketing or marketing orientation is a total system of interacting business activities designed to plan, price, promote and distribute want-satisfying products and services to present and potential customers.2 A Market may be considered as a convenient meeting place where buyers and sellers gather together for exchange of goods, e.g. a spot, cash or physical market3.Marketing means all activities, both pre-purchase and post-purchase, in any way related to transactions of ownership or use rights to any factor, good or

service4.

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AVAILABILITY OF MINOR FOREST PRODUCE IN THE REGION:

Adda leaves, Hill Brooms, Honey, Tamarind, Gum and Shikakai are the important items of available minor forest produce in this Division. Marketing of these items of minor forest produce is selected for the Study.

Adda leaves:

Adda leaves are one of the best sources of income to the tribal people in the entire agency area. A major portion of income is derived through sale of Adda leafs in the weekly markets. It is also one of the minor forest produce items which is easily available in the Agency areas. The collection of Adda leaf starts after “Ugadi” festival up to the month of July every year. Major portion of collection of Adda leaf is done at Sapparla, Darakonda, Peddavalsa villages in Chintapalli mandal and Vantalamamidi, Garikabanda and Modapalli village areas in Paderu Mandal.

Girijan Cooperative Corporation also acquires Adda leafs from the tribal groups during high yield season. These leafs are useful for manufacturing hats, meals plates, Umbrella (Gidugu). The Adda leaves are used at temples also for packing prasadam( puddings offered to deity) and for feeding free meals to the devotees. Each adda leaf is about 6” to 8” inches in length and 5” to 6” inches in breath with oval shape at both ends. Several leafs are stitched using tiny and lean pieces of “poothika” broom sticks to arrive at a shape to Tiffin plates and meals plates with or without edges. These Adda leaf plates are also useful for “puja” festivals of Hindus as fruits sweets and puddings called prasadams are placed in and offered to the deity.

After collection of Adda leafs, the tribal groups would dry the leaves at their villages and pack them in bundles for sale at weekly markets. The middlemen offer dry fish, sugar, salt and other products to the tribal people towards cost of these leafs sometimes under barter system. The role of women is important in collection of Adda leafs in the Agency area. The months of April and May are the boom period for selling Adda Leafs. The tribal groups sell Adda leafs to middlemen and to Girijan Cooperative Corporation. Many families in plain areas depend on making meals plates with these Adda leafs.

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Hill Brooms:

Broom sticks are freely available in the forest area. The sticks are sorted out into various sizes. At the end of each stick several bristles hang down and make a brush. The sticks are bound into brooms. The tribesmen carry harvested broom sticks from the forest to their villages and prepare different kinds of brooms. These brooms are very useful for cleaning houses and other premises. The Tribal groups earn money by selling these sticks or brooms in the weekly markets. The middlemen and the GCC purchase these Hill Brooms and transport to the towns and cities for sale.

Honey:

Honey is another minor forest produce which is available in the Agency area. Avoiding attacks of honeybees, some Tribal groups are skilled in extraction of honey combs from the trees. They square out the honey and keep in bottles. Honey is useful for preparing medicine in Ayurvedic system of medicine which is extensively prevalent in India. Children and aged persons consume more honey compared to others.

In Ayurveda system of medicine, honey is an important material to be used in small doses mixing it with the actual medicine. The medicine would be well spread in the body through the honey and gives good results to the patient. Honey is costly.

Tamarind:

Tamarind is another minor forest produce available in the Agency areas. It gives very good returns without any investment costs. Tamarind available in this region is tastier than other areas. Tamarind fruits are picked up from the tall tamarind trees. The brittle skin is removed and the inside fruit is sold by quantity or by weight as the case may be. The seeds are removed in some cases by the tribal people themselves or by the traders who purchase the tamarind. The seeds are useful for preparing certain chemicals. Tamarind is used for preparing a variety of domestic foods like soups, yellow rice (pulihari food item) etc. Some times the seedless tamarind is pressed into cakes for transport to distant places.

The seeds are removed and Tamarind cakes got prepared by women workers on daily wage basis by the G.C.C.

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Others:

Others include Gum, Shikakai, Pippallu, Myrabulam, Tangedu bark, medicinal plants with roots, Ippa flowers (for medical purpose and hot drinks), “Rajma” bean seeds and turmeric.

SELLING AND DISTRIBUTION OF MINOR FOREST PRODUCE:

Selling is one of the most important and expensive functions of marketing in the present economic system. Selling involves distribution of the goods and that means incurring costs. The cost of sales includes advertising, sales promotion, training, market investigation, keeping of records. Creating demand, finding buyers and retaining regular customers, supplying value satisfying goods and services, negotiating price and other terms of sale and such required procedures. Sales administration embraces the aspects of sales research and planning, demand creation, sales costs and budgets, price fixing, development of products, development of sales policies, finance, conduct and control of personal selling, recruiting, training, remunerating, supervising salesmen, establishing sales territories, advertising and sales promotion.

So far as the tribal people are concerned, most of the technicalities are not known to them. They bring the produce to the market and exhibit them for sale. That’s all. It looks so simple. However they gave some of the techniques by experience, education and training including guidance from their lenders or

The study shows distribution of percentage of sale of minor forest produce of Honey by the respondents. From the percentage of sale of 20-40, 10 per cent is through Government agency, 33.33 through middleman and 14.3 per cent of them sell honey direct to consumers. As regards 40-60 percentage of honey produced 28.6 per cent sell through Marketing society, 20 per cent through Govt. agency and 60-80 per cent of the produce is sold by 40 per cent of the respondents through Government Agency.

In respect of middlemen less than 20 per cent is sold by 33.3 per cent of the respondents. Regarding 20-40, 40-60 percentages of produce of honey nobody sells through middlemen. Above 60 per cent of their produce is sold by 2/3 of the respondents. Direct sale to consumer is

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more than the other types of sale since the tribal people get better prices by sale direct to consumers.

The table gives details of distribution of percentage of sale of minor forest produce of Tamarind by the respondents to consumers and others. The tamarind sales of 23.3 per cent of the respondents constitute less than 20 per cent of their total sales. 30 per cent of them opined that their tamarind sales are 20-40 per cent of total sales. In the total sales 20 per cent of the respondents are in the range of 40-60 per cent of total sales whereas 15 per cent of them sell tamarind contributing 60-80 per cent of their total sales. Tamarind of 80 per cent of total forest produce procured by them is sold only by 11.7 per cent. The variation is due to the fact that several kinds of forest produce is procured by them for sale in weekly markets.

The response on percentage of sale of minor forest produce under other produce given by the respondents is presented in the table. The percentage of respondents is 33.3 in the case of sale of all the categories of less than 20 per cent, 20-40 per cent and 40-60 per cent of their produce through marketing society. Further 50 per cent of the respondents sell their produce up to 40 per cent (i.e less than 20 per cent 20-40 per cent categories). However the percentage of sale through middlemen is greater because 16 out of 31 respondents opt for middlemen, mostly in the categories of 40-60 per cent and 60-80 per cent of their total commodities as the percentages are 37.5 and 31.3 respectively. Above 80 per cent of their produce is sold to middlemen by 18.7 per cent of the respondents whereas only 6.3 per cent of them sell their produce of less than 20 percent and 20-40 per cent. Thus it is evident that where stocks are of lesser quantities, the tribal people do not approach middlemen. They sell their produce of less than 20 per cent and 20-40 per cent direct to consumers and such respondents constitute only 6.3 per cent of the total.

The distribution of mandal-wise credit period sanctioned to middlemen is presented in the table. Out of the total sample respondents of 220 a majority of 88 i.e 40 per cent are allowed in the cash payment tenure of above two months and 61 are ie.27.7 per cent in the category of and less than one month. About 23.18 per cent of the respondents are in the cash collection tenure of one month whereas only 9.09 per cent of them are in the category of 2 months. The position indicates that the tenure of above 2 months for less than one month

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thus preferring short term credits allowed to the purchasers. Due to regular contacts, the tribal people repose confidence in the traders and middlemen. One thing is certain that are resorting to credit sales is compulsory in order to dispose of their sales early.

The study indicates response about sales forecasting volume on the basis of past sales. Generally the volume of sales on a particular day of the weekly market or in a particular weekly market is forecast mainly on the basis of previous sales made in the market. The tribal people take volumes of past sales into consideration while deciding the volume of market produce to be brought to the weekly market. Out of the total 220 respondents, 174 of them resort to estimation of probable sales volume with reference to past sales. This method is more prevail in respect of Adda leaf i.e 26.4 per cent and Tamarind sellers 31 per cent. The percentages of the respondents who do not exactly follow this method between 13 per cent and 24 per cent as can be ascertained from the column “No.” Ignorance is one of the causes for the negative response.

Infrastructure and other facilities are required for the development of business in minor forest produce. In the absence of such facilities near the weekly market area, the centre of trade shifts to towns and cities where better facilities are available. Thus trade development in the weekly market area become least possible. The table indicates that 45.2 per cent of Tamarind selling respondents preferred storage facility and after the Adda leaves respondents of 22.6 per cent require storage facilities. Regarding the respondents of Hill Brooms only 3.2 per cent responded.

Transportation facilities are much in the case of Tamarind under 30 per cent and Adda leaf consisting of 24.3 per cent of respondents. Weigh measurement facilities are greatly needed in respect of 63.6 per cent of the respondents. In total 31.82 respond for need of transportation, 29.09 per cent required communication networks. Very few respondents ie 1.82 per cent opted for fixed price mechanism.

The response in respect of opinion on business expansion by the respondents is presented in the table. The table denotes that 50 percent of the respondents are in favour of expansion of business in respect of all the types of forest produce and mostly in respect of Tamarind 33.6

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per cent and Adda leafs 20.9 per cent. Expansion of business is also required by the respondents of Hill Brooms 14.5 per cent and Honey 15.5 per cent. Only 1.82 respondents are in the opinion of closing down their business as they are not getting enough income required for their livelihood. Out of the total respondents 10 per cent of them opined in favor of continuing in the business in a constant way maintaining status quo since there is no scope for expansion. There was no response from 38.18 per cent of the respondent perhaps because they are ignorant or having no idea of expands their business due to various reasons personal to them. Despite, the business i.e. sale of forest produce will continue endlessly as it is the main source of income to the tribal people. Expansion required more produce which in require attention of Government in maintaining and improving the yield from forests.

The response on sources of new product development in product mix is presented in the table. Regarding the self/own, 68.2 per cent responded completely, 24.1 per cent indicate large extent and 7.7 per cent responded as to some extent. Regarding the Govt. Agencies, 59.1 per cent opted large extent, 30.9 per cent under completely and 10.0 per cent opted to some extent. Out of the customer suggestions 62.3 per cent under completely, 25.9 per cent opted large extent and only 11.8 per cent under to some extent. From the sources as competitors, 61.4 per cent said completely, 29.5 per cent said large extent and 9.1 per cent of the respondents responded to some extent.

The table indicates the Price of the produce determined on the basis of extraction cost, marketing cost taxes and also profit coverage. In the agency area also regarding extraction cost of Adda leaf 52 per cent expressed their extraction cost is 20-30 per cent of the price included. Very low per cent of 14.5 responded below 10 per cent of the price included. Regarding the Hill Brooms a majority 33.3 per cent are in favour of extraction cost to the extent of 30 per cent, Honey 22.4 per cent and below 10 per cent, Tamarind 33.3 per cent expressed that above 30 percent is incurred towards extraction cost.

In total below 10 percent regarding extraction cost come under Tamarind sellers at 31.6 per cent, honey 22.4 per cent, very low for Hill Brooms i.e. 13.2 per cent costs to be included in the price. Regarding marketing costs of below 10 percent Adda leaf are 30.3 per cent, Tamarind 28.4 per cent, very less in Hill Brooms i.e. 11 per cent

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.Overall it is 51.36 per cent for extraction cost in the range of 10-20, 49.55 per cent in respect of below 5 per cent of marketing costs. Tax range is 54.09 per cent under below 5 per cent category.

PROFIT PERFORMANCE

Profit is one of the indicators of prosperity of the business. Generally entrepreneurs try to increase the sales volume in order to get maximum profit level by giving many offers and using the advertisement agency services.

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PROFIT RANGE FOR THE YEAR 2007-08

S.N0 Profit Range

( in rupees)

Adda

Leafs Hill

Brooms Honey Tamarind Others Total

1 Less than 10000 12

(21.1)

8

(21.1)

6

(17.6)

4

(6.7)

6

(19.4)

36

(16.4)

2 10000-20000 17

(29.8)

11

(28.9)

8

(23.5)

4

(6.7)

21

(67.7)

61

(27.7)

3 20000-30000 19

(33.3)

11

(28.9)

13

(38.2)

17

(28.3)

3

(9.7)

63

(28.6)

4 30000-40000 5

(8.8)

4

(10.5)

4

(11.8)

16

(26.7)

1

(3.2)

30

(13.6)

5 40000-50000 2

(3.5)

3

(7.9)

2

(5.9)

14

(23.3) 0

21

(9.6)

6 50000-60,000 2

(3.5)

1

(2.6)

1

(2.9)

5

(8.3) 0

9

(4.1)

Total 57

(100.0)

38

(100.0)

34

(100.0)

60

(100.0)

31

(100.0)

220

(100.0)

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The table indicates the profit performance for the year 2007-08 of the respondents. Adda leaf selling respondents are 29.8 percent under Rs.10000-20000 of profit range, 33.3 per cent under the range of Rs.20000-30000 and only 3.5 per cent of respondents come into the range of 50000-60000 rupees.

Regarding the Hill Brooms majority of the respondents are in the profit range of 10000-30000 rupees ie. 28.9 per cent whereas only 2.6 per cent are in the range of 50000-60000 rupees of profits. The table indicates that the Tamarind respondents in the range of Rs.20000-30000 of profits i.e. 28.3 per cent.

In total 28.6 per cent are in the range of Rs.20000-30000 of profit and only 4.1 per cent come under the range of Rs.50000-60000 of profits.

According to the table it reveals that Adda leaf selling respondent’s profit is earned 36.8 per cent under the range of 20000-30000 rupees and 24.6 per cent are in the range of 10000-20000 rupees. Compared to the previous year the profit rose from 33.3 per cent to 36.8 per cent in the range of 20000-30000 rupees in the category of Adda leafs. The rise in per cent is 3.5. Previous year’s profit range of Rs.50000-60000 is earned by 3.5 per cent increased to 5.3 per cent. Here also the rise in profit percentage is 1.8 which indicates a little growth of development.

No one comes under Rs.50000-60000 of profits in the case of Hill Brooms. Majority of 31.6 per cent earn profits in the range of Rs.10000-20000. Tamarind selling respondents coming under Rs.30000-40000 profits are much as its percentage is 36.7 per cent.

In case of other selling respondents the profit percentage decreased from 67.7 to 64.5 per cent in the range of Rs.10000-20000 profits. The overall percentage of profits is 29.1 per cent in the range of 10000-20000 rupees.

5.3 PRICE FIXING POLICES:

A sound price policy has to aim at a reasonable degree of price stability and a fair parity between prices of forest produce and industrial products. It should be the policy of Government to ensure that in cases where there is price control, the controlled price will include an adequate return to the investor. Price is the expected return

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for the investment. Pricing methods and policies contribute directly to the success or failure of a business. Price is an amount of the money paid by the buyer to the seller for monetary value of a product or service as agreed upon in a market transaction.

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METHOD OF PRICE FIXATION OF MINOR FOREST PRODUCE

S.No Produce Cost Plus

Market based

Competitor based

Based on Govt. Instructions

Any other Total

1 Addaleafs 7

(26.9)

23

(27.4)

17

(24.3)

10

(25.0) -

57

(25.9)

2 Hill Brooms 7

(26.9)

10

(11.9)

17

(24.3)

4

(10.0) -

38

(17.3)

3 Honey 3

(11.5)

8

(9.5)

16

(22.9)

7

(17.5) -

34

(15.5)

4 Tamarind 6

(23.1)

26

(31.0)

13

(18.6)

15

(37.5) -

60

(27.3)

5 Others 3

(11.5)

17

(20.2)

7

(10.0)

4

(10.0) -

31

(14.1)

Total

26

(100)

(11.82)

84

(100)

(38.18)

70

(100)

(31.82)

40

(100)

(18.18)

- 220

(100)

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The response on method of price fixation of Minor Forest Produce is presented in the table. Regarding the Addaleafs, 27.4 per cent are market based, 26.9 per cent are cost plus, 25.0 per cent are based on Government instructions and 24.3 per cent are competitor based. Regarding the Broomsticks 26.9 per cent are cost plus, 24.3 per cent are competitor based, 11.9 per cent are market based and 10 per cent are based on Government instructions. Out of the Honey, 22.9 per cent are competitor based, 17.5 per cent are based on Government instructions and11.5 per cent are cost plus. Out of the Tamarind respondents 37.5 per cent based on Govt. instructions, 31 per cent are market based, 23.1 per cent are cost plus and 18.6 per cent are competitor based. In respect of the remaining others, 20.2 per cent are market based, 11.5 per cent with cost plus and 10 per cent are competitor based and based on Government instructions.

As per the overall study a majority of the respondents are based on market ie. 38.18 per cent and 31.82 per cent based on competitors. Very few respondents are 11.82 basing on cost plus for fixation of price.

MARKETING MIX:

Any marketing manager must creatively marshal all his marketing activities to advance both the short term and long term interests of his business unit. The marketing mix is the concept of mixing the various marketing activities. Each marketing aspect may build its own list of activities.

The management classifies the marketing mix under four heads, namely the behavior of consumers, the trade, competitors, and Government.

whatever be the response, the fact remains that the tribal people generally do not possess any kind of talent in management policies. Their policy is to exhibit their produce, explain about it to attract the customers and orally and personally advertise in the weekly market just orally by calling and hawking.

As per the study 75.45 per cent did not respond for getting staff suggestions for sale of the minor forest produce. Only 24.55 per cent are willing to take the suggestions of the sales staff for sale of the produce. Generally suggestions of the sales staff on

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promotional activities like Packing, labeling, pricing etc are taken into consideration.

The table indicates the response on opinion regarding customer suggestions for marketing of Minor Forest Produce. Regarding the produce of Adda leaves, 16.7 per cent of the respondents get suggestions of customers to a large extent, 15.1 per cent said to some extent and 13.2 per cent reported they follow completely. Regarding Hill Brooms, 11.1 per cent come under large extent, 12.1 per cent said as some extent and 26.2 per cent said completely. Regarding Honey, 14.8 per cent come under large extent, 29.5 per cent under completely and 6.1 per cent said they got suggestions to some extent. In respect of Tamarind, 40.7 per cent of the respondents under large extent, 22.9 per cent get suggestions completely and 45.4 per cent as to some extent and the remaining others i.e.16.7 come under large extent whereas 21.2 per cent said some extent and 8.2 per cent said completely.

The table indicates that less number responded i.e 32.73 per cent are not based on customer suggestions for marketing of minor forest produce. But 27.73 per cent are completely based on customer suggestions, 24.54 per cent are based on the suggestions for marketing of their produce to a large extent.

The table refers to the response on opinion on competitor policies for marketing of Minor Forest Produce. Regarding the produce of Adda leaves, 31.9 per cent said large extent, 54.5 per cent said some extent and 8.8 per cent said they are completely based on policies of competitors. Regarding Hill Brooms, 25.5 per cent stated as large extent, 13.7 per cent as completely and 13.6 per cent are to some extent. As regards Honey, 9.1 per cent of the respondents stated to a large extent, 24.5 per cent said completely and 11.1 per cent stated as to some extent. From the Tamarind, 38.2 per cent stated as completely, 23.4 per cent said large extent and 13.6 per cent said some extent and the remaining others, 14.7 per cent said completely, 14.9 per cent said large extent and 9.1 per cent stated as to some extent.

In total 46.36 per cent respondents based on competitor’s policies for marketing of minor forest produce completely, 21.36 per cent to a large extent, 20 per cent to some extent, but 12.27 per cent did not respond.

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The table shows the response on planning to introduce new produce. In the case of Adda leaf and Honey same per cent of the respondents i.e. 14.9 are in favor of planning to introduce new types of produce. 11.7 per cent under Hill Brooms, 36.2 per cent of Tamarind respondents and 22.3 per cent come under others are also favored to introduce new produce. In respect of all the types of produce 42.73 per cent prefer planning to introduce new types of produce with modifications necessary but 57.27 per cent of the respondents not give any response in this regard.

INFRASTRUCTURE FACILITIES

The following table shows the Infrastructure facilities which are attracted to concentrate in certain place or location. Infrastructure facilities include transport, electricity, marketing and financial services. Infrastructure facilities are the prerequisites for the development of a country in all fields.

The researcher identified the infrastructure facilities available in the weekly markets. Produce wise details of the percentage and number of respondents are given in the table. As a whole for all types of produce, there is shortage of water facility in the case of 21.8 per cent of the respondents. Proper lighting is not available in respect of 10.9 per cent. This percent is less because of the fact that the tribal people leave the market before darkness falls so that they can reach homes before it is dark or else they have to face dangers from animals and reptiles in the forest area in darkness.

As regard parking, 61.4 per cent say there is no sufficient parking place even though they have to park their bullock carts and cook their food. As regards water

Complaints are expressed by 21.8 per cent only and 78.2 per cent expressed satisfaction. This is because of water availability near the weekly market in almost all cases due to being Agency area with frequent rains.

The NABARD provides some infrastructural facilities like providing drinking water, toilet facilities in the weekly markets. The voluntary organization ORRC also constructed sheds in the weekly market at Hukumpeta mandal head quarter.

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The tribal people estimate the future demands for their produce to increase their sales and to carry required stocks to the weekly markets so as to supply enough quantities or to avoid excess stocks remaining unsold which they have to carry back in loads. This process comes under “Futurology”. They also take into consideration the volume of competitive conditions so that they can take more quantities to the weekly markets if there is less competition and less quantity if there is more competition.

The study indicates the policies followed to forecast the demand for their minor forest produce. In respect of Adda leafs 26.6 per cent adopt futurology and 25.4 per cent estimate competitive conditions to adopt proper strategies. Regarding Hill Brooms 14.9 per cent favoured futurology and 19 adopt competitive strategies. Regarding Honey 16 per cent adopts futurology and 15.1 per cent take up competitive strategies. As regards produce of Tamarind, 22.3 per cent take up futurology and 31per cent resort to competitive strategies. In respect of the other items, 20.2 per cent adopt futurology and 9.5 per cent implement competitive strategies.

As per the table majority of the respondents representing 57.27 per cent are based on competitive strategies and only 42.73 per cent are based on Futurology for forecast the demand for their minor forest produce.

WAREHOUSING

Warehousing or storage creates time utility. Many goods are not produced regularly at the point where they are wanted for consumption, and they must be stored from the time of production until they are wanted by the consumer.

Many forest produces are extracted seasonally and supplied to consumers more or less evenly throughout the year. For example tamarind can be stored for a fairly long time without any deterioration of quality. Of course certain precautions have to be taken. Cold storage further enables many perishables such as mushroom, bamboo roots etc. to be stored for regular supplies. Traders purchasing tamarind in large quantities, gets the seed removed, press and pack in cakes and preserve in cold storages throughout the year. They fetch double the price and even ripple by adopting this policies.

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In order that Goods can be marketed efficiently, it is important that adequate storing facilities should be available. Sufficient space, proper location, adequate equipment to give protection to goods against heat, cold, moisture, dryness, vermin, fire and thieves should be available. G.C.C store tamarind in ware houses and later distribute to the market as per the demand.

The study indicates the response about different channels of distribution for marketing Adda leafs. Where the market value is below 5000, all the respondents are in favour of direct sales or through Government agencies, 92.9 per cent are in favor of commission agents and 56.3 per cent are to sell to traders. Regarding the range of 5000-10000, 31.3 per cent favour traders and 7.1 per cent are selling to commission agents. As regards the range of rupees 10000-15000, 15000-20000 and above 20000, almost all the traders are not involved in these high ranges except one respondent each in respect of 3 rd and 5th ranges, very less values in the market ranges. As per the table 29.82 per cent based on direct sales, 28.07 per cent based on traders, 24.56 per cent based on commission agents and only 17.54 per cent come under Governmental agencies. The cost of Adda leaf is not much through the volume of the stock is more. Due to less cost, most of the respondents do not come under higher ranges.

The table represents the response about different channels of distribution for marketing Hill Brooms. Regarding the market value of below Rs.5000, 72.7 per cent are in favor of traders, 52.6 per cent prefer direct sales and 37.5 per cent market the minor forest produce through the Government agencies. Regarding the range of Rs. 5000-10000, 26.3 per cent are for direct sales, 18.2 per cent are for traders and 50 per cent are in favour of Government agencies. Only 6 respondents come under ranges of rupees 10000-15000, 15000-20000 and above 20000 as the value of the marketable goods are less. As per the table 50 per cent of the respondents follow direct sales for distribution and marketing of Hill Brooms, 28.95 per cent prefer traders and 21.05 per cent are in favor of sale through Governmental agencies. None of the respondents preferred commission agents because they have no need to depend on commission agents.

. As a whole 50 per cent selected direct sales channel for distribution in marketing of Honey, 35.29 per cent traders and 14.71 per cent adopt the channel of Governmental agencies. There is no

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response in respect of commission agents. Most of the tribal people prefer to sell their produce to those who pay the full cost agreed upon. They do not like to give any commission to the commission agents as they always prefer direct contact with purchasers.

The study depicts the response on different channels of distribution for marketing Tamarind. Regarding the market value of below 5000 rupees 71.4 per cent are for commission agents, 58.3 per cent prefer traders and 26.1 per cent are in favor of Government agencies. Regarding the range of rupees 5000-10000, 8.3 percent sell through traders, 14.3 per cent prefer commission agents and 17.4 per cent are in favor of Government agencies. As regards the range of 10000-15000 rupees, 30.4 per cent sell through Government agencies and 16.7 per cent prefer traders. In respect of ranges of rupees 15000-20000 and above 20000 rupees there are less number of respondents. Most of the tribal people do not sell heavy loads of tamarind in a weekly market due to cost of transport and lack of ready stock. They sell only the produce procured in the week. As per the table 30 per cent of the respondents based on direct sales, 20 per cent on traders and 38.33 per cent based on Government agencies. Only 11.67 per cent select commission agents as the channel of distribution.

The analysis shows the response for different channels of distribution for marketing of minor forest produce of the remaining types of produce. Regarding the market value of below 5000 rupees, 71.4 per cent are for Government agencies, 66.7 per cent sell through commission agents and 42.9 per cent are in favor of traders, while 57.1 per cent based on direct sales. Regarding the Rs.5000-10000 category, 33.33 per cent are for commission agents, 21.4 per cent are for traders and 14.3 per cent prefer Government agencies. In respect of the remaining ranges of 10000-15000, 15000-20000 and above 20000 rupees the value of produce is too high and so respondents are less.

The study indicates that direct sales and the sales based on Government agency are 22.58 per cent a majority of 45.16 per cent based the sales on traders. Only 9.68 per cent of the respondents are based on commission agents as their channel of distribution. It can be observed that so far as the other types of forest produce are concerned, the value of the produce coming to the market is very small and cost of produce brought to the weekly market by the tribal people is mostly

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below Rs.10000. Different channels are selected for sales by the tribal people.

METHOD OF DISTRIBUTION OF MINOR FOREST PRODUCE

S.No Method of Distributions

1 Direct sales

2 Through sales Personnel

3 Through The traders or middleman

4 Govt. Agencies

5 Co-Operatives

The table shows the method of distribution of minor forest produce through marketing by the respondents in different channels as per the necessity. The table indicates that the respondents representing 29.82 per cent under the Adda leaf, 50 per cent under the Hill Brooms and Honey, 30 per cent of them in the case of Tamarind, 22.58 per cent under other categories of produce and overall 35.45 per cent are dependent on the method of direct sales. The methods adopted in respect of each of the types of produce are also given in the table.

A look of the table discloses the opinion of and methods adopted for distribution through sales by all the 220 respondents are more or less equitable distributed among all the types of methods except that 50 per cent of the respondents under Hill brooms and Honey resorted to direct sales.

The table shows the involvement of traders and middlemen in marketing of Minor Forest Produce. The types of produce and the number of traders or middlemen involved under each type with percentages of respondents in each category are given in the table. As per the table out of 220 respondents 28.63 per cent sell through 1 or 2 traders/middlemen, 35.45 per cent through 3 or 4 of middlemen and 24.55 per cent sell through 5 or 6 traders/middlemen. A small number of respondents constituting 4.09 per cent, 4.55 per cent 2.73 per cent of the total sell through more than 6 traders and middlemen. The less number of traders /middlemen is because of the fact that selling of the

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produce by the tribal people finishes for the day in most cases through six or less traders/middlemen and there is no need to entertain more.

The response regarding reasons for involvement of retailers in marketing of Minor Forest Produce by the respondents is presented in the table. The respondents who deal with Adda leafs are 31.7 per cent who opined that they have chosen only one retailer the involvement of 2-4 retailers of 2-4 is report by 13 per cent of the respondents.

From the total respondents of Hill Brooms, 13 per cent they engage 2-4 and 14.3 per cent stated they engage more than 6 retailers. 4 to 6 retailers are engaged by 25 per cent of the respondents. Out the total retailers of Honey, 8.3 per cent reported that they engage only one retailer, 31.2 per cent of the respondents under 4-6 and 13 per cent under 2-4 retailers. In respect of total respondents of Tamarind, 12.5 per cent reported 4-6 retailers engaged by them and 20 per cent said below 2. The total retailers under others, 23.3 per cent of the respondents engage below 2, and 5.6 per cent engaged no retailer for sale of their minor forest produce.

In total 48.64 per cent of the respondents are not dependent on retailers for marketing of their minor forest produce. 27.27 per cent expressed below 2 retailers are involved in marketing of minor forest produce. There is less response regarding the involvement of retailers in the ranges 4-6 and above 6 persons. Out of total respondents 27.27 per cent are engaged only one retailer, 10.45 per cent engaged 2 to 4 only 7.27 per cent engaged 4 to 6 and 6.36 respondents engaged above 6 retailers. No retailers are engaged by 48.64 per cent of the respondents. Naturally the number of retailers required for selling the produce depends upon the quantum of produce and number of consumers which the tribal person can handle.

The selling expenses include packing, transportation, warehousing, agent’s wages and salaries, publicity, rents, lighting, brokerages, asilu (local taxes) etc. The table analyses the selling expenses as a percentage to total value of sales. The selling expenses are below 5 per cent incurred by 31.6 per cent of the respondents in the selling of Adda leafs, 16.3 per cent under Hill Brooms, 8.5 per cent under Honey, and in respect of Tamarind 35.9 per cent of the respondents reported that selling expenses are below 5 per cent. As

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regards other types of produce only 7.7 per cent incur selling expenses of below 5 per cent.

Very few respondents i.e. 7.27 per cent incur 15-20 per cent expenses of the sale value are incurred. Out of total respondents a majority of 53.18 per cent of them incur less than 5 per cent of sale value as selling expenses. It is observed that most of the tribal people do not bring large quantities of forest produce to the weekly market. Percentage of selling expenses would not be much as transport and storage charges are not necessary in the long run.

References

1. American Marketing Association 1980 p-5

2. William J.Stanton. Fundamentals of marketing 1978,p-5.

3. S.A. Sherlekar, Marketing Management 1981 p-3

4. John C.Narver & Ronald Savitt The Marketing Economy p-10.

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GREAT INDIAN REVOLUTIONARY WOMAN LEADER RANI

LAKSHMI BAI OF JHANSI

Dr. P. Vijaya Reader in History

B V K College Visakhapatnam

The revolt of 1857 assumes so much importance that stands impressively on the horizon of modern history. V.D.Savarkar was perhaps the first on the Indian soil to write about 1857 and to call it the 'Indian war of Independence. The most popular leader of the first war of Indian Independence was Lakshmi Bai of Jhansi. No other woman patriot of India has made such a powerful impact on the minds of Indians as Jhansi Lakshmi Bai.

Satara was the capital city of Maratha kingdom. In Satara district there is a small village known as Bai. This Bai village was the ancestral place of Rani Lakshmi Bai. The Tambe family lived here. There was a man in

this family whose name was Krishna Rao. He had achieved a powerful position in the Peshwa administration due to his sheer ability and skill. His son Balwant Rao too was holding a high Position in the Maratha army. Moropanth and Sadashiv Rao were his two sons. Moropanth, in particular, enjoyed special privileges from Peshwa. In 1818 the rule of Peshwa came to an end. Baji Rao surrendered his kingdom to the British. The sudden abrogation of Peshwaship might create public disturbance in Maharashtra. So they offered the Peshwaship to ChimnagiAppa. But he refused to be a puppet ruler. Then the British government offered annual pension to him and asked him to settle in Kasi. Moropanth also accompanied Chimnagi to Kasi and discharged his duties with honesty and loyalty as chief adviser to the family.

Lakshmi Bai was born in a Maharashtrian Brahmin family on 19th November,1835 in kasi. She was named as Manikarnika. Manikarnika was one of the sacred names of the river Ganges. Her mother

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Bhagirathi Bai was the wife of Moropanth. She was fondly called Manu by her parents. Manu was the only child of Moropanth. Being born and brought up on the banks of the river Ganges gave Manu a distinct advantage of learning religion. Manu's mother died when she was

barely four years old. She was brought up under the watchful eyes of her father Moropanth. Most of the time Manu moved with the company of her father. She was learning the arts of riding, fencing and shooting. In the company of boys she flew kites, running races, watched wrestling matches with keen interest. She learned to read and write.

The small Maratha state of Jhansi became a protectorate after the third Maratha war. Gangadhara Rao who was the ruler of Jhansi had no children from his first wife Rama Bai. After the death of Rama Bai he married Manikarnika for having children. From that time she was called as Lakshmi Bai. All the people of Jhansi felt happy for their marriage, hopping that their king would get children. Lakshmi Bai gave birth to a male child but unfortunately the child died in third month itself. Thus the void remained unfilled. Gangadhara Rao too died in 1853 due to illness. Before his death he adopted a boy Ananda Rao and

he renamed as Damodar Rao. Gangadhara Rao wrote a will that Lakshmi Bai would rule Jhansi until he gets major.

The Governor General Lord Dalhousie implemented the rule of spreading the British kingdom. To realize his imperialist dreams he had formulated a policy popularly known as the 'doctrine of lapse'. Dalhousie's legislation said" in the absence of a natural heir, the kingdom would become a part of the British Empire". According to that act, the kingdom of Satara, Nagapur, Jaitpur, Sambalpur, Bhagatpur, Udaypur etc., joined in British kingdom. Dalhousie ordered that the state of Jhansi would also be joined with them; and also said that the adoption would not be considered.

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According to the religious scriptures an adopted son has got all those rights that are enjoyed by a real son. After the death of GangadharaRrao, Lakshmi Bai requested Dalhousie to consider their adoption. But he rejected and ordered to handover their kingdom

Jhansi to him. After annexing Jhansi, British not only ordered Rani to vacate the royal palace situated in the fort, but also fixed her responsibility for the debts. Jhansi owed to many other states also. The British said that Rani should pay them out of her own money, if she would not do this, the money would be deducted from her monthly pension which was given by the British government and utilized to payoff dues. Regarding her responsibility in clearing the state dues, The Rani wrote to the Govt. stating that 'since you have taken my state, the responsibility to clear the state dues is entirely upon you only. But the British Govt. did not accept it. The British Govt. in their next crooked step ordered the seizure of the Mahalakshmi temple in Jhansi. Along with Rani the people of Jhansi suffered an emotional humiliation. The British introduced the slaughtering of cows like to add fuel to the fire. Rani protested it.

As a result of the takeover of Jhansi by the British, the petty officers of Jhansi began to behave with Rani in a disrespectful manner. She lodged a complaint in this respect with the Governor General's agent of central provinces sir Robert Hamilton. She requested the agent to make such arrangements that she would be dealing directly with the political department of the Govt. instead of interacting with the lower rank officers of the state. At last the British Govt. decided to maintain status quo and let the administration as it used to be. Many people lost their jobs in the Jhansi court. The manner in which the British behaved with Rani and the people of Jhansi was an open invitation to revolt.

With the beginning of 1857 the signs of discontentment began to surface all over the country. The Indian soldiers made an attack on British Govt. at Meerut in 1857. It was extended to all over the

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Northern Country. In the beginning of the revolt, there was no British army in Jhansi. There was another fort in cantonment known as 'Star Fort' where both State treasury and British armoury were housed. The Star Fort was well guarded, under the command of Captain Dunlop.

The revolutionary activities at Jhansi gained more momentum. Captain Gordon went to see rani, accompanied with other British Officers and requested her to give protection to the British officers in case there was a threat against their lives. The British officers further requested rani to give suitable ·protection to their wives and children. Rani then showed her inability to give any protection to them and their families in the absence of her authority and the required army strength. Captain Gordon asked her to administer the state of Jhansi till the British took control of the situation and was able to re-establish their rule over the state. They are requested her to protect them and their families. They placed all the documents relating to the annexation of Jhansi before Rani.

The star fort was seized by the rebel forces. As soon as Captain Dunlop received the news of the uprising, he rushed to parade ground and

called his army. Capt. Dunlop accompanied by Tailor and wanted to attack the star fort and take its control. But they were ambushed by the rebels and shot dead on the spot. Sergeant Major Newton, Lieutenant Earbull, Craw Ford Campbell were killed by the soldiers. The British who were staying inside the Jhansi Fort were losing their resources day by day. Captain Skene decided to surrender before the rebels. As soon as they came out of the fort they were surrounded by the rebel soldiers. They were takes to Jokhan Baugh the leader of the rebel cavalry ordered his men to kill them. Skein was also killed by them. The rebels attacked the rest of the British men, women and children and massacred them brutally. Jokhan Baugh massacre remains one of the most sorrowful incidents in the history of the revolt of 1857. Most of the English writers have told that the rebel soldiers

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and Rani responsible for that mass killing. When the British rule was again established in Jhansi, a fresh enquiry was made about the Jokhan Baugh massacre.

Jhansi Rani wanted to make friendship with British. She ruled over

Jhansi with peacefully from 1857 to1858. In a very short time rani was able to establish a responsible administration in the state. The people began to feel happy and prosperous. The rebel governments had been installed at a number of places; in Bihar under the leadership of Kunwar Singh and Amar Singh, in Kanpur under the leadership of Nan a sahib and Tantya tope, in Awadh under Begum Hazrat Mahal and Mauli Ahmed Shah, in Delhi under Bahadur Shah and Zeenat Mahal and in Jhansi under the control of warrior queen Lakshmi bai.

The Governor General, Lord Canning, began to chalk out plans to face this difficult situation. General sir Hugh Rose was entrusted with the most sensitive responsibility of regaining the central areas. Rose had an army experience of more than thirty years. He had been actively involved in the battles of Syria, Egypt and Russia. He was also awarded a gallantry medal for showing exemplary courage and skill in the

Cremion war. On the advice of some of her rebel soldier leaders, she wanted to fight with the British. But at the same time she wanted to make peace with them on the advice of some of her other courtiers. Regular information was given to rani about the movements of the British army. It seemed that the battle was inevitable, and rani would have to defend Jhansi. The fort of Jhansi was known to be one of the most impregnable forts of India.

The British started firing on the fort on zs" March, 1858. The British gunners with their accurate and devastating firing skills, rendered a number of guns of rani became useless. This continuous day and night battle had wrecked the city. The city life was totally shattered. A bloody and fierce battle followed. On April, 3 rd the British made an attack on

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Jhansi. The soldiers of Jhansi fought with them by the inspiration of Lakshmi Bai courageously. She infused tremendous vigour and courage in her troops by following the slogan from the Gita; 'If died in battle we enter the heaven and if victorious we rule the earth'. The battle raged

furiously and the defenders fought like tigers. Finally the British army advanced and seized the fort. Then the rani escaped along with her adopted son and moved to Kalpi.

After that again she fought with British with the help of Rao Saheb and Tantia Tope. Though she fought well, she lost that battle too at Kalpi. The rani now captured Gwalior from Scindia. She used to go to the battle field with her son tied to her back. The Rani's superb velour and burning patriotism the victory was wrested by the enemy because the odds against her were very heavy. But she refused to admit defeat till the last breath in her. The British were scared of her courage and somehow they wanted to kill her. Finally in the afternoon of 17th June, 1858 she was surrounded from all sides at phulbagh and all her sepoys around her fled away except fifteen. Her horse refused to leap a canal when she received a bullet in the side and immediately after that

Hussar made a deep cut on her head. The army of General Rose fatally wounded her from all sides. Then the DhairyaLakshni died in the battle field. Her servants had burnt her body then and there itself. After her death on 17th June, 1858 she evoked praise from both friend and foe.

General Sir Hugh Rose against whom she fought observed and recorded that "The rani of Jhansi was the bravest and best military leader of the rebels". For her remembrance a statue was erected in Gwallior by the people. Lakshmi bai was a beautiful lady although there is no photo graphic evidence to prove this. There are drawings and paintings only. One British traveler of that time gave a detailed description about Jhansi after seeing her. "In appearance she was fair and beautiful with a noble figure and a dignified but stern expression on her face. Her dress was not ordinary costume generally worn by

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women of her time. She wore a small cap on her head with a string of pearls and rubies laced into it. She wore a necklace of not less than a lakh rupee in value. Her bodice was tightened with a belt embroidered with gold along with two pistols and an elegant dagger. She wore a pair

of loose trousers.

Some foreign historians have attempted to furnish her hallowed memory by pointing out that she fought against the British authorities, only when her personal interest was hurt. It is true; she plunged in to the battle when the succession of her adopted son was not approved by the British Regime. We well know that a beautiful lotus flower has its roots in mud and at no one condemns it and it is commended by one and all. Like wise the initial motivation of the rani cannot eclipse her glory. Indeed her sacrifices will continue to inspire her countrymen and they will cherish her memory with profound respect for ever. Lakshmi bai certainly succeeded in lighting the candle of freedom which was turned in to a blaze by patriots who came after. The Indian freedom movement got a fill up by the valour, courage, firm determination and daring acts of those revolutionaries, who dared the mighty British

empire and battled with its powerful army to free the nation from its centuries old bonds of slavery. An obliging nation remembers those brave sons and daughters of the soil and pays homage to their everlasting memory.

BIBLIOGRAPHY:

1. S P Sen : Dictionary of Natioinal Biography.-vol-2

2. S N Sen : Eighteen Fifty Seven.

3. D V Tahmankar : Ranee Of Jhansi

4. R C Majumdar : The Sepoy Mutiny and the Revolt of1857.

5. V D Savarkar : Indian war of Independence (1857 ).

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6. C A Kincaid : Lakshmi Bai Rani of Jhansi and other

essays.

7. G B Malleson : Indian Mutiny of1857.

8. G W Forrest : History of the Indian Mutiny.

9. 0 P Sharma : Great Men of India.

10. Tara Chand : History of Freedom Movement in India.

11. V N Hari Rao : A History of Modern India.

12. Theodore Morison: Rise and Expansion of British Power in India.

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