MAY-JUNE, 2016 SRJIS

May-Jul,2016, Vol - 3/24
Imapct Factor: 4.889
ISSN: 2278-8808
Date: 04-Jul-2016

An International Peer Reviewed

Scholarly Research Journal for Interdisciplinary Studies


Mr. Gurpinder Singh

PROFESSIONAL DEVELOPMENT: NEED OF HOUR

May-Jul,2016, Vol - 3/24, Page - 2059/2064

 Districts cannot just do more of the same. They have to develop new approaches to teacher learning on their campuses, approaches that create real changes in teacher practice and improve student achievement. Hence, the real challenge schools face is how to create opportunities for teachers to grow and develop in their practice so that they, in turn, can help students grow and develop their knowledge and ability to think critically. Professional Development is must in the present scenario. To keep in view, in this article we will try to up the role of professional Development according to the need.

 

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https://icctejournal.org/issues/v6i2/v6i2-hoskins-schuette-charlton/ http://educational-system.blogspot.in/2012/07/pre-service-and-in-service-training-for.html Corcoran, T., McVay, S., & Riordan, K. (2003). Getting it right: The MISE approach to professional development. Philadelphia, PA: Consortium for Policy Research in Education. Correnti, R. (2007). An empirical investigation of professional development effects on literacy instruction using daily logs. American Educational Research Association, 29 (4), 262-295. Ray, T. M. (1998). Implementing the NCTM’s standards through cognitive coaching. Teaching Children Mathematics, 4 (8), 480 Truesdale, W.T.,(2003). The implementation of peer coaching on the transferability of staff development to classroom practice in two selected Chicago public elementary schools. Dissertation Abstracts International, 64 (11), 3923. University Microfilms No. 3112185.

S. Nagarathna & Asha KVD Kamath

IMPLEMENTATION OF INTERNSHIP IN TEACHINGAT SECONDARY LEVEL IN DAVANAGERE AND KUVEMPU UNIVERSITIES OF KARNATAKA - A COMPARATIVE STUDY

May-Jul,2016, Vol - 3/24, Page - 2065/2075

 Internship programme is designed to assist pre-service teachers in acquiring professional skills that are necessary to be successful teachers.NCFTE-2009 expects the student-teachers to implement certain activities during the Internship programme. Present study is intended to know to what extent the student teachers develop the Unit plans and maintain Reflective Journals during their Internship Programme at schools. It is a survey type comparative study of the two Universities. The sample of the study consisted of 170 student teachers of B.Ed. Colleges of one Aided and two Unaided Colleges of Davanagere University and 146 student teachers of B.Ed. Colleges of one Aided and two Unaided Colleges of Kuvempu University. A Questionnaire on various aspects of Unit plan and Reflective Journal was used to collect the data. The study revealed that Majority of the student teachers of both the universities prepare unit plans during their internship. Davanagere University is in better position when compared with Kuvempu University with regard to preparation of Unit plans in both the subjects. Kuvempu University is slightly better than Davanagere University in preparing Unit plans based on multiple sources of information, teachers\\\\\\\' guidance and needs of the learners.  Majority  of the student teachers of both the universities have felt that the preparation of Unit plans have helped in writing lesson plans as well as solving classroom problems. All most all the student teachers, except a few (3% -5%) have submitted their Unit plans to the college. Maintenance and assessment of Reflective Journal is better in Davanagere University than Kuvempu University. Nearly half of the student teachers of  both the Universities have not maintained the Reflective Journal during the Internship. This shows that both the Universities have to take the teacher preparation programme seriously.

Key Words:  Unit Plans , Reflective Journals.

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Carol Sullivan spafford & Others (1998). The Cyclopedic Education Dictionary, Washington, Delman Publisher. Jangaiah.C& Dr. S. Sabu (2011) Teacher Educatin, A hand book for Teacher Educators, New Delhi. APH Publishing Corporation. Loretta.E, Heidgerken (1994). Teaching & Learning in Schools of Nursing, Principles & Methods. Delhi, Shersp LTD. NCTE Document 2009/10, National Curriculum Frame Work for Teacher Education. New Delhi, NCTE. NCTE Document 2004/77, Some Issues and Concerns of Teacher Education, New Delhi, NCTE. Ramesh Shukla (2005) Dictionary of Education, New Delhi, APH Publication. Rama devi&Nirmalajyothi (2007), Quality in Teacher Education, An Instrument for Human Excellence and National Development, Global Trends in Teacher Education, New Delhi. Radha Mohan (2011) Teacher Education, New Delhi, PHI Learning Private Limited.

Jitender Singh, Atul Mahajan, Rashi Jandrotia & Monika Mahajan

STATUS OF UNIVERSALIZATION OF ELEMENTARY EDUCATION IN CHAMBA DISTRICT HIMACHAL PRADESH UNDER SARVA SHIKSHA ABHIYAN-RTE

May-Jul,2016, Vol - 3/24, Page - 2076/2084

 Free and compulsory education to all children upto age 14 years is the constitutional commitment in India. At the time of the adoption of the constitution in 1950, the aim was to achieve the goal of universalisation of elementary education (UEE). On which efforts have been made in the last fifty years. However due to various reasons the goal is yet not be achieved. So Government launched the programme Sarva Shiksha Abhiyan (SSA) in 2000, with the aim to achieve universalization of elementary education (UEE). SSA was launched in Chamba district in 2001-02. Present paper focuses on the status of UEE in SSA-RTE in Chamba district Himachal Pardesh

NCTE (1995) different models of education used for teacher preparation in India: a study, National council of teacher education, New Delhi Mehta, Arun C. (1999): ‘Status of Education for all in India in the Light of Sixth All India Educational Survey Data’, Occasional Paper No. 27, NIEPA. New Delhi. MHRD (2000b): Sarva Shiksha Abhiyan: A Peoples Movement for Education for All, Draft Guidelines. New Delhi: Government of India. MHRD & NIEPA (2000d): EFA the Year 2000 Assessment, Country Report: India and Other Studies. New Delhi: Government of India. Sharma, D.P. (2002) Teacher education programme of IGNOU: student teacher’s perception Indian Journal of open learning, 11(3), 335-346 NCF (2005) National Curriculum framework Shukla B.L. (2007) Analytical Report 2007: Elementary education in Himachal Pradesh. RTE 2009 Right to Education Act Annual Work Plan and Budget (SSA) of Chamba District Chamba, (H.P.) 2002-03 onwards. Sharma H., Ibomcha (March 2013): Universalization of elementary education under Sarva Shiksha Abhiyan in Manipur. Katoch S, Kuldeep Sunil Kumar(Aug-Sep-2014): Sarva Shiksha Abhiyan in Mandi District of Himachal Pradesh:A case study

Mr. Milind Awatade

MEDIA AND SOCIAL CHANGE: CURRENT TRENDS IN INDIA

May-Jul,2016, Vol - 3/24, Page - 2085/2089

 The mass media is an important social institution which caters social and economic needs of wider social groups and it has been playing vital role in developing countries like India. Especially in the post globalization era, media has to educate people for changing their traditional attitude to suite the modern progressive needs.

 

Jiloka Suryanarayan “Global Social Movement” Signature Books, New Delhi, 2012, p-44 Ibid., p-48 Ibid.,p-63 Mcquail Dennis Mass Communication Theory” Sage Publications London, 1980, p-90 Berger A.A. “Media analysis techniques” Sage Publications, New Delhi, 2012, pp-122-23 Ibid.,p-125 Ibid., p-126 Gisbert, P. “Fundamentals of Sociology” Orient Black Swan, New Delhi, 2011, p-34 Ibid.,p-36 Keval J. Kumar “Mass Communication in India” Jayco Books, Mumbai, 2004, p-52 Sahoo Basudeb “Globalization, liberalization and economic development” New Century Publications, New Delhi, 2013, p-113 Ibid., p-199 Ibid., p-198 Goel S.L. S.Rajneesh “Panchayat Raj in India” Deep & Deep Publishers, New Delhi, 2003 Ibid., Refer Preface Ibid., Refer Preface K. Sadanandan Nair & S.A. White, “Perspectives on Development Communication”, Sage Publications, New Delhi, 1996, p-56 ibid., p-50 Ibid., p-245 Joni C. Joseph, “Mass Media and Rural Development”, Rawat Publishers, New Delhi, 1997, p-16. Ibid., p.16 Ibid., p-17 Srinivas Melkote and V. Chandrasekhar “Communication gap in Development” Rawat Publications, New Delhi, 1992, p-143 N Lalitha, “Emerging Partnership in Rural Development:, Dominant Publishers, New Delhi, 2012, p-238

Paromita Das

SELF-CONCEPT OF ADOLESCENTS AND ITS RELATIONSHIP WITH THEIR SOCIAL AND EMOTIONAL ADJUSTMENT

May-Jul,2016, Vol - 3/24, Page - 2090/2095

 Adolescence, the transitional period between childhood and adulthood is marked by changes in the body, mind and social relationships. As adolescents confront these challenging years, they establish a self-concept; that is some sense of who they are. A strong self-concept, especially among girls, appears to be a key factor in developing good mental and physical health. Equally important is the positive impact of emotional support for all adolescents- boys and girls (Park,2003). Self-concept is a central concept in psychology ( Harter, 1983). One way to measure adolescent growth is through the level of the self-concept, which indicates how worthy individuals believe they are. Self-concept has been viewed in the present study as one’s knowledge about one’s own self in the form of an organized cognitive structure that takes into account a set of attitudes,  beliefs and values. It is regarded in the form of perceptual, conceptual and attitudinal components and it is regarded as a component of personality of ‘how I see myself’, self-esteem, self-confidence and self-contentment. The present study is a noble attempt to find out the differences in social and emotional adjustment and self-concept of adolescents with sex and type of school variation and the relationship, if any, between self-concept and social and emotional adjustment, also if there exist significant differences in the high, average and low self-concept groups with respect to their social and emotional adjustment.

Key words:       adolescents,  self-concept,  social,  emotional,  adjustment

 

 

Alexander, J.H. and Rajendran, K. (1992). Influence of self-concept, sex, area and parents’ education on students’ adjustment problems. Journal of Educational Research and Extension Vol.28.No.3.January. Arul, M.J. (1972). A study of self-concept related to adjustment and achievement. Unpublished M.Ed. Dissertation, M.S.U., Baroda. Kale, P.S. (1982). A study of the development of self-concept at pre-adolescence level with reference to some family and school factors. Unpublished Ph.D.Thesis in Education, Bombay University, referred in Journal of Educational Psychology. Kamala, S.P. (1988). Interaction of sex and institutional types on some selected personality variables. Journal of Educational Research and Extension Vol.24.No.4.April. Kamat, V. (1985). Improvement of self-concept through personal guidance. PVDT College of Education. Park, Jungwee ( 2003). Factors associated with adolescent self-concept and the impact of adolescent self-concept on psychological and physical health and health behaviour in young adulthood. Supplement to Health Reports, Statistics Canada, Catalogue 82-003. Patri, K.C. (2008). Social intelligence of adolescents in relation to their sex, place of habitation and adjustment. Unpublished Ph.D. Dissertation, Utkal University. Purkey, W. (1970). Self-concept and school achievement. Englewood Cliffs: Prentice Hall Inc. Raja Rani, M. (1995). A study of the relationship between self-concept and adjustment of 9th standard students. Unpublished M.Ed.Dissertation, Kakatiya University, Warangal.

Pramod Atmaram Ahire

BETI BACHOO BETI PADHAOO YOGANETUN MAHILA SABLIKARUN- EK ABHYAS

May-Jul,2016, Vol - 3/24, Page - 2096/2101

 

www.wed.nic.in www.youtube.com/user/betibachaobetipadho Educational Research - Prof. Shefali R Pandya. Research Methology a survey - Prof. AnilKumar

Haraprasad barik

COUPLE CARD MAY BE A BOON FOR NATION BUILDING

May-Jul,2016, Vol - 3/24, Page - 2102/2109

 India is a land of immense diversities. Unity amidst diversity is the basic essence of democracy in India. Subsequently, attempt at embracing democratic governance for nation-building and national development has been taken and so far it has not been an easy task.  The highly diversified multi-ethnic and multi-linguistic dimensions of the Indian polity have exerted divisive and negative impacts on an emergence of the ideals of democratic governance in the country.  Although various governments and leaders have attempted to implement programmes and strategies aimed at instituting and stabilizing democracy in the country, these measure have not been noted firmly into the socio-political and socio-economic psyche of the Indian populace.  It is considered and advanced in this exposition that a deliberate and effective embrace of education, through an adoption of the integrated and humanized curriculum offering of social studies in our schools could go a long way in 

Available at http://www.dnaindia.com/india/report-abdul-kalam-stresses-on-importance-of-family-in-nation-building-2013779, Accessed on 5th June, 2016. World Development Report (2003), “Sustainable Development, in a dynamic world”, London: Oxford University press. Available At https://data.gov.in/catalog/below-poverty-line-india, Accessed on 5th June 2016

S.Raja Kumar

EMOTION CONTROL AND CAREER CHOICE OF VISUALLY CHALLENGED STUDENTS AT UNDER GRADUATE LEVEL

May-Jul,2016, Vol - 3/24, Page - 2110/2120

 

The purpose of this study was to determine the emotion control of visually challenged students and also to study about their career choice. Survey method has been adopted in this investigation. Totally 77 samples were collected from 11 colleges, samples were selected at random. Population of the study, study on Defense styles influencing Career choice of visually challenged students at under graduate level. They are Studying arts and science and Bachelor of Education in Chennai District, Tamilnadu, India. The studies find out that the emotion control of visually challenged students studying at the under-graduate level has influence over the Marketing career.

Key Words: Defense Styles, Career Choice, Visually Challenged Students, Under Graduate Students.

Aleen&Sheema, (2005).Emotional stability among college youth. J. IndAcademAppl Psychol. 31:99-102. Bidjerano, Temi.(2010).Self-Conscious Emotions in Response to Perceived Failure: A Structural Equation Model. Journal of Experimental Education.v78 n3 p318-342. Gupta &Poonam.(1989). A comparative study between male and female adolescent school going students on emotional maturity and achievement in co and curricular activities. Ph.Dthesis.Education, Agra University. Lal, A. (1992).A study of the personality mutual perception attitude and vocational preference of the blind and sighted.Fifth survey of Educational Research abstract, 2,1553. Ludwig, I. (1991). A survey of recreation personnel in agencies and schools for blind and visually impaired people.Journal of visual impairment and blindness: v85 n2 p86-88. Mankad MA (1999). Personality Measurement of Emotionally Matured Adolescent Youth and Emotionally Immatured People.5thEd.International and 36th Indian Academy of Applied psychology Conference. Souvenir, 27-29, p. 30. Pramathevan, G. Sundari., & Garces-Bacsal, Rhoda Myra.(2012).Factors influencing altruism in the context of overseas learning experiences among gifted adolescent girls in Singapore.Roeper Review.v34 n3 p145-157. Rageshkumaragarwal,.(2004). Organizational stress among professional college students.psychologicalabstract:V-II p17-25. RatheeNK, &Salh MS (2010).Exploring Cognitive Style and Emotional Maturity among India Handball Players Performing azVaryingLevel.Int. J. Sports Sci. Phys. Educ., 1(1): 26- 33. RavalVaishali,V., Martini Tanya, S.,& RavalPratiksha, H.(2010).Methods of and Reasons for, Emotional Expression and Control in Children with Internalizing, Externalizing, and Somatic Problems in Urban India.Social Development.v19 n1 p93-112. Roger, D. &Najarian, B. (1989). The construction and validation of a new scale for measuring emotion control. Personality and Individual Differences, 10(8), 845-853. SagramKeshariMohanty.& Ashok Kumar Parida.(2009). Psycho Social problems of Adolescent children of Working and Nonworking Mothers, Edutracks, Vol.8-No.5. Subbarayan K, &Visvanathan G (2011). A Study on Emotional Maturity of College Students. Recent Res. Sci. Technol.3(1).http://recentscience. com/article/view/6563. Sunita Sharma. (2006). Emotional Stability of Visually Disabled in Relation to their Study Habits.Journal of the Indian Academy of Applied Psychology.January 2006, Vol. 32, No.1, 30-32. Thahane, L.N., Myburgh, Chris P.H., &Poggenpoel, Marie. (2005). The life-world of visually impaired adolescents: an educational guidance perspective. : v125 n3 p393. Verplanken, B. (1994). Emotion and cognition: attitudes toward persons who are visually impaired. Journal of visual impairment &blindness.v88 n6 p504-11.

Owais Khan

PROTECTING HUMAN DIGNITY: A STUDY WITH SPECIAL REFERENCE TO PROTECTION OF RIGHT TO EDUCATION OF GIRL CHILD UNDER INDIAN LEGAL SYSTEM.

May-Jul,2016, Vol - 3/24, Page - 2121/2125

 Knowledge is power. It is the key to success of an individual. In modern times life depends upon how much informative an individual is? The seeds of information gathering are always grown at the childhood stage, as at this stage the knowledge acquired remains throughout the life. Acknowledging the importance of Education in modern times the Indian Legal system has given Right to Education to all its citizens. However, one can judge the efficiency of a Legal system only by trying to find out to what extent it protects the Rights of its most vulnerable section of society.  In the present paper this section has been identified as Girl Child and an attempt has been made to find out various Legal Rights that are available to a Girl Child under Indian Legal system and how effective are those rights in protecting the other rights of the Girl Child as it is a well known Legal fact that she has to relay upon the society even to protect her own rights available to her under the Indian Legal System.
Key Words: - Right, Vulnerable, Attempt, Indian Legal system

Electronic Sources:- Google Scholar Periodicals:- Nigerian Association of Women University, The survival of the Girl Child: Problems and Prospects Marjorie J. Mabliny, The education of girls in Tanzania Books Consulted:- Christia Lamb, (2014), I am Malala, Edition 1 Anne Frank, (1947), The diary of young girl, Edition 1 S.K Pant, (2002), Gender bias in Girl child Education, Vol. 1 S.N Tripathi & S.P Pradhan, (2003), Girl Child in India, Vol.1 S.N Tripathi & Debadutta Chaudhary, (2001), Girl Child and human rights

Smriti Lata Sinha

A STUDY OF THE AWARENESS LEVEL OF ADOLESCENT GIRLS AT SENIOR SECONDARY LEVEL WITH REFERENCE TO DECISION MAKING & PARTICIPATION CAPABILITY

May-Jul,2016, Vol - 3/24, Page - 2126/2129

\"\"Empowerment literally means providing skills, resources, authority, opportunity and motivation. It involves a giving responsibility & accountability for outcomes of the actions that contribute to ones competence and satisfaction.  Empowerment is the process of enabling or authorizing individual to think, take action and control work in an autonomous manner. It is the process by which one can gain control over one’s own destiny and the circumstances that influences one’s lives. Females in India have long been suppressed in the male dominated society. Though the government has been taking initiatives in this regard from time to time yet a lot still needs to be done. In light of the above, the study attempted to measure the empowerment of the adolescent girls from a comparative perspective among the private and the government schools in Delhi.

Keywords: Women Empowerment, Gender Equality, Equity

Census (2011). The Government of India. Shetter, R. (2015). A Study on Issues and Challenges of Women Empowerment in India. Journal of Business and Management (IOSR-JBM)

Sharandeep Kaur & Ram Niwas

USAGEOF DEDUCTIVE AND INDUCTIVE METHODS IN TEACHING ENGLISH GRAMMAR AT ELEMENTARY LEVEL

May-Jul,2016, Vol - 3/24, Page - 2138/2150

 The present study aimed to find out the usage of Inductive and Deductive Method in teaching English Grammar at Elementary Level. The data was collected from 100 teachers of Mohali district in Punjab by using a questionnaire. Findings indicated that teachers tend to teach through Inductive Method more than the Deductive Method. A significant difference is found in the extent use of both the methods. As the Mean value of lessons taught through Inductive Method is higher, it can be said that teachers tend to teach through Inductive Method more than Deductive Method.

Key words: Deductive and Inductive Method, English Grammar

Adel Mohammed and Abu Jaber (2008) The Effects of Deductive and Inductive Approaches of Teaching on Jordanian University Students in Use of the Active and Passive Voice in English College Student Journal 42(2)545-553 Agnihotri R K and Khanna A L (1995) English Language Teaching in India Sage Publications: New Delhi Aisha Bibi (2002) The Comparitive Effectiveness of Teaching English Grammar with the help of Textbook and by Using Group Work Activities Ph.D Thesis Allama Iqbal Open University: Islamaba Bhatia K K (2005) Teaching and Learning English as Foreign Language Kalyani Publishers : New Delhi 7-9 Marilyn Ruth (1999) Relating Revision Skills to Teacher Commentary Teaching English in the Two-Year college 27(2)213-18 Molly, Brant, Tilley, Alix and Dameus (2004) Effectiveness of Inductive and Deductive Teaching Methods in Learning Agricultural Economics NACTA Journal Myers Robert E (1968) Relationships of Teacher Orientations and Effectiveness under Inductive and Deductive Teaching Methods Research Review Naashia Mohamed (2004) Consciousness- raising Tasks : A Learner Perspective ELT Journal 58(3) 228-237 Prince M and Fedler Richard (2006) Inductive Teaching and Learning methods: Definitions, Comparisons, and Research Bases Journal of Engineering Education 95(2) Rai Geeta (2006) Teaching of English Surya Publications: Meerut Ronald S (1996) The Advantage of Exploiting Contrastive Analysis in Teaching and Learning a Foreign Language IRAL- International Review of applied Linguistics in Language Teaching 34(3) 183-97 Sachdeva M S (1981) A New Approach to Teaching of English in India Prakash Publishers:Ludhiana Singh P P (1998) The English Language Teaching and its Relevance in Present India. Shaffer C (1989) A Comparison of Inductive and Deductive Approaches to Teaching Foreign Languages The Modern Language Journal 73(4) 395-440 Sharama R A (2003) Fundamentals of Teaching English Surya Publishers: Meerut Yuruk N (2000) Comparison of Inductive and Deductive Content Hacettepe Universitesi Egitim Fakultesi Dergisi 177-185

Parul Parihar

FEMALE GENITAL MUTILATION: A GROTESQUE FORM OF VIOLENCE AGAINST WOMEN

May-Jul,2016, Vol - 3/24, Page - 2151/2161

 Female Genital Mutilation is internationally recognised as a violation of the human rights of the girls and women, reflecting deep rooted inequality between the sexes. Since FGM is almost carried out on minors, it is also violation of the human rights of the children. Female Circumcision according to WHO, includes procedures that involve partial or total removal of the external female gentalia or injury to them for non- medical reasons. A recent UNICEF report study states that more than 130 million girls are at risk of being cut before their 15th birthday if the current trend continues. Most survivors are from African Countries, but it is also practiced in India, Pakistan, Indonesia, Malaysia and some countries in Middle East. A major motivation is that the practice is believed to ensure the girl conforms to the key social norms related to sexual restraint, feminity, respectability and maturity. Reasons for carrying out the practice range from ethnic and tribal cultures, family relations, tribal connections, class, economic and social circumstances and education etc.The present study explores this practice with an overview upon the societal and extra cultural factors prevalent and facilitating such practice with psychological grave consequences on the victims. The study is based on secondary data findings and research and uses a compressive sociological analysis based on dialectical perspectives.

Keywords: Genital Mutilation, Circumcision, Dialectical, Femininity, Sociological, Human Rights

NO

Vaishampayan M.R

PROBLEMS AND PROSPECTS OF AGRICULTURE IN DROUGHT PRONE AREA IN MAHARASHTRA

May-Jul,2016, Vol - 3/24, Page - 2154/2161

 Maharashtra State has a land region of 3,07,713 sq. km to the  North 15°40\\\\\\\\\\\\\\\' and 22°00\\\\\\\\\\\\\\\' and East Longitudes 72°30\\\\\\\\\\\\\\\' and 80°30\\\\\\\\\\\\\\\'. Authoritatively, the State has six divisions with Headquarters at Konkan (New Bombay), Pune, Nasik, Aurangabad, Amravati and Nagpur. The State has further been partitioned into four financial districts to be specific Konkan containing Konkan subdivision, Madhya Maharashtra including Nasik and Pune sub-divisions, Marathwada involving Aurangabad sub-division and Vidarbha involving Amravati and Nagpur sub-divisions. The State has 35 locale and 353 talukas. The State has two urban locale i.e. Mumbai and Mumbai Sub-Urban while the remaining 33 areas are rustic. There are 336 urban areas and towns in the State, out of which 40 have populace more than one lakh. There are 40,785 towns and 45,528 villages. The number of inhabitants in the State is 112.3 million according to 2011 Census out of which 41 million is urban and 55.7 million rustic. Out of aggregate territory of the State, 73 %, i.e., 2.25 lakh, sq. km of territory is cultivable and 17.6 % is under timber

 

Irrigation Status Report- Government of Maharashtra - 2003-2004. Season and Crop Reports, various issues (GOM). Vaidyanathan A. (1997) Water Resources Management Oxford University Press. WALMI (1992), Operation and Management of Irrigation System in Maharashtra. Third Edition, WALMI publication No.20, Feb.

Manoj K. Saxena & Sanjay Kumar

A STUDY OF ADJUSTMENT STYLE AND ATTITUDE OF TRIBAL STUDENTS TOWARDS HIGHER EDUCATION

May-Jul,2016, Vol - 3/24, Page - 2162/2179

 Education is the main source for progress and development of society in which any community resides. People are prepared to cross boundaries to get sound education wherever it may be. However moving from home to get primary, elementary, and secondary education at Jawahar Navodya Vidhyalyas in Himachal Pradesh is a better option due to facilities available to the students. Proper adjustment is required for all round development of the students in a new environment.Those students may grow in a harmonious environment which can develop strong attitude towardshigher education among them. Role of teacher and environment both are highly required and inevitable for achieving this target. Staying away from home at adolescent period is much crucial for students which require better adjustment styles and proper guidance.It is widely recognized that if pupils want to maximize their potential from schooling, they require the full support of their parents and family. The parents should play an important role not only in the promotion of their own child’s achievement but more broadly in school environment and democracy of the school authority. The purpose of this paper is to examine adjustment styles and attitude of Tribal students studying in Jawahar Navodaya Vidayalyas (JNV) and to find out the adjustment styles of tribal students in residential Jawahar Navodaya Vidayalaya schools. Purposive random sampling technique was adopted to collect the data for present study. The participants of the study were those who enrolled in JNV which is located away from the tribal area. For this empirical study, data were collected from Tribal students studying in JawaharNavodayaVidyalaya which is located about 60 kms away from tribal area, and the data wereanalyzed with the help of percentile and t-test.This paper highlights the findings on adjustment and attitude of tribal students of Chamba district of Himachal Pradesh. An attempt has also been made to provide suggestions to develop positive attitude towards higher education among tribal students.
Key Words: Education, Adjustment styles, Attitude, Tribal Student,JawaharNavodayaVidyalaya (JNV), Residential School, Adolescent Stage

Abdulraheem, A. (2011). Education for the Economically and Socially Disadvantaged Groups in India: An Assessment Economic Affairs,56(2),June 2011 (Page 233-242) Devi, Beda (2015). School Adjustment and Academic Achievement Among Tribal Dolescents In Manipur. International Journal of Scientific & Technology4(12), (Page 319-322) December 2015 ISSN 2277-8616 retrieved from http://www.ijstr.org/final-print/dec2015/School-Adjustment-And-Academic-Achievement-Among-Tribal-Adolescents-In-Manipur.pdf on 29-06-2015 at 3:30pm. Jha, J. & Jhingran, D. (2002), Elementary Education for the Poorest and Other Deprived Groups, Centre for Policy Research. New Delhi. Kumar 7 Padmanabhan. (2013), Attitude Towards Education Of Tribal Students As Affected By Their Self Concept, Retrieved from http://www.worldwidejournals.com/international-journal-of-scientific-research-(IJSR)/file.php?val=October_2013_1380809732_e1cff_38.pdf at 01-07-2016 at 9:30 am Lal, M. (2005), Education-The Inclusive Growth Strategy for the economically and socially disadvantaged in the Society Nair, P.( 2007), “Whose Public Action? Analyzing Inter-sectoral Collaboration for Service Delivery: Identification of Programmes for Study in India.”International Development Department, Economic and Social Research Council. Saxena, Manoj Kumar, Kukreti, B.R. & Gihar, Sandhya (2004), “Entrepreneurial of Tribal Youth and Role of Education in Enhancing Enterpreneurial Competencies among tribes”. Vanyajati, Vol XLXII no. 2 April 2004 Sedwal, M. &Sangeeta, K.(2008) Education and Social Equity with special focus on Scheduled Castes and Scheduled Tribes in Elementary Education,NUEPA, New Delhi Sujatha, K. (2002) Education among Scheduled Tribes in Govinda, R. (ed.), India Education Report: A Profile of Basic Education. New Delhi: Oxford University Press. Sharma, K. R. (1991). Educational life style of tribal students: A study of secondary schools in Madhya Pradesh. New Delhi: Classical Publishing Company. Sharma, R. C. (1984). Effect of incentive schemes on scheduled castes and scheduled tribes and girls. Rajasthan: SIERT. Sharma, V.P. (1977). Some Personality Traits of the Scheduled Caste and Scheduled Tribe Pupils, Abstract of the papers published in part III of the Proceedings of the 64th session of Indian Science Congress. Sharma, V. P. (1980). Personality dynamics of tribals of Bastar (pilot observation). Report of ICP, Symposium on parent child interaction, Sagar. Singh, H., & Negi, S. K. (2016). Gender Equality and Women Empowerment: A Qualitative Study on Kinnauri Tribal Women in Social Work Prospective.IRA-International Journal of Management & Social Sciences (ISSN 2455-2267), 3(2). V.A. Haseena & Mohammad Ajims P. (2014). Scope of education and dropout among tribal students in Kerala -A study of Scheduled tribes in Attappady. International Journal of Scientific and Research Publications, Volume 4, Issue 1, January 2014 1 ISSN 2250-3153 retrieved from http://www.ijsrp.org/research-paper-0114/ijsrp-p2578.pdf on 27 June 2016 at 1:45pm Webliography: http://www.iosrjournals.org/iosr-jef/papers/vol3-issue2/Version-2/J03224852.pdf http://tribal.nic.in/WriteReadData/userfiles/file/Demographic.pdf https://www.google.co.in/?gws_rd=ssl#q=residential+schools+in+tribal+areas+pdf¬¬¬¬¬¬¬¬¬¬¬¬¬¬

G. Mohana Charyulu

“SOCIAL REALISM – A STUDY ON ASIF CURRIMBHOY’S “THE HUNGRY ONES”

May-Jul,2016, Vol - 3/24, Page - 2180/2182

 

India has the richest tradition in drama. Right from the Vedic Aryan period down to Post Modern Multi Cultural society, Indian Drama is credited with different episodes with different outlooks by the dramatists.  Most of the themes describes the different situations relating to good and bad in different ; Crime and Punishment; Sin and Redemption and so on. It was Rabindranath Tagore and a host of others in the modern age of Indian Drama created the impression of drama in a new perspective.   The Plays of Asif Currimbhoy throws light on the sensing conflicts everywhere. The conflict is sometimes internal like physical, mental, and emotional because of human relations that we maintain in society at the same time, conflict in theatre among the characters, situations, scenes and surprisingly among the audience. He invents human quandary through social, moral, religious and political concerns in his plays. His plays stand for universal revolt and anguish.  This paper titled: “ Hungry and Poverty in the streets of Culcutta – A Study on Currimbhoy’s “The Hungry Ones” makes an attempt to throw light on the human plight handled by the playwright where he looks at the things while others fail to see.

Key words: Drama – India- Post Modern multicultural society- conflict- poverty- Hungry.

Currimbhoy, Asif. The Hungry Ones. Calcutta, Writers Workshop. 1965. Print. Reddy, P. Bapaya, The Plays of Asif Currimbhoy, Calcutta. Writers Workshop. 1985. Print.

Zhiwei Chen

THE NEW ANALYSIS OF THE SIMILARITIES AMONG LIFELONG EDUCATION, LIFELONG LEARNING AND THE LEARNING SOCIETY

May-Jul,2016, Vol - 3/24, Page - 2183/2189

Although there are differences among lifelong learning, lifelong education and learning society, it is also necessary to research on their similarities among them to clarify the basic relationship of them. From the historical and experiential point, they have the similar backgrounds. They are also aiming at creating beneficial social atmosphere, helping with the adaptability to the social matters and changes, demanding on the revolution and reformation of teaching and learning process and requiring the comprehensive knowledge and learning contents to be taught and learnt.


Keywords: lifelong learning; lifelong education; learning society 

Chen, Baoyu (2007). The three sides’ outlook on private higher education institutions. Journal of Beijing City University, 2007(4): 19-21. Chen, Fuxiang (2007). The training of students' lifelong learning ability with lifelong education. Higher Correspondence Education (Philosophy and Social Sciences), 2007 (07): 18-19 Guo, Qian (2010). Lifelong learning and all-round development of human beings. Beijing Institute of Technology. Huang, Fushun (2003). Comparison of lifelong education. Taipei: Sage Publications Ltd. Shi, Weiping (2008). Policies and Practices of Lifelong Learning in China. International Journal of Lifelong-Education, 27(5):499-508. Wu, Zunmin & Huang, Xin (2008). Practice theory of lifelong education. Shanghai: Shanghai Education Press. Xie, Guodong (2007). “Lifelong Learning Week,” the practical significance. Higher Correspondence Education (Social Science), (5):8-10. 96. Yang, Jincai; Zhang, Xing; Feng, Jia; Niu, Ana (2012). Construction of the international community to promote lifelong learning city and Learning Strategies of promoting lifelong learning. Tianjin Open University 2012 (02): 7-14 Yu, Shaohua (2011). The construction of a learning society and lifelong learning systems. Theory Learning, 2011 (01): 42-43 Zhai, Yuhua (2004). Reflections on creating a learning community. Liaoning Administration College Journal. 2004 (01):63-64 Zhong, Zhixian & Wang, Shuiping (2009) Lifelong learning capacity: perspective of association. Chinese distance education. 2009 (04): 34-38, 79-80

Zhiwei Chen

THE NEW UNDERSTANDING AND CONCEPTS DISCRIMINATION OF LIFELONG EDUCATION, LIFELONG LEARNING AND LEARNING SOCIETY

May-Jul,2016, Vol - 3/24, Page - 2190/2196

 There are still many false or partial understandings or improperly usage of the notions of lifelong learning, lifelong education and learning society. Lifelong education includes all the educational forms and styles. The notion of learning society mainly relates to the learning and studying achievements and behaviors by members and individuals, and it also contains the concept of assistance and support from the social governments and public organization. The lifelong learning refers to

Keywords: lifelong learning; lifelong education; learning society.

Alheit, Peter (2015). A “Theory of Biography” as Background Concept of Lifelong Learning? Keynote at the 4th International Conference “Culture, Biography and Lifelong Learning”, Pusan National University, 19-21. Chen, Hongping (2012). Interpretation of the concept of and relationship between lifelong education and lifelong learning. Adult Education, 2012 (3): 36-37 Faure Edgar et al. (1972) Learning to be: The World of Education Today and Tomorrow, Pais: UNESCO/London: Harrap. Jarvis, P. (2000). “Globalisation, the learning society and comparative education.” Comparative Education , 36 (3), 343-355. Ji, Senling (2002). Introduction to Lifelong Education. Beijing: Chinese Social Sciences Publishing House. Lengrand, Paul (1965). Introduction to Lifelong Education. TENG Xing translated (1998). Beijing: Huaxia Publishing House. Li, Yong (2012). The inspiration from the construction of foreign lifelong learning system to China. Adult Education 2012 (03): 41-42 Wang, Baoxing (2003). From the "lifelong education" to "lifelong learning": the radical change of international adult education. Comparative Education Research, (9):67-71. Wu, Zunmin (2007). Modern international lifelong education. Beijing: China People’s University Press. Yu, Shaohua (2011). The construction of a learning society and lifelong learning systems. Theory Learning, 2011 (01): 42-43

Bindu

A COMPARATIVE STUDY OF EMOTIONAL STABILITY OF ADOLESCENT STUDENTS

May-Jul,2016, Vol - 3/24, Page - 2197/2200

 

Emotional maturity has been proven to be an effective determinant of personality pattern. It plays a vital role in controlling the growth of adolescent’s development. The paper examines the emotional stability which is one of the major components of emotional maturity, of adolescent students of private and government schools of Haryana from a comparative perspective. The sample consists of 180 adolescent students of three private and three government schools of Gurgaon District. The data has been collected using a standardized tool namely Emotional Maturity Scale (EMS) developed by Dr. Mahesh Bharagava and Dr.Yashvir Singh in 1990. It was concluded that the comparative difference between the emotional stability of adolescent students of private and government schools in Gurgaon is negligible. Findings are discussed in relation to future implications for this group of adolescent’s students in the context of emotional maturity.

Keywords: Emotional Maturity, Adolescents

Anderman, E. M., Maehr, M. L., &Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research and Development in Education, 32, 131–147. Cole (1944) Degrees of Emotional Maturity. http://www.ukessays.com/essays/psychology/degreesof-emotional-maturity-psychology-essay.php/Retrieved on 21 March 2015 Kaur, Manjeet (2013), “A Comparative Study of Emotional Maturity of Senior Secondary School Students”. International Indexed & Referred Research Journal, ISSN 2250-2629, pp.48-49. Martine M. Smith (2015). Adolescence and AAC Intervention Challenges and Possible Solutions. Communication Disorders Quarterly. Morgan, John J.B. (1934). Child Psychology. New York. Farrar & Rhine hart. Pavlenko, V.S., Chernyi, S.V., & Goubkina, D.G. (2009) EEG Correlates of Anxiety and Emotional Stability in Adult Healthy Subjects. Neurophysiology, 41(5), 400-408. Singh, S.et.al. (2011) Emotional Maturity and Academic Achievement of High School Students. Journal of community guidance & Research. 28 (1). 889-893.

Divya Talwar Tandon

SCAFFOLDING ENGLISH LANGUAGE LEARNING and DRAMA THROUGH GAMES

May-Jul,2016, Vol - 3/24, Page - 2201/2211

  

This paper explores how games in general and language games in particular can be used in drama and English Language Teaching, to boost the linguistic proficiency, communicative ability and learning confidence in learners for second language acquisition. A list of activities has been suggested for use during English Language Teaching. For drama related games, one example activity each has been suggested for group making; community building; creating and sustaining focus and context building. It has been shown that carefully chosen and well planned language games, not just sustain the interest of the learners but facilitate a greater understanding of the lesson.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Commission on Behavioral and Social Sciences and Education. Ellis, R. (2005). Principles of instructed language learning. Asian EFL Journal, 7(3), 9-24. Retrieved February 12, 2006, from http://www.asian-efl-journal.com/September_05_re.php Ersoz, A. (2000, June). Six games for EFL/ESL classroom. The Internet TESL Journal, 6(6), retrieved February 11, 2005 from http://iteslj.org/Lessons/Ersoz-Games.html Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books. Hadfield, J. (1999). Intermediate vocabulary games. Harlow, Essex: Longman. Islands, h (2010). The Use of Games in the Language Classroom. HáskólaÍslands, Menntavísindasvið Jacobs, G. M., & Kline Liu, K. (1996). Integrating language functions and collaborative skills in the second language classroom. TESL Reporter, 29, 21-33. Jacobs, G. M. (in preparation). Making games cooperative. Johnson, D. W., Johnson, R. T., &Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Cooperative Learning Center, University of Minnesota. Retrieved February 12, 2006, from http://www.co-operation.org/pages/cl-methods.html. Kodotchigova, M. A. (2002, July). Role play in teaching culture: Six quick steps for classroom implementation. Internet TESL Journal, 8(7). Retrieved February 13, 2006, from http://iteslj.org/Techniques/Kodotchigova-RolePlay.html Krashen, S.D. (1985). The input hypothesis: Issues and implications. New York: Longman. Lee, S. K. (1995, January-March). Creative games for the language class. Forum, 33(1), 35. Retrieved February 11, 2006 from http://exchanges.state.gov/forum/vols/vol33/no1/P35.htm Lee, W. R. (1979). Language teaching games and contests. Oxford: Oxford University Press. Long, M.H. (1981). Input, interaction, and second language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition (Vol 379, pp. 259-278). New York: Annals of the New York Academy of Sciences. Mauer, J. (1997, September). Presentation, practice, production in the EFL classroom. The Language Teacher, 21(9). Retrieved February 12, 2006, from http://jalt-publications.org/tlt/files/97/sep/maurer.html Millis, B. (2005). The educational value of cooperative games. IASCE Newsletter, 24(3), 5-7. Mubaslat, m (2014). The Effect of Using Educational Games on the Students’ Achievement in English Language for the Primary Stage. maniamub@yahoo.com Nguyen Thi Thanh Huyen&KhuatThi Thu Nga. (2003, December). Learning vocabulary through games. Asian EFL Journal, 5(4). Retrieved February 13, 2006, from http://www.asian-efl-journal.com/dec_03_sub.Vn.php Orlick, T. (2006). Cooperative games and sports: Joyful activities for everyone. Champaign, IL: Human Kinetics. Readman, G (2016) ‘Drama Conventions’, The Play House, Longmore Street, Birmingham. Richard-Amato, P. A. (1988). Making it happen: Interaction in the second language classroom: From theory to practice. New York: Longman. Rixon, S. (1981). How to use games in language teaching. London: Macmillan. Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. Swain, M. (1993). The output hypothesis: Just speaking and writing aren’t enough. The Canadian Modern Language Review, 50, 158-164. Thiagarajan, S. (1999). Teamwork and teamplay: Games and activities for building and training teams. San Francisco: Jossey-Bass. Uberman, A. (1998, January-March). The use of games for vocabulary presentation and revision. Forum, 36(1), 20-27. Retrieved February 12, 2006, from http://exchanges.state.gov/forum/vols/vol36/no1/p20.htm Wright, A., Betteridge, D., &Buckby, M. (2005). Games for language learning (3rd ed.). New York: Cambridge University Press. WEBSITES AND WEB LINKS www.theplayhouse.org.uk Updated and adapted from: Sample Games. (1997). America Reads at Bank Street College of Education. Retrieved May 12, 2009, from http://www.bankstreet.edu/literacyguide/games.html. http://www.google.co.in/usinggamesinlanguageteaching / George Jacobs

Sonali Aggarwal

PERSONALITY TRAITS IN CHILDREN OF WORKING AND NON WORKING MOTHERS: A COMPARATIVE STUDY

May-Jul,2016, Vol - 3/24, Page - 2212/2216

 Women Empowerment has been stressed since last several years by the government of India. The purpose of this study was to compare the personality traits of working and non-working women. A sample of 60 students of Secondary level were taken from different schools of Bahadurgarh. The Hindi edition of DPI test  developed by Dr.Mahesh Bhargave  was used for this purpose.‘t’test was used as statistical technique in this study. The results highlighted that children of working mothers were less emotionally stable as compared to those of nonworking mothers.Children of working & non-working mothers showed significant differences in all six personality traits measured by the investigator viz. Activity-Passivity; Enthusiastic-Non Enthusiastic; Assertive-Submissive; Suspicious-Trusting; Depressive-Non Depressive and Emotional Stability- Emotional Unstability. The children of non-working women found to be more active, enthusiastic,assertive,trusting  & non depressive.

Key-words: personality traits, working mothers, non-working mothers.

Ahsan, M. & Kumar, A.(2013) “Personality Traits and their Impact on the academic achievement of children of working & non-working mothers”volume 4, Issue 3, Pages 281-285,Learning community- An International Journal of Educational and Social Development. Alexander, A & Shetty, A.P(2014)“A Comparative Study on Behavioral Problems of Preschool Children among Working and Non-Working Mothers”Volume 3, Issue 6 Ver. I Nov.-Dec, Pages 35-38, IOSR Journal of Nursing and Health Science Hock, E, McBride S & Gnezda M. (2004), “Maternal separation anxiety: mother-mother infant separation from the maternal perspective”, volume 60, Pages 793-802, Child development. Jayita P., Murali P., (2009)” Working Mothers: How Much Working, How Much Mothers, and Where Is the Womanhood?”, volume 7,jan-Dec, Pages 63-79,Some Issues in Women's studies, and Other Essays (A.R. Singh and S.A. Singh eds.), MSM Khan, M.A and Hassan, A.(2012) “ Emotional intelligence of children of working and Non- Working Mothers” volume 4, Issue 4, Pages 24-31, Researcher Khurshid S, Parveen Q and Yousuf M (2014)“A Comparative Study of Psychological Adjustment of theChildren Belonging to Working and Non-working Women inNuclear and Joint Family System”Volume 18, Issue 2, Pages583-589, Ranjan, S.(2013) “Effect Of Mother’s Woking Status on Behavioural Problems of Primary School Children” Volume 3, Issue 2, Pages 36-41, Shaikshik Parisamvad Vijayalaxmi A,Bowlby(2007) “ Selfconcept, emotional maturity and achievement motivation of the adolescentchildren of employed mothers and homemakers”, volume 33, Pages 103-110,Journal of the Indian academy ofApplied Psychology .

Ashok Upreti & Surjeet Singh Thakur

RESPONSIVENESS OF ELEMENTARY SCHOOLS TOWARDS RTE ACT

May-Jul,2016, Vol - 3/24, Page - 2217/2219

 The right based approach to education is high on the agenda of the international community. It assures that every child has a quality education to respect and promote her or his right to dignity and optimum development. India, moving in tune with the international developments, adopted this approach in the form of the Right to Education Act that came into force nearly six years back. The right laid much focus on the school inputs to have a better learning outcome at least up to the elementary level. In light of the above, the paper highlights in the responsiveness of the schools towards the approach highlighting the differences between the policy input norms and the targets achieved at the grass root level.

Keywords: Right to Education, Right based Approach, Equity

 

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UNICEF (2006).The Right to Education with Equity: Access and Quality Education for All in India the Right to Education with Equity: Access and Quality Education for All in India. Centre for Civil Society (2015). Effectiveness of School Input Norms under the Right to Education Act.

Swati Tyagi

A STUDY OF PERCEPTION OF STUDENTS OF CLASS Xth TOWARDS THE SCIENCE PRACTICAL EXAMINATION

May-Jul,2016, Vol - 3/24, Page - 2220/2224

This study aim to investigate the student’s perception regarding the science practical examination, covering the entire details of the MCQ type written test and Hands on practical skills. The main purpose of this study is to assess the effectiveness of the MCQ test in the science practical examination that whether it develops the practical skills among the learners or it just encourages the guessing. Four main practical skills were assessed in this study as- Procedural and Manipulative skills; Observational skills; Drawing skills; Interpretive and Reporting skills. The descriptive survey design was used . Three government boys senior secondary schools of Delhi Directorate of Education from zone 07, District north were randomly selected, in which 100 students of class Xth were taken as a sample. Two questionnaire and one interview schedule were constructed as a tool for data collection. It was found that it is very effective in promoting procedural and manipulative skills, observational skills. Satisfactorily effective in promoting interpretive and reporting skills and least effective in drawing skills. It concluded that MCQ paper also helps in developing the cognitive faculties of the students in which they apply their knowledge by thinking for selecting a correct response.
Keywords:- Perception, Science practical examination, Practical skills. 

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Best, J.W. Research in Education (10th ed.). New Delhi: Prentice hall Publication,2008. Brain, E.W. Assessment and profiling in Science. London: Chapman and Hall publication, pp.64-87, 2006. CBSE. Assessment of practical skills in Science and Technology (class X) .New Delhi, CBSE publication,2005. ”CBSE board paper to become easier”. Online edition: New Delhi, The times of India, 26 July 2007. “CBSE De-stresses students”. Online edition: New Delhi, The Hindu, 08,Aug. 2005. Delhi District information from http://www.edudel.com. Fan Der Hsin. A survey of classroom assessment in Taiwan. Dissertation Abstracts International, 55, 8, 589-A, 1992. Frackson, M et al. Analysis of New Zambian High School Physics Syllabus and Practical Examination for the level of Inquiry and Inquiry skills, Eurasia: Journal of Mathematics, Science and TechnologyEducation 3(3), 212-220,2007. Gurumurthy C.director (Acad). Modification in external science practical examination syllabus for class Xth from march 2009 examination. CBSE/D (A), Circular No. 06/08, 2008. Mohapatra R.K. A study of the existing system of Examination. New Delhi: Ph.D Thesis (chapter –II), 2002. NCERT.Asseament of science practical skills of students at secondary level. Indian Education Abstract, vol. 5, No. 1,2 jan and july, pp 103-105, 2005. NCERT.Teaching of science.Position paper 1.1 of National focus group: New Delhi, pp 4-8 and 40, 2005. Siddiqui and Siddiqui. Teaching of Science Today and Tommorrow. New Delhi: Doaba house publication, pp-191-200, 2007. Swaha Sahoo. “Science Scores suffer practical blow”. New Delhi: The Hindustan Times, May 30,2009. “ The Science practical goes for a revamp”. Online edition, New Delhi: The Hindu, 02 April, 2005.

Vijay K Gaikwad & Urmila M Yadav

METAL COMPLEXES OF SCHIFF BASES

May-Jul,2016, Vol - 3/24, Page - 2225/2234

Some novel transition metal [Cu (II), Ni (II) and Zn (II)] complexes of substituted pyridine Schiff-bases have been prepared and characterized by physical, spectral and analytical data. The synthesized Schiff-bases act as deprotonated tridentate for the complexation reaction with Cu (II), Ni (II) and Zn(II) ions. In order to evaluate the effect of metal ions upon chelation, the Schiff bases and their complexes have been screened for antibacterial activity against the strains such as Escherichia coli, Staphylococcusaureus, and Pseudomonas aeruginosa. The complexed Schiff bases have shown to be more antibacterial against one more bacterial species as compared to uncomplexed Schiff-bases.
Keywords: Schiff base, Transition metal complexesof Cu (II), Ni (II). 

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R.D. Jones, D.A. Summerville and F. Basolo, Chem. Rev. 79, 139 (1979). G.H. Olie and S. Olive, “The Chemistry of the Catalyzes Hydrogenation of Carbon Monoxide”, p. 152, Springer, Berlin, 1984. H. Dugas and C. Penney, “Bioorganic Chemistry”, p. 435, Springer, New York, 1981. J.D. Margerum and L.J. Mller, “Photochromism”, p. 569, Wiley Interscience, New York, 1971. W.J. Sawodny and M. Riederer, Angew. Chem. Int. Edn. Engl. 16, 859 (1977). A.S. Salameh and H.A. Tayim, Polyhedron, 2, 829-34 (1983). H.A. Tayim and A.S. Salameh, Polyhedron, 2, 1091-4 (1983). B.T. Thaker, Proc. Natl. Acad. Sci. India, Sect. A, 58, 443-7 (1988). S.D. Kolwalkar and B.H. Mehta, Asian J. Chem. 8, 406-410 (1996). M.A. Khalifa and A.M. Hassaan, J. Chem. Soc. Pak. 18, 115-118 (1996). Y.M. Issa, M.M. Omar, H.M. Abdel-Fattah and A.A. Soliman, J. Indian Chem. Soc. 73, (1996). J.J. Murthy and B.H. Mehta, Orient. J. Chem. 14, 129-131 (1998). S. Zhou, S. Liu and G. Zhou, Huaxue Shiji, 23, 26-27 (2001). Ababei, L. V., Kriza, A., Andronescu C., Musuc A. M. 2011. Synthesis and characterization of new complexes of some divalent transition metals with N-isonicotinamido-4- chlorobenzalaldimine. Journal of Serbian Chemical Society. 15.Adeola A. N., 2009. Metal(II) Schiff base Complexes and the Insulin-Mimetic Studies on the OXO Vanadium(IV) Complexes, Doctoral Dissertation. University of Zululand, South Africa. 16.Alemnew Berhanu, 2009. Template Synthesis and Characterization of Ni(II) and Zn(II) Complexes Derived from Ninhydrin and Ethylene Diamine. Graduate Project. Addis Ababa university, Adis Abeba, Ethiopia. 17.Ali, M.A. and Livingstone, S.E., 1974 Metal complexes of sulfur-nitrogen chelating agents Coordination Chemistry. Review. 18.Boghaei, D.M., Lashanizadegan, M., 2000. Template synthesis, characterization of highly unsymmetrical tetradentate Schiff base complexes of Nickel(II) and Copper(II) 19.Calligaris, M., Nardin, G.,1972. o-hydroxy Schiff bases Coordination Chemistry Review. 20.Sharma, A.Mehta, T. and Shah, M.K., 2013. Synthesis and spectral studies of transition metal complexes supported by NO-bidentate Schiff-Base ligand.

Dinkar Santukrav Kalambe

MAHARASHTRATIL VIVIDH SINCHAN PRAKLPGRAST VISTHAPITYANCHYA SAMASYA - EK AADHAVA

May-Jul,2016, Vol - 3/24, Page - 2235/2237

 

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Tuhina Johri

ADMINISTRATIVE DEVELOPMENT AND E-GOVERNANCE

May-Jul,2016, Vol - 3/24, Page - 2238/2246

 Information and communication technologies are playing an important role in the daily lives of people, revolutionizing work and changing the way of doing business. It has a valuable potential to help meet good governance goals in India. It is effective and to promote openness and to ensure efficacy, transparency, accountability, responsiveness, participation and inclusion in the delivery of public services. "ICTs (Information and Communication Technology) are effectively showing new dimensions to old institutional setups. It is generally believed that ICT has considerable potential to improve governance capabilities and transform relations with customers. The initiatives of government agencies and departments to use ICT tools and applications like internet and mobile devices to support good governance, strengthen existing relationships and build new partnerships within civil society, are known as e-governance initiatives (Valentina 2004) E-Government is the term for the use of information and communication technology (ICT) in public administration to change structures and processes of government organizations. It can be an engine of development for the people. It is the application of information & communication technologies to transform the efficiency, effectiveness, transparency and accountability of informational & transactional exchanges with in government, between govt. & govt. agencies of National, State, Municipal & Local levels, citizen & businesses, and to empower citizens through access & use of information. In the fast moving world of automation and digitization India also has full flagged ICT framework for implementation of e-governance, and through this new technological innovations our work, lives and society have been changed.  It is open and transparent: public administration capable of comprehending citizens’ expectations and it is accountable and open towards democratic participation; by providing timely information and facilitating cooperation among regions, the e-governments are believed to help public managers solve long-lingering problems such as poverty, corruption, and diseases. E-governance, which is a paradigm shift over the traditional approaches in public administration, means rendering of government services and information to the public using electronic means. The interaction between citizens or businesses with government, which traditionally occurred in an office, has been facilitated by e-government through ‘the use of ICT to improve the efficiency, effectiveness, transparency and accountability of government’ (World Bank).

Keywords:  ICT, E- Governance, Accountability, Transparency, reliability

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Bhatnagar Subhash, “ Egovernment: Lessons from Implementation in Developing Countries”, Regional Development Dialogue, Vol. 24, UNCRD, Autumn 2002 Issue. Dr. Madon Shirin, “ Evaluating the Developmental Impact of E- governance Initiatives: An Exploratory framework”, The Electronic Journal on Information systems in Developing Countries, (2004) 20,5, 1-13. Subhajit Basu, “E-Government and Developing Countries: An Overview”, International review of law computers & technology, volume 18, no. 1, pages 109–132, march 2004 Mahajan Preeti, “E-governance initiatives in India with special reference to Punjab”, Asia-Pacific Journal of Social Sciences, Vol.I(1), Jan-June, 2009 pp.142-155 N. S. Kalsi, Ravi Kiran and S. C. Vaidya, “Effective e-Governance for Good Governance in India,” International Review of Business Research Papers Vol.5 No. 1 January 2009 Pp. 212?229. Shailendra Singh & D. Singh Karaulia, “E-Governance: Information Security Issues”, International Conference on Computer Science and Information Technology (ICCSIT'2011) Pattaya Dec. 2011. Heeks Richard, “Understanding e- governance for development”, Information Technology for Development, Volume 11, No. 3, December 2001 Dr. Devappa chandrakant, “E-governance : A tool to solve the problems of bureaucracy”, Research Link – 95,Vol - X (12) February – 2012. Barua Mithun, “E-Governance in the Government Treasuries of India – A Critical Evaluation”, International Research Journal of Social Sciences ISSN 2319–3565, Vol. 1(3), 45-50, November (2012). Haque M. Shamsul, “E-governance in India: its impacts on relations among citizens, politicians and public servants”, International Review of Administrative Sciences 68(2).

Vishwas Patel

GOOD GOVERNENCE: CONCEPT AND CHALLENGES

May-Jul,2016, Vol - 3/24, Page - 2247/2251

 

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Surendra, Munshi, Good Governance, Democratic Societies and Globalization, Sage Publications, New Delhi, 2000, p. 15 Jagdish C.Kapur, (2005), “IT and Good Governance”, in, Bidyut Chakrabarty, Mohit Bhattachary (eds), Administrative Change and Innovation-A Reader, New Delhi; Oxford University Press. Arora K.R. and Goyal R., Indian Public Administration: institution and issues, Reprint Wishwa Publication, New Delhi, 2005 Mathur Kuldeep, From Government to Governance: A Brief Survey of the Indian Experience, Reprint, National Book Trust, New Delhi, 2009 Anil Dutta Mishra (2010), “Good Governance: A Conceptual Analysis”, in, Alka Dhameja (ed), Contemporary Debates in Public Administration, New Delhi; Rahaman. M.M (2004) “Good Governance: A Theoretical Discourse” Good Governance, VIII, Concept Publishing, New Delhi P-38). Hazarika Niru 2014 „StateOf Governance:In Indian experience? Lecture from G U Refresher Das P.G 2014: Fundamentals of Public Administration. New Central Book Agency (P) Ltd 8/1 Chintamoni das Lane, Kolkata -700009. Devi Banasree, 2015, Good Governance and its Working: at the Indian Context, International Journal of Interdisciplinary Research in Science Society and Culture(IJIRSSC) Vol: 1, Issue:2, (December Issue), 2015

Sunayana Jagdish Kadle

DEVELOPING LIFE SKILLS THROUGH EDUCATION FOR AN IDEAL SOCIETY

May-Jul,2016, Vol - 3/24, Page - 2252/2263

An educated person is related with having a certain command of a curriculum, and knowledge of theories and facts from various disciplines. But this is not right. Being an educated person means that individual is equipped with traits and skill such as problem solving skills, emotional health, social skills, Life skills—that allows him/her to contribute meaningfully to society and to succeed in their public lives, workplaces, homes, and other societal contexts. Life skills are abilities, individuals can learn that will help them to live a fruitful life.Teachers in school should take up the responsibility of developing life skills of the students in order to prepare better students for this new century. An experimental research was carried out to study the effectiveness of Co-operative learning strategies on development of Life skills -empathy and interpersonal Relationship. Co-operative learning strategies were found to be very effective in developing empathy and Interpersonal skills in the pupils. If life skills are developed right from the childhood years, the society will surely have good citizens in future years to come. Strategies to develop the life skills in the pupils need to be developed and adopted in classroom. Promoting efficient life skills training programme in schools would thereby be an ode to the youth in the country. It would be a way of empowering youth to build their lives and their dreams. It would be a means of handholding them through the critical stages in their life and helping them tap their potential to the fullest. Thereby, it is hoped that the current education system with its oppressive rigidity would open up and make life skills education a part of its mainstream curriculum. This would enable the country to build individuals who believe in themselves, who are efficient leaders and administrators, who are able to understand their potentials and achieve them. The achievement of these goals will lead to a healthier and more fulfilling existence, further emphasizing the importance of the ideal society.
Keywords: Life Skills, Empathy, interpersonal skills, Co-operative learning Strategies, youth development, society 

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Best J.W. & Kahn J.V.: Research in Education. Prentice-Hall of India pvt. Ltd. New Delhi. (1992). Daniel Goleman: Working with Emotional Intelligence. Bantam Books, New York (1998) Dishon,D. and O’Leary,P.W.,A Guidebook for Cooperative learning Garrett, Henry E. ;( 1981). Statistics in psychology and Education. Vakils,Feffer and Simons Ltd., Mumbai-36 Kagan, S. Co-operative Learning. San Juan Capistrano, Calif .:Resources World Health Organization. Life skills education: planning for research. Geneva, WHO, 1996. 72 p. Life skills education in schools, programme on mental health by WHO http://www.asksource.info/pdf/31181_lifeskillsed_1994.pdf Life skills education, by Margaret Francis. in ‘Changing minds.org’ http://changingminds.org/articles/articles/life_skills_education.htm ShielaRamakrishnan, (2010), Life skills education in schools, in ‘Teacher plus- a magazine for the contemporary teacher. http://www.teacherplus.org/2010/february-2010/life-skills-education-in-our-schools http;//www.allthingsworkplace.com/emotional_intelligencehttp://www.brainyquote.com/quotes/authors/d/daniel_webster.html http://www.clcrc.com/pagescl.html# Interdependence (retrieved on 15/1/2009) http://changingminds.org/explanations/personality/personality_is.htm Retrieved on 28/05/09). http://www.cps.usfca.edu/ob/studenthanbooks/321handbook/verbal.htm (Retrieved on 11/11/08) http://dictionary.reference.com/browse/develop (retrieved on 25/9/08) http://www.emotionfocusedtherapy.org/Greenberg, (retrieved on 25/9/08) http://4hembryology.psu.edu/lifeskills.htm http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=266&Itemid=136 http://www.unicef.org/lifeskills/ http://www.aidsconsortium.org.uk/Education/Education%20downloads/life_skills_new_small_version.pdf http://www.unicef.org/teachers/teacher/index.cfml

Sateeshkumar M.Dongre & Sri. Ravikiran Bakkappa

THE EFFECT OF PROGRAMMED INSTRUCTION MATERIAL ON THE ACADEMIC ACHIEVEMENT OF DYSLEXIC CHILDREN A CASE STUDY

May-Jul,2016, Vol - 3/24, Page - 2264/2271

 As every finger in human hand is unique, so is every child is unique. No two children are equal in every aspect. The first thing that teachers and parents must do is to “accept the child as it is”. We compare children with peers and draw conclusions on their abilities and performance in academics, sports etc. Dyslexia is one of the Learning Disabilities found in children. It can affect children regardless of their inherent intelligence. It is a disorder and not a disease. It is a lifelong disorder. There is no ready-made cure, which can remove Dyslexia. Early intervention in education is a must for Dyslectics. They must be handled carefully with love, care, affection and warmth. Only under such circumstances they will also blossom like any other child. Dyslexia children need special Education, i.e., they must be given individualized instructions. Programmed instruction Material (PIM) has to be prepared based on the textbook the child refers and must be taught using the same. By this they will also be educated like other children. Dyslexia is a learning Disability in Children which many people are not aware of. Many teachers are also not able to understand this disorder. Dyslexics are normally treated as children who are lazy and careless. No special efforts are taken to teach them. Dyslexia can affect boys and girls alike. In fact it is not gender based. Any girl who is not learned may be exploited, made to do menial jobs. May be lured into indecent activities from which she may never be able to come out of. Education, therefore, plays a very important role in shaping the lives of individuals. The researchers have reviewed a number of articles and references material, of Dyslexia and on teaching Dyslexics, available in books, magazines and the World Wide Web. A number of case studies conducted both within India and abroad have been thoroughly studied to identify possible educational interventions fro Dyslexics. The researchers have been speaking to friends, family members and counselors alike on this topic to gather further information.Programmed Instructional Materials were developed to teach dyslectic children. After teaching through PIL and improvement in the academic performance of children was found. The researchers were convinced about the effect of Programmed Instruction on the academic achievements of dyslexics. With this in mind and to help the dyslexic students to get good education the researchers decided to take up this case study of 6 students.

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RIMSE (2009) personality and Education, Mysore Sharma R.A. (2008) Research Methodology, Lal Book Depot, Meerut. KSOU (2009) Programmed Instruction, Preparation of Programmed instruction Material (SIM) Mysore.

Sateeshkumar M.Dongre & Sri. Ravikiran Bakkappa

USE OF TECHNOLOGY AMONG VISUALLY IMPAIRED TEACHERS

May-Jul,2016, Vol - 3/24, Page - 2272/2277

 Today’s scenario is on the basis of technology. Technology is not only meant for sighted people it is a boon to differently abled also. The visually impaired individuals mostly opt for teaching position and a number of teachers are working at school and collegiate level. The emergence of reading machines, personal computers with speech or Braille output, on-screen magnification, closed circuit televisions, improved magnifiers of various sizes for various purposes, and many other technological developments have contributed to some blind people moving into jobs that they previously could not do without sighted assistance. Today’s classroom is very challenging to any teacher due to diversity of student population. Assistive computer technology and empowerment: the vocational experiences of blind and visually impaired New Zealanders, Williams, Wendy Elizabeth (2003) reported that the technologies compensate for the information access limitations of the blind and visually impaired and promise eventual empowerment. The study was conducted in Bidar and Kalaburgi districts of Karanataka with Descriptive Survey design. The sample comprised of 60 Visually Impaired teachers each 30 from school and College/University teachers. As many studies indicated that application of technology enhances the work performance of the visually impaired persons. The present study also revealed that Use of Technology by college teachers are better than school teachers and there is no difference among male and female and teachers working in Bidar and Kalaburgi districts of Karanataka .

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Crudden, A. (2002). Employment after vision loss: Results of a collective case study. Journal of Visual Impairment and Blindness, 96, 615-521. Crudden, A., & Hanye, R. (1999). Employment differences among persons with congenital and adventitious vision loss. Journal of Vocational Rehabilitation, I 2(1), 19-23. Deborah Kendrick, (1998). Teachers who are Blind or Visually Impaired, New York, AFB Press, New York. Gallagher, William F., Ed. (1969). Employment of Qualified Blind Teachers in Teaching Positions in the Public School Systems at Both the Elementary and the Secondary Grade Levels. Report of the Regional Training Institute. The Lighthouse, New York.

Mr. Kuldeep Singh Rajput

NATIONAL RURBAN MISSION: HOPE FOR THE BALANCED DEVELOPMENT

May-Jul,2016, Vol - 3/24, Page - 2278/2281

India is one of the village dominated nations. India is a land of villages. If villages develop, the nation will automatically develop. Considering the importance of rural development, the government after independence launched various rural development programmes. Development of rural area became the priority of many policy makers and welfare schemes. After investing crores rupees in rural development programmes, still there has been a continuous migration of the people from rural to the urban areas. Today also majority of villages are facing various problems. Keeping all these issues, Rurban mission was launched. It seems to be promising scheme to transform the rural sector in the coming years.
Key words: Rural development, villages, PURA, Rurban mission etc. 

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Ahuja, Ram. Social Problems in India (2014) . Rawat Publications. 1987, Jaipur. Ahuja, Ram. 2007. 'Indian Social System'. Rawat Publications. Jaipur. Dhawn, M.L (Ed) “Rural development priorities” Isha books, D-43, Prithiviraj Road, Adarsh Nagar, Delhi.2005 Rao, Shankar C.N. 2004. 'Sociology of India Society.' S. Chand and company limited. Singh Dr. Mahendra, Rural development in India, Intellectual PublishingHouse, New Delhi, 1992. Website: http://rurban.gov.in/download/ICAP.pdf http://indianexpress.com/article/india/india-news-india/narendra-modi-launches-rurban-mission-develop-villages-poor-dalits/ http://rural.nic.in/netrural/rural/sites/downloads/latest/Pura_PRC_Agenda_sep14.pdf

Samaresh Adak & Chandan Adhikary

YOUTH DYNAMICS AND THE NATION: AN IMPACT OF A.P.J. ABDUL KALAM’S PHILOSOPHY

May-Jul,2016, Vol - 3/24, Page - 2282/2287

 In this article we are to explore“Youth Dynamics and The Nation:an impact of A.P.J. Abdul Kalam’s Philosophy. IndianNationalism and spiritualism were the basic foundation of his philosophy of education. He laid emphasison philosophy of humanism, positivism,moral character, mental power, positive thinking and intelligence among the young generation. We know Education is a powerful instrument to achieve these developmental qualities among the people. He expressedhis own real experiences, thoughts, struggling evidences in his own books such as ‘Wings of fire’, ‘Ignitedminds’ India-2020 toinspire and motivate youths. He has spoken about vision of emerging India in comingyears and their glimpses from their personal life about the changing trends in the society and culture. Histremendous struggling mentality with his marvelous success would be tablets of the developments. His scientific thinking and inventions must welcome Youth Dynamics with open heart. His three visions for nation deals with Freedom, Development and Strength.
Keywords: Nationalism, Spiritualism, Humanism, Positivism, self-confidence, YouthDynamics, Nation and Vision.
 

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Jeevraj, A. Edwing&Dhanave, Dr. S.P.I.” A Comparative Study of Jawaharlal Nehru’s AnAutobiography and APJ Abdul Kalam’s Wings of Fire”. Print. Kalam, APJ Abdul.Wings of Fire: An Autobiography”. Tiwari, Arun&Chowdhry, Mukul. Hyderabad: Universities Press, 2008.Print. Ganti,K.V. “A Comparative Study of SarvepalliRadhakrishnans my Search For Truth and APJ Abdul Kalams Wins of Fire”. Research Journal of English Language and Literature (RJELAL), 2015 Vol.3.Issue.1. Wikipedia Contributors.”APJ AbdulKalam ”, Wikipedia the free Encyclopedia. Kalam,APJ(2003) Ignited Minds. Delhi: Penguin Books India Kalam,APJ(1999) Wings of fire. Delhi: Universities Press 7.Kalam,APJ(1998) “India 2020” . Delhi: Penguin Books India

Bhave B. B.

ROLE OF SCHOOL & TEACHER IN PROMOTING VALUE EDUCATION THROUGH POSITIVE PSYCHOLOGY

May-Jul,2016, Vol - 3/24, Page - 2288/2294

 The main aim of this paper is to present the co-relation between value education and positive psychology. Positive psychology began as a new area of Psychology in 1998. Positive Psychology is a relatively new branch of Psychology that seeks to understand positive emotion, such as joy, optimism and contentment. The objectives of this paper are 1) To study the concept of positive Psychology, 2) To study the concept of value education, 3) To explain the teacher & classroom practices value through positive Psychology. Qualitative analysis method was used for the present study. The data collected through the secondary sources like Books, Magazines, Journals, Newspapers and Websites was than subjected to qualitative analysis. Several humanistic psychologists such as Abraham Maslow, Carl Rogers and Erich Fromm developed theories and practices that involved human happiness. Recently the theories of human flourishing developed by these humanistic psychologist have found empirical support from studies by positive psychologist.

\"\"Keyword: Positive Psychology, Value Education, Value Education socid value Moral Value, Human value.

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Pradip Kumar (2010). Positive Psychology and Higher Education. Lopez, Shane (2009). The Encyclopedia of Positive Psychology. U.S.A. Jefferey, J.F. (2004). The History of Positive Psychology. www.positivepsychology.org Gardner, R., Cairns, J and Lawton, D. (2003). Education for values : morals, ethics and citizenship in contemporary teaching, Rutledge. Halstead, J.M. and Pike, M.A. (2006). Citizenship and moral education : values in action, Rutledge. IUCN, WWF and UNEP (1991). Caring for the Earth, WWF, IUCN, WWF and UNEP, Gland. Kelly, T.E. (1986). Discussing controversial issues : Four perspectives on the teacher's role Theory and Research Social Education, XIV (2), P.P. 113-118. Noddings N. (1992). The Challenge To care in Schools : An Alternative Approach to Education, Teachers College Press, Columbia University, New Yord. Orr, D. (1992). Ecological Literacy : Education and the Transition to a Postmodern World, State University of New Press, Albany. Reich B and Pivovarov, V. eds (1994) International Practice Guide on the Implementation of the Recommendation Concerning Education for International Understanding. UNESCO, Paris. UNESCO (1998). Learning to live Together in Peace and Harmony, UNESCO - APNIEVE Sourcebook for Education and tertiary Zone Education, UNESCO Principal Regional Office for Asia and the Pacific, Bangkok. UNESCO (2000). The Practice of Citizenship, Associated Schools Project, UNESCO, Paris. Wringe, C (2006). Moral Education : beyond the teaching of right and wrong, springer.

Mrs. D. Shunmuga SelvaSivaSankari & Mrs. R. Thanga Selvam

IMPACT OF YOGIC EXERCISES ON PHYSICAL WELLNESS OF WOMEN IN THOOTHUKUDI

May-Jul,2016, Vol - 3/24, Page - 2295/2302

 Today, many people are taking up Yoga techniques for physical exercise, and most don’t know the history of Yoga. They believe there is nothing wrong with implementing this form of exercise into their daily regiment to promote a more healthy body. However, the practice of yoga is much more than a system of physical exercise to health. The focus of this paper will be highlight on the impact of yogic exercises power among women. The objectives of this study were to find out the level of physical wellness of women before and after treatment and to find out the impact of yogic exercises on physical wellness of women. Quasi-experimental method was adopted for this study. The major findings of the study were there is a significant difference between the pre test and post test scores on physical wellness of women before and after training in Yogic exercises and there is no significant difference between women grouped on the basis of Yogic exercises in their gain scores.

Keywords: Yogic exercises, Physical Wellness

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K., Fuller. (n.d.). Ladies: Learn to Love Your Yoga. Retrieved May 18, 2016, from http://life.gaiam.com/article/ladies-learn-love-your-yoga. R., Khanna. (2010, September). The Importance of Yoga for Women. Retrieved May 18, 2016 from http://yogashaastra.blogspot.in/2010/09/importance-of-yoga-for-women.html R., Shankar. (n.d.). Yoga for Women. Retrieved May 18, 2016, from http://www.artofliving.org/in-en/yoga-for-women/yoga-women M., Slocum. (2015, February 18). What Are the Health Benefits of Yoga for Women?. Retrieved May 18, 2016, from http://www.livestrong.com/article/411193-what-are-the-health-benefits-of-yoga-for-women/ R., Shankar. (n.d.). Meditation for women: Take a break housewives!. Retrieved May 18, 2016, from http://www.artofliving.org/meditation/meditation-for-you/meditation-housewives R., Ojha. (2013, April). Role of Yoga and Meditation in the Empowerment of Women: an Ethical Perspective. IOSR Journal of Engineering (IOSRJEN), 3(4), 01-05. Retrieved May 18, 2016, from http://www.iosrjen.org/Papers/vol3_issue4%20(part-1) / A03410105.pdf Mercola. (2014, June 6). New Research Confirms Multiple Benefits of Yoga on Your Body and Mind. Retrieved May 18, 2016, from http://fitness.mercola.com/sites/fitness/archive/2014/06/06/yoga-health-benefits.aspx R., Shankar. (n.d.). Benefits of Meditation. Retrieved May 18, 2016, from http://www.artofliving.org/in-en/meditation-for-you/benefits-of-meditation.

Ms Tanu Aneja

ROLE OF ICT IN DISABLED EDUCATION

May-Jul,2016, Vol - 3/24, Page - 2303/2306

Information and Communication Technologies (ICT) has been a major breakthrough in education worldwide. By overcoming the barriers in teaching learning, ICT has been a major support in achieving the goal of inclusion of the disabled children, both physically as well as socially. The countries across the globe have been using it for the capacity building of the children, including the disabled. In the light of the above, the paper highlights the concerns related to disability and the areas that need to be prioritized to utilize ICT to the maximum extent.

Key Words: Disability, ICT

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UNESCO.(2013). The ICT Opportunity for a Disability-Inclusive Development Framework. University news, 47 (22), June 01-07, 2009 Web for ALL. http://www.web4all.ca/w4asite/english/resources_htm#pilotsites_e

Anita Belapurkar

EFFECTIVE LEARNING THROUGH READING AND REFLECTING –A STUDY

May-Jul,2016, Vol - 3/24, Page - 2307/2312

Children learn basic skills of reading and reflecting in families through other members
demonstrations. Meaningful interactions of these children with spoken and written language develop
them into better readers. This study is a literature survey regarding the research on importance on
reading and reflecting text in effective learning process. It also focuses on strategies of reading and
reflecting, and various skills regarding the same. It gives stress on importance on reading reflections
in academic success of an individual. 

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

Bauri M.,Reading Texts: A Process of Discovering and Recovering Context”Carleton University, Canada,2002 Nakamura P. “Facilitating Reading Acquisition in Multilingual Environments in India (FRAME - India), American Institute for Research; Nov.2014 Wirth K, Aziz F. “Better learning through better reading and reflecting”, serc.carleton.edu Rosko K.,Vukelich C. “Reflection and Learning to Teach Reading: A Critical Review of Literacy and General Teacher Education Studies” Loughran J. “Effective Reflective Practice- In Search of Meaning in Learning about Teaching.”Monash University, Australia Boud, D., Keogh, R. & Walker, D. (1985) “Reflection: Turning Experience into Learning. London”: Moon, J.A. (2004) “A Handbook of Reflective and Experiential Learning”. London: Routledge Thomas S.C. “Reflecting on Teaching the Four Skills: 60 Strategies for Professional Development” http://www.press.umich.edu/titleDetailDesc.do?id=4745438 ,Michigan ELT, 2012

Minakshi Gadhire, Sarika Mayekar & Mohan Joshi

ANALYSIS OF RISK FACTORS, FREQUENCY OF COMPLICATIONS POST ERCP- A PROSPECTIVE STUDY

May-Jul,2016, Vol - 3/24, Page - 2313/2322

ONLINE ISSN 2278-8808                                                             PRINTED ISSN 2319-4766
 
ERCP is well established therapeutic modality for pancreatic and biliary ductal system. We have
conducted this study to find various complications and risk factors for these complications. This study was conducted in order to find these risk factors and try to correct it, so that the rate of complications can be minimized.
Aims: 1) To study the various post ERCP complications. 2) To analyze the rate of the various Post
ERCP complications. 3) To study the predictors or risk factors for these complications.
Settings and Design: Prospective study done at a tertiary care hospital. Methods and Material: Single centre prospective study of one and half year,60 patients with varied pancreaticobiliary diseases requiring ERCP for their management and those fitting into the inclusion criteria were included in the study.
Results : Complication rate of our study is 16.67%. The complications found were pancreatitis
(6.67%), cholangitis ( 5%) , hemorrhage (1.67%) and perforation(1.67%) . In analysis of risk
factors, significant correlation was found between the procedure related variables.
Conclusion : Pancreatistis, Cholangitis, hemorrhage and perforation were the major complications.
Procedure related variables were found to be the risk factors for complications.
Key Words: ERCP, Complications. 

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Cotton PB, Garrow DA, Gallagher J, et al, Risk factors for complications after ERCP: a multivariate analysis of 11497 procedures over 12 years. Gastro Endosc 2009 ;70:80-88 Freeman ML. Complications of endoscopic retrograde cholangiopancreatography: avoidance and management. Gastrointest Endosc Clin N Am 2012;22: 567-586. Panagiotis Katsinelos, Georgia Lazaraki, Grigoris Chatzimavroudis et al. Risk factors for therapeutic ERCP related complications: An Analysis of 2715 cases performed by a Single Endoscopist. Annals of Gastroenterology 2014;27:65-72. Christensen M,Matzen P, Schulze S, et al. Complications of ERCP; a prospective study. Gastro Endosc 2004;60:721-31 Garcio- cano LJ, Gonzalez martin JA, Morillas ArinoJ, et al. Complications of ERCP. A study in small ERCP unit. Rev Esp Enferm Dig. 2004 Mar; 96 :163-73. Vandervoot J, Soethiko RM, Tham TCK, et al. risk factors for complications after performance of ERCP. Gastro Intest Endos 2002;56:652-6 Masci E, Toti G, Mariani A, et al. Complications of diagnostic and therapeutic ERCP. ERCP: A Prospective Multicentric Study. Am J Gastroenterol 2001;96:417-23 Cheng CL, Sherman S, Watkins JL, Barnett J, Freeman M, Geenen J, et al. Risk factors for post-ERCP pancreatitis: A Prospective Multicentre Study. Am J Gastroenterol. 2006;101:139–147 Safrany L. Endoscopic treatment of biliary-tract diseases. An international study. Lancet 1978;II: 983-5. Leese T, Neoptolemos JP, Carr-Locke DL. Successes, failures, early complications and their management following endoscopic sphincterotomy: results in 394 consecutive patients from a single centre. Br J Surg 1985; 72: 215-9. Vaira D, D’Anna L, Ainley C, et al. Endoscopic sphincterotomy in 1000 Consecutive patients. Lancet 1989; II: 431-3. Freeman ML, DiSario JA, Nelson DB, et al. Risk factors for post-ERCP pancreatitis: a prospective, multicenter study. Gastrointest Endosc. 2001;54 :425–434. Andriulli A, Loperfido S, Napolitano G, et al. Incidence rates of post ERCP complications: A systematic survey of prospective studies. Am J Gastroenterol 2007;102:1781-8 Mehta SN, Pavone A, Barkun JS, et al. Predictors of post ERCP complications in patients with suspected choledocholithiasis. Endoscopy 1998; 30:457-63 Loperfido S, Angelini G, Beneditti G, et al. Major early complications from diagnostic and therapeutic ERCP:A Prospective Multicentic Study. Gastro Intest Endosc1998;48:1-10 Friedland S, Soetikno RM, Vandervoort J, Montes H, Tham T, Carr-Locke DL. Bedside scoring system to predict the risk of developing pancreatitis following ERCP. Endoscopy. 2002;34:483–488. Freeman ML, Nelson DB, Sherman S, et al. Complications of endoscopic biliary sphincterotomy. N Engl J Med. 1996;335: 909–918. Rabenstein T, Schneider HT, Hahn EG, Ell C. 25 years of endoscopic sphincterotomy in Erlangen: assessment of the experience in 3498 patients. Endoscopy. 1998; 30: A194. Doi: 10.1055/s-2007- 1001439 Maldonado ME, Brady PG, Mamel JJ, et al. Incidence of pancreatitis in patients undergoing sphincter of Oddi manometry (SOM). Am J Gastroenterol 1999 ;94:387-90. Cotton PB, Lehman G, Vennes J, Geenen JE, Russell RC, Meyers WC, et al. Endoscopic sphincterotomy complications and their management: an attempt at consensus. Gastrointest Endosc. 1991;37: 383–393. Colton JB, Curran CC. Quality indicators, including complications, of ERCP in a community setting: a prospective study. Gastrointest Endosc 2009; 70: 457-67.

P. V. Rasal

A COMPARATIVE STUDY OF VALUES OF TEACHERS TEACHING TO NORMAL STUDENTS AND CHALLENGED STUDENTS

May-Jul,2016, Vol - 3/24, Page - 2323/2327

The teachers are role model of students for their easily learning process as well as shaping their life
with great dreams and aims. In this context, the researcher has conducted a study to compare the
values of school teachers in relation to type of school and gender. Total eighty (80) Primary and
secondary school teachers of Nashik district (Maharashtra) were selected as a sample out of them
forty (40) were teachers teaching normal students (20 male teachers and 20 female teachers) and
forty (40) were teaching to challenged students (MR)(20 male teachers and 20 female teachers) by
purposive sampling method. Teacher Values Inventory (S.P. Ahuluwalia and Harbans Singh, 1994)
was used for data collection. Mean, SD and’t’ value statistics techniques were used for data analysis
and interpretation. The results revealed that significant difference was found in theoretical, aesthetic,
social and religious value of normal school teachers and teachers teaching to challenge students; and
also male and female school teachers. There was no significant difference found in the economic and
political values of normal school teachers and teachers teaching to challenged students; and also
male and female teachers.
Key Words: Normal school teacher, challenged school teacher and values 

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A resource guide for teachers of educable mentally retarded children in Minnesota public schools - Elementary and Secondary Schools (1966). AASEP’s Staff Development Course (2006).Roles and Responsibilities of the Special Education Teacher.Pier Angelo: Jossey Bass Publishers. Govindarajan, K., and Murugan, S. (2012). A study of values among student-teachers.International Journal of Behavioral Social and Movement Sciences, 1 (3), 35-42. Kundale, M. B. (2003). Educational Philosophy and Educational Sociology. Pune: Shri Vidya Prakashan. Langone, J. (1986). Teaching Retarded Learners – Curriculum and Methods for Improving Instruction. USA: Allyn & Bacon, Inc. Madhu Gupta,PoojaPasrija, and Krishan Kumar Bansal (2012). A study of values manifested among secondary school teachers in relation to some demographic variables. South Asian Academic Research Journals, 2(2), 111-121. Nitasha(2013).Study of values among school teachers acrossgender & school management style. International Journal of Educational Planning & Administration, 3 (1), 69-74. Saraswati Ratkalle (2013). Study of the attitude of male & female teachers teaching in secondary school towards personal values.Shodh Sanchayan, 4 (2), 1-7.

Dr. Minakshi Gadhire, Dr. Chetan .M. Rathod & Vishwajeet Pawar

A PROSPECTIVE STUDY OF DETERMINANTS OF FACTORS AFFECTING OUTCOME OF PERFORATED PEPTIC ULCER DISEASE

May-Jul,2016, Vol - 3/24, Page - 2328/2333


ONLINE ISSN 2278-8808                                                             PRINTED ISSN 2319-4766
 
Peptic ulcer perforation is one of the most common perforation in asian countries and is still in era of proton pump inhibitors. peptic ulcer disease can be divided into gastric and duodenal ulcers peptic ulcer perforation the bacteria released into the peritoneal cavity following perforation of a hollow viscus cause secondary peritonitis the morbidity and mortality associated with the presence of enterococcus. the prospective factors determining the outcome were studied such as age, sex, stage of presentation, co morbities, renal failure, use of nsaids ,multiple addiction and physical factors such as heart rate ,blood pressure, size and site of perforation ,amount of contamination and investigations ,days stay and complications  were evaluated. Assessment of these factors at presentation can lead to identification of patients in need of intensive care and early aggressive surgical steps to decrease morbidity and mortlity were studied.60 patients with perforative peritonitis presented to the emergency department were included and studied. detailed history & clinical examination performed, routine blood investigation were done followed by the use of appropriate diagnostic procedures such as x-ray erect abdomen, with additional help of abdominal ultrasound and abdominal ct scan. this study concluded that factors causing adverse outcome in patients were identified as pre operative renal failure, multiple addictions ,peritoneal contamination, ,size of perforation were known to cause significant mortality and morbidity in this study. 

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Jhobta RS, Attri AK, Kaushik R, Sharma R, Jhobta A. Spectrum of perforation peritonitis in India--review of 504 consecutive cases. World journal of emergency surgery : WJES. 2006;1:26. Chai DJ. Saber A. Peptic Ulcer Disease.,intech,Nov 2011doi-10:5772/749., Brooks A. Emergency surgery. Chichester, West Sussex, UK ; Hoboken, NJ: Wiley-Blackwell; 2010. p. Swanes C JS, O Soreide, P Bakke, Vollset SE. A Skarstein Smoking and Ulcer Perforation Gut. 1997;41:177-80. Andrew G Hill, .Management of perforated duodenal ulcer in a resource poor envoirnment,east African medical journal,page 346.vol-78.7july 2001. Kato I, Nomura AM, Stemmermann GN, Chyou P-H. A prospective study of gastric and duodenal ulcer and its relation to smoking, alcohol, and diet. American journal of epidemiology. 1992;135(5):521-30. Smedley F, Hickish T, Taube M, Yale C, Leach R, Wastell C. Perforated duodenal ulcer and cigarette smoking. Journal of the Royal Society of Medicine. 1988;81(2):92-4. Mishra A, Sharma D, Raina VK. A simplified prognostic scoring system for peptic ulcer perforation in developing countries. Indian journal of gastroenterology : journal of the Indian Society of Gastroenterology. 2003;22(2):49-53. Jeetendar J Paryani VP, Gunvant Rathod. Etiology of peritonitis and factors 1predicing the mortality in peritonitis Natl J Community Med 2013;4(1):145-8. Moller MH, Adamsen S, Thomsen RW, Moller AM. Preoperative prognostic factors for mortality in peptic ulcer perforation: a systematic review. Scandinavian journal of gastroenterology. 2010;45(7-8):785-805. Vinod Kumar B ASM. Clinical Study of Abdominal Hollow Visceral Perforation- Non Traumatic. of Evolution of Medical and Dental Sciences 2014 2014;3(30). Nomani AZ, Malik AK, Qureshi MS. A new prognostic scoring system for perforation peritonitis secondary to duodenal ulcers. JPMA The Journal of the Pakistan Medical Association. 2014;64(1):50-6. Ordonez CA, Puyana JC. Management of peritonitis in the critically ill patient. The Surgical clinics of North America. 2006;86(6):1323-49.

Dr. Chetan Rathod & Dr. Rajiv Karvande

EFFICACY OF LAPAROSCOPY IN CHRONIC ABDOMINAL PAIN.

May-Jul,2016, Vol - 3/24, Page - 2334/2340

 chronic abdominal pain is a unique problem faced by every physician .chronic abdominal pain is
defined as pain exceeding more than 3 months duration.,in era of early diagnosis and treatment of
chronic abdominal pain has significant impact on physicians ability to diagnose and
treatment,chronic abdominal pain .it is the 3rd most common complaint of individual enrolled in any
large healthcare system..chronic abdominal pain cases undergo multiple investigations in multiple
medical centre but pain remains undiagnosed ,.a single centric observational prospective study was
done in 63 patients at l.t.m.mc and l.t.m.g.hospital ,sion, mumbai .chronic abdominal pain patients
whose limit of non invasive testing was reached and not responding to medical treatment were
projected to diagnostic and therapeutic laparoscopy.in this study efficacy of laparoscopic surgery had
significant role in pin pointing pathology of the chronic abdominal pain , laparascopy also proved to
be effective in therapeutic accuracy and avoided unneccesary laparotomy.it was concluded that
diagnostic laparoscopy has definitive role in management of chronic abdominal pain,had very high
efficacy, should be considered as important investigating tool in armamentarium of all surgeons.
Keywords: laparoscopy,chronic abdominal pain,diagnostic scopy.

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American academy of paediatrics subcommittee on chronic abdominal pain.chronic abdominal pain in chidren,paediatrics 2005:115:812-5. Camilleri m.managment of patients with chronic abdominal pain in clinical practice.neurogastroenterol motil.2006:18:499-506. Paajanen,hannu,julkunen,Kristiina,warsi,Heidi.laparoscopy in chronic abdominal pain:a prospective nonrandomised long term follow –up study,journal of clinical gastroenterology,feb 2005,39(2),pg.110-114. SRJIS/BIMONTHLY/ DR. CHETAN RATHOD & DR. RAJIV KARVANDE (2347-2352) MAY-JUNE 2016, VOL-3/24 www.srjis.com Page 2352 Townsend co,sletten cd,bruce bk,rome jd,luedtke,hodgson je.physical and emotional functioning of adult patients with chronic abdominal pain:comparison with patients with chronic back pain .j pain.2005;6:5-83. mcgarrity TJ,Peters DJ,Thompson C ,mcgarrity SJ.Outcome of patients with chronic abdominal pain referred to chronic pain clinic.Am J Gastroenterol.2000;95:1812-6. C.Palanivelu,Art of laparoscopic surgery,Textbook and atlas,Chapter 12-Diagnostic laparoscopy – Indication,tuberculosis and adhesiolysis,Jaypee publishers 2005,1st edition vol 1,p 152-177. Conlon K C and Toomey D,Chapter 19- Diagnostic laparoscopy in Fischer J E,Bland K I et al,editors Mastery of surgery,publishers-Lipincott Williams and Wilkins,2007,5th edition ,Vol 1 ,p 251- 258. Raymond P ,Onders MD,Elizabeth A ,Miitendorf MD:Utility of laparoscopy in chronic abdominal Pain.Surg:2003;134(4).549-54. Gouda M El –labban and Emad N Hokkam.The efficacy of laparoscopy in the diagnosis and management of chronic abdominal pain.J minim Access Surg. 2010 Oct-Dec ;6(4):95-99. Kinnaresh ashwin kumar baria role of laparoscopy in diagnosis and management of chronic abdominal pain.indian j.sci.res.4(1)65-68,2013. Fayez JA ,Toy NJ,Flangan TM.The appendice as the cause of chronic lower abdominal pain.Am J Obstet Gynecol.1995;172:122-23(Pubmed). Syed Ahmad Sultan Ali,Foad Ali Mossa ,Naheed Sultan,Farha Iddress. Role of diagnostic laparoscopy in recurrent Vague Abdominal pain,Journal of Surgery (International)18(2)April-June 2013. Sailesh kumar soni.Therapeutic Efficacy of diagnostic laparoscopy in chronic abdominal pain of undiagnosed etiology.IJSR-INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH. Satish Kumar .TO STUDY EFFICACY OF LAPAROSCOPY IN CHRONIC ABDOMINAL PAIN.Journal of evidence based medicine and healthcare;Volume 1,Issue 14,December 08,2014;Page 1771-1787. Klingensmith ME,Soybel DI,Brooks DC;Laparoscopy for chronic abdominal Pain.Surg.Endosc:1996;10(11):1085-7. Salky BA ,Edye MB.The role of laparoscopy in the diagnosis and treatment of abdominal Pain syndromes;Surg Endosc:1998;12(7)911-4. Schrenk P,Woisetschlager R,Wayand WU,Rieger R,Sulzbacher. H.Diagnostic laparoscopy .a survey of 92 patients.AM J Surg. 1994Oct ;168(4):348-51. Andreollo NA,Coelho Neto Jde S,Lopes LR ,Brandalise NA,Leonardi LS.Laparoscopy in the diagnosis of intra –abdominal diseases.Analysis of 168 cases.Rev Assoc Med Bras.1999 Jan –Mar 45(1):34-8. Vafa Shayani,Claudine Siegert and Philip Favia.The role of laparoscopic adhenolysis in treatment of patients with chronic abdominal pain or recurrent bowel obstruction ,JSLS;2002:APRJUNE; 6(2):111-114. Chao K,Farrell S,Kerdemelidis P,Tulloh B.Diagnostic laparoscopy for chronic right iliac fossa pain.a pilot study.Aust N Z J Surg.1997 Nov ;67(11):789-91.

Dr Sanjeevani Satish Masavkar, Dr Sadhana Zope, Dr Laxmi Kadu & Dr. Sanila Daniel

NEURO TUBERCULOSIS IN CHILDREN: CLINICOPATHOLOGICAL AND RADIOLOGICAL PROFILE AND FACTORS ASSOCIATED WITH MORTALITY: AN EXPERIENCE FROM TERTIARY CARE TEACHING HOSPITAL

May-Jul,2016, Vol - 3/24, Page - 2341/2352

ONLINE ISSN 2278-8808                                                             PRINTED ISSN 2319-4766

Background: Tuberculous Meningitis in children is the most common form of neurotuberculosis   contributing to neurological disabilities and death in developing countries like India 

Aims and objectives: To study clinical and diagnostic profile (patho radiological) and to determine the  factors  associated with mortality in children with neurotuberculosis.

Settings: Tertiary care teaching  hospital

Design: Retrospective descriptive  analysis .

Material and methods: A retrospective analysis of children between age group of 1month  to 12 years with  neurotuberculosis admitted in a tertiary care teaching  hospital from Mumbai over a period of 3 years from Jan 2013 to December 2015. Fourty one children  with  neurotuberculosis  diagnosed based on predefined criteria were included for analysis. The  demographic and   clinical  parameters such as  presenting symptoms and signs, Glasgow coma scale (GCS), intracranial pressure, staging of TBM   as per British Medical Council staging system  were  entered  from records .Mantoux test ,BCG immunisation, nutritional status, cerebrospinal fluid(CSF) analysis ,neuroimaging and other   investigations to confirm tuberculosis were noted along with treatment and  outcome as survival or death. Statistical analysis was done using SPSS(version  ).Various risk factors were determined using Chi square tests.

Results: Fourty one children were included, of which 12(29.3%) died. Fever and vomiting were the most common symtoms and meningeal irritation was the most common sign.Children presented with stage III disease were15(36.6%).Low scores of  GCS  was predictor of mortality.

Conclusion : we conclude that TBM presents with nonspecific clinical features.Stage III TBM ,raised intracranial pressure, hydrocephalus   were  not  predictors of  mortality due advances in management but  leads to  morbidity. Low GCS was the important predictor of mortality.

key words: childhood ,neurotuberculosis, predictor ,mortality 

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World Health Organization (WHO). Global Tuberculosis Report 2013. Geneva: WHO; 2013. Available from: http://www.apps.who.int/iris/ bitstream/10665/91355/1/9789241564656_eng.pdf. Marais BJ, Hesseling AC, Gie RP, Schaaf HS, Beyers N. The burden of childhood tuberculosis and the accuracy of community?based surveillance data. Int J Tuberc Lung Dis 2006;10:259?63. Jain SK, Ordonez A, Kinikar A, Gupte N, Thakar M, Mave V, et al. Pediatric tuberculosis in young children in India: A prospective study. Biomed Res Int 2013;2013:783698. Wolzak NK, Cooke ML, Orth H, van Toorn R. The changing profile of pediatric meningitis at a referral centre in Cape Town, South Africa. J Trop Pediatr 2012;58:491?5. van Toorn R, Solomons R. Update on the diagnosis and management of tuberculous meningitis in children. Semin Pediatr Neurol 2014;21:12?8. Delage G, Dusseault M. Tuberculous meningitis in children: a retrospective study of 79 patients, with an analysis of prognostic factors. Can Med Assoc J 1979;120:305-9. Humphries MJ, Teoh R, Lau J, Gabriel M. Factors of prognostic significance in Chinese children with tuberculous meningitis. Tubercle 1990;71:161-8. Paganini H, Gonzalez F, Santander C, Casimir L, Berberian G, Rosanova MT. Tuberculous meningitis in children: clinical features and outcome in 40 cases. Scand J Infect Dis 2000;32:41-5. Lee LV. Neurotuberculosis among Filipino children: an 11 years experience at the Philippine Children's Medical Center. Brain Dev 2000;22:469-74. Anil V. Israni, Divya A. Dave,1Tubercular meningitis in children: Clinical, pathological and radiological profile and factors associated with mortalityJ Neurosci Rural Pract. 2016 Jul-Sep; 7(3): 400–404 Thilothammal N, Krishnamurthy PV, Banu K, Ratnam SR. Tuberculous meningitis in children – Clinical profile, mortality and morbidity of bacteriologically confirmed cases. Indian Pediatr 1995;32:641?7. Doerr CA, Starke JR, Ong LT. Clinical and public health aspects of tuberculous meningitis in children. J Pediatr 1995;127:27?33. British Medical Research Council. Streptomycin treatment of tuberculous meningitis. Br Med J 1948;1:582?97. Ramzan A, Nayil K, Asimi R, Wani A, Makhdoomi R, Jain A. Childhood tubercular meningitis: An institutional experience and analysis of predictors of outcome. Pediatr Neurol 2013;48:30?5. Karande S, Gupta V, Kulkarni M, Joshi A. Prognostic clinical variables in childhood tuberculous meningitis: An experience from Mumbai, India. Neurol India 2005;53:191?5. Kumar N, Shekhar C, Kumar P, Kundu AS. Kuppuswamy’s socioeconomic status scale?updating for 2007. Indian J Pediatr 2007;74:1131?2. Khadilkar VV, Khadilkar AV, Choudhury P, Agarwal KN, Ugra D, Shah NK. IAP growth monitoring guidelines for children from birth to 18 years. Indian Pediatr 2007;44:187?97. Humphries MJ, Teoh R, Lau J, Gabriel M. Factors of prognostic significance in Chinese children with tuberculous meningitis. Tubercle 1990;71:161?8. van Well GT, Paes BF, Terwee CB, Springer P, Roord JJ, Donald PR, et al. Twenty years of pediatric tuberculous meningitis: A retrospective cohort study in the western cape of South Africa. Pediatrics 2009;123:e1?8. Lee LV. Neurotuberculosis among Filipino children: An 11 years experience at the Philippine Children’s Medical Center. Brain Dev 2000;22:469?74. Hill PC, Rutherford ME, Audas R, van Crevel R, Graham SM. Closing the policy?practice gap in the management of child contacts of tuberculosis cases in developing countries. PLoS Med 2011;8:e1001105. Kelekçi S, Karabel M, Karabel D, Hamidi C, Hosoglu S, Gürkan MF, et al. Bacillus Calmette?Guerin is a preventive factor in mortality of childhood tuberculous meningitis. Int J Infect Dis 2014;21:1?4. Kumar R, Dwivedi A, Kumar P, Kohli N. Tuberculous meningitis in BCG vaccinated and unvaccinated children. J Neurol Neurosurg Psychiatry 2005;76:1550?4. Chiang SS, Khan FA, Milstein MB, Tolman AW, Benedetti A, Starke JR, et al. Treatment outcomes of childhood tuberculous meningitis: A systematic review and meta?analysis. Lancet Infect Dis 2014;14:947?57. Moghtaderi A, Alavi?Naini R, Rashki S. Cranial nerve palsy as a factor to differentiate tuberculous meningitis from acute bacterial meningitis. Acta Med Iran 2013;51:113?8 Graham SM, Donald PR. Death and disability: The outcomes of tuberculous meningitis. Lancet Infect Dis 2014;14:902?4. Styblo K, Sutherland I. The epidemiology of tuberculosis in children. Bull Int Union Tuberc 1982;57:133?9

Khadilkar Sujay Madhukar

CRITICAL ANALYSIS OF PLANNING OF FACULTY DEVELOPMENT PROGRAM

May-Jul,2016, Vol - 3/24, Page - 2353/2365

 

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Joseph, A. (1998). Academic Achievement of College/University Teachers Criteria for Assessment. University News , 36 (39). Joshi, S., & Pareek, S. (2006). Impact of Faculty development Courses on Teachers in Higher Education. Indian Journal of Adult Education . Kapur, J. N. (1992). What should be taught in Refresher Course in Academic Staff Colleges? University News , 30 (14), 4-5. Kumari, S. (2010). “Professional Growth Of Teachers And Academic Staff College-An Impact Study. Malik, N. H., & Khan, A. S. (2006). Evaluation of Teachers’ Training Programme at HigherEducation Level. Journal of agricultural & Social Sciences . Manu, P. (2007). Burnout in Teachers: Causes and Treatment. University News , 45 (45). Pathania, K. S. (2007). Attitudinal Study of the Teachers Towards Faculty development Schemes of UGC. Universit News , 45 (39).

Vedasree VijayThigle

JAGATIKIKARNACHYA PRAKRIYET SANSHODHAN AAVASHYAK

May-Jul,2016, Vol - 3/24, Page - 2366/2371

 

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Shaveta Arora

E – COMMERCE IN INDIA

May-Jul,2016, Vol - 3/24, Page - 2372/2377

 Electronic commerce or business is more than just another way to sustain or enhance existing business practices. Rather, e-commerce is a paradigm shift. It is a “disruptive “innovation that is radically changing the traditional way of doing business. Ecommerce is showing tremendous business growth in our country. Increasing internet users have added to its growth. Ecommerce has helped online travel industry in many ways and added a new sales avenue through online retail industry in our country.  The E-Commerce market is thriving and poised for robust growth in Asia. There are players who made a good beginning. Their success depends on their understanding of the market and offering various types of features.

\"\" The present study has been undertaken to describe the present status and facilitators of E-Commerce in India, analyze the present trends of E-Commerce in India and examine the barriers of E-Commerce in India.

 Keywords: Ecommerce, Increasing internet users, online retail. 

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E-commerce Business Models and Concepts, E-Commerce: Business, Technology, and Society 2009, Fifth Edition, by Kenneth C. Laudon and Carol Guercio Traver, Published by Prentice Hall, a division of Pearson Education, Inc. (Available Website: http://wps.pearsoncustom.com/wps/media/objects/6717/6879191/EBM100_Ch02.pdf, 10/11/2012) Hariharaputhiran, S., “Challenges and Opportunities of E-Commerce”, International Journal of Marketing, Financial, Services & Management Research, Vol.1, No. 3, March 2012, pp- 98-108 Kaur Pradeep, Dr. Joshi Mukesh, E-Commerce in India: A Review, IJCST Vo l. 3, issue 1, 2012 Manocha, V. and Behl, N., “E-Commerce and Its Business Models”, IJMIE, Volume 2, Issue 5, May 2012, pp- 295-305 Waghmare, G. T., “E-Commerce; A Business Review and Future Prospects in Indian Business”, Indian Streams Research Journal, Vol. 2, Issue. IV, May- 2012, pp- 1-4 Websites E-Commerce Guide.Com E-Commerce Times www.business.com www.forrester.com www.iamai.in

Anurag Asija

CURRICULUM AS CONCEIVED BY SWAMI DAYANAND

May-Jul,2016, Vol - 3/24, Page - 2377/2384

Swami Dayanand (1824-1883) a great world teacher has suggested the curriculum for teaching. His Education system was based on Vedas. He suggested that curriculum should be set in such a way so that it may impart true knowledge. In the achievement of moksha and God both curriculum and Acharya are very important ingredients of education. His views are based on Dhama and spirituality. Vedic education takes man to the path of achieving moksha and God. Thus his main intent is to set a curriculum which takes the learner to the perfection of life. 

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Bhardwaj ,Charanjiva (1932): Light of Truth, (An English Translation of Satyarth Parakash) ,Published by Arya Samaj, Madras, Rigvedadi Bhasya Bhumika, Ram lal Kapoor Trust,Amritsar, Satyarth Prakash ,Vedic Yantralaya, Ajmer, Satyarth Prakash ,Vedic Yantralaya, Ajmer, Sri Durga Parsad (1978): Light of Truth, Translation of Satyarth Parkash,Ja Gyan Prakash, Jan Gyan Prakashan, Ved Mandir ,Delhi-36, Vyavahar Bhanu, Propkarni Sabha, Ajmer,

Mahavir Singh Chhonkar

PROFESSIONAL DEVELOPMENT OF TEACHERS IN INDIA: AN OVERVIEW

May-Jul,2016, Vol - 3/24, Page - 2385/2391

Professional development for teachers is more than training or classes as it functions as an agent for change in their classroom practices. The growth of a teacher’s skill and understanding is developed through personal reflection, interactions with colleagues and mentoring which gives confidence by engaging with their practices and reaffirming their experiences. It could have a positive impact on teachers’ pedagogical content knowledge as many teachers feel challenged with teaching of curricular subjects due to lack of previous experience with hands-on activities, lack of content knowledge, lack of interest to acquire the resources needed to create appropriate learning environments and lack of confidence. This paper would give an overview with regard to the retrospective scenario in the area of professional development of teachers. 

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