Volume 7, Issue 8(3), August 2018 International Journal of Multidisciplinary Educational Research
Published by Sucharitha Publications 48-12-3/7, Flat No: 302, Alekya Residency Srinagar, Visakhapatnam – 530 016 Andhra Pradesh – India Email: [email protected] Website: www.ijmer.in
Editorial Board Editor-in-Chief Dr. K. Victor Babu Associate Professor, Institute of Education Mettu University, Metu, Ethiopia.
EDITORIAL BOARD MEMBERS
Prof. S.Mahendra Dev Prof. Igor Kondrashin Vice Chancellor The Member of The Russian Philosophical Indira Gandhi Institute of Development Society Research, Mumbai The Russian Humanist Society and Expert of The UNESCO, Moscow, Russia Prof.Y.C. Simhadri Vice Chancellor, Patna University Dr. Zoran Vujisiæ Former Director Rector Institute of Constitutional and Parliamentary St. Gregory Nazianzen Orthodox Institute Studies, New Delhi & Universidad Rural de Guatemala, GT, U.S.A Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University Prof.U.Shameem Department of Zoology Prof. (Dr.) Sohan Raj Tater Andhra University Visakhapatnam Former Vice Chancellor Singhania University, Rajasthan Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Prof.K.Sreerama Murty Vizianagaram Department of Economics Andhra University - Visakhapatnam Dr. Kameswara Sharma YVR Asst. Professor Dr.V.Venkateswarlu Dept. of Zoology Assistant Professor Sri. Venkateswara College, Delhi University, Dept. of Sociology & Social Work Delhi Acharya Nagarjuna University, Guntur I Ketut Donder Prof. P.D.Satya Paul Depasar State Institute of Hindu Dharma Department of Anthropology Indonesia Andhra University – Visakhapatnam Prof. Roger Wiemers Prof. Josef HÖCHTL Professor of Education Department of Political Economy Lipscomb University, Nashville, USA University of Vienna, Vienna & Ex. Member of the Austrian Parliament Dr. N.S. Dhanam Austria Department of Philosophy Andhra University Prof. Alexander Chumakov Visakhapatnam Chair of Philosophy Russian Philosophical Society Dr.B.S.N.Murthy Moscow, Russia Department of Mechanical Engineering GITAM University Prof. Fidel Gutierrez Vivanco Visakhapatnam Founder and President Escuela Virtual de Asesoría Filosófica Lima Peru Dr.S.V Lakshmana Rao Dr.Ton Quang Cuong Coordinator Dean of Faculty of Teacher Education A.P State Resource Center University of Education, VNU, Hanoi Visakhapatnam Prof. Chanakya Kumar Dr.S.Kannan Department of Computer Science University of Pune,Pune Department of History Annamalai University Prof. Djordje Branko Vukelic Annamalai Nagar, Chidambaram Department for Production Engineering University of Novi Sad, Serbia Dr. B. Venkataswamy H.O.D., & Associate Professor Prof. Shobha V Huilgol Dept. of Telugu, P.A.S. College Department of Pharmacology Pedanandipadu, Guntur, India Off- Al- Ameen Medical College, Bijapur
Dr.E. Ashok Kumar Prof.Joseph R.Jayakar Department of Education Department of English North- Eastern Hill University, Shillong GITAM University Dr.K.Chaitanya Hyderabad Department of Chemistry Nanjing University of Science and Prof.Francesco Massoni Technology Department of Public Health Sciences People’s Republic of China University of Sapienza, Rome
Dr.Sandeep Narula Prof.Mehsin Jabel Atteya Dept. of Management Sciences Al-Mustansiriyah University IIHMR University, Jaipur College of Education Department of Mathematics, Iraq Dr. Bipasha Sinha S. S. Jalan Girls’ College Prof. Ronato Sabalza Ballado University of Calcutta, Calcutta Department of Mathematics University of Eastern Philippines, Philippines Prof. N Kanakaratnam Dept. of History, Archaeology & Culture Satheesha H Dravidian University, Kuppam Mettu University Andhra Pradesh Mettu, Ethiopia
Dr. K. John Babu Dr.J.B.Chakravarthi Department of Journalism & Mass Comm Assistant Professor Central University of Kashmir, Kashmir Department of Sahitya Rasthritya Sanskrit Vidyapeetha, Tirupati Dr.T.V.Ramana Department of Economics, Andhra University Dr.Ni Luh Putu Agustini Karta Campus, Kakinada Department of Tourism Triatma Mulya Institute of Economy Bali, Indonesia
® © Editor-in-Chief, IJMER Typeset and Printed in India www.ijmer.in IJMER, Journal of Multidisciplinary Educational Research, concentrates on critical and creative research in multidisciplinary traditions. This journal seeks to promote original research and cultivate a fruitful dialogue between old and new thought.
C O N T E N T S Volume 7 Issue 8(3) August 2018 S. Pg.
No No 1. Effects of Entrepreneurial Competencies on 1 Entrepreneurial Propensity of Public University Graduates: The Case of Adama Science and Technology University (ASTU) Getnet Worke
2. Detection of Liver Disorder Using Ensemble Algorithm 25 S.Kowsalya
th th 3. History of Koravi from 8 Century A.D. To 14 Century 39 A.D B. Hathiram
4. Monuments of Mahatma Gandhi in India and Around the 47 World C. Ravi Sankar Patnaik
5. Environmental Degradation and Conservation Measures 58 Around Raipur City, C.G., India Aparajita Sharma
6. Real English Language Test for ESL Speakers: The Case 68 of the English Majors Employed as Call Center Agents Gino G. Sumalinog
7. Students’ Perception on the use of Webquest in Learning 80 Short Stories Janet Alesna Mananay
8. Parenting Problems of Adolescents in India 93 B. Jhansi Rani
9. When the White Man Turns Tyrant it is his Own Freedom 107 that he Destroys Reflection on the Aspects of Imperialism in George Orwell’s “Shooting an Elephant” Madhuraka Goswami
10. Accessibility and Utilisation of Rural Credit 119 Mamata Venkatramana Hedge. K 11. The Nature and Causes for the Crisis in Indian 131 Agriculture A.Kavita
12. Women Rights in Contemporary Era 136 Ananda S and S A Javeed
13. Developing and Validating Instructional Design Based on 143 Jurisprudential Inquiry Model Focusing on Academic Performance, Entrepreneurial Skills and Social Competence Rinu V Antony
14. 153 जैन कुमार के उप यास म वैचा रक ि टकोण के व भ न
आयाम T.Sai Sankar
15. The Crux of Competency Mapping 161 Archana Raghuram.B and Israel Rajuvuram
16. The Contribution of Demographic Characters on 171 Employees Quality of Work Life N. Somasekhara and D. Jamuna
17. Determination of Nutrients Value in Five Generally 183 Consuming Sri Lankan Rice Varieties with Concern on Weight Reduction Mi Manuha and A. Paranagama, BM Nageeb and Nz Iqbal
ISSN : 2277 – 7881 Dr. K. VICTOR BABU Impact Factor :5.818 (2018) M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit) Index Copernicus Value: 5.16 Associate Professor, Institute of Education & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Mettu University, Metu, Ethiopia.
Editorial……
It is heartening to note that our journal is able to sustain the enthusiasm and covering various facets of knowledge. It is our hope that IJMER would continue to live up to its fullest expectations savoring the thoughts of the intellectuals associated with its functioning .Our progress is steady and we are in a position now to receive evaluate and publish as many articles as we can. The response from the academicians and scholars is excellent and we are proud to acknowledge this stimulating aspect. The writers with their rich research experience in the academic fields are contributing excellently and making IJMER march to progress as envisaged. The interdisciplinary topics bring in a spirit of immense participation enabling us to understand the relations in the growing competitive world. Our endeavour will be to keep IJMER as a perfect tool in making all its participants to work to unity with their thoughts and action. The Editor thanks one and all for their input towards the growth of the Knowledge Based Society. All of us together are making continues efforts to make our predictions true in making IJMER, a Journal of Repute
Dr.K.Victor Babu Editor-in-Chief
SOCIAL SCIENCES, HUMANITIES, COMMERCE & MANAGEMENT, ENGINEERING & TECHNOLOGY, MEDICINE, SCIENCES, ART & DEVELOPMENT STUDIES, LAW www.ijmer.in
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
EFFECTS OF ENTREPRENEURIAL COMPETENCIES ON ENTREPRENEURIAL PROPENSITY OF PUBLIC UNIVERSITY GRADUATES: THE CASE OF ADAMA SCIENCE AND TECHNOLOGY UNIVERSITY (ASTU) Getnet Worke Lecturer Department of Management College of Business and Economics BuleHora University, Bule Hora, Ethiopia Abstract With biggest appreciations of entrepreneurship in boosting a nation’s economy, investigating determinants behind the potency to become an entrepreneur is essential. Thus, Its main objective was to examine the effects of personal entrepreneurial competencies on graduates’ propensity to become an entrepreneur.It has four research questions and two hypotheses were formulated to achieve the objectives of the study. Data were collected from graduates of the year 2016/17 of ASTU through likert scale type of questionnaire. Both descriptive and explanatory designs were used for this study. The study was also employed a quantitative method. A stratified sampling technique was used and 336 sample graduates were selected. Analysis of data was using mean, standard deviation, Pearson correlation and multiple regressions.Based on the analysis, the study found that the development of personal entrepreneurial competencies such as opportunity identification and taking initiative, persistence, commitment to work contract and demand for quality and efficiency and entrepreneurial propensity of graduates are low while the remaining personal entrepreneurial competency (risk taking) is relatively moderate. The correlation analysis revealed that all the alternative hypotheses were supported. more specifically selected personal entrepreneurial competencies and entrepreneurial propensity of graduates at ASTU recorded significant and direct relationship while, effects of selected entrepreneurial competencies on entrepreneurial propensity of ASTU graduates are significant which implies when graduates develop personal entrepreneurial competencies their propensity to become an entrepreneur significantly increases. Based on the findings of the study, the researcher recommends that ASTU should work on developing and equipping students with
www.ijmer.in 1
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
competencies in a way that how opportunities can be identified, how they persist to challenges, commitment to work, develop the desired for quality and efficiency and being risk taker.This paper also suggested that future researchers should conduct other categories of competencies and different types of analyses and could attempt to investigate the same study on other public and private institutions. Key words: entrepreneurship, entrepreneurial competencies and entrepreneurial propensity. Introduction This study is an evaluation of the effects of personal entrepreneurial competencies on graduates’ propensity to become an entrepreneur.It is a riposte to some theoretical explanations, Hailay, (2007), entrepreneurs are not just born they can be developed through education, training and experience to undertake ventures and be creative. According to Joseph Schumpeter (1965) the rate of economic progress of a nation depends upon the distribution of entrepreneurial talent in the population. The importance of entrepreneurship is widely recognised today as a basic skill to be provided through life-long learning, and interesting experiences exist already in all countries, (European commission enterprise directorate general, 2002).Hofer et al., 2013, added also that, Successful entrepreneurs follow a learning journey, which starts in education and continues with learning-by doing processes; both formal and informal learning inside and outside the firm.Furthermore, there is a theoretical and empirical support has been given for the positive association between entrepreneurial competencies and entrepreneurial propensity (Chandler and Jansen, 1992; Bird, 2002; Turker et al., 2005; Bautista, et al. 2007 and Mitchelmore& Rowley 2010 )and researchers have been addressed the issues related with the entrepreneurial motivation (Mekonnin, 2015), intentions Megibaru (2014) and entrepreneurship education (Dugassa, 2012; Adetayo, et al., 2015; Kuratko, 2005; Daku and Oyekan, 2014), of university graduates towards self-employment. Moreover, there is also evidence that developing entrepreneurial skills among entrepreneurs contributes to profitability and growth (Chandler and Jansen, 1992). Likewise, Onstenk(2003) maintains that proper entrepreneurial competencies are required to success fully start, operate and ensure the survival of a new business in the market place. From an educational perspective, scholars are primarily concerned with the development of
www.ijmer.in 2 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
individual-level competencies for entrepreneurship (Bird,2002; Man et al. 2002). But there is a gap in studying the empirical notions of entrepreneurial competencies that are predictive to entrepreneurial propensity in potential entrepreneurs like graduates. In Ethiopia, the number of graduates is growing fast and institutional challenges of universities are large because more than20 new universities have been established in the last decade and the foundation of another 11 universities announced in 2015, (Mudde, et al., 2015). The findings of (Serneels, 2004; Megibaru, 2014; Abebe, 2015), also shows that self-employment is less among the young educated members of the society and the involvement of young university graduates in entrepreneurship tradition is very little. Therefore, the number of college and university graduates who spend the first few years after school looking for jobs has dramatically increased over the past five years. Realizing the existence of the above gaps, the main aim of this study is to examine the personal entrepreneurial competencies of ASTU graduates and its effect on their entrepreneurial propensity. Thus, based on the aims of this study, the following hypothesis were developed. 1. H There is no significant relationship between selected personal 0: entrepreneurial competencies (i.e. opportunity identification and taking initiative, persistence, commitment to work contract, demand for quality and efficiency and risk taking) and graduates propensity to become an entrepreneur in ASTU.
H1: There is significant relationship between selected personal entrepreneurial competencies (i.e. opportunity identification and taking initiative, persistence, commitment to work contract, demand for quality and efficiency and risk taking) and graduates propensity to become an entrepreneur in ASTU. 2. H the selected personal entrepreneurial competencies (i.e. 0: opportunity identification and taking initiative, persistence, commitment to work contract, demand for quality and efficiency and risk taking) have no effect on graduates’ propensity to become an entrepreneur in ASTU.
H1:the selected personal entrepreneurial competencies (i.e. opportunity identification and taking initiative, persistence,
www.ijmer.in 3 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
commitment to work contract, demand for quality and efficiency and risk taking) have an effect on graduates’ propensity to become an entrepreneur in ASTU. The Concepts of Entrepreneurship and Entrepreneur There is no a single universally accepted comprehensive definition of entrepreneurship. Although researchers have been inconsistent with their definitions of entrepreneurship, they often contain similar elements, such opportunity recognition, newness, organizing, creating and risk taking, Abebe (2015). Schermerhorn, (2004) defines entrepreneurship as a strategic thinking and risk-taking behavior that results in the creation of new opportunities for individuals and/or organizations. On the other hand, entrepreneurship, according to Onuoha (2007), as sited in (Eroglu and Picak, 2011) “is the practice of starting new organizations or revitalizingmature organizations, particularly new businesses generally in response to identified opportunities”. As explained in the works of Onuoha (2007), For Knight (1921) and Drucker (1970) “entrepreneurship is about taking risk”. Schermerhorn (2004) also defines entrepreneurs as risk-taking individuals who take actions to pursue opportunities and situations others may fail to recognize or may view as problems or threats. According to Schumpeter (1965) “entrepreneurs are individuals who exploit market opportunity through technical and/or organizational innovation”. (Bolton and Thompson, 2000) have defined an entrepreneur as “a person who habitually creates and innovates to build something of recognized value around perceived opportunities”. Hisrich (1990) as sited in Eroglu and Picak, (2011) “defined that an entrepreneur is characterized as “someone who demonstrates initiative and creative thinking, is able to organize social and economic mechanisms to turn resources and situations to practical account and accepts risk and failure”. It is also a person who uses available resources in novel ways (Schumpteter 1934). The concept of entrepreneurial competencies and competence Boyatzis (1982) developed his model of managerial competency through a study of over two thousand managers; he identified over 100 potential managerial competencies. Here, competency was discussed as an underlying characteristic of a person, which results in effective action
www.ijmer.in 4 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
and/or superior performance in a job.There are at least two key meanings or uses of the term competency: competency a behaviour that an individual demonstrates; and, competencies as minimum standards of performance (Strebler et al., 1997).Entrepreneurial competencies have been identified as a specific group of competencies relevant to the exercise of successful entrepreneurship. Such entrepreneurship is often associated with the development of small and newbusinesses,(Nuthall, 2006). Man et al. (2002) defined entrepreneurial competencies as the total ability of the entrepreneur to perform a job role successfully. Johnson and Winterton (1999) observe that the range of skills and competencies required to run a small firm are qualitatively as well as quantitatively different from those needed in larger organisations. In the work of (Bird, 1995), entrepreneurial competencies are carried by individuals; the entrepreneurs who begin or transform organisations and who add value through their organising of resources and opportunities. In conclusion, competency and competence are linked but distinct. Competency is a class of things that can be used to characterise individuals and their behaviours and competence is the evaluation of performance in a specific domain of activity. Here, one can understand that competences are distinct from knowledge, skills, and abilities in that they are not only attributes of individuals, but also depend on situation and social definition. Components of entrepreneurial competency Shane and Venkataraman (2000) suggest that opportunity recognition and exploitation are focal concepts in entrepreneurship which differentiate entrepreneurship from management. Miles and Snow (1978) suggested that the entrepreneurial problem is marked by the concrete conceptualisation of an entrepreneurial insight or opportunity. In a study conducted by Man et al.(2002), ten areas of entrepreneurial competencies, also from a behavioural perspective, have been distinguished, namely; opportunity, relationship, analytical, innovative, operational, human, strategic, commitment, learning and personal strength competencies. Mitchelmore and Rowley (2013) Baum (1994) formed a list of nine entrepreneurship competencies based on the work of others (Chandler and Jansen, 1992; Herron and Robinson, 1993); these are: knowledge,
www.ijmer.in 5 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
cognitive ability, self-management, administration, human resource, decision skill, leadership, opportunity recognition, and opportunity development. Mudde et al.(2015)in their assessment of entrepreneurship in Ethiopian universities, summarises ten personal entrepreneurial competencies of successful entrepreneurs. These are:goal setting skills; Planning and monitoring; opportunity identification and taking initiative; risk taking; information seeking; desire to improve quality and efficiency; persistence and determination; Fulfilling commitment; persuasion and networking and independence and self-confidence. Entrepreneurial propensity Entrepreneurship is intentional and a planned behaviour. Individuals would only decide to take up entrepreneurial activities after they were triggered by certain stimuli and gone through some careful mental thoughts. It is important because it influences people’s behaviour towards entrepreneurship, such as initiating a new venture, Krueger, et al. (2000). Previous studies have described entrepreneurial propensity differently. For instance, entrepreneurial propensity has been regarded as “individual’s favourable predisposition towards new venture creation” Chelariu, et al., (2008). Meanwhile, Wang and Wong (2004) described it as “interest in starting new business”. In addition, Phan, et al., (2002) treated entrepreneurial propensity as “likelihood or interest to start business”, or simply “intention to start new business”. Although the above studies have dissimilar descriptions on entrepreneurial propensity, they shared one common ground. They unanimously referred the term to a person’s possibility of engaging in entrepreneurial activities, such as starting a new business. Furthermore, no actual entrepreneurial actions were involved.This study also followed the description of Phan et al. (2002), in which propensity was treated as intention. According to Ajzen (1991), intention is “the indication of how hard people are willing to try or how much an effort they are planning to exert, in order to perform a behaviour”. It is also a good predictor of behaviour. Simply put, intention leads to actual behaviour. Krueger et al. (2000) give a more complicated view of the propensity of an individual to become an entrepreneur. They argue that the
www.ijmer.in 6 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
entrepreneurial propensity is subjective and influenced by the cultural environment (i.e., opportunity seeking; entrepreneurial traits; capability beliefs; responsibility taking; entrepreneurial motivation; and entrepreneurial fears). Along similar lines, Burns (2001) proposes that the propensity of an individual to become an entrepreneur is reflected in four features: the personal character traits; antecedent influences; situational factors and the culture of society. So, this study focuses on examining the effect of entrepreneurial competencies on entrepreneurial propensity of graduates based on the reviewed literatures. Review of the empirical findings The proposed model of Luthje and Franke (2003) incorporated both personality traits and contextual factors. The study revealed that the impact of attitude towards self-employment might be linked to two personality traits (risk-taking propensity and internal locus of control) and two contextual factors (perceived barriers and perceived support). The study of Turker et al. (2005) also considered the impacts of both internal factors (motivation and self-confidence) and external factors (perceived level of education, opportunities, and support) on entrepreneurial propensity of university students. The study found that two internal factors and perceived level of support were statistically significant factors. In a cross-cultural study, Parnell et al. (1995) compared the entrepreneurial propensity of American and Egyptian university students. In their study, entrepreneurial propensity was taken as a function of self-confidence, perceived level of education, and perceived opportunities. Timmons and Spinelli (2004) indicates that entrepreneurship education should create a capacity for flexibility, willingness to think conceptually, imagination, creativity, and the art to see change as an opportunity. Zain et al., (2010) study on Malaysian undergraduate business students in public university in a survey using 230 sample selected through systematic sampling revealed that more graduatingstudents have a desire to pursue into entrepreneurship and they are influenced by entrepreneurialcourses taken, family members who are entrepreneurs and academics who are inbusiness related disciplines. The findings also indicate that personality trait influence intention. Ali et al., (2010)
www.ijmer.in 7 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
study explores entrepreneurial attributes among the students of the Islamic University of Bahawalpur, a public sector Pakistani university using multistage sampling of 521 graduate students. The results indicate that the attributes are self-efficacy, efficiency, commitment, and entrepreneurial inclinations. In a paper by Wong (2004) on the antecedents for entrepreneurial propensity in Singapore, the findings indicate that self-efficacy, prior knowledge of other entrepreneurs, and fear of failure are significant determinants of overall entrepreneurship. Empirical research finding by (Megibaru, 2014) demonstrate socio- demographic determinants for entrepreneurial intention of university students. The result shows that taking entrepreneurship course, role modeloccupation, using of learning by doing approach, gender and family workexpectation were significant predictors of entrepreneurial intention. Conceptual framework of the study Based on the reviewed literatures the researcher found out many elements are alike. Therefore, this study is based on personal entrepreneurial competencies that are predictive to be an entrepreneurial specifically the achievement cluster of the works of McClelland (1987) and others is explained in methods and materials section. Methods and materials To achieve the objective, the researcher was employed both descriptive survey and explanatory research designs. The reason for planning to use a descriptive survey was to assess the selected personal entrepreneurial competencies and graduate’s propensity to become an entrepreneurial. Explanatory research design, on the other hand, was used to understand the effect and relationship of such competencies on entrepreneurial propensity of graduates. The dependant variable is entrepreneurialpropensity and the independent variables are; opportunity identification and taking initiative, persistence, commitment to work contract, demand for quality and efficiency and risk taking. The dependent variable is based on four key concepts associated with entrepreneurial propensity namely opportunity, necessity, and high employment potential and overall entrepreneurial propensity. Quantitative research method was applied in this study.The target population of the study wasgraduate class students of ASTU
www.ijmer.in 8 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
from the four schools and the sampling frame was regular class graduates of the year 2015/16. These are 2111 graduates. The sample size of the study is 336 at a 95% confidence level by using Yamane’s (1967) formula.The sampling design for this research will be a probabilistic sampling and its technique will be proportionate stratified sampling and stratification will be school/ faculty based.A primary source of data using structured questionnaire of a Likert scale type wereemployed. Thequestionnaire was basedthe personal entrepreneurial competencies (PECs), was adapted from the work of McClelland (1987) andManagement Systems International (MSI) and McBer Team as cited byAzarcon andRoy (2008). Here, it is important to note that not all items were adapted from previous established studies; efforts were made to ensure their reliability and validity. Prior to the main study a pilot test was conducted by distributing questionnaires for 40 respondents from ASTU graduates and Cronbach’s alpha computed is .872 for all and it is above 0.70 for each item. These scale reliabilities were considered acceptable based on Nunnally’s (1978) criterion of 0.70 or greater. Two techniques were undertaken for validity. Firstly, questionnaires were reviewed by two experienced MBA teachers. Secondly, other two entrepreneurial experts reviewed the correctness of the contents. For this study, both descriptive and inferential statics were applied. The descriptive statistics that wasapplied in this research are: mean and percentage from central tendency and standarddeviation from dispersion. Lastly, inferential statics that was applied in this research are regression analysis and correlation. Statistical software named statistical package for social science (SPSS) was applied for statistical calculations. Data Presentation, AnalysisandInterpretation Descriptive Central Tendency Statistics and Dispersion Concerning central tendency and dispersion, the researcherused a Likert scale of 1 – 5 where 1 is never (N), 2 is rarely (R), 3 is sometimes (S), 4 is usually (U) and 5 is always (A)the researcher also pre-assumes the value of mean and standard deviation as follows: Where a mean score < 1.50 means never, 1.51 – 2.50 means rarely, 2.51 – 3.49 means sometimes,3.50 – 4.49 means usually and >4.50 always. The strength of category response was supported by Zedatol and Bagheri (2009)
www.ijmer.in 9 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
mean score 3.80 and above is consider high, 3.40-3.79 is moderate and 3.39 andbelow is low. On the other hand, a less than 1 standard deviation is considered. Table 1descriptive statistics for independent and dependent variables (n=302)
Variables Minimu Maximum Mean Std. m Deviation
opportunity identification and 2.00 4.20 3.1325 .39659 taking initiative Persistence 2.00 4.20 3.2775 .36847 Commitment to work contract 2.40 4.00 3.2887 .32453 Demand for quality and 1.80 4.40 3.1285 .50372 efficiency Risk taking 2.20 4.80 3.5854 .44414 Entrepreneurial propensity 2.00 4.75 3.3907 .51156
Source: primary survey, 2016 Table 1demonstrates that, central tendencies measurement and dispersion of constructs for dependent variable i.e. entrepreneurial propensity and independent variables i.e. opportunity identification and taking initiative, persistence, commitment to work contract, demand for quality and efficiency and risk taking that results from differentitems in each variable according to respondents. According to table 1 respondents overallmean of entrepreneurialcompetencies such as opportunity identification and taking initiative, persistence, commitment to work contract and demand for quality and efficiency falls below 3.40which is under the category of sometimes. According to Zedatol and Bagheri (2009) a mean score 3.39 and below is low. The mean score of the remaining entrepreneurial competency (risk taking) is 3.58 implies more than the average point and respondents rated as usually.According to Zedatol and Bagheri (2009) mean score falls in between 3.40-3.79 is considered moderate. This result is supported by the finding of Zhao et al. (2010) conducted a study to predict the factors that influenced entrepreneurial intention in doing business. Their finding indicated that risk propensity is the top predictor of
www.ijmer.in 10 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
entrepreneurial intentions. Inaddition,standard deviation of each independent variables is in between 0.3 and 0.6 which shows that over all variation of respondent from mean is low. On the other hand, Table 1 indicates that responses of respondents on entrepreneurial propensity of ASTU graduates were falling in sometimes as indicated by the overall mean of 3.39 which is in between 2.50 and 3.49 resulted from respondent. Though, the graduates’ propensity to become an entrepreneur at ASTU is also low as per the responses of respondents.According to Zedatol and Bagheri (2009) a mean score 3.39 and below is low and their propensity to be an entrepreneur is considered low. Considering individual items, on statements “I will voluntarily participate in an entrepreneurial activity to pursue an opportunity” respondents rate highest with mean 3.85 while on statement “I have done something tangible to help start a new business” respondent rate with lowest mean 3.02. Hypothesis Testing For Pearson’s correlation and linear regression, in particular, the parametric ones presume for this study and pre-test is done to fulfil assumption of parametric statics which is not violated. Correlation Analysis According to Zou, et al., (2003), the degree of correlation is determined as follows: when r is in between .10 to .29 or –.10 to –.29 the relationship is low. When r is in between .30 to .49 or –.30 to –.49 the relationship is considered mediumand finally when r is in between .50 to 1.0 or –.50 to –1.0 indicates strong relationship. Bivariate correlations which test the strength of the relationship between two variables without giving any consideration to the interference some other variable might cause to the relationship between the two variables being tested.
www.ijmer.in 11 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Table2 Pearson’s product moment correlation between study variables (n=302)
Variables CEP COI CPR CCWC CDQC CRT
CEP - COI .496 - CPR .424 .451 - CCWC .585 .287 .266 - CDQE .441 .238 .204 .236 - CRT .365 .224 .254 .269 .196- Sig. (2- . .000 .000 .000 .000 .000 tailed) Source: survey result, 2016
Hypothesis 1(A) - H0: There is no relationship between opportunity identification and taking initiative and entrepreneurial propensity of graduates’at ASTU. The relationship between opportunity identification and taking initiative and entrepreneurial propensity of graduates at ASTU was investigated by using Pearson productmoment correlation coefficient as dedicated in table 4.4as answer of respondents. As it shows, there is direct correlation between the two variables [R=.496, n=302, p<.05]. According to Zou, et al., (2003), the degree of relationship is almost considered as high because the value of (R = .496) is in between the coefficient range of .49 - .50. This indicates that with high efforts are made by graduates in identifying opportunities and taking initiative isassociated with higher entrepreneurial propensity of graduates at ASTU. Thus, according to respondents result of null hypothesis is rejected and alternative hypothesis is accepted.
Hypothesis 1(B) - H0: There is no relationship between persistence and entrepreneurial propensity of graduates at ASTU.
www.ijmer.in 12 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Table 4.4 alsoshows thatPearson Correlation, R-valuebetween persistence and entrepreneurial propensity is 0.424whereas n=302 and p<.05, this represent that there is a positive relationship between persistence and entrepreneurial propensity of graduates at ASTU according to respondents. According to Zou, et al., (2003), the degree of relationship is considered as moderate because the value of (R = .424) is in between the coefficient range of .30 - .49. Thus, persistence leads to increase in the propensity to become an entrepreneur at ASTU. Therefore, respondents’ answers reveal that persistence has positive relation with entrepreneurial propensity of graduates at ASTU. So, from respondent result null hypothesis is rejected and alternative hypothesis is accepted.
Hypothesis1(C) - H0: There is no relationship between commitment to work contract and entrepreneurial propensity of graduates at ASTU. Table 2 shows that Pearson Correlation between commitment to work contract and entrepreneurial propensity (R= 0.585, n=302, and p<.05) thisimplies that there is a positive relationship between commitment to work contract and entrepreneurial propensity of graduates at ASTU according to respondents. According to Zou, et al., (2003), the degree of relationship is considered high because the value of (R = .585) is above the coefficient range of.50. As such, commitment to work contract leads to increase in the propensity to become an entrepreneur of ASTU graduates. Therefore, respondents’ answers revealed that commitment to work contract has positive relation with entrepreneurial propensity of graduates at ASTU.
Hypothesis 1(D) - H0: There is no relationship between demand for quality and efficiency and entrepreneurial propensity of graduates at ASTU. Pearson Correlation between demand for quality and efficiency and entrepreneurial propensity(R-value is 0.441, n=302, p<. 05) as shown in table 2 above implies that there is a positive relationship between demand for quality and efficiency and entrepreneurial propensity of graduates at ASTU according to respondents. According to Zou, et al., (2003), the degree of relationship is considered as moderate because the value of (R = .441) is in between the coefficient range of .30 - .49. As a result, demand for quality and efficiency leads to increase in the propensity to become an entrepreneur of ASTU graduates. Therefore,
www.ijmer.in 13 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
respondents’ answers reveal that demand for quality and efficiency has positive relation with entrepreneurial propensity of graduates at ASTU. So, from respondent result null hypothesis is rejected and alternative hypothesis is supported.
Hypothesis 1(E) - H0: There is no relationship between risk taking and entrepreneurial propensity of graduates at ASTU. The relationship between risk taking and entrepreneurial propensity of graduates at ASTU was investigated by using Pearson product moment correlation coefficient as dedicated in table 2as answer of respondents. There is direct correlation between the two variables [R=.365, n=302, p<.05].According to Zou, et al., (2003), the degree of relationship is considered as moderate because the value of (R = .365) is in between the coefficient range of .30 - .49. With high efforts are made by graduates in risk taking are associated with higher entrepreneurial propensity of graduates at ASTU. Thus, according to respondents result of null hypothesis is disproved and alternative hypothesis is accepted. Multiple Regression Analysis The researchers used Multiple Regression Analysis to determine the significant relationships or impact between independent variables (opportunity identification and taking initiative, persistence, commitment to work contract, demand for quality and efficiency and risk taking) and dependent variable (entrepreneurial propensity).
Hypothesis 2(A) - H0: selectedpersonal entrepreneurial competencies have no effect on the entrepreneurial propensity of graduates’at ASTU. Table 3multiple regression model summary
Model R R Adjusted R Square Std. Error of the Square Estimate
1 .745a .555 .547 .34431 a. Predictors: (Constant), Risk taking, Demand for quality and efficiency, Persistence, Commitment to work contract, opportunity identification and taking initiative
www.ijmer.in 14 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
b. Dependent Variable: Entrepreneurial propensity Source: respondent survey, 2016 Based on the Model Summary in table 3, the correlation coefficient (R value) for this research is 0.745. This means that there is a positive and significant relationship between dependent variable (entrepreneurial propensity) and independent variables (opportunity identification and taking initiative, persistence, Commitment to work contract, Demand for quality and efficiency and Risk taking because R value is positive value and 0.745 is fall under coefficient range 0.40 to 0.80. The R Square indicates the extent or percentage the independent variables(opportunity identification and taking initiative, persistence, Commitment to work contract, Demand for quality and efficiency and Risk taking) and can explain the variations in the dependent variable (entrepreneurial propensity). In this research, independent variables(opportunity identification and taking initiative, persistence, Commitment to work contract, Demand for quality and efficiency and Risktaking can explain 55.5% (0.555) of variations in dependent variable (entrepreneurial propensity) according to respondentresponse. However, it is still leave 44.5% (100% -55.5%) unexplained in this study. In other words, there are other additional variables that are important in explaining entrepreneurial propensitythat have not been considered in this research. Table 4 multiple regression ANOVA SPSS output
Model Sum of Df Mean Square F Sig. Squares
Regres 43.678 5 8.736 73.686 .000b sion
1 Residu 35.091 296 .119 al
Total 78.769 301
a. Dependent Variable: CEP b. Predictors: (Constant), CRT, CDQE, CPR, CCWC, COI Source: survey result, 2016 In the ANOVA table 4, it shows that the F value of 73.686 and the p- value is 0.000 which is less than 0.05 (p< 0.05) so significant at the 0.05
www.ijmer.in 15 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
level. In overall the regression model with those five independent variables of opportunity identification and taking initiative, persistence, Commitment to work contract, Demand for quality and efficiency and Risk taking,was suitable (statically significant) in explaining the variation in entrepreneurial propensity of graduates. Table5 multiple regression coefficients SPSS output
95.0% 95.0% Statistics Confidence Coefficients Coefficients Collinearity Correlations Standardized Interval for B
Unstandardized T Sig.
order B - VIF Part Beta Partial Tolerance Std. ErrorStd. Zero Lower Bound Upper Bound Model - - - (Constant) .263 .000 -.965 1.482 5.641 1.999
OI .308 .058 .239 5.322 .000 .194 .422 .496 .296 .206 .749 1.336
1 PR .183 .062 .132 2.952 .003 .061 .305 .424 .169 .115 .756 1.322 CWC .616 .067 .391 9.238 .000 .485 .747 .585 .473 .358 .842 1.188
DQE .244 .042 .240 5.854 .000 .162 .326 .441 .322 .227 .896 1.116
RT .145 .048 .126 3.046 .003 .051 .239 .365 .174 .118 .875 1.142
a. Dependent Variable: Entrepreneurial propensity Source: from survey, 2016 To examine the effect of personal entrepreneurial competencies on entrepreneurial propensity, multiple regression analysis has been carried out. The result of the regression model shown in table 5indicates the value of the regression coefficient R= .745 R square = .555 andadjusted R square .547 and significance level of p= .000 indicates that the model is significant at p<.005, 2 -tailed. Thus, the overall effect of graduates’ propensity to become an entrepreneur is explained by the value of the R square which indicates that 55.5 % entrepreneurial propensity of graduates at ASTU is accounted specifically by their perception of development of entrepreneurial competencies.
www.ijmer.in 16 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
In order to see the contributions of the different variables it is important that to look at the standardized coefficients of the analysis in table 5the Beta value for the predictor variable graduates perception of entrepreneurial competencies development (opportunity identification and taking initiative) is .239 at (t = 5.322; p = 0.000), (persistence) is .132 at (t = 2.952.; p =0.003), (commitment to work contract) is .391 at (t =9.238; p = 0.000), (demand for quality and efficiency) is .240 at (t= 5.854; p=0.000), (risktaking) is .126 at (t=3.046; p=0.003). Here, the largest beta coefficient is .391, which is for commitment to work contract. This means that thisvariable makes the strongest unique contribution to explaining graduates’ propensity to become an entrepreneur, when the variance explained by all other variables in the model iscontrolled for. The beta value for demand for quality and efficiency (.240) and the beta value for opportunity identification and taking initiative(.239) indicating the second and the third strong contribution. These two variables are almost a closer contribution. The beta values for persistence (.132) and risk taking (.126) indicating it made the fourth and fifth lowest contribution respectively. In order to construct a regression equation, it is important to look at the unstandardized coefficient values listed on table 5 above. The regression equation for personal entrepreneurial competencies and entrepreneurial propensity of graduates with r square of 55.5% is: Entrepreneurial propensity = -1.482+.308 (opportunity identification and taking initiative) +.183 (persistence) +.616 (commitment to work contract) + .244(demand for quality and efficiency) +.145 (risk taking) The unstandardized coefficient of opportunity identification and taking initiative (B=.308) implies entrepreneurial propensity of graduates increased by 30.8% if their perception of the development of opportunity identification and taking initiative increases by one. The unstandardized coefficient persistence (B=.183) implies entrepreneurial propensity of graduates increased by 18.3% if their perception of the development of persistence competency increases by one. The unstandardized coefficient of commitment to work contract (B=. 616) implies entrepreneurial propensity of graduates increased by 61.6% if their perception of commitment to work contract increases by one. The unstandardized coefficient demand for quality and efficiency (B=.244) implies entrepreneurial propensity of graduates increased by 24.4% if their perception of the development of demand for quality and
www.ijmer.in 17 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
efficiency increases by one. The unstandardized coefficient ofrisk taking(B=.145) implies entrepreneurial propensity of graduates increased by 14.5 % if their perception of propensity of risk taking increases by one. Summary of Findings According to the discussion and analysis of data presented above, the following findings were drawn. Concerning the assessments of entrepreneurial competencies respondent overallmean of entrepreneurialcompetencies such as opportunity identification and taking initiative, persistence, commitment to work contract and demand for quality and efficiency falls under the category of sometimes, considered low. Likewise, the graduates’ propensity to become an entrepreneur at ASTU is also low. This result was also confirmed by the study of Zedatol and Bagheri (2009.On the other hand, the mean score of the remaining entrepreneurial competency (risk taking) implies above the average point and respondents rated as usually. According to Zedatol and Bagheri (2009) this mean score is considered moderate. This result is also supported by the finding of Zhao et al. (2010). The correlation coefficients between opportunity identification and taking initiative – entrepreneurial propensity, persistence - entrepreneurial propensity, commitment to work contract - entrepreneurial propensity, demand for quality and efficiency - entrepreneurial propensity and risk taking - entrepreneurial propensity are found to be positive. This implies there is positive relation between selected entrepreneurial competencies and entrepreneurial propensity of graduates at ASTU. Multiple regression analysis suggested that five entrepreneurial competencies namely, opportunity identification and taking initiative, persistence, commitment to work contract, demand for quality and efficiency and risk taking were found to beexplanatory factors having significant effect onentrepreneurial propensity of graduates at ASTU, but, degree of affection is not strong. Conclusions Result from central tendency and dispersion shows that perceptions of the development of entrepreneurial competencies with respect to
www.ijmer.in 18 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
variables selected for this study purpose and their propensity to become an entrepreneur is low exception of risk taking, recorded moderate. On another hand, result from correlation show that there is positive relationship between the selected entrepreneurial competencies and entrepreneurial propensity. Lastly, result from regression analysis reveals that each selected entrepreneurial competencyhas a power to influence graduates propensity to become an entrepreneur. Generally, this research supported opportunity identification and taking initiative, persistence, commitment to work contract, demand for quality and efficiency and risk-taking deserving in increasing graduate’s propensity to become an entrepreneur at ASTU. thus, it is fair to conclude in line with the hypothesis test confirms that the selected entrepreneurial competencies namely opportunity identification and taking initiative, persistence, commitment to work contract, demand for quality and efficiency and risk taking have significant impact on entrepreneurial propensity of graduates and working hard in developing such competencies can develop potential graduate entrepreneurs on completion of their institutional duty. Recommendations - According to the findings of this study, it is suggested that concerned body of ASTU should take the following measures to develop entrepreneurially competent graduates’ institution wide.
On opportunity identification and taking initiative: - Equip students with the necessary entrepreneurial competencies in a way that when others see problems, they can see opportunities and take the initiative to transform these opportunities in to profitable business situation. This may include (1) help them to do things before being asked or forced by others. (2) Help them to develop behaviour of taking actions to extend an opportunity in to new areas, products or service. (3) Help them on how to seize unusual opportunities to start a new business, obtain financing, equipment, land, work space or assistance.
On persistence - This includes equipping students to have the determination /persevere in the face of obstacles in a way that when most people tend to abandon an activity, they stick with it. This can be achieved through (1) help them to take action in the face of significant
www.ijmer.in 19 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
obstacles and challenges. (2) help them to take persistent actions, or switch to an alternative strategy to meet a challenge or obstacle and (3) help them to take personal responsibility for the performance necessary to achieve goals and objectives.
On commitment to work contract - Equip students with the competency to do what they say they will do; keep their promises, no matter how great the personal sacrifice. This can be achieved through (1) help them to make a personal sacrifice and extraordinary effort to complete a job (2) help them to pitch in with employees, or take their place if needed, to get a job done; and (3) help them to strive to keep others satisfied and place long-term goodwill above short-term gain.
Demand for quality and efficiency - Equip students on how to do with passion, being obsessed by the need to improve quality, to do something better, faster or cheaper. This can be achieved through (1) help them on how to find ways to do things better, faster and cheaper (2) Help them to act to do things that meet or exceed standards of excellenceand (3) help them to develop and use procedures to ensure that work is completed on time and that work meets agreed-upon the desired standard.
Risk taking - Develop their willingness to take risks. This can be achieved through (1) help them to demonstrate to deliberately calculate risks and evaluate alternatives (2) help them to take actions to reduce risks and control outcomes and (3) help them to place themselves in situations involving a challenge or moderate risk. Scope for Further Research
- Since this study focuses on achievement competencies similar studies can be conducted in other public and private institutions and beyond this power and planning competencies also suggested.
- Entrepreneurial competencies are different categories, there are also functional competencies focusing on how to get and manage finance; managerial competencies that are important for potential entrepreneurs, such kind of studies should be conducted at ASTU and other institutions.
www.ijmer.in 20 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
- As far as the methods concerned, this study was carried out quantitatively, a qualitative analysis should be an undertaken in future study. Reference
1. Abebe A, (2015), attitudes of undergraduate students towards self-employment in Ethiopian public universities: International Journal of Business and Management Review Vol.3, No.7, pp.1- 10.
2. Adetayo O. Oke A ., and Aderonmuet O .( 2015), Assessment of Entrepreneurship Education and Employment, Generation among University Graduates in Nigeria, European Journal of Business and Management, ISSN 2222-1905 (Paper) ISSN 2222- 2839 (Online), Vol.7, No.23.
3. Ajzen, I. (1991). The Theory of Planned Behaviour, Organizational Behaviour and Human Decision Processes, 50, 179-211.
4. Ali, A., Topping, K.J., Tariq, H.R. (2010). Entrepreneurial attributes among postgraduate students of a Pakistani university, US-China Education Review, 7(5), 66-77.
5. Aykol, S., Gurbuz, G. (2008), Entrepreneurial Intentions of Young Educated Public in Turkey. Journal of Global Strategic Management, 4, 47-55.
6. Azarcon, Ernie Roy S. (2008),Entrepreneurship principles and practices, Philippines: Valencia Educational Supply, Baguio City.
7. Bagheri A., &Pihie, Z.A.L. (2011) Student Entrepreneurial Leaders: Challenges andCompetencies of Leading University Entrepreneurship Programs. International Journal of Business and Social Science, 2 (2):133-144.
8. Bautista, R. S., Barlis, M. J. P., & Nazario, A.G. (2007). The Personal Entrepreneurial Competencies of BS Entrepreneurship Students of the Cordillera Administrative Region and Practicing Entrepreneurs in the Cities of Baguio, Dagupan, and San Fernando, La Union: A Comparison. 10th
www.ijmer.in 21 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
National Convention on Statistics (NCS) EDSA Shangri-La Hotel October1-2, 2007.
9. Baum, J.R. (1994), “The relationship of traits, competencies, motivation, strategy and structure to venture growth”, PhD dissertation, University of Maryland, College Park, MD
10. Bird, B. (1988), “Implementing entrepreneurial ideas: the case for intentions”,Academy ofManagement Review, Vol. 13 No. 3, pp. 442-54.
11. Bird, B. (1995), “Towards a theory of entrepreneurial competency”, Advances in Entrepreneurship, Firm Emergence and Growth, Vol. 2, pp. 51-72.
12. Bird,B.(2002).LearningEntrepreneurshipCompetencies:TheSelf- DirectedLearningApproach,International Journal of Entrepreneurship Education, 1, 203-227.
13. Bolton W. & Thompson J. (2000) Entrepreneurs: Talent, Temperament, Technique, Butterworth Heinemann, Oxford.
14. Boyatzis,R.E.(1982),TheCompetentManager:amodelforeffectivep erformance,NewYork: Wiley.
15. Burns, P. (2001) Entrepreneurship and Small Business, Palgrave, Basingstoke.
16. Chandler, G.N. and Jansen, E. (1992), “The founder’s self- assessed competence and venture performance”,Journal of Business Venturing, Vol. 7 No. 3, pp. 223-36.
17. Chelariu, C., Brashear, T.G., Osmonbekov, T., &Zait, A. (2008). Entrepreneurial Propensity in a Transition Economy: Exploring Micro-level and Meso-level Cultural Antecedents. Journal of Business & Industrial Marketing, 23(6), 405 – 415.
18. Cronbach L.J. (1951).Coefficient Alpha and the Internal Structure of Tests.Psychometrika 16, 297–334.
19. Kuratko, (2005), the emergence of entrepreneurship education: development, trends and challenges, Baylor University.
20. Daku J. and Oyekan O. (2014), Education and Employment Generation: Entrepreneurial Education and Youth Support
www.ijmer.in 22 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Programmes as Panacea, European Journal of Humanities and Social Sciences Vol. 30, No.1, ISSN 2220-9425.
21. Dugassa, T. (2012). Impact of entrepreneurship education on entrepreneurial intentions of business and engineering students in Ethiopia. African Journal of Economic and Management studies vol.3, No.2, Pp. 258-27
22. Eroglu, and Picak (2011), Entrepreneurship, National Culture and Turkey: International Journal of Business and Social Science, Vol. 2 No. 16.
23. European commission enterprise directorate general, (2002), the final report of the expert group ”best procedure” project on education and training on entrepreneurship, Nov. 2012.
24. Hailay G., (2007) entrepreneurship and small business management: 2nd ed., Mekele University, Ethiopia.
25. Herron, L. and Robinson, R.B. (1993), “A structural model of the effects of entrepreneurialcharacteristics on venture performance”, Journal of Business Venturing, Vol. 8 No. 3, pp. 281-94.
26. Hofer, A.et al. (2013) Promoting Successful Graduate Entrepreneurship at the Technical University Ilmenau, Germany: OECD Local Economic and Employment Development (LEED) Working Papers, 2013/03, OECD Publishing.
27. Hood, J. and Young, J. (1993), “Entrepreneurship’s requisite areas of development: a survey of top executives in entrepreneurial firms”,Journal of Business Venturing, Vol. 8 No. 2, pp. 115-35.
28. Johnson, S. and Winterton, J. (1999), Management Skills, Skills Task Force Research Paper 3, Department for Education and Employment, London.
29. Krueger, N.F. Jr., Reilly, M.D., Carsrud, A.L. (2000) ‘Competing models of entrepreneurial intentions’, Journal of Business Venturing, Vol. 15, No. 5, pp.411–432.
www.ijmer.in 23 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
30. Lee L. and Wong P. (2005), antecedents for entrepreneurial propensity in Singapore, Entrepreneurship Centre, National University of Singapore.
31. Luthje, C., & Franke, N. (2003) the making of an entrepreneur: testing a model of entrepreneurial intention among engineering students at MIT. R&D Management, 33(2), 135 - 147.
32. Man, T.W.Y., Lau, T. And Chan, K.F. (2002) The competitiveness of small and medium enterprises a conceptualization with focus on entrepreneurial competencies, Journal of Business Venturing. 17 (2), 2002, 123– 142.
33. McClelland, D.C. (1987). Characteristics of successful entrepreneurs, The Journal of Creative Behavior, 21, 219-233.
34. Megibaru S., (2014), Socio-Demographic Determinants for Entrepreneurial Intention of University Students: The Case of University of Gondar Graduating Students.
35. Mekonnin R., (2015), Determining Entrepreneurial Motivation of Undergraduate Students in Ethiopian Higher Learning Institutions: A Case of Haramaya University, Middle Eastern & African Journal of Educational Research, Issue 14Year 2015.
36. Miles, R.E. and Snow, C.C. (1978), Organizational Strategy, Structure, and Process, McGraw-Hill, New York, NY.
37. Mitchelmore, S. & Rowley, J. (2010) Entrepreneurial competencies: a literature review and development agenda. International Journal of Entrepreneurial Behaviour & Research,16 (2),92-111
www.ijmer.in 24 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
DETECTION OF LIVER DISORDER USING ENSEMBLE ALGORITHM
Dr.S.Kowsalya Department of CS, CA & IT Karpagam Academy of Higher Education Coimbatore, Tamil Nadu, India
Abstract Liver disease cause high incidence of death worldwide. Various types of stress and irregular eating habits, as well as inhalation of alcohol and ongoing toxic gas, ingestion of contaminated food, excessive consumption of pickled food and drug intake enables liver disease patients to grow up year by year. In this project to diagnose the liver disease of patients, different classification techniques are used. The data classification is based on liver disorder. The training data set is developed by collecting data from Indian Liver Patients datasets which consists of 543 instances with 20 different attributes. The existing system uses classification algorithms such as Naive Bayes, K-NN, and ID3. In this work the applicability of decision trees to predict the presence of live disorder is explored. Experimental results prove that Random Tree serves to be the best classification technique. Keywords: Liver disorder, Classification, Naïve Bayes, K-NN, ID3, Decision trees, Random Trees.
1. Introduction Data Mining is a core are of research with the goal of extracting frequent set of patterns and new knowledge from large quantity of data. It does not extract the existing data. It is a catchphrase which is oftenused for processing different forms of large scale data and information processing. It can also be used for other computer aided decision support systems. It also gains importance in the field of artificial intelligence, machine learning and business intelligence. The following steps are to be repeated to find and interpret new patterns form this set of large data. They are Understand the goal of end user, form a target data set, Pre-processing of dataset, Data reduction and projection, Data mining task selection, Data mining algorithm
www.ijmer.in 25 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
selection, Interpreting mined patterns and Visualization of newly discovered knowledge.
1.1 Classification algorithms An important stage of Data mining task is Classification which retrieves each item from the input dataset to a target category set or class. The main goal of this stage is to accurately predict the target class category for each data in the dataset. To begin with this task the class assignments must be known. Classification do not imply any order and so they are discrete values. For example, a continuous set of floating point values will be treated as numerical value rather than a categorical data. When the dataset composes of numerical target, a classification algorithm cannot be used. So, in this case a regression algorithm must be chosen. There are many classification algorithms that finds relationships using variant techniques. These classification models can be tested by comparing the newly found predicted values with the existing known target valuein a set of test data. Classification has many applications in customer segmentation, business modelling, marketing, credit analysis, and biomedical and drug response modelling. Linear classifier Statistical classification techniques in the field of machine learning use the specific characteristics of the object to classify it to a particular group or category. In this case of linear classifier, the decision of classification is made based on the values retrieved by linear combination of characteristics. Id3 Classification Algorithm The algorithm used by ID3 starts with a original set of root node S. The root node in ID3algorithm starts with S. Theiteration starts from every unused attribute of the root node S and determines the range of that attribute. The attribute with the smallest entropy or largest information gain is selected. The root set S is split into many subsets of the data. This process gets repeated for each subset of set S and it only considers the attributes that was never selected before. Naive Bayes Naïve Bayes is a classification technique which is based on Bayes Theorem. This technique assumes that there exist independence among
www.ijmer.in 26 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
predictors. The Naïve Bayes classifierpredicts that there is no relationship between the presence of a particular feature and the presence of any other feature. This model is easy to implement and specifically can be used for applications of large data set. It seems to perform well when compared to even highly sophisticated classification methods. KNN Algorithm The KNN algorithm is a supervised learning algorithm. Here the destination node is known in advance but the path to arrive to that destination is not known. A sample of this technique is the K-nearest neighbour algorithm. It stores all available cases and classifies a new case by detecting major clusters of its neighbour. This algorithm finds the well- defined groups from the given unlabelled data. The determination of value of k acts to be more significant to attain maximum efficiency. For a continuous variable Euclidean distance is used as the distance metric. For classification of text which is a discrete variable, overlap metric or Hamming distance can be used.
2. Literature Review In a critical study done by B. Venkata Ramana1 et. al. [1], the datasets are taken from the Machine Learning Repository, which contains 345 records with 5 attributes. It concentrates on performance of classification algorithms with different feature combinations such as SGOT, SGPT and ALP with the selected datasets. The algorithms used are Naive Bayes, K star and FT Tree. Implementation is done using WEKA tool.In order to predict the liver disease, measures used are accuracy, precisions, sensitivity and specificity.It was found to have better performance for the AP Liver Dataset compared to UCLA liver datasets with all selected algorithms. In another work proposed by Sekar et. al. [2], an ensemble correlation between liver analysis was done. The analysis results or disease patterns can be applied over the linear correlation of the parameters. Data mining techniques such as KNN, SVM, MLP or decision trees are applied over unique datasets, which is collected from 16,380 analysis results.The results show that there is a correlation among ALT, AST, Billirubin Direct and Billirubin Total down to 15% of error rate. Also, the correlation coefficient is up to 94%. This makes possible to predict the analysis result of disease
www.ijmer.in 27 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
patterns. In the work proposed by Dhamodaran, Liver Disease Prediction was done using Bayesian Classification [3]. To predict the class type from classes such as Liver Cancer, Cirrhosis, Hepatitis and Benign the algorithm used is Bayesian classification technique. Training dataset which is used for finding the accuracy consist of 29 datasets with 12 different attributes. Accuracy of the Naïve Bayes classification which is applied on the training set is found out to be 75.54%. Another research was done for liver cancer detection based on improved K-NN algorithm. To improve the efficiency of classification in Liver Cancer Detection, the principal Component Analysis method is applied to the K-NN algorithm.Liver haemangioma obtained73.57% accuracy which is less than other classification methods with 80% accuracy. In the work proposed by Rajesh et. Al. [4], a new optimum hierarchical feature fusion based on Penguin Search Optimization Algorithm (PeSOA) is implemented. The features resulting from PeSOA is used by a Probabilistic Neural Network (PNN) which classifies the liver cancer tissues. Test results demonstrate that the proposed technique acquires 98.92% classification accuracy. An analysis of liver disorder is done using Data mining Algorithm proposed by Rajeswari et. Al. [5]. In this work the data classification is based on liver disorder training data set collected data from UCI repository. It consists of 345 instances with 7 different attributes. Low (L), and High (H) to represent the profit as 0 and 1. WEKA tool is used to classify the data and the data is evaluated. The algorithm used is Naïve Bayes, KStar, FT Tree. It predicts the accuracy of liver disease. Attributes are fully classified by this algorithm and gives 97.10% of accurate result. In the work proposed by Prasad Babu et, al. [6] an implementation of Hierarchical Clustering was done on Indian Liver Patient Dataset. To analyse the performance of ILPD data set the algorithms used are Hierarchical clustering, Partition clustering, Density based clustering and Grid based clustering. A new improved algorithm was proposed by HyontaiSug [7] for liver disorder disease with oversampling. Diagnosinga liver disease is a high interest of data miners and it uses BUPA dataset. The algorithms used are decision trees, C4.5 and CART.Two representation of decision tree algorithms C4.5 and CART showed very good results such that it is recommend to do oversampling for the dataset to generate decision trees.
www.ijmer.in 28 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
3. PROPOSED SYSTEM The below Figure 1. shows the Architecture of the proposed system.
Training Data
Liver diseases Data set
Classification Model Pre-Processing the data
Set range to each data ID3,Rndtree,C4.5,CART, NaiveBayes Importing dataset
Knowledge Base Model Evaluation
Rules from best Classifier Accuracy, Precision, Recall
Prediction Model Test Data Best Classifier
Predicted Patterns Figure 1. Architecture of Proposed System
3.1 Data Description In the proposed work, liver disorder patient details are taken from UCI machine learning repository. It includes 416 liver patient details and 167 suspicious liver patient details. It is composed of data of both male and female which is 441 and 142 respectively. Patients of Andhra Pradesh area located in north-east of India and labelled with class values to indicate whether they have liver disorder or not. Attribute information The dataset used in this proposed work was downloaded from UCI Machine learning Repository. It contains the Indian liver patient
www.ijmer.in 29 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
details. The following Table 1. shows the attributes and their annotation used for the classification in the proposed work. TABLE 1. ATTRIBUTES AND THEIR TYPES Attributes Types(Annotations) Age Numeric Gender Nominal (male, female) Total Bilirubin Continuous. As the sum value of the direct bilirubin and the indirect bilirubin, it is with a diagnosis of jaundice, metabolic processes, and used at the time of observation. (>> normal: 0.3~1.9 mg/dL) Direct Bilirubin Continuous. What is shared with other molecules, conjugated bilirubin combined with glucuronic acid combined with watersoluble molecules (>>normal: 0.0~0.4 mg/dL) Alkaline Continuous. As hydrolase enzyme responsible Phosphotase for removing phosphate groups from many types of molecules, including nucleotides, proteins, and alkaloids, it is used to diagnose hepatobiliary or bone disease in the diagnosis. (>>normal: 20~140 UL/L) SGPT (Alanine Continuous. Its full name is serum glutamic- Aminotransferase) pyruvic transaminase, ALT is found in plasma and in various bodily tissues, but is most commonly associated with the liver. (>>normal: male <=45 IU/L, female <=34 IU/L) SGOT (Aspartate Continuous. Its full name is serum glutamic Transaminase) oxaloacetic transaminase, AST is found in the liver, heart, skeletal muscle, kidneys, brain, and
red blood cells, and it is commonly measured clinically as a marker for liver health. (>>normal: male 8~40 IU/L, female 6~34 IU/L) Total Proteins Continuous. A biochemical test for measuring the total amount of protein in blood plasma or
www.ijmer.in 30 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
serum. Concentrations below the reference range usually reflect low albumin concentration, for instance in liver disease or acute infection. (>>normal: 6.0~8.0 g/dl) Albumin. Continuous. The most common family of globular proteins is serum albumin. Albumin is the main protein of human plasma. (>>normal: 3.5~5.0 g/dL) A/G Ratio Continuous. Albumin/globulin ratio. It provides information about the amount of albumin you have compared with globulin, a comparison called the A/G ratio. It is useful when to suspects Liver damage, Spleen problems, Thymus malfunction, Kidney disease/damage, Protein digestion and absorption, Protein intake and Autoimmune conditions. (>>normal: 1.2~1.5) Class Nominal (Patient: 1, Normal: 2)
3.2 Decision Tree Decision trees used in data mining are of two main types:
Classification tree analysis where the predicted outcome is the class to which the data belongs.
Regression tree analysis is where the predicted outcome can be considered asa real number Brieman et. Al. introduced the term CART (Classification and Regression Tree) that refers to the combination of both Classification tree and Regression tree. Ensemble methods are the techniques that construct more than one decision tree.
Boosted trees Incrementally building an ensemble by training each new instance to emphasize the training instances previously mis- modeled. A typical example is AdaBoost. These can be used for regression-type and classification-type problems.
Bootstrap aggregated (or bagged) decision trees, an early ensemble method, builds multiple decision trees by repeatedly resampling
www.ijmer.in 31 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
training data with replacement, and voting the trees for a consensus prediction.
A random forest classifier is a specific type of bootstrap aggregating Rotation forest - in which every decision tree is trained by first applying principal component analysis (PCA) on a random subset of the input features. In the process of Decision tree construction, a tree structure is constructed using the tuples of class-labelled data. It is a structure similar to flow chart in which a test attribute is represented by non-leaf node, branch represents the outcome of the test and leaf holds the class label. The node at the topmost position of the tree is named as the root node. There are many specific decision-tree algorithms. Notable ones include:
ID3 (Iterative Dichotomiser 3) C4.5 (successor of ID3) CART (Classification And Regression Tree) CHAID (CHi-squared Automatic Interaction Detector). Performs multi-level splits when computing classification trees.
3.3 Random Tree The generation of a Random tree is done with a stochastic process. Both classification and regression problems can be dealt with this Random tree. A collection of tree predictors called forest is the composition of a random tree. The classifier of a random tree works as follows: Take the input feature vector, compares with every tree in the forest and generate the class label that acquired the maximum number of votes. If the case is regression, the response produced by the classifier is the average response produced by all the trees of the forest. Training is given to the trees with same parameters but they are done on different training datasets. The resulting data set is produced from the original training dataset by applying a nootstrap procedure. The bootstrap procedure works as follows: From tge original set, select tha same number of vectors in a random fashion. They are chosen with replacement where some vectors will occur more than once and some may be absent. Not all the variables are used to find the best split in each node of the tree. Only a random subset of them will be retrieved. A
www.ijmer.in 32 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
new subset of data is obtained from each node. The size of the subset is constant for all nodes and trees. The trees that are built are not pruned. There is no need to have any procedure to determine the estimation of accuracy for random trees. The frequency of error percentage is determined internally during training. When the training set for the current tree is drawn by sampling with replacement, some vectors are left out (so-called oob (out-of-bag) data). The size of oob data is about N/3.
Figure 2. Random trees The advantages of random forest are:
Highly accurate classifier for many data sets. It runs efficiently on large databases Thousands of input variables can be handled without variable deletion.
It identifies the important variables of the classification. It creates an unbiased error generalization during the progress of building a forest.
When there occurs a large set of missing data it estimates those data in an effective manner.
In case of unbalanced data sets it acts effectively to solve the balancing error.
It creates prototype models that gives information about the relation between the variables and the classification.
www.ijmer.in 33 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
It is capable of producing data views unsupervised clustering and outlier detection
It offers an experimental method for detecting variable interactions. 3.4 Advantages of Proposed system It offers a chance to perform data analysis that has less risk of carrying an error. Researchers use random sampling to analyse data with low margin of error. This sampling occurs within specific boundaries which leads to the actual sampling process. The sampling uses the whole population of data and provides accurate results on specific subject matters. There is an equal chance of selection. Everything within a specified area have an equal chance to be selected which leads to increase in accuracy within the collected data. No previous information of the data items collected, for sampling, are included in the process of data collection. Everyone and everything has 50/50 opportunity to get selected. It requires less knowledge to complete the research. No specific knowledge about the collected data is needed to produce effective results. A random set of question is asked and answered in random sampling. A specific feature of an item is reviewed. If that task is performed and data collected ted by the researcher then the required job is complete. It is the simplest form of data collection. Only basic observation and recording skills are needed in this type of research. In case the data is collected with other methods, it is capable of removing classification errors. Because of this simplicity in the methodology, there may also occur unintended problems. The sample may not be genuine in some cases, but often in many cases it produces accurate results. Multiple types of randomness can be included to reduce researcher bias. Two common approaches ae used for random sampling. One being the lottery method, which analyses the whole population and decides which sample to be included and which should not be. Random numbers can
www.ijmer.in 34 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
also be generated by researchers for specific individuals and then have random collection of those number selected to be part of the project.
4. EXPERIMENTAL RESULTS The below Table 1. shows the result of Precision and Recall for detection of liver disorder. TABLE 2. PRECISION AND RECALL
Classifier Precision Recall K-NN 0.8918 0.8262 Naïve Bayes 0.8029 0.7785 ID3 1 0.7135 Random Tree 1 1
TABLE 3. SPECIFICITY
Classifier Specificity K-NN 0.6641 Naïve Bayes 0.4675 ID3 0 Random Tree 0
TABLE 4. ACCURACY AND ERROR RATE Classifier Accuracy Error Rate Naïve Bayes 67 32.08 ID3 71.36 28.64 J-48 76.84 23.16 Random Tree 80.79 19.21
www.ijmer.in 35 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Figure 3. Accuracy and Error Rate Figure 4. Precision and Recall
0.8 specificity 0.6
0.4
0.2
0 knn naïve bayes id3 random tree Figure 5. Specificity
Figure 6. Error Rate of K-NN Figure 7. Error Rate of Naive Bayes
www.ijmer.in 36 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Figure 8. Error Rate of ID3 Figure 9. Error Rate of Random Tree
5. CONCLUSION AND FUTURE WORK In this project various supervised learning algorithms are compared to predict the best classifier. Attributes are fully classified by this algorithm and it gives 80.79% of accurate result. Based on the experimental results the classification accuracy is found to be better using random tree compare to other algorithm. Experimental results show the effectiveness of the proposed method. Model is also evaluated using precision and recall. It is found that among various classification techniques random tree out performs of all other algorithms with highest accuracy rate. Therefore an efficient classifier is identified to determine the nature of the disease which is highly essential in a clinical investigation of life threatening disease like liver disease.
6. References [1] B. Venkata Ramana1, M. S. P. Babu and N. B. Venkateswarlu, “A Critical Study of Selected Classification Algorithms for Liver Disease Diagnosis”, International Journal of Database Management Systems (IJDMS) Vol. 3, no. 2, 2011, pp. 101-104. [2] S. E. Seker, Y. Unal, Z. Erdem, and H. ErdincKocer, “Ensembled Correlation Between Liver Analysis Outputs”, INTERNATIONAL JOURNAL OF BIOLOGY AND BIOMEDICAL ENGINEERING, Vol. 8, 2014. [3] S.Dhamodharan, “Liver Disease Prediction using Bayesian classification”, International Journal of Advanced Computer Technology Special Issue 2014.
www.ijmer.in 37 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
[4] Rajesh G* , SelwinMichPriyadharson A “Liver cancer detection and classification based on optimum hierarchical feature fusion with PeSOA and PNN classifier” Biomedical Research Vol. 29 No. 1, 2018. [5] P.Rajeswari 1, G.SophiaReena, “Analysis of Liver Disorder Using Data mining Algorithm”, Global Journal of Computer Science and Technology, Vol. 10 No. 14, 2010. [6] 1 Prof. M.S. Prasad Babu, 2K. Swapna, 3Tilakachuri Balakrishna, 4 Prof. N.B.Venkateswarulu, “An Implementation of Hierarchical Clustering on Indian Liver Patient Dataset”, International Journal of Emerging Technologies in Computational and Applied Sciences (IJETCAS), 2014. [7] HyontaiSug, Improving the prediction accuracy of liver disorder disease with oversampling, Proceedings of the 2012 American conference on Applied Mathematics, 2012. [8] H. Song, M. A. Jung and S. R. Lee, “A Design and Implementation Red Tide Prediction Monitoring System using Case Based Reasoning”, Journal of Communication and Networks, vol. 35, no. 12, 2010, pp. 1819-1826. [9] Y. G. Jung and H. Jin, “Experimental Comparisons of Neural Networks and Logistic Regression Models for Heart Disease Prediction”, Information-An International Interdisciplinary Journal, International Informational Institute, vol. 16, no. 2(B), 2013, pp. 1295- 1300. [10] H. J. Choi, S. W. Choi and K. S. Han, “Prediction of DNA Binding Sites in Proteins using a Random Forest”, Journal of KIISE: Software and Applications vol. 39, no. 7, 2012, pp. 515-522.
www.ijmer.in 38 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
HISTORY OF KORAVI FROM 8TH CENTURY A.D. TO 14TH CENTURY A.D
Dr.B. Hathiram Lecturer in History G.D.C. Mahadevpur
In medieval Telangana History ‘Koravi’ has a prime importance. The early rulers of the Kakatiya dynasty from Yerrayya to Ganapathideva waged many wars for this locality. In medieval period rulers practiced feudatory system to operate administrative issues. Even at the time of war the powerful ruler organized military power through their feudatories. Early Kakatiyas served as ministers, feudatories under kalyani Chalukyas after the decline of Rastrakutas.
Mudhigonda chalukyas, as feudatories of Eastern Chalukyas, as contemporaries, ruling with Mudhigonda as their capital hence had been tried to get the Koravi as part of there kingdom. Meanwhile, the Kakatiya rulers were kept by Rastrakutas as their agents of Koravi locality, because of rivalry between Kakatiya and Mudhigonda Chalukyas. These facts were revealed in grant papers of Moghal charuvula, and Krivvaka, Mangallu inscription, Koravi Inscription, Chennuru Inscription, Guduru Inscription, Palampeta Inscription and Nathharameswaram Inscription and others1.
Koravi is located in Mahabubabad District at present and old Warangal District, famous for Sri Bhadrakali associated with Sri Veerabhadraswamy Temple which was constructed by king Bheema-I and reconstructed by Beta Raju – I of Kakatiya ruler. Before every invasion Rudrammadevi used to visit Veerabhadraswamy temple for blessings. She was strongly believed that victory will be in favour of her if she visit the temple. There is Koravi Inscription laid by Niravadhya of Mudhigonda Chalukyas ruler. This inscription describes about the
www.ijmer.in 39 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
taxes crimes and punishments of that time. According to this inscription, the Grama Nayakas were given the responsibility of punishing the criminals2.
Venna the feudatory king of Rastrakutas and founder of Kakatiya dynasty who belongs to Dhurjaya community. He ruled his kingdom with Kakatipuram as the capital. According to the Bayyaram inscription, he was succeeded by Gundanna – I, Gundanna-II and Gundanna-III, who were also the feudatories of Rastrakuta dynasty3. According to the Mangallu Inscription, of Danarnava of Eastern Chalukya dynasty, Gundanna-III was killed at the main gate of Fort in 956 A.D. Gundanna-III died in feudatory of Rastrakuta king Krishna-II was died in invasion of Vengi’s Vijayawada. Gundanna- III was first ruler in Kakatiya dynasty. Kakatiya region was started in 895 AD in Koravi region. Krishna-II had appointed Yerrayya ruler of Koravi region in remembrance of his father Gundanna life sacrifice made in the war. The Koravi region was part of Mudhigonda chalukya kingdom. Krishna-III conceived that Eastern Chalukya and Mudhigonda Chalukya Kingdoms will be under control if Koravi region was annexed. But after some time Bheema-I of Chalukya occupied ‘Koravi’ with the help of Niravadhya of Mudhigonda Chalukya. So, this Koravi was became as part of Mudhigonda Chalukya kingdom. After Yerrayya, his son Betha came to power as his successor. And after Betha his son Gundanna-IV hold the power4.
Rastrakuta power was extended as Krishna-III interfered in administrative affairs of Vengi Chalukyas in the matter of internal disputes between Ammaraju – II and Danarnava. Ammaraju-II occupied the throne of Chalukyas after his father died in 944 AD. But it was opposed by his brother Danarnava. So Danarnava make friendship with Badapa and Tala sons of Yuddhamalla and enemies of Amma Raju-II requested for the help of Krishna-III of Rastrakuta. So, Rastrakuta king Krishna-III extended his support immediately and
www.ijmer.in 40 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
send his minister Gundanna-IV. By the time, Gundanna-IV organized the army in Koravi region. Hence, Danarnava put down Ammaraju-II from the throne and occupied Chalukya throne for temporarily5. Thereafter, Ammaraju-II left to Kalinga and in soon had mobilized some army and re-established his power at the age of 20 years old. Among the Rastrakutas, he was grate by praised when he regularized the unfolded political issues, that’s why he was appointed as the protector of Eastern borders of Telangana Region and continued as a ruler till the decline of Rastrakuta kingdom in 973 A.D. In the same year, Danarnava was also killed and Gundanna’s political carrier fall danger. After Rastrakutas, Tailappa-II, Western Chalukya came into power. Thereafter Gundanna-IV decided to be independent from sovereignty of Tailappa-II and Jatachoda Bheema and settled at Koravi region and sent away the Mudhigonda Chalukyas from Koravi Region who made Mudhigonda as capital. But they approached Eastern Chalukya Tailapa –II to recaptive of Koravi region. With the help of Tailappa-II, Viriyala Yerra killed gundanna-IV and appointed Bottu Betha of Mudhigonda Chalukya as feudatory King of Koravi region. By this, the political career of Kakatiyas as Rastrakuta feudatories came to an end6.
Betharaju-I was considered as Garudanka Betha according to Bayyaram inscription and Guduru inscription in order to identify separately Bottubetha and Garudanka Betha. As Betharaju-I was a minor unable to fight with Viriyala at the time of Gundanna-IV’s death. Betharaju-I lost the kingdom as Bottu betha was re-established his rule in Koravi region and it led to the end of political career of Kakatiyas. At these inconsistence conditions, Kamavasaani wife of Viriyala Yerranna went to Chalukya king along with Betharaju-I and requested to re- establish kingdom. She helped Betharaju-I by indemnifying him due to the loss made by her husband. If the Viriyala kings were lust about the power, the Kakatiya dynasty would have come to an end at the starting
www.ijmer.in 41 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
point only. Kakatiya king Betharaju-I made Velpugonda as capital and ruled with the help of Soora after Koravi region was accepted by Mudhigonda Chalukya. Thereafter, Betharaju-I got “Hanumakonda Vishaya” as (Maanya) gift. According to Bayyaram inscription, Garudankabetha made Hanumakonda as capital and ruled. He reconstructed Bhadrakali which associated with Veerabhadraswamy Temple at Koravi region.
The ‘Bayyaram inscription’ which was laid by Prola-I, son of Betha-I, describes Prola –I as ‘Arigajakesari’ which means he was like a lion to the enemies who seems to be elephants. He was established a tank called ‘Kesari’, which is located at village called Kesamudram, 27 km far away from Koravi. Prola-I who participated in an expedition along with Someswara, played a significant role. So, Prola-I got Someswara blessings and got Vishaya Hanumakonda as a permanent heir. It seems that in his rule Koravi was under the rule of Mudhigonda Chalukyas. After Betha-II came into power laid many expeditions and established power on many places in and around Hanumakonda. Under the regime of Betha-II, Koravi was under Kakatiyas. The kingdom of Kakatiyas was expanded towards both the regions Koravi and Sabbi. A big tank was established under his regime near by Koravi. After Betha- II this region was ruled by king Durga and Prola-II. But under their regime, Koravi was under the rule of ‘Mudhigonda Chalukyas’ according to some sources7.
Afterwards Rudradeva who had come to power, expanded the kingdom. The Hanumakonda thousand pillar inscription which was laid in 1163 AD given the details of the expansion of the kingdom and the victories of Rudradeva. His extensive kingdom having Salt Sea in the East and till Srisailam mountains in South, Katak in the West and the mountain of Malyavantha in the North as its boundaries. He defeated Dhommaraju-I and sent away and annexed his wealthy city. He defeated Medaraju and his allied kings. He defeated Myligideva and got
www.ijmer.in 42 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
polavasa. Tylappa was died due to the terrible fear of Rudradeva and even Bheema also fled away. Rudradeva burnt Choododaya’s city and married his daughter Padma. In this way, after occupied the throne. He controlled in the neighbouring places and established a powerful empire. As part of this he attacks on the coastal Andhra. Rudradeva marched on Kusumaditya of Kuravi ruler of Mudhigonda Chalukya and his brother king Nagati. There was a big critical situation in the kingdom of Mudhigonda after Rudradeva get into the power according to Kukanuru Copper Plates of Kusumaditya. In this critical situation, Kusumaditya along with his prime ministers Indappa Raju and his brother Remaiah sled a way to the neighbouring countries and lived for 12 years in the border areas of Vengi Chalukyas8, according to Recharla Rudra’s Palampeta inscription of 1213 AD. Thus, Rudradeva included Koravi in Dynasty of Kakatiyas. But after Rudradeva Kakatiya Dynasty fall in difficulties and Mudhigonda Chalukyas recaptured Koravi. In this expedition of Kusumadithya of Mudhigonda Chalukyas assisted by this prime ministers played a very key role. In return of the efforts of the prime ministers Indappa Raju, Remaiah got high position of Mahamandaleswara and very fuatile Krivvaka Village, Near to Godavari, as Agrahara, according to Kukanuru Copper Plate. Which was founded in Palvancha Taluk. Nagati brother of Kusumaditya played a crucial role in the occupation of their own Koravi Kingdom. But it was lasted for few days9.
Mudhigonda Chalukyas attempts were not successful to over the expansion of Kakatiya Kingdom. After settled downed the issues, Kakatiya Ganapatideva immediately sent his minister, Recharla Rudra against Mudhigonda Chalukyas on Koravi. The Recharla Rudradeva expedited Koravi region and defeated Nagathiraju, the brother of Kusumaditya the king of Mudhigonda Chalukya dynasty, according to Nathharameswaram inscription of 1218 AD. Thereafter, the Koravi and Mudhigonda regions were united permanently in Kakatiya kingdom
www.ijmer.in 43 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
and Mudhigonda Chalukyas left Telangana region10. After that Mudhigonda Chalukyas has not got an opportunity to get back their kingdom. At last stage they lived under the Vengi kings at Kolani region. Rudrama Devi who was succeeded by Ganapathideva used to visit Sri Bhadrakali associated with Veerabhadraswamy temple before waging a war.Thus, Koravi region was continued under the control of Prataparudra-II who succeeded Rudrama Devi11.
In koravi Sri Bhadrakali associated Veerabhadraswamy Temple Located. Ancient, historically it is function as holy pilgrimage. foreign traveller Marcopolo in his writings tells us about queen Rudramadevi had visited koravi veerabhadra swamy. After the decline of kakatiyas under the administration of ‘Nizam’s many temples were collapsed by rajakaars even though by the glory of swamy this temple was not collapsed but rajakaares cames to collapse this temple by the glory of lord not touched the temple but in the premises of temple revealed inscription of Mudhigonda Chalukya king Niravadya in 935 A.D. koravi, out of two one inscriptions through down in the kuravi lake. At present these two inscriptions are available in the premises of koravi veerabhadra swamy temple.
In every year at the time of Mahashivaratree festival must be held. Before day of Mahashivarathree the worship of Ganapathi, holy verse, nine grahas worship as like programmes may be started and as well as worships god, the festival begins this is called dedicated. In the day of Mahashivarathree on the occasion of marriage, mandapa will be decorated beautifully. On this marriage festival occasionally Goddess of mother and lord will be tie up. Thus do this in this world wife and husband relationship will develop. This temples devotees belief. In the day of occasion of lord marriage including neighbour villagers and from neighbour state devotees will attend to view of festival. Most of the devotees are the tribes.
www.ijmer.in 44 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
On the total day of following fasting and for the complete night do jagaram. If done pilgrims wanted desires fulfill with in time may be in belief the viewers for coming to here after the mahashivarathree fifth day chariot procession programme, sixth day for only one bullock cart, adds 7pair oxes and moves surroundings of the temple programme, after that conduct paruveta12.
In the koravi sri Veerabhadra swamy glory said to be great. That’s why visits temple and worships lord in lakhs of devotees , the temple of Bhadrakali associated with this temple, in the presence of mother Bhadrakali ( janthu bali) cut of animals policy. in recent period chief minister of Telangana in 2017 held shivarathree festival participated and presented young gold mustaches it is a great privilege.
In medieval period Koravi region was called as Koravi Seema, Koravidesa, Kurravadi. At 8th century AD Kakatiyas were started ruling as feudatories of Rastrakuta kings 8th century AD and Kakatiyas started to rule their kingdom with Koravi as capital by the end of 9th century AD. At the same time, in the 8th century AD Mudhigonda Chalukyas started their independent rule from Mudhigonda and tried to annex Koravi region and tried to rule with Koravi as capital. In this way, these two dynasties started waged wars between 8th to 14th century AD and Koravi was ruled by strong two dynasties. Earlier relation between these two dynasties were very limited and confined. They waged wars only after becoming independent. Thus, Koravi region got its significance in the medieval Telangana history.
References
1. Hathiram. B. Koravi Charithra – Samscruthi. M.Phil. Dissertation Submitted to Potti Priramulu Telugu University Srisailam. 2011, P.5-7. 2. Hathiram. B. Koravi Charithra – Samscruthi. Op.Cit. P. 153- 154.
www.ijmer.in 45 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
3. Sastry B.N. Andhradesa Charithra Samscruthi, (Part-1) Hyderabad,1990, P. 691-693 4. Parabrahma Sastry,P.V, Kakatiyulu, Hyderabad- 2012, P – 43-45. 5. Epigraphy of Indica,Vol-XXXI. P.35. 6. Appa Rao P, Prathaparudhra-II Kakatiya Samrajya Pathanam, Hyderabad -2011. P.71-74 7. Hathiram. B. Koravi Charithra – Samscruthi. Op.Cit. P. 68-74. 8. Epigraphica of Andhrica,Vol-II. P.40. 9. Parabrahma Sastry,P.V, Op.Cit. P. 99-100. 10. Parabrahma Sastry,P.V, Op.Cit. P.61. 11. Jagadhishwara rao, k. Warangal Darshini, Warangal, 1986. P.132- 12. Hathiram. B. Koravi Charithra – Samscruthi. Op.Cit. P. 154- 164.
www.ijmer.in 46 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
MONUMENTS OF MAHATMA GANDHI IN INDIA AND AROUND THE WORLD
C. Ravi Sankar Patnaik Dept . Fine Arts Andhra University Visakhapatnam, Andhra Pradesh
Mahatma Gandhi (1869 –1948) was the Indian activist who was the leader of the Indian independence movement against British rule. Employing nonviolent civil disobedience, Gandhi led India to independence and inspired movements for civil rights and freedom across the world., he is also called as Bapuji and Gandhiji , and known as the ‘Father of the Nation’.
Gandhi first employed nonviolent civil disobedience as an expatriate lawyer in South Africa, in the resident Indian community's struggle for civil rights. After his return to India in 1915, he set about organizing peasants, farmers, and urban laborers to protest against excessive land-tax and discrimination. Assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide campaigns for various social causes and for achieving self-rule.
Gandhi famously led Indians in challenging the British-imposed salt tax with the 400 km Dandi Salt March in 1930, and later in calling for the British to Quit India in 1942. He was imprisoned for many years, upon many occasions, in both South Africa and India. He lived modestly in a self-sufficient residential community and wore the traditional Indian dhoti and shawl, woven with yarn hand-spun on a charkha. He ate simple vegetarian food, and also undertook long fasts as a means of both self-purification and political protest.
www.ijmer.in 47 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
The Monumental art
Most of the sculptures of Gandhi were conceived on the above said events and themes and they became very famous for propagating the nonviolence and peace all over the globe. The term monumental sculpture combines two concepts. one of the function, and the other of the size and concept. It is often used for all sculptures that are large. Human figures that are perhaps half life-size or above would usually be considered monumental in this sense by art historians, although in contemporary art a rather larger scale is implied. Monumental sculpture is therefore distinguished from small portable figurines . It is also used of sculpture that is architectural in function, especially if used to create or form part of a monument. Typical functions of monuments are detailed as grave markers, tomb monuments or memorials. Although in some contexts monumental sculpture may specifically mean just funerary sculpture.
A grand, noble and an elevated idea is sculpted for great monuments , which are permanent an emphasized with a particular theme. The term 'Monumental Sculptures' has acquired various meanings over the years. The ancient and medieval sculpture size is normally taken as the criterion for definition, although smaller architectural sculptures can also be addressed by the term.
Gandhi sculptures across the globe
Recognized as a leading political figure and a freedom fighter, Mahatma Gandhi is known globally, making room for him in their hearts and homes , for propagating the ideas of peace and non-violence . the sculptures of Gandhi are installed in many famous places in the world. Some of the important places are given below.
Gandhi’s statue is at Tavistock Square in London, England. It was placed to commemorate his 125th birth anniversary on October 2, 1996. It was a work by Fredda Brilliant, erected under aegis of the India
www.ijmer.in 48 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
League, by the Mahatma Gandhi Memorial Committee and was first unveiled by former British Prime Minister Harold Wilson in 1968. The most recent of Gandhi’s statues is at the Parliament Square in London, England. Installed on March 14, 2015, it marks the 100th anniversary of Gandhi’s return to India to start the struggle for independence from British rule.
The statue was unveiled by the Indian Finance Minister Arun Jaitley on 14 March 2015. It was dedicated as a commemoration of the centenary of Gandhi's return to India from South Africa, which is generally regarded as the commencement of his efforts for Indian independence. Speakers at the unveiling of the statue included Prime Minister of the United Kingdom David Cameron, the Indian film actor Amitabh Bachchan and Gandhi's grandson Gopalkrishna Gandhi.
Gandhi’s statue is also installed in Copenhagen, Denmark. It was presented to the Danish government by former Indian Prime Minister Indira Gandhi on her visit to the country in 1984. In the 15th year of India’s independence, the Indian government gifted a Gandhi statue to Buenos Aires, Argentina. Made by Ram Sutar, the statue stands at the Plaza Sicilia.
As a voice of the Indians in South Africa, Gandhi left some indelible marks on the history of the country. As a memoir to all his deeds a bronze statue of him which stands tall at Church Street in Pietermaritzburg was unveiled by Archbishop Desmond Tutu in 1993. This is the city that once saw Gandhi being thrown off a train by a white man in 1893. A statue of Gandhi stands at Jinga in Uganda as a memorial.Another bronze Gandhi statue stands at Glebe Park, Canberra, Australia and speaks of his guiding principles . An oil painting of Gandhi by artist Werner Horvath at Garden of Peace, Vienna, Austria also represents one of his philosophies, that of peace and non-violence.
www.ijmer.in 49 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
At Ariana Park in Geneva, Switzerland, Gandhi’s statue marks the Treaty of Amity, 1948, which was signed between India and Switzerland. Presented by the Indian government on the 60th anniversary of the treaty, an inscription on the statue reads ‘Ma vie est mon message’, which is French for ‘My life is my message’. One large sculpture of Gandhi was placed at the Ferry Building , San Francisco, U.S.A. This eight foot tall sculpture was a gift from the Gandhi Memorial International Foundation.
Seventy two feet Gandhi statue
The statue of Mahatma Gandhi in Gandhi Maidan, Patna, is a public monument of India's father of Nation Mahatma Gandhi. The statue is the world's tallest bronze statue. It was unveiled on 15 February 2013 by the then chief minister of Bihar, Nitish Kumar. It was established by Government of Bihar at a cost of 40 crore. The statue is 72 feet high and is made of bronze. It was sculpted by Ram Sutar's firm and is located on the western end of historic Gandhi Maidan, in front of St. Xavier's High School, Patna. It shows Mahatma Gandhi standing affectionately with two children.
The pedestal is 24 feet high with four landmark events of Gandhi's life, Dandi March in 1930, Quit India movement in 1942, Champaran Satyagraha in 1917 and charkha as symbol of Gandhi is inscribed on it in large letters.
Sculptor Anil, who runs Ramsutar Arts Pvt Ltd, said "the statue, showcasing Gandhi with a smiling look, will spread the message of world peace and motivate all to bridge the divide between the rich and poor.
www.ijmer.in 50 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Sculpture by Ram Sutar
Most of the Mahatma sculptures installed in foreign cities are by made by Delhi's Ram Sutar and by Kolkata's Gautam Pal. Statues of Mahatma Gandhi have been in demand around the world as a tribute to peace and as a signal of friendship with India. These two artist have dominated the making Gandhi statues. Out of the 70 statues commissioned between 2001 and 2010, Ram Sutar made 22 Gandhi sculptures and Gautam Pal made 35 sculptures of Gandhi that were installed in Australia, Morocco, Peru, South Africa, Trinidad and Tobago and Germany .
Ram Sutar grew up in Dhulia, a village in northern Maharashtra, and made his first Gandhi statue in the year 1948. The Mahatma first made an impression on Sutar when he was still a child, when Gandhi visited Dhulia. Born into a family of carpenters.
He got his diploma at the school before moving to New Delhi, where he held a couple of government jobs before deciding to sculpt full time. The first statue he created was of Govind Vallabh Pant, and it still stands at Delhi’s Rail Bhavan.
Recognition for his depictions of Gandhi came in 1970. The Indian Council for Cultural Relations, which wanted to present Gandhi statues to foreign governments to commemorate the Mahatma’s birth centenary. Gandhi statues made by Ram Sutar have been installed in more than 200 cities across the world.
But it’s not only abroad where we see his renderings of Gandhi. Most proud of a 16-foot meditating Gandhi that stands today outside the Indian Parliament. This trademark Sutar sculpture of a seated, meditating Gandhi with a serene smile is also a favorite one for many Indians . In Ram Sutar’s work we can see he brings in the real inner character
www.ijmer.in 51 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
of Gandhi along with the whole burden, responsibility and the dignified meditation. Sutar, who works often in bronze, is also known for creating larger-than-life figures with ease, while staying true to proportion.
His eight-foot tall statue of Mahatma Gandhi on the Dandi March had been installed outside the Indian Embassy in Washington D.C.
Sculptures by Gautam pal
Kolkata-based Gautam Pal, grew up in Krishnagar in West Bengal. The son of sculptor Kartikchandra Pal, he has been carving and chiselling ever since he can remember. Pal’s big break came in 1988, when he learned that the Ministry of Culture was looking for someone to make a Gandhi statue for Moscow.
Since then his Gandhis, rendered in bronze, have gone to such scattered locales as Mexico, Portugal, Canada and Senegal. Appreciation of Sutar’s work and the competitiveness it engendered was Pal’s big motivation.
There is perhaps no other Indian as admired and respected, both at home and elsewhere, as the Mahatma. In India, almost every sizeable city has a street named after Gandhi. Abroad, from Geneva to Johannesburg, statues of Gandhi stand as a tribute to his life’s work. Mmahatma Gandhi not only fought for India's freedom from the British colonisation but also taught the world about non-violence or ahimsa. People from all over the world still remember Gandhi as an epitome of peace.
Sculpture by Clara Quien ( 1903 to 1987)
Clara Quien was a British artist and humanitarian, the only sculptress granted the privilege of sculpting a life size statue of Gandhi from life. Clara Quien was born in England and spent much of her childhood in and out of China. A bronze life-size sculpture of Mahatma
www.ijmer.in 52 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Gandhi, at the spinning wheel was sculpted from life at Sewagram Ashram by the sculptor, in 1946-47. The life-size statue of Gandhi was sculpted in clay at Wardha and then sent to Italy to be cast in bronze. From there it traveled to California before it was presented to the Mahatma Gandhi Memorial Foundation, Inc. in Washington, D.C. The statue is owned by the Mahatma Gandhi Memorial Foundation which was incorporated in Washington, D.C. in 1959 and located in the Gandhi Memorial Center. The Gandhi Memorial Center was dedicated in 1976 by the Founder Swami Premananda.
The statue was initially on loan to the Mahatma Gandhi Memorial Foundation beginning in 1969. Eventually, the artist felt the Gandhi Memorial Center should be the permanent home for the sculpture and, though there were offers from other potential buyers, she eventually sold the Gandhi statue to the Mahatma Gandhi Memorial Foundation for the price of the clay. In 1995 this Gandhi statue was displayed at the Kennedy Center in Washington, DC for the 125th Birth Anniversary of Mahatma Gandhi when the “Moha-Mudgar” dance- drama based on Swami Shankarachariya’s 16-verse text was presented by the Gandhi Memorial Center in collaboration with the Embassy of India.
Gandhi in china by Juan xikun
The statue of Gandhi carved by China’s acclaimed sculptor and artist Yuan Xikun was installed in the Chaoyang park in 2005, providing an opportunity for all his admirers to pay homage to Gandhi. Students read out several well-known teachings of the Mahatma, while the Indian Embassy's music teachers sang bhajans.
Gandhiji’s favourite bhajans and quotes resonated in the sprawling Chaoyang Park in central Beijing where people from all walks of life gathered to commemorate his 148th birth anniversary. While a cultural team from the Indian Embassy here sung Vaishana Janato , the famous
www.ijmer.in 53 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
bhajan included in Gandhi’s daily prayer, a batch of Chinese school children dressed in green and white with red scarves recited some of his most popular quotes of Gandhi compiled by their school.
Some of the Gandhian quotes read by the Chinese school children included “the weak never forgive: Forgiveness is the attribute of the strong”, “Strength does not come from your physic but from indomitable will”, “Greatness of a nation and its moral progress can be judged by the way its animals are treated”.
Besides Gandhi, Yuan had also sculpted the bust of Rabindranath Tagore which is displayed in the museum attached to the park. A large gathering of Indian diplomats, including Charge d’affaires B Wilson Babu and Chinese admirers of Gandhi and Indian expats attended today’s event. In his speech, Babu said Gandhi’s novel advocating for non-violent actions brought down colonialism, greatly influenced freedom struggle and inspired several world leaders such as Martin Luther King and Nelson Mandela in their fight.
In due recognition of Gandhi’s enduring legacy, October 2, has been designated as the International Day of Non-Violence by U.N. he said. While Gandhi’s philosophy and ideals are all the more relevant in today’s world filled with strife, the values espoused by him provided a way forward to build a just and equitable world . To commemorate the Gandhi Jayanthi and International Day of Non-Violence, the Centre for Gandhian and Indian Studies (CGIS), Fudan University on September 28th conducted a lecture and a round-table conference on the theme – ‘Gandhian Thought and International Relations Today’. The Story of My Experiments With Truth, which has sold more than 200,000 copies in India alone and has been translated in to some 35 languages, will now be translated in Mandarin to cater to what Chinese scholars say is the growing interest in the leader in their country. Five volumes of Gandhi's selected works containing his writings on satyagraha, religion,
www.ijmer.in 54 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
politics and speeches are also translated into Mandarin. Dr Huang Yinghong of Guangzhou-based Sun Yat-Sen University said he and a team of academics would translate and publish Gandhi's works in China. Over 80 of the leader's speeches will also be translated.
Though Gandhi never visited China, the leader's non-violent movement touched a chord among many Chinese.Indian historian Ramachandra Guha has written about Gandhi's relations with the Chinese during his time in South Africa. Prof. Shang says Gandhi's works became a subject of interest after the economic reforms in China. More than 50 books on Gandhi had been published in the country since 1980.ks became a subject of interest after the economic reforms in China.
Gandhi and artists
Art and artistic creation have always given a reflection of the social, economic and intellectual environment of a society. The period of the Indian freedom struggle was full of patriotism when everybody worked together under the leadership of great men. From the very beginning of Gandhi’s life as a freedom fighter, there had been his portraits by many of his contemporary Indian and foreign artists. Sometimes artists also got an opportunity to create their paintings with the presence of Gandhi as a model. It is curious to note how he managed to create a balance within his tough schedule to keep a good relationship with the artists and encouraged them in their pursuance of art. In 1918 Gandhi met Mukul Dey, an artist from Santiniketan, for the first time. He was accompanied by Sarojini Naidu and was asking his consent for making a portrait. Gandhi did not utter a word, only smiled. For the next hour Dey was engaged in making the portrait. His simple dress and simple living attracted the artist. Dey found a great saint and a political leader within the Mahatma.
www.ijmer.in 55 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
The Russian artist Feliks Topolsky painted Gandhi between 1944-1946. He did so with a lot of patience as Gandhi gave him no sittings. But Topolsky was equal to the challenge more particularly as he found himself free to observe Gandhi whenever and wherever he liked. The result was a number of quick, rough sketches with a few vivid strokes of the pen and the brush resulting in sketches which captured the dynamic personality of Gandhi. In his philosophy art is a harmony between the soul and the outer appearance of a human being.
The significance of Gandhi
Well over half-a-century after his death, Mohandas Karamchand Gandhi remains one of the most widely recognisable public figures of the 20th century. The world has dedicated many monuments and statues to Mahatma Gandhi and people continue to revere him as a symbol of peace, humanity and non-violence.
Mohandas Karamchand Gandhi was not just a freedom fighter. A man who became known as the father of an entire nation, Gandhi was and remains an inspiration to the world. A preacher of truth and non-violence, Gandhi gained recognition across the globe for his sayings, his actions, his life. His pivotal role in the Indian independence struggle makes him one of the most important personalities in the world. It is therefore not surprising that people from several nations look up to him, respect him and build monuments in his honor.
References
1. The collected works of Mahatma Gandhi, by Gandhi , India. Ministry of Information and Broadcasting. Publications Division
2. K.L. Seshagiri Rao ,Mahatma Gandhi and comparative religion , 1990.
www.ijmer.in 56 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
3. Subhadra Sen Gupta ,A Man Called Bapu, Pratham Books, 2008 4. Gandhi, Rajmohan . Rajaji, A life. Gandhi, Mohandas , An autobiography:1997. 5. Horace Alexander, Consider India: An Essay in Values. 6. Ananda M. Pandiri, A Comprehensive, Annotated Bibliography on Mahatma Gandh., 7. Greenwood Publishing Group, works by Gandhi, and Bibliographical Sources. 8. Bandopadhaya, Sailesh Kumar. The Quit India Resolution. My non-violence.. 9. Sharma, R. Gandhian economics ,1997..
10. Weber, Thomas (2006). Gandhi, Gandhism and the Gandhians. 2006.
11. Nicholas F. Gier . The Virtue of Nonviolence: From Gautama to Gandhi.
12. K.N. Tiwari , Classical Indian Ethical Thought.1998.
www.ijmer.in 57 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 58 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 59 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 60 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 61 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 62 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 63 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 64 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 65 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 66 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
www.ijmer.in 67 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
REAL ENGLISH LANGUAGE TEST FOR ESL SPEAKERS: THE CASE OF THE ENGLISH MAJORS EMPLOYED AS CALL CENTER AGENTS
Gino G. Sumalinog Instructor Cebu Normal University Cebu City, Philippines
Abstract The booming of the different BPO industries in the Philippines has provided ample job opportunities and brought real English environment for Filipinos to improve their English skills. This study investigated the lived experiences of the ten (10) call center agents, who were English majors and were recent graduates from three different universities in Cebu, Philippines. Using the phenomenological research design, performed through interviews and focused group discussion, the following themes merged: a) Challenges Encountered by the Agents in the Call Centers; and b) Advantages that Agents Get from their Call Center Job. The study revealed that the participants had challenges as call center agents caused by language barriers, irregular shifting of work schedules and health problems. In the lighter sense, the agents also enjoyed some advantages in the workplace. They have improved their accent and pronunciation, boosted their self-confidence, gained exposure to the culture and ways of their customers and earned a higher salary. In general, the agents considered the job as both beneficial and disadvantageous. From the gathered information, the researcher recommended that schools may expose students to the different accents, pronunciation and provide them with authentic English environment for the improvement of their English skills. Key Words: call center agents, real English language test, ESL speakers Introduction The BPO industry has been mushrooming all over the world and companies have also been expanding their reach in countries which do notutilize English as thenative tongue, especially in the Philippines.
www.ijmer.in 68 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
According to Singh (2005), the Philippines is an emerging BPO hub due to the superior English language skills of the agents. In fact, the Philippines ranked as the third largest English-speaking country in the world. Approximately, majority or 72% of the Filipinos speak fluent English. Moreover, Yun & Chu (2011) added that the Philippines has more educated English-speaking population. The Philippines excels because agents have the most accent-neutral language and the country has the most fantastic service culture. However, it is still not a guarantee that the Filipinos’ skills in English would suffice specially in an actual conversation with native speakers. Kim (2008) pointed out that one of the barriers in the BPO outsourcing is cultural and language barriers. Some agents were unable to accommodate specific needs since English is not their first language (p.13). More specifically, cultural differences have also become a challenge because initiating a conversation with people coming from diverse language culture needs good communication skills and interpersonal skills (Teaching Source, 2014). Most clients became very particular with accents. In the case of the Filipino agents, they went through accent neutralization training as part of their employment in the BPO’s. Despite the skills of the Filipinos in the use of English, Filipinos struggle in comprehending foreign accents (Franco et al. 2013; Khuo, 2011). Accent makes communication complicated for it contributes difficulty in understanding the words and phrases during the conversation. It is the accent, not the language that has caused the problem. The accent that one heardheard is different from where they lived and previously studied (Navak&Sitalakshmi, 2010). In Cebu City, call centers namely Convergys, Qualfon, Teleperformance, Aegis, Author Solutions, E-Performax, Wiproand etc. have all established roots and have been operating successfully, giving job opportunities to many Cebuanos. Most companies employed bachelor’s degree applicants and others required only at least two (2) years in college but with excellent communication skills and average computer operations literacy. Despite the high qualifications set by the different companies, it is still not a guarantee that all hired employees have a seamless experience inside the workplace. With these, this qualitative study was conducted aiming to investigate the lived experiences of the call center agents. Specifically, it sought to: a)
www.ijmer.in 69 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
discover the challenges that call center agents encounter in terms of language, work schedules and health; and b) advantages that the agents get from their call center job in terms of communication skills, confidence, exposure to other cultures and salary. The study was anchored on the listening processes proposed by Andrew Ortony and David Rumelhart called bottom -up and top-down listening processes. They emphasized that one comprehends words, phrases and sentences being heard using their prior knowledge and their skills to interpret every piece of information. A person used bottom-up process of listening in decoding the messages heard by segmenting the speech being listened, not using the prior knowledge. This process made use of ones’ linguistic ability in looking into the composition of words, phrases and sentences. In general, these two listening processes are completely opposite. Review of Literature As published in PR Newswire (2007), the development of the different BPO enterprises requires the number 1 skill which pertains to proficiency in using English as foreign or second language. This became the number requirement which needs to be paired with strong professional skills. On the other hand, Cohen & El-Sawad (2007) mentioned that one of the highlighted problems of offshoring is the differences in culture, especially in the barrier caused by language. This meant that cultural differences lead to a negative thought that a non- native English speaker, though competent in the use of the language, is prone to committing mistakes in the workplace. In particular, Ambavat (2012) insisted that language has been considered as one of the hurdles in setting up BPO centers, for they still need training in dealing with the complexity of the English language in many aspects such as accent, pronunciation, and sounding close to native English speakers. According to Cohen & El-Sawad (2007), in places in which English was only learned as second language, training on accent reduction was conducted in order to overcome bloody accents that were difficult to understand in order to bridge the credibility gap. The trainings aimed to refine the language to be able to blend to native speakers and appear less accented second language speaker. For Indian agents, they were directed to use Western names as they introduced themselves so that the clienteles would feel that they were talking to someone with culture
www.ijmer.in 70 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
the same as theirs. As mentioned by Singh (2005), In some countries, the accent seemed too thick, making the speech incomprehensible, while the English accent in London was much easier to understand. Because of these, call centers conducted accent and voice training in order to distinguish accents by region.More often, many people feel quite ashamed of their own accent, dialect or command of Standard English and this brings the feeling of inferiority over the English language (Fleming, & Stevens, 2015). However, some agents found an easier and more practical solution to accent problems. They imitate accents of the customers they spoke with. Qui (2011) insisted that there was nothing wrong with some agents’ imitation of the native speakers’ accents, vocabulary and expressions. However, not all can perform such, since adult agents are no longer able to copy pronunciation. This resulted to unnecessary burdens in the part of the agents for it was harmful to their language confidence and would make them consider themselves as failed imitators of native speakers. Since BPO’s common goal is to market products and services to clients all over the world, experts agree that conversation should be intelligible in order to make successful transactions. Marks (2013) stressed that speakers need to make the conversation sounds intelligible. It is advised that learners use fixed American expressions to make their English sound natural as they add their feelings and opinions to make their speaking skill interesting, but improving the pronunciation still comes out as the best among others. For slang in particular, Alison (2013) explained that language forms which were not part of the standard language, like dialect and slang, are not anymore consideredungrammatical. However, this does not mean that anything goes,one must be able to use Standard English in formal situations. In addition, Langan and Johnson (2008) suggested that slang could only be used to add flavor in an informal conversation but should strictly be avoided in formal writing. For Meredith &Steele (2011), agents in the call centers should practice active listening – the kind of listening where judgments are momentarily suspended. Active listening also accommodates thinking to the message being communicated so that we can interact with it constructively. Agents need to focus before incompletely interpreting every chunk of information.In the study of Mendelsohn (2011), listening has a key role in transmission of messages heard. Moreover, it
www.ijmer.in 71 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
can never be denied that listening is the primary source of language interpretation. Listening helps the learning of English as both second and foreign language for it supplies the agents the needed messages from where the necessary knowledge is situated (Vandergrift, 2004).In general, call center jobs require the improvement of the listening skills in delivering excellent service and quality phone transactions. Methodology
1. Research Site and Respondents The study was conducted within the city of Cebu, Philippines specifically in IT Park in Lahug, Cebu City. It was in IT Park where majority of the BPO call centers were situated. The respondents involved were the ten (10)graduates who earned the Education degree. They were specifically English majors who were graduates of the School Year 2017-2018. In addition, they were from the three (3) big universities in the city, four (4) from Cebu Normal University, three (3) from Cebu Technological University and three (3) from the University of Cebu. The respondents were asked of their free time before meeting them. They were purposively chosen becausethe respondents lived experiences could be an inspiration and a desirable example to many who also want to work and earn in the BPO industry.
2. Instruments and Procedure of Data Collection The study employed a qualitative research design through the use of ten (10)interview questionsand a focus group discussion including some necessary follow-up questions. Since the agents could not be gathered all at once due to differences in schedules, the researcher agreed to meet them in different sessions. Only during the focus group discussion that they were all gathered as one. The data collection started after the respondents signed the permission letter. They answered all the questions and agreed to have the conversations recorded for the purpose of information accuracy. The data and the result of the interview were all kept with utmost confidentiality.
3. Data Treatment With the use qualitative design, the researcher specifically applied the phenomenological research approach using the Colizzi’s data analysis method. This has seven steps which were conscientiously followed in order to get accurate and valid result. After which, the emerged themes
www.ijmer.in 72 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
were further explained by the researcher in the results and discussions section. Results and Discussions Theme 1: Challenges Encountered by the Agents in the Call Centers The call center job was never a piece of cake like what many people thought. Theylooked at it as an ordinary job where agents would just report to their offices, answer calls and solvecustomers’ problems overnight. What they have in mind, was the complete opposite of what was really happening as agents worked while the world was full asleep. It was more than just a job and a cross to bear especially to the employees who were still on the process of adapting to the nature of the work. The participants commented that in reality, the were having problems on the following:
A. Language barriers The participants all answered that language barrier was very common in many call centers. This could be attributed to the fact that English in the Philippines was only the second language. Expectedly, the conversations between the customers who were native speakers of the language and the ESL speakers would not be as smooth as wanted. Since English has been heard and studied in the Philippines, the problem wasn’t much on its use but on the accent that the customers were using. This still existed despite the fact, that in countries where English wasonly learned as a second language, training on accent reduction was conducted in order to overcome bloody accents that were difficult to understand in order to bridge the credibility gap. The trainings aimed to refine the language to be able to blend to native speakers and appear less accented second language speaker (Cohen & El-Sawad, 2007). Participants 1, 5,7 and 8 said, The accent of the customers from UK, particularly the Scottish accent was very thick and difficult to understand… For Participants 3, 6, 9 and 10,
www.ijmer.in 73 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
The American accent is what we always heard from TV, so it sounds familiar. When used in actual conversation, it was too fast and sometimes shortened. Difficult to understand… Participants 2 and 4 added that, The British accent was truly too hard to listen to. Their talking pace also was too fast. It can be gleaned based on the answers of the participants that language, especially accent and the talking pace, made the conversation over the phone difficult to comprehend. The result coincided with what Singh (2005) said, In UK, the accent seemed too thick, making the speech incomprehensible, Mainly, the accent of the customers was giving them headache because not getting what the customers were saying upset them. Sometimes, it reached to the point that customers would shout at the agents with harsh and profane words. Moreover, not understanding the words because of the accent would result to failure in assisting the customers and prolonging the call time which many callers always complained. In the study conducted by Navak&Sitalakshmi (2010) they strongly withstood that it was the accent, not the language that has caused the problem. The accent that one heard was different from where they lived and previously studied. However, the agents came up with salient solutions to the problems. They listened intently and made themselves used to how their customers sound no matter what accent they have. They imitated the accent of their customers so they would understand it more. The study ofQui (2011) supported that there was nothing wrong with some agents’ imitation of the native speakers’ accents, vocabulary and expressions. However, not all could perform such, since adult agents were no longer able to copy pronunciation. Some of the participants also insisted that they watched more English movies in order to become familiar to foreign English accents. In a separate study conducted by Ballard (2013), he stressed that given the nature of diversity at any university, it was best to expose students to a wide range of global Englishes. The study asserted thatfamiliarity with the different accentscould leadto greater comprehension and intelligibility of the language being spoken.This would be beneficial to students when they encounter English and non-English speakers throughout the span of their academic, personal, and professional lives.
www.ijmer.in 74 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
With the problem on their customers’ talking pace, agents wisely remembered keywords from what the customers were saying and clarify to the customer whether the information heard was right. Participants agreed that despite the difficulty, politeness in asking back some queries for clarifications was of great help. More often, they paraphrased unclear sentences and clarified it with the customers.
B. Work Schedules The work schedule of the agents was another fight to win over since they didn’t have a permanent shift schedule. It changed from time to time commonly after two months or three. This would mean that the body has to adjust again to a new sleeping pattern. Agents identified two types of work days, the day shift that catered to Australian customers and the night shift that served customers from Canada and the United States. There was no problem spotted with the day shift, but more on the night shifts because of what they called closing and opening work schedules. The opening shift started at 7pm – 4am, while the closing started at 4am– 12noon. During peak seasons where bulk of demands from customers came in, agents were asked to go for paid overtime.
C. Health problems Majority of the participants agreed that working in the call centers could result to health problems due several stressors such as lack of sleep, pressure from meeting targets, quotas and other job metrics and impatience due to demanding customers. It was never a hidden fact that lack of sleep could result to mood swings and fatigue hindering the body from performing well in the workplace. As per the participants, they found it hard to sleep in the morning because the world was up and their minds were conditioned to stay awake with the sunshine. On the other hand, meeting what are expected of the agents gave them too much worries and anxiety. This was because every agent has metrics to hit such as the number of calls, number of sales for sales accounts, average handling time (AHT) to reach, service satisfaction results from the surveys coming from the customers and etc. All these were necessary in perfecting the company’s target. If they failed to perform, team managers would also burden them with pressures. In addition, demanding customer have also contributed to the injury, for they surely made the agents impatient with their shouting, cursing and scolding
www.ijmer.in 75 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
over the phone when the service they were asking took a little more time or when their favors were out of the agents’ control and impossible to do. More often, the agents travel home downhearted. The good thing was, as time passed too swiftly, agents learned to unload burdens and stresses which they thought unnecessary and damaging. As much as they wanted to forget everything, a part of it stayed especially that they cared about getting good survey results from customers which were beneficial for their promotions and goals of getting extra incentives. Theme 2: Advantages that Agents Get from their Call Center Job In the lighter side of the situation, agents proudly confessed that the job they were in was not at all a cross to bear, but also a fountain of blessing. In particular, they benefited more than what the company could give them. With the months they have been spending working for the company, they gained animproved communication skill, boosted self-confidence, enough exposure to their customer’s culture and higher salary compared to jobs that only paid the minimum wage.
A. Improved communication skills With their sweet smiles, agents jokingly boasted that they have intensely improved their communication skills. They were already able to speak in a neutralized accent which sounded better and more comprehensible to foreigners specially the native English speakers. They could already imitate foreign accents. In addition, they improved the way they enunciated the vowels and consonants far better than those who have not been employed in the call centers. They learned to exaggerate the way they pronounce words for the purpose of comprehensibility and emphasis. They uttered the following statements as quoted and recorded: Participants 1, 3 and 9 mentioned, I learned to exaggerate the way I pronounce words to be understood. I learned to pronounce words using a neutral accent… Participant 5 and 7 also commented,
www.ijmer.in 76 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
My accent improved… Participant 8 said, I improved my enunciation of the vowels and consonant sounds… I am not ashamed anymore with my pronunciation. Obviously, the experience appeared to be a valuable milestone for the participants, not only on the advantage they have gained, but also of the learning which they could apply in their profession – the teaching.
B. Boosted self confidence The participants of the study all insisted that their current job has boosted their confidence. They further explained that constant conversation with the native speakers made them sound confident not only because the job required them to be, but also because they have proven how confidence has help them provide excellent customer service and persuade clients topatronize their service.
C. Exposure to their customers’ culture The job wasn’t only beneficial to the participants financially, but it has also brought them cultural awareness on the ways and lives of the Americans in general. Based on regular conversations with the American customers, they learned that in the US,most people did not carry a large amount of cash. They preferred online transactions using cards like, credit cards, debit cards, checks and even traveler’s check. In addition, foreigners lived in a fast-paced world where no time was wasted and that time for them meant money. Moreover, American families were not so close together, but they showed thoughtfulness by ordering items to be sent as gifts. With the months that the agents spent in the call centers, they almost memorize all the names and abbreviations of the 50 states comprising the United States of America. They also became familiar of the four (4) time zonesas well as the standard and the daylight time.
D. Higher salary The participants all said that the BPO industries paid higher compared to other local jobs especially those in private companies. In the BPO, agents received salaries ranging from P12,000.00–P35,000.00 including incentives. For those who were entrusted with positions, their salaries vary, but for sure higher than what agents are earning depending on
www.ijmer.in 77 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
the company size. In local private companies and other jobs, salaries only ranged from 7,500.00-10,000.00. Conclusion The call center job was both beneficial and disadvantageous. It was beneficial because the participants learned to improve their communication skills making their accents neutral and understandable, know the culture of their customers, boost their confidence and receive higher salary compared to other local jobs. On the other hand, it was disadvantageous because of the language barrier present between the agents and the customers, the irregular shifting of work schedules and the health problems suffered by the agents. In general, it was a job worth spending. Suggestions and Recommendations From the facts that the researcher has discovered, the researcher suggests that schools may include a program that leads the students to become familiar and exposed to the different English accents all over the world. This will prepare the students for a work not only in the BPO’s, but also abroad especially in countries where English is the primarily used language. The schools in the Philippines may also find an authentic English environment where students can practice their English skills, especially in real conversations with native or other ESL speakers showcasing their intelligible pronunciation and impressive language fluency. Acknowledgement With all sincerity, the researcher wishes to acknowledge the cooperation which the English majors, who have already graduated and are now call center agents, showed for the success of this study. References
1. Alison, R. (2013). English language knowledge for secondary teachers. Million Park, Abingdon, MD: Routledge, p.16. 2. Ambavat, S. (2012). BPO cos face hurdles in smaller cities. New Delhi: Athena Information Solutions Pvt. Ltd. P.2 3. Cohen, L. & El-Sawad A. (2007). Lived experiences of offshoring: An examination of UK and Indian financial service employees’ accounts of themselves and one another. Human Relations, Vol. 60 (8), pp. 1235-1262.
www.ijmer.in 78 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
4. Franco, A., Gao, X. Medved, D., and Yang, F. (2013). Challenges in teaching international students: group separation, language barriers and cultural differences. Lund University. 5. Kim, G. (2008). E-business strategy in Western Europe:offshore BPO modep perspective. Business Process Management Journal. Vol. 14, No. 6, pp. 813-828. 6. Kuo, Y. (2011). Challenges Faced by International Graduate Students in the United States. Journal of International Students. Vol. 4, No. 2, pp. 1-12. 7. Langan, J and Johnson, B. (2008). English Essentials: what every college student needs to know about grammar, punctuation, and usage. 2nd edition. New York NY: McGraw-Hill Companies Inc., pp. 234-235. 8. Marks, J. (2013). IELTS Advantage: Speaking and Listening Skills. England: DELTA Publishing, pp. 12-14. 9. Mendelsohn, D. J. (2011). Listening to Learn: A strategy-based approach for second language learner. San Diego: Dominie Press. 10. Meredith K. and Steele J. (2011). Classroom of Wonder and Wisdom. Thousand Oaks, CA: Corwin, A Sage Company, p. 63. 11. Nayak, R. and Venkatraman, S. (2010). A Pilot Study into International Students’ Academic Culture: The Context of Indian Business Students in an Australian University. e-Journal of Business Education & Scholarship of Teaching Vol. 4, No. 2, pp: 1 – 12. 12. PR Newswire (2007). Skill building is the primary task in the development of BPO. New York, USA: PR Newswire Association LLC. 13. Qiu, W. (2011). Language adjustment of international students in the us: a social network analysis on the effects of language resources, language norm and technology. Michigan, USA: Proquest LL. P. 99 14. Singh, H. (2005). Desi BPO guys love Pakistanis. Knight Ridder Tribune Business News. Washington, USA: Tribune Content Agency LLC. 15. Vandergrift, L. (2004. Listening to learn or learning to listen. USA: Cambridge University Press. 16. Yun, M. & Chu, K. (2011). Philippines may answer call. Mclean, United States: USA Today, a division of Gannett Satellite Information Network, Inc. p.2
www.ijmer.in 79 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
STUDENTS’ PERCEPTION ON THE USE OF WEBQUEST IN LEARNING SHORT STORIES
Janet Alesna Mananay College of Teacher Education Cebu Normal University Cebu City, Philippines
Abstract
This study investigates the perceptions of junior high school students on the use of WebQuest to support learning about short stories in an English class. Thirty-six students were involved as participants in this study. Questionnaire and interview guides were used to collect the data, which were analyzed quantitatively and qualitatively.The results revealed that students had positive perception toward the use of Webquest in learning short stories. They believe that Webquest is beneficial and can really sustain their interest, as it is an internet-based learning platform.
Keywords: webquest, short stories, students’ perception
1. Introduction
It is impossible to deny the impact that technology has on our lives today. Computers and other electronic technologies have come to permeate many daily activities whether checking bank statements and booking vacations online or sending e-mail and recording videos on a cell phone (Rilling, 2005).
The Internet, which has been with us for over forty years, has pervaded almost every orifice of modern society (Neufelf, 2006). Having an e-mail or website has become a common place as having a mobile phone. We use it to learn more about issues that concern us; we connect
www.ijmer.in 80 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
to people from opposite the globe, we play games to entertain ourselves, download pictures, music and videos.
In education, a shift in paradigm and strategies in teaching are imperative. “Education has to change. We can’t pull kids into learning in school if they are engaged in a different world outside school.” (Scherer, 2011). The children and youth are immersed in technologies that give the opportunities no previous generation has enjoyed.
A recent study revealed that most teenagers, 60 percent, spend 20 hours per week on internet use and computer screens, a third spend closer to 40 hours per week, and about seven percent are exposed to more than 50 hours of 'screen-time' per week on average (Retrieved from www.sciencedaily.com).
Teenagers in this era belong to the igeneration. The i represents both the types of digital technologies popular with children and adolescents (iPhone, iPod, Wii, iTunes and so on) and highly individualized activities that these technologies make possible (Rosen, 2011). The igenerationis immersed in technology. Their tech world is open 24/7.Many children and teens spend nearly all their waking hours using media and technology (Rosen, 2011). Students are immersed in a world different from the classroom. The four walls of the classroom are not as animated and as not entertaining as their iworld.
Considering the exposure to the Internet in everyday life, information communications technology in the classrooms is vital. With the existence of the World Wide Web, it has become relatively easy for instructors to create sites, list links and tailor-made exercises and activities for students to access via the Internet. Additionally, with the use of the Internet, teachers are able to communicate with their students more easily, and allow them to distribute learning materials such as assignments, exercises, and tests to their pupils, as suggested by Clegg and Bailey (2008). Furthermore,
www.ijmer.in 81
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
through the use of the Internet, pupils would be able to communicate and collaborate with classmates for schoolwork. Kajrekar (2008) asserts that the most significant aspect of the web for education at all levels is that it dissolves the artificial wall between the classroom and the real world. Students and teachers can establish interactive communication with anybody or any source, making learning more relevant to their lives’ interests and concerns.
In the Philippines, past president Benigno Aquino announced during the launch of the country’s K-12 curriculum that the government eyes the use of tablet computers in public schools in lieu of traditional textbooks (Enterprise Innovation, 2012). Furthermore, there exist various programs by the government, non-government organizations and private corporations in the Philippines that aim to provide one laptop computer per child. With the presence of laptops in the classrooms, students become more engaged and involved in school- related activities (Oquias, 2011).
According to a study conducted by Philippines Project Tomorrow (2011), having access to the Internet, students would be able to research information and access online textbooks, which in turn can help the students, perform better inside the classroom. DepEd Secretary Armin Luistro maintains, “It’s not enough that we merely continue building classrooms and toilets… The real revolution in education which has long-term effects can only be done through information technology.”
It is in this light that the researcher would like to see the efficacy and impact of technology as a strategy in strengthening the reading comprehension skills among students. This research would like to explore the perceptions of the students on the use of WebQuest.
www.ijmer.in 82
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Objective of the Study:
The aim of this study was to investigate the perception of the students on the use of Webquest in learning short stories.
2. Related Literature and Studies
2.1 Related Literature
A Web Quest is an inquiry-oriented activity, in which some or all of the information that students interact with comes from resources on the Internet (Dodge 2002).
Web Quest is a computer-based learning and teaching model in which learners are actively involved in an activity or situation, and use the internet as a resource (Wei and Chen 2006). Likewise Lamb and Teclechaimanot (2004) claim that Web Quest is a student-centered and project-based approach to teaching and learning, which is supported by a variety of theories including the theories of constructivist philosophy, critical and creative thinking, situated learning environments, cooperative learning and engaged learning.
Maddux and Cummings (2007) have noted that Web Quests have become an increasingly popular way for teachers to integrate the use of the Internet into their curricula.
Many researchers and educators thus recommend the use of the Internet in the classroom because it is a valuable source of knowledge for both teachers and students (Schofield 1995). WebQuest presents a unique opportunity to combine a wide range of effective instructional practices in one activity, integrating technology, scaffolding, collaborative learning, critical thinking, authentic assessment and constructivism all in one seamless bundle.
Dodge (2001) defined two types of WebQuest: short-term and long-term. A short term WebQuest is designed to be completed over one
www.ijmer.in 83
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
or three lessons. Its aims are for the learner to have been introduced to a significant amount of new information and to have come to some understanding of it. Long term WebQuest will usually take between one week and a month of school time, though they may be extended over longer periods if desired. Its aim is for the learner to have been introduced to new information and to have analyzed it thoroughly. From the analysis, learners extend the subject in some way ad then demonstrate their understanding through a response.
According to Dodge, well-designed Web Quest – either short- term or long-term – have the following critical attributes: an introduction, a task, a process, resources, an evaluation and a conclusion. (Dodge, 1997, Kelly 2001 and Halat, 2008).
Introduction. This is where the teacher defines what the subject of this particular WebQuest is and tells the overall group what their role is.
Task. In the task part, the teacher details exactly what students need to accomplish by the end of the activity. One great way to get students to be excited about the activity s to show them several examples of completed tasks for this WebQuest so that they get a sense of what they’re going to be able to create.
Process. Essentially, these are the steps that teachers want students to take to accomplish the tasks. Often, this section tells students what the teacher is expecting to look for when they go to the Resources and how students should use the information in order to create something new.
Resources. This section is basically a listing of acceptable resources for students to use. It is very important that teachers do research first and choose the resources carefully based on what teachers want their students to get out of the WebQuest.
Evaluation. WebQuest all have rubrics that teachers should use to evaluate the work of their students. The rubric should evaluate the
www.ijmer.in 84
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
students’ product on the specific task that was set for them so that everyone’s scores are consistent, clear and fair. It is best to show a sample outcome of what is poor, acceptable and or excellent so that students will have specific idea on what to strive for.
Conclusion. Similar to a post-mortem in the corporate world, the conclusion of the WebQuest is where both the students and the teacher can talk about what went wrong, and what went right, what students like and disliked, and offer suggestions for changing the WebQuest to make it better or more appealing.
The underlying reason to use WebQuest is not simply the popularity of the Internet or the Web nor is it for entertainment or fun but rather the pedagogical implications that its use promises to the innovative teacher.
2.2 Related Studies
Integrating Web Quest in the curricula entails students to be critical and independent, responsible of their own pace and learning. Neufeld (1998) in his study summarized that web quest tasks require the students to reflect on their own perspectives, thereby strengthening the link between themselves and the task. When students build connection, enduring understanding is established. As the cliché goes: Tell me and I forget, teach me and I remember, involve me and I learn.”
The study of Halat (2008) found that Web Quests had positive effects on the motivation of the primary school students to learn. This study supports Schoefield (1995) who claims that using technology in teaching and learning has positive effects on student motivation and achievement. Likewise, according to Wei and Chen (2006), the Internet has a great impact on both students and teachers. Halat (2008) found the following strengths in using Web Quest in his study conducted among pre-service elementary school teachers:
www.ijmer.in 85
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
1. It can be an alternative teaching technique that enhances students’ motivation toward the class.
2. It could serve as an alternative assessment tool in the assessment of students’ learning.
3. It provides teachers an opportunity to see and assess students’ ability in using technology in learning as well as enhance teachers’ creativity in thinking and writing.
4. It helps teachers to get an idea about the students’ degree of acquisition of knowledge and students’ implementation of the gained knowledge and requires students to be active learners.
The study of Polly and Ausband (2009) revealed that (1) Web Quest served as a vehicle to support teachers’ use of educational technology in the classroom (2) Ninety percent of the participants believed that the tasks they have designed in their Web Quest develop students’ HOTS.
Another study exposed that Web Quests allow for differentiation in more than just the area of content. Tomlinson (1999) wrote, “Students differ in experience, readiness, interests, intelligence, language, culture, gender, and mode of learning. Furthermore, his study concluded that in the Web Quest model, the student becomes the expert while the teacher serves as a guide. Most traditional classrooms find the teacher dispensing knowledge in hopes that the student “learns” it. With WebQuests, as with other higher level tasks, students use carefully selected Web resources to first master the content before addressing the higher level thinking skills required to complete the task. Furthermore the study revealed that students learn to appreciate multiple facets of a topic and explore its many complexities. Web Quest encourages students to see the relevance in the knowledge they gain from solving authentic problems.
www.ijmer.in 86
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Wijekumar (2005) concluded in his study that if used strategically, web-based learning environments could serve as tools for motivating, instructing and assessing learners. They also facilitate peer interaction and extend thinking in a particular domain.
3. Methodology
3.1 Research Method and Instrument
The study makes use of quali-quanti design. Quantitative analysis made use of percentage of the data gained from questionnaire while qualitative analysis made use of interview and focused-group discussions. The questionnaire was adapted from Chuo, 2007 which included 18 statements. The participants check the degree to which each statement applied to them. The scale is 1 for strongly disagree, 2 for disagree, 3 for agree and 4 for strongly agree.
Perceptions 1 2 3 4 1. My Reading Comprehension skills improved as a result of the WQ. 2. The web materials provided by the WQ were appropriate to my English proficiency level. 3. The WQ offered more updated content than printed materials in traditional classroom reading instruction. 4. The WQ offered more varied content than printed materials in traditional classroom reading instruction. 5. The tasks in the WQ are related to my real-life experiences. 6. Collaborative planning in the WQ was helpful for my comprehension skill. 7. I had plenty of interaction with my classmates in the WQ. 8. I had plenty of interaction with my teacher in the WQ. 9. The WQ was helpful for me to generate ideas to
www.ijmer.in 87
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
connect to the real world. 10. I enjoyed the WQ. 11. I prefer traditional reading instruction to the WQ. 12. I would like to take another English course (like writing, grammar lessons) that has a web component such as the WQ. 13. The WQ was more interesting because of the web use. 14. I frequently came across technical difficulties in using the web in the WQ. 15. Lack of access to networked computers impeded my activities in the WQ. 16. I felt nervous using web technology for English learning. 17. I felt fear using web technology for English learning. 18. I was not accustomed to using web technology for learning stories and or reading comprehension.
3.2 Participants and Environment
The study used 36 students in the Junior High School of Sacred Heart School- Ateneo de Cebu as participants. The participants belonged to a block where part of the course was an English class consisting of Language and Literature. Sacred Heart School Ateneo de Cebu is run by Jesuits and the school is located in the city of Mandaue, province of Cebu, Philippines.
3.4 Ethical Consideration
The researcher regarded and considered the rights of the participants in the course of the whole research process. The aim of the study was made clear to the participants prior to the data gathering stage. The participants were told that they can dismiss their participation at any point of the study. They were made to sign a form and their parents as well, considering that they were minors. Their responses were regarded with utmost confidentiality.
www.ijmer.in 88
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
4. Results and Discussion
Table 1. Post Perception of Students on Web Quest
Mean Perception Group n SD Qualitative Description
Block A 36 2.89 0.326 Good
The participants had a mean perception of 2.89 with SD of 0.326 from the answered questionnaire. This was categorized as Good. This means that students find the Web Quest experience favorable, motivating and engaging. As revealed in the focused group discussion, students find the experience fun and can really sustain interest. When asked about which parts of the Web Quest experience they find enjoyable, most of the students answered the mere use of computer and Internet during English or class period. This indicates that students find it a different experience to be connected via the net during class. This doesn’t happen most of the time, thus, it gives them a different kind of motivation.
As revealed further in the focused group discussion, students are able to maximize the time for learning since with one click they are provided with the information they needed. Although, there is really less interaction with the teacher during the whole Web Quest experience, students still find it engaging and collaborative since there are also activities and tasks that they needed the help and support of their fellow classmates. During the focused group discussion, the students further revealed that they find Web Questing better than the traditional teaching approach since the copies of the short stories are just in the Web Quest. They can retrieve it anytime without the hassle of keeping the hardcopy.
www.ijmer.in 89
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Participant 1 mentioned, “Using webquest saves paper and it is so easy to locate the stories I wanted to read.” True indeed as the reading materials are already uploaded in the weebly webquest.
The researcher has also noticed that every time the students meet for their English class, there is an exciting air in the classroom. They are excited to move from the classroom to the computer laboratory.
Participant 2 emphasized, “I don’t just like Web Quest, in fact, I love Web Quest because we get to use computer and Internet during English period. Everything I needed is already in the Web.”
Participant 3 also noted, “The Web Quest is so convenient and easy to use. I find this very beneficial and helpful.”
4. Conclusion and Recommendation
4.1 Conclusion The Web Quest Approach (WQA) was found to be effective and motivating. Students had good perception toward the use of Webquest as support to learning the short stories. They believe that Webquest has sustained their interest as it was very enjoyable. Furthermore, the participants find it very beneficial. In short, Webquest is an effective tool that can facilitate the students in learning short stories.
4.2. Recommendation
It is recommended that Web Quest may be used as an alternative approach in teaching reading comprehension as it has good commendations from students in terms of its being engaging and enjoyable. Teachers should continually update and adapt to the calls of the times that is, to use technology in teaching. The findings of the study indicate that the use of Web Quest was effective in improving reading comprehension skills of the students. Further studies may be conducted of the same nature; however, it is suggested that the time
www.ijmer.in 90
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
element may be longer or the content subject may be different to further test WebQuests efficacy on students’ learning.
References Dodge, B. (2009). Five Rules for Writing a Great Web Quest. Learning and Leading with Technology. Dodge3,, B. (1998). Web Quest: A strategy for scaffolding higher level learning. Retrieved September 3, 2017, from http://webquest.sdsu.edu./necc98.htm Engelmann, S. & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene, OR: ADI Press. Forshaw, L. (2002). Web Quests, what are they, an How do I make one? Paper presented in EDUC 370 language Arts in the Classroom at Saint Joseph College, West Hartfrord, CT. Halat, E. (2008b). The Effects of Designing Web Quests on the Motivation of the Pre-Service Elementary School Teachers. International Journal of Education in Science and Technology, 39 (6), 793-802. Khan, B.H. (2005). Learning features in an open, flexible, and distributed environment. AACE Journal, 13 (2), 137-153. Lamb, A. (2002). Locating and Evaluating Web Quests. Retrieved September 19, 2013 from: http://eduscapes.com/tap/topic4.html. Lindsay, J. (2002). December 12. Digital Teaching Portfolios.Presentation at the Professional Educators Association of Kuwait Conference.http://www.lindsayonline.net/Reaching_Out/Teacher-link/dig port_pdf.pdf. Lindsay, J.(2004). Fostering an online learning community for the development of student digital portfolios. Paper presented at the 19th International Baccalaureate Asia Pacific Regional Conference. Lindsay, J.(2005)a. Digital teaching portfolio.Weblogs and student portfolio projects. Why and How to implement them? Presentation at the 2005 TESOL CALL Interest Section Electronic Village. Maddux, C.D., & Cummings, R. (2007). Web Quests: Are they developmentally appropriate? The Educational Forum, 71, 117-127. March, T. (1998). Why Web Quest/ An introduction. Retrieved September 20, 2013 from http://www.ozline.com/webquests/intro.html. Merriam, S. and Caffarela, S. (1999). Linking the Individual Learner to the Context of Adult Learning. (article retrieved from http://www .google. com.p h/books?) Neufeld, S. “In Pursuit of Alternatives in ELT Methodology: WebQuests” TOJET,5 (7): 49-54. (2006). Novak, J (2003).The Promise of New Ideas and New Technology for Improving Teaching and Learning.Cornell University, Ithaca, New York 14853, and Institute for Human and Machine Cognition, University of West Florida, Pensacola, Florida 32504 Project Tomorrow (2011). Mapping a Personalized Learning Journey – K-12 Students and Parents Connect the Dots with Digital Learning (retrieved fromhttp://www.tomorrow.org/speakup/pdfs/SU11_PersonalizedLearning_Students .pdf)
www.ijmer.in 91
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Reeves, T. & Wang, S. (2006) The effects of a web-based learning environment on student motivation in a high school earth science course. Association of Educational Communications and Technology. (retrieved from https://pdfs.semanticscholar.org/e43f/7b944fedd5a92f4e1f0e7b2147871bed9899.pdf) Rilling, Sarah (2005) Learning Languages through Technology (retrieved June 2017from: http://www.tesol.org/trash/technology/learning-languages-through- technology. Rosen, L. (2005)Teaching the iGeneration. Educational Leadership. February 2011 |Volume 68.Number 5. Teaching Screenagers. Page 10-15. Smith, E. &Rilling, S. (2005). Learning Languages Through Technology. Maryland USA: United Graphics Incorporated. Schneider, R.M &Blumenfeld, P. (2005). Enacting reform based materials: The range of teacher enactments in reform classrooms. Journal of Research in Education, 42 (3), 283-90. Schoefield, JW. (1995). Computers and Classroom Culture. New York: Cambridge University Press.
www.ijmer.in 92
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
PARENTING PROBLEMS OF ADOLESCENTS IN INDIA B. Jhansi Rani Research Scholar Department of Education Sri Padmavati Mahila Visvavidyalayam Tirupati
Abstract Parenting to aadolescent is not an easy task.parents play an important role in the development of healthy lifestyleand have significant influence on adolescent physical activity,family cohesion.A problem is a matter of a opinion,an act of judgement.It is statement of dissatisfaction with some aspects of one`s life.some condition,circumstances,event,behaviour or relationship becomes problematic when adolescents create a discrepancy between the reality they have and the reality what they want.It is also necessary to make sure that the parents don`t have iron fist over adolescent lives,multicultural variation in parents report adolescents problems. This article mainly focuses on common challenges that Indian parents face while raising adolescents children between ages of 12-18years or teenagers.Inour country in which academic success is prized highly by everyone.All of us would want to say why child scored high or topped the exams.It is one of the main conflict between Indian parents and their children .one more conflict identified in adolescents is between autonomy and dependence .If parents recogniseand encourage the growing sense of independenceis their abilities. Adolescence is a time when an individual is discovering his/her own identity.It is also a time when adolescents questiontheir parents values and try to develop their unique value systems.while this is upsetting to parents, adolescents can hold very ideal opinions on many topic and they see the world as black and white with no room for grey. The paper concludes with ideas and suggestions for good parenting of adolescents. Key words : Adolescents, parenting, problems of adolescents . Introduction parents play an important role in the development of adolescents healthy life style ,have significant influence on adolescent physical activityfamily cohesion. Adolescene is a time when an individual is
www.ijmer.in 93 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
discovering his/her own identify. Adolescents question their parents values and try to develop their unique value systems. Many adolescents often lack strong and stable relationships with their parents or other adults .various problems of adolescent effect behaviour of individual , effective family, school, home, social relations so as to cause least frustation in adolescence. parents make their major life decisions in their major life decisions intheir stead to the job location, lifestyle, friend circle and their marriage. ‘’Parenting style ‘’ refers to the ways of raising adolescents with physical strength , and capacity to cope with real –life challenges. ‘’parenting is a natural process but now in competitive world parents are struggling to maintain between parenting and work”. _HemaGupta Parents often have the power to guide children’s development in sexual health matters, encouraging them to practice reasonable sexual behaviour and develop good personal decision making skills. Parents take pride in their lives. Common problem faced by the parents and teenagers are arguing each other and less communicate effectively.If parents try to accept their feelings and exchange their ideas. Parents spend enough time with adolescents to maintain Healthy relationship. Family cohesion and parenting with adolescents: “Family cohesion refers relationship and operational thinks individual who recognise each other as part of the same family unit .’’
Family cohesion was measured with internalizing and externalizing behaviour of adolescents. Lower family cohesions was associated with more behaviour problems . High level family cohesion includes parental monitoring , parent-child communication and parental engagement inactivates ,would have high level of physical activity . Family cohesionand adaptability to predict significantly other youth out comes such as self esteem and global competence. Family cohesion was measured by summing responses to adolescents reports for three items : *How much people in their family understand them
www.ijmer.in 94 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
*How much they and their family have fun together *how much their family plays attention to them.
Family function demonstrate significant discrepancies .Few parents asssumed any responsibility of adolescents runway behaviour or change efforts. More adolescents blamed themselves (or) cited difficulties in parent child relationships and offered .ideas that entailed alering their attitudes and behaviour or family relationship Types of parenting Authoritarian Parenting Authoritarian Parents are often thought of as disciplinarians .
They use a strict discipline style with little negotiation possible .punishment is common. Communication is mostly one way : from parent to child. Rules usually are not explained. Expectations are high with limited flexibility . Permissive parenting or Indulgent parenting permissive or Indulgent parents mostly let their children do what they want, and offer limited guidance or direction. They are more like friends than parents .
Their discipline style is the opposite of strict. They have limited or no rules and mostly let children figure problems out on their own. Communication is open but these parents let children for themselves rather than giving direction. Exceptions are typically minimal or not set by these parents. Authoritative parenting Authoritative parents are reasonable and nurturing , and set high ,clear expectations. Children with parents who demonstrate this style tend to be self-disciplined and think for themselves. This style is thought to be most beneficial to children.
Disciplinary rules are clear and the response behind them are explained.
www.ijmer.in 95 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Communication is frequent and appropriate to the child’s level of understanding . Democratic Parenting: Democratic parenting stresses choices. Children are encouraged to make choices daily on many different areas in their lives
This helps children to understand that with each decision they make be it a good choice or a bad choice there is an equal consequence to it. The democratic parent is most concerned that their child understands why a rule is in place and the importance of following that rule then in punishing are unacceptable and should be avoided. This helps with early deductive reasoning skills and helps children to make choices based on reasoning instead of fear. In the more authoritarian parenting style a child might simply be afraid of getting caught as a reason for avoiding a certain behaviour. parenting advice how do you know what is right for you and most importantly what is best for your child.
Adolescents social problems
Teenagers and social problems occureveryday in high schools across the country. The teen years present a number of social challenges.
www.ijmer.in 96 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
School constitute a large part of an adolescents. Interactions are often formed inschool existence. Students spend must time in school and peer difficulties’ in almost any area of life often manifests as school problems . . Family conflict . Absent with out permission . Academic under achievement . Bullying : Bullying frequently occurs in the halls of high schools. It ranges from easily identifiable fist-fights to subtle, emotional attacks to the victim. Physical bullying is often the first thing that typically comes to mind. Yet verbal attacks affect the victim in many of the same ways. Bullying may lead to other social problems, such as low self-esteem and making poor choices. Peer Pressure : Teens influence their peers on everything from clothes to illegal activities peers. Kids who are curious about a certain behaviour may decide to try, particularly if they think everyone else is doing it. Drinking or smoking at a party is a good example. A teen may decide to satisfy his curiosity if all of the other party guests are consuming alcohol. Effects Peer pressure results in poor decisions made by teens . Even teens who have refused to participate in a given activity in the past may eventually give in under peer pressure. Negative choices that routinely occur to fit in include:
Gossiping Leaving others out of the group or making fun of them Bullying other teens, either physically or verbally Skipping school Stealing Engaging in sexual activity
www.ijmer.in 97 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Breaking curfew and disrespecting parents Consuming alcohol or drugs Psychological and Emotional problems : Psychological problems, particularly involving behaviour and school issues, are more common during adolescence than at any other time during childhood. psychosocial disorder by a mental health professional .
Depression, anxiety, and eating disorders are common during adolescence. Adolescents who have psychosocial problems, anxiety, or depression may have physical symptoms such as fatigue or chronic fatigue, dizziness, headache, and abdominal or chest pain. Hormonal and neuro developmental changes that are taking place are psychosocial and emotional changes and increasing cognitive and intellectual capacities. Anxiety And Depression : Anxiety is one of the most common psychological disorders in school- aged children and adolescentsworldwide .Anxiety among school children and adolescents is parents high educational expectations and pressure for academic achievement India.secondary school where all 16- year old children attempt the Class X first Board Examination, known as the Secondary Examination.
Secondary Examination are vital for individuals since this is the main determining criteria for future admission to a high quality senior secondary school and a preferred academic stream. Depression is common among adolescents, and doctors actively screen for it during examination. Suicide is rare, but thoughts about suicide (called suicidal ideation) are more common. Suicidal ideation may go unnoticed, but, once it is noticed, the adolescent should receive a mental health evaluation Great pressure and this is keenly felt by the middle class who are under greater stress to hold their ground, protect their social position The pressure on the lower classes is perhaps better understood from a psychological perspective indicators of poverty and the risk of common mental disorders experience of insecurity, hopelessness, rapid social change, violence and physical ill-health
www.ijmer.in 98 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
explained heightened risk. The least anxiety is seen in case of the high socio-economic adolescents, this may be partly attributed to their secured future at least in terms parenting practices and features of parent-child relationships. In particular, clinical and nonclinical studies have identified parental rejection and control development of high levels of time spent with parents and the communication between parent and adolescent are important as measures of parent physical and emotional availability. working mother spent half as much time caring for their children as did housewives, but their children still developed normal attachments to them. Other studies with young children have The anxiety of adolescent boys and girls, irrespective of medium of instruction, socioeconomic background and mother’s employment status differs significantly Adolescent BehaviourProblems :
Many adolescents today have problems and are getting into trouble. After all, there are include poverty, violence, parental problems, and gangs.
Adolescenemay also be concerned about significant issues such as religion, gender roles, values, or ethnicity. Some children are having difficulty dealing with past traumas they have experienced, like abuse.
Parents and their teenagers are struggling between the youth's wanting independence while still needing parental guidance. Sometimes all these conflicts result in behavior problems.
Any number of isolated behaviour problems can represent adolescent problems and delinquency-shoplifting, truancy, a fight in school, drug or alcohol ingestion.
Parents and loved ones may feel scared, angry, frustrated, or hopeless. They may feel guilty and wonder where they went wrong. All these feelings are normal, but it is important to understand that there is help available to troubled kids and their families.
The patterns signalling the need for help include not only deviant behaviours by the adolescent, but also the presence of other
www.ijmer.in 99 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
problems in the family or tensions at home. For example, problems in the parents' marriage or frequent fighting or hostility among the family members can also be involved in the youth's behaviour problems. The problem behaviours and other family issues can interact and feed off each other, so that it is hard to tell where it started. Parental Involvement : Eighty percent of new teachers say that to be effective they need help of parents.parents should not be concered over their young adolescents not being popular.
They should watch out of their kids hanging out with older kids who are not good and more deviant and more likely to be using drugs and alcohols . children and adolescents suffer from a disabling mental illness; that suicide is the third leading cause of death among adolescents; and that up to 50% of all adult mental disorders have their onset in adolescence. . Maintaining order and discipline . Cheating using cellphones The biggest problem Indian parents have with the adolescents are: Alternate religious views (especially Atheism): parents were really upset that adolescents do not believe in going to temples or praying or fasting or taking part in any religious activity or ritual adolescents wanted to hold a sort-of-coming-of-age ceremony for me when a few years. Academics: Adolescentshaven faced this issue in school. They unable to secure good marks a family where the kid was beaten up (in middle school) for securing the 2nd rank in the class (with a 90+ percentage score) . Alternate career choices: Adolescents faced personally, oppose when their kids tell them that they want to be a photographer, a model, a writer, an artist. Anything that does not have job security is deemed too sky.
www.ijmer.in 100 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Lifestyle choices: Partying is a no-no. So is staying out late. Or being open with the opposite sex (especially for girls, but also applies to guys in a lot of cases). Reckless spending? NO! Open relationships / dating / alternate sexual preferences: Virginity in India is treated as an asset. People need to "save themselves" for their partners. Monogamy is expected. Homosexuality is a taboo, a sin Working parents : The teen years are fraught with conflicting feelings and thoughts as these almost-grown children head closer to adulthood.
Time investment Teens demand and attention Teens demand and attention Sexual problems of adolescents : Sexuality education means talking about all the factors that feed into children and young people’s sexual growth and development. Many parents find it difficult to talk to their childrenabout sexual matters Problems of girls : The girl child grows up till attainment of woman hood through different stages of life cycle. Her development, survival and empowerment are determined by the factors affirming her rights.
The adolescent girls experience emotional challenges and issues of sexuality soon after on set of puberty. Inadequate fulfilment or non fulfilment of these needs gives rise to a number of biological, social and psychological problems. Most common problems of girls are appearance, education, dating, bullying,friendship,self esteem, pressure, substance use, menstruation The inventory of needs listed by includes:
survival needs societal needs adaptive needs
www.ijmer.in 101 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
psychic and cultural needs progress needs. Programmes undertaken by the UNICEF and its associated agencies emphasise and prioritize the empowerment of girl child about her different issues and empowering women. Teenage Mother: In some cultures a girl gets married at the age of 16 years or even earlier. Teenage pregnancy should be discouraged. A girl is able to give birth to a child as early as at 13 to 14 years. The risks she and her child run. Anaemia in mother, retarded growth of the child, premature birth, complications during delivery are higher in a teenage mother. Risk of her own death during pregnancy and labour, and that of her child during the first year of life are higher than in women over 20 years of age. Getting pregnant during the adolescence, highly risky. The growth of a girl is complete by 18 years. Size of the Breasts: Many girls attribute beauty to the size of their breasts. If the breasts are small in size, they get worried. If the breasts are large, then too they get worried. Nature has provided females with breasts for the purpose of feeding milk to newborn babies. The size of the breast depends upon the content of the fat in it and has nothing to do with the production of milk. Small breasts can produce enough amount of milk when needed. A parental address the social sexual awareness, sex education, and sex behaviours of adolescents . Menstruation Problems:
Some girls get their first period (menarche) as early as at 11 years of age; while some get it as late as at 16 years . Poor diet, malnutrition and TB can also delay the onset of menstruation. Some girls experience emotional changes before and during menstruation. Most girls feel only little discomfort. Pain is due to the contractions of the muscles of the uterus and difficulty in opening of the mouth of the uterus to allow the blood flow out. All these changes are natural.
www.ijmer.in 102 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
The girls should continue to do their usual activities, like playing, cooking, bathing, socialising, as menstruation is physiological function of the body and not a disease. Problems of boys : Penis Anxiety and Masturbation Guilt: Adolescent boys the penis becomes a centre of attraction .The size of the penis does not matter in giving or receiving sexual pleasure or in sexual performance. Some boys get worried about the girth, angle or curvature of the penis. Vagina being soft and malleable can accomodate any size, any shape and any angle of the penis. parents of boys with autism believe thattheir child not interested in inter Scanty Hair on the Face: An adolescent gets an inferiority complex if he does not have an exuberant growth of moustaches and beard on his face as his friends have. Growth of hair could be hereditary. No treatment is required if his rest of the growing up features are already present (e.g., hair around the genitals and in the armpits) Parents concern : They were also Sexuality education means talking about all the factors that feed into children and young people’s sexual growth and development. Many parents find it difficult to talk to their children about sexual matters
When fathers do talk to their children about sex, they limit the conversation to less intimate issues.
Mothers are more likely to talk about intimate, emotional and psychological aspects of sex than fathers.
Mothers talk more about sex to their daughters than their sons. Parents tend to leave boys in the dark about female sexual issues such as menstruation.
The child is allowed to have opinions about sexual issues and voice them without fear of getting yelled at or punished.
The parents don’t insist that the child stick to strict and inflexible standards of behaviour.
www.ijmer.in 103 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
The child feels listened to, understood and supported by their parent Parents concerned about their male child exhibiting inappropriate behaviour such as rubbing genitals against others in public.
More recently parents have expressed the desire to help their child on an individual basis learn appropriate sexual behaviours Parents' major concern was about their child's behavior being misinterpreted as sexual, followed by sexual behaviours being misunderstood. These concerns did not relate to the gender of the child . Sixty-one percent of the parents of females were concerned that their daughter would get pregnant, whereas only 19% Both girls and boys get pimples during the adolescence. The sites are face, shoulders, chest, and back. These may get infected and pus may be formed. If squeezed by fingernails, a permanent scar is left behind. Therefore the pimples should not be squeezed by the nails. parents of males worried that their son would get someone pregnant Although verbal level did not relate significantly to parental concerns, gender of child associated significantly to parent's concern of molestation by a same-sex person or opposite- sex person . Parents of males were more likely to report concern that their son would be abused by a same-sex person; parents of females were more likely to worry that a daughter would be . Parents think that individuals with higher verbal levels were more likely to benefit from education. Sex education is most likely received in schools; thus, schools need to consider how to teach sex education to those who are nonverbal. Conclusions : parents have to make strong and stable relationship with adolescents and understand their problems . . It is important parent to keep check on routine and daily habits .parents ,teachers,commercial and governmental leaders should respect ideas ,self motivation challenges of adolescents . . Parenting is an art ,so take of their children suggest that a parenting style characterized by warmth and support, while providing adolescents with appropriate levels of autonomy,
www.ijmer.in 104 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
may be important for achieving recommended levels of physical activity . children and adolescents suffer from a disabling mental illness; that suicide is the third leading cause of death among adolescents; and that up to 50% of all adult mental disorders have their onset in adolescence. . Main conflict between Indian parents and their children should be reduced identified in adolescents between autonomy and dependence . . If parents recognise and encourage the growing sense of independence is their abilities. Adolescence is a time when an individual is discovering his/her own identity they should proper guidance. . The parents don’t insist that the child stick to strict and inflexible standards of behaviour. Treatments that focus on the family can also be useful in helping adults develop their parenting skills, deal with stress, and work on marital relationships. Professionals, such as family therapists, are there to help the adolescent and family gain understanding of the relationship dynamics and background issues that may be influencing the problem, and come up with solutions. References
1. Adams, P., & Adams, G. (1987). Intervention with runaway youth and their families: Theory and practice. In J. Coleman (Ed.), Working with troubled adolescents: A handbook (pp. 281–299). Orlando, FL: Academic Press. 2. Google ScholarBhalla (1984). “Comparative study of socialbehavior and school adjustment resident and nonresident Bhatia, K.J. (1984).The emotions personal and social problems of adjustment of adolescents under India. conditions with special reference to value of the Ph.D. Education, Bombay University (1984)) 3. Bloom, B.S. (1978). Affective outcomes of school learning Ph. Della Kappa 4. Chadha, M (2003). “Psycho-Social correlated of frustration among students of professional school. 5. ” Cole, Levella (1964).Psychology of adolescence Rinehart and company Inc. 4th Ed. 1954.
www.ijmer.in 105 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
6. Crow and Crow (1956). Adolescent development and adjustment McGraw Hill Book Co. The problems faced by adolescences as a result of parental indifference, problem in school. Rutter, M. (1966).Behavioral and cognitive characteristics of psychotic children.
www.ijmer.in 106 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
WHEN THE WHITE MAN TURNS TYRANT IT IS HIS OWN FREEDOM THAT HE DESTROYS REFLECTION ON THE ASPECTS OF IMPERIALISM IN GEORGE ORWELL’S “SHOOTING AN ELEPHANT”
Madhuraka Goswami Guest Lecturer MUC Women’s College The University of Burdwan Burdwan
Abstract
Imperialism as a practice and policy has dominated the world history for many centuries. It is a process of forming empires by the powerful nations and their subsequent control over the politics, economy and geographical aspects of the colony. The economic and political interests of the dominant nation motivate them to capture and administer the colonized natives only for their own personal benefits. In order to establish their cultural and racial superiority Imperialists extend their political, technological, military and economic dominance over the innocent natives. Their sole purpose is to rule and exploit the colonies in terms of their man power, land and raw materials only for the sake of their own enrichment. This paper aims to show the flaws and nuances underlying the aspects of imperialism. Here the focus is on British Imperialism in Lower Burma. We will see how theimperialists for their self-reason brutally kill an elephant in Moulmein. George Orwell, the writer of the essay “Shooting an Elephant” claims to be an anti-imperialist but this paper tries to bring out the imperialistic sentiments of George Orwell. Here we find Orwell giving emphasis on moral dilemma of a disguised colonizer and remains silent about the pains and pangs of the colonized.
Keywords: Imperialism, colonialism, neo-imperialism, natives.
www.ijmer.in 107 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Introduction:
According to Ashcroft, Griffiths and Tiffin the term colonialism “is important in defining the specific form of cultural exploitation that developed with the expansion of Europe over the last 400 years” (40). Edward Said makes a beautiful distinction between Colonialism and Imperialism, he says:[i]mperialism means the practice, the theory, and the attitudes of a dominating metropolitan centre ruling a distant territory; colonialism, which is almost a consequence of imperialism, is the implanting of settlements on distant territory. (Said 1993: 8)
Imperialism as an advocated policy of occupying colonies for political, economic and strategic advantage emerged only around 1880s. Prior to that date the term “empire” was prevalent as a benevolent process of European expansion where Ashcroft says “colonies accrued rather were acquired” (111).
Ashcroft further says that from 1880s “imperialism became a dominant and more transparently aggressive policy amongst European states for a variety of political, cultural, and economic reasons” (111). Baumgart described the expansionist policies of the modern industrial powers as “classical imperialism” (Baumgart 1982: 5). Both the American and European superpowers boldly advocated the policy of imperialism because for them the idea of expansion was linked with the development of the “barbaric nations”. According to AshcroftImperialism is closely linked with Europeanization. Ashcroft says:
[E]uropeanization of the globe which came in three major waves: the age of discovery during the fifteenth and sixteenth centuries; the age of mercantilism during the seventeenth and eighteenth centuries; and the age of imperialism in the nineteenth and early twentieth centuries. Europeanization was chiefly effected not by
www.ijmer.in 108 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
governments and states, but rather by those hundreds of thousands of colonists, merchants, missionaries and adventurers who permeated the non-European world. (112)
In Industry and Empire(1968) Hobsbawm offered a good observation that the main reason behind the occurrence of Industrial Revolution in Britain was their “possession” colonieswhich provided a good basis for extraction of raw materials and “outlets far in excess of anything the home markets could offer”(100). It is after 1815 that Britain started ruling the seas and they established themselves as “the world’s factory, so major colonial annexations were unnecessary”(Ashcroft 113).
As a continuous process, Imperialism generates a development of imperial rhetoric associated intricately with the idea of European cultural dominance.Edward Said observes that Rhetoricians of Imperialism “deploy a language whose imagery of growth , fertility, and expansion , whose teleological structure of property and identity, whose ideological discrimination between “us” and “them” had already matured elsewhere – in fiction, political science, racial theory, travel writing”(Said 1993: 128). The colonizers always consider their language, culture, race and heritage to be superior to the barbaric people of the colonies. They always exerted their dominance and superiority over the innocent natives. The British colonizers considered it to be their responsibility to civilize the barbaric natives. The British colonizers treated the natives as slaves and exploited them to serve their own purpose. The hegemony of imperialism Ashcroft says is confirmed by “the control of representations rather than the means of production” (115).
Britain conquered Burma over a period of 62 years (1823-1886), during which three consecutive Anglo-Burmese wars took place, and Burma was incorporated within the extended Indian Empire. The
www.ijmer.in 109 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
British colonizers monitored and administered Burma as a province of India until 1937, when it became a separate, self-governing colony, achieving its Independence on January 4, 1948.
George Orwell was born in India but brought up in Britain, held the position of Assistant Superintendent in the British Indian Imperial Police in Burma from 1922 to 1927. Orwell spent some years of his life in Burma, during which he became ambivalent about his part in the colonial state to which he served. Experiencing the daily realities of his job Orwell witnessed “the dirty work of Empire at close quarters” (Orwell par.2). Orwell had bitter experiences throughout his duty in Burma; he was trapped between his resentment towards the British Raj and the Burmese people’s resentment towards him. Being a representative of the colonial empire Orwell was forced to act according to what the “natives” expect of him: “He wears a mask and his face grow to fit it” (Orwell par.4).
“Shooting an Elephant” is an essay by George Orwell, first published in the literary magazine New Writing in the late 1936. Orwell had a strong interest in the lives of working class. His writings are marked by the awareness of social injustice, opposition to totalitarianism, anti-imperialism, and support of democratic socialism. Orwell’s political writings like Burmese Days, “Shooting an Elephant”, A Hanging, and Animal Farmcontributed significantly to transform him into a world figure. The very incident of shooting the elephant reveals that imperialism is a double-edged sword causing damage to both the parties of the colonized and the colonizer.
Reading George Orwell’s “Shooting an Elephant”
The very first sentence of the essay “Shooting an Elephant” bespeaks the resentful nature of “imperialism” and its offshoot namely “colonialism” along with its corrosive effects on both the colonized and the colonizer: “[I] was hated by large numbers of people- the only time
www.ijmer.in 110 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
in my life that I have been important enough for this to happen to me” (Orwell par.4). The narrator of Orwell’s essay claims at the very beginning that “an aimless, petty kind of way anti-European feeling was very bitter” (par.1). The narrator has close resemblance with George Orwell. Here the narrator is voicing his own experiences as a sub-divisional police officer posted at Moulmein, in Lower Burma. To Noam Chomsky, Orwell is an author who speaks truths and exposes lies.
We get a diagrammatic and vivid picture of the tortures and oppressions meted out to the native people of Burma- the “wretched prisoners” were locked up in clumsy, gloomy and stinking cages and they were flogged and “bogged” with bamboos. The tormenting oppressions resulted in generating hatred in the minds of the Burmese people towards the British Officers. They reacted savagely and sometimes violently against the imperialists. They didn’t have courage enough to rise in rebellion and only engaged in hateful acts like spitting betel juice on an European woman at the bazaar, laughing and mocking at British officers, making loathsome remarks and abusing the imperialists. The narrator recalls an incident of football match when a “nimble Burman tripped me up on the football field and the referee (another Burman) looked the other way, the crowd yelled with hideous laughter” (par.1). Even the Buddhist priests of Moulmein sneered and jeered at the Europeans standing at the street corners. The Burmese people were very much hateful, savage and selfish in their struggle for existence when they eagerly wanted to enjoy the act of killing the elephant and were ready with their baskets and equipments to chop the meat of the elephant and relish it.
The soul-crushing burden associated with tormenting and subjugating the Burmese caused a deep sense of guilt in the mind of the narrator as he says: “…all these oppressed me with an intolerable sense of guilt” (par.2). Orwell was actually struck between two conflicting
www.ijmer.in 111 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
emotions- at one hand he hated the “unbreakable tyranny “of the British Raj and at the other hand he could not tolerate the abuses and mental torments inflicted by the natives of Burma. He was experiencing a strange sense of dilemma between his allegiance to the empire which he served and in acknowledging the corrupt practices inflicted upon the Burmans, thus he confesses that: “I had already made up my mind that imperialism was an evil thing and the sooner I chucked my job and got out of it the better” (par.2). Multiple times in the essay we find the narrator claiming how he hates his job, his disdain for imperialism and his hatred for the life he has been assigned by virtue of his English heritage. It was crystal clear to any Anglo- Indian officer serving in Burma that they were hated, abused and insulted only because of the fact that their uniform and their ranks are representative of the British authority and Imperial super power dominating Burma.
The titular Elephant plays a significant role in the essay. The central plot of the story veers around the act of killing the “must” elephant. Moulmein does have a symbolic association with ordinary tamed elephants, as they are used in hauling logs in the timber plantations. They are essential for the economic ventures of the Burmese and most importantly the British Empire. The rare species of white elephant is revered and in Buddhist Legend it is considered to be a symbol of power, purity, serenity and innocence. Orwell claims that the tiny incident which happened one day provided the narrator “a better glimpse of the real nature of imperialism-the real motives for which the despotic governments act” (par.3). The dying elephant in its “stricken and sunken” condition can be compared to the dilapidated countries occupied and annexed by the Imperial forces, while the Burmese people represent its helpless and hapless natives. The once strong, sturdy and powerful elephant is reduced to “senility” by the piercing bullets targeted by the narrator’s specialized elephant rifle.
www.ijmer.in 112 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
The bullets symbolically representing the modernized western technology employed by the Imperialists to capture and control the colonies.
The task of killing the rampaging elephant was not at all easy for Orwell. He had to undertake a great tussle within himself before actually performing it. He was left with Hamlet’s dilemma “to shoot or not to shoot”. The moment when he encountered the elephant it had already overcome its must condition and was then “tearing up bunches of grass, beating them against his knees to clean them and stuffing them into his mouth” (par.8). At that situation Orwell or rather the narrator had no intension of killing the elephant, he ordered for the elephant rifle only to control the crowd and for his self-protection, in case the elephant attacked him. The elephant however, at that moment looked no more dangerous than a domestic cow. The imperialisticsentiment of Orwell is expressed when he says: “It was a serious matter to shoot a working elephant- it is comparable to destroying a huge and costly piece of machinery” (par.5). For the British imperialists the life of the elephant was much more important than the life of the Coringhee coolie who was brutally killed by the aggressive elephant.
Orwell despite having no intension to kill the elephant had to kill it because when he glanced back he witnessed the “immense crowd” which had followed him, and “blocked the road for a long distance on either side” (par.6).The happy “yellow faces” of the natives were excited and enthusiastic over “this bit of fun, all certain that the elephant was going to be shot” (par.6). They watched the narrator with such a fixed gaze it seemed that as if he was a conjurer about to perform a trick with his magic wand (his rifle). Although they hated him but now with his “magical rifle” the narrator was worthy to be watched by the natives. He suddenly realized that he had no other option other than shooting the elephants as the natives expected him to
www.ijmer.in 113 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
do. He could feel the unwitting pressure of the “two thousand wills” urging him silently and symbolically to march forward and perform the act. He understood how a white man can also become a puppet in the hands of the native. He posed as a “conventionalized figure of a sahib” (par.7), who can never appear to be scared of the natives. He suddenly grasped “the hollowness, the futility of the white man’s dominion in the East” (par.7).
The narrator thus suddenly became conscious of his imperial or rather British identity and tries not to offend the natives. He knew it very well that as a representative of the Western authority “ it is the condition of his rule that he shall spend his life in trying to impress the ‘natives’ and so in every crisis he has got to do what the ‘natives’ expect of him” (par.7). The very fact that he would be mocked at and ridiculed if he fails to perform according to the desire of the natives was much more tormenting. He can’t afford to be laughed at by them at any cost be it at the sacrifice of the elephant. Being a sahib he has to be resolute, firm, bold, and courageous, understand his mind and do “definite things”. He can’t come back doing nothing as that was literally impossible. When he killed the elephant, he joined ranks with the Imperialists, acting unnaturally to impress the natives. The fact of the natives determining what the narrator, a white man must do, creates the biggest irony of a master becoming a slave to accomplish his racial status and imperial duties.
Orwell’s depiction of Colonial Burma is intermingled with the internal sufferings of a colonial officer. The plight of the imperial officer is pervasively presented throughout the story. Orwell is scared by the idea of humiliation, and his whole life Orwell tells us, “every white man’s life in the east was one long struggle not to be laughed at” (par.7). Orwell deliberately tries to convince himself and justify the act of shooting the elephant on the pretext that it had killed a coolie: “and afterwards I was very glad that the coolie had been killed; it put me
www.ijmer.in 114 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
legally in the right and it gave me a sufficient pretext for shooting the elephant”. This is more a confession of a moral guilt of a man, haunted and possessed by his own immoral actions. His sadistic pleasure in the death of the coolie is monstrous. The prolonged, agonizing and painful death of the elephant represents how long the narrator was haunted and tormented by the memory of his actions. His final confession comes in the last line of the story when he says: “I often wondered whether any of the others grasped that I had done it solely to avoid looking a fool”. He partially admits to enjoy the death of the innocent coolie as a means of justifying or supporting his own evil deeds. But this stinging sensation of moral guilt will persist for a long time. Although he is successful in killing the elephant, he can’t kill this deep felt guilt.
Orwell’s imperialistic eyes fail to discover any worthy aspect of the natives. They are described as nasty creatures or savage beasts having “cowed” and “sneering” faces, and their acts are even worse. The readers thus get a negative picture of the natives, the unsavory set of characters. But the ruling class is portrayed as educated, cultured, modernized and in charge of ruling the Empire. The difference in the opinions of the Europeans between whether the death of a coolie was worth the price of an elephant pronounces the imperialistic sentiments of the Europeans more explicitly. The older generation Europeans supported the narrator, but the younger generation had a different opinion, they considered the killing of elephant as unnecessary and a case of great loss. The flaws and shortcomings of Imperialism are thus exposed when the elephant dies for selfish reason of the Imperialists.
Afterword:
“Shooting an Elephant” thus chronicles a story of moral dilemma and portrays Orwell as suffocating and struggling under the mask which he wears along with his uniform. Many critics argue that Orwell has given a one-sided view of Imperialism. His depiction of the internal sufferings
www.ijmer.in 115 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
of the colonial officer is much more pronounced but there are visible gaps in the portrayal of the painful sufferings and torments of the natives. Although partly Orwell considered British Raj as tyrannical, another part of him thought: “The greatest joy in the world would be to drive a bayonet into a Buddhist priest’s guts” (par.2). Orwell dwindled between his hatred for the corrupt practices of British Empire and his “rage against the evil-spirited little beasts who tried to make my job impossible” (par.2). However Orwell abandons his morals and kills the elephant to derive the approval of the natives. Orwell’s fear of mockery and humiliation symbolically represents the fear of the Europeans to lose their control over the colonies and the colonized. While the British Empire can effectively control and handle the politics and economics of the colonies, they can’t even think of dealing with the disdain and insults of the natives. The moment Orwell confronted the elephant: “ the sole thought in my mind was that if anything went wrong those two thousand Burmans would see me pursued, caught, trampled and reduced to a grinning corpse” (par.7). The story thus evokes sympathy for politically powerful imperialist who suffers from his own tyranny, as Orwell says: “When a white man turns tyrant it is his own freedom that he destroys” (par.6).
However Orwell fails to describe how this freedom of the white man could be restored. Perhaps this is possible only by the destruction of colonialism. Orwell’s anti-imperialistic sentiments fail to evoke any sign of anti-patriotism. There are certain instances when we find him eulogizing the British Empire. He believed that British Empire could control Burma much better than any other young empire. This sentiment to some extent exposes his sense of duty, responsibility, and service to the authorities he served. Although he had a lot of contradictions, at the end we find that he succumbed to his stereotypical role of an imperialist. He recognized the superior position of the imperialists and was bounded by its political limitation. Thus he
www.ijmer.in 116 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
can never treat the Burmese as fellow human beings but instead they are always described through the eyes of the Imperialists. His moral cravings originate from his position as the despised colonizer in a colonized Burma. His experiences in Burma filled him with a tremendous sense of guilt, which perhaps he could not overcome throughout his life. This essay may have been written to make personal expiation of the guilt which burdened him for a long time.
Orwell writes from an European or Western perspective and fails to look at Burma from the perspective of the natives. It seems that Burma as a nation, a culture, or a history does not exist, what predominates is the moral sufferings of an Imperialist. Although Orwell described Imperialism as “evil deed” or “oppressive one” he does not give us a faithful picture of the oppressions, tortures, torments and painful sufferings of the natives. The pangs and pains of the Burmese remains omitted. Orwell’s attitude to Imperialism can be understood in terms of the dichotomies of the Self and the Other. The Self is portrayed as one whose fate is determined by imperial rule but the Other is portrayed as grotesque, savage creatures who are not worthy of getting any attention. His claim of feeling guilty appears to be hollow as he does not attempt to do anything to eradicate their sufferings. Orwell thus proves to be a true European or Imperialist who can’t overcome his belief in his cultural and racial superiority.
References:
1. Ashcroft, B., Griffiths G., & Tiffin, H. (2000).Post -colonial studies: The Key Concepts.London: Routledge. 2. Baumgart,W. (1982). Imperialism: The Idea and Reality of British and French Colonial Expansion 1880-1914.translated by Ben Mast,Oxford: Oxford University Press.
www.ijmer.in 117 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
3. Hobsbawm,E.J. (1968).Industry and Empire: An Economic History of Britain Since 1750.London: Weindenfeld &Nicolson. 4. Orwell, G. (1950). Shooting an Elephant, and other essays. New York: Harcourt, Brace. 5. Said, E. (1993). Culture and Imperialism. London: Chatto & Windus.
www.ijmer.in 118 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
ACCESSIBILITY AND UTILISATION OF RURAL CREDIT
Mamata Venkatramana Hegde K Assistant Professor Department of Commerce Government First Grade College Rampura
I. Introduction ‘Credit’ being modern mantra of inclusive growth, infuse confidence and motivate economically poor to hunt and realize their dreams. Credit refers to use of other's fund for a specified period based on promise of return the same with additional amount. Credit is inevitable for economic activities which demand more investment than own. Credit plays crucial role and serve as foundation in the process of economic development particularly the economies which are dominated by agricultural activities. It helps farmers to improve productivity of their land. Agriculture credit helps in eliminating vulnerability of rural poor by assuring accessibility of fund. It has positive impact on economic condition of rural households as well as social status through improving their standard of living with greater access to health, education services and empowers them to take and implement their own decision. II. Review of Literature Research studies found that education, income and availability of formal banking services have positive impact on use of formal sources of credit.1 Availability of credit decides the use of fertilizers and Higher credit levels are associated with higher fertiliser consumption levels.2 Main causes for rural indebtedness are poverty, more conscious about social customs and status, inherited and money lenders.3 Majority of the studies identified common reasons for requirement of rural credit like, high input consumption, crop failure, low price, social customs, poverty, inherited debt etc., have created an opportunity for informal sources of lending. Intuitional credit seems to be inaccessible for the deprived class due to its cumbersome procedure, lending policies and lack of technical guidance and supervision. III. Statement of the Problem
www.ijmer.in 119 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Despite of all significant steps taken by the government and a large network of banking across the country, rural people particularly farmers in agriculture still depend on non-institutional sources of credit. Reasons like, crop failure due to many reasons or improper deployment of available credit made them to barrow year after year. Failure to repay loan within promised or scheduled time and non availability of credit for further cultivation push them to take vulnerable decisions. After the implementation of multi-agency approach in 1988, there are several institutional agencies operating and programmes designing to ensure credit availability as per the requirement of farmers. In this backdrop, a study on accessibility and utilization of rural credit become vital. IV. Objectives of the Study The study tried to throw light on the following objectives. * To know socio-economic features of farmers * To understand different credit needs of the farmers * To analyse farmers status in formal and informal credit * To identify the application areas of rural credit V. Methodology A. Research Design and Area The study is descriptive in nature and was confined to Honnali, Thirthahalli, Soraba, Sagara, taluks of Shivamogga district and Sirsi, Yellapur, Ankola, Kumta of Uttara Kannada district. B. Sources and Tool of Data Collection The study is based on both primary and secondary data. Structured and pre-tested interview schedule was used to elicit data from the respondents. Books, Journals and internet were used to understand and collect conceptual background and concepts. C. Sample Selection For the purpose of study sample respondents have been selected by following Stratified Random Sampling technique. D. Analysis of Data
www.ijmer.in 120 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Collected data has been analysed by using statistical techniques like percentage, weighted average method, Garett's ranking technique.
VI. Analysis and Interpretation Under this heading an attempt is made to analyse primary data and present the same. Gender: Out of 80 respondents, 72 respondents are male and 8 are female. Age: A large majority of the farmers out of surveyed are fall in the age group of 50 – 60 years, followed by 32.50 per cent of the respondent farmers are belongs to the age group 35 to 50 years, 11.25 per cent of respondents are of the age group above 60 years, 5 per cent and 1.25 per cent of the farmers are belong to the age group 25 to 35 years and below 25 years respectively. Table - I Profile of the Respondents
Classification Based on Number Percentage Male 72 90.00 Gender Female 8 10.00 Less than 25 Years 1 1.25 25-35 Years 4 5.00 35-50 Years 26 32.50 Age 50 -60 Years 40 50.00 Above 60 9 11.25 Literate 11 13.75 Primary 23 28.75 Matriculation 12 15.00 Education Collegiate 24 30.00 Post Graduation 8 10.00 Technical 2 2.50 SC/ST 14 17.50 OBC 36 45.00 Category Minority 5 6.25 General 25 31.25 Type of Family Joint 17 21.25 Nuclear 63 78.75 Source: Primary Data
www.ijmer.in 121 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Education: Out of total surveyed, 30 per cent of the farmers are collegiate, 28.75 per cent of the respondents are having primary education, 15 per cent are matriculates, 13.75 per cent are not having any formal education but they can sign and read Kannada language, 10 per cent of the respondents are post graduates, 2.50 per cent are having technical education. Category: Majority, to be specific 36 out of 80 belongs to Other Backward Caste, 17.50 per cent are of SC/ST, 6.25 per cent of the farmers are belongs to Minority category and 31.25 per cent are of General category. Type of Family: A big (78.75 per cent) part of the respondents are having nuclear family and the rest 21.25 per cent are living in joint family. Crops Growing: Majority of the respondents are growing multiple crops. Out of total surveyed, 85 per cent are growing Areca, 78.75 per cent are growing Paddy, 70 per cent of the respondents are growing Spices. Out of 56 respondents majority are growing spices as sub crop either in their areca plantation or in paddy field. Table - II Pattern of Crop and Practice of Market Classification Based on Number Percentage Paddy 63# 78.75 Areca nut 68 85.00 Crops Spices 56 70.00 Growing* Fruits and vegetables 26 32.50 Coconut 12 15.00 Pulses and Cereals 18 22.50 Immediately after 44 55.00 Time of harvesting Market the When needed 28 35.00 Produce Waiting for good price 8 10.00 Unorganised 46 57.50 Place of Organised 68 85.00 Market the Both Organised and 34 42.50 Produce** Unorganised Source: Primary Data
www.ijmer.in 122 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Note: # Out of 64, One of the respondent is not cultivating his paddy field. *Due to multiple crops total is more than actual **Due to multiple choice of market, total is more than actual
Time of Market the Produce: Out of all the respondents 55 per cent farmers are selling their produce immediately after harvesting, 35 per cent are selling produce when they need money, 10 per cent of the farmers are ready to wail for expected price. In other words only a small segment of the farmers are economically stabilised and they reap the benefit of price movements in market. Place of Market the Produce: Even today also farmers depend on different forms of unorganised market to sell their produce. Out of total respondents 42.50 per cent of the respondents sell their produce in both organised and unorganised market, 57.50 per cent sell only in unorganised market and majority of the respondents to be precise 85 per cent sell their produce only in organised market. Income: Requirement of loan amount is directly related to amount of savings which is result of income and expenditure. Hence an attempt is made to look in to income level of the respondents. Majority of the respondents (33.75 per cent)are earning ` 2-4 lakhs followed by 18.75 per cent of the respondents fall in the income group of `4 lakhs to `6lakhs, 15 per cent and 11.25 per cent of the farmers are earning `6 to `8 lakhs and ` 8 to lakhs respectively and 13.75 per cent have earning more than `10lakhs and 7.5 per cent of the respondents fall in the income group of less than `2 lakhs.
www.ijmer.in 123 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Table - III Amount and Sources of Income Classification Based on Number Percentage Less than 2 Lakh 6 7.50 2Lakh - 4 Lakhs 27 33.75 Income per 4 Lakhs - 6 Lakhs 15 18.75 Year 6 Lakhs - 8 Lakhs 12 15.00 ( `) 8 Lakhs -10 Lakhs 9 11.25 More than 10 Lakhs 11 13.75 Only Agriculture 26 32.50 Agriculture and 37 46.25 Sources of Allied Income Agriculture and 17 21.25 Other Source: Primary Data Sources of Income: Indian agriculturists success depends on weather and nature. Depending on single source of income that too on agriculture can be made their financial condition worse. Hence to know whether farmers are having any income sources than agriculture, respondents are asked to mention the sources of their income. Such an analysis reveal that 46.25 per cent of the respondent farmers have income from both agriculture and its allied sources, 21.25 per cent are earning from other sources also along with agriculture but 32.5 per cent of the farmers depend on only agricultural income.
www.ijmer.in 124 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Table - IV Sources and Amount of Loan Numbe Percentag
r e Co-Operative Societies 72 90.00 Regional Rural Banks 34 42.50 Organised Nationalised Banks 29 36.25 SHGs 8 10.00 Organised Buyers 23 28.75 Private Finance 12 15.00 Unorganise Money Lenders 5 06.25 d Friends/Relatives 15 18.75 Unorganised Buyers
Sources of Loanof Sources 18 22.50 Less Than 2 Lakh 9 11.25 2 Lakh- 4 Lakhs 13 16.25 Amount of 4 Lakhs - 6 Lakhs 7 8.75 Loan 6 Lakhs - 8 Lakhs 30 37.50 (`) 8 Lakhs - 10 Lakhs 15 18.75 More than 10 Lakhs 6 7.50 Source: Primary Data Sources of Loan: After having a good network of organised/ Institutional sources, for some reasons agriculturists preferred unorganised/non institutional sources of loan. Here an attempt is made to give picture of loan from different sources. Out of total surveyed 90 per cent of the respondents bought loan from co-operative societies, 42.50 per cent got loan from RRBs, 36.25 per cent go with nationalised banks, 10 per cent from SHGs, 28.75 per cent of the respondents took advances from organised/institutional buyers, 15 per cent depend on private finance for their loan requirement, 6.25 per cent go to money lenders to get finance, 18.75 per cent are getting loan from friends or relatives 22.5 per cent got advances from unorganised buyers. Amount of Loan: A study about total amount of loan from different sources reveal that 37.50 per cent of the respondent farmers have a total loan of ` 3 lakhs to ` 4 lakhs followed by 18 .75 per cent are having loan in between `4-5 lakhs, 16.25 per cent of the respondents
www.ijmer.in 125 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
bought loan from ` 2 lakh - ` 4 lakh, 11.25 per cent have less than ` 2 lakh. loan, 8.75 per cent of the respondents have the responsibility to repay ` 4 - 6 lakh loan 7.50 per cent are having more than `10 lakhs. Table - V Purpose of Loan
Purpose GS AS RANK For Cultivation 7831 78.31 I For Land Development 6028 60.28 VII To purchase equipments/machineries for cultivation purpose 7452 74.52 II To Purchase agricultural Land 4862 48.62 VIII
Agriculture Agriculture For irrigation 6562 65.62 IV
To manage household expenses 6856 68.56 III To purchase assets/items for household purpose 6161 61.61 VI
For Social Ceremonies/celebrate festivals 6415 64.15 V To bear medical expenses 3262 32.62 X To bear educational expenses 2829 28.29 XI household To repay old loan 4198 41.98 IX
Source: Primary Data Note: GS: Garett's Score, AS:Average Score Farmers bought loan for different purposes. To know the reasons for loan in the order of amount respondents were asked to give rank to the reasons of loan based on amount of loan from different sources. To analyse purpose of loan Garett's ranking technique was used. Further reasons were grouped under three headings like, agriculture purpose, household purpose and to repay old loan. Such an analysis reveal that loan for agriculture purpose got first two rankings. Farmers mainly bought loan for cultivation purpose(Average score 78.3). Loan for the purpose of mechanisation of agriculture stood second place with an
www.ijmer.in 126 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
average score 74.52, loan to manage household expenses got third place with an average score 68.56, loan for irrigation got fourth place with an average score 65.62, loan for social ceremonies/ celebrate festivals stood in the place of fifth (average score 64.15). Reasons like to purchase assets/items for household purpose(average score 61.61), for Land Development (average score 60.28), to Purchase agricultural Land (average score 48.62), to repay old loan (average score 41.98), to bear medical expenses (average score 32.62), to bear educational expenses (average score 28.29) are stood in the place of sixth, seventh, eighth, ninth, tenth and eleventh respectively. Table - VI Reasons for non-institutional Sources Weighted Reasons for non-institutional Loan Rank Score Lack of proper documents 109 IX Difficulty in providing documents 151 VI Lack of collateral security 154 V Lack of information 139 VII Lack of guarantors 179 III Feel shy/guilty to approach formal sources 124 VIII Easy accessibility 173 IV Time associated in availing credit 187 I Situation 185 II Economic status 124 VIII Source: Primary Data Here an attempt is made to understand the reason behind non- institutional sources of loan. Weighted score technique is used to analyse the data. Such an analysis reveal that the reason time associated with availing institutional credit was the first reason with 187 weight points followed by 'situation' for which they can't access institutional credit made farmers to go for non-institutional source of credit, lack of guarantor stood in the place of third with 179 weight points, easy accessibility of non-institutional credit, lack of collateral security, difficulty in providing documents, lack of information, feel guilty to approach formal sources, lack of proper documents got fourth, fifth, sixth, seventh, eighth and ninth places. Incidents of siphoning of funds is not uncommon in agriculture because agricultural income is highly uncertain. To know the reality
www.ijmer.in 127 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
respondents were asked to disclose the reasons for loan what they have mentioned in their application form as well as the area where they have actually used. Such an analysis reveal that 40 per cent of the respondents have utilised loan amount other than mentioned purpose and the rest 60 per cent utilised for the same purpose what they have mentioned in their application form. Table - VII Utilisation of Loan Amount Utilisation Number Percentage Utilised for borrowed purpose 48 60.00 Amount diverted 32 40.00 Total 80 100.00 Source: Primary Data
VII. FINDINGS This part presents major findings of the study. Agriculture land in women name is very less in number, it was observed that education is not a barrier to enter in to agriculture. Age factor of the respondents reveal that young farmers are very less in number and during the survey it was observed that farmers are willing and wishing to make their children employees rather than encouraging and supporting them to become agriculturists. One of the inherited features of Indian agriculture is joint family system but today majority of the agriculturists families are becoming nuclear families. Reasons may be many but surprisingly government policies towards marginal farmers or programmes for small farmers also one among those. It is appreciate the fact that respondents are not stick on to single crop, on an average they are growing 3 crops. Time of marketting agricultural produce reveals the urgency of financial requirement. Majority of the respondents are selling their crops immediately after harvesting or when situation demands. Only small number of farmers are ready to wait for expected price. Financial requirements and attitude of farmers provide chance to unorganised buyers who advances for farmers' crops and purchase agricultural produce for less price than market. Farmers
www.ijmer.in 128 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
bought loan from more than one sources. On an average every single farmer bought loan from 2.03 sources. The prime reason to bought loan was cultivation and mechanisation of agriculture followed by household purposes. Time associated with availing institutional credit, 'situation' for which farmers can't access institutional credit and lack of guarantor were the dominating reasons which made farmers to go for non-institutional credit. Siphoning of funds was observed during the survey. VIII. Suggestions and Conclusion In nutshell, analysis and interpretation reveal the reasons, requirements, accessibility, choice and utilisation areas of rural credit by farmers. If agriculture is considered as back bone of our economy, farmers can be considered as bones of back bone. Unless an additional and special effort in the direction to strengthen agriculture especially in financial or debt related issues, there may be possibility of pushing agriculture activity in endanger. No doubt the share and role of credit from informal sources have been considerably reducing after some measures towards instituionalising rural credit from last couple of decades. However, inequality in access to institution credit from all strata of the society, different regions, land holders and crop growers still remained. The study suggests farmer should be helped to clear off old loans and control of new loan, dependence on non-institutional sources for debt and unorganised sources for market. Helping hand should be extended to guide the farmers about to utilise the credit for productive purposes and educate them to adopt management principles like, planning, execution and follow-ups. It is not an easy and one time task to be performed. Creation of awareness and education about sources, amount and proper utilisation and repayment as per the schedule must be go along with lending money. Co-operative firms, RRBs and banks as a part of social responsibility should take initiative to guide the farmers about cultivation of suitable crop for their land, utilisation of quality seeds and fertilisers and marketing produce. Quick action should be taken to infuse confidence among farmers in general and particularly among farmers who are suffering from indebtedness is need of the hour.
www.ijmer.in 129 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Acknowledgement The research study is sponsored by ICSSR, New Delhi References
1. Alejandra Campero and Karen Kaiser (2013) Access to Credit: awareness and Use of Formal and Informal Credit Institutions. Working Paper 2013-07. Google search. D12CDDE-93CC-942B- 2A59-90A5A1AE09B9.PDF. 2. Satyasai K,J,S. (2012) Access to rural credit and input use: An empirical study. Agricultural Economics Research Review.Vol. 25 (Conference Number). 461-471. 3. Pujari Y, D. (2011) Rural indebtedness: Causes and consequences. Indian Streams Research. Vol. 1. Issue . 1 / February. 4. Meenakshi Rajeev, B P Vani & Manojit Bhattacharjee Pratibha B Desai., Nature and imensions of Farmers’ Indebtedness in India and Karnataka, Working Paper, The Institute for Social and Economic Change, ISBN 978-81-7791-123-7. 5. Report of working group on Multi-Agency Approach in agricultural financing, Bombay, C E Kamath, Chairman, RBI, 1978. 6. Anjani Kumar.,K, M, Sing and Shradhajali Sinha., (2010).Institutional credit toAgriculture sector in India:Status,Performance and Determinants. Agricultural Economics Research Review.Vol.23.July-December.253-264.
www.ijmer.in 130 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
THE NATURE AND CAUSES FOR THE CRISIS IN INDIAN AGRICULTURE
DR.A.Kavita Asst. Professor of Economics Government Degree College Maripeda, Mahaboobabad district Telangana State
There is a widespread perception that unbearable burden of debt and increased competition from imports are symptomatic of a crisis in Indian agriculture. Both these phenomena are real: inability to bear debt has led to farmers' suicides on an unprecedented scale. However suicides are concentrated mostly in low rainfall, poorly irrigated regions and among a rather small fraction of the population. Import liberalization has had a strong dampening effect on the prices of several crops, especially plantation crops. This has caused considerable distress in regions where they are prominent in the farm economy. Without minimizing the importance of these aspects, they cannot be interpreted as indicative of, causing, a widespread systemic crisis.
Nor should the suicides be interpreted to mean that the Indian peasantry, in general and everywhere, is suffering from an unbearable burden of debt. In 2002, less than 30 per cent of rural households in the country had outstanding debt and this constituted barely 2-3 per cent of the total value of assets held by them. The incidence of indebtedness in the States where suicides are high in Maharashtra and Andhra Pradesh they have been affected by import liberalization Kerala though higher than average is still no more than a fifth. Dependence on high-cost, non-institutional sources is everywhere declining progressively. Much, of course, remains to be done to extend the reach and improve functioning of the institutional credit system, especially
www.ijmer.in 131 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
cooperatives. The state has also the duty to give relief to surviving members of suicide-affected families. But there is no warrant for the clamor for generalized debt relief by way of postponement of recoveries or waivers of interest, and even principal. The burden of debt is neither crushing nor of crisis-making proportions.
Nevertheless, there are two reasons to be concerned that Indian agriculture may indeed be facing a wider, deeper crisis: The long term growth trend in production and productivity of agriculture, considerably less than required to sustain the projected high overall growth rates in the coming decade, may actually be slowing down and the growing economic and social disparities between agriculture and the rest of the economy and between rural and urban sectors. During the last five decades, agricultural production has increased at an average annual rate of 2.5-3 per cent. Rigorous statistical testing does not provide strong corroboration of any sustained deceleration over this period taken as a whole. But there are some indications that the growth rates during the 1980s and the 1990s are lower than in the earlier decades, with that since 1991 being somewhat lower than in the 1980s. However, cause for concern is the marked slowing down of growth in States that are highly irrigated, have shown the greatest dynamism in adopting new technology, and have been a significant factor in sustaining the national growth rate.
Another concern is widening economic disparities between agricultural and non-agricultural sectors and between rural and urban areas. In the early 1950s, GDP per worker in non-agricultural sectors was twice that in agriculture; currently the ratio is over 4:1. Rural- urban disparities in terms of per capita consumption expenditure, though much narrower, have also increased. Based on National Sample Survey estimates, the ratio of urban to rural per capita consumption expenditure has risen progressively from about 1.28:1 in the mid-1970s to 1.47:1 by 1999-00. There is reason to believe the NSS underestimates
www.ijmer.in 132 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
the extent of rural-urban inequality in consumption as also the extent of its deterioration. Rural-urban disparities in basic social amenities have also increased in quality though not in quantity. All these have led to resentment among the rural population that the benefits of development have gone to the urban areas. That the response is to offer assorted, but ill-thought-out, sops without addressing the deeper more basic issues of agricultural growth, rural employment, and governance is the basis for a sense of crisis.
An influential segment of opinion in and outside the government believes the solution is to accelerate the pace of GDP growth. The Planning Commission's approach to the 11th Plan is firmly rooted in this belief. It postulates a target growth rate of 8-9 per cent per annum for overall GDP. This is considered feasible, indeed could even be surpassed, provided the process of privatization, globalization, and better fiscal management is accelerated. The sustainability of the projected overall growth rate depends on accelerating the growth of agriculture to 4 per cent per annum. Neither privatization nor globalization can work this miracle.
The slowing down of agricultural growth is widely attributed to the slowing down of investment, especially public investment. The Planning Commission seems to share this perception and sees increased investments in irrigation and watershed development as the means to achieve the projected growth. But what is relevant is not the magnitude of investment but its contribution to increasing production capacity. For a variety of reasons peculiar to agriculture, production capacity has not increased in proportion to the quantum of investment. Thus outlay on surface irrigation, which accounts for the bulk of public investment in agriculture, is concentrated on projects that have taken an unconscionably long time to complete. Costs have risen and outlays have not resulted in any significant additions to irrigated area. The
www.ijmer.in 133 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
efficacy of public investments in soil and water conservation is in serious doubt.
They are marked by huge waste and corruption; and there are hardly any mechanisms at the local level to manage the works and ensure the potential for expansion is properly exploited. They have had hardly any impact on raising product potential or productivity of rain fed lands. Private investment has been concentrated on groundwater exploitation deepening wells and installing more powerful pumps and mechanization. In the context of falling water tables a sure sign of overexploitation of groundwater these investments do not increase the volume of groundwater available for irrigation and therefore production capacity. The impact of mechanization is primarily to replace human and animal labour with tractors, harvesters, and threshers. Their contribution to increasing productive capacity is, if at all, of a very secondary importance.
It is, therefore, important to focus on deeper, more basic, reasons for the slowdown of agricultural growth. For this it is useful to distinguish between three broad phases of agricultural growth in the post-Independence period. During the first phase, lasting from the early 1950s through the mid-1960s, the major part of growth came from expansion of area. Expansion of surface irrigation and fertilizer use brought about modest yield improvement. During the second phase, from the mid-1960s through the 1980s, the scope for extending area was more or less exhausted. But this was more than compensated by an unprecedented increase in the rate of yield improvement due to massive investment in irrigation and the advent of new seed-fertilizer technology. The pace of expansion in surface irrigation slowed down during the latter part of the period despite continuing large-scale investments.
www.ijmer.in 134 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
The flow of technology improvements was fitful. Progress was particularly disappointing in rain-fed agriculture. This was also a period marked by imprudence in the use of land, water, fertilizers, and other key inputs due to failures of governance, poor management of public systems catering to agriculture and pricing, and subsidy policies inimical to the prudent use of resources and effective exploitation of the potential of available technology. With the scope for expanding area being exhausted and the scope for further expansion of irrigation getting diminished, the institutional barrier comprising governance, the quality of public systems, and economic policies has become the most serious impediment to agricultural growth.
The necessary measures identified are : Shifting public investment towards modernization of surface irrigation works to facilitate higher yield per unit of water used and for watershed development. Prioritizing incomplete irrigation projects after strict cost-benefit analysis and monitor implementation. Limiting government's role to laying down the broad principles and institutional framework. Entrust direct management of land, water, and common service facilities to autonomous organizations functioning within well- specified rules. Enforcing better preventive and punitive measures to contain gross violations of rules governing access to and use of resources. Conducting a critical review of the research system in public institutions to make it more effective. Changing policies relating to pricing of yield and input to avoid waste.
www.ijmer.in 135 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
“¸ÀªÀÄPÁ°Ã£À ªÀåªÀ¸ÉÜAiÀÄ°è ªÀÄ»¼Á ºÀPÀÄÌUÀ¼ÀÄ” “Women Rights in Contemporary Era”
D£ÀAzÀ J¸ï. ¸ÀA±ÉÆÃzsÀ£Á «zÁåyð ¸ÁßvÀPÉÆÃvÀÛgÀ gÁdå±Á¸ÀÛç CzsÀåAiÀÄ£À ªÀÄvÀÄÛ ¸ÀA±ÉÆÃzsÀ£Á «¨sÁUÀ, PÀĪÉA¥ÀÄ «±Àé«zÁå®AiÀÄ, eÁÕ£À ¸ÀºÁå¢æ, ±ÀAPÀgÀWÀlÖ - 577 451 qÁ. J¸ï.J. eÁ«Ãzï CzsÀåPÀëgÀÄ ªÀÄvÀÄÛ ¥ÁæzsÁå¥ÀPÀgÀÄ ¸ÁßvÀPÉÆÃvÀÛgÀ gÁdå±Á¸ÀÛç CzsÀåAiÀÄ£À ªÀÄvÀÄÛ ¸ÀA±ÉÆÃzsÀ£Á «¨sÁUÀ, PÀĪÉA¥ÀÄ «±Àé«zÁå®AiÀÄ, eÁÕ£À ¸ÀºÁå¢æ, ±ÀAPÀgÀWÀlÖ - 577 451
¸ÁgÁA±À
DzsÀĤPÀvÉ ªÀÄvÀÄÛ ¥ÀæUÀw¥ÀgÀ aAvÀ£ÉUÀ¼ÉgÀqÀÆ 21£Éà ±ÀvÀªÀiÁ£ÀzÀ PÁAiÀÄð¸ÀÆa ¥sÀ®PÀUÀ¼ÁVªÉ. MAzÀÄ gÁµÀÖçzÀ gÁdQÃAiÀÄ vÀ¼À¥ÁAiÀÄ ¸ÀĨsÀzÀævÉAiÀÄ£ÀÄß PÁAiÀÄÄÝPÉÆAqÀÄ C©üªÀÈ¢ÞAiÀÄ£ÀÄß ¸Á¢ü¸À¨ÉÃPÁzÀgÉ C°è£À ¹ÛçÃAiÀÄgÀ ¸ÁÜ£ÀªÀiÁ£ÀªÉA§ÄzÀÄ ¸ÁªÀiÁfPÀ ªÀåªÀ¸ÉÜAiÀÄ°è G£ÀßvÀ ºÀAvÀzÀ°è EzÀÝgÉ ªÀiÁvÀæ ¸ÁzsÀåªÉ£ÀߧºÀÄzÀÄ. CzÀPÉÌ ¸ÁPÀµÀÄÖ ¥ÀæUÀw ºÉÆA¢zÀ gÁµÀÖçUÀ¼ÀÄ £ÀªÀÄä PÀuÉÚzÀÄgÀÄ GzÁºÀgÀuÉUÀ¼ÁVªÉ. DzÀgÉ EA¢£À ªÁ¸ÀÛªÀvÉAiÀÄ°è ¥ËgÁvÀå ªÀÄvÀÄÛ ¥Á²ÑªÀiÁvÀå gÁµÀÖçUÀ¼À vË®¤PÀ CzsÀåAiÀÄ£À ªÀåªÀ¸ÉÜAiÀÄ°è CªÀ¯ÉÆÃQ¸ÀĪÀÅzÁzÀgÉ, AiÀÄÆgÉÆæ£À gÁµÀÖçUÀ½VAvÀ ¥ËgÁvÀå gÁµÀÖçUÀ¼À°è£À ¹ÛçÃAiÀÄgÀ ¸ÁªÀiÁfPÀ gÀZÀ£É ºÁUÀÆ E°è£À ¸ÀªÀiÁdzÀ°è CªÀjUÉ AiÀiÁªÀ ¸ÀégÀÆ¥À, ¸ÁÜ£ÀªÀiÁ£À zÉÆgÉwzÉ ºÁUÀÆ ¸ÁªÀiÁfPÀ ªÀåªÀ¸ÉÜAiÀÄ ¹ÜgÀvÉAiÉÆA¢UÉ ºÉƸÀ ¥sÀ®¥ÀæzÀªÁzÀ §zÀ¯ÁªÀuÉAiÀÄ£ÀÄß ºÉÃUÉ vÀgÀ§ºÀÄzÀÄ JA§ÄzÀÄ ªÀÄÄRå ¥Àæ±ÉßAiÀiÁVzÉ. ¥ËgÁvÀå gÁµÀÖçUÀ¼À°è£À ¹ÛçÃAiÀÄgÀ ±ÉÆõÀuÉAiÀÄ ¸ÀégÀÆ¥À ºÁUÀÆ CªÀjUÉ ¸ÀªÀiÁdzÀ°è£À £ÉÊwPÀ ¸Àé-¥ÀæeÉÕAiÀÄ ¥ÀæwgÀÆ¥ÀvÉAiÀÄ£ÀÄß ¥Àæw ºÀAvÀzÀ®Æè ¸ÀÆPÀëöäªÁV UÀªÀÄ£ÀºÀj¸ÀĪÀÅzÀgÉÆA¢UÉ J¯Áè ¥Àæ±ÉßUÀ½UÀÆ GvÀÛgÀªÀ£ÀÄß F ¥ÀwæPÉAiÀÄ°è ZÀað¸ÀĪÀAvÁVzÉ. ºÁUÉAiÉÄà ºÉƸÀ vÀ¯ÉªÀiÁj£À vÀAvÀæeÁÕ£À ºÁUÀÆ ºÀPÀÄÌUÀ¼À ªÀÄÄSÁªÀÄÄTAiÀÄ ¥Àæw¥sÀ®vÉAiÀÄ£ÀÄß £ÉÆÃqÀ§ºÀÄzÁVzÉ.
ªÀÄÄRå ¥ÀzÀUÀ¼ÀÄ : £ÉÊwPÀ ¥ÀæeÉÕ, ¥ËgÁvÀå-¥Á²ÑªÀiÁvÀå gÁµÀÖçUÀ¼ÀÄ, vÀAvÀæeÁÕ£À, ªÀÄ»¼Á ºÀPÀÄÌUÀ¼ÀÄ, ¸ÀªÀiÁ£ÀvÉ.
¦ÃpPÉ
¸ÀªÀÄPÁ°Ã£À dUÀwÛ£À°è ºÀPÀÄÌUÀ¼À ¥ÀjPÀ®à£ÉAiÉÄA§ÄzÀÄ «¸ÀÛÀûgÀuÉ ºÉÆAzÀĪÀAvÉ CzÀgÀ ZÀZÁð ªÉâPÉAiÀÄÆ CµÉÖà «¸ÀÛgÀuÁvÀäPÀªÁzÀ ¥ÀæQæAiÉÄAiÀiÁVzÉ. ªÀÄÆ®vÀB CgÀtå £ÁåAiÀÄ,
www.ijmer.in 136 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
ªÀÄvÀìöå£ÁåAiÀÄ ¥ÀzÀÞwUÀ½UÉ ©ü£ÀߪÁV fë¸ÀĪÀ jÃwAiÀÄ£ÀÄß PÀ°vÀÄPÉÆAqÀ ªÀÄ£ÀĵÀå, ¥ÁætÂUÀ½VAvÀ ¨Ë¢ÞPÀ ªÀ®AiÀÄzÀ°è vÀ£ÀßzÉà DzÀAvÀºÀ ¤Ãw-¤AiÀĪÀÄUÀ¼À C£ÀĸÁgÀ §zÀÄPÀvÉÆqÀVzÁÝ£É. ºÁUÉAiÉÄà EA¢£À ¥ÀæªÀÄÄRªÁzÀ CA±ÀªÁV PÁt§gÀĪÀÅzÉAzÀgÉ ªÉÊ«zÀåvÉAiÀÄ ¸ÀAPÀÄ®vÉ ¥ÀæªÀÄÄRªÁV ¥Á²ÑªÀiÁvÀå-¥ËgÁvÀå gÁµÀÖçUÀ¼À°è ªÁ¹¸ÀĪÀªÀgÀÄ ªÀÄ£ÀĵÀågÉà DzÀgÀÆ ¸ÁªÀiÁfPÀ gÀZÀ£ÉAiÀÄ°è£À §zÀ¯ÁªÀuÉUÀ¼ÀÄ CvÀåAvÀ UÀªÀÄ£ÁºÀð ºÁUÀÆ ZÀZÁðvÀäPÀ «µÀAiÀÄÀUÀ¼ÁVªÉ. EA¢£À ¥ÀæªÀÄÄR «µÀAiÀÄzÀ°è °AUÀ ¸ÀªÀiÁ£ÀvÉAiÉÄA§ÄzÀÄ «ZÁgÀªÉAzÀgÉ vÀ¥ÁàUÀ¯ÁgÀzÀÄ. MAzÀÄ ªÀÄ£ÉAiÀÄ dªÁ¨ÁÝj¬ÄAzÀ ¥ÁægÀA¨sÀUÉÆAqÀÄ DyðPÀ, ¸ÁªÀiÁfPÀ ºÁUÀÆ gÁdQÃAiÀÄzÀ G¸ÀÄÛªÁj vÉUÉzÀÄPÉƼÀÄîªÀªÀgÉUÀÆ M§â ¹ÛçÃAiÀÄÆ vÀ£Àß°è CAvÀUÀðvÀªÁzÀ ¥Àæw¨sÉAiÀÄ£ÀÄß ªÀåPÀÛ¥Àr¸ÀĪÀ°è AiÀıÀ¹éAiÀiÁVzÁݼÉ. CzÀPÉÌ MAzÀÄ jÃw ¥ÀæeÁ¥Àæ¨sÀÄvÀézÀ CrUÀ®Äè ªÀÄÆ® £É¯ÉAiÀÄ£ÀÄß MzÀV¹zÉ JAzÀgÉ vÀ¥ÁàUÀ¯ÁgÀzÀÄ.
EA¢£À «ZÁgÀ ¸ÀAQgÀtzÀ°è £Á£ÀÄ ªÀÄÆgÀÄ jÃwAiÀiÁV «µÀAiÀĪÀ£ÀÄß «AUÀqÀ£É ªÀiÁrPÉÆAqÀÄ £À£Àß «ZÁgÀUÀ¼À°è£À D±ÀAiÀÄUÀ¼À£ÀÄß ªÀåPÀÛ¥Àr¸ÀĪÀAvÀ PÉ®¸À ªÀiÁqÀÄvÉÛãÉ. ¥ÀæªÀÄÄRªÁzÀ ¥Áæ¥ÀAaPÀ EwºÁ¸ÀzÀ°è ±ÉÆõÀuÉAiÉÄA§ÄzÀgÀ UÀªÀÄ£ÁºÀð ªÁåSÁå£ÀªÉAzÀgÉ “MAzÀÄ jÃwAiÀiÁV CªÀPÁ±ÀUÀ½zÀÝgÀÆ E£ÉÆߧâgÀ zÀÄgÁ¯ÉÆÃZÀ£ÉUÀ½AzÀ ªÀÄvÉÆۧ⠪ÀåQÛUÉ CªÀPÁ±À ªÀAavÀgÀ£ÁßV¹ ªÀiÁ£À¹PÀ »A¸ÉUÉ M¼À¥Àr¸ÀĪÀÅzÉà DVz”É. ºÁUÁzÀgÉ ¸ÀªÀÄPÁ°Ã£À ªÀåªÀ¸ÉÜAiÉƼÀUÉ EªÉ®èªÀ£ÀÆß MAzÀÄ ZËPÀnÖ£À°è ZÀað¸ÀĪÀÅzÀPÉÌ ªÀÄvÀÄÛ CªÀÅUÀ¼À G®èAWÀ£ÉAiÀÄ£ÀÄß vÀqÉAiÀÄ®Ä ªÀiÁ£ÀªÀ ºÀPÀÄÌUÀ¼À ¥ÀjPÀ®à£É eÁUÀÈvÁvÀäPÀªÁV PÁAiÀÄðUÀvÀUÉÆArgÀĪÀÅzÀÄ §ºÀÄ ªÀÄÄRåªÁzÀ «µÀAiÀĪÁVzÉ.
ªÀÄ»¼Á ºÀPÀÄÌUÀ¼À ¥ÀjPÀ®à£É ªÀÄvÀÄÛ GUÀªÀÄvÉ
ºÀPÀÄÌUÀ¼À ¥ÀjPÀ®à£ÉAiÉÄA§ÄzÀÄ §ºÀÄ ¢£ÀUÀ½AzÀ®Æ MAzÀ®è MAzÀÄ jÃwAiÀiÁV ºÉÆÃgÁlzÀ £É¯ÉUÀ¼À°è eÁUÀÈvÀªÁUÀ®Ä £ÁA¢AiÀiÁVzÉ. DzÀgÀÆ ªÀÄ»¼ÉAiÀÄgÀ «ZÁgÀªÁV CµÁÖV ¸ÀàµÀÖªÁzÀ ¤®ÄªÀÅUÀ¼ÀÄ 19£Éà ±ÀvÀªÀiÁ£ÀzÀªÀgÉUÉ AiÀiÁªÀÅzÉà ¤tðAiÀÄUÀ¼ÀÄ ªÀÄ»¼ÉAiÀÄgÀ ¥ÀgÀ zsÀé¤AiÉÄvÀÛ¢gÀĪÀÅzÀÄ «¥ÀAiÀiÁð¸ÀzÀ ¸ÀAUÀwAiÉÄà ¸Àj. ªÀÄ»¼ÉAiÀÄgÀ «ZÁgÀzÀ°è DzsÀĤPÀvÉ, vÀAvÀæeÁÕ£ÀAiÀÄÄPÀÛ AiÀÄÄUÀªÀiÁ£ÀzÀ®Æè ±ÉÆõÀuÉAiÀÄ Trend §zÀ¯ÁUÀĪÀÅzÀgÀ eÉÆvÉUÉÀ EgÀĪÀ ±ÉÆõÀuÉAiÀÄÄ ¸ÀºÀ §®ªÁUÀĪÀAvÀºÀ WÀl£ÉUÀ¼Éà «¥ÀjÃvÀªÁUÀÄwÛªÉ. EzÀPÉÌ EAzÀÄ zɺÀ°AiÀÄ CvÁåZÁgÀ ¥ÀæPÀgÀt DUÀ§ºÀÄzÀÄ CxÀªÁ GvÀÛgÀ ¥ÀæzÉñÀzÀ°è £ÀqÉzÀ zÀ°vÀ ¨Á®QAiÀÄgÀ ªÉÄð£À CvÁåZÁgÀ DVgÀ§ºÀÄzÀÄ. EªÉ®èªÀÇ ¥ÀÄ¶Ö ¤ÃqÀĪÀAvÀºÀ GzÁºÀgÀuÉUÀ¼Éà DVªÉ. ªÀÄ»¼ÉAiÀÄgÀÄ zÀħð®gÀÄ, ¤±ÀPÀÛgÀÄ, ¥ÀÄgÀĵÀgÀAvÉ PÁAiÀÄ𠤪Àð»¸À¯ÁgÀzÀAvÀºÀªÀgÀÄ JA§ÄªÀAvÀ £ÀA©PÉUÀ¼ÀÄ ¥ÀÄgÁvÀ£À PÁ®¢AzÀ®Æ ¨É¼ÉzÀÄ §A¢gÀĪÀAvÀºÀªÀÅUÀ¼Éà DzÀgÀÆ PÉêÀ® zÉÊ»PÀ ±ÀQÛ¬ÄAzÀµÉÖà M§â ªÀåQÛAiÀÄ AiÉÆÃUÀåvÉAiÀÄ£ÀÄß C¼ÉAiÀÄ®Ä ¸ÁzsÀå«®èzÀÄ £ÁåAiÀÄ ¸ÀªÀÄävÀªÀÇ C®èªÉA§ ªÁzÀ
www.ijmer.in 137 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
M¥ÀÄàªÀAvÀzÀÄÝ. EzÉà GzÉÝñÀ¢AzÀ¯Éà «±Àé¸ÀA¸ÉÜ ªÀiÁrzÀAvÀºÀ ªÀiÁ£ÀªÀ ºÀPÀÄÌUÀ¼À ¸ÁªÀðwæPÀ WÉÆõÀuÉAiÀÄ°è ¥ÀæwAiÉƧ⠪ÀiÁ£ÀªÀ£ÀÆ ¸ÀévÀAvÀæªÁV d¤¹zÀÄÝ ¸ÀªÀiÁ£À UËgÀªÀ ºÁUÀÆ ºÀPÀÄÌUÀ¼À£ÀÄß ºÉÆAzÀĪÀÅzÀPÉÌ CºÀðgÀÄ JA§ÄzÀ£ÀÄß ¸ÀàµÀÖ¥Àr¹zÉ. EzÀjAzÀ ¥ÀæwAiÉƧâgÀÆ AiÀiÁªÀÅzÉà vÁgÀvÀªÀÄåvÉ E®èzÉà ºÀPÀÄÌUÀ¼À£ÀÄß C£ÀĨsÀ«¸ÀĪÀAvÁ¬ÄvÀÄ. EzÀgÀ°è °AUÀ¨sÉÃzÀªÀÇ PÀÆqÁ EgÀPÀÆqÀzÉA§ÄzÀÄ ªÀÄÄRåªÁVzÉ. CAzÀgÉ ªÀÄ»¼ÉAiÀÄgÀÄ ¥ÀÄgÀĵÀgÀ ¸Àj ¸ÀªÀiÁ£ÀgÉà JA§ÄzÀÄ ¸ÀàµÀÖªÁ¬ÄvÀÄ. DzÁUÀÆå ªÀÄ»¼ÉAiÀÄgÀ ªÉÄÃ¯É zËdð£ÀåUÀ¼ÀÄ £ÀqÉAiÀÄÄvÀÛ¯Éà EgÀĪÀÅzÀÄ EA¢UÀÆ ªÁ¸ÀÛªÀ ¸ÀvÁåA±À.
ªÀÄ»¼Á ºÀPÀÄÌUÀ¼À£ÀÄß gÀQë¸ÀĪÀ ¸À®ÄªÁV CAvÀgÀgÁ¶ÖçÃAiÀÄ ªÀÄlÖzÀ°è ZÀað¸À¯ÁVzÉ CªÀÅUÀ¼À£ÀÄß JµÀÖgÀªÀÄnÖUÉ eÁUÀwPÀªÁV gÁµÀÖçUÀ¼ÀÄ C¼ÀªÀr¹PÉÆAqÀÄ PÁ£ÀÆ£ÁvÀäPÀ ¸ÀégÀÆ¥ÀªÀ£ÀÄß ¥ÀqÉzÀÄPÉÆArªÉ JA§ÄzÀ£ÀÄß UÀªÀĤ¸ÀĪÀÅzÀÄ CvÀåAvÀ ªÀÄÄRåªÁVzÉ. EzÀ£ÀÄß UÀªÀĤ¸ÀĪÀÅzÁzÀgÉ «±Àé¸ÀA¸ÉÜAiÀÄ ¸ÁªÀiÁ£Àå ¸À¨sÉAiÀÄÄ 1967 £ÀªÉA§gï 7gÀAzÀÄ ªÀÄ»¼ÉAiÀÄgÀ «gÀÄzÀÞ vÁgÀvÀªÀÄåvÉAiÀÄ ºÉÆÃUÀ¯ÁrPÉAiÀÄ WÉÆõÀuÉ (Declaration of the Elimination of Discrimination against Women) AiÀÄ£ÀÄß ºÉÆgÀr¹vÀÄ. EzÀgÀ C£ÀĵÁÖ£À ¸ÀªÀÄ¥ÀðPÀªÁV DUÀzÀ PÁgÀt 1979gÀ r¸ÉA§gï 18gÀAzÀÄ MAzÀÄ ¸ÀªÉÄäüÀ£ÀªÀ£ÀÄß £Àqɹ ªÀÄ»¼ÉAiÀÄgÀ «gÀÄzÀÞzÀ J¯Áè «zsÀUÀ¼À vÁgÀvÀªÀÄåvÉUÀ¼À£ÀÄß ºÉÆÃUÀ¯Ár¹ EzÀgÀ GzÉÝñÀ WÉÆõÀuÉAiÀÄ vÀvÀéUÀ¼À£ÀÄß C£ÀĵÁÖ£ÀUÉƽ¸ÀĪÀAvÁ¬ÄvÀÄ1.
MAzÀÄ gÁµÀÖç C°è£À ¹ÛçÃAiÀÄgÀ ªÉÄð£À ±ÉÆõÀuÉAiÀÄ£ÀÄß ¤°è¸À¨ÉÃPÁzÀgÉ PÁ£ÀÆ£ÁvÀäPÀªÁV ªÀiÁqÀ¨ÉÃPÁzÀÄzÀÄ C¤ªÁAiÀÄð. ºÁUÉAiÉÄà ¸ÀA«zsÁ£À ¨Á»gÀªÁzÀ PÀÈvÀåUÀ¼ÁV ªÀiÁr ªÀÄ»¼ÉAiÀÄgÀ gÀPÀëuÉAiÀÄ eÉÆvÉeÉÆvÉUÉ C©üªÀÈ¢ÞzÁAiÀÄPÀ CA±ÀUÀ¼À£ÀÄß ¸ÉÃ¥Àðr¸ÀĪÀÅzÀÄ ¥ÀæzsÁ£À CA±ÀªÁUÀÄvÀÛzÉ. D ¤nÖ£À°è 1979gÀ ¸ÀªÉÄäüÀ£À MAzÀÄ LwºÁ¹PÀ ªÉÄÊ°UÀ®è£ÀÄß ¸ÀȶֹvÀÄ JAzÀgÉ vÀ¥ÁàUÀ¯ÁgÀzÀÄ. EzÀgÀ ªÀÄÄSÉãÀ DAiÀiÁ gÁµÀÖçUÀ¼ÀÄ vÀªÀÄä ¸ÀA«zsÁ£ÀzÀ ªÀÄÆ®PÀªÉà ¥ÀÄgÀĵÀgÀÄ ªÀÄvÀÄÛ ¹ÛçÃAiÀÄgÀÄ ¸ÀªÀiÁ£ÀgÀÄ JAzÀÄ ¸ÀàµÀÖ¥Àr¸ÀĪÀÅzÀgÉÆA¢UÉ ªÀÄ»¼ÉAiÀÄjUÉ ¥ÀÄgÀĵÀjVgÀĪÀAvÉAiÉÄà ºÀPÀÄÌUÀ½gÀĪÀÅzÀ£ÀÄß ¸ÀàµÀÖ¥Àr¹ CªÀÅUÀ¼À£ÀÄß C£ÀĨsÀ«¸À®Ä CªÀ±ÀåPÀ«gÀĪÀ gÀPÀëuÉ ¸ÀàµÀÖ¥Àr¹ CªÀÅUÀ¼À£ÀÄß C£ÀĨsÀ«¸À®Ä CªÀ±ÀåPÀ«gÀĪÀ gÀPÀëuÉAiÀÄ£ÀÄß ¤ÃqÀĪÀÅzÀÄ. ºÁUÉAiÉÄà ªÀåQÛUÀvÀªÁV CxÀªÁ ¸ÀAWÀ ¸ÀA¸ÉÜUÀ½AzÀ ªÀÄ»¼ÉAiÀÄjUÉ vÁgÀvÀªÀÄåvÉ GAmÁUÀzÀAvÉ ¸ÀÆPÀÛ PÀæªÀÄ ªÀ»¸ÀĪÀÅzÀÄ E£ÀÆß ºÀ®ªÁgÀÄ CA±ÀUÀ¼ÀÄ ªÀÄ»¼Á ºÀPÀÄÌUÀ¼À£ÀÄß ¸ÁªÀiÁfPÀ ªÀåªÀ¸ÉÜAiÀÄ°è ¹ÜgÀUÉƽ¸ÀĪÀAvÀºÀ PÁAiÀÄð ªÀiÁqÀvÉÆqÀVzÀݪÀÅ. EzÀPÉÌ ¥ÀÆgÀPÀªÉA§AvÉ ¨sÁgÀvÀzÀ®Æè 1993gÀ°è
1 zÉêÉÃUËqÀ n.r. 2013, “ªÀiÁ£ÀªÀ ºÀPÀÄÌ ªÀÄvÀÄÛ ¥Àj¸ÀgÀ”, CAd£Á¢æ ¥ÀæPÁ±À£À, ªÉÄʸÀÆgÀÄ, ¥ÀÄ. 274-276.
www.ijmer.in 138 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
¸ÀA«zsÁ£ÀzÀ 73 ªÀÄvÀÄÛ 74£Éà wzÀÄÝ¥ÀrUÀ¼À ªÀÄÆ®PÀ ¸ÀܽÃAiÀÄ ¸ÀPÁðj ¸ÀA¸ÉÜUÀ¼À°è ªÀÄ»¼ÉAiÀÄjUÉ «ÄøÀ¯Áw ¸Ë®¨sÀå zÉÆgÀQ¹PÉÆnÖzÀÝ£ÀÄß PÁt§ºÀÄzÁVzÉ.
¥ÀæªÀÄÄR GzÉÝñÀUÀ¼ÀÄ
ªÀÄ»¼ÉAiÀÄgÀ ªÉÄð£À zËdð£ÀåzÀ ¥ÀgÉÆÃPÀë £É¯ÉUÀ¼À ªÀÄÆ®UÀ¼À£ÀÄß ZÀað¸ÀĪÀÅzÀÄ.
¥Á²ÑªÀiÁvÀå gÁµÀÖçUÀ¼À°è ªÀåQÛUÀvÀ ¸ÁévÀAvÀæöå £É¯ÉAiÀÄ°è ªÀÄ»¼ÉAiÀÄgÀ ¸ÁÜ£ÀªÀiÁ£ÀUÀ¼À£ÀÄß ¥Àj²Ã°¸ÀĪÀÅzÀÄ.
¥ËgÁvÀå gÁµÀÖçUÀ¼À°è ¸ÁªÀiÁfPÀ ¸ÀAgÀZÀ£ÉAiÀÄ°è ªÀÄ»¼ÉAiÀÄgÀ ¥ÀæªÀÄÄRªÁzÀ ªÀÄÆ®¨sÀÆvÀ CªÀ±ÀåPÀvÉUÀ¼À ±ÉÆÃzsÀ.
«eÁÕ£À ªÀÄvÀÄÛ vÀAvÀæeÁÕ£À¢AzÀ ªÀÄ»¼ÉAiÀÄgÀ ±ÉÆõÀuÉAiÀÄ ¹Üw-UÀwAiÀÄ°è£À ¥ÀæªÀÄÄR CA±ÀUÀ¼À ZÀZÉð.
¥Á²ÑªÀiÁvÀå gÁµÀÖçUÀ¼À°è£À ¹ÛçÃAiÀÄgÀ ¸ÁÜ£ÀªÀiÁ£À
dUÀwÛUÉ £ÁUÀjPÀvÉ ªÀÄvÀÄÛ ¸À¨sÀåvÉAiÀÄ ¥ÁoÀªÀ£ÀÄß ºÉýPÉÆlÖ EAUÉèAqï£À ªÀÄ»¼É vÀ£ÀßzÉà zÉñÀzÀ°è £ÁUÀjPÀvÀézÀ ¥ÀæwÃPÀªÁzÀ ªÀÄvÀzÁ£ÀzÀ ºÀPÀÌ£ÀÄß ¥ÀqÉAiÀÄ®Ä 1928gÀªÀgÉUÉ ºÀ®ªÀÅ ºÀAvÀUÀ¼À ºÉÆÃgÁlUÀ¼À£ÀÄß £ÀqɸÀÄvÁÛ C¼ÀĪÀ ªÀUÀðzÉÆA¢UÉ ¸Ét¸À¨ÉÃPÁ¬ÄvÀÄ, dUÀwÛ£À ¥ÀæeÁ¸ÀvÁÛvÀäPÀ ºÉÆÃgÁlUÀ½UÉ ¸ÁévÀAvÀæöå, ¸ÀªÀiÁ£ÀvÉ ªÀÄvÀÄÛ ¨sÁævÀÈvÀé JA§ zsÉåÃAiÀÄUÀ¼À£ÀÄß PÀnÖPÉÆlÖ ¥sÁæ£ïì£À°è d£ÀgÀÄ vÁgÀvÀªÀÄå gÀ»vÀ ªÀÄvÀzÁ£ÀzÀ ºÀPÀÌ£ÀÄß ¥ÀqÉAiÀÄ®Ä JgÀqÀ£Éà ªÀĺÁAiÀÄÄzÀÞ ªÀÄÄVAiÀÄĪÀªÀgÉUÀÆ (1945) PÁAiÀĨÉÃPÁ¬ÄvÀÄ, £ÉÃgÀ ¥ÀæeÁ¥Àæ¨sÀÄvÀézÀ vÀªÀgÀÆgÀÄ JA§ SÁåwAiÀÄ£ÀÄß ºÉÆA¢zÀÝ, ¹éqÀÓgï¯ÁåAqï£À ¥Àæ¨sÀÄvÀé C°è£À ªÀÄ»¼ÉAiÀÄjUÉ 1973gÀªÀgÉUÉ ªÀÄvÀzÁ£ÀzÀ ºÀPÀÌ£Éß ¤ÃrgÀ°®è! Erà dUÀvÀÛ£Éß ªÉÊmï ªÀiÁå£ï §qÀð£ï yÃAiÀÄjAiÀÄ (©½AiÀÄgÀ ºÉÆuÉUÁjPÉ ¹zÁÞAvÀ) ªÀÄÆ®PÀ C¼À®Ä AiÉÆÃf¹zÀÝ ¥Á²ÑªÀiÁvÀå dUÀvÀÄÛ vÀ£ÀßzÉà zÉñÀUÀ¼À d£À¸ÀªÀÄÄzÁAiÀÄzÀ CzsÀðQÌAvÀ ºÉaÑzÀÝ PÀ¥ÀÄà ªÀtÂðAiÀÄgÀÄ, §qÀªÀgÀÄ, ªÀÄ»¼ÉAiÀÄgÀÄ ªÀÄvÀÄÛ ¤UÀðwPÀjUÉ £ÁUÀjPÀvÀézÀ ¥ÀæwÃPÀªÁzÀ ªÀÄvÀzÁ£ÀzÀ ºÀPÀÌ£Éß ¤ÃrgÀ°®è JA§ LwºÁ¹PÀ ¸ÀvÀå ¥Àæ¥ÀAZÀzÀ §ºÀÄ¥Á®Ä £ÁUÀjPÀgÀ£ÀÄß EA¢UÀÆ D±ÀÑAiÀÄðQÌÃqÀĪÀiÁqÀÄwÛzÉ. eÉÆvÉUÉ D J¯Áè zÉñÀUÀ¼À°è£À ¥ÀæeÉUÀ¼ÀÄ vÀªÀÄä ªÀÄvÀzÁ£ÀzÀ ºÀPÀÌ£ÀÄß D¼ÀĪÀ d£ÀgÉÆA¢UÉ ºÉÆÃgÁl ªÀÄvÀÄÛ §°zÁ£ÀUÀ¼À£ÀÄß £ÀqɸÀĪÀ ªÀÄÆ®PÀ ¥ÀqÉAiÀĨÉÃPÁ¬ÄvÀÄ JA§ PÀlĪÁ¸ÀÛªÀ dUÀwÛ£À EwºÁ¸À°è zÁR¯ÁVzÉ.
19-20£Éà ±ÀvÀªÀiÁ£ÀzÀ°è ªÀÄvÀzÁgÀgÁzÀ £ÀªÉÄäzÀÄgÀÄ MAzÀÄ PÀqÉ ¥Á²ÑªÀiÁvÀå zÉñÀUÀ¼À°è vÀªÀÄä £ÁUÀjPÀvÀézÀ UÀÄgÀÄvÁzÀ ªÀÄvÀzÁ£ÀzÀ ºÀQÌUÁV £ÀqÉzÀ d£À ZÀ¼ÀĪÀ½AiÀÄ EwºÁ¸À EzÀÝgÉ,
www.ijmer.in 139 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
ªÀÄvÉÆÛAzÀÄ PÀqÉ ¨sÁgÀvÀzÀ ¸ÀA«zsÁ£À gÀZÀ£Á ¸À¨sÉAiÀÄ°è F zÉñÀPÉÌ ªÀÄvÀzÁ£ÀzÀ ºÀPÀÌ£ÀÄß eÁjUÉƽ¸À¨ÉÃPÀÄ JA§ PÀÄjvÀÄ £ÀqÉzÀ ¥Àæ§ÄzÀÞ ZÀZÉð¬ÄzÉ.
ºÁUÉ £ÉÆÃqÀĪÀÅzÁzÀgÉ ¨sÁgÀvÀzÀ°è ªÉÆlÖ ªÉÆzÀ®Ä ¸ÁªÀðwæPÀ ªÀÄvÀzÁ£ÀzÀ ºÀPÀÌ£ÀÄß, CzÀgÀ°èAiÀÄÆ ªÀÄÄRåªÁV ªÀÄ»¼ÉAiÀÄjUÉ ªÀÄvÀzÁ£ÀzÀ ºÀPÀÌ£ÀÄß ¤ÃqÀ¨ÉÃPÀÄ JA§ ¥Àæ¸ÁÛ¥ÀªÀ£ÀÄß ¸À°è¹zÀÄÝ, F jÃwAiÀiÁV ¥Á²ÑªÀiÁvÀå gÁdQÃAiÀÄ aAvÀ£ÉUÀ¼À°èAiÀÄÆ ªÀÄ»¼ÉAiÀÄgÀ ºÀPÀÄÌUÀ¼À §UÉÎ ªÀåQÛªÁzÀzÀ »£Éß¯É EzÀÝgÀÆ ¸ÀºÀ 19£Éà ±ÀvÀªÀiÁ£ÀzÀªÀgÉUÀÆ gÁdQÃAiÀÄ ºÀPÀÄÌUÀ¼À£ÀÄß ¤ÃqÀĪÀ°è «¥sÀ®ªÁVªÉ.
DzsÀĤPÀvÉ ªÀÄvÀÄÛ vÀAvÀæeÁÕ£ÀzÉÆA¢UÉ ¹ÛçÃAiÀÄgÀÄ
¥Àæ¸ÀÄÛvÀ 20-21£Éà ±ÀvÀªÀiÁ£ÀªÀ£ÀÄß £ÁªÀÅ vÀAvÀæeÁÕ£À AiÀÄÄUÀªÉAzÉà §tÂÚ¸À§ºÀÄzÀÄ. EA¢£À §ºÀÄvÉÃPÀ J¯Áè jÃwAiÀÄ ªÀåªÀºÁgÀUÀ¼ÀÄ ºÉZÀÄÑ vÀAvÀæeÁÕ£À¢AzÀ¯Éà PÀÆrgÀÄvÀÛªÉ. DzÀgÉ E°è£À ¥ÀæªÀÄÄRªÁV «µÀAiÀĪÁV ZÀað¸ÀĪÀÅzÉAzÀgÉ «eÁÕ£À ªÀÄvÀÄÛ vÀAvÀæeÁÕ£À¢AzÀ ªÀÄ»¼ÉAiÀÄgÀ ªÉÄÃ¯É AiÀiÁªÀ jÃwAiÀiÁzÀAvÀºÀ ¥ÀjuÁªÀÄ ©ÃgÀÄvÀÛzÉ, ªÉÆzÀ°¤AzÀ®Æ vÀÄZÀÒªÁV PÁtÄwÛzÀÝ, ¯ÉÊAVPÀ §®vÁÌgÀ, ºÉtÄÚ ªÀÄUÀĪÁUÀĪÁUÀ ¨sÀÆæt ºÀvÉå ªÀiÁqÀĪÀÅzÀÄ, ªÉñÁåªÁnPÉ, §®vÀÌj¸ÀĪÀÅzÀÄ F vÀgÀºÀzÀ CA±ÀUÀ½AzÀ AiÀiÁªÀ jÃwAiÀiÁzÀAvÀºÀ ¥ÀjºÁgÀªÀ£ÀÄß zÉÆgÀQ¹PÉÆqÀĪÀ°è EA¢£À vÀAvÀæeÁÕ£À G¥ÀAiÀÄÄPÀÛªÁVzÉ JA§ÄzÀ£ÀÄß ¸ÀÆPÀëöäªÁV UÀªÀĤ¸À¨ÉÃPÁVzÉ.
EA¢£À «eÁÕ£À ªÀÄvÀÄÛ vÀAvÀæeÁÕ£À¢AzÀ gÁµÀÖç gÁµÀÖç ºÁUÀÆ gÁµÀÖçzÀ J¯ÉèAiÉƼÀUÉ ¸ÀªÀÄƺÀ ªÀiÁzsÀåªÀÄUÀ¼ÀÄ J¯ÁèzÀgÀÆ £ÀqÉAiÀÄĪÀAvÀºÀ ±ÉÆõÀuÉ ºÁUÀÆ E¤ßvÀgÉ PÁ£ÀÆ£ÀÄ ¨Á»gÀ ¥ÀæPÀgÀtUÀ¼À£ÀÄß ©vÀÛj¸ÀĪÀ ªÀÄÄSÉãÀ d£ÀgÀ°è ºÉaÑ£ÀzÁzÀAvÀºÀ eÁUÀÈw ªÀÄÆr¸ÀĪÀAvÀºÀ PÁAiÀÄð ªÀiÁqÀvÉÆqÀVªÉ. ºÁUÉAiÉÄà ¸ÁªÀiÁfPÀ eÁ®vÁtUÀ¼À ªÀÄÄSÁAvÀgÀ EAzÀÄ PÀëuÁzsÀðzÀ°èAiÉÄà J¯Áè jÃwAiÀÄ ªÀiÁ»wAiÀÄ£ÀÄß w½zÀÄPÉƼÀÄîªÀAvÀºÀ CªÀPÁ±ÀUÀ½zÀÄÝ, JµÀÖgÀ ªÀÄnÖUÉ ¸ÀªÀiÁdzÀ°è AiÀiÁªÀ ªÀUÀðªÀ£ÀÄß AiÀiÁªÀ jÃwAiÀiÁV PÀqÉUÀt¸À¯ÁVzÉ JA§ÄzÀ£ÀÄß ¸À«ÄÃPÁë ªÀgÀ¢UÀ¼À ªÀÄÆ®PÀ w½AiÀħºÀÄzÁVzÉ. EzÀÄ zsÀ£ÁvÀäPÀ ¨É¼ÀªÀtÂUÉUÉ PÁgÀtªÁzÀgÉ E£ÉÆßAzÉqÉ EzÀgÀ £ÀPÁgÁvÀäPÀ ¨É¼ÀªÀtÂUÉUÉ, ºÉtÂÚ£À ±ÉÆõÀuÉUÉ PÁgÀtªÁUÀÄwÛªÉ. ¯ÉÊAVPÀªÁV §¼ÀPÉ ªÀiÁrPÉÆAqÀÄ CAvÀeÁð®UÀ¼À°è ºÀj©qÀĪÀÅzÀgÀ ªÀÄÆ®PÀ ºÁUÀÆ DzsÀĤPÀ ªÁå¥ÁjÃPÀgÀtzÀ°è ªÀÄ»¼ÉAiÀÄgÀ£ÀÄß ªÉñÁå ªÀÈwÛUÉ vÀ¼ÀÄîªÀ ªÀÄÄSÉãÀ ¸ÁPÀµÀÄÖ jÃwAiÀÄ ±ÉÆõÀuÉ ªÀiÁqÀĪÀAvÀºÀ PÉ®¸ÀPÉÌ ªÀÄÄAzÁVzÁÝgÉ. ªÉƨÉÊ¯ï £ÀAvÀºÀ ªÀ¸ÀÄÛUÀ¼À£ÀÄß EzÀPÉÌ ºÉZÀÄÑ §¼ÀPÉ ªÀiÁqÀ¯ÁUÀÄwÛzÀÄÝ, EzÀÄ DzsÀĤPÀ vÀAvÀæeÁÕ£ÀzÀ ªÀåwjPÀÛ ¥ÀjuÁªÀĪÉAzÀgÉ vÀ¥ÁàUÀ¯ÁgÀzÀÄ.
¥ËgÁvÀå gÁµÀÖçUÀ¼À ¹Ûçà ±ÉÆõÀuÉAiÀÄ ¹zÁÞAvÀ ªÀÄvÀÄÛ ªÁ¸ÀÛªÀvÉ
www.ijmer.in 140 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
¥ËgÁvÀå gÁµÀÖçUÀ¼ÀÄ ¥Á²ÑªÀiÁvÀå gÁµÀÖçUÀ½VAvÀ ¸ÁªÀiÁfPÀ gÀZÀ£ÉAiÀÄ°è ºÀ®ªÁgÀÄ ªÉÊ«zsÀåvÉUÀ¼À£ÀÄß M¼ÀUÉÆArzÉ. CzÀÄ ¸ÀªÀiÁdzÀ°è£À ¥ÀæwAiÉÆAzÀÄ gÀÆrü ¸ÀA¥ÀæzÁAiÀÄ DZÀgÀuÉUÀ¼À°èAiÀÄÆ CqÀPÀªÁVzÉ. ¥ËgÁvÀå gÁµÀÖçUÀ¼À°è D¼ÀªÁV £ÉÆÃrzÁUÀ MAzÀÄ jÃwAiÀÄ ºÉÆAzÁtÂPÉAiÀÄ ªÀÄ£ÉÆèsÁªÀªÀ£ÀÄß PÁt§ºÀÄzÀÄ. KPÉAzÀgÉ ¥ËgÁvÀå gÁµÀÖçUÀ¼À°è ªÀåQÛUÀvÀ ¥ÀæeÉÕ PÀAqÀħAzÀgÉ, E°è ¸ÀªÀÄÄzÁAiÀÄAiÀÄÄPÀÛ ¥ÀæeÉÕ PÀAqÀħgÀÄvÀÛzÉ. ¸ÁªÀiÁfPÀ ªÀåªÀ¸ÉÜAiÀÄ°è AiÀiÁªÀÅzÉà jÃwAiÀÄ vÀ¥ÀÄàUÀ¼ÀÄ PÀAqÀħAzÀgÀÆ CzÀ£ÀÄß C°èAiÉÄà ¸ÀªÀiÁdAiÀÄÄPÀÛªÁVAiÉÄà PÉ®ªÉÇAzÀÄ ¤tðAiÀÄUÀ¼À£ÀÄß PÉÊUÉƼÀî¯ÁUÀÄvÀÛzÉ. F vÉgÀ£ÁV KµÁåzÀ §ºÀÄvÉÃPÀ gÁµÀÖçUÀ¼ÀÄ vÀªÀÄäzÉà DzÀ £ÁåAiÀħzÀÞvÉAiÀÄ£ÀÄß C°è£À £ÁåAiÀÄ ¥ÀAZÁ¬ÄwUÀ¼ÀÄ ¤ÃqÀÄvÀÛªÉ. EzÀgÀ°è ¸ÁPÀµÀÄÖ jÃwAiÀiÁV C¸ÀA§zÀÞvɬÄAzÀ PÀÆrzÀÝgÀÆ ¸ÀºÀ E°è£À ¸ÀªÀiÁdUÀ¼ÀÄ §ºÀÄvÉÃPÀªÁV EªÀÅUÀ¼À£ÀÄß M¦àPÉÆAqÉà ªÀÄÄAzÀĪÀgÉAiÀÄÄwÛªÉ.
¥ËgÁvÀå gÁµÀÖçUÀ¼À°è ±ÉÊPÀëtÂPÀ CA±ÀUÀ¼À°è §ºÀÄvÉÃPÀªÁV ¥Á²ÑªÀiÁvÀå ²PÀët ºÀPÀÄÌUÀ¼ÀÄ, ¸ÀªÀiÁ£ÀvÉAiÀÄAvÀºÀ ¥ÀæeÁ¸ÀvÁÛvÀäPÀ ªÀiË®åUÀ¼À£ÀÄß ¸ÀA«zsÁ£ÀAiÀÄÄPÀÛªÁV ¸ÉÃj¹PÉÆArzÀÝgÀÆ CªÀÅUÀ¼ÀÄ PÉ®ªÉǪÉÄä E°è£À ¸ÀªÀiÁdzÀ°è vÀ¥ÁàV CxÉÊð¸ÀĪÀ ¸ÁzsÀåvÉUÀ¼É ºÉZÁÑVªÉ. ªÀÄ»¼ÉAiÀÄgÀ ¸ÁªÀiÁfPÀ ¸ÁÜ£ÀªÀiÁ£ÀzÀ°è MAzÀÄ jÃw UËgÀªÁ¤évÀªÁVAiÉÄà £ÉÆÃrPÉƼÀÄîvÀÛªÉ J£ÀߧºÀÄzÀÄ. DzÀgÉ PÉ®ªÉÇAzÀÄ GzÁºÀgÀuÉUÀ¼À£ÀÄß ElÄÖPÉÆAqÀÄ CªÀÅUÀ¼À£ÀÄß ¸ÁªÀðwæÃPÀj¸ÀĪÀÅzÀÄ CµÀÄÖ ¸ÀªÀÄAd¸ÀªÁUÀĪÀÅ¢®èªÁVzÉ.
G¥À¸ÀAºÁgÀ
PÉÆ£ÉAiÀÄzÁV, ªÀÄ»¼Á ±ÉÆõÀuÉ JA§ÄzÀÄ MAzÀÄ ºÀAvÀzÀ°è ¥ÀÄgÀĵÀjVgÀĪÀ J¯Áè ¸ÀªÀ®vÀÄÛUÀ¼À£ÀÄß ªÀÄ»¼ÉAiÀÄjUÉ CªÀPÁ±ÀªÀAavÀgÀ£ÁßV¸ÀĪÀÅzÉà DVzÉ. ªÀÄ»¼Á ºÀPÀÄÌUÀ¼À ¥ÀjPÀ®à£É¬ÄAzÀ E°èAiÀĪÀgÉUÀÆ ¸ÀºÀ J¯Áè jÃwAiÀÄ°èAiÀÄÆ «©ü£ÀßvÉAiÀÄ£ÀÄß PÁt§ºÀÄzÀÄ. EzÀPÉÌ ¥ÀÆgÀPÀ PÁgÀtªÉà ¸ÀªÀÄPÁ°Ã£À AiÀÄÄUÀzÀ°è ªÀiÁ£ÀªÀ ºÀPÀÄÌUÀ¼À ªÀÄÄSÉãÀ ¹ÛçÃAiÀÄgÀ ±ÉÆõÀuÉAiÀÄ£ÀÄß vÀ¦à¸À®Ä ªÀÄÄAzÁzÀgÀÆ ¸ÀºÀ CzÀPÉÌ «gÀÄzÀÞªÁzÀAvÀºÀ ¨É¼ÀªÀtÂUÉAiÉÄà PÀAqÀħgÀÄwÛzÉ. ¸ÀA¥ÀÆtðªÁVAiÀÄ®è¢zÀÝgÀÆ MAzÀÄ jÃwAiÀiÁV ªÀÄ»¼Á ºÀPÀÄÌUÀ½AzÀ M¼ÉîAiÀÄzÉà DVzÉ. ¥Á²ÑªÀiÁvÀå ªÀÄvÀÄÛ ¥ËgÁvÀå gÁµÀÖçUÀ¼À°è ºÀPÀÄÌUÀ¼À ¹zÁÞAvÀUÀ¼ÀÄ MAzÉà jÃwAiÀiÁVzÀÝgÀÆ CªÀÅUÀ¼À°è£À ªÁ¸ÀÛªÀvÉ £ÉÊd ¸ÀvÁåA±ÀUÀ¼ÉA§ÄzÀÄ «©ü£ÀߪÁVgÀĪÀÅzÀÄ ªÁ¸ÀÛªÀ PÉÊUÀ£ÀßrAiÀiÁVzÉ.
¥ÀgÁªÀıÀð£À UÀæAxÀUÀ¼ÀÄ
1. Bakshi, S.R., 2002, “Empowerment of Women and Politics of Reservation”, Book Enclave, Jaipur.
www.ijmer.in 141 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
2. Jayesh Kumar N. Bharot, 2010, “Change in Rural Society of India”, Sarath Publications, Anand (Gujarath).
3. Prabhavathi V., 1991, “Perceptions, Motivations and Performance of Women Legislators”, Classical Publishing Company, New Delhi.
4. zÉêÉÃUËqÀ, n.r. 2013, “ªÀiÁ£ÀªÀ ºÀPÀÄÌ ªÀÄvÀÄÛ ¥Àj¸ÀgÀ”, CAd£Á¢æ ¥ÀæPÁ±À£À, ªÉÄʸÀÆgÀÄ, ¥ÀÄ. 274-276.
www.ijmer.in 142 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
DEVELOPING AND VALIDATING INSTRUCTIONAL DESIGN BASED ON JURISPRUDENTIAL INQUIRY MODEL FOCUSING ON ACADEMIC PERFORMANCE, ENTREPRENEURIAL SKILLS AND SOCIAL COMPETENCE
Dr.Rinu V Antony Assistant professor SNM Training College, Moothakunnam Abstract
In the present study, the investigator designed and validated Jurisprudential inquiry model (JIM) for commerce education, as commerce subject is embed with issues related to the corporate world which includes conflicting values, interest and priorities. Students of commerce need to be trained in schools to analyze contextual business issues, identifying values and value conflicts, position articulation, defending rationally stating arguments, evaluating and testing the consequences of stance while examining business case scenarios that determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. The results evinces that JIM facilitates on transforming information into knowledge, strengthen higher order thinking skills, master conceptual knowledge, promote cognitive development equipping them to be independent learners empowered with social skills and competencies with an entrepreneurial mindset.
Introduction
Education is the most potent instrument to make citizens socially sensitive, accountable and forward looking. Quality education provides desired momentum for economic advancement and ensures enhanced quality of life to bring about an adequate level of social and economic progress in the country addressing unemployment issues. When students learn through inquiry oriented approach, by designing, planning and executing initiatives in groups, it has a metamorphic
www.ijmer.in 143 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
effect on their perception, their relationship to learn paving a way to develop diverse portfolio of skills that are increasingly in demand by employers fostering an innovation ecosystem for education. Education should move beyond the acquisition of bookish knowledge and should foster negotiation of meanings by creation of an optimal climate to learn meaningfully. Policy makers should recognize the importance of entrepreneurial skills, social competencies and encourage schools to infuse creativity and entrepreneurial opportunity recognition skills more deeply in our educational culture and disciplines (Kauffman, 2010). To enable learners to equip themselves in the knowledge economy and imbibing the core values of life, a new methodology of teaching-learning system has to be adopted at the higher secondary level. This will assist commerce education to move beyond the horizon of the academics and present technologically driven educational scenario demands learner centered instructional modes that engross inquiry, collaborative problem solving and discourses in conceptualizing ideas, academic excellence inculcating entrepreneurial skills and social competencies. Within the social family models of teaching, the investigator considers Jurisprudential inquiry model (JIM) relevant for commerce education, as it is embed with issues related to the corporate world which includes conflicting values, interest and priorities. Students of commerce need to be trained in schools to analyze contextual business issues, identifying values and value conflicts, position articulation, defending rationally stating arguments and evaluating and testing the consequences of stance while examining business case scenarios that determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. JIM emphasizes on transforming information into knowledge, strengthen higher order thinking skills, master conceptual knowledge promoting cognitive development and develop to be independent learners by
www.ijmer.in 144 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
observing the task ahead to be empowered with social skills and competencies with an entrepreneurial mindset.
Need and significance of the study
According to Joyce and Weil (2009), it is necessary that teaching should aim at improving strategies of learning and intellectual ability. Hence instructional practitioner’s who are seeking for effective curriculum transaction initiatives should unravel each learners potential for learning. Models of teaching can help teachers deal with the demanding environment of the classroom. In this context the investigator felts JIM opens up boulevard for learner to examine business ambience in the corporate world. JIM is a powerful curriculum transaction instrument which capacitate students in reflectively analyzing social issues through phased academic programme, offers pedagogical platform for dialogic exchanges, stimulate critical thinking on social issues, lift up visionary trends, facilitates learner to acquire position taking skills, deal with conflicts, develop decision making skills, improves communicative and interpersonal skills. An effective instructional model can uphold teacher’s tasks by way of integrating learning experiences aiming at knowledge acquisition, developing competencies and sustaining a new breed of educational system to meet the challenges of 21st century. The investigator being a commerce teacher educator, felt the need for developing suitable instructional pattern towards its unique dimensionalities with due focuses on academic performance, entrepreneurial skills and social competence. In this context, the investigator selected JIM belonging to social family models of teaching based on the theoretical supports and research findings of prior studies Nelson et.al (2007), Byfford&Russel (2006), Jalaja (2006) and Nwafor (2014). The research questions framed are:
www.ijmer.in 145 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
1) Can the select instructional model be effectual enough to accomplish the outcomes of commerce at Higher Secondary School level?
2) How can higher secondary commerce students be made to explore business issues vigorously and embark upon learning scenario with confidence through the interface with Jurisprudential Inquiry model?
Rationale of Jurisprudential Inquiry Model
Oliver and Shaver created Jurisprudential Inquiry Model to help students learn to think systematically about contemporary issues. JIM is based on pragmatic philosophy of life. It considers that values are subjective and relative. The values are dynamic and changing and are created by individuals using intelligence and creative power. As our society undergoes cultural and social changes, JIM is constructive in helping pupil to rethink their positions on legal, ethical and social questions. By giving tools for analyzing and debating social issues, JIM helps students participate forcefully in the redefinition of social values. Students study cases of social problems in which public policy needs to be made that led to identify public policy issues as well as options for dealing with them and underlying values. JIM promotes critical dialogue and presents perceived instructional challenges such as potential loss of control through student disruptions, behavior, managing conflicts (Byford & Russel, 2006). JIM provides pedagogical platform for dialogic exchanges that honor individual voice, stimulate critical thinking, raise challenges to existing personal views and unearth tacit assumptions about social norms that are difficult to generate and facilitate (Nash et al., 2008). The phases of Jurisprudential Inquiry Model are as follows. (Joyce& Weil, 2009).
Table:1. Syntax of the Jurisprudential Inquiry Model
www.ijmer.in 146 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Phase I -Orientation to the Phase II-Identifying the issues case
Teacher introduces materials Students synthesize facts, to a public policy issues, select Teacher reviews facts one policy issue for discussion, identify values & value conflicts
Students recognize underlying factual and definitional questions Phase III-Taking position Phase IV-Exploring the stance/Pattern of argumentation
Students articulate a Establish the point at which position the value is violated, prove desirable/undesirable Students state basis of consequences of a position position in terms of the social value or consequences Clarify the value conflict with of the decision analogies, set priorities. Assert priority of one value over another and demonstrate lack of gross violation of second value Phase V-Refining and Phase VI-Testing factual qualifying the position assumptions behind qualified positions
Students state positions and Identify factual assumptions reasons for positions and and determine if they are examine a number of similar relevant situations Determine the predicted Students qualify positions consequences and examine their factual validity Objectives of the study
www.ijmer.in 147 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
To design and validate lesson frames based on select Jurisprudential Inquiry Model (JIM) of teaching for developing academic performance, entrepreneurial skills and social competence among commerce students at Higher Secondary school level.
Methodology in brief
The present study is endeavored to capacitate the student band at higher secondary level with a view of developing academic performance, entrepreneurial skills and social competence using Jurisprudential inquiry model of teaching. In the primal phase, investigator analyzes regnant classroom practices in commerce amongst select teachers handling commerce at Higher Secondary level. Orchestrating the renditions proliferated with the select sample of experts(N=78) in the field of commerce education, theoretical foundations of instructional models, subsequent relics spurted from the scanning of related literature and the consequent process of internalization of the discourse patterning enabled the investigator to formulate lesson design based on JIM. The investigative tools were assessment schedule for validating the instructional model and lesson design based on JIM. The prepared JIM lesson designs were submitted to experts’ and educators for validating them by means of an instructional model assessment schedule.
Analysis of data
The specifics of analysis are portrayed as follows.
Table: 2 Summary of prioritizing the componential footage on JIM through the average responses ratings of experts based on lesson design
www.ijmer.in 148 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Sl Ratings% Statements No Low Average High 1 The developed lesson capacitates Nil 7.3 92.5 learner to explore various modes of inquiry and problem solving 2 The lesson design encouraged students Nil 9.67 90.33 to be reflective while exploring the issues 3 The proposed interactions in the Nil 4.2 95.8 lesson design reflected collaborative working relationships and productive discourse among students 4 Emulation of intellectual rigour, Nil 7.5 92.5 constructive criticism and challenging ideas were valued in the lesson design 5 The instructional strategies envisaged Nil 10.33 89.5 in the phased programme of lesson design probed student’s knowledge and pre-conceptions 6 The lesson design promoted conceptual Nil 4.8 95.2 thinking and analysis by specifying clear learning goals. 7 Student’s were encouraged to generate Nil 8.33 91.67 alternative solution and ways of interpreting evidence 8 The lesson design paved Nil 5.33 94.67 interdisciplinary connections between content and other areas 9 The focal aspects of the lesson design Nil 6.5 93.5 provides solid grasp of the content from pedagogical perspective for enhancing entrepreneurial skills and social competence 10 The instructor used a varied means to Nil 9 91 represent concepts in the lesson design.
It can be observed from the above table that JIM and the respective lesson design as perceived by the select experts were highly appreciated with the set attributes of the instructional model such as capacitates learner to explore various modes of inquiry and problem
www.ijmer.in 149 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
solving (92.5%), encouraged students to be reflective about their learning while exploring the issues (90.33%), reflected collaborative working relationships and productive discourse among students and between instructor and students (95.8%), emulation of intellectual rigour, constructive criticism and challenging ideas were valued (92.5%), instructional strategies and activities envisaged in the phased programme of lesson design probed student’s existing knowledge and pre-conceptions (89.5%), promoted strongly coherent conceptual thinking and analysis by specifying clear learning goals (95.2%), encouraged to generate conjecture alternative solution strategies and ways of interpreting evidence (91.67%), paved appropriate interdisciplinary connections between content and other focus areas (94.67%), provides solid grasp of the content from pedagogical perspective for enhancing entrepreneurial skills and social competence (93.5%), instructor used a variety of means to represent concepts in the lesson design (91%) and consequently it could set the stage for up scaling the meadow of learning commerce at higher secondary school level. A careful assessment of evaluability of phased programme of JIM both the evaluator and the programme stakeholders agree that the model in application context is well conceived, logically planned and likely to produce the intended results and the evaluation is warranted.(Antony,V.R.,2015)
Findings and conclusion
The experts holding high academic credentials proposed that the select instructional model is competent for equipping learners to exhibit entrepreneurial skills and social competencies and to build up an account of effective retention and meaningful learning. The select instructional model intensifies the learning by capacitating learner to explore by various inquiry modes and solving complex problems through collaborative working and productive discourse among instructor and students. The experts opined that instructional objectives of JIM accentuate the principles of sustained and meaningful
www.ijmer.in 150 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
learning through encounters with authentic real world situations. JIM lesson design promoted conceptual thinking and analysis through articulating position, exploration of the stance and testing and evaluating the factual position. The lesson design focuses on appropriate interdisciplinary connections between contextual business issues and commerce subject facilitating to integrate content to concrete business situations nurturing cognitive retrieval of learned content. The focal aspects of the lesson design formulated solid grasp of the content prescribed from pedagogical perspective for enhancing academic performance, entrepreneurial skills and social competence. Based on the responses of the practitioners, it is evident that the select model nurtures the ability of the learners to apply contextual information to solve real life problems with the goal of developing and transferring instructional goals and decision making practices; incorporates knowledge, skill building to produce desirable changes for students. The consolidated version of assessment of the model wringed the observation that the select JIM is highly recommended and can be tested for its effectiveness in augmenting academic performance, entrepreneurial skills and social competence among commerce students at higher secondary level.
References
1. Antony,V.Rinu .(2015). Effectiveness of Jurisprudential inquiry model on academic performance, entrepreneurial skills and social competence of commerce students at higher secondary level. Doctoral Dissertation, Mahatma Gandhi University. Kottayam.
2. Byford, J., & Russel, W. (2006). Analyzing Public Issues- Clarification through discussion: A case study of social studies teachers. Social Studies review, 46(1), 70-72.
www.ijmer.in 151 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
3. Jalajakumari (2006). Effectiveness of Jurisprudential inquiry model in teaching Malayalam at secondary level. Doctoral Dissertation, Mahatma Gandhi University. Kottayam.
th 4. Joyce,B., Weil, M.& Calhoun, E. (2009). Models of teaching (8 edition). Boston: Allyn & Bacon Inc.
5. Kaufman, J. J. (2010). The practice of dialogue in critical pedagogy. Adult Education Quarterly, 60(5), 456-476.
6. Mc Donald, D.M. (2007).Would you use picture books to broaden teacher’s critical thinking dispositions and awareness? Thinking classroom:A journal of reading,Writing and Critical Reflection,8(1),32-35
7. Nash. R., Bradley,L. D., &Chickering, A.(2008).How to talk about hot topics on campus: From polarization to moral conversation. San Francisco: Jossey-Bass.
8. Nelson, T. H., Deuel, A., Slavit, D., & Kennedy, A. (2010). Leading deep conversations in collaborative inquiry groups, Cambridge, UK: Cambridge University Press.
9. Nwafor, E. (2014) .Use of Jurisprudential innovative approach in teaching Basic Science:An alternative to lecture method. International Researchers, 3 (1).
www.ijmer.in 152 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
जैन कुमार के उप यास म वैचा रक कोण के विभ न
आयाम डॉ.ट .साई शंकर Dr.T.SAI SANKAR, 9-5-23,4 LINE, RAIL PET , GUNTUR (P.O) GUNTUR (D.t)
कसी भी सा ह यकार के सा ह य-सृजन को उनके य व से पृथक करके मू यां कत नह ं कया जा सकता और य व को प रवेश एवं सं कार से अलग करके जाँचना एकप ीय और एकांगी हौगा। य व का प रशोधन प रमाज न जहाँ एक ओर सं कार करते ह , वह ं प रवेश और रहन-सहन भी उसे तराशते ह । कसी भी सा ह यक कुित को कृितकार क वैय क छाप से र हत नह ं माना जा सकता। रचनाकार का य गत जीवन कृित के य द येक कोने म नह ं छाँकता तो कसी न कसी झरोए म ज र होता है। रचनाकार के अ ययन क दशा, अनुभव क गहराई और िचंतन क सू मता का व ेषण करना इस से अिन य हगो जाता है क कृित व और य व दोन अ यो यि त ह । बचपन म आ मसात कए गए घरेलू प रवेश के सं कार कशोराव था तक आते-आते वचार और अनुभव क धूप स ककर त होने लगते ह , ज ह यौवन तथा गृह थी क हलवल , संघरेष और याव हरकताएँ एक िश प म डाल कर विभ न पाकार दान करती ह । अतः जैन कुमार के उप यास सा ह य का सम ववेचन करने से पूव उनके िनजी तथा लेखक य य व के व वध प का अ वे,ण करना आलो य कृितय म यंजीत उनक रचना ट एवं संवेदना के मूल कारण को पहचानने म अव य सहायक तीत होता है। इस त य को म रखकर यहां जैन कुमार के य व के
व वध आयाम तथा उनके कृित व का भी ववेचन तुत कया जा रहा है।
अंतमु खताःराजनीितक य व का बल प ः- जैन के राजनीितक य व क परख के ले उनक राजनीितक गित विधय को ढूँढना आव यक है। राजनीित म वेश के िनष य म जैन ऊहापोह क थित म थे। मामा महा मा भगवानद न क िगर तार और उनके मुक क पैरवी करते हुए ह जैन जी म राजनीितक िच का व तार हुआ। परंतु राजनीित क उठापटक, दलबंद और श क राजनीित उ हे पसंद न थी। राजनीित के दाँव- प च से जैन का भावुक मन आहत होता था। कहते ह क उनके मामा भगवानद न www.ijmer.in 153 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
के एक प ने उ ह बहुत े रत कया। उ होने कहा भी है क म जो रा ीय आंदोलन म भाग लेने लगा, वह कसी वशेष ेरणा िच या ववेक के कारण नह ं। उनके कथन म कतना प और स य वण न है। जैन के य व क खास वशेषता रह है क उ होने अपनी आ मा क आवाज पर अंकुश नह ं लगाया, ब क उनको सेप प से वीकार कया और िनष य िलया। उ हे राजनीित से वर य हुई इस पर वचार करने से पता चलता है क राजनीित म उनक वाभा वक िच नह ं थी। राजनीित को प र थितय ने उन पर लाद दया था। उनके राजनीितक जीव न क दो घटनाओं ने उफ हे राजनीितक गित विधय से तट थ कया। 1920 म द ली म नौ जवान सेना का एक जुलूस िनकला था। काफ बड सं या म ी–पु ष ने उसम भाग िलया। जैन के मु खया थे। जुलूस जब क मीर गेट पहुँचा तो काएक पुिलस ला ठयाँ लेकर उस पर टूट पड और जुलूस िततर- बतर हो गया। कई लोग घायल हे, कई मरे और जैन चुपचाप थर ख़े रहे, न आगे बढे, नपीछे हटे। उनके मन म एक दहशत, क भय समा गया था। उ होने िलखा है क उस दन म ने नुभव कया क म नेतृ व के यो य नह ं हूँ। कारण, भय मेरे भीतर है र भय रखकर म कोई ऐ ज मेदार का पद लूं तो बहुत भयंकर बात है। भारत नौ-जवान सेना के कलोग ज मी हे, मरे और शह द हे। भुगतान तो उ हे पडा, म जो धान था, उस पर कोई कचोट नह ं आई, दो-एक ला ठयाँ मुझपर पड तो म जैसे सह गया। शायद मु कुराया भी होऊँ, पर अंदर डर था। यह अनुताप मेरे मन म होता रहा और म थोड देर बलकुल शांत बैठ गया। जैन भारत नौजवान सेनी के लोग पर कहुए बब र अ याचार क ज मेदार अपने ऊपर महसूस करते ह । उनका भावुक मन अपराध बोध म त हो जाता है। इस भय को वे कमूल कृित के प
म लेते ह । कुछ इसी कार का अनुभव जैन को 1931 क जैलया ा म हुआ। उनके नेतृ व म कुछ स या ह जेल म थे। कसी कारणवश जेल के अिधकार बैरक म घुसकर आ ामक हे। नेता होने के कारम जैन को आगे आना चा हए था,. नह ं आ पे। उसी समय से राजनीितक आंदोलन म भाग न लेने का किन य हुआ। जैन का राजनीितक य व पूण तः अंतमु खी हो गया। हालाँ क उनक रचनाओं म राजनीितक घटनाओं को अलंकृत नह ं कया गया। परंतु उनके नायक राजनीितक अथवा ांितकार आंदोलनो से जुडे िमलते ह । यह िस करता है क िचंतन म
आंदोलन क हलचल मौजूद थी।
www.ijmer.in 154 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
राजनीितक आंदोलन म स य भागीदर के बावजूद उसको जैन ने अपनी रचनाओं म मु य प त य यो नह ं बनाया। यह एक वचारणीय है। यह तट थता य बनी, नह ं, जो एक रचना मक प था आंदोलन का, वह मेरे िलखने म सीधा नह ं आया। मेरे मन म जो-जो शन उठते रहे,म ने उन शन का समाधान अपने लेखन म और उसके ारा खोजने क कोिशश क । वे राजनीितक
नह ं थे, सा ह यक भी नह ं थे। " " मेरे भटकाव नामक अपनी कृित मे जैन जी ने िलखा है, म आंदोलन म था, ले कन मालूम होता था क वह प देखने भर का है, वह काय कता का प। पर मेरा तो धक भाग वह था, जो अ य था, सीधा कउजागर था, नह ं वह जैन आंदोलन से अिधकांश अ वेषािभमुख समी ण एवं व ेषण धान बन
जाता है। जैन क रचनाओं म उनका देश और समाज प प म क य य नह ं बन गया, स वषय म जैन के समीप देखा है, परंतु उनके वचार के मंथन से तट थता ह िनकली। यह कारम है क जैन ने अपने सा ह य सृजन म आंदोलन को य मा यता नह ं द । दैन के राजनीितक य व क छाप के कारण कह उनके ांतकार पा म दबंगता और राजनीितक स यता का अभाव
दखलाई पडता है।
गाँधीजी क वैचा रक ढता का भावः- जैन के य व पर गाँधीजी का भाव बहुत पडा था। गाँधी जी के वचार क सरलता और स य केले उनकती ढता से जैन बहुत भा वत हे थे। उनकता कहना है, म ने देखा क गाँधीजी म बेहद न ता थी, ले कन स य के ित उनका आ ह और उसके संबंध म ढता और अटलता भी कपूर पर परता के सू को टूटने नह ं देती थी। न ता रहती थी, साथ ह ढता भी थी। यह अनुभव था तब का। स य के त िन ा उसके िनव ह क अटलता और ढता जैन ने गाँधीजी के य व तसे चुनी थी। यह आवेशह नता और स यता का िनखार हम जैन के
पा म झलकती है। महा मा गाँधी के ित अपने आकष ण के संदभ म जैन कहते ह ,जोशी ले तो उनके भाषण इ यावन वष क उ या पीछे या पहले भी नह ं हुए ह गे। उनक भाषा संतुिलत रहती थी। उसमे कमी आवेश नह ं रहता था, ले कन स चाई क दमक कुछ ऐसी थी, जो छू जाती थी। जसको आवेश वाला जोश कहते ह , वह उनम नह ं था।ले कन तो भी इतनी जबद त चुनौती रहती थी,एक कार क www.ijmer.in 155 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
अद यता रहती थी क सामनेवाला उससे भा वत हुए बना नह ं रह सकता था। उसका व ेषण कर सकना बहुत क ठन है। गाँधीजी के पास पहुँचकर क बात जो म ने अनुभव क ओर जसका तक बलकुल हाथ नह ं आता है, वह यह है क य द जैन उनके पास जाए तो लौटने पर लगता क वह सदा जैने बन गया है। जैन के अनुभव िस करते ह क उनके मूल िचंतन का ता य गाँधी जी के िचंतन से था। सदा जैन श द के योग का ता पय यह िनकलता है क स य और अ हंसा जैन के िचंतन म शु से ह वत मान थे, जो गाँधीजी के संपक म आने पर ामा णक पाता हुआ पृ का अनुभव हो ह नह ं सकता। उफनका कहना है क गाँधीजी जब बोलते थे तो ऐसा लगता था क वह कुछ ऐसी िनगु ण वाणी है, जो सुनने और कहनेवाले के बीच संबा दता था पत कर त वयं गायक हो गई है क पु तक नह ं उसम वतं प नह ं है। उसको रकाड कर तो लगता है क पु तक नह ं बनती उस याकरण नह ं होता, सु ता नह ं होती। आप उसको दय क भावना कहना चाहते ह तो कह , ले कन म मानता हूँ क दय क तो वह थी ह , ले कन भाषा म उनक आ मकथा इस तरह से विनत और यं जत होती थी क भाषा बोली जा रह है। सुननेवाल को पता ह नह ं रहता था। यानी भाषा का अ त व समा हो जाता था। एक अभेद सुनने और बोलने वाले के बीच बनने लगता था।गाँधीजी के भाषण के संबंध म जैन के ये वचार भी मा णत करते ह क गाँधीजी के वचार से उनके वचार क मै ी थी।गाँधीजी क अ हंसा दूसरे केिलए अपनी पीडा को सहन करने का संक प और जो कहना है,वह ई र के िनिम है—ये िस ांत जैन को पूण तः
आक ष त हुए थे।
अहं चेतना और ेम के ं से उ प न ् संघष ः- संघष शीलता जैन के सा ह य क मूल है सज ना म अहंकार के साथ समप ण क वृ उनम समा हत है। अहंकार व व-उ सग पर पर दो वरोधी वृ याँ ह । दैन का वैचा रक संघष नैसिग क वृ य का संघष था। वे ितभा को अपने ित स चाई और ईमानदार मानते थ। जीवन के आ द से अंत तक
अहंभाव व ेम का अंतव जैन के िलए स चई रह है, जसको उ होने सब म
समा हत करने का यास कया है। इसका प रणाम है क उन के सा ह य-सृजन म पा सी संघष के बीच झूलते दखाई पडते ह । दूसरे श द म जैन क कृितय म नायक-नाियकाओं म राग और अ हंसा क पूम िस इसिलए नह ं हो पायी क अहंभाव से समप ण अथा त् राग और अ हंसा को पूण िस न ह ं ा कर सके थे। प रणामतः उनक हर कथा का अंत उ ेजना म पर होता है, जो उनके िस ात www.ijmer.in 156 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
पर उंगली उठाता दखाई पडता है। परंतु य द हम यान से देख तो हम पता चलता है क मा उ ेजना ह नह ं, उसम उनक क ण वेदना भी समा हत है। यह त व पाठक को अहंकार के दोष और अस यता के दुगु ण को समझने केिलए ेरणा
दान करता दखलाई पडता है। यह सा ह य जैन क मौिलक स चाई है। खीज और खीजः एक सा वक कलाकार क ह नह ं, व क ममतान शु वै ािनक क तरह सारा जीवन जैन का सा ह यकार दौडता रहा। पर ोपयोगी त वेषी क तरह बु और भवना, राग और अहं, िनम मता और क णआ, पीडा और आनंद इन दोन वरोध का संघष जैन के य व क अपनी खास चीज है। यह संघष उनके सा ह य क असली धार है और इसिलए जैन सा ह य स ची आंत रकता से पूण है। य क आ द से समाि तक या अहंभाव और ेमभाव का अंत उनके िलए सबसे बड स चाई रहा है। सं ेप म जैन के य व म अहंकार और सिम केिलए वउ सग क दो मूल वृ याँ उतने खर प म य संघष रत ह । हम इसका हल ढूँढने केिलए उनके जीवन क अंतव दनाओं को परखना हा। जैन जीवन के आरंभ से ह भावुक, क पनाशील और संवेदनशील रहे ह । वयं अपने अंदर के व ेषण संकेत से अपनी अंतप डा, हताशा का उ ाटन कया है। वे अपने व न और आकां ाओं को जीवन म यथाथ नह ं बना पाये। इसिलए क िनयितवाद मनु य बपन पाए। भौितक जगत क दौड से अपने को कटा पाया। अपे को दुिनया के िलए अन फट और यथ पाना उ हे ममा तक पीडा पहुँचाता था। उसी पीडा ने बु को खराब कर पैना, तीखा बनाया। दुःख य है इसका मूल कारण या है अपने िचंतन से उ होने पाया क दुःख का कमूल कारण अहंम यता र ई र के ित पूण समप ण का अभाव है। इससे छुटकारा पाने केिलए अपने सबके िलए ेम और अ हंसा का भाव और समप ण क वृ जगानी होगी। इसी िचंतन ने जैन क ित भा को खींचकर पृ कया है। वेदना म एक श है जो देती है, जो यातना म है, वह ा हो सकता है। अ ेय के कये श द ऑइस िचंतन के साकार माण ह । जैन जी उ ो षत करते ह क उनके श द और वचार वेदना से ह सृ जत ह । म ने अपने संबंध म पया है क कजब-जब चीज को पद धापूव क म ने अिधकृत कर लेना चाहा, तभी तब मेर द र ता ह मेरे हाथ लगी है और जतना म ने अपने आप को कसी के ित खोल कर रता दया है, उतनी ह प प र दूर कम हुई और एकता ा ह है। ऐ य-बोध ह सबसे कबडा ान लाभ है और तब म ने जाना क आ माप ण म ह आ म उप ध है। आ हपूव क सं म क याण नह ं है। दैन क अहंवृ और खर मे दा से िसंिचत व न आकां ाएँ www.ijmer.in 157 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
उपरो अनुभव से भार पड दखलाई देती ह । व तुतः अहंकार का नाश नह ं कया कजा सकता। अथा त ् अहंकार को अंतमु खी करना पडता है। इस अंतमु खीकरम का ता पय यह है अहंकार क िनजता िमटाकर दूसर के अहंकार से उसका तादा य करना पटता है, जससे क बा जगत म कसी से भी उसक रगड न हो। आ म यथा इस तादा मय का साधन है। इस या क अहंकार का उ नयन भी
कह सकते ह जो पने आप म एक साधना है। कसी कथा के सृजन के िलएजैन को घटनाओं क उतनी आव यकता नह ं हुई। जीवन क साधारण गितय और संकेत के आ य को वे महसूस करते ह क उनके कथा सा ह य म पा का बाहु य नह ं िमलता। वे अपनी कृितय म क य और िचंतन का सह िन पण कर सके ह मनो व ान और दश न के ारा। मनो व ान और दश न सा ह यकार जैन म अव चेतन उपचेतन म बैठने क अ ुत ितभा थी। इस कार मनो व ेषण और शिनक िचंतन उनके य व के मूल वयव ह । उनका सा ह य िन य ह उनक वयं क वेदना, कटु अनुभव एवं दाश िनक सोध के मंधन का है। अपने अंतःसंघष को कह उ होने पा के कमा यम से यकत कया है। त प म वो देन का पूरा य व ह जैसे नुभव क एक-एक को स दयता क ाहकता क सीम ट से जुडकर बना हा है। और यह कारण है क उनका एकाक पन उ ह मजबूत नह ं बना लेता तो भी सबसे िमलते-जुलते रहने
पर भी वह एकाक पन अलग झलकता रहता है।
दाश िनक िचंतनः य व का बल प ः- ई र के ित आ था, अ हंसा अहंकार वसज न अप र ह, आ म-पीडा म ह िस ाि क चे ा से जैन का सा ह य िसंिचत दखता है ।उनका अनुभव था क सार सम याएँ आ मत व और व तुत व के संघण से ह उ प न होती ह । जसका क य का अहं होता है। यह हं यकित को परमा मा से बलगाव कराता है। इसके याग के बना परमा मा को पाया नह ं जा सकता। ेम ह ऐसी व तु तहै जो हम व से मु दला सकता है और ेम का मूल है, ी-पु ष का सहज आकष ण। इस आकष ण क वीकृित ह शांित और मु दे सकती है। यह ील नह ं। ी और पु ष दोन जब तक अकेले रहते ह , अधूरे ह ।दोन का एक दूसरे म वलीन होना ह पूण व है। दैन के पा अिधक से अिधक पीडा सहकर भी समाज के हत साधन म त लीन द खते ह । मृणाल से लेकर रंजना तक ह नह ं, सव य क जैन आ मो सग को धानता देते ह । परंतु उनके पा को विभमान भीहै, इसका बोध नह ं होता। वे कसी आधार का अन भव नह ं करते। www.ijmer.in 158 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
दैन ने ान, ा,बु और भाव ना के सामंज य के ले अहं के वसज न को आव यक माना है। बु का तीक अहं है र जब तक अहं है उसम िनवेदन भाव नह ं आ सकता। यह धारणा और िचंतन जैन जी के जीवन और सा ह य म पनी
किनरहंक रता म िनरंतर उ मुख दखाई देता है।
ायड का भावः मनोसामा जक संप नताः- जैन को ायड से भा वत माना जाता है, जसे जैन ने भी वीकार कया है। वे काम, म और भोग को ई लर य स ा के संदभ म लेते ह । उनका कहना है. सबके मूल म ायडवाले काम को ना तक होकर कैसे माना जा सकता है। नार क कन ता शार रक दश न के प म न होकर संपूण समप ण के प म य हुई है। ये भावनाएँ जैन के व तृत मानदंड क सा ी ह । जैन क म समाज यव था के िलए ववाह अिनवाय है। कंतु ववाह म ेम केिलए कोई जगह नह ं रह गई है। इसिलए घर म बाहर से आते ेम को सहज वीकृित देनी पडेगी।अगर ऐसा नह ं होता तो मनु य घर से था त् जीवन से र हत हो जाएगा। उनक तृि म ेम मु भाव है। इसिलए उसम सामाजीक मया दा का नह ं उठता।जैन का सम त रचना मक सा ह य ेम क यथा के कारम ह कइतना दय ाह बन सका है। उनक मा यता थी क र ित-नीित क मया दा बनी रहनी चा हए।जो है,जैसा है,उसको उसी तरह तुत न करके आदश से िसंिचत करके तुत करने का यास करना चा हए।वे सा ह य को प रभा षत करते हुए िलखते ह , मनु य के दय को वह अिभ य जो इस आ मै य क अनुभूित म िल पब होती
है सा ह य है। ेम, स य और परमा मा इन बंदुओं के िचंतन क गहर पैठ जैन - सा ह य म दखलीई पडती है। ेम, स य और परमा मा यह िचंतन- बंदु महा मा गाँधी के भी थे। जैन को महा मा गाँधी का सामी य ा हुआ। वे उनके य व से भा वत भी रहे। परंतु उन बंदुओं म गहर पैठ उनके मौिलक िचंतन का भी
सा य देती है।
जैन धम का भावःआ तकता के ित झुकावः- जैन कुमार का ज म जैन प रवार म हुआ है। इसिलए जैन धम का प भाव उनके य व पर ल त होना वाभा वक है। जैन धम म अ हंसा औ स य के पालन पर अिधक बल दया गया है। जैन दश न म अ हंसा के अिभ ाय साव भौम ेम से है। जैन क सम त कृितय म अ हंसा का यह प मुख रत हुआहै। जैन कुमार बचपन से पता के नेह से वंिचत रहे ह , इनके य व पर www.ijmer.in 159 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
इनक माता का वशेष भाव पडा है। जैन कुमार बचपन से ह पनी तमाता म आ य खोजते रहे ह और वयं को िनःसहाय अन भव करते रहे ह । कलक े म नौकर न िमलने पर चार तरफ से िनराश जैन इसिलए घर आए क माता को क
न हो। जैन कुमार ने अपनी मां के प म कम यता,साहसस सेवा और याग के वर मु य प से मुख रत हे ह । इनक अिधकांश औप यािसक कृितय म नार क भोगवृ पर याग एवं तप यावृ का क वजयो ाटन हुआ है। नार संबंिध कोण को िच त करते समय जैन अपनी माँ कते जीवन से भा वत रहे ह । जैन ने अपनी माँ के ित जो पार ा माताजी शीष क लेख म य क है, उससे पता चलता है क माँ के महान य व का ाव उन पर मॉ पडा है। जैन क सादगी और सरलता पर इनके मामा ी भगवान द न का प भाव ल त होता है। आ तकता और धािम कता के ित जैन कुमार का झुकाव, इनके मामा के वभावानुकूल है। इस कार जैन कुमार के य व पर जैन धम ,इनक माता
और मामा का भाव रहा है।
संदभ ंथ 1. जैन कुमर- मेरे भटकाव 2. रघुनथशरण झलानी - जैन कुमर और उनके सउप य 3. जैन कुमर - स ह य का ेय और ेय 4. , जैन कुमर- काम ेम और प रवार 5. जैन कुमर - म और मेर कला 6. जैन कुमर -ये और वे
www.ijmer.in 160 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
THE CRUX OF COMPETENCY MAPPING
Mrs. Archana Raghuram B Dr. Israel RajuVuram Assistant Professor Professor Dept. of Management Studies Dept. of Management Studies St Marys Group of Institutions St Marys Group of Institutions Guntur A.P Guntur A.P
Abstract Over the past 10 years, human resource and organizational development professionals have generated a lot of interest in the notion of competencies as a key element and measure of human performance. Competencies are becoming a frequently-used and written about vehicle for organizational applications such as defining the factors for success in jobs and work roles with in the organization There is a growing demand in the business world for competency mapping procedures to be included in the recruitment selection process. In the prevailing cut-throat competition among corporate firms, employee competency plays an instrumental role if victory is to be rejoiced. Competencies can be understood as the underlying traits and characteristics of an individual – an amalgamation of his or her skills, knowledge and attitudes – essential in the workforce. The competency mapping model aims to identify the key competencies in the employee in relation to the job role. Extensive research has been conducted in this area of assessment. Competency mapping studies have been conducted in various corporate sectors mainly in the tourism, medical and the hospitality industry. These studies have indicated a spurt in the use of competency mapping models in the corporates and its benefits for the employees in general and the organization at large. This paper focuses on the Traits and the Truth of Competency Mapping, the Types, the transparent areas of CM and also covers the tools of competency mapping in the modern business world. A nation may be endowed with abundant natural and physical resources and the necessary capital and technology but unless there are
www.ijmer.in 161 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
competent people who can mobilize, organize and harness the resources for production of goods and services, it cannot make rapid strides towards economic and social advancement. The strengths and weakness of an organization are determined by the quality of its human resources, which play a vital role in using other organizational resources and the development process of modern economies. The current economic downturn has created a situation for companies to scale down various overhead costs to meet their growth requirements. Competency modeling identifies the precise set of competencies and proficiency levels needed for every role in the organization. This system helps identify specific areas of training and maps employee growth to strategic business needs. During a difficult economic situation, it becomes particularly important for organizations to sustain their competitive edge in the industry by investing in learning and development programs that will empower employees to build on their strategic career objectives. Competency indicates sufficiency of knowledge and skills that enable someone to act in a wide variety of situations. Because each level of responsibility has its own requirements, competence can occur in any period of a person’s life or at in any stage of their career. Competency mapping is the process of identifying the specific skills, knowledge, abilities and behaviors required to operate effectively in a specific trade, profession or in a job. These are often called as competency profiles or skills profiles. It generally examines two areas: emotional intelligence or emotional quotient (EQ), and strengths of the individual in areas like team structure, leadership, and decision-making. Large organizations frequently employ some form of competency mapping to understand how to most effectively employ the competencies of strengths of employees. They may also use competency mapping to analyze the combination of strengths in different workers to produce the most effective teams and the highest quality work. The Traits of CM In general competency means identifying the skills of employees with the purpose of the organization or community and acting for the preferred future in accordance with the values of the organization or community.Creating and looking for situations that make it possible to experiment with the set of solutions and to solve the primary tasks and
www.ijmer.in 162 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
reflect on their experience.By performing work activities in new ways, we can promote the purpose of the organization or community and make the preferred future.The competencies have five characteristics viz., Motives, Traits, self-Concept, Knowledge, and skill Motives are thethings that a person consistently thinks about or wants that cause action, motives drive, direct and select behavior towards certain actions. For example by achieving motivation people consistently set challenging goals for themselves, and take responsibility for accomplishing them and also use the feedback to do better. TraitsarePhysical characteristics and consistent responses to situations. Good eyesight is physical traits of a pilot. Emotional Self Control and initiative are more complex consistent responses to situations.Self-Conceptis aperson's attitude value or self-image. A person's values are reactive or respondent motives that predict what a person would do in the short run. Example: A person who values being a leader would be more likely to exhibit leadership behavior.Knowledge means theInformation that a person has aknowledge in a specific work area, for example an accountant's knowledge of various accounting procedures.Skill is the ability to perform certain mental or physical tasks, for example mental competency includes analytical thinking. The Truth of CM Chanakya'sArthshastra, an ancient Indian script/ book on Political Science and Administration, written some 3000 years ago. Other names of Chanakya were Mr. Kautilya, and Mr. Vishnu Gupta. Constitutions of all the major countries have origin in this book and even British unwritten constitutions have roots imbibed in this book. It is the towering book in which you find the basics and applications of Management Sciences, Chemistry, Physics, Military and War techniques, Basic Engineering and Technologies, Ethics, Legal and Judiciary system, Values, Psychology, and Anthropology, Organization Behavior, Human Resource Management. In fact major basics of all Marketing Management, Human Resource Management, basics of Management Models, are been directly lifted with some modification from this book. Great efforts of Chanakya by all means; and one of the greatest contributions to the world.Competence is a standardized requirement for an individual to properly perform a specific job. It encompasses a combination of knowledge, skills and behavior utilized
www.ijmer.in 163 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
to improve performance. More generally, competence is the state or quality of being adequately or well qualified, having the ability to perform a specific role. The Types of CM The slowing economy around the world has put new and increased pressure on an organization’s capability to get more out of the available resource they have, and this often translates into pressure on the individual employees. It is therefore imperative to define a set of core competencies which corresponds the organization’s key market differentiator. 1.Generic or specific Competencies: This means competence is thought of in terms of knowledge, abilities, skills and attitudes displayed in the context of a carefully chosen set of realistic occupational tasks that are of an appropriate level of generality. 2. Generic Job Responsibilities: It directs day-to-day operations for a limited activity.Allocates or uses resources affecting closely related activities. Gives or obtains information to get the job done and to meet deadlines. 3. Threshold or performance Competencies: Basic competencies required to do the job, which do not differentiate between high and low performers. Performance competencies are those that differentiate between high and low performers. The characteristics required by a jobholder to perform a job effectively are called threshold competencies. 4. Core Competencies: A core competency is defined as an internal capability that is critical to the success of Business. These are organizational competencies that all individuals are expected to possess. These competencies define what the organization values the most in people. They are flexible and evolve over time. 5. Differentiating competencies: The characteristics, which differentiate superior performers from average performers, come under this category; such characteristics are not found in average performers CM at advance level demonstrates high level of understanding of the particular competency to perform fully and independently related tasks. Frequently demonstrates application that indicates profound level of expertise. Can perform adviser or trainer roles. Work activities are carried out consistently with high quality standards. On the other
www.ijmer.in 164 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
CM at Proficient level demonstrates a sound level of understanding of the particular competency to adequately perform related tasks, practically without guidance. Work activities are performed effectively within quality standards. Similarly CM at knowledgeable level demonstrates a sufficient understanding of the particular competency to be used in the work place, but requires guidance Tasks or work activities are generally carried out under direction The Transparent Areas The basic objective of an organization is to achieve its long term goals; competency mapping ensures that only competent employees can survive in the organization for a long time. The word ‘competent’ here refers to those employees whose skills set match with that of the required skills in performing the job effectively. Employees are always under pressure to perform their best, therefore it is imperative to define a set of core competencies which an individual should possess to do justice to his job at hand. Competency mapping helps employees in clearly understanding what is expected from their job at hand. It specifies the level of competencies required to perform their job effectively. This helps employees in honing the skills in which they lack. It also demystifies the performance appraisal process for them since they know what are the competencies (besides their performance) on which they will be appraised.Recruitment and Selection, Training and Development, Career and Succession Planning, Performance Management System, Recognition and Replacement planning, are some of the clear areas of Competency mapping. Recruitment and selection - Information on the level of a competency required for effective performance would be used to determine the competence levels that new hires should possess. This results in hiring of an employee who is organizational as well as role fit. This way we can reduce the cost of training of the new hired employees. Employees will be productive from Day 1 and no man-hours will be lost in the training of new hires.A firm should know that how to assess competencies by which they can effectively hire the best pool at a reasonable salaries, for example hiring employees for reasonable compensation but those having required entrepreneurial and managerial skills.
www.ijmer.in 165 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Training and Development -It involves identifying the gap between competencies required for the position and those possessed by the employee. Any such gap is bridged by providing training to the incumbent for those particular competencies only. Career and succession planning -It involves assessing employees’ capability to take on new challenges. In order to see if an employee is suitable for occupying position at the top management; his current competency level should match against those that required at higher level position. Performance Management System- It is important to correlate performance result with competencies.Performance management system should be competency based but not on result based.Competency based performance management would focus on “HOW” of performance and not on “WHAT” of performance i.e. not on results but how the results are achievedEffective PMS should provide link to the development of an individual and not just to rewards. Rewards and Recognition- Competency linked benefits is a new concept after performance linked incentives. Competency linked benefits focus on the fact that employees should work hard towards developing their competencies as and when required to perform their job effectively. It rewards employees not only for hard workers towards who achieve their target but also who put their efforts in enhancing their competencies (keeping in mind the dynamic needs of the job at hand).The competency mapping can be applied to the areas depicted in the following diagram
www.ijmer.in 166 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
With the growing demands of the market each year, competency mapping would increase more in its applications and importance and would help corporate firms to excel in their production and service domains indirectly through their employees. This model can be very effective if it follows the trajectory of the organization’s dynamics.The multiple ways in which competency mapping model can be put to use indicates its importance in the corporate sector. The importance of competency mapping can be illustrated as follows.
Figure: Illustrating the importance of competency mapping based on how it is used in corporates. The Tools of CM Interview Competency-based interviews may be structured, semi- structured or unstructured depending on the person conducting the competency mapping. Interview should be carefully designed so as to provide information about both the observed information and the general disposition and motivation of the employee. Questions prepared should target each competency and give an overview of the tangible skills and knowledge possessed by the employee, how he or she acts
www.ijmer.in 167 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
under certain conditions, and how they behave with other people. The questions focus on relating past job performance to future on the job performance. Biasness and distortion of flow should be avoided as much as possible. If handled effectively, interviews can prove to be a powerful technique for getting accurate details and obtaining information which may otherwise be unavailable. Questionnaires Competency mapping questionnaires consist of a list of questions either standardized or prepared solely for the purpose of competency mapping which the employees are expected to fill. There may be competency mapping questionnaire for employees or for managers depending on the level at which the mapping is being conducted. One form of a questionnaire is the Common Metric Questionnaire (CMQ) that makes use of five domains to examine competencies to improve work performance. These five domains are as follows: background, contact with people, decision making, physical and mechanical activity and work setting. Another form is Functional Job Analysis (FJA) which is a qualitative analysis and breaks the job down to seven parts: things, data, worker instructions, reasoning, people, mathematics and language. The behavior and actions of the employees in the seven areas is a part of FJA. Assessment Centers Assessment centers is a process (and not a location) that helps to determine the suitability of employees to specific type of employment or job role. Using validated tests, different elements of the job are simulated. The candidates or employees are expected to complete a number of assessments specifically designed to assess the key competencies required for the job role they are applying. These tests focus on assessing the individual based on their knowledge, skills, attitudes and other behaviors. An essential feature of this process is using situational test to observe job specific behavior. Critical Incidents Technique This technique was developed by Flanagan (1954) and involves direct observation of the employee in specific situations. The observations should be recorded as accurately as possible since it would be used to identify behaviors that contribute to success or failure of individual or organization in a specific situation. First step, is to make a list of good and bad on the job behavior. After this, the supervisors should be trained to note down incidents when the employee was successful or not successful in meeting the job
www.ijmer.in 168 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
requirements. At the end of the year, a balance sheet for each employee is created to find how well the employee has performed. Psychometric Assessment These are standardized and scientific tools used to assess the mental capacities and behavioral styles of employees in an organization. The most commonly used psychometric assessment is aptitude, achievement and personality testing. Aptitude tests help to determine the capacity of the individual to acquire with training a particular type of skill or knowledge. Achievement tests help to determine the level of proficiency an individual has achieved in a given area. Personality testing gives a description of the unique traits and characteristics that drive the employee’s behavior. Apart from these, competency mapping rating scale may also be used as a part of assessment.These competency mapping methods can be used individually or as a combination to provide a comprehensive detail about the competencies of the employee and the job requirements. Conclusion Competencies are the skills, behaviors and performance standards that turn the “what” of an expectation into the “how.” Business owners can use core organizational competencies to define the business culture, support strategic goals and make hiring decisions. All these uses ensure the business and its employees meet their goals.Over the past 10 years, human resource and organizational development professionals have generated a lot of interest in the notion of competencies as a key element and measure of human performance. Competencies are becoming a frequently-used and written about vehicle for organizational applications such as Defining the factors for success in jobs and work roles with in the organization; Assessing the current performance and future development needs of persons holding jobs and roles; Mapping succession possibilities for employees within the organization; Assigning compensation grades and levels to particular jobs and roles; and Selecting applications for open positions, using competency-based interviewing techniques. References
1. Boyatis, Richard B. (1982). The Competent Manager: A Model for Effective Performance, New Age International (P) Limited, New Delhi
www.ijmer.in 169 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
2. David Decenzo& Stephen Robbins,(2016) Human recourse management, Excel Publications, New Delhi 3. Md.IshtiakUddin, et. al. (2012) “Competency Mapping: A Tool for HR Excellence”, European Journal of Business and Management, Vol 4, No.5. 9. 4. Mufeed S.A (2006) The need for a focus on key elements of HRD climate in Hospitals- an Empirical study, Management of Labour Studies XLRI, Jamshedpur Vol. 31 PP 57-65. 5. Rao, T.V. Readings in Human Resource Development, Oxford & IBH Publishing Co. Pvt. Ltd., New Delhi, 1991. Research Article October 2013 6. Sharma, A and Purang, P., (2000) “Value Institutionalization and HRD Climate: A Case Study of a Navratna Public Sector Organization”, Vision, The Journal of Business Perspective, Vol. 4 PP 11-17. 7. Solomon, Daniel, M. (2013), “Competency Mapping – A Holistic Approach for Industries”, PARIPEX - Indian Journal of Research, Volume 2, Issue 3, March 2013 8. Venkataratnam, C.S.(1999) (ed.) „HRD for Adjustment at the Enterprise Level , Participants Manual, ILO. 9. Yuvaraj, R. (2011), “Competency Mapping- A drive for Indian Industries”, International Journal of Scientific and Engineering Research, Vol. 2, Issue 8
www.ijmer.in 170 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
THE CONTRIBUTION OF DEMOGRAPHIC CHARACTERS ON EMPLOYEES QUALITY OF WORK LIFE
N.Somasekhara D.Jamuna Research Scholar Professor Dept. of Psychology Dept. of Psychology S.V.University, Tirupati S.V.University, Tirupati
The present study was designed to assess the contribution of demographic variables on employees quality of work life. For this purpose questionnaire on quality of work life were administered on 300 samples of employees selected from Andhra Pradesh. For statistical analysis, Means, Standard deviation and t – test were used. Results revealed that there was no significance in some variables and there was significance in few variables related to employees’ quality of work life. Key words: Quality of work life, Demographic variables, employees. Introduction Historically, work has been occupied as an important place of human beings. How people thought and felt about working experience has also been an age old concern for both employees and employers. The term quality of work life (QWL) was probably coined originally at the International Conference on QWL at Arden House in 1972 (Davis &Cherns, 1975). Mills (1978) suggested that it had moved permanently into the vocabulary of union management, though many people using it were not exactly sure what territory it covered. During the twentieth century, our social science conceptualizations regarding work have been labeled scientific management, human relations, socio technical systems and now possibly holistic learning organizations. Cherns (1978) argued that: “QWL owes its origins to the structural, systems perspective of organizational behavior with the interpersonal human relations and supervisory style perspective. Quality of work life refers to better employees and the total working environment which means; more than job security, good working conditions, adequate and fair compensation even than an equal employment opportunity (Glaser, 1976) and employment conditions such as employment security, income adequacies, profit sharing, equity of pay and rewards, worker satisfaction, employee improvement or
www.ijmer.in 171 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
advancement relations with supervisors & peers and job enrichment are the dimensions of improving QWL. The term quality of work life may be conceptualized as a sub set of quality of life which is all inclusive notion of life and living conditions? The term quality of life tends to cover a variety of areas such as physical, psychological, social and spiritual, personal functioning and general limitations. Aim To examine the quality of work life sub variables in relevance to socio- demographic characteristics. Objectives
1. To examine the characteristics of sample of employees included in the study.
2. To study the influence of socio demographic factors such as gender, age, work experience and educational qualifications on QWL in employees.
3. To identify the determinants of Quality of Work Life in the sample. For the purpose of present investigation, the random samples of 300 employees were drawn from the various types of organizations. The total sample was divided into three groups (professionals, executives, and clericals) each consists 100. Again it has been divided into two groups,50 from be ten years work experience and 50 from above ten years work experience It also sub divided into two groups,35 from male and 15 from female. This data was collected from Chittoor, Nellore and Kadapa Districts in Andhra Pradesh. MEASURES USED: Personal Data Schedule A personal data schedule was prepared to seek information about age, gender, education, nature of job andwork experience, Quality of Work Life Scale In the present study used a scale for measuring the quality of work life modified version of QWL scale developed by Sangeeta Jain (1982). The original scale consist 8 sub factors. For present investigation QWL had adapted 6 sub scales and the questionnaire consists 40 items. The
www.ijmer.in 172 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
questionnaire consists ‘yes’ or ‘no’ items. The maximum possible score is 40 and minimum being ‘0’ with increasing score as indicating higher degree of quality of work life. The mean differences among the demographic sub groups were tested through ‘t’ test. Table-1 : Adequate Income and Fair Compensation (AIFC)in Different Socio demographic Sub-Groups
S. Sub-group N M() t No. 1. Gender (a)Male 211 2.19.(0.94) 0.16 @ (b)Female 89 2.17.(0.93) 2 Age (a)Below 35 years 150 2.14(0.91) 0.98@ (b)Above 50 years 150 2.24(0.96) 3. Experience (a)Below 10 years 150 2.13 (0.95) 1.10@ (b)Above 10 years 150 2.25 (0.92) 4. Job (a)Professionals 100 2.17 (0.99) 0.91@(a - b) (b)Executives 100 2.30 (1.02) 1.47@(b - c) (c)Clerks 100 2.11 (0.79) 5. Education (a)Post graduates 129 2.16 (0.96) 1.62 @(a - b) (b)Medicals 8 2.50 (0.53) 1.36 @(b - c) (c)Engineering 43 2.16 (1.04) (d)Graduates 84 2.23 (0.98) 0.46 @(d - e) (e)Below Graduates 36 2.16 (0.98) @ = Not Significant ;* p<0.5 ; **p<0.01
The results in adequate income and fair compensation (AIFC) of quality of work life (QWL) the male group obtained a mean of 2.19 and the female group obtained mean of 2.17. The ‘t’ value (0.16) indicates that there is no significant difference in AIFC exists between men and women. The results shown in below 35 years age group obtained mean 2.14.and the above 35 years age group obtained mean 2.24.the‘t’ value
www.ijmer.in 173 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
indicates (0.98) that no significant difference in adequate income and fair compensation exists between below and above 35 years age group. The results in above table below the 10 years work experience group obtained mean 2.13.and above 10 years work experience group obtained mean of 2.25. The ‘t’ value indicates (1.10) that no significant difference between below and above10 years work experience group. The obtained results in professionals mean of 2.17, executives obtained mean 2.30, and non-professionals obtained mean of 2.11. The‘t’ value (0.91) indicates that no significant difference between professionals and executives. The‘t’ value (1.47) indicates that no significant difference in executives and non-professionals. The results in adequate income and fair compensation the post graduates obtained mean of 2.16, medicals obtained mean of 2.50, engineering obtained mean of 2.16, graduates obtained mean of 2.23, below graduates obtained mean of 2.16. The ‘t’ value (1.62) indicates that no significant difference in post graduates and medicals. The ‘t’ value (1.36) indicates that no significant difference in medicals and engineering. The ‘t’(0.46) value indicates that no significant difference in graduates and below graduates. Table - 2 : Safe and Healthy Working Conditions (SHWC) in Different Socio Demographic Sub-groups
S. Sub-group N M() t No. 1. Gender (a)Male 211 3.77 (1.0) 0.24@ (b)Female 89 3.74 (1.14) 2 Age (a)Below 35 years 150 3.65(1.11) 1.70@ (b)Above 35 years 150 3.87(1.06) 3. Experience (a)Below 10 years 150 3.59 (1.11) 2.65** (b)Above 10 years 150 3.92 (1.05) 4. Job (a)Professionals 100 4.35 (1.08) 4.76**(a - b) (b)Executives 100 3.61 (1.10) 2.00* (b - c) (c)Non professionals 100 3.33 (0.80) 5. Education
www.ijmer.in 174 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
(a)Post graduates 129 3.93 (1.09) 2.05*(a - b) (b)Medicals 8 4.62 (0.91) 2.03*(b - c) (c)Engineering 43 3.86 (1.24) (d)Graduates 84 3.56 (1.06) 1.35@(d - e) (e)Below Graduates 36 3.33 (0.75) @ = Not Significant ;* p<0.5 ; **p<0.01 A cursory at the results in SHWC of quality of work life the male group obtained a mean of 3.77 and the female group obtained mean of 3.74.The‘t’ value (0.24) indicates that there is no significant difference male and female. The test score in below 35 years age group obtained mean 3.65 and the above 35 years age group obtained mean 3.87.the‘t’ value (1.70) indicates that no significant difference in between below and above 35 years age group. The obtained results in below the 10 years work experience group mean 3.59 and above 10 years work experience group obtained mean of 3.92. The‘t’ value (2.65, significant at 0.01 level) indicates that there is significant difference between below and above the10 years work experience group. The results in professionals obtained mean of 4.35, executives obtained mean3.61.and non-professionals obtained mean of 3.33.The‘t’ value (4.76 significant at 0.01 level) indicates that there is significant difference in safe and healthy working conditions exists between professionals and executives. The ‘t’ value (2.00 significant at 0.05 level) indicates that there is significant difference in executives and non-professionals. The test results in post graduates mean of 3.93, medicals obtained mean of 4.62, engineering obtained mean of 3.86, graduates obtained mean of3.56, below graduates obtained mean of 3.33.The ‘t’ value (2.05 significant at 0.05 level) indicates that there is significant difference in post graduates and medicals. The‘t’ value (2.03 significant at 0.05 level) indicates that there is significant difference in medicals and engineering. The‘t’ value (1.35) indicates that no significant difference in graduates and below graduates. Table - 3 : Immediate Opportunities to Develop Human Capacities (IODHC) in Socio Demographic Sub-Groups
www.ijmer.in 175 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
S.No. Sub-group N M() t 1. Gender (a)Male 211 5.89 (1.42) 1.10@ (b)Female 89 5.69 (1.42) 2 Age (a)Below35 years 150 5.67(1.43) 1.92@ (b)Above 35 years 150 5.99(1.39) 3. Experience (a)Below 10 years 150 5.74 (1.45) 1.01@ (b)Above 10 years 150 5.91 (1.39) 4. Job (a)Professionals 100 6.49 (1.10) 3.42**(a - b) (b)Executives 100 5.81 (1.29) 3.50**(b - c) (c) Non professionals 100 5.20 (1.51) 5. Education (a)Post graduates 129 5.99 (1.47) 1.77@(a - b) (b)Medicals 8 6.87 (1.35) 1.70@(a- b) (c)Engineering 43 5.97 (1.42) (d)Graduates 84 5.68 (1.39) 2.00*(d - e) (e)Below Graduates 36 5.22 (1.04) @ = Not Significant ;* p<0.5 ; **p<0.01
A cursory at the results in IODHC of quality of work life the male group obtained a mean of 5.89 and the female group obtained mean of 5.69. The‘t’ value (1.10) indicates that there is no significant difference between male and female. The result in below the 35 years age group obtained mean 5.67 and the above 35 years age group obtained mean 5.99.The‘t’ value (1.92) indicates that no significant difference between below and above 35 years age group. The test results in below the 10 years work experience group obtained mean 5.74 and above 10 years work experience group obtained mean of 5.91. The ‘t’ value (1.01) indicates that no significant difference in below and above10 years work experience group. The results in professionals obtained mean of 6.49, executives obtained mean5.81 and non-professionals obtained mean of 5.20. The ‘t’ value (3.42 significant at 0.01 level) indicates that there is significant
www.ijmer.in 176 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
difference between professionals and executives. The ‘t’ value (3.50 significant at 0.01 level) indicates that significant difference in executives and non-professionals. The obtained score in post graduates mean of 5.99, medicals obtained mean of 6.87, engineering obtained mean of 5.97, graduates obtained mean of5.68,below graduates obtained mean of 5.22, the ‘t’ value indicates that no significant difference in post graduates and medicals. The ‘t’ value (1.77) indicates that no significant difference in post graduates and medicals. The ‘t’ value (1.70) indicates that no significant difference in medicals and engineering. The‘t’ value (2.00 significant at 0.05 level) indicates that significant difference in graduates and below graduates. Table - 4 : Opportunity for Continued Growth and Security (OCGS) in Socio Demographic Sub-Groups
S.No. Sub-group N M() t 1. Gender (a)Male 211 2.95 (0.97) 0.10@ (b)Female 89 2.94 (1.08) 2. Age (a)Below 35 years 150 2.91(1.03) 0.69@ (b)Above 35 years 150 2.99(0.97) 3. Experience (a)Below 10 years 150 2.89 (1.05) 0.91@ (b)Above 10 years 150 3.00 (0.96) 4. Job (a)Professionals 100 4.35 (1.08) 3.71**(a - b) (b)Executives 100 3.03 (0.94) 5.42**(b - c) (c)Non professionals 100 2.36 (0.77) 5. Education (a)Post graduates 129 3.11 (0.99) 0.01@(a - b) (b)Medicals 8 3.12 (1.35) 0.02@(b - c) (c)Engineering 43 3.13 (0.88) 3.62**(d - e) (d)Graduates 84 2.89 (0.98) (e)Below Graduates 36 2.25 (0.84) @ = Not Significant ;* p<0.5 ; **p<0.01
www.ijmer.in 177 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
The results in OCGS of quality of work life the male group obtained a mean of 2.95 and the female group obtained mean of 2.94. The ‘t’ value (0.10) indicates that there is no significant difference between male and female. The below 35 years age group obtained mean 2.91 and the above 35 years age group obtained mean 2.99. The‘t’ value (0.69) indicates that no significant difference between below and above 35 years age group. The results in below the 10 years work experience group obtained mean 2.89 and above 10 years work experience group obtained mean of 3.00. The ‘t’ value (0.91) indicates that there is no significant difference between below and above10 years work experience group. The test results in professionals obtained mean of 4.35, executives obtained mean3.03 and non-professionals obtained mean of 2.36. The ‘t’ value (3.71 significant at 0.01 level) indicates that there is significant difference between professionals and executives. The ‘t’ value (5.42 significant at 0.01 level) indicates that there is significant difference in executives and non-professionals. The results in post-graduates obtained mean of 3.11, medicals obtained mean of 3.12, engineering obtained mean of 3.13, graduates obtained mean of 2.89, below graduates obtained mean of 2.25. The ‘t’ value (0.01, not significant at 0.05 level) indicates that no significant difference in post graduates and medicals. The ‘t’ value (0.02) indicates that no significant difference in medicals and engineering. The ‘t’ value (3.62 significant at 0.01 level) indicates that significant difference in graduates and below graduates. Table - 5 : Social Integration in the Work Organization (SEWO) in Socio-Demographic Sub-Groups S. Sub-group N M( ) t No. 1. Gender
(a)Male 211 5.77 (1.54) 3.76** (b)Female 89 5.12 (1.28) 2 Age
(a)Below 35 years 150 5.25(1.40) 3.83** (b)Above 35 years 150 5.90(1.52) 3. Experience
www.ijmer.in 178 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
(a)Below 10 years 150 5.25 (1.44) 3.75** (b)Above 10 years 150 5.89 (1.50) 4. Job
(a)Professionals 100 6.34 (1.50) 4.54**(a - b) (b)Executives 100 5.39 (1.44) 1.99* (b - c) (c)Non professionals 100 5.01 (1.22) 5. Education (a)Post graduates 129 5.86 (1.55) 0.98@(a - b) (b)Medicals 8 6.37 (1.40) 1.13@(b - c) (c)Engineering 43 5.74 (1.64) (d)Graduates 84 5.22 (1.33) 0.92@(d- e) (e)Below Graduates 36 5.00 (1.19) @ = Not Significant ;* p<0.5 ; **p<0.01
A cursory at the results in SCWOin QWL the men group obtained a mean of 5.77 and the women group obtained mean of 5.12. The ‘t’ value (3.76, significant at 0.01 level) indicates that there is significant difference between men and women. The result in below the 35 years age group obtained mean 5.25 and the above 35 years age group obtained mean 5.90.The‘t’ value (3.83, significant at 0.01 level) indicates that there is significant difference in SCWO exists between below and above 35 years age group.
The results in below 10 years work experience group obtained mean 5.25 and above 10 years work experience group obtained mean of 5.89. The ‘t’ value (3.75, significant at 0.01 level) indicates that there is significant difference in SCWO exists between below and above10 years work experience group. The obtained professionals mean of 6.34, executives obtained mean 5.39 and non-professionals obtained mean of 5.01. The ‘t’ value (4.54 significant at 0.01 level) indicates that there significant difference between professionals and executives. The ‘t’ value (1.99 significant at 0.05 level) indicates that there is significant difference in executives and non-professionals. The results in post graduates obtained mean of 5.86, medicals obtained mean of 6.37, engineering obtained mean of 5.74, graduates obtained
www.ijmer.in 179 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
mean of 5.22, below graduates obtained mean of 5.00. The ‘t’ value (0.98) indicates that no significant difference in post graduates and medicals. The ‘t’ value (1.13) indicates that no significant difference in medicals and engineering. The ‘t’ value (0.92) indicates that no significant difference in graduates and below graduates. Table - 6 : The Social Relevance of Working Life (SRWO) inSocio-Demographic Sub-Groups S. Sub-group N M( ) t No. 1. Gender (a)Male 211 3.69 (1.29) 1.76@ (b)Female 89 3.41 (1.23) 2 Age (a)Below 10 years 150 3.41(1.24) 2.66** (b)Above 10 years 150 3.80(1.29) 3. Experience
(a)Below 10 years 150 3.48 (1.25) 1.62@ (b)Above 10 years 150 3.72 (1.30) 4. Job (a)Professionals 100 4.59 (1.00) (b)Executives 100 3.35 (1.16) 8.04**(a - b) (c)Non 100 2.88 (1.00) 2.98**(b – c) professionals 5 Education (a)Post graduates 129 3.84 (1.20) (b)Medicals 8 4.87 (0.99) 2.81**(a - b) (c)Engineering 43 3.76 (1.26) 2.76**(b - c) (d)Graduates 84 3.40 (1.32) (e)Below 36 2.77 (1.01) 2.82**(d - e) Graduates @ = Not Significant ;* p<0.5 ; **p<0.01
A cursory at the results in SRWO in QWL the men group obtained a mean of 3.69 and the women group obtained mean of 3.41. The ‘t’ value indicates that there is no significant difference in between men and women.
www.ijmer.in 180 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
The result in below 35 years age group obtained mean 3.41 and the above 35 years age group obtained mean 3.80. The‘t’ value (2.66, significant at 0.01 level) indicates that there is significant difference between below and above 35 years age group. The results in below the 10 years work experience group obtained mean 3.48 and above 10 years work experience group obtained mean of 3.72. The ‘t’ value (0.62) indicates that there is no significant difference between below and above10 years work experience group. The results in the professionals obtained mean of 4.59, executives obtained mean 3.35 and non-professionals obtained mean of 2.88. The ‘t’ value (8.04 significant at 0.01 level) indicates that there significant difference between professionals and executives. The ‘t’ value (2.98 significant at 0.01 level) indicates that there is significant difference in executives and non-professionals. The results in the post graduates obtained mean of 3.84, medicals obtained mean of 4.87, engineering obtained mean of 3.76, graduates obtained mean of 3.40, below graduates obtained mean of 2.77. The ‘t’ value (2.81) indicates that there is significant difference in post graduates and medicals. The ‘t’ value (2.76) indicates that there is significant difference in medicals and engineering. The ‘t’ value (2.82) indicates that there is significant difference in graduates and below graduates. Conclusion : In conclusion, the present study concluded that adequate income and fair compensation of Quality of work life variable was not relevance to among demographic sub groups. Safe and healthy working conditions were significantly reverencewith work experience and type of job in socio-demographic sub groups. The immediate opportunities to develop human capacities variable significant relevance with only type of job in socio demographic sub group. The opportunity for continued growth and security variable significantly reverencewith type of job demographic sub group. The social integration in the work organization was relevance with gender, age, experience, and type of job. Thesocial relevance ofwork life of quality of work life was relevant with age, type of job and education.
www.ijmer.in 181 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
References
1. Davis, L. &Cherns, A. (Eds) (1975) The Quality of Working Life (New York: Free Press). 2. Mills, T., (1978). What's in a name? Detroit: General Motors Corporation. 3. Cherns, A. (1978): The quality of work life and the productivity manace manpower journal, Vol.14(2) PP. 19-30. 4. Glasier, E. (1976). State of the art, question about quality of work life. Personnel: 20.
www.ijmer.in 182 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
DETERMINATION OF NUTRIENTS VALUE IN FIVE GENERALLY CONSUMING SRI-LANKAN RICE VARIETIES WITH CONCERN ON WEIGHT REDUCTION
Dr MI Manuha Professor (Mrs) P.A. Paranagama Senior Lecturer Grade 1 Senior Professor & Chair of Chemistry BUMS (Hons), M Phil (Colombo), PhD in B.Sc (Kelaniya), M.Phil.(Kelaniya), Food & Nutrition (Kelaniya) Ph.D.(Glasgow), F.I.Chem.C.,C.Chem. Institute of Indigenous Medicine, Faculty of Science, Department of University of Colombo, Sri Lanka Chemistry, University of Kelaniya, Srilanka
Dr BM Nageeb Mrs NZ Iqbal Senior Lecturer Grade 1 B.Sc (North India),M.Sc (Kelaniya) B.U.M.S (Hons), M.Phil (Colombo),PhD Dietician, Nawaloka Hospitals PLC (Kelaniya) Colombo 2, Sri Lanka Department of Materia Medica (Unani) Institute of Indigenous Medicine, University of Colombo, Sri Lanka
Abstract Bad food behaviors show a main role in fast growing obesity. Rice is a staple food in Srilanka. Objective: The study determined the nutrient composition to find the food value on five commonly consuming Sri- Lankan rice varieties namely Keeri Samba, Samba, Vanni Red Nadu, Red Nadu 2 and White Nadu. Methodology: Analyses covered six proximate factors such as moisture, crude protein, crude fat, ash, crude fiber, and total carbohydrate. Moisture content was determined by the air oven drying method (AOAC 984.25), ash content by furnace dry ashing method (AOAC 942.05), crude fiber content fritted glass crucible method (AOAC 978.10), crude fat content by Soxhlet extraction method (AOAC 920.75), and protein content by the Kjeldahl procedure (AOAC 988.05). Finally, carbohydrate content was calculated. Results: Nadu rice varieties had protein content between 7.2- 8.2 %, ash 0.6- 0.9 %, and carbohydrate 78.0-78.7 %. In samba and keeri samba varieties the protein content was between 6.2- 6.9 %, ash 0.5- 0.6 %, and carbohydrate 81.5 - 82.4 %. The highest fiber content (2.8 %) found in Red Nadu 2 variety and the lowest fiber content (0.6 %) found in keeri samba variety. Moisture content was varied (8.7-11%) in all the rice
www.ijmer.in 183 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
varieties. Lowest total fat content found in White Nadu variety and other rice varieties varied from 0.6 - 0.9 %. Conclusion: Comparatively Nadu rice varieties better for obese individuals, however further research should be done. Key words: crude fiber ; crude protein ; ash ; carbohydrate ; crude fat 1. INTRODUCTION Sri Lankans staple food is rice. Hence, majority of the Sri Lankans consume rice three times per day as their usual food. Since the ancient time, rice and curry has been used as the main meal by Sri Lankans. Also, in the current study 99 % of the study participants had consumed rice for their lunch. Sixty seven (67 %) of the participants had consumed the rice varieties calling as “Samba” or “Keerisamba”. As obesity increase alarmingly globally, also food play one of the main roles in obesity, it is an appropriate time to identify the nutritional value of our staple food that is commonly consuming rice in Sri Lanka. However regarding the obese patients with their selection of rice, the ancient concept is bit controversy. According to the ancient Sidda medical text, steamed Nadu rice was considered as better choice for phlegmatic or kapha conditions like obesity. This was mentioned in this text as a poem form (Cassim, 1932). Further the same book mentioned that every rice variety has its own properties and values. According to Unani or Sidda system of medicine the condition of obesity is categorize under over repletion (excess than normal) of phlegmatic (Kapha) humour [1]. In addition to that as in modern view it is known that all foods have different calorie values. Calorie values of a food play a main role in increasing or decreasing body weight. Nutritional values of a food determine the calories of a food. Researcher focus more to find if there any nutritional and calorie value differences between nadu rice and samba rice varieties and which may influence the global burning issue obesity. Five rice varieties were selected for analysis. Analyses covered the six proximate factors such as moisture, crude protein, crude fat, ash, crude fiber, and total carbohydrate and the analyses were triplicated. The moisture content was determined by the air oven drying method (AOAC 984.25), ash content by furnace dry ashing method (AOAC 942.05), crude fiber content fritted glass crucible method (AOAC 978.10), crude fat content by Soxhlet extraction method (AOAC
www.ijmer.in 184 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
920.75), and protein content by the Kjeldahl procedure (AOAC 988.05) of the rice varieties given below were analyzed, separately according to the AOAC official methods [2,3]. Finally carbohydrate content was calculated with the help of the above values. All the analysis were carried out at Institute of Industrial and Technology, Bauddaloka Mawatta, Colombo-7. Objective/s Determined the quantitative analysis of the different macronutrients in five Sri-Lankan rice varieties namely “Keeri Samba”, “Samba”, “Vanni Red Nadu”, “Red Nadu 2” and “White Nadu”. 2. METHODS AND MATERIALS 2.1 Sample preparation Rice varieties namely Keeri Samba, Samba, Vanni Red Nadu , Red Nadu and White Nadu were collected from the local market and they were ground to a fine powder (Centrifugal Mill, Germany), separately. These samples were packed in air-tight polythene bags and stored for further analysis. Glassware and other consumables were carefully washed, rinsed in distilled water and dried before use. All the analysis triplicated and average was taken. 2.2 Determination of Crude Fat Crude fat was measured by the Soxhlet Method described in AOAC 920.75 with a slight modification. Here residue will be obtained after intense washing of sample with petroleum ether, and corresponds to esters of fatty acids. Reagents: Petroleum ether (boiling range 40 – 600C)
Procedure: Five grams (5 g) of powdered rice sample was weighed (W0) in a cellulose thimble and plugged with a cotton wool. The thimble was placed in the soxhlet apparatus. The extraction was carried out for 16 hours with 250 mL of petroleum ether (40 – 600C) in a pre weight round bottom flask. After the extraction of fat the pre weight round
bottom flask (W1) was kept on steam bath in a hood to evaporate the solvent (2-3 hours). Then, the flask and its contents were dried in the hot air oven at 105 °C for 30 minutes, cooled in a desiccator and
weighed (W2). The weight of crude fat was measured and the
www.ijmer.in 185 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
percentage fat was calculated as given below.
% Crude fat = [(W2 – W1)/ W0] × 100 2.3 Determination of Crude Protein Nitrogen determination was out using the Kjeldahl method of AOAC (988.05). In this method total nitrogen was found and using the general coefficient, 6.25 to transform total nitrogen into crude protein.
Reagents: H2SO4 (minimum 98 %), 40 % NaOH solution and 0.1 M HCl Procedure: The rice sample (1 g) was weighed in an ashless filter paper. Then the sample was folded in the ashless filter paper and transferred to a Kjeldahl digestion flask. Concentrated H2SO4 (12 mL) and a
catalyst tablet containing a mixture of Cu2SO4.5H2O and K2SO4 were added to the Kjeldahl digestion flask. Then the flask was covered and the setup was placed in the digester at 4200 C and kept for one hour. The whole setup was subjected to heating in a fume cupboard. The mixture was kept in the digester until a clear solution was obtained. The mixture was transferred into 100 mL volumetric flask and diluted with distilled water to the mark. Ten milliliters aliquot of the digest was measured into the decomposition chamber of the distillation apparatus. Fifteen milliliters of 40 % NaOH was added and the ammonia released was trapped into 25 mL of 4 % boric acid solution containing 4 drops of Tashiro’s Indicator (Tashiro’s indicator is a mixture of methylene blue and methylene red indicators). Distillation was continued for 5 minutes until the ammonia was trapped. The boric acid-ammonia solution obtained was titrated against 0.1 M HCl. Colour change was observed from blue to purple and the percentage protein was calculated by using the formula given below. % Nitrogen (total protein) = (1.4 × V × M × F) / W V = Volume of acid used in the titration, M= Strength of acid, F = Protein factor and W =Mass of sample used. 2.4 Determination of Crude Fiber Crude Fiber determination was carried out using AOAC 978.10 method. Crude fiber content was calculated using the residue obtain after the acid and base hydrolysis of a sample. It corresponds to a mixture of fraction of cellulose and some lignin, cutin, suberine and other fractions of the cell wall.
www.ijmer.in 186 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Reagents:
1.25 % H2SO4 : (V= m / d, d = 1.84 g / mL, m = 3.125g)1.7 mL H2SO4 diluted to 250 mL. 1.25 % NaOH: 3.125 g of NaOH diluted to 250 mL.
5 % Chromic acid solution: 20 g Na2Cr2O7 in 400 mL Con H2SO4. Procedure: A sample of rice (2 g) was weighed in a clean and dried glass crucible
(Wo). Then the crucible was transferred to the hot extraction unit
(Fibertec M 1020 Hot/1018 Cold, UK). The H2SO4 solution (1.25 %, 100
mL) and 2-3 drops of n-octanol were added to the solution and heated to the boiling point which was maintained for 30 minutes. The solution was filtered and washed with boiling distilled water. The NaOH (1.25
%, 100 mL) and 2-3 drops of n-octanol were added and kept in boiling for 30 minutes. Then the solution was filtered and washed with boiling distilled water as described earlier. Crucibles were transferred to the oven at 105 0 C for 5 hours. The crucibles were placed in a desiccator
until it cooled and the crucibles with sample residue were weighed (W1). Crucibles were repeatedly transferred to the oven and weighed until the weight of the crucible with sample residue became constant. Then crucibles with sample residue were transferred to the furnace at 550 0 C for 5 hours. Then it was transferred to a desiccator until it cooled and
crucible with ash was weighed (W2).
Crude Fiber (%) = ((W1 - W2)/W0) × 100 2.5 Determination of Moisture Content The moisture content was measured gravimetrically using the AOAC 984.25 method: This involved drying the sample to a constant weight at 100 o C and calculating the moisture by considering the loss in the weight of the dried rice samples. Procedure: Three replicates from each sample were analyzed. The aluminium moisture cans were thoroughly washed and dried in an oven at 100 o C for 30 minutes. It was allowed to cool inside a desiccator. After cooling, they were weighed using weighing balance and their
various weights recorded as (W1). The finely ground rice samples (2 g
each) were put into the aluminium moisture cans and weighed (W0). The samples plus aluminium moisture cans were placed in a convection oven (Memmert, Schwabach, Germany) at 105 ° C for 5 hours. Then the
www.ijmer.in 187 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
cans were transferred to a desiccator until the sample reached to room temperature. This process was continued until a constant weight was obtained. Finally, the constant weight of the sample with the
aluminium can was obtained (W2). Calculations were done using following formula.
% Moisture content = [(W1 W2) / W0] × 100
where, W1 = Initial weight of empty crucible , W0 = Weight of crucible
+ sample before drying and W2 = Final weight of crucible + sample after drying. 2.6 Determination of Ash contents Total ash content of the rice sample was determined by Furnace Incineration described by method of AOAC 942.05. It is based on the vaporization of water and volatiles with burning organic substances in
the presence of oxygen in the air to CO2 at a temperature 550 °C (dry ashing).
Procedure: A porcelain crucible was weighed (W1) and five grams of finely grounded rice sample were weighed into a previously ignited (and
weighed) crucible (W0). The crucible and content were ignited in a pre- heated furnace (Muffle furnace, Germany) to 550 ° C for 5 hours until the ash was obtained. The crucible was cooled in a desiccator, weighed
(W2), and the percentage ash content was calculated. % Ash = Weight of Ash x 100 Weight of original sample 2.7 Determination of Carbohydrate content The total percentage of carbohydrate in the rice sample is determined by the difference method as reported by Onyeike et al [4]. This method involved adding the total values of crude protein, lipid, crude fiber, moisture and ash content of the sample and subtracting it from 100. The value obtained is the percentage carbohydrate constituent of the sample. % carbohydrate = 100 – (% moisture + % crude fiber + % protein + % lipid + % ash).
www.ijmer.in 188 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
Statistical Analysis Essential nutrients values of rice were expressed as g / 100 g of rice. For that the approximate average values of nutrients were taken into consideration. 3. RESULTS AND DISCUSSION Five commonly consumed Sri Lankan rice varieties were analyzed. The results obtained in the experiments are presented in Table 1. The results of proximate analysis show variations in proportions of biochemical (carbohydrate, fat and protein) and other contents (ash, fiber and moisture). The approximate average values of essential nutrients are expressed as g / 100 g of rice. Table 1. Analysis of physicochemical properties of five high consumption rice varieties in Sri Lanka Samples As Moistu Crude Crude Crude Carbohy h re Fat Protein Fiber drate (%) (%) (%) (%) (%) (%) Vanni Red Nadu 0.9 11.0 1.0 7.2 1.9 78.0 Red Nadu 2 0.8 9.0 1.0 8.2 2.8 78.2 White Nadu 0.6 11.4 0.2 7.5 1.6 78.7 Samba 0.5 8.7 0.6 6.9 0.9 82.4 Keeri Samba 0.6 10.5 0.6 6.2 0.6 81.5 3.1 Ash content It was reported that mineral component was significantly higher in brown rice than white rice 5. In another study carried out in Nigeria on 20 different rice varieties, revealed that the ash content of those rice was between the range 0.05 - 2.0 % with a mean of 0.99 ± 0.42 % [5]. Similar result was observed in our study that the ash (index of mineral content) was high in both “Red Nadu” varieties. The ash content of “Vanni Red Nadu” and “Red Nadu 2” was 0.9 g and 0.8 g respectively. Further in other 3 rice varieties the ash content was between 0.5- 0.6 g percentages (Table 1 and Figure 1).
www.ijmer.in 189 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
3
2.5
2
1.5 Ash % Percentage Percentage 1 crude fiber % 0.5
0 Vanni Red White Samba Keeri Red Nadu Nadu Samba Nadu 2(Bg (Bg360) 352) Figure 1 Crude fiber and Ash content in 5 rice samples collected from Sri Lanka When the ash content in Nigerian rice varieties was compared with that of the above mentioned five Sri Lankan rice varieties, rice taken in the present study showed a moderately high ash (mineral) content. In fact, among the five rice varieties in this study, both “Red Nadu” varieties, are frequently consumed by the public have a high ash (mineral) content indicating these rice samples contain high mineral content. 3.2 Crude fiber content In this study the highest percentage crude fiber (Table 1 and Figure 1) was found in “Red Nadu 2”, followed by “Vanni Red Nadu” and “White Nadu” rice varieties. The amount of 2.8 g, 1.9 g and 1.6 g were found in “Red Nadu 2”,“Vanni Red Nadu” and “White Nadu”, respectively. Out of all five varieties, “Samba” varieties have the least amount of crude fiber. Crude fiber content in this study was nearly similar to that of the Nigerian rice varieties and it was between the range of 1.00 - 2.50 % [6]. Intake of dietary fiber can lower the serum cholesterol level and can reduce the risk of coronary heart diseases, hypertension, constipation, diabetes etc [7]. A recent research study brings to light that fiber supplementation in obese individuals significantly enhances weight loss
www.ijmer.in 190 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
[8]. Thus, the present study revealed that consumption of either “Red Nadu” varieties or “White Nadu” rice will provide more fiber content to the body than that of “Samba” rice varieties. 3.3 Crude fat content The varieties of both “Red Nadu” had the highest amount of fat, followed by “Samba” varieties. In terms of numbers, both “Red Nadu” varieties contain 1 g of crude fat for every 100 g of rice while both “Samba” varieties contain 0.6 g of crude fat per every 100 grams of rice. Moreover it was found that the lowest percentage (0.2 %) of crude fat is found in “White Nadu” variety. (Figure 2).
9 8 7 6 5 4 Crude Protein Percentage 3 2 Crude Fat 1 0 Vanni Red White Samba Keeri Red Nadu Nadu Samba Nadu 2(Bg (Bg360) 352) Figure 2 Crude protein and Crude fat in rice samples It is reported that excess intake of dietary fat has some health implications especially for overweight and obese people. The consumption of excess amounts of saturated fats has been recognized as the main culprit for the increase of the blood cholesterol level. Obesity is itself the gateway to a horde of diseases and when coupled with high blood cholesterol levels the situation can worsen [9]. However, rice lipids, commonly denoted as oil (‘rice bran oil’) due to its liquid character at room temperature, are characterized by a high nutritional value. The high proportion of unsaturated fatty acids, numbering up to 80 %, causes the liquid consistency of the oil. Because of its high level of unsaturation, rice bran oil is known to have blood cholesterol lowering
www.ijmer.in 191 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
effects [10]. In this regard it can be concluded that the rice with more fat content is a good source of nutrient intake. Hence, both “Red Nadu” varieties indicate a good source of rice bran oil and aid to lower the blood cholesterol level. 3.4 Crude protein content Table 1 and Figure 2 show the values of percentage protein content in this study and it is ranged from 6.2 % to 8.2 %. The variety of “Red Nadu 2” had the highest amount of protein, followed by “White Nadu” and “Vanni Red Nadu” varieties. The average protein percentage in “Red Nadu 2”, White Nadu” and “Vanni Red Nadu” was 8.2 %, 7.5 % and 7.2 %, respectively. The protein found in the samba varieties were ranged from 6.2 % to 6.9 %. It is reported that, levels of protein content of all the 20 varieties of rice in Nigeria were ranged from 1.17 % to 7.94 %, with a mean value of 4.99 ± 1.37 % [6]. However in this study, the levels of protein of the rice varieties were higher than that of the Nigerien rice varieties. In addition to that, it has been reported that protein calorie deficiency in food is a major risk factor in nutritional pathology[11]. Furthermore, a study conducted on pregnant and lactating mothers reported that the daily requirement of protein content for pregnant and lactating mothers were 34 -56 g, 13 -19 g, 71 g, respectively [12]. Therefore, it is worthy to note that the amino acid balance of rice protein is a remarkably good source to maintain good health in human beings [13]. Hence, the results revealed that both Sri Lankan “Red” and “White” Nadu rice varieties possess a comparably good level of protein than the “Samba” rice varieties. Parviz et al (2012) reported that a similar protein amount was found in brown rice ranging from 7.86 % – 8.14 % [14]. 3.5 Moisture content “Vanni Red Nadu” and “White Nadu” contain more moisture followed by “Kaeerisamba”. “Vanni Red Nadu” and “White Nadu” had 11 % and 11.4 % respectively. “Samba” and “Red Nadu 2” had 8.7 % and 9 % respectively (Table 1). Moisture content of our rice variety is more than that reported in the Nigerian study [6]. It was reported that rice with more moisture content cannot be stored for a long time due to hydrological status or agronomic potential [15].
www.ijmer.in 192 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
3.6 Carbohydrate content The total carbohydrate contents of the rice varieties in our study, were between 78 % - 81.5 % dry weight. Sompong et al, 2011 analyzed three unknown Sri Lankan rice varieties and found the total carbohydrate content to be between 75.45 % - 79.27 % dry weight [16]. “Red Nadu 2”, and “Vanni Red nadu” had carbohydrate content (78 %) similar to the results reported by Sompong et al, 2011. The “White Nadu” possesses 78.7 % carbohydrate content. Both “Samba” varieties contain slightly high amount of carbohydrate (approximately 80 %). Further a Meta analysis published in American Journal of Clinical Nutrition mentioned that refined carbohydrates are the main causative factor for obesity epidemic and also for all Non Communicable Diseases [17]. Hence, it can be said that less carbohydrate containing rice give more benefits than the other rice varieties in regard to obesity. 4.CONCLUSION Considering the nutritional analyses such as availability of high mineral (ash) content, low carbohydrate percentage and possessing more crude fiber, crude protein and crude fat, the “Red Nadu 2” and “Vanni Red Nadu” comparably can be used than other rice varieties by overweight / obesity patients while “White Nadu” is the next. However, further research should be done to conclude. References 1. Gruner, O.C. (1930). A Treatise on the Canon of the Medicine of Avicenna, Incorporating the translation of the first book, LUZAC&CO, Great Russell Street, London. 147, 252-253. 2. AOAC, (2012). Official Methods of Analysis of AOAC International, 19th Edition, Volume II., 31.4.03 (method 920.75); 42.3.09 (method 984.25). AOAC International, Suit 500, 481 North Frederick Avenue, Gaithersburg, Maryland, USA. 3. AOAC, (2012).Official Methods of Analysis of AOAC International, 19th Edition, Volume 1., 4.2.03 (method 988.05); 4.6.02 (method 978.10); 4.1.10 (method 942.05). AOAC International, Suit 500, 481 North Frederick Avenue, Gaithersburg, Maryland, USA. 4. Onyeike, E. N., Olungwe, T., & Uwakwe, A. A. (1995). Effect of heat treatment and defatting on the proximate composition of some Nigerian local soup thickeners. Food Chemistry, 53, 173-175.
www.ijmer.in 193 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
5. Muhammad, A.S., Faqir, M. A., Tahir, Z., & Haq, N. (2008). Mineral and Pasting Characterization of Indica Rice Varieties with Different Milling Fractions. International Journal of Agriculture & Biology. ISSN Online: 1814–9596. 6. Oko, A.O., Ubi, B. E., Efisue, A.A., & Dambaba . (2012). Comparative Analysis of the Chemical Nutrient Composition of Selected Local and Newly Introduced Rice Varieties Grown in Ebonyi State of Nigeria. International Journal of Agriculture and Forestry, 2 (2) : 16-23. 7. Ishida, H., Suzuno, H., Sugiyama, N., Innami, S., Todokoro, T. & Maekawa, A. (2000). Nutritional evaluation of chemical components of leaves, stalks and stems of sweet potatoes. Food Chemistry, 68, 359 -367. 8. James, W. A., Pat, B., Richard, H. D., Stefanie, F., Mary, K., Ashraf, Valerie, W, & Christine, L. W. (2009). Health benefits of dietary fiber. Nutrition Reviews,67 (4), 188–205. 9. Wardlaw, G.M., & Kessel, M. (2002). Prospective in Nutrition, 5th Edition, McGraw- Hill, Boston. 278. 10. Tanaka, K., Ogawa, M., & Kasai, Z. (1977). The rice scutellum II, Journal of Cereal Chemistry, 54, 684-689. 11. Roger, P., Elie, F., Rose, L., Martin, F., Jacop, S., Mercy, A.B. & Felicite, M.T. (2005). Methods of preparation and nutritional evaluation of dishes consumed in a malaria endemic zone in Cameroon. Afr.J.Biotecchnol, 4 (3) , 273-278. 12. Food & Nutrition Board. (2002). Dietary Reference intake for Energy, Carbohydrate, Fat, Fatty Acids, Cholesterol, Protein and Amino Acids (Micronutrients). Retrieved from http: // www.nap.edu 13. Jennings, P.R., Coffman, W.R., & Kauffman, H.E, (1979), Rice Improvement, International Rice Research Institute, Los Banos, Philippines, 186. 14. Parviz, F., Kharidah, M., Aminah, A. & Wickneswari, R. (2012). Proximate nutritional composition and antioxidant properties of Oryza rufipogon, a wild rice collected from Malaysia compared to cultivated rice, MR219. Australian Journal of Crop Science, 6 (11) , 1502-1507.
www.ijmer.in 194 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286
VOLUME 7, ISSUE 8(3), AUGUST 2018
15. Edeogu, C. O., Ezeonu, F. C., Okaka, A. N. C., Ekuma, C. E., & Elom, S. O. (2007). Proximate composition of staple food crops in Ebonyi State (South Eastern Nigeria), International Journal of Biotechnology and Biochemistry, 3(1), 1-8. 16. Sompong, R., Siebenhandl-Ehn, G., Linsberger, M., & Berghofer, E. (2011). Physicochemical and antioxidative properties of red and black rice varieties from Thailand, China and Sri Lanka. Food Chemistry, 124 , 132–140 17. Sofi, F., Abbate, R., Gensini, G.F., Casini, A. (2010). "Accruing evidence on benefits of adherence to the Mediterranean diet on health: an updated systematic review and meta- analysis". The American journal of clinical nutrition 92 (5), 1189–96. PMID 20810976.
www.ijmer.in 195