Volume5 Issue9(5)

Volume 5, Issue 9(5), September 2016 International Journal of Multidisciplinary Educational Research

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

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

EDITORIAL BOARD MEMBERS

Prof. S.Mahendra Dev Prof. Fidel Gutierrez Vivanco Vice Chancellor Founder and President Indira Gandhi Institute of Development Escuela Virtual de Asesoría Filosófica Research Lima Peru Mumbai Prof. Igor Kondrashin Prof.Y.C. Simhadri The Member of The Russian Philosophical Vice Chancellor, Patna University Society Former Director The Russian Humanist Society and Expert of Institute of Constitutional and Parliamentary The UNESCO, Moscow, Russia Studies, New Delhi & Formerly Vice Chancellor of Dr. Zoran Vujisiæ Benaras Hindu University, Andhra University Rector Nagarjuna University, Patna University St. Gregory Nazianzen Orthodox Institute

Universidad Rural de Guatemala, GT, U.S.A Prof. (Dr.) Sohan Raj Tater

Former Vice Chancellor Singhania University, Rajasthan Prof.U.Shameem Department of Zoology Andhra University Visakhapatnam Prof.K.Sreerama Murty Department of Economics Dr. N.V.S.Suryanarayana Andhra University - Visakhapatnam Dept. of Education, A.U. Campus Vizianagaram Prof. K.R.Rajani Department of Philosophy Dr. Kameswara Sharma YVR Andhra University – Visakhapatnam Asst. Professor Dept. of Zoology Prof. P.D.Satya Paul Sri. Venkateswara College, Delhi University, Department of Anthropology Delhi Andhra University – Visakhapatnam I Ketut Donder Prof. Josef HÖCHTL Depasar State Institute of Hindu Dharma Department of Political Economy Indonesia University of Vienna, Vienna & Ex. Member of the Austrian Parliament Prof. Roger Wiemers Austria Professor of Education Lipscomb University, Nashville, USA Prof. Alexander Chumakov Chair of Philosophy Dr. N.S. Dhanam Russian Philosophical Society Department of Philosophy Moscow, Russia Andhra University Visakhapatnam

Dr.B.S.N.Murthy Dr.T.V.Ramana Department of Mechanical Engineering Department of Economics GITAM University Andhra University Campus, Kakinada Visakhapatnam Dr.Ton Quang Cuong Dr.S.V Lakshmana Rao Dean of Faculty of Teacher Education Coordinator University of Education, VNU, Hanoi A.P State Resource Center Visakhapatnam Prof. Chanakya Kumar Department of Computer Science Dr.S.Kannan 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 Hyderabad Dr.K.Chaitanya Department of Chemistry Prof.Francesco Massoni Nanjing University of Science and Department of Public Health Sciences Technology University of Sapienza, Rome People’s Republic of China Prof.Mehsin Jabel Atteya Dr.Merina Islam Al-Mustansiriyah University Department of Philosophy College of Education Cachar College, Assam Department of Mathematics, Iraq

Dr. Bipasha Sinha Prof. Ronato Sabalza Ballado S. S. Jalan Girls’ College Department of Mathematics University of Calcutta, Calcutta University of Eastern Philippines, Philippines

Prof. N Kanakaratnam Dr.Senthur Velmurugan .V Dept. of History, Archaeology & Culture Librarian Dravidian University, Kuppam Kalasalingam University Andhra Pradesh Krishnankovil Tamilnadu

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

® © 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 5 Issue 9(5) September 2016 S. Page

No No 1. A Study on Employee Welfare Measures with Reference 1 to Hindu Temples in Visakhapatnam, A.P, South India Vijaya Prasad and M.Uma Devi

2. Knowledge of Sexuality among Adolescent Boys : An 16 Intervention Study Lims Thomas and Binesh C J

3. Recent Performance in Mass Campaign towards Adult 28 Education Programme in Andhra Pradesh Billa Raja Rubi Kishore

4. Emotional Intelligence of Higher Secondary Students in 37 Puducherry Region C. Daisy Nambikkai and A. Veliappan

5. Right to Education Act-2009 and SMC 48 Rajvir Singh

6. Dr. B.R. Ambedkar Economic Thoughts: A Study 56 Ramesh Krishna Vipparthi

7. Qualities of Leadership 82 D.Rekha 8. 90

V. Unnikrishnan Nampiyathiri

9. Heidegger Philosophical Thought: Being and Time 100 Gopal Mallam

10. Design of An Air Distribution System for A Multi - 112 Storey Office Building L.Tabitha

11. Logical Analysis of Different Load Balancing Techniques 134 : A Review Rajesh Sachdeva and Shalini Sachdeva 12. Paramapurusha Eva Anandamayaha 147 V.S.Vishnubhattacharyulu

13. Ways and Means Todouble Digit Growth in State of 153 Andhra Pradesh N. Srinivas Patnaik

14. The Issues on Further Studies to Ph.D Degrees: The 162 Problems of Liniarity for Lecturers’ Carreer Development Anik Juwariyah, Darni, Trisakti and Ali Mustofa

15. Pulses in Un-Irrigated Area in Telangana 183 Tekmal Renuka

16. Problem-Based Learning Approach for The Teaching of 195 English as A Second or Foreign Language Made Budiarsa

17. 214

18. Effect of Substitution of Zn and Sn on Structural and 220 Electrical Properties of BaFe12O19 Vaishali Soman and Vijay Soman

19. 227

20. A Study on Decision Making Role of Married Women 232 School Teachers in the Daily Family Activities With Reference to Theni District T. Ezhilarasi and M. Nandhini

21. Paddy in Irrigated Area in Andhra Pradesh & 245 Telangana Tekmal Renuka

22. Crying for Ethnic Identity and the Problem of Violence 260 of North Eastern Region -A Critical Study Dandiram Pegu 23. 281

24. Hr Challenges in Tourism Industry in Jammu and 287 Kashmir Raashidah Gani

25. A Study on Relationship Between Nutritional Status 296 and Reproductive Behaviour of Adolescent Girls in Rural and Urban Areas of Chittoor District – A.P. india A.B.Srilatha and A.B.Subhashini

Dr. K. VICTOR BABU ISSN : 2277 – 7881 M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit) Impact Factor :3.318(2015) Faculty of Philosophy and Religious Index Copernicus Value: 5.16 Studies & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Andhra University, Visakhapatnam Pin - 530 003 , Andhra Pradesh – India

Editorial……

You will be happy to know that we have entered the fifth year of publication of IJMER, since its inception in April 2012. Focusing on many interdisciplinary subjects, the published papers are spreading the knowledge with fervent hope of upholding the holistic approach. With all my heart, I reiterate to echo my sincere feelings and express my profound thanks to each and every valued contributor. This journal continues to nurture and enhance the capabilities of one and all associated with it.

We as a team with relentless efforts are committed to inspire the readers and achieve further progress. Aim is to sustain the tempo and improve. We acknowledge with pleasure that our readers are enjoying the publications of Sucharitha Publishers. We solicit to receive ideas and comments for future improvements in its content and quality. Editor –in-Chief explicitly conveys his gratitude to all the Editorial Board members. Your support is our motivation. Best wishes to everyone.

Dr.K.Victor Babu Editor-in-Chief

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VOLUME 5, ISSUE 9(5), SEPTEMBER 2016

A STUDY ON EMPLOYEE WELFARE MEASURES WITH REFERENCE TO HINDU TEMPLES IN VISHAKHAPATNAM, A.P, SOUTH INDIA

Vijaya Prasad Prof. M.Uma Devi Research Scholar DCMS DCMS, Andhra University Andhra University Visakhapatnam Visakhapatnam

Abstract

The Hindu culture strongly believes in universal oneness called "Vasudaika kutumbam" treating human beings are one of the creatures along with animals and plants and the theme of this culture includes make others living happily. Temple worship which is central to the culture of this religion. According to the Stephen Knapp, great painter and spiritual philosopher of United States who converted from Christianity to Hindu on his extensive research on Hindu temples states in his article "The threat against Hindu temples and Vedic culture in India" that the AP state endowment board with 77,000 employees supported by 15% to 18% of the income from 33,000 temples has done little for the welfare of employees who are rich assets in Hindu culture. It is unfortunate that priests of temples are penniless and temples are decaying due to lack of maintenance. Adding fuel to fire, hindu priests do not want to train children in priestly activities due to lack of economic resources which results in systematic wipe out Vedic culture across India. It is evident that human resources of Hindu temples are precious assets and assumes the role of ambassadors to hindu culture and in order to protect Hindu or Vedic culture administration need to develop human resources especially religious employees who are the responsible for spreading the Hindu culture.

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This article focused on Hindu temples in Visakhapatnam District with an objective to critically analyse the existing welfare measures rendered to temple employees with a special attention towards various shortcomings in implementing the various welfare measures along with necessary suggestions to introduce some more welfare measures to strengthen the human resources which are vital for survival of Indian culture.

Key words:- Hindu culture, welfare measures, human resources, temple employees, Vedic culture

1. Introduction

The Hindu temples generally engaged in Dharmic activities conducting festivals, Brahmotsavams, Spiritual discourses and Religious cultural programs in addition to regular rituals strictly as per “Agama Sastras” and these are carried out by specialised and skilled religious man power especially in Vedas and Sastras. Those employees who are engaged in such a vital program of temples need adequate welfare measures who are prime resources to spread Hindu culture devotedly to the society and thereby protecting our renowned ancient vedas and sastras. In temples, it should be ensure that the provision of adequate amenities to the employees as well as devotes. The temple activities coupled with the Hindu Dharma have to be spread in the catchment areas of temples for increase in footfalls and consequential increase in revenues to the temples. Temple employees especially in religious posts, “Archakas” are the prime enablers for keeping the devotee-lord link to make devotees happy which will result in their spiritual enlightenment. Hence, satisfying the devotee will increase in revenues to the temples.

2. LITERATURE REVIEW

The temple employees who are responsible for keeping spiritual environment in temples must be properly treated by the administration

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and thereby keep their devotees expectations. It is pertinent to note that unless the temple employees satisfaction levels meet their expectations, they could not be motivated to strictly follow the Hindu Dharmic life and they cannot send right signals for popularizing Hindu culture in the temple catchment area which is essential in the present era for keeping our culture lively and also it will increase the our hindu temples revenue.

Like employees in other departments, the temple employee welfare schemes also can be classified in to three categories viz. Statutory and non-statutory (Voluntary), Social Security schemes.

• The statutory schemes are those schemes that are compulsory to provide by an organization as compliance to the laws governing employee health and safety.

• The non–statutory schemes differ from organization to organization. It is a comprehensive term including various services, benefits and facilities offered to employees by the employer. Through such generous fringe benefits, the employer makes life worth living for employees.

• Social Security Scheme 2.1 Statutory Welfare Measures of Temple employees

Maintaining holy and spiritual atmosphere is an essential for temples to render quality services by the temples employees. It is evident that delivery of quality services to devotees cannot be achieved unless the keep temple premises and the utensils etc neat and clean. There is a brief introduction of existing statutory welfare measures employed in temples.

Sanitary and hygiene facilities:- Temple premises regarded as a holy places has to maintain holy atmosphere. Then the employees can serve devotees with utmost satisfaction. So, Temple

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administration should take necessary measures to sanitation programs in and around the Temple.

Washing facilities:- In temple's religious activities are continuous process, so there is a provision washing utensils and cloths etc which are utilised in those programs to preserve the spirit of holiness in the temples.

Drinking water:- It is an essential and basic facility to provide drinking water to temple employees along with devotees to facilitate healthy atmosphere.

Rest Shelter facilities:- Temple employees to deliver their services through out the day even in odd hours, there is a provision for shelter rooms for employees.

Creches:- This facility is presently not existed, but there should be a provision for crech facility for the employees to take care of younger children while their parents on duties in temples.

Medical facilities:- Medical facilities for the temple employees and their families extended at par with the State government employees at empannelled hospitals.

Canteen facilities:- The provision of canteen facility makes the employees to feel comfort in their work places in getting quality food items like break fast, lunch and dinner at discounted prices.

2.2 Non-Statutory Welfare Measures of Temple employees:-

Educational Facilities: Education plays a crucial role in motivating and preparing the employee for constant change and development. The educated worker is naturally more receptive and responsible. Many organisations go a step further and extend education facilities like fee reimbursement, books allowance, etc. to the children of the employees.

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Transport Facilities: Transport facilities for employees residing far from the workplace are essential to relieve strain and anxiety. Such facilities will, no doubt, also provide greater opportunity for relaxation and reduce the rate of absenteeism.

Recreational Facilities: Recreation in the form of music, art, theatre, sports and games can play an important role in the mental and physical development of temple employees. The importance of recreation in creating a healthy climate for any Organization.

2.3 Social security Programs

The Employees' State Insurance Act, 1948 :The scheme is financed by contribution from employers and employees, with the State Governments sharing one-eighth of the cost of medical care. In order to qualify for the benefit the worker should have contributed to the scheme for a minimum period of 12 weeks. The benefits provided under the scheme include: (i) Sickness and extended sickness benefit, (ii) Maternity benefit, (iii) Disablement benefit, (iv) Dependant's benefit, (v) Funeral benefit

Employees' Family Pension Scheme: Under the scheme, a family pension fund is created by diverting 1 116 per cent of pay and an equal amount each from the employer and the State Government. The Central Government pays the administrative cost of the scheme.

The Employees' Deposit-linked Insurance Scheme, 1976:- The employer is required to contribute to the Insurance Fund at the rate of 0.5 per cent of the'pay of the employees who are provident fund subscribers. The ~enhl Government also contributes to the Insurance Fund an amount representing one half of the amount contributed by the employer

The Payment of Gratuity Act, 1972 Gratuity is an additional retirement benefit. The Act is applicable to all establishments in which

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10 or more workers are employed. The Central Government can bring in any establishment by notification under the provisions of the Act. According to the Act, an employee is entitled to 15 days wages for every year's contiliuance in service. Seasonal workers should be paid gratuity at the rate of 7 days wages per season. The,total gratuity payable shall not exceed more than 20 months wages.

3. Need of the Study

The temples in India plays a vital role and promoting rich heritage and culture. The researchers from India and foreign counties opinioned that there is a great threat for Hindu temples and vedic culture. So far research studies, hindu dharmic organisations focussed on spreading of non-hindu religions and they strongly opposes the non-hindu religious activities openly which is again great threat to communal hormony. This study focusses on strenghthing the Hindu temples from gross root levels insttead of opposing non-hindu religions. On the way of our studies, we considered the temple employees which are great assets of Hindu culture to keep alive and spread to our society by enriching them sufficiently to motivate to follow the Hindu Dharmic life and thereby popularizing Hindu culture.

4. Scope of the Study

This article has thrown light on the welfare measures of temple employees who are considered as rich assets for promoting hindu culture.

• This study will help the top management to improve their welfare measures in favorable for temple employees.

• It enables employees to have a richer and more satisfying life and motivated to strictly follow Hindu Dharmic life to send right signals to society.

• It helps to boost up temple employee morale.

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• To promote employees welfare measures like recreation Facilities.

5. OBJECTIVES

1) To identify the various welfare measures implemented in the temples in Visakhapatnam District, AP

2) To analylse the effect of existing welfare measures among temple emmployees in Visakhapatnam District of AP, South India.

3) To assess the additional welfare measures required for temple employees to keep motivate them to keep Hindu culture alive.

4) To study the opportunities to acquire the specialised religious skills to temple employees especially religious employees to enrich them professionally to upgrade

6. RESEARCH METHODOLOGY

6.1 Sample Design:

 The total employees in AP Endowment department including Secular and Religious staff are 1143 as a unit of study i.e universal population.

 Our sample size taken as 135 which is approximately 12% of the universe.

 The Sampling technique used in this research is stratified random Sample.

The Sample design is concerned utmost care has taken to cover all categories Of temple staff including religious and secular jobs

6.2 Data Collection:

Data refers to a collection of organized information, usually the results of experience, observation or experiment, or a set of premises.

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Temples under major category designated as 6(a) (i.e income is more than 25 lakh rupees) and these temples are headed by Commissioner rank officer. My research under study involves 6 temples data in Visakhapatnam District under this category as follows.

1. Sri Sampath Vinayaka Temple, Asilmetta, Visakhapatnam

2. Sri Nukalamma Ammavari Temple, Anakapalli

3. Sri Satyanarayana Swamy Temple, Sandhill, Visakhapatnam

4. Sri Karkachettu Polamamba Temple, Pedawaltair, Visakhapatnam

5. Sri Durgalamma Ammavari Temple, Velamapeta, Visakhapatnam

6. Sri Erukumamba Ammavari Temple, Dondaparthi, Visakhapatnam 6.3 Data Sources

a) Primary Data: Data collected directly from the employees of the above temples using structured questionnaires, interviews.

b) Secondary Data collected from Endowment Department Deputy Commissioner’s Office

Visakhapatnam regarding Recruitment and Selection process, regarding various jobs eligibility norms, Endowment Portal on Website etc.

6.4 Data Analysis:- Sample Data collected from 135 employees out of 1143 employees of Temples staff which includes religious and secular posts. These sample data collected from 6 temples in Visakhapatnam District, the distribution of employees in these 6 temples are as follows

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Table 1: Sample Data Resource Table

Sl Name of the Temple Place Type of Post Temple Secular Religious wise employees 1 Sri Sampath Vinayaka Temple Asilmetta, 17 11 28 Visakhapatnam 2 Sri Nukalamma Ammavari Temple Anakapalli 35 12 47 3 Sri Satyanarayana Swamy Temple Sandhill, 11 11 22 Visakhapatnam 4 Sri Karkachettu Polamamba Pedawaltair, 13 8 21 Temple Visakhapatnam 5 Sri Durgalamma Ammavari Velamapeta, 5 5 10 Temple Visakhapatnam 6 Sri Erukumamba Ammavari Dondaparthi, 4 3 7 Temple Visakhapatnam Total Employees considered for analysis in 6 temples 85 50 135

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Table 2: Distribution of respondents based on their opinion about welfare measures (on consolidated data on 6 temples as mentioned above)

Serial Factor Religious posts Secular posts number Frequen Percenta Frequenc Percentag cy ge y e 1 Highly 12 14.12 8 16 Satisfied 2 Satisfied 21 24.7 16 32 3 Average 20 23.53 13 26 4 Dissatisfied 18 21.18 8 16 5 Highly 14 16.47 5 10 dissatisfied Total 85 100 50 100 Comparision on opinions on welfare measures by Religious and Secular posts

The table indicates that the religious employees are not much comfort in terms of existing welfare measures as compared to secular employees i.e 37.65% of religious employees and 26% of secular employees expressed their dissatisfaction.

Table 4: Opinion on respondents on requirement of additional welfare measures

Serial Whether Religious posts Secular posts number additional Frequen Percent Frequen Percenta welfare cy age cy ge measures required? 1 Required 56 65.88 38 76 2 Not required 29 34.12 12 24 Total 85 100 50 100

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Opinions expressed by Religious and Secular employees towards requirement of addition welfare measures.

The table indicates that secular employees in large percentage i.e around 76% of employees expressed their opinion that the existing welfare measures are inadequate and requires additional welfare measures, where as secular employees in 65.88% also expressed similar opinion. Where as 34.12% of employees under religious and 24% of employees under secular opinioned that additional welfare measures not required.

Table 5: Opinion on respondents to acquire professional skills really enrich their jobs?

Serial Imparting Religious posts Secular posts number professional skills enritch Frequen Percent Frequen Percenta their jobs cy age cy ge

1 Yes 71 83.53 18 36

2 No 9 10.59 29 58

3 Can't Say 5 5.88 3 6

Total 85 100 50 100

From the above table it is evident that religious employees (83.53%) has strong opinion on requirement of professional skills to enrich their jobs to deliver quality of service, but in secular post only 36% of employees has such opinion. But in secular jobs around 58% of employees opinioned that they don't require any furhter professional skills.

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Table 6: Opinion on respondents on upliftment of career advance in their jobs

Serial Factor Religious posts Secular posts number Frequen Percent Frequen Percenta cy age cy ge

1 Highly 12 14.12 8 16 Satisfied

2 Satisfied 21 24.71 16 32

3 Average 20 23.53 13 26

4 Dissatisfied 18 21.18 8 16

5 Highly 14 16.47 5 10 dissatisfied From the above tables it is clear that the religious employees have much dissatisfaction levels on their career advancement with 37% (Dissatisfaction+Highly Dissatisfaction) compared to 26% of Secular employees.

7. Findings

7. The temple employees not satisfied much with existing welfare measures especially religious employees.

.7.1. Most of the temple employees are in favour of requirement of some additional welfare measures.

.7.2. In temple employees, especially in religious employees has an ambition to learn professional skills for delivering quality of services to devotees.

.7.3. The temple employees expressed their dissatisfaction in their professional upliftment/career.

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.7.4. Temple employees are not willing to introduce their children to their temples as their jobs and their salaries are not upto the industry standards.

.7.5. Found less of skill imparting religious institutions in Andhra pradesh to produce a qualitative human resources in temples.

8. Suggestions

1. The Temple administation need to review time to time , for revival of welare measures according to the current situtations and if required introduce new welfare measures accordingly.

2. The Temple employees must be encouraged to introduce their children in religious/secular post in temples by introducing varioius attractive incentives and promising career.

3. Temple employees are encouraged to learn professional skills and thereby promising career in their professional life.

4. Temple employees need comfortable standards of living, so that they can concentrate to strictly follow the Hindu Dharmic life and they cannot send right signals for popularizing Hindu culture in the temples.

5. We need to address the shortcomings on implementing welfare measures and if require introduce some additional welfare measures.

6. The religious institutions like temples, vedic schools, classical music schools needs special care and support from the Government to produce quality product for future needs.

9.Conclusion

• In our society we have to protect our rich hindu culture. In gross root level, the religious employees play a vital role to spread our rich culture and those employees are valuable assists for our culture. But now they are not much satisfied with the welfare measures.

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• The dissatisfaction levels of religious employees demotivated to spreading Hindu Dharmic life which is not desirable for the survival of our traditional rich vedic culture.

• The less care on protection of traditional vedic culture resulted in gradual wiping out of our indigenious rich vedic culture from our society. So now our society indirectly motivated to adopt foreign culture by ignoring our traditional culture.

• The inadequate support for employees engaged in hindu religious activities, causes them forcible kept their generation away from temple related jobs.

• It is a wakeup situtation to preseve our rich culture from disappear by framing a most promising career in religious posts with attractive package.

• At present temple's religious employees presumes that they were not properly treated by the Government which effects their dedication to their services to devotees which results in obstruction in achieving the spiritual enlightment.

Bibliography

1. http://www.stephenknapp.com/threat_against_hindu_temples_a nd_vedic_culture_in_india.htm

2. Shoba Misra & Dr. Manju Bhagat, Principles of successful implementation of labour welfare activities

3. Human resources and personal management, Tata Mcgraw Hill,2005

4. Minutes of AP Endowment Archakas and other Employees Welfare fund trust meeting held on 02.03.2015 in the office of the Chief Commissioner of the Land administration, Hyderabad

5. Report of the Committe on service issues of Temple Employees

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of AP Endowment , Hyderabad

6. Report on Archaka widow welfare of the O/o.Commissioner of AP Endowment, Hyderabad

7. Proceedings on Salary and Remuneration fund – Payment of minimum remuneration of the Commissioner of Endowments Department, Hyderabad dated 08.04.2015.

8. AP Endowment manual

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KNOWLEDGE OF SEXUALITY AMONG ADOLESCENT BOYS : AN INTERVENTION STUDY

Lims Thomas Binesh C J Assistant Professor Assistant Professor Department of Social Work Department of Social Work St.Thomas’ College St.Thomas’ College Thrissur, Kerala, India Thrissur, Kerala, India

Abstract Knowledge on the physiological & psychological changes are important in the period of adolescence. This experimental study examines the knowledge level of adolescent boys on their physical changes, psychological changes in the adolescent period. The knowledge level of the respondents of physical & psychological changes was assessed by using a self prepared questionnaire before and after intervention i.e. pre and post measurement. The researcher adopted simple random sampling to select 60 samples via the lottery method. The results of the study exert the importance of educating the adolescents about their bodily changes in their family as well as school Keywords : Adoloscence, Knowledge, Physiological & Psychological changes Introduction Adolescence is the period in development between the onset of puberty and adulthood. It usually begins between 11 and 13 years of age with the appearance of secondary sex characteristics and spans the teenage years, terminating at 18 to 20 years of age with the completion of the

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development of the adult form. The World Health Organization (WHO) defines adolescents as the age group 10–19. Today, 1.2 billion adolescents stand at the crossroads between childhood and the adult world. Around 243 million of them live in India. Investing in the world’s 1.2 billion adolescents aged 10-19 now can break entrenched cycles of poverty and inequity, said UNICEF today in its 2011 State of the World’s Children report entitled ‘Adolescence: An Age of Opportunity’. India is home to more than 243 million adolescents, who account for a quarter of the country’s population. Physical and psychological changes or development is significant during adolescent period. Puberty is the age of a growth spurt. Physical changes can be both internal and external. Physical changes such as; Hormone development, growth in body parts, gain height and weight, hair growth, voice change etc. are taking place during this period. During the pubertal growth spurt, four important physical changes occur which transform the child’s body into that of an adult: changes in body size, changes in body proportion, the development of the primary sex characteristics, and the development of the secondary sex characteristics. The primary sex changes include the development of sex organs. In males, the gonads or testes are developed. And secondary sex changes include the changes in physical features. During adolescence, their sexuality brings into sharper focus. Sexual desires and arousal, sexual experimentation, and the formation of a sexual identity are more pronounced in adolescence. The process of puberty encourages the release of specific hormones that are primarily responsible for the development of secondary sex characteristics

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and for the emergence of reproductive capabilities. The relationship between pubertal change and adolescent sexuality may not only be hormonal but may also include how the teen and others respond to changes in secondary sex characteristics. In this context, it’s highly important that the adolescents must be able to properly understand the biological and psychological changes. Many of them are not able to understand and cope up with these changes. UNICEF India (2013) reported that, 61% of adolescents are confused about their physical changes during adolescence period in south Asian countries.

Sex refers to the biological and physiological characteristics that define men and women (WHO). Sex is a way of distinguishing male and female members of a species, usually by referencing their reproductive functions. It also mean about the biological changes happening in the human anatomy. Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviors, practices, roles and relationships. While sexuality can include all of these dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, cultural, ethical, legal, historical, religious and spiritual factors. 'Sexuality' is the sexual dimension of the personality. It is everything that is associated with maleness or femaleness of a person.

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Awareness of sex and sexuality is significant in adolescent period. The level of sexual awareness varies from age to age. Awareness of sexuality will be understood from early childhood, when the personality of a child starts to develop. Sexuality awareness also helps them to differentiate the positive and negative aspects of their own sexuality. It will help them to avoid unwanted anxieties towards physical and psychological changes. Sexuality of an adolescent is influenced by their parents, peer groups and siblings etc.

Result of Sources of information related to sex and sexuality, reveals that both boys and girls, ‘friends and mass media’, play a major role in providing information on ‘sex related matters’, ‘peers and older friends’ are another major source of information because they are easily available and accessible to young people. They feel more free and comfortable to speak to them on sexual issues and concerns. Nearly 50% of respondents (boys 54.4% and girls 42.2%) prefer older friend to peers. Mass media (print and electronic) are the next important source of information for young people. For about 45% of boys, electronic media such as, blue films (41.4%), cable TV (43.8%) and foreign films (48.2%) are the main source of information. Over a quarter (27.2%) of boys and 5.6% of girls get the information from yellow literature-pornography.

Materials & Methods

The study intended to assess the knowledge level of adolescent boys on their physical changes, psychological changes in the adolescent period.

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The study was carried out among the same group of respondents. The awareness level of the respondents of sex and sexuality was assessed by using a self prepared questionnaire before and after intervention i.e. pre and post measurement. The researcher prepared an intervention module for implementing among the respondents for the Pre & Post assessment. The intervention dealt with the physical changes about; hormone development and changes, Primary sex characteristics, secondary sex characteristics, physical maturity (girl and boy), Nocturnal emission, Sperm and semen etc. And psychological changes about; relation of physical maturity and psychological changes, reasons for psychological changes, Adolescent’s thoughts, consciousness, attitude, desire and behaviors during this period, anxiety, depression, fear, self confidence etc. Hence, the study is experimental in nature. The Self Prepared Questionnaire included 41 questions. The questionnaire was divided into 23 questions based on physical changes and 18 questions based on psychological changes. The universe of the study is all Adolescent boys doing first year degree course in arts or commerce subjects, between the ages 16 to 19 from St: Thomas’ college (Private), Thrissur. The researcher adopted simple random sampling to select 60 samples via the lottery method.

Results & Discussion

The following data explains the results of the study carried out in the aspect of Knowledge level on physical as well as psychological changes among the respondents before and after intervention.

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Knowledge on Physical Changes (Pre – Post)

Level Pre-intervention Percent Post- Percent (F) intervention (F) Less than 36 60 10 16.66 32 Greater 24 40 50 83.33 than 32 Total 60 100 60 100 Table 1: Awareness on physical changes of the respondents

Table 1 explains about respondent’s awareness of physical changes before and after intervention.

The median value of the table is 32. The median value is calculated as benchmark because, to avoid the impact of the difference between low observation and high observation. Here, the median is calculated from the score of respondents in physical change awareness.

Pre-intervention result shows that, 60 percent of respondents have less awareness of physical changes. The post-intervention result shows that, students with less awareness regarding physical changes decreased in to 16.66 percent. 40% of respondents have high level of awareness of physical changes as before intervention. It is increased to 83.33% after the intervention. There is a 43.34% increase in respondent’s awareness of physical changes during adolescence before and after intervention.

UNICEF India (2013) reported that, 61% of adolescents are confused about their physical changes during adolescence period in south Asian countries. In this context, the intervention package of the present study

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included physical changes such as; height, weight, primary sex characteristics and secondary characteristics. The awareness of physical changes before intervention was low (60%) among respondents. The intervention made successful change in the awareness of physical changes. . The awareness of physical changes after intervention changed in to (16.66%) among respondents. The reasons behind less awareness of physical changes among adolescent boys could be, the lack of proper information regarding the sex and sexuality from their family or teachers about the changes.

37 36 35 34 33 Mean 32 Mean 31 30 29 Physical Physical changes- changes- Pre test Post test

Figure 1: Mean Differences of the Pre & Post Intervention on Physical Changes

Figure 1 shows the mean and the mean difference of the pre and post intervention on physical changes. The mean value of awareness of physical changes before and after intervention changed from 31.6500 to

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35.7167. The mean difference of awareness of physical changes before and after intervention is -4.06667. It clearly explains the differences in the awareness level of the respondents before & after intervention.

Knowledge on Psychological Changes (Pre-Post)

Level Pre- Percent Post- Percent intervention(F) intervention(F) Less than 34 56. 15 25 24 66 Greater 26 43. 45 75 than 24 33 Total 60 10 60 100 0 Table 2 : Awareness on psychological changes of the respondents Table 2 denotes the adolescent’s awareness of psychological changes before and after intervention

The median value is 24. The median value is calculated as benchmark because, to avoid the impact of the difference between low observation and high observation.Pre-intervention result shows that, 56.66 percent of respondents have less awareness of psychological changes. Post- intervention result show that, students with less awareness regarding psychological changes decreased into 25 percent. 43.33% of respondents have a high level of awareness of psychological changes before intervention. It is increased to 75% after the intervention. There is 31.66 percent increase in respondent’s awareness. These results also signify the effect of intervention in improving the psychological aspect of sex and sexuality among the respondents

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Anand G. Sathe and Shanta Sathe (2012), conducted a study in Concerns on sexuality development shows that, pimples were the most worrisome factor for adolescent boys (66.8%) and girls (47.6%), adolescent boys were more worried about their height (53.8%), weight (44.8%) and their figures (47.8%). While the worry was about the size of the penis among boys (45.8%), it was the size of the breast for girls (21.4%). Facial hair was another worry on physical development by 42% boys and 18% girls.

This present study also shows the similar result. Psychological changes based on primary sex characteristics and secondary characteristics have been included in the intervention. In this study, respondents also have worries and anxieties regarding primary and secondary sex characteristics. The awareness of psychological changes before intervention was low (56.66%) among respondents. The intervention made successful change in the awareness of psychological changes. . The awareness of psychological changes after intervention changed in to (25%) among respondents. The adolescents experience psychological feelings such as anxiety, fear, curiosity, and depression etc. during the adolescent period. These psychological changes happening due to physical changes occur in their body. Lack of availability of right information about sexuality from parents and teachers would lead to the non-realization of physical as well as psychological changes during this period. While they lack awareness of these areas, they were trying to cope up with their own manner. Those steps may lead to some psychological problems or addictions.

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Mean

28 27.5 27 26.5 26 25.5 25 Mean 24.5 24 23.5 23

Psychological Psychological changes-Pre changes-Post test test Figure 2 : Mean difference of the pre and post intervention on psychological changes

The above figure shows the mean and the mean difference of the pre and post intervention on psychological changes. The mean value of awareness of psychological changes before and after intervention changed from 24.5500 to 27.3500.The mean difference of awareness of psychological changes before and after the intervention is - 2.80000. It clearly explains the differences in the awareness level of the respondents before & after intervention.

Conclusion

The results of the study exert lack of knowledge among the adolescents about their pubertical changes. It specify about the importance of educating the adolescent boys from their secondary classes. A threefold

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approach must be initiated which consists of parents, teachers and government. As we already know, family is the first school and parents are the first teachers. They can teach their children about their physiological as well as psychological changes when they grow. Along with the regular classes, teachers can also educate about student’s physical as well as psychological changes when they grow into an adult. The government can initiate body literacy or family education programmes through the programmes such as ICDS, NRHM etc. Through these three tier timely interventions, we can prepare our adolescents for a better future.

Acknowledgement

The study has been carried out as a preliminary study for the UGC Minor Research Project titled Awareness on Sex & Sexuality among adolescent boys in Thrissur district : An Intervention Study

Bibliography

1. Chithra, R. (2010). Merits of sex education in schools. Health Action. 11 (8),34-36 2. Chander, S. J. (2008) It is time to talk Human sexuality with Adolescents. Health Action (17(9), 12-14 3. Manju. R. Nair (2005) , My Body. A Hand Book for boys. Sakhi women’s resources Centre. Thiruvananthapuram, 12-17, 21-28 4. Sathe A.G. & Sathe (2005). Knowledge behaviour and attitude about Adoloscent Sexuality amongst Adoloscents in Pune : A Situational analysis. Journal of Family Welfare. 51, 49 -59 5. http://medind.nic.in/jah/t05/i1/jaht05i1p49.pdf retrieved on 1st August 2016 6. Susan Moore & Doreen Rosenthal.(1993).Sexuality in Adolescence .Ro utl edge, London 11-14

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7. Vijayakumar, S. (2008) Impact of electronic media on children and adolescents. Health Action 17(9), 9-11 8. http://unicef.in/PressReleases/87/Adolescence-An-Age-of- Opportunity retrieved on 1st August 2016 9. http://www.who.int/reproductivehealth/topics/sexual_health/sh _definitions/en/ retrieved on 2nd August 2016 10. http://www.who.int/reproductivehealth/topics/gender_rights/sexual _health/en/ retrieved on 2nd August 2016

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RECENT PERFORMANCE IN MASS CAMPAIGNTOWARDS ADULT EDUCATION PROGRAMME IN ANDHRA PRADESH

Billa Raja Rubi Kishore Research Scholar Dept. of Education Acharya Nagarjuna University Guntur, Andhra Pradesh, India Abstract:

The Saakshar Bharat programme in Andhra Pradesh has been well established in terms of human resources. The aggregate achievement of adult literates is recorded by 6710580 in Andhra Pradesh during 4 phases the literacy programmes. Of which, interestingly 75.23 per cent belong to female and the remaining are male. Thus, it can be said that the objective of Saakshar Bharat programme to provide literacy to women is achieving at significant level. However, the studies revealed that the state of Andhra Pradesh is one of the 10 illiterate states of the country. Further, there is an inter-district disparity among the districts in implementing the programme. Thus, there is a need of hour to proper supervision and political and administrative efforts in towards success the mission and reduce the inter district disparities.

Key words: Adult Education,Saakshar Bharat, Disparities

Introduction

Low levels of literacy have been a persistent problem in India, despite the implementation of strong and sustained government programmes to tackle this issue. The National Literacy Mission launched in 1988 with the purpose of imparting functional literacy to non-literates between the ages of 15 and 35 years produced 127.45 million literates. As a result, the literacy rate jumped by 12% between the Census of India undertaken in 1991 and that in 2001, from 52.21% to 64.84%. But the sheer numbers of illiterates recorded in the 2001 Census, putting the number of illiterates in the 15 years and above age group at 259.52

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million, called for further introspection. This was compounded by the fact that wide disparities were reflected in terms of gender, social groups and regions. Thus, notwithstanding the progress achieved, India still has a long way to go to reach the world average rate of literacy, which is 84%. In the context of Andhra Pradesh, the significance of adult literacy is pronounced, as according to the 2001 Census, the state had a literacy rate of 60.47% and a gender gap of 19.89%. The SaaksharBharat programme, launched at the allIndia level in 2009, was conceptualised with the goal of creating a learning society with focus on non-literates and neo-literates in the age group of 15 years and above with a special focus on women. This programme seeks to reach 80% literacy in the target group along with reducing gender disparity in literacy to less than 10% by 2012. The programme also aims to reduce other socio and regional disparities.

Literacy Status of Andhra Pradesh

Andhra Pradesh (AP) is one of India's promising states. It has made large strides in many areas, notably in the information technology sector. However, the literacy rate in AP has been one of the lowest over six decades, and the gap seems to have worsened between 2001 and 2011 as per literacy data released in the Census 2011 report. The surprises are the presence of the southern state of Andhra Pradesh in the top 10 state for illiteracy.Compared with the southern and central states, AP recorded the poorest improvement in literacy levels over the decade 2001-2011. AP's overall literacy rate at 67.7 per cent is much lower than the national average of 74.1 per cent. This trend is reflected in both male and female literacy rates. AP's male literacy rate at 75.6 per cent is lower than the 80 per cent plus in all other states, and lower than the national average of 82.1 per cent. The female literacy rate at 59.7 per cent is also lower than 60 per cent plus in other states, and is significantly lower than the national average of 65.5 per cent.

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In other Words, the illiterate rate is 32.59 per cent whereas 25.17 are male and 39.99 per cent are female. Of the districts of the state, highest illiteracy rate (41.11 per cent) is recorded in Vizianagaram District i.e. more than the state level and lowest by West Godavari by 25.37 percent

Table-1: Illiteracy Rates of Districts in Andhra Pradesh 2011

Sl. District Total Illiteracy Rate:

No. Male Female

1 West Godavari 25.37 22.08 28.64

2 Krishna 26.26 21.7 30.82

3 Chittoor 28.47 20.17 36.72

4 East Godavari 29.01 25.49 32.48

5 Nellore 31.1 24.26 38.01

6 Guntur 32.6 25.21 39.91

7 Y.S.R. 32.7 22.22 43.23

8 Visakhapatnam 33.09 25.44 40.66

9 Anantapur 36.43 26.98 46.03

10 Prakasam 36.92 27.08 46.89

11 Srikakulam 38.26 28.39 47.92

12 Kurnool 40.03 29.9 50.22

13 Vizianagaram 41.11 31.85 50.13

Andhra Pradesh 32.59 25.17 39.99

Source: Saakshar Bharat: Sustaining and enhancing efforts in adult education in AP.

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The Prime Minister launched Saakshar Bharat, a centrally sponsored scheme of Department of School Education and Literacy (DSEL), Ministry of Human Resource Development (MHRD), Government of India (GOI), on the International Literacy Day, 8th September, 2009. It aims to further promote and strengthen Adult Education, specially of women, by extending educational options to those adults who having lost the opportunity of access to formal education and crossed the standard age for receiving such education, now feel a need for learning of any type, including, literacy, basic education (equivalency to formal education), vocational education (skill development), physical and emotional development, practical arts, applied science, sports, and recreation. To impart functional literacy to non-literates in the age group of 15-35 years in a time bound manner, the National Literacy Mission (NLM) was launched in 1988.

The Saakshar Bharat programme in Andhra Pradesh has been well established in terms of human resources. Since its launch in 2011, 37,842 preraks, 3,05,694 volunteer teachers, 37,842 master trainers and 1,890 resource persons have been appointed. In addition to these appointments, 76 district coordinators and 945 mandal coordinators have been appointed in all the Saakshar Bharat districts. A critical factor in the successful implementation of Saakshar Bharat has been the existence of the Directorate of Adult Education since the 1980s. This ensures availability of a dedicated team with over 30 years of experience in the adult education sector. The infrastructure, financial as well as human resources of this Directorate were utilised in the implementation of the programme.

Improvement in literacy rate:

The initiative has significantly impacted the overall literacy rate in the state of Andhra Pradesh as it has improved from 60.47% in 2001 to 67.02% in 2011 with a 6.55 percentage increase. Reduction in gender

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gap in literacy: An analysis of gender disaggregated data on literacy in the state shows that the male literacy rate increased from 70.32% in 2001 to 74.88% in 2011 showing a 4.56 percentage increase. Similarly, female literacy increased from 50.43% in 2001 to 59.15% in 2011 showing a marked increase of 8.72%. The gender gap also decreased significantly from 19.89% in 2001 to 15.73 in 2011, marking a decrease of 4.16% (Source: Andhra Pradesh State Literacy Mission Authority, and One World Foundation India, 2014).

Table2 to 6 explains the Achievement in Basic Literacy programmeby phase wise. At present, about 4 phases was completed and 5th phase also in progress.

Table 2:Achievement in Basic Literacy programme Phase –I

S.No District Achievement Total Male Female 1 Srikakulam 0 59994 59994 2 Vizianagaram 16792 112209 129001 3 Vishakapatnam 0 62139 62139 4 Guntur 0 0 0 5 Prakasham 0 52155 52155 6 Nellore 175 42631 42806 7 Chittoor 0 76730 76730 8 Kadapa 0 53930 53930 9 Ananthapur 0 79267 79267 10 Kurnool 203 86697 86900 Total 17170 625752 642922 Source: As table 2

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Table 3: Achievement in Basic Literacy programme Phase –II

S.No District Achievement Total Male Female 1 Srikakulam 15802 47183 62985 2 Vizianagaram 146111 214755 360866 3 Vishakapatnam 18161 47885 66046 4 Guntur 3039 74131 77170 5 Prakasham 10540 52030 62570 6 Nellore 5506 37287 42793 7 Chittoor 23162 58858 82020 8 Kadapa 10231 49769 60000 9 Ananthapur 20903 58234 79137 10 Kurnool 11830 64517 76347 Total 265285 704649 969934 Source: As table 2

Table4: Achievement in Basic Literacy programme Phase –III

S.No District Achievement Total Male Female 1 Srikakulam 0 0 0 2 Vizianagaram 47705 68670 116375 3 Vishakapatnam 50673 111910 162583 4 Guntur 48728 113773 162501 5 Prakasham 52234 118378 170612 6 Nellore 43275 87437 130712 7 Chittoor 63916 166584 230500 8 Kadapa 37619 96131 133750 9 Ananthapur 50157 88790 138947 10 Kurnool 71943 123607 195550 Total 575147 1175939 1751086 Source: As table 2

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Table 5: Achievement in Basic Literacy programme Phase –IV

S.No District Achievement Total Male Female 1 Srikakulam 7969 20099 28068 2 Vizianagaram 9671 13238 22909 3 Vishakapatnam 21553 30166 51719 4 Guntur 8299 42610 50909 5 Prakasham 7122 30853 37975 6 Nellore 9611 33704 43315 7 Chittoor 14276 49925 64201 8 Kadapa 7018 45076 52094 9 Ananthapur 11881 52470 64351 10 Kurnool 15344 45636 60980 Total 112744 363777 476521 Source: As table 2

The aggregate results shown in table 6 explain that the achievement of adult literates is recorded by 6710580. Of which, interestingly 75.23 per cent belong to female and the remaining are male. Thus, it can be said that the objective of Saakshar Bharat programme to provide literacy to women is achieving at significant level.

Table 6: Achievement in Basic Literacy programme (Aggregate )

S.No District Achievement Total Male Female Number %age share 1 Srikakulam 278323 4.15 127276 151047 2 Vizianagaram 1038023 15.47 408872 629151 3 Vishakapatnam 594587 8.86 252100 342487 4 Guntur 521094 7.77 230514 290580

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5 Prakasham 576728 8.59 253416 323312 6 Nellore 460685 6.87 201059 259626 7 Chittoor 805548 12.00 352097 453451 8 Kadapa 544680 8.12 244906 299774 9 Ananthapur 640463 9.54 278761 361702 10 Kurnool 740234 11.03 320457 419777 Total 6710580 100.00 2870117 3840463 Percentage - - 42.77 57.23 Source: table 2 to table 5

It is further observed that the programme is significantly implementing in Vizianagaram district as recorded by 15.47 per cent. But, Srikakulam district is behind the remaining districts.

Conclusion

The Saakshar Bharat programme in Andhra Pradesh has been well established in terms of human resources. This ensures availability of a dedicated team with over 30 years of experience in the adult education sector. The infrastructure, financial as well as human resources of this Directorate wasutilized in the implementation of the programme. The aggregate results shown in table 6 explain that the achievement of adult literates is recorded by 6710580. Of which, interestingly 75.23 per cent belong to female and the remaining are male. Thus, it can be said that the objective of Saakshar Bharat programme to provide literacy to women is achieving at significant level. However, the studies revealed that the state of Andhra Pradesh is one of the 10 illiterate states of the country. Further, there is an inter-district disparity among the districts in implementing the programme. Thus, there is a need of hour to proper supervision and political and administrative efforts in this regard.

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References:

1. Social Sector Service Delivery: Good Practices Resource Book 2015 2. Andhra Pradesh State Literacy Mission Authority, and OneWorld Foundation India, 2014 3. Census of India, 2011 4. Reports of Government of India Ministry of Human Resource Development Department of School Education & Literacy ShastriBhawan, New Delhi

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EMOTIONAL INTELLIGENCE OF HIGHER SECONDARY STUDENTS IN PUDUCHERRY REGION

C. Daisy Nambikkai Dr. A. Veliappan Research Scholar Assistant Professor Department of Education Department of Education Manonmaniam Sundaranar Manonmaniam Sundaranar University University Tirunelveli, India Tirunelveli, India

Abstract

Knowing about one’s emotional intelligence in terms of an emotional quotient has wide educational and social implications for the welfare of the individual and the society. The present study comprised of seven hundred and twenty four students from 12 schools of eleventh and twelfth standard. The investigator was used the emotional intelligence inventory prepared and validated by Mangal and Mangal (2009). It consists of 100 items with four dimensions namely intrapersonal awareness, interpersonal awareness, intrapersonal management and interpersonal management. Each item is provided with the two alternatives namely Yes, No. The minimum and maximum scores were 0 and 100. Findings of the present study indicates that i) Significant difference is found between male and female higher secondary students in their emotional intelligence on intrapersonal awareness.ii) Significant difference is found among government, aided and unaided schools of higher secondary students in their emotional intelligence on intrapersonal and interpersonal awareness, intrapersonal and interpersonal management. iii) Significant difference is found among pure science, mathematics and computer science subject group of higher secondary students in their emotional intelligence on interpersonal management. iv)Significant difference is found among rural, semi-urban and urban school locality of higher secondary

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students in their emotional intelligence on intrapersonal and interpersonal awareness; and interpersonal management.

Keywords: Emotional intelligence,intrapersonal awareness, interpersonal awareness, intrapersonal management, interpersonal management.

Introduction

Emotional intelligence refers to the type of behaviours which is free from neurotic symptoms. A person having this trait has a realistic view about life. Emotionally intelligent person tries to face the ups and downs of the life and tries to reason out things and solves problems with patience. Emotionally illiterate are easily teased and are often frustrated.

Importance of emotional intelligence

Daniel Goleman has stressed the following factors while showing the importance of emotional intelligence:

1. Emotional intelligence is as powerful, and at times more powerful than intelligent quotient, while intelligent quotient contributes only about 20% of success in life, the other forces like emotional intelligence contribute the rest.

2. Emotional intelligence may be the best predictor of success in life. Emotionally intelligent people are more likely to succeed in everything they undertake in their life.

3. The concept of emotional intelligence is to be applauded, because it captures the essence of the children for being productive and happy.

4. Success in academics can be predicted more by emotional and social measures than by academic ability.

5. Emotional intelligence helps the people in all spheres of life through its various components namely knowledge of his emotions,

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managing the emotions motivating oneself, recognizing emotions in others and handling relationships. The achievement of the end of results in terms of better handling of mutual relationships is quite essential and significant in life. It can only be possible through emotional intelligence and its proper development (Mangal, 2004).

Significance of the study

Emotional intelligence is need of the hour especially in the adolescent stage. Because emotionally intelligent persons make better decisions, they live with integrity, they use their emotions as a source of energy and direction, they are more effective and solving problems, they collaborate better; they are more effective leaders, better spouses and more conscious parents. Emotionally intelligent persons are not always happier, higher self -esteem, better learners, they are less depressed, and more optimistic and happier, but more aware of both comfortable and uncomfortable feelings (Darsana, 2007).Individual’s success at workplace is 80% contingent on emotional quotient, our intelligent quotient gets us selected and emotional quotient gets us promoted. Studies have shown that intelligent quotient is inherent but emotional quotient can be developed and nurtured by developing self-awareness, empathy and managing relationships (Saluja, 2009).

Objectives of the study

1. To find out whether there is any significant difference in the emotional intelligenceof higher secondary students with regard to gender.

2. To find out whether there is any significant difference among theemotional intelligenceof higher secondary students with regard to type of school, subject group and locality of school. Hypotheses of the study

1.There is no significant difference between male and female higher secondary students in emotional intelligence.

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2.There is no significant difference among government, aided and unaided schools of higher secondary students in emotional intelligence. 3.There is no significant difference among pure science, mathematics and computer science subject group of higher secondary students in emotional intelligence. 4.There is no significant difference among rural, semi urban and urban school locality of higher secondary students in emotional intelligence. Research Design

The investigator adopted the survey method to study the influence of emotional intelligenceof higher secondary students. The survey method gathers data from a relatively large number of cases at a particular time. It attempts to describe and interpret what exists at present the conditions, practices, processes, trends, effects, attitudes and beliefs for which the survey type of research would be more relevant and useful.

Population and sample

The population for the present study consists of the higher secondary students in Puducherry region. The researcher had chosen the higher secondary school students in Puducherry region as the population. The population consists of eighty five higher secondary schools, in which there only fifty seven schools having the pure science, mathematics and computer science group. The sample size for the present study comprised of seven hundred and twenty four students from 12 schools of eleventh and twelfth standard in government (4), government aided (5) and unaided (3) schools from Puducherry region were selected.

Tools used:

The investigator was used the emotional intelligence inventory prepared and validated by Mangaland Mangal (2009). It consists of 100

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items with four dimensions namely intrapersonal awareness, interpersonal awareness, intrapersonal management and interpersonal management. Each item is provided with the two alternatives namely Yes, No. The minimum and maximum scores were 0 and 100.

Validity and reliability

The validity of the inventory has been established by adopting two different approaches, namely factorial and criterian related approach. Reliability of the inventory was examined and the correlation coefficient was 0.89.

Data Analysis 1. There is no significant difference between male and female higher secondary students in emotional intelligence. Table 4.1 Difference between male and female higher secondary students in emotional intelligence Dimensions of Male Female Calculated Emotional (N-427) (N-297) Remarks ‘t’ value intelligence Mean SD Mean SD Intrapersonal 13.26 3.37 13.86 2.90 2.54 S awareness Interpersonal 12.82 3.18 13.21 3.24 1.61 NS awareness Intrapersonal 14.19 4.81 13.66 2.70 1.89 NS management Interpersonal 13.28 3.38 13.68 3.06 1.66 NS management Emotional 53.17 8.86 54.37 8.27 1.87 NS intelligence (Total) S-Significant NS-Not significant It is inferred from the above table shows that the calculated‘t’ value is greater than the table value (1.96) for df of 722, at 5% level of significance. It shows that there is significant difference between male and female higher secondary students received their emotional intelligence on intrapersonal awareness. But there is no significant

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difference in theinterpersonal awareness, intrapersonal and interpersonal management.

2. There is no significant difference among government, aided and unaided schools of higher secondary students in emotional intelligence.

Table 4.2

Difference among government, aided and unaided schools of higher secondary students in emotional intelligence

Dimensions of Source of Sum of F- Emotional Categories MSV Remarks variance squares value intelligence Government Between 247.05 123.52 Intrapersonal Aided awareness 12.46 S Unaided Within 7149.91 9.92 Government Between 273.20 136.60 Interpersonal Aided awareness 13.70 S Unaided Within 7188.45 9.97 Government Between 103.08 51.54 Intrapersonal Aided management 3.09 S Unaided Within 12007.53 16.65 Government Between 289.35 144.68 Interpersonal Aided management 14.11 S Unaided Within 7393.66 10.25 Emotional Government Between 3198.00 1599.00

intelligence Aided 22.66 S (Total) Unaided Within 50868.38 70.55 S-Significant df (2,722), the table value of ‘F’ is 2.99

From the above table shows that there is significant difference among government, aided and unaided schoolhigher secondary students in their intrapersonal awareness, interpersonal awareness, intrapersonal and interpersonal management and emotional intelligence.

3. There is no significant difference among pure science, mathematics and computer sciencegroup of higher secondary students in their emotional intelligence.

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Table 4.3

Difference among pure science, mathematics and computer science group of higher secondary students in their emotional intelligence.

Dimensions of Source of Sum of F- Emotional Categories MSV Remarks variance squares value intelligence Pure science Between 15.38 7.69 Intrapersonal Mathematics

awareness Computer 0.75 NS Within 7381.58 10.24 science Pure science Between 31.73 15.86 Interpersonal Mathematics

awareness Computer 1.54 NS Within 7429.92 10.31 science Pure science Between 30.61 15.30 Intrapersonal Mathematics

management Computer 0.91 NS Within 12080.00 16.75 science Pure science Between 136.81 68.41 Interpersonal Mathematics

management Computer 6.54 S Within 7546.20 10.47 science Pure science Emotional Between 368.75 184.38 Mathematics intelligence Computer 2.48 NS (Total) Within 53697.63 74.48 science S-Significant NS- Not Significant df (2,722), the table value of ‘F’ is 2.99

From the above table shows that there is significant difference among pure science, mathematics and computer science group higher secondary students in their interpersonal management. But there is no significant difference among intrapersonal and interpersonal awareness, and intrapersonal management and emotional intelligence.

4. There is no significant difference among rural, semi urban and urban school locality of higher secondary students in their emotional intelligence.

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Table 4.4

Difference among rural, semi-urban and urban school locality of higher secondary students in their emotional intelligence.

Dimensions Source Sum of F- of Emotional Categories of MSV Remarks squares value intelligence variance Rural Between 334.20 167.10 Intrapersonal Semi-urban awareness 17.06 S Urban Within 7062.75 9.80 Rural Between 201.40 100.70 Interpersonal Semi-urban awareness 10.00 S Urban Within 7260.25 10.07 Rural Between 13.02 6.51 Intrapersonal Semi-urban management 0.39 NS Urban Within 12097.59 16.78 Rural Between 173.99 87.00 Interpersonal Semi-urban management 8.35 S Urban Within 7509.02 10.41 Emotional Rural Between 2195.50 1097.75

intelligence Semi-urban 15.26 S (Total) Urban Within 51870.88 71.94 S-Significant NS- Not Significant df (2,722), the table value of ‘F’ is 2.99

From the above table shows that there is significant difference among rural, semi urban and urban residents of higher secondary students in their intrapersonal and interpersonal awareness, interpersonal management and emotional intelligence. But there is no significant difference among intrapersonal management.

Findings and interpretation of the study:

1. Significant difference is found between male and female higher secondary students in their emotional intelligence on intrapersonal awareness. The female students received better emotional intelligence on intrapersonal awareness than the male students. This may be due to the fact that the female students gain much guidance programme from the school set up and also from the family members especially after puberty stage.

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2. Significant difference is found among government, aided and unaided schools of higher secondary students in their emotional intelligence on intrapersonal and interpersonal awareness, intrapersonal and interpersonal management. The higher secondary students of government schools are found to be significantly better receiving emotional intelligence on intrapersonal and interpersonal awareness and the higher secondary students of aided schools are found to be significantly better receiving emotional intelligence on intrapersonal and interpersonal management. This may be due to the fact that the aided school teachers and students are very much achievement oriented and developing good personal management towards others. So that they are aware of thyself and develop conducive managerial intelligence towards others.

3. Significant difference is found among pure science, mathematics and computer science group higher secondary students in their emotional intelligence on interpersonal management. The higher secondary students of pure science group are found to be significantly better receiving emotional intelligence on interpersonal management. This may be due to the fact that pure science students are better understood about the scientific facts and principles like equal and opposite reaction. So that they leant to behave properly, and manage all the situations intelligently.

4. Significant difference is found among rural, semi-urban and urban school locality of higher secondary students in their emotional intelligence on intrapersonal and interpersonal awareness; and interpersonal management. The higher secondary students of urban school locality are found to be significantly better receiving intrapersonal and interpersonal awareness and the higher secondary students of rural school locality are found to be significantly better receiving interpersonal management. This may

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be due to the fact that awareness programmes conducted to the students in the school differs in rural, semi urban and urban locality. Science and technology provisions are very less in rural areas and also the teachers are not spend their time for arranging awareness programmes.

Conclusion

Parents may stimulate their children to participate in extra- curricular activities and particularly encourage in sports activities for the development of intrapersonal awareness and interpersonal management.Because, physical exercise actually has an effect on memory and thinking. Many studies indicate the parts of the brain responsible for thinking and reasoning is bigger in those who exercise regularly. Also, exercise reduces stress and anxiety and boosts mood, which can make it easier to concentrate and learn.

Reference:

1. Adel and Mahdi (2010). The role of emotional intelligence in predicting students’ academic achievement in distance education system, Innovation and creativity in education, 2(2), 1158-1163. 2. Batool and Nazi (2014). Emotional intelligence as a predictor of sense of humor and hope among adults, Journal of the Indian academy of applied psychology, 40(2), 270-278. 3. Chandran and Nair (2015). Family climate as a predictor of emotional intelligence in adolescence, Journal of the Indian academy of applied psychology, 40(1), 167-173. 4. Darsana M. (2007). Relationship between emotional intelligence and certain achievement facilitating variables of higher secondary school students, Edutracks, 7 (4). 5. Glassman, W.E. and Hadad, M. (2010).Approaches to psychology 5thed. New Delhi: Tata McGraw-Hill publishing company.

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6. Goleman (1998).Working with emotional intelligence. New York: Bantam books. 7. Kalhotra (2014). Emotional intelligence of higher secondary school students in relation to their gender and locality, New frontiers in education, 47(3), 64 - 75. 8. Mangal, S.K. (2004). Advanced educational psychology, Prentice hall of India, New Delhi, 324 - 327, 367 - 368. 9. Paramasivam, P. and Mani, S. (2013). Influence of emotional intelligence on achievement in chemistry among higher secondary students, International journal of scientific research, 2 (9), 105 - 107. 10. Saluja, A. (2009).Emotional intelligence in relation to self- respect and achievement motivation of student teachers. MERI journal of education 5 (1): 66-75. 11. Yadav (2013). Emotional intelligence, creativity and their impact on academic achievement of senior secondary class students, Edutracks, 13 (10), 46 - 48.

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RIGHT TO EDUCATION ACT-2009 AND SMC

Rajvir Singh Research Scholar OPJS University Churu Rajasthan. India

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DR. B.R. AMBEDKAR ECONOMIC THOUGHTS: A STUDY

Ramesh Krishna Vipparthi Lecturer Department of Commerce SCIM Government Degree College Tanuku, West Godavari Dist., A.P

Abstract

Dr. B. R. Ambedkar was a multifarious personality, with a pragmatic thinking. It is like diamond observation, cautious to handle and not a matter to play with. It had certain power to go beyond a common literature. His thoughts were not facial and paying no heed to dogmas or abstract ideas. He observed problems of India with a wonderful deep insight. He is unique in thought and philosophy. It observed the serious discourage of human problem, which concerned with life and death, rather than a period of adolescence or young age of man.Dr. Ambedkar established the Indian Economics of Development under a mixed economy through the parliamentary democratic setup of polity. His entire life is vested in nation building. He had got the most suitable position of labour department, allied with planning division. Human resource development, family planning, population and poverty control, unemployment and employment opportunities, water and power developments, national Dividend and its distribution strategies Monetary system and currency crises, he had substantial theories upon these factors and that are proved to be worthy of Indian importance.

Keywords: Dr.BR Ambedkar, Economic Thoughts, Economic Development, Caste, Agriculture, Labour, Indian Currency, State Socialism.

Introduction

Bhimrao Ramji Ambedkarwas born in an untouchable family and subjected to consistent caste based discrimination by the Hindu

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society, became first talented person of the world as per the analysis made by Cambridge University, London. Eventually, Dr. B. R. Ambedkar Gained a reputation as a world scholar and advocated political and social rights and freedoms for untouchables. He is regarded as a Bodhisattva by Buddhists, though he never claimed himself to be a Bodhisattva. Ambedkar emerged as a powerful jurist, political leader, Buddhist activist, philosopher, thinker, anthropologist, historian, orator, prolific writer, economist, scholar, editor, revolutionary and a revivalist for Buddhism in India. He was the chief architect of the Indian Constitution. Dr. B. R. Ambedkar was posthumously awarded the Bharat Ratna, India's highest civilian award, in 1990.

Contribution of Dr Ambedkar to Indian Nation

Ambedkar's legacy as a socio-political reformer had a deep effect on modern India. In post-Independence India, his socio-political thought was respected across the political spectrum. His initiatives have influenced various spheres of life and transformed the way India today looks at socio-economic policies, education and affirmative action through socio-economic and legal incentives. His reputation as a scholar led to his appointment as free India's first law minister, and chairperson of the committee for drafting the constitution. He passionately believed in individual freedom and criticized caste society. His accusations of Hinduism as being the foundation of the caste system made him controversial and unpopular among Hindus. His conversion to Buddhism sparked a revival in interest in Buddhist philosophy in India and abroad.So, the present study is an attempt to critically evaluate the relevance of Dr. B. R. Ambedkar's vision and mission in the present scenario of our national development and to prepare an extensive vision document for the times to come.

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Objective of the Study

1. To promote the ideas of Dr. B. R. Ambedkar for national economic development

2. To expand a model based on the critical evaluation of Dr. B. R. Ambedkar's vision and mission on economic development & downtrodden sections of the society.

3. To study the Ambedkar’s views and their implications for national welfare.

Methodology of the study

The study is entirely based on historical empirical Method. Both primary and secondary sources of information are used. The primary data he Books and Articles written by Dr. Babasaheb Ambedkar, the secondary sources are books written on Dr. Ambedkar many international and national written on Dr. B.R. Ambedkar.The study attempts know the views of Dr. Ambedkar on Economic thoughts in India seek to enquire with holistic perspective and by qualitative methodologies its aim was to evolve possible relevance of Dr. Ambedkar’s economic thoughts.

Data Collection

The Study basically depends on primary and secondary data. It will be collected from ‘Dr. Babasaheb Ambedkar writing and speeches’ Published by Government of India. There are 21 volumes. Dr. B.R. Ambedkar had written many books. The editorials written by Dr. Babasaheb Ambedkar in the ‘Bahishkrut Bharat’ and the ‘Mooknayak’ and letters, encyclopaedia, biographies journals and from interned web site.

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Scope of The Study

The present study entitled „DR. B.R AMBEDKAR ECONOMIC THOUGHTS”are anattempt to discuss the systematic and conceptual study of economic ideas and different approaches regarding to it and to search out Dr.Ambedkar's relentless efforts towards economic thoughts are which has been neglected by contemporary scholars. Dr. Ambedkar's thoughts on Economics are covered in the present study. The Reports, Journals, Newspaper and Surveys have been consulted. The proceedings of the Seminars, Conferences, Workshop and Symposia have been utilized.

Limitations of The Study

Every social research has to explain limitations and delimitations of the research frame, because the vastness of the area can create many complications. The following will limitations of the present work.

Ambedkar lived many lives as an academic, as a political activist, as a member of legislature, as a law minister in the pre-independent and independent India. But his sole aim was to liberate the Dalits from the shackles of Hindu hegemony. His contributions rest not only in the social and educational fields but also in the domains of economics, political science, law, constitutional studies etc. His thoughts can be studied from the perspectives of varied disciplines. However, the present endeavour has been limited to the analysis of his economical contributions in the context of his social ideals and the movement for the emancipation of the society. Apart from the social ideology, his educational ideals can be studied from the perspectives of economics, political science, religion etc. But it is beyond the pragmatic concerns of time and resources. Therefore, the focus of the study has been limited to Dr. B R Ambedkar economic ideas.

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Review of Literature

W.N.Kuber (2001)1 in his book entitled Dr. Ambedkar: A critical study focuses on a wide spectrum of Ambedkar’s views on different social and political questions examined from Marxian stand point? The study also deals with Ambedkar’s views on the origin of the studras, untounchability, caste system and the hindrances to their abolition. It also takes into account of his views on Brahmanism with special reference to the Anti – Brahmin movements and the Hindu code.

Vasant moon (2002)2 examined to bring to light the multifaceted personality of Dr. Bhimrao Ambedkar, who is generally perceived to be only as the leader of the oppressed classes. Giving a comprehensive account of the trials and tribulations of this great son of soil, he reveals Ambedkar as the humanist, economist, socio-political scientist, constitutional expert, socio-religious reformer and above all a great patriot.

LC Mallaiah (2006)3 examines the relevance of ambedkar strategy which emphasis on industrilisation collective forming system, imposition of tax on land and agriculture income and strict implementation of land reforms for indian agriculture development partcularly, and economic development with justice in general through analysing the present agrarian structure and agrarian relation and its impact on productivity ,employment andpoverty. He focuses mainly on the issues of consilidation ,enlargement and agriculture labour, farming system, employment, poverty and land tax system in india.

1W.N.Kuber: Dr.BR Ambedkar, Publication Division, Govt.of India New Delhi, 2001. 2 Vasant Moon: Dr. Babasaheb Ambedkar, National Book Trust, Govt.of India, New Delhi, 2002. 3L.C.Mallaiah: The relevence of Dr.B.R. Ambedkar’s views on Indian Agriculture Development, Abhijeet Publication, Delhi,2006.

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D.C.Ahir (2007)4 published Manual is designed to introduce the vast material, covering more than 14,000 pages, in 17 volumes, of Dr. Babasaheb Ambedkar Writings And Speeches, so as to enable the scholars, students and other readers to know at a glance as to what each volume has to offer. Apart from the Ministerial prefaces, Introductions, Editorial Notes and Contents, it also presents Dr. Ambedkar's original prefaces which reflect the inner thoughts.

Sukhadeo thorat(2007)5analyses the evolution of Economic Planning and Water and Power Policy in India during the period immediately preceding independence. Dr. Ambedkar’s views on Economic Development and Planning and relates how he left the stamp of his profound scholarship, scientific and humanistic approach on India'’ Post War Economic Plan and water and Power Policy. Given the ongoing discussion on the question of Inter State Water disputes and alternative ways of harnessing water resources in the country.

Sukhadeo thorat and Narender Kumar (2008)6 extensively elaborated of the comprehensive collection of Ambedkar’s ideas and initiatives the principles invoked in these writings have wider application than immediate context suggested these writings advance a normative defence and justification of preferential policies nearly fifty years before these arguments found wider circulation in the public domain worldwide.

4 Ahir, D.C: Dr. Babasaheb Ambedkar Writings and Speeches (A Ready Reference Manual of 17 Volumes). Delhi: B. R. Publishing Corporation, 2007. 5 Sukhadeo thorat: Ambedkar’s role in planning water and power policy, Shipra Prakashan, Delhi,2007. 6 Thorat, S. and N. Kumar: B. R. Ambedkar: Perspectives on Social Exclusion and Inclusive Policies, Paperback Edition, Oxford University Press, New Delhi, 2008.

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Raj Kumar (2011)7 extensively presented Ambedkar was for limited state control in matters economic in his economic philosophy, Ambedkar advocated limited control of state to avoid any kind of dictatorship. He felt that the economic structure of society which served the interest of labour best was socialism. Worker according to him must have both equally and likely. He favoured constitutional methods of achievement the economic objectives. The methods of civil disobedience, non cooperation and satyagrahas must be abandoned, he averred. This will enable there to understand economic thought of Ambedkar and relevance.

Narendra Jadhav(2016)8 extensively work in his book, " Ambedkar: An Economist Extraordinaire " "What Ambedkar always had in mind was in the best interest of the nation as a whole," the author says. "To brand him only as a leader of the downtrodden in India is an insult to this great patriot." Indian society has done great injustice to itself by ignoring the economic thoughts of national icon BR Ambedkar, he says that the widespread ignorance regarding Ambedkar's contribution as an economist was "shocking and unfortunate".

Dr. B. R. Ambedkar was a genius economist, who had a very clear perspective for welfare of downtrodden community. He was a philanthropist who had an interdisciplinary approach and he was able to develop various concepts regarding economic development of the weaker section and downtrodden community. Dr. Ambedkar’s contribution of Indian economic thought which has originated from Kautilya to Dadabhai Naoroji leads towards the economic nationalism of India. Dr Ambedkar was struggled whole life for the liberation of the masses from the clutches of the bourgeois or the conservative economic

7 Raj Kumar: Economic Thought of B.R.Ambedkar, Commonwealth, New Delhi, 2011. 8Narendra Jadhav: Ambedkar: An Economist Extraordinaire, Konark Publishers, New Delhi,2016.

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system.

However, his economic ideology and mission have been buried in the sands of globalization, privatization and ‘reforms’ by the ruling elite and even his self-proclaimed followers, who have joined hands in erecting stone and granite statues of the ‘Revolutionary’ whose thoughts not only sprang from the soil of the country but also its political, economic and social realities.

DR. B. R. AMBEDKAR'S THOUGHTS ON ANCIENT INDIAN COMMERCE

The perspective of history denoted by Dr. B. R. Ambedkar with reference to ancient Indian trade and commerce, expounded the India's great contribution and performance in trading activities. His thrusting discussion and bulk of references over the subject bring us to this realization. But still his arguments voice slightly a sense of favour to Indian prestige. Perhaps it might not be wrong to say that it is due to his being an Indian, but it is also true that it cannot reduce or reline the significance of ancient Indian commerce and trade for which Dr. Ambedkar toiled laboriously and due to his confirmed wit over the subject. Out of the above contentions, acceptance of the single one and forsaking the other is also seemed to be not possible. Apart from the above feeling, the work of Dr. Ambedkar over the subject has a very important and valuable consequence. It is a vital massage to Indian educational community, which has a merit of celebration. His work deserves to be studied as a textbook in Indian educational institutions and universities.

Dr. Ambedkar took much pain to study it but it did not give him any academic degree, it was an unfinished effort under taken as a subject of M.A. But for Indian students it is not a negligible work. It has due importance not only because it is a fresh young wit of Dr. Ambedkar, exerted for Indian history, but also it is a vital issue, which

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was never been touched by way of a commerce study in such a close observation.

Dr. Ambedkar's consequence on the subject signifies many vital aspects pertaining to India's commercial, geographical, social, cultural, agricultural and historical subject. His study on the subject is going to be an evidence of reasoning of India's fortune and decline position, achievements and natural abundance in Indian antiquity, the fortune for which entire world, down the ages toiled to wander from pole to pole north and south, east to west through longitudes and latitudes.

CONTRIBUTION TO MONETARY ECONOMICS AND PUBLIC FINANCE

Dr. Ambedkar wrote three scholarly books on Economics:

(1) Administration and Finance of the East India Company;

(2) The Evolution of Provincial Finance in British India and

(3) The Problem of the Rupee: Its origin and its solution.

The first two represent his contribution to the field of public finance, the first one evaluating finances of the East India Company and the second one analyzing evolution of the centre-state financial relationship in British India. The third book, his magnum opus in Economics, represents a major contribution to the field of monetary economics. In this book, he has examined the evolution of the Indian Currency as a medium of exchange and has discussed the problem of the choice of appropriate currency system for India. Not many economists are even aware of the fact that Ambedkar had a debate on the currency question with influential economic thinkers, such as John Maynard Keynes.

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ADMINISTRATION AND FINANCE OF THE EAST INDIA COMPANY

Administration and Finance of the East India Company was Ambedkar's first books. It was his thesis for the M.A. degree from Columbia University, U.S.A. It was more like a detailed research paper than a book, in this book Dr. Ambedkar provides an historical review of the changes in administration and finance of the East India Company during the period, 1792 to 1858, and depicts how those changes led to suffering of the Indian people at the hands of the British rulers. The East India Company got a foothold in India in the name of trading and then, over a period of time, gradually extended its rule over the entire country.

Ambedkar provides data on gross revenue and gross expenditure of the company government during the period, 1792-93 through 1857- 58. In 36 out of these 66 years, the company government had surpluses while in the remaining 30 years the government finances showed deficits. Quoting, R.C. Dutt, ‘Ambedkar points out that this surplus money was not saved in India. Instead, "it wants as a continuous tribute to England to pay dividends to the company's share holders; and as the flow of the money from India was not sufficient to pay the dividends, there was increasing debts of India’.

Ambedkar was barely twenty four when he wrote this essay. Not surprisingly, his style is temperate. He follows the strategy of studiously quoting other scholars to substantiate his arguments and refrains from making bold statements of his own. Yet, his characteristic sharpness unmistakably comes through especially when he brings out errors by the contemporary authorities on economics such as R.C. Dutt. Dr. Ambedkar's modest beginning in this essay laid the foundation of his more profound subsequent economic research. Indeed, in his later

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work, he adopted a far bolder style which became a distinctive characteristic of all his writings

THE EVOLUTION OF PROVINCIAL FINANCE IN BRITISH INDIA

The Evolution of Provincial Finance in British India' was Dr. Ambedkar's thesis for the degree of Ph.D. from Columbia University, U.S.A. The thesis was completed in the year 1917 and was first published in book form in 1925.The thesis extensively dealt with a very important problem of centre-state financial relations, covering a wide period of about 88 years, from 1833 to 1921. It is true that most part of this thesis has been devoted to historical accounts, but pioneering nature of this work is quite evident. As pointed out by Dr. Ambedkar himself, prior to his study, no spade-work had been done in the field of Indian finance.

Dr. Ambedkar was of the opinion that, the setting of the problem is a familiar one. The expanded role of government calls for large revenue collection from taxation; yet in a poor country like India there are obvious limits to taxation. As a result, the problem of equitable distribution of burden among various forms of governments such as the central government, provincial and local governments assumes significance. He provides a detailed and insightful perspective on the financial relationship between the central government and the provincial governments in British India during the period 1833 through 1921. In doing so, he presents a pioneering study of the origin, development and mechanism of provincial finance in India.

Dr. AMBEDKAR'S VIEWS ON INDIAN CURRENCY

Dr. Ambedkar's contribution to monetary economics is evident from his Doctor of Science thesis - The Problem of the Rupee: Its origin and its solution' and his subsequent statement and evidence before the Royal Commission on Indian Currency and finance (which led to the

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establishment of the Reserve Bank of India). Dr. Ambedkar completed his thesis in 1921 and it was first published in 1923. The book was reprinted in 1947. It is to bring out an up-to-date edition of the history of Indian currency and Banking in two volumes, of which The Problem of the Rupee forms volume one volume two will contain the history of Indian currency and Banking from 1923 onwards.' Unfortunately, Dr. Ambedkar could not find time to complete the second volume.

‘The problem of the rupee’ is truly a monumental book. It is a very bold attempt, and he has variously shown the sparks of originality. In this book Dr. Ambedkar offers an excellent exposition of the evolution of the Indian currency in terms of its form as a medium of exchange and its equivalence in terms of precious metals, such as gold and silver. Dr. Ambedkar goes into the most neglected period extending from 1806 to 1893. With this historical perspective brought up to the early 1920s, Dr. Ambedkar then focuses on one of the most perplexing problems at that time, that is, the choice of an appropriate currency system for India.

ECONOMICS OF CASTE SYSTEM AND UNTOUCHABILITY

Traditionally, Hindu society is based on the so called 'Chaturvarnya', that is, a division into four classes, Brahmin, Kshatriya, Vaishya and Shudra. The Holy Scriptures had regarded this division into four Varnas' as the ideal form of social organization. Dr. Ambedkar believed that the multitude of castes in India was created as a result of mixed unions between the four Varnas'. He had to attack Hindu civilization in the light of casteism and untouchability and its hollow glory. According to him, Hindu civilization was a "diabolical contrivance to suppress and enslave humanity and its proper name would be infamy."

Dr. Ambedkar argued that, it (the cast system) is the most vicious system. That the Brahmin should cultivate knowledge, that the

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'Kshatriya' should bear arms, that the Vaishya' should trade and that the 'Shudra' should serve.

Dr. Ambedkar forcefully argued that the caste system in India has been a major obstacle to her economic growth and development. He says, "The caste maintained the occupation, and as there was no permission to adjust occupations, caste becomes a direct cause of the unemployment we see in the country". The caste system de mutely led to vast unemployment and thus to cries the economy of India.

INDUSTRIALIZATION AND AGRICULTURAL PROBLEMS

Dr. Ambedkar emphasized the problem of small Holdings. The consolidation of the land was attempted up to some extend with failure and success but the second preposition that Dr. Ambedkar had presented yet not given any attention towards it, without which no holding can bring any desired effect. Perhaps that must be the reason where even at consolidation or no progress found or people rejected the consolidation.

Dr. Ambedkar had proposed inferences in favour of India's industrialization as a remedy to her agricultural problems. The striking feature of Dr. Ambedkar argument is that he considered industrialization as a necessary but not a sufficient condition for consolidation of agricultural Land holdings in India Dr. Ambedkar eloquently ponders upon.

The view of the scheme of his study of smallholdings, Dr. Ambedkar treats the capacity of industry to absorb labour and thus reduce the population, pressure on agricultural land as the fundamental said gain divided. Therefore, the industrialization should be adopted as the measures for land consolidation.

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DR. AMBEDKAR’S VIEWS ON AGRICULTURE INCOME TAX

According to Dr. Ambedkar, the socio-economic development of an economy depends primarily upon the availability of adequate finances and their proper utilization. In India, taxation was assigned the central task of collecting sufficient revenue to finance economic development program in spite of low ability to pay taxes due to extremely low levels of income and consumption. The essence of revenue function of taxation policy in the initial stage of development was to cut down the existing level of consumption, particularly of well-off sections, and mop up the savings for public investment. However, as income rose consumption levels were to be prevented from rising and additional revenue generated. The strategy was to channel an increasing proportion of incremental income into building development infrastructure. Taxation was the main fiscal weapon available to the government for this purpose and it has to be used to the hilt. Taxing at progressive rates partly as revenue and partly as equity measure, the government attempted to make both direct and indirect tax rates progressive. However, it is to be noted that the merit of progressiveness has been lost while implementing it in letter and spirit.

DR. B R AMBEDKAR VIEWS ON WATER POLICY AND PLANNING

No less important, but less well known among Ambedkar's contributions to the nation are his direct participation and role in the formulation of certain development policies and planning. At least on two occasions, Ambedkar was directly involved in policy making: once as Law Minister in the Central Cabinet of independent India during 1947-51 and, earlier, as a member of the Viceroy's Executive Council, in charge of the Labour, Irrigation and Power portfolio during 1942-46. Though he made a substantial contribution to the nation's development

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in this position, surprisingly, this aspect of his life has hardly been studied.

An Independent Department of Labour had been created in November 1937, the Department of Industry, which was a part of a combined Department of Industry and Labour, going to the Commerce Department. Subjects like "irrigation", "electricity" and others related to public works were also transferred to the newly created Department of Labour. The policy formulation and planning for the development of "irrigation and electric power" including "hydro-electric power" thus became the major concern of the labour portfolio in July 1942.

The early 1940s, when Ambedkar took charge of irrigation and electricity, were a crucial period for the evolution and adoption of the concept of economic planning at an all-India level. The post-war plan for the reconstruction and economic development for India was then taking shape. The Government took a very ambitious initiative to develop a framework within which positive alternative policies were centrally formulated. It was to be an action plan. The policy regarding water resources and electric power development was conceived, initiated and was given a definite shape as part of this programme.

B R AMBEDKAR VIEWS ON LABOUR WELFERE AND TRADE UNIONS

Labour welfare implies the setting up of minimum desirable standards and the provision of facilities like health, food, clothing, housing, medical assistance, education, insurance, job security, recreation etc. Such facilities enable the worker and his family to lead a good work life, family life and social life. Labour welfare also operates to neutralise the harmful effects of large-scale industrialisation and urbanisation. Labour welfare activity in India was largely influenced by humanitarian principles and legislation. During the early period of industrial development, an effort towards worker's welfare was made

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largely by social workers, philanthropists and other religious leaders, mostly on humanitarian grounds.

Industrial workers in India had to go through many decades of privation since in the early days of the factory system of production, Workers were considered as a commodity, which could be easily procured and readily replaced. Low wages, long hours of work, insecurity of employment, insanitary working and living conditions, persecution for trade union activity, and grave social and economic injustice brought untold miseries to the working class. Industrial unrest assumed serious proportions and industrial relations were badly strained. A major portion of Indian society consists of the depressed and deprived masses. They have endeavoured the wrath and wrongs, physical and mental tortures of their employers for ages. Despite this fact that they are backbone of the Indian society, India, a developing country, cannot survive and progress without them, it was evidently clear to the desiring freedom fighters and able constitution makers like Dr. B.R. Ambedkar. They framed several provisions in Fundamental Rights and Directive Principles of State Policy, to raise the weaker segment to the general level. On different occasions he dealt with the problems of landless labourers, small holdings, Khoti system, Maharwatan, collective farming, land revenue, currency system and abolition of land lordism.

Dr. B R AMBEDKAR STRATEGY FOR ECONOMIC DEVELOPMENT

Dr. Ambedkar believed that the thrust of the strategy of India's economic development should be on eradication of poverty, elimination of inequalities, welfare work for labourers and on ending exploitation of the masses. Dr. Ambedkar accepted the Marxian view that there is exploitation in the world; that the poor are exploited by the rich, employees are exploited by their employers, and that the enslavement

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of the masses by the privileged few leads to perpetuation of poverty and its attendant suffering. Yet Dr. Ambedkar did not sympathise with the Marxist paradigm of development.

Dr. Ambedkar was aware of the nature of capitalism and its effect on the common man. He did not believe in the big businessmen. He was of the opinion that their lives were luxurious due to the sweat of the labouring classes. Business-houses had continuously exploited the masses.

Dr. Ambedkar realized that capitalists had not done anything specifically for the lower strata of the society. He was aware that capitalism presupposes the existence of freedom of enterprise and laissez-faire policy. But it also makes for class conflicts, lack of coordination and wasteful competition. Still he did not totally reject the concept of capitalism.

Dr.B R AMBEDKAR ON MARXISM

Dr. Ambedkar regards Carl Marx as the father of modern socialism or communism. Karl Marx was one of the greatest thinkers of his time. The central idea of Marxism can be described as a theory of value and exploitation combined into the study of progress of history and prophecy regarding the collapse of the capitalistic system.

Dr. Ambedkar studied in depth the creed of Marxism. In his opinion, "Marx was more interested in proving that his socialism was scientific. His crusade was as much against capitalists as it was against those whom he called the Utopian socialists." He further pointed out, by scientific socialism what Carl Marx meant was that his brand was inevitable and inescapable and that society was moving towards it and that nothing could prevent its march. It is to prove this contention of his that Marx principally laboured.

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It is true that Marxism supplies a way of life to be worked out into a practical shape. From this point of view, it is essentially a theory of method. It seeks to lay down the principles up to which transition from capitalism to socialism is to be accomplished, and its two essential doctrines are the class war and the revolutionary, that is, forcible transference of power to the proletariat. In it, the economic element is the dominant, more accurately, determinant factor in man's life.

Dr. B R AMBEDKAR ON STATE SOCIALISM

Dr. Ambedkar believed in placing an obligation on the state to plan the economic life of the people on lines which would lead to highest point of productivity. Without closing every avenue to private enterprise and also provide for the equitable distribution of wealth. Dr. Ambedkar prepared a memorandum "States and Minorities" and submitted it to the Constituent Assembly on behalf of All India Scheduled Castes Federation. The memorandum was unique and depicts the blue print of Dr. Ambedkar's model of economic development. His model of economic development further represents a modified form of state socialism which has two special features:

 It propels state socialism in important fields of economic life,

 It does not leave establishment of state socialism to the will of legislature. It establishes state socialism as the law of the constitution and thus makes it unalterable by any act of the legislature and executive. By 'Democracy' Ambedkar refers to fundamental changes in the social and economic life of the people and the acceptance of those changes by the people without resorting to disputes and bloodshed.

Dr. Ambedkar emphasized so much on economic democracy because political democracy cannot last unless there lies at the base of it economic democracy. And "to a poor man the right to vote is not as important as the right to have a loaf of bread."

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Dr. Ambedkar was conscious of the intimate connections between individual liberty and the shape and structure of the economic aspect of social life. Therefore, in order to make the principles of one man, one value, real and operative, he wanted political democracy to be enforced by economic democracy.

DR. AMBEDKAR VIEW ON ‘ECONOMIC LIBERALIZATION’

Responding to the libertarian argument that where the state refrains from intervention in private affairs - economic and social - the residue is liberty, Dr. Ambedkar says: "It is true that where the state refrains from intervention what remains is liberty. To whom and for whom is this liberty? Obviously this liberty is liberty to the landlords to increase rents, for capitalists to increase hours of work and reduce rate of wages." Further, he says: "In an economic system employing armies of workers, producing goods en masse at regular intervals, someone must make rules so that workers will work and the wheels of industry run on. If the state does not do it, the private employer will. In other words, what is called liberty from the control of the state is another name for the dictatorship of the private employer."

India's experience with neoliberal reforms since 1990 shows that Dr. Ambedkar's apprehensions regarding the implications of the unfettered operation of monopoly capital, both domestic and foreign, were far from misplaced. As has been documented and written about extensively, during this period of neoliberal reforms, there has been no breakthrough in the rate of economic growth. At the same time, there has been a distinct slowing down of the rate of growth of employment and practically no decline in the proportion of people below the poverty line. Agriculture has been in a crisis for some time now and the rate of growth of industry has also been declining for several years now. At the same time, despite a slower growth of food grains output, the

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government is saddled with huge excess stocks, which it seeks to sell abroad or to domestic private trade at very low prices.

DR. AMBEDKAR VIEW ON COMPTROLLER AND AUDITOR- GENERAL OF INDIA

Dr. B. R. Ambedkar considered the CAG the most important functionary in the constitution even more than the judiciary. The provision is found in Part V, chapter V of the Constitution of India, Article 148 is about the appointment of CAG but certainly procedure is to be prescribed for the said appointment to make the said appointment impartially. As like the said appointment other important functionary bodies that are Central Vigilance commission and the National Human Rights Commission on appointment of said body the procedure is prescribed but the State has still failed to prescribe the procedure for CAG. The Article 150 is about account of Union and State has to be kept with the CAG, and audit reports under Article 151 are also of CAG which are been laid before each house of Parliament and the report of CAG relating to account of State are laid before the legislature of the State. If the function of the CAG is so important then procedure isrequired for selection of CAG. In other words after 65 years of Independence the State has failed to follow the Constitution in real sense.

Dr. AMBEDKAR'S CONCEPT OF 'MIXED ECONOMY'

Dr. Ambedkar favoured a 'Mixed Economy', partly public sector and partly private. He did not want to close all avenues of business and trade, technical progress and full utilization of resources. While presenting a memorandum on State and Minorities, he clearly stated, "The main purpose behind the clause is to put an obligation on the state to plan the economic life of the people on lines which would lead to the highest point of productivity without closing every avenue to private enterprise, and also provide for the equitable distribution of wealth."

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Dr. Ambedkar was against monopoly in every form, because he knew that monopoly leads to exploitation. Monopoly of private sectors sucks the blood of the common man directly or indirectly. It does so directly in the sense that it extracts work at low level of wages from the labourers and indirectly it raises costs of their products by creating artificial scarcities. Therefore, Dr. Ambedkar favoured mixed economy concept under which both public and private sectors are exist while key industries like defence, railway, electricity etc. Are controlled and run by the state, on the other hand, private sectors are Also flourished in the rests industries.

Dr. Ambedkar suggested that the main thrust of the economic plan must concern labour. According to him, “the purchasing power of the people must be increased by improvement in the efficiency and consequently the productivity of the labour on the one Hand and simultaneous development and reorganization of agriculture and industries and services on the other”. He further stated that, the improvement of the living condition and increase in purchasing power will fail in their effect if they do not result in more equitable distribution of wealth that is produced. The provision of various amenities free or at reduced cost to the poorer classes such as education, medical relief, water supply and other public utility services including electric power will have that result. The general improvement in the health and efficiency of labour will tend the same way. The positive measure to secure a faire deal for labourers to ensure them a reasonable wage together with such provision as maternity and sickness benefit holidays with pay etc. will have the same effect.

However, Dr. Ambedkar argued that planning must focus on the poor masses of the Indian society, particularly poor working class. For that purpose, public sector entrepreneurs should be there. Hence, Dr. Ambedkar does not want that all sectors of production should be nationalized. Some of them should be put under democratic control,

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that is, in the hands of private organizations. It is the will of the people which should determine whether a particular thing has to be realized through democratic control or through state control.It is clear that if he were alive today, he would have certainly argued for 'privatization' of some of the lines as some of the public sectors industries have not been successful in achieving the goal of high productivity, in spite of the fact that they have the best men and material with them. Therefore, he was rightly against complete nationalisation of economy and state monopoly.

Suggestions

1. The current scenario of Indian economy, inflation, farmer conditions, India's large young labour force not being fully utilized for the economic development, we need to reconsider the thoughts of Dr.B.R Ambedkar and again frame our economic policies towards better economical growth of India.

2. Dr.B.R Ambedkar thought that fast development of India is impossible without Industrialization. According to him creating large scale employment produces essential goods for mass consumption. It utilizes raw materials, reduces foreign dependence and increasing security to labour, and ultimately leads to the overall economical development of the country. The private sector industries cannot make big industries for want of large scale investments. So, government should come forward to start large scale industries .The smaller industries should be kept in private sector. The insurance and transport companies should be nationalized. Rights to strike should be given to labourers. After the independence the industrial policy of the Indian government is in keeping with Dr. B.R Ambedkar expectations.

3. Dr.B.R Ambedkar’s contribution to economic development and

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progress of women is significant. According to him, “participation of women in the economic development is impossible without developing their social status and equality. But due to bad economic conditions of women in India, India's economic progress is hampered”. So, it is important to improve the economic condition of women and give those equal rights and freedom of occupation.

4. Dr.Babasaheb Ambedkar's concepts of family planning, upliftment of women and human capital and many others are important contribution to the development of the Indian economy. As the existing laws and reforms land ceiling Act, minimum wages Act, Distribution of surplus land etc are not effective it is essential to reconsider them in the context of Dr.B.R Ambedkar's perspective.

5. What follows is an attempt to understand and highlight the role and contribution made by Ambedkar and his department during 1942-46 to this aspect of India's development. Their achievements were in terms of policy formulation, creation of an administrative apparatus and technical bodies at the Centre that provided an alternative solution to state-Central problems, and setting in motion several present-day major and medium river valley projects.

6. Dr.B.R Ambedkar recommended collective farming under State socialism, a scheme to be incorporated in the constitution of India. But as the state socialism was deemed to be a rigid form for India, and thus the leaders of the nation thought of cooperative farming advantageous for large scale farming, without abolition of private land property, they accepted mixed economy for India and rejected State socialism. But the significance the scheme is in exhaustible and time immortal. He regarded it to

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be collective farming, which was to be executed as Agriculture system. The scheme enticed the planners of India and few good attempts were made under cooperative farming after independence.

7. Dr.B.R Ambedkar recommended that Moneylenders should be compelled to maintain their record of all lending operations and mandatory issue of pass books giving details of transactions between the lenders and borrowers with corrective measures of check to their licences to be hold up of renewal or cancel at the failing to obey the regulations.

8. By this one was to gain productive employment, which would contribute to the national dividend and such action would remove the psychological disease of untouchability in town and cities and one would gain education to elevate self respect, self confidence and self efforts. If there is no earning, no surplus and no capital in agriculture then for earning capital, the idle labour must be put to use in business other Than agriculture.

9. Labour's creed is internationalism. Labour is interested in nationalism only because the wheels of democracy such as representative parliaments, responsible executive, constitutional conventions, etc.- work better in a community united by national sentiments. Nationalism to labour is only a means to an end. It is not an end in itself to which labour can agree to sacrifice what is regarded as the most essential principal of life.

Conclusion

Dr.B.R Ambedkar’s economic ideology is the guidance document. The application , in steps and phases can only be implemented when the mazdoors in both the formal and the informal sector, kisans , landless workers , rural and urban men and women without livelihoods and entitlements, adivasis, artisans , bundkars,

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students , teachers , educated unemployed , technicians and engineers ,employed or unemployed , subscribe and dedicate themselves to a better future for all . Quite obviously the Dalits as a caste group are not sufficient in numbers to change the system, its core policies, priorities and its structure without joining with the other oppressed groups, communities and demonstrating an overwhelming democratic majority. Dr.B.R Ambedkar had emphasized this again and again in all his writings and speeches. For this a United Front of all sections and elements who constitute the exploited majority must be forged as a federation with decentralization as its watchword.

Bibliography

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3. Dr. M. R. Ingle: “Relevance of Dr. Ambedkar‟s Economic Philoshophy in the current scenario” International Research Journal, Sep, Vol 1 Issue 12, pp35-36, 2009.

4. Dr.Narendra Jadhav: Dr. Ambedkar's Economic Thought and Philosophy, Bombay Popular Prakashan, 1999.

5. Hegde O D: “Economic Thought of Dr. B R Ambedkar”, Mohit Publications, New Delhi,1998.

6. Jatava: B.R Ambedkar in Modern World, ABD Publishers, Jaipur, 2008.

7. K shirsagar Ramchandra Kamaji:Political thought of Dr. Babasaheb Ambedkar, Intellectual publishing house, New Delhi, 1992.

8. K.Sateesh Reddy & P.Ramaiah: Dr.B.R.Ambedkar's Economic Philosophy, Delta Publishing House, New Delhi,1994.

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9. Kadam, K.N.: ‘Dr. Babasaheb Ambedkar and the Significance of his Movement’, Popular Prakashan Private Limited, Bombay,1993.

10. Kuber,W.N: B.R.Ambedkar–A Critical Study, Publication Division, Ministry of Information and Broadcasting, Government of India, New Delhi, 1987.

11. Misra & puri: Indian Economy, Himalaya publishing house ,New Delhi,2015.

12. Raj Kumar : Economic thoughts of Dr. B. R. Ambedkar, Commonwealth Publishors Pvt. Ltd., New Delhi,2011.

13. Rajshekhariah: ‘Dr.B.R. Ambedkar–The Quest for Social Justice’, Uppal, New Delhi,1989.

14. Ramesh singh: Indian Economy, Mc Grawhill publications,New Delhi,2015.

15. Rodriguez Valerain: ‘The essential Writing of B.R. Ambedkar’, OxfordUniversity press, valerian Road, Delhi 2002.

16. Saharla R.P.: " Economic Thoughts of Dr. B. R. Ambedkar, The Economic Challenger, no. 14, Issue 54, Jan- March, 2012.

17. Sarode Jayashri Purushottam: Impact of Dr. B. R. Ambedkar's Thought on Indian Economy", Research Analysis and Evaluation, Vol. 4 , Issue 42, 2013.

18. Singariya M.R: “Dr. B. R. Ambedkar: As an Economist” International Journal of Humanities and Social Science Invention, Vol. 2, Issue (3), pp 24-27, 2013.

19. Sukhadeo Thorat: Ambedkar's Role in Economic Planning and Water Policy, Shipra Publications, New Delhi,1998.

20. Thorat, Sukhadeo; Kumar, Narender: B. R. Ambedka’s perspectives on social exclusion and inclusive policies, Oxford University Press,New Delhi, 2008.

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QUALITIES OF LEADERSHIP

Dr.D.Rekha Post Doctoral Fellow Department of Sahitya R.S.Vidyapeet ,Tirupati

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HEIDEGGER PHILOSOPHICAL THOUGHT: BEING AND TIME

Gopal Mallam Research scholar Department of Philosophy Osmania University, Hyderabad

Abstract : This paper deals with The secret of Being and Time and of its constant cultural and philosophical presence lies in its unusual hermeneutical richness. Being and Time becomes, so to speak, a precise seismometer capable of detecting the slips and falls of the contemporary era with surprising accuracy. It offers us an exact scan of the ethical and moral conscience of our time. Being and Time does not develop a philosophical theory among others, rather it faces the challenge of thoroughly reflecting upon the dilemma that is constantly present in philosophy, namely the question of human being and its relation to being in general. From this point of view, I would like to consider the possibility of reading this fundamental work of Heidegger as an ethics of the care, that is, as book that promotes a cultivation of the self and the other.

Keywords: Authenticity; Care; Constancy; Falling Prey; Friendship;

Introduction

Still today, Being and Time remains a magical work, a title composed of two intriguing words that, in its complex simplicity, attempts to reconsider the fundamental question in the history of philosophy: the question of being. The secret of Being and Time and of its constant cultural and philosophical presence lies in its unusual law. Being and Time does not develop a philosophical theory among others, but rather it faces the challenge of thoroughly reflecting upon the dilemma that is present in traditional philosophy. How does Heidegger face this

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challenge? Mainly by reexamining the fundamental problem that has pervaded Western thought: the problem of being. However, he does this in a peculiar way, by bringing together the basic concerns of the contemporary time period: the disillusionment of the modern world, the conflict of traditional values, the decline of metaphysics, the fleeing of the gods, the realms of technology, the hegemony of instrumental rationality and the search for new symbolic resources for mankind. In this sense, Being and Time becomes a precise seismometer capable of detecting with surprising accuracy the slips and falls of the contemporary era, offering us an exact scan of the ethical and moral conscience of our time. Hence, its enduring relevancy, even well into the 21st century. From this point of view, I would like to consider the possibility of reading Being and Time as an aesthetics of existence, that is, as a book that promotes a cultivation of the self.

Being and Time has the ability, as Susan Sontag comments regarding the picture, of sloughing off the flakes that obscure our everyday vision, and, in so doing, of creating a new way of viewing reality (Sontag, 1977: p. 105ff). In a strong and passionate tone, solicitous and at the same time distant, attentive to detail but without losing sight of the main focus, Being and Time allows us to grasp the social world just as it is, including its misfortunes. Philosophy can be benign, but it is also an expert in cruelty when it comes to portraying the symptoms of a society that is sick, idle and decadent. A harsh diagnosis of reality that, in his own way, Nietzsche had already put forward in his Untimely Meditations which depicted German cultural society as a time period dominated by professors and technocrats, and by military and government officials. From this point of view, Being and Time has its full share in the climate of intellectual unrest, of existential inhospitality and of spiritual uneasiness of an era dominated by the decadence of heroes. One finds multiple portrayals of a fragmented society and of a lack of idols in works of the time period such as Robert

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Musil’s The Man Without Qualities, Thomas Mann’s The Magic Mountain, James Joyce’s Ulysses, Franz Kafka’s The Metamorphosis, and, in a very visual way, Edvard Munch’s The Scream, and in Robert Wiene’s film The Cabinet of Doctor Caligari.

Being and Time and the Spirit of Its Era

Therefore, it is hardly surprising that from this bleak landscape of German society there spontaneously emerge questions that are in some way or another related to the sense of human existence. What is there to do with a civilization that is drifting without direction? How can one escape a technical rationality that calculates all the variables of human existence that eliminates all trace of human individuality and that subjects personal will to the causal order of science? The spirit feels trapped and distrusts a positivist discourse that aims to construct an ideal society and to rationally govern the course of history. Life needs to make a way for itself and to break away from false conceptions of the world. One must look back upon reality and face the complex question of how to recapture the immediacy of life experience. This means we must launch an enormous effort towards destruction and creation of a new philosophical language that overcomes the conceptual constraints of science and metaphysics. Sometimes one cannot ignore in the young Heidegger the voice of the “lawbreaker self” of the protagonist of Dostoyevsky’s novel, Notes from Underground, which calls back to an independent and autonomous self. That underground self, like the pre theoretical life which Heidegger speaks of in his first lecture courses at Freiburg, rejects the Euclidian world of positive rationalism that seeks to resolve the complexity of human problems with the precise procedures of logic and arithmetic. It is simply a matter of preserving the uniqueness of each individual without resigning oneself to being another face in the crowd. In short, one must constantly practice a hermeneutic of suspicion in order to return to the individual the capacity of thought and action.

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In this sense, we need persons with charisma who are capable of updating the old structures of thought and behavior. Philosophy should respond to the fundamental questions of human existence, even though this may mean going against the established order. Living philosophically is equivalent to living precariously and thinking against preconceived norms. The young Heidegger becomes an echo of this call, already taking on the challenge of developing a new idea of philosophy in his first lectures of 1919. We find ourselves, as Heidegger comments with a certain tone of drama, at the crossroads that decides upon “the very life or death of philosophy. We stand at an abyss: either into the nothingness, or we somehow leap into another world” (Heidegger, 1987: p. 63). We are at one of the most philosophically and personally decisive moments in Heidegger’s life. On the one hand, we observe his break with the system of Catholicism and his Protestant marriage to Elfredi Petri and, on the other hand, there are clear signs of estrangement with respect to his solid theological and Neo-Kantian training which points towards the development of a hermeneutics of factual life. In this sense, Karl Löwith shrewdly portrays the peculiar personality of the young Heidegger: “A Jesuit by education, he became a Protestant through indignation; a dogmatic through education; an existential pragmatist through experience; a theologian by tradition, and an atheist as researcher” (Löwith, 1986: p. 45). Different aspects of a person who attempts to grasp a phenomenon as mysterious, as slippery and as foggy as that of human existence in its utter facticity. Life presents itself to the young Heidegger as an enigma waiting to be understood. The decipherment of that enigma sets the course for an early philosophical itinerary that will gloriously culminate in his great book, Being and Time (1927).

Heidegger responds to this problem from a totally new perspective: an analysis of human life and its peculiar ability to face its inherent tendency to fall. The analysis of human existence that is carried out in

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Being and Time, and therefore in previous lectures, is really an analysis that turns against the tendency that life shows towards repeatedly falling prey to the clutches of public opinion with the aim of giving it successful form, as if life were a work of art to which Being and Time intends to impart a beautiful appearance.

Being and Time and the Cultivation of the Self

Heidegger, as we know, avoids the classical definition of man understood as a rational animal. Human existence basically consists of care (Sorge). This conception of human nature may perhaps surprise the reader of Being and Time, but it is not new by any means, but rather dates back to the ancient tradition of the care of the self and of the care of the soul. Heidegger himself admits having found the concept of “care” in the ancients and points out its importance for Greco- Roman philosophy and Christian spirituality. Thus, for example, regarding a comment on the last letter of Seneca, specifically epistle CXXIV, he writes:

The perfectio of human being—becoming what one can be in being free for one’s ownmost possibilities (project) —is accomplishment of care” (Heidegger, 1986: p. 199).

From this perspective, Being and Time can be read within the framework of a long tradition of the care for the self, initiated by Plato, practiced by the different Hellenistic schools, later forgotten by the philosophy of the scholastic era and, finally, taken back up by authors such as Michel de Montaigne, Blaise Pascal, Arthur Schopenhauer and Friedrich Nietzsche, which reaches its greatest contemporary expression in Michel Foucault’s ethics of care.

Here is not the proper place to exhibit the concrete decisions and the flourishing stages of this tradition3 . It is sufficient to remember its central idea, simplified in Plato’s simple assertion that the human soul is in movement (Plato, 1956, 896a). In the majority of cases, mankind

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lives absorbed in its daily worries, victim to its desires and passions, chained to its professional ambitions and dependent upon economic and material factors. The movement of the soul, nevertheless, allows one to look back upon oneself, that is to say, it provokes a conversion of the gaze, and it makes an internal change possible. However, this self- cultivation is not motivated by narcissistic interests and aestheticizing criteria (a charge which, on the other hand, is frequently brought against Foucault). Focusing on the interior world does not exclude but, in fact, directly draws our attention to the evils of society. In this sense, self-escalation comes accompanied by a movement of the liberation of the ego’s always limited perspectives and demands. The young Heidegger was already very conscious of this potential confusion when he points out in his 1921 course about Augustine that The self-concern appears easy and convenient, interesting and superior as “egoism”. (…) Really: self-concern is precisely the most difficult, taking oneself to be less and less important by engaging oneself all the more; positing to oneself precisely an “objectivity” in the face of which that of the generality is mere playfulness, a convenient getting-done of the things themselves and of the beings and their connections (Heidegger, 1995: p. 241).

The call for Dasein to take care of itself, to pay attention to its own being, even the later idea of letting itself experience a calming of the spirit like serenity (certainly, very close to Epicurean ataraxia), invites one to read Being and Time from the stimulating perspective of the care for the self (Adrian, 2013).Does Heidegger’s suggested similarity between Dasein and the soul perhaps not authorize such a reading?

At first glance one can observe a considerable amount of relatedness between Being and Time and the ancient tradition of the care for the self (in both its Greek and Latin equivalents of epimeleia heauton and cura sui, respectively). In both cases, it is a question of opening up the possibility of a self that is more intense, more fundamental and

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appropriate, and one that realizes the human tendency to get lost in things, to get caught in the whirlwind of daily tasks, and to be influenced by public opinion. It is exactly this dual possibility of leading a life that is in between authenticity and in authenticity, perdition and salvation, ignorance and wisdom that is a constituent part of the care’s fundamental ambivalence. Echoing another basic dimension of the tradition of the care of the self, Heidegger speaks of a “conversion,” of an “about-face,” of a “turning back” (Hinkehr) of Dasein from its starting position of fleeing (Abkehr) from itself to describe this possibility of care’s changing direction (Heidegger, 1986: pp. 184-185). As it is known, Heidegger insists upon the idea that Dasein regularly becomes distanced from itself. To use one of his preferred expressions, human beings are more frequently far away from themselves (weg-sein) than they are there (da-sein). This is why he speaks of a “being alert,” of a “being awake” (Wachsein) to describe the secret (and, in the end, ethical) purpose of the analysis of human life that is programmatically developed for the first time in the well-known 1923 course Ontology. The Hermeneutics of facticity (Heidegger, 1988: p. 10). Wegsein is a form, albeit deficient, of Dasein. It is this self-neglect, this estrangement that is attacked by Heidegger, who—as a good phenomenologist— wants, on the one hand, to stimulate the ability to be open to oneself and, therefore, to being, and, on the other hand, to fight the obstruction that idle talk (Gerede) exerts on this openness.

In a similar way to the majority of ancient philosophers, Heidegger not only shows an occasional interest in the tendency of individuals to become estranged from themselves, but rather he interprets this movement as them truly fleeing from themselves. In this context, Heidegger uses the expression “plunge” (Absturz) and “eddying” (Wirbel) to respectively describe the “groundlessness and nothingness of inauthentic everydayness” and the “movement of falling prey” (Heidegger, 1986, 178). Starting with Pascal’s harsh comments about

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fleeing from oneself, Heidegger traces back the root of this phenomenon to the movement of falling (Verfallen) in the world of things6 . This is a leitmotiv as much as in Heidegger’s early work as in Being and Time, which is conveyed in the well known difference between authenticity (Eigentlichkeit) and in authenticity (Uneigentlichkeit). Indeed, authenticity and in authenticity denote nothing more than the two possible paths that Dasein can take in carrying out its existence: either flee from itself and from its more appropriate choices, or embrace these choices as a manifestation of responsibility in the form of a wanting-having-conscience. In sum, the presence of the topic of self-knowledge, which Heidegger rechristens transparency (Heidegger, 1986: p. 146), places us before one of the most important tasks of epimileia heauon, of understanding the possibility of being-self as “constancy of the self” (Ständigkeit des Selbst).

The constancy of the self in the double sense of constancy and steadfastness is the authentic counter-possibility to the lack of constancy (Unselbst-ständigkeit) or irresolute falling prey. Existentially, the constancy of the self (Selbstständigkeit) means nothing other than anticipatory resoluteness (Heidegger, 1986: p. 382).

Obviously, there are more than a few critics who reject this approach to reading Being and Time, even Heidegger’s text itself offers a certain amount of resistance. The first and clearest objection is that Heidegger, in contrast to the ancient thinkers, does not analyze life’s concrete characteristics, he does not establish anything prescriptive, does not formulate anything imperative. His analysis is purely formal. One cannot forget that “in the existential analytic we cannot, on principle, discuss what Da-sein factically resolves upon” (Heidegger, 1986: p. 382). Nevertheless, it is worth remembering that the ancient authors who defended a epimileia heauton are not noted for subjecting themselves to a series of prescriptive behaviors through which their self-care becomes universally defined. Rather than prescribe universal

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rules of behavior, they offer instructions on how to lead, carry out, and complete a full life. The tradition of the care of the soul returns the individual to his/her particular situation; it awakens the feeling of responsibility toward oneself. In short, the practices of self refer to a choice of life, that is to say, they do not present themselves as an obligatory category that is imposed universally, but rather, in Heideggerian terms, they possess an indicative-formal character that establishes Dasein’s way’s of being. When it comes down to it, can it not be said that “universal phenomenological ontology, which taking its departure from the hermeneutics of Dasein” (Heidegger, 1986: p. 38), tries to establish the conditions of possibility of authentic life? It is true that the ontological analysis of Being and Time is not guided by a particular ideal of life, that is, it does not offer “a definite ontic interpretation of authentic existence” (Heidegger, 1986: p. 301). However, paradoxically, is Being and Time not the incarnation of a concrete task such as the questioning of being and the establishment of its conditions of what is possible?

The solution that Heidegger will later refer to in Being and Time registers, ultimately, in the sphere of the practical question about the meaning that we want to give to our existence, which finds itself always destined to shift between one of two possibilities: now an improper existence now a proper existence. Here again it is highlighted that the practical question obligates one to confront oneself. Evading freedom is as significant as fleeing from oneself. The available time to make a choice which is opened by the practical question has the nature of a “self-choosing” which offers the possibility of a self-determination of our being, free from prescribed norms; an assessment that is in accordance with the phenomenon of differentiation that Dasein undergoes because of the anxiety that “reveals to it authenticity and in authenticity as possibilities of its being” (Heidegger, 1986: p. 191). Thus, there exists a scope of decision in which one considers how to

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carry out one’s existence. The same structuring of the work in two large sections aims to conceptually express the existential hiatus in which contemporary man lives: the first section develops a complex hermeneutics of everyday life that analyzes the different forms of estrangement and fleeing from oneself, while the second section proposes a hermeneutics of responsibility through which the individual becomes critical of his real state of disorientation. In both cases, Heidegger advances a genuine hermeneutics of the self. Just like what happens with Hellenistic philosophies and with late Foucault that develop a hermeneutics of the practices of the self that is parallel to biblical hermeneutics, Heidegger first offers a complete diagnosis of the evils of the time period in order to later recommend an appropriate remedy. It is a matter of carrying out self-reflection in order to get to know yourself regarding your own limits, your relationships with others, your contact with the world and, in conclusion, your choices in designing your own life according to freely and independently chosen criteria. Life, in short, is subjected to a constant test. There is no situation that always returns unchanged, that is, every life situation must be weighed calmly and analyzed for itself in order to offer an answer that is appropriate to the circumstances of the moment. This is undoubtedly the ideal of the sensible and wise man depicted by Aristotle. And this explains, in part, the fascination that the young Heidegger experienced from reading Nicomachean Ethics, to which he dedicated a commendable exegetic effort (as is shown by his substantial and brilliant interpretations of the sixth book in the course of his first lectures of the winter semester of 1924/25).

Conclusion

How do we access to the other? How does the other come to manifestation? First and foremost, in the mode of being of hearing, hearing constitutes Dasein’s most authentic openness to its own most possibility of being, as in hearing the voice of the friend whom every

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Dasein carries by itself. By hearing the voice of the other, which is deeply rooted in its own self, Dasein becomes open to the being of others in the peculiar modality of solicitude (Fürsorge). This allows the establishment of an authentic bond in which the other is liberated to its own freedom (Heidegger, 1986: p. 122). The possibility of the ethical encounter of the other as irreducible otherness is the positive counterpart of the mode of being solicitous to the other. In authentically hearing the voice of the friend that each Dasein carries by itself, Dasein does not merely listen to the impersonal voice of the public “they” but also becomes opened to the recognition of the otherness as such. Ontically speaking, as Duarte points out, “it means that Dasein has become genuinely friends with the other” (2005: p. 27), without leveling the other to the dominating values of the public sphere. Resolute Dasein has, thus, acquired the possibility of an authentic, responsible and respectful encounter with the other. In an ontological sense, friendship is the possibility of caring for the other respecting its own space of freedom and self-determination. A further analysis of friendship and the constitution of the self should allow us to trace a path in Being and Time that connects the ontological to the ethical.

References

 Adrian, J. (2013). Sein und Zeit und die tradition der selbstsorge. Heidegger Studien, 29, 194-210.

 Bambach, Ch. (1995). Heidegger, Dilthey and the crisis of historicism. London: Cornell University Press.

 Domanski, J. (1996). La philosophie, théorie o manière de vivre? Les controverses de l’Antiquité à la Renaissance. Fribourg/Paris: Éditions Universitaires Fribourg and Éditons du Cerf.

 Duarte, A. (2005). Becoming other: Heidegger and the trace of a postmetaphysical ethics. Selected Works, 1-31.

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 Grondin, J. (1994). Das junghegialinische und ethische Motiv in Heideggers Hermeneutik der Faktizität. In I. Féher (Ed.), Wege und Irrwege des neueren Umgangs mit Heideggers Werk (pp. 141-150). Berlin: Duncker & Humblot.

 Heidegger, M. (1985). Phänomenologische interpretationen zu Aristoteles. Einführung in die phänomenologische Forschung. Frankfurt am Main: Vittorio Klostermann.

 Heidegger, M. (1987). Zur Bestimmung der philosophie. Frankfurt am Main: Vittorio Klostermann.

 Heidegger, M. (1989). Die Grundprobleme der Phänomenologie. Frankfurt am Main: Vittoiro Klosterman.

 Heidegger, M. (1995). Phänomenologie des religiösen Lebens. Frankfurt am Main: Vittoirio Klostermann.

 Heidegger, M. (1986). Sein und zeit. Tübingen: Max Niemeyer.

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DESIGN OF AN AIR DISTRIBUTION SYSTEM FOR A MULTI-STOREY OFFICE BUILDING

L.Tabitha M.Tech-2 Year Thermal Engineering Stanley Stefan College of Engineering & Technology Kurnool,A.P. Introduction

There are many types of air conditioning system like window air conditioners, split air conditioners etc. but these AC’s system are used in small room or office where cooling load required is low. When the cooling load required is very high like multiplex building, hospital etc. central AC’s system are used. In central AC’s system the cooled air is directly not distributed to the rooms. The cooled air from the air conditioning equipment must be properly distributed to rooms or spaces to be cold in order to provide comfort condition. When the cooled air cannot be supplied directly from the air conditioning equipment to the spaces to be cooled, then the ducts are installed. The duct systems convey the cold air from the air conditioning equipment to the proper air distribution point and also carry the return air from the room back to the air conditioning equipment for reconditioning and recirculation.

As the duct system for the proper distribution of cold air, costs nearly 20% to 30% of the total cost of the equipment required. Thus, it is necessary to design the air duct system in such a way that the capital cost of ducts and the cost of running the fans are lower.

Classification of ducts

The duct may be classified as follows:

1.Supply air duct – The duct which supplies the conditioned air from the air conditioning equipment to the space to be cooled is called supply air duct.

2.Return air duct – The duct which carries the reciprocating air from

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the conditioned space back to the air conditioning equipment is called return air duct.

3.Fresh air duct – The duct which carries the outside air is called fresh air duct.

4.Low pressure duct – When the static pressure in the duct is less than 50 mm of water gauge, the duct is said to be a low pressure duct.

5.Medium pressure duct - When the static pressure in the duct is up to 150 mm of water gauge, the duct is said to be a medium pressure duct.

6.High pressure duct - When the static pressure in the duct is from 150- 250 mm of water gauge, the duct is said to be a high pressure duct.

7.Low velocity duct – When the velocity of air in the duct is up to 600 m/min, the duct is said to be a low velocity duct.

8.High velocity duct - When the velocity of air in the duct is more than 600 m/min, the duct is said to be a high velocity duct.

Duct Material:

The ducts are usually made from galvanized iron sheet metal, aluminium sheet metal or black sheet. The most commonly used duct material in the air conditioning system is galvanized sheet metal, because the zinc coating of this metal prevents rusting avoids the cost of painting. The sheet thickness of galvanized iron duct varies from 0.55 mm to 1.6 mm. The aluminium is used because of its lighter weight and resistance to moisture. The black sheet metal is always painted unless they withstand high temperature.

Now a day, the use of non-metal ducts has increased. The resin bounded glasses are used because they are quite strong and easy to manufacture according to the desired shape and size. They are used in low velocity application less than 600 m/min and for a static pressure below 5 mm of water gauge. Sometimes cement asbestos duct also used

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for underground air distribution. The wooden duct may be used in places where moisture content in the air is not very large.

Duct Shape: Fig 1. Shows different duct shapes:

Fig.1 Various Shapes of Duct

1. Circular/round duct: For a definite cross-sectional area and mean air velocity, a circular duct has less fluid resistance against air flow than other ducts. It also has better stiffness and strength. The longitude- seamed round ducts and spiral duct are used in commercial buildings. The main drawback of round ducts over the other duct is the more space required during installation.

2.Rectangular duct: Rectangular duct takes less space as compared to the round duct. It can be easily fitted where space is less. Rectangular ducts are less stiff than circular ducts, and also easily fabricated. The

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air leakage in joint of rectangular ducts has a greater percentage than other ducts joint. The rectangular ducts are generally used in low- pressure systems.

3.Flat oval duct: Flat oval ducts have a shape between round and rectangular cross-sectional shown in Fig. 1.1. Flat oval duct have the benefits of both the rectangular and the round duct with less large- scale air disorder and a lesser depth of space required. These ducts are easy to fit and also have lesser air leakage.

4.Flexible duct: Flexible ducts are used to connect the key duct to the incurable (terminal) box. Their plasticity and ease of elimination allow separation and rearrangement of the incurable (terminal) devices. These ducts are made of numerous-ply polyester film reinforced by a helical steel wire core.

From an economical point of view, the circular ducts are preferable because the circular shape can carry more air in less space. This means that less duct material, less duct surface friction, and less insulation is required. Also, the circular ducts have less friction drop than the rectangular ducts.

Fan Coil Unit (FCU)

Fan coil unit is a device consisting of a cooling or heating coil and fan. It is a part of the heating ventilation and air conditioning system used to circulate the cold water into the room. In FCU no need to ductwork and it is used to govern the temperature in the region where it is fitted. It is controlled by either physically or by a regulator.

Fan coil units (FCU) are normally used in places where economic installations are desired such as storage rooms, loading docks and corridors. In high-rise buildings, fan coils may be arranged, situated one above the another from floor to floor and all interrelated by the same tubing loop. FCUs are an admirable delivery apparatus for

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hydraulic chiller boiler systems in large housing and light profitable applications. In these applications the FCUs are mounted in bathroom ceilings and can be used to provide infinite comfort zones - with the facility to turn off vacant areas of the building to save energy.

Advantages of Fan Coil Unit

 The system requires only piping installation which takes up less space than all-air duct systems.

 FCU is available in many sizes, including with a self-finish galvanized steel chassis or a painted casing.

 Sound level in fan coil unit low and zones can be individually controlled.

 FCU is very efficient and energy consumption is less.

 Control and maintenance of FCU is also easy.

Disadvantages:

 The FCU requires more maintenance than "all air" systems, and the maintenance work is performed in occupied areas.

Air Handling Unit (AHU)

Air handling unit (AHU), is a device used to circulate the air as part of a heating, ventilating, and air-conditioning (HVAC) system. An air handling unit is usually a big metal box having a blower, chambers, heating or cooling elements, dampers and sound attenuators. AHU generally connect to a ductwork ventilation system that allocates the cooled air through the house or rooms and takings it to the AHU.

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Fig.2 Air Handling Unit

Air handling unit components as follows:

1.Filters:Air filter is used in the AHU in order to deliver clean dirt-free air to the house occupants. This air filter is generally placed leading in the air handling unit in order to retain all the other apparatuses clean. Depending upon the grade of filtration required, air filters will be organized in two or more successive banks with a coarse-grade section filter provided opposite of a fine-grade bag filter.

2.Heating or cooling elements: Air handlers need to deliver cooling, heating, or both to variation the supply air temperature, and humidity level contingent on the position and requirement. Such conditioning is delivered by a heat exchanger coil. Such coils may be direct or indirect in relation to the medium providing the cooling or heating effect.

3.Humidifier:Humidification is habitually essential in colder weathers

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where nonstop warming will make the air drier, resulting in uncomfortable air quality.Generally evaporative type humidifier is used.

4.Blower or Fan: Air handlers generally employ a big blower, which is driven by an AC generation electric motor to transfer the air. The blower runs at a constant speed. Flow rate of air can be controlled by inlet blades or outlet dampers on the fan. Numerous blowers are used in big commercial AHU, normally placed at the end of the air handling unit and the opening of the source ductwork.

Methodology

This study gives the fundamental principles of duct or air distribution system design for a multi-storey building. There are mainly three types of duct sizing method namely (i) equal friction method, (ii) modified friction method (static regain method) and (iii) velocity reduction method. Now a days, the use of manual duct calculator is normal and computer aided duct design is becoming more popular. Also understanding the friction chart is very important to use this manual duct calculator, because these are the foundations of the other methods. This will provide the necessary knowledge to the duct design error and overcome to the errors.

For designing a proper duct system, it is necessary to estimate cooling load which is used to select the zone and air flow rate that the duct system distributes. Once the air flow rate is determined, the duct system component can be placed. This includes the supply and returns diffusers and decides to air handling unit (AHU) or fan coil unit (FCU) is good for that space.

General rules for duct design

 Air should be conveyed as directly as possible to economize on power, material and shape.

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 Sudden change in direction should be avoided.

 Air velocities in ducts should be within the permissible limits to minimize losses.

 Rectangular ducts should be made as nearly square as possible. This will ensure minimum ducts surface. An aspect ratio of less than 4:1 should be maintained.

 Damper should be provided in each branch outlet for balancing the system.

Duct Design Criteria: The following factors are considered while designing a duct system

1.Space Availability: The sizing of a duct depends on the space available in the building. Ceiling plenums, duct chases, obstruction like walls and beam dictate the size of duct to be used, irrespective of the size at a least cost. At the time of design, the duct coordination is required to avoid sprinkler piping, power and light fixtures. For this, header duct and runouts are easier to locate. Larger the trunk and branch ducts greater the coordination required with equally large piping.

2.Installation Cost: While designing, the duct installation cost is very important. This includes size of ducts, type of material used, number and complexity of the duct fitting and height of the site conditions impacting duct installation labor. Use least no of fitting as possible to lower the installation cost.

3.Air Friction Loss: Air friction loss is affected mainly by the duct size and shape, the material used, fittings used. According to Carrier Handbook‖ round galvanized sheet metal has the lowest friction loss per meter, while the flexible ductwork has the highest friction loss per meter. The quality of fitting has a direct effect on the overall pressure drop of a duct system, smooth and efficient fitting with a low turbulence reduce the duct system air pressure drop. A direct route

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using round duct with less fitting and size changes can have a less friction loss in comparison with the similar size rectangular system with a longer route and size changes at each branch duct.

4.Noise Level: The modern AC systems require control of noise level below a particular level in addition to the control of humidity, temperature and air velocity of excessive noise which causes uncomfortable feeling. The equipment as blowers, humidifiers, motors and many others contribute noise to the air conditioned space. The air passing through the ducts and grills also create noise.

5.Heat Transfer and Leakage: Ductwork that runs through very warm or cold areas can suffer heat gain or loss that effectively reduce the capacity of the cooling and heating equipment, result in occupant discomfort and higher operating cost. Leakage in duct also affects the capacity of cooling equipment and may create odors.

Pressure in Duct

The flow of air within a duct system is produced by the pressure difference existing between the different locations. The greater the pressure difference, the faster the air will flow. The following are the three types of pressures involved in a duct system.

1. Static Pressure (Ps): The static pressure always exists in a duct system. The pressure which is independent upon the air movement called static pressure. This type of pressure pushes against the wall of the duct. It tends to rush a duct when its force is greater than that of atmospheric pressure and tends to collapse when its force is less than that of the atmosphere. These pressures overcome the friction and shock losses as the air is flow.

2. Velocity Pressure (Pv): The velocity or dynamic pressure is equal to the drop in static pressure necessary to produce a given velocity of flow. In other words, it is equal

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to the increase of static pressure possible when velocity is reduced to zero.

3. Total Pressure (Pt): It is the algebraic sum of the static pressure and dynamic pressure.

Pt= = Ps + Pv

Pt = total pressure, Pa

Ps = static pressure, Pa (measured by any pressure measuring instrument)

Pv = velocity pressure

2 ρV =

m3 2 (for air ρ = 1.024 kg/ ) =0.602V2

V = fluid mean velocity, m/s = Q/A

Where, Q = air flow rate, m3/sec , A = cross sectional area, m2

Pressure Losses in Ducts

Pressure is lost due to friction between the moving particle of the fluid and the interior surfaces of a duct. When the pressure loss occurs in a straight duct, then this loss is known as friction loss. The pressure loss is due to the changes of direction of air flow such as bends, elbows etc. and at the change of cross section of the duct, this loss is known as dynamic losses.

The value of friction factor (f) for different Reynolds numbers and different roughness factor find directly from the Moody chart as shown in Fig. 3

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Figure 3. Moody Chart

1. Pressure Loss due to Friction in Ducts

The pressure loss due to friction in ducts may be obtained by using the Darcy’s formula, i.e.

fL 2 ρa V

Pf = ------

2Dh 2 Where ,Pf = pressure loss due to friction in N/m L = length of the duct in meters

f = friction factor depending upon the surface of the duct

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= density of air in kg/m3 ρa V = mean velocity of the air flowing through the duct in m/s

Dh= hydraulic diameter in m Cross sectional area of the duct(A) = Perimeter of the duct(P) = D/4 for circulation cross section, where D is a diameter of duct

= ab/2(a+b) where a and b is a side of rectangle 2. Dynamic Losses in Ducts

The dynamic losses are caused due to the change in direction or magnitude of velocity of the fluid in the duct. The change in the direction of the velocity occurs at bends and elbow. The change in the magnitude of velocity occurs when the area of duct changes i.e. enlargement, contraction, suction etc.

The dynamic pressure loss p is proportional to the velocity Δ d pressure and it is expressed as a product of the downstream velocity

pressure pv and a dynamic loss coefficient (K).

2 ρC p = Kp = K Δ d v 2 Where, V = downstream velocity.

The losses in elbows, fittings etc. are also expressed in terms of an

equivalent length Le of the duct, so that

4fLepv p = Kp = Δ d v D

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Friction Chart

The frictional pressure loss for circular ducts (in mm of water) for various velocities (in m/s) and duct diameters (in mm) obtained directly from the friction chart as shown in Fig.3.2. In this chart, the vertical ordinate represent volume flow rate of air in m3/s and the horizontal ordinate represents frictional pressure loss in mm of water per unit length of the circular duct. These charts are valid for 20°C and 1.013 bar and clean galvanized iron ducts with joints and seams.

Duct Velocity Ranges

The velocities in the ducts must be high enough to reduce the size of the ducts but it should be low enough to reduce the noise and pressure losses to economize power requirement. The velocities recommended for various applications are given in Table 1

Table 1. Recommended Velocities in (m/min)

Designation Residences School, Theaters & Industrial Public building Building Outdoor air 150 150 150 intake Filters 75 90 105 Cooling coil 135 150 180 Air washer 150 150 150 Fan outlet 300-480 400-600 480-725 Grills 40-60 60-80 80-100 Main duct 210-300 300-400 360-540 Branch duct 180 180-270 240-300 Branch riser 150 180-210 240

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Figure 3.2. - Duct Friction Chart

Equivalent Duct Diameter

In order to find the equivalent diameter of a circular duct for a rectangular duct for the same pressure loss per unit length, Huebscher developed a relationship between rectangular and round duct. According to this,

1.30(ab)0.625

De = ------(a+b) 0.250

Where De = equivalent circular diameter of rectangular duct for equal length, mm

a = length one side of duct, mm

b = length adjacent side of duct, mm

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Equivalent round duct diameter can also be determined by using Fig. 5 which is based on the above equation .

Figure 5. Equivalent Round Duct Diameter

Duct Design Method

There are mainly three methods which are commonly used for duct design. These are:

1.Velocity Reduction Method: The duct are designed in such a way that the velocity decreases as flow proceeds. The pressure drops are calculated for these velocities for respective branches and main duct. The pressure at the outlet is adjusted by damper in the respective ducts.

The advantages of this system are given below:

 This method is the easiest among all methods in sizing the duct diameters.

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 The velocities can be adjusted to avoid noise. The major disadvantage of this system is that, considerable judgment is required in selecting velocities to make the system optimum in economy and power.

2. Equal Friction Drop (friction loss) Method: In this method, the size of the duct is decided to give equal pressure drop per meter length an all ducts. The velocities are automatically reduced in the branch duct as the flow is decreased.

The main advantage of this method is that, if the duct layout is symmetrical giving the same length in each run, then no dampers are required to balance the system as this method gives equal pressure loss in various branches.

Disadvantages of this method is that, if the runs are of different lengths, then the shortest run will have a minimum drop and air will come out with higher pressure compared with long run ducts. It is necessary to reduce this high pressure of coming out air with the help of damper or high velocity can be reduced in a shorter run, but high velocity may create an objectionable noise. Therefore noise absorbing outlets must be provided.

3 The Static Regain Method: For the perfect balancing of the air duct layout system, the pressure at all outlets must be made same. This can be done by equalizing the pressure losses in the various branches. This is possible if the friction loss in each run is made equal to pressure gain due to reduction in velocity. The gain in pressure due to change in velocity is given by

2 – 2 ν1 ν2 SPR = R 2g

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Where

SPR = static pressure regain

R = static regain factor

The advantages of this system are

 It is possible to design long runs as well as short runs for complete regain.

 It is sufficient to design the main duct for complete regain and use the same pressure at outlets of the branches.

The disadvantages of this system are

 This method allows for balancing but reducing velocity increases the duct size and it should not exceed the economic limit.

Result Analysis:

The result analysis is based on the duct design of multi-storey office building with manual calculation and duct design software like ductulator.

Duct size:

To design the duct for office building calculation of cooling load and air flow rate is done. By taking some suitable velocity (from Table 1), considering noise factor main duct area is calculated. Based on these duct area, the duct size is find out (from Fig.5) for the rectangular duct as well as round duct. The cooling load, dehumidified air flow for all room is given in below:

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Table 2 – Cooling Load And Dehumidified Air For Respective Room

Cooling Dehumidified Type of unit

Load Air used

S.N. Room Name (tons) Flow (m3/min) (FCU/AHU) 120 seat Lecture 1 Room 1 12.39 113 AHU 2 Director TIIR 2.11 21 FCU 3 Admin Office 3.03 32 FCU 4 Placement Office 2.27 25 FCU 5 IPR Office 2.93 32 FCU 120 seat Lecture 6 Room 2 12.39 113 AHU 7 Office Room 6.96 69 AHU 8 Meeting Room 6.77 66 AHU 9 Library 4.53 43 FCU 10 Dining 5.85 63 AHU 11 Alumini Relation 4.68 49 FCU 12 Alumini Visitor 7.55 74 AHU 13 Interview Room 1 2.95 31 FCU 14 Interview Room 2 4.69 44 FCU 15 Seminar Room 7.16 69 AHU Central Design 16 Office 24.69 247 AHU 17 Auditorium 50.14 422 AHU 18 Library Facility 5.57 48 AHU

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Table 3 – Duct size comparison Equal friction method and ductulator software

S. Roo Equal friction method Using software N. m calculation (ductulator) Rectangular Round Friction Rectangular Round Friction r duct duct drop r duct duct drop (mm) (mm) (mm) (mm) 120 seat 1 lecture 650 * 600 680 0.0445 700 * 550 675 0.0487 room 1 Director FCU is used, no ducting is 2 TIIR required

Admin FCU is used, no ducting is 3 Office required

Placemen t FCU is used, no ducting is 4 required office IPR FCU is used, no ducting is 5 Office required

120 seat 6 lecture 650 * 600 680 0.0445 700 * 550 675 0.0487 room 2 Office 7 Room 600 * 400 530 0.0600 550 * 450 525 0.0655

Meeting 8 Room 500 * 450 520 0.0630 500 * 450 520 0.0674

FCU is used, no ducting is 9 Library required

10 Dining 550 * 400 510 0.0663 500 * 450 500 0.0694

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Alumini FCU is used, no ducting is 11 required Relation Alumini 12 550 * 500 570 0.0603 550 * 450 550 0.0627 Visitor Interview FCU is used, no ducting is 13 required Room 1 Interview FCU is used, no ducting is 14 required Room 2 Seminar 15 Room 600 * 400 530 0.0623 550 * 450 530 0.0655

Central Design 16 950 * 900 1000 0.0295 1000 * 850 1000 0.0303 Office Auditoriu 17 m 1200*1200 1300 0.0195 1250*1150 1300 0.0220

Library 18 450 * 400 460 0.0792 450 * 400 460 0.0822 Facility For calculating duct size equal friction method is used. Frictional pressure drop are different for all rooms (given in above table) as velocity kept constant.

Conclusion

The following conclusion summarizes the design work presented in this thesis:-

a) The duct design for multi-storey office building is done, by using equal friction method. All values are comparable with duct software called ductulator.

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b) The calculated value of frictional is less or near as calculated by software. Due to less value of friction drop, duct diameter is increased but loss in total pressure (i.e. static pressure, velocity pressure) can be avoided.

c) Due to increased duct diameter the use of damper may be decreased.

d) Also the circular duct can carry more air in less space, because of that, less duct material, less duct surface friction and less insulation is required.

e) Pressure loss in duct fitting can be minimized by proper design the elbow shape.

References

1.G.S. Sharma and B. Sharma. ―Duct designing in air conditioning system and its impact on system performance‖. VSRD International Journal of Mechanical, Automobile and Production Engineering, Vol. 2 No. 9 November 2012.

2.C. Aydin, B. Ozerdem. Air leakage measurement and analysis in duct systems. Energy and Buildings 38 (2006) 207–213.

3.M. Krajcík, A. Simonea, B. W. Olesena. ―Air distribution and ventilation effectiveness in an occupied room heated by warm air‖. Energy and Buildings 55 (2012) 94–101.

4.H. R. Shiu, F. C. Ou, S. L. Chen. Optimization design of exhaust duct system in semiconductor factory using dynamic programming method. Building and Environment 38 (2003) 533 – 542.

5..W. R. Chan, J. Joh, M. H. Sherman Environmental. Analysis of air leakage measurements of US houses. Energy and Buildings 66 (2013) 616–625.

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7.A. G. Muñoz, N.C. U. Rodríguez, J.M. Belman Flores, V.H Rangel Hernández. Analysis of effect caused by fitting in the measurements of flow in air conditioning system. Applied Thermal Engineering 33-34 (2012) 227-236.

8.I. Kotcioglu, A. Cansiz, M. N. Khalaji. Experimental investigation for optimization of design parameters in a rectangular duct with plate-fins heat exchanger by Taguchi method. Applied Thermal Engineering 50 (2013) 604-613.

9.O. Kaynakli. Economic thermal insulation thickness for pipes and ducts: A review study. RenewableandSustainableEnergyReviews30 (2014) 184–194.

10..R. S. Khurmi, J. K. Gupta. A textbook of Refrigeration and Air Conditioning.

11.S. K. Wang, 2001. Handbook of Air Conditioning and Refrigeration.

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LOGICAL ANALYSIS OF DIFFERENT LOAD BALANCING TECHNIQUES: A REVIEW

Rajesh Sachdeva Shalini Sachdeva Assistant Professor Assistant Professor Dev Samaj College for Women Dev Samaj College for Women Ferozepur City , R.S.D College Ferozepur City , R.S.D College Ferozepur city Ferozepur city

Abstract

Cloud computing is next generation of computing and a developing computing paradigm in the modern industry, either may be government organizations or the public organizations. In simple words we can say that Cloud Computing is set of different servers that cater to need of different clients based on their demands. Clouds have very powerful data centers to handle large number of user’s requests. Cloud platform provides dynamic pool of resources and virtualization. Load Balancing is required to properly manage the resources of the service contributor. Load balancing is a technique to distribute the workload among many virtual machines in a Server over the network to achieve optimal resource consumption, decrease in data processing time, decrease in average response time, and avoid overload.

Through better load balancing in cloud, performance can be improved and better services are provided to user. Here in this paper we have discussed many different load balancing techniques used to solve the issue in cloud computing environment.

Keywords: Cloud computing; Load balancing; Simulation; Virtual Machine; Cloud;

I. INTRODUCTION Cloud computing is a internet based service provider in which users are allowed to access services on demand.Cloud computing is relatively

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a new software system technology, which allows dynamic resource allocation on consolidated resources using a combination of different techniques from parallel computing, distributed computing, as well as platform virtualization technologies [1].. Cloud computing has been a primary focus in both the research community and the industry over recent years because of its flexibility in software deployments, and of its elasticity capability on resource consolidation. The latest trends show that a large number of medium and large scale businesses are shifting to cloud. The service providers are increasing day by day and provides services at lower costs.

The main Objective of Cloud Computing is to shift the computational services from desktop to the internet that is moving computation, services offered by them and data off-site to an external, internal, location that is not visible to main contractor. Cloud Computing model is often referred as "pay-per-use model" because we pay amount as per our usage of resources [3].

Cloud computing implements virtualization technique in which a single system can be virtualized into number of virtual systems [6]. On receiving a request from a client Load balancing helps to decides which client will use the virtual machine and which virtual machines wait or will be assigned to different virtual machine. Load balancing of can be handled dynamically by using virtualization technology where we can remap Virtual Machines (VMs) and physical resources according to the change in load. Due to these benefits, virtualization technology is most oftenly implemented in Cloud computing. In load balancing there are different challenges that needs to be handled like scalability, throughput, availability ,Virtual machine relocation, , fault tolerance, but main issue is the load balancing , it is the process of distributing the load among various nodes of a distributed system in order to minimize the communication delay and to minimize the resource utilization and also avoiding a situation when some of the machines

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have large amount of data and consuming excess time while others have huge amount of load while other nodes are doing nothing or idle with very little work.

A Types of cloud computing

Cloud computing provides three types of services :

 Infrastructure as a Service (IaaS): It provides access to fundamental resources within the cloud i.e. virtual machines, storage etc. In this users need not to buy required servers or network resources of their own. The users pay only for the time duration they are using the service. [7].

 Platform as a Service (PaaS): It helps to provide runtime environment to build an application. In this model,Cloud computing provides a way where resources are available and users can create the required applications by themselves.

 Software as a Service (SaaS): It allows the users to use software applications as a service from various cloud providers through the internet [9]. In this type elasticity makes a cloud application different from another application.

II. LOAD BALANCING Cloud computing is one of the fastest adopted and implemented technology in various sectors. Many organizations these days are implementing and setting up clouds, due to flexible architecture of cloud which always results in the increase in number of users reaching cloud and ultimately improving performance. Although clouds are categorized as public, private and hybrid models but still there may be problem of reliability in these clouds [4][5]. Cloud computing has been used by most of the organization such as, social networking websites, online applications design by Google doc and Several clouds are also used for online software testing [14].

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Load balancing is one of the most important aspect in cloud computing environment that can purposeful improve resource utilization, performance and save energy by properly assigning/reassigning computing resources to the incoming requests from users. Therefore how to schedule virtual machines (VMs) effectively by considering various parameters that can influence its decision becomes an important research point for cloud computing.

III. EXISTING LOAD BALANCING ALGORITHMS FOR CLOUD COMPUTING

To distribute workload among multiple network links among multiple virtual machines and to achieve maximum throughput, minimize response time. We use two algorithms to distribute the load.

A. Round Robin: In RR algorithm , the cloudlets or jobs are equally divided among all processors. Each cloudlet is assigned to the processor in a timely manner. The process allocation order is maintained locally independent of the allocations from remote processors. Though the load distributions between processors are equal but the processing

time for different processes are not same. So it may be possible that at any point of time some processors may be heavily loaded and others remain idle.In round robin scheduling the time slice play a vital role for scheduling, because if time slice is very large then round robin scheduling algorithm behave like FCFS scheduling. If the time quantum is small then context switching will be more and response time will be less.

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METHODOLOGY

1. Vmload Balancer maintains an index of VMs and state of the Vms (busy/available).

2. Initially all Vms are available

3.The Data center controller receives the user requests/cloudlets.

4. The requests are allocated to Vms on the basis of their states known from the VM queue.

5. The roundrobinvmloadbalancer will allocate the time quantum for user request execution.

6. The Vmloadbalancer will decides the scheduling order based on arrival time and execution time.

7. After the execution of cloudlets, the VMs are de- allocated by the VmLoadBalancer.

8. The datacentercontroller checks for new /pending/waiting requests in queue.

B.)Equally Spread Current Execution Algorithm(ESCE): The load balancer tries to preserve equal load to all the virtual machines connected with the data centre. In Equally spread current execution algorithm, the processes are handled with load priorities. It distributes the load to virtual machine by checking the load at current time and transfer of the load to that virtual machine which is lightly loaded and handles that request easily and result in less time taken , and give maximum possible throughput. In this technique the load balancer tries to divide the load into multiple virtual machines. It maintain a index table containing list of virtual machine with current load. When

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all the virtual machines are currently loaded and when there is a request to the data centre to allocate the new VM, it scans the table for VM which is least loaded. If in case there are more than one VM is found than first come first serve algorithm is used and first identified VM is selected for handling the request of the client/node, the load balancer returns VM id to datacenterbroker. The data centre communicates the request to the VM identified by that id. After each allocation the index table is updated and When task is completed, it is informed to data centre which is further notified by the load balancer. The load balancer again updates the index table and result in decreasing the allocation count by one but in this there is an additional overhead of scanning the queue again and again.

METHODOLOGY

1. Initially all Vms are available

2. When a job is requested to datacenterbroker.

3. Count the active load on each VM

4. Return the id of those VM which is having least load.

5. The VMLoadBalancer will allocate the request to one of the VM.

6. If a VM is overloaded then the VMLoadBalancer will distribute some of its work to the VM having least work so that every VM is equally loaded.

7. The datacentercontroller receives the response to the request sent and then allocate the waiting requests from the job pool/queue to the available VM & so on.

C. Throttled Load Balancing Algorithm(TLB)

In TLB algorithm, an index table is maintained by load balancer which contains virtual machines as well as their states (Available or Busy). On receiving a request from client data centre firstly tries to

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find a suitable virtual machine (VM) to perform the requested task. The data centre broker ask the load balancer for allocation of the VM. The index table is scanned from top by the load balancer until the first available VM is found or the index table is scanned fully. If the status of any VM is Available, then VM id is send to the data centre. The data centre then allocates the request to the VM identified using the throttled algorithm. Also, the data centre updates the index table and set the state of Vm to Busy. But during processing the request of client, if no VM is found, the load balancer returns -1 to the data centre [7][8]. The data centre queues the request of the client with it. When a certain VM completes its task, a request is sent to data centre to update its index table. The total execution time can be estimated in three phases. During first phase there is formation of the virtual machines and they will be idle waiting for tasks, once tasks are allocated, the virtual machines in the cloud will start processing their assigned tasks, which is considered as the second phase, and finally during the third phase after completion of their dedicated tasks the virtual machines are de- allocated.

METHODOLOGY

1. ThrottledVmLoadBalancer maintains an index table of VMs and the state of the VM (BUSY/AVAILABLE). At the start all VM’s are available.

2. DataCenterBroker receives a new request.

3. DataCenterBroker queries the ThrottledVmLoadBalancer for the next allocation.

4. ThrottledVmLoadBalancer check the table from top until the first available VM is found.

5.If VM is found available then ThrottledVmLoadBalancer returns the VM id to the DataCenterBroker.

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6. The DataCenterBroker sends the request to the VM identified by that id.

7.DataCenterBroker notifies the ThrottledVmLoadBalancer of the new allocation.

8.If all Vm’s are busy then ThrottledVmLoadBalancer returns -1.

9. When the VM finishes processing the request, and the DataCenterBroker receives the response cloudlet, it notifies the ThrottledVmLoadBalancer of the VM de-allocation.

6. The DataCenerBroker checks if there are any waiting requests in the queue. If there are, it continues from step 3.

D. First Come First Serve:

FCFS (First Come First Served), used in parallel task processing, is the simplest task ordering strategy. It chooses and processes the task according to the sequence in which they request the DataCenterBroker. With this scheme the user request which comes first to the datacenterbroker is allocated the virtual machine for execution first. The implementation of FCFS policy is easily managed with FIFO queue. The datacenterBroker searches for virtual machine which is in idle state or underloaded. Then the 1st request from the queue is removed and passed to one of the VM through the VMLoadBalancer

METHODOLOGY

1. FCFS VmloadBalancer maintains an index table of virtual machines & number of requests currently allocated to the VM. At start all have zero allocation.

2. The vmloadbalancer allocates the cloudlets/user requests to the available VMs on the basis of requests sent by the datacenterBroker.

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3. The datacenterBroker stores the user requests in a queue on the basis of their arrival time.

4. The first request according to the arrival time is allocated to the VM which is under loaded or free by FCFS VmloadBalancer.

3. The FCFSVmLoadBalancer will execute the cloudlets and calculate the turnaround time, avg. waiting time and response time. After that it will display the result.

4. The datacenterBroker receives the response to the request sent and then allocate the waiting requests from the job pool/queue to the available VM & so on.

5. Completion of their dedicated tasks the virtual machines are de- allocated.

E. MaxMin Load Balancing algorithm:

The Max-min algorithm is commonly used in distributed environment. When a job is requested to datacenterbroker then completion time is calculated for each task on the available resources[2]. This algorithm chooses large tasks to be executed firstly, which in turn small task delays for long time. This algorithm also works in two phases. First, the maximum expected completion time for all the tasks is calculated. The completion time for all the tasks is calculated on all the virtual machines. In the second phase, the task with the maximum expected completion time from makespan is selected and that tasks assigned to the corresponding resource. After the completion of the current task it is removed from the makespan and this process is repeated until all tasks are completed.

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METHODOLOGY

1. MaxMin VmloadBalancer maintains an index table of virtual machines & number of requests currently allocated to the VM. At start all have zero allocation.

2. The vmloadbalancer allocates the cloudlets/user requests to the available VM.

3. Expected completion time is calculated for each VM

4. Task with maximum expected completion time is selected and is assigned to corresponding VM.

5. After completion of task the index table is updated.

VI.CONCLUSION AND FUTURE WORK

Cloud Computing has widely adopted by the many organizations, still there are some issues like Load Balancing, Virtual Machine Migration, Energy Management, etc. One of the concerned issues is the issue of load balancing, which distribute the load from heavily loaded to lightly loaded among all nodes to improve efficiency and user satisfaction. Using a proper load balancing algorithm, resource consumption can be kept to a minimum which will further reduce energy consumption . There are many existing load balancing techniques out of which few famous techniques are discussed in this paper that mainly focus on reducing associated overhead, service response time and improving performance etc. but none of the techniques has considered the energy consumption factors. Therefore, there is a need to develop an energy- efficient load balancing technique that can improve the performance of cloud computing by balancing the workload across all the nodes in the cloud along with maximum resource utilization.

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[4] Bhavisha Kanani, Bhumi Maniyar,” Review on Max-Min Task scheduling Algorithm for Cloud Computing JETIR March 2015, Volume 2, Issue 3.

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[6] Saroj Hiranwal , Dr. K.C. Roy, ”Adaptive Round Robin Scheduling Using Shortest Burst Approach Based On Smart Time Slice” International Journal Of Computer Science And Communication July-December 2011 ,Vol. 2, No. 2 , Pp. 319-323

[7] Jaspreet Kaur “Comparison of load balancing algorithm in cloud”, june International Journal of Engineering Research and Applications 2012.

[8] Bhathiya Wickremasinghe ,Roderigo N. Calherios “Cloud Analyst: A Cloud-Sim-Based Visual Modeler For Analyzing Cloud Computing Environments And Applications”. Proc Of IEEE International Conference On Advance Information Networking And Applications ,2010.

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[9] R. Buyya, R. Ranjan, and R. N. Calheiros, “Modeling And Simulation Of Scalable Cloud Computing Environments And The Cloudsim Toolkit: Challenges And Opportunities,” Proc. Of The 7th High Performance Computing And Simulation Conference (HPCS 09), IEEE Computer Society, June 2009.

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[14] Sun Microsystems, Inc.”Introduction to Cloud Computing Architecture” Whitepaper, Ist Edition, June 2009.

[15] F. Howell and R. Macnab, “SimJava: a discrete event simulation library for Java,” Proc. of the 1st International Conference on Web based Modeling and Simulation, SCS, Jan. 2008.

[16] R. Buyya, and M. Murshed, “GridSim: a toolkit for the modeling and simulation of distributed resource management and scheduling for Grid computing,” Concurrency and Computation: Practice and

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Experience, vol. 14, Nov. 2002, pp. 1175-1220.

[17] M. Armbrust , A. Fox, R. Griffith, A. D. Joseph, R. Katz, A.Konwinski, G. Lee, D. Patterson, A. Rabkin, I. Stoica, And M. Zaharia, “Above The Clouds: A Berkeley View Of Cloud Computing”, Eecs Department, University Of California , Berkeley,, February 2009,Technical Report No., Ucb/Eecs-2009-28, Pages 1-23.

[18] Rich Lee, Bingchiang Jeng ”Load Balancing Tactics In Cloud” International Conference On Cyber Enabled Distributed Computing And Knowledge Discovery, 2011

[19] A Survey on Open-source Cloud Computing Solutions Patrícia Takako Endo, Glauco Estácio Gonçalves, Judith Kelner.

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WAYS AND MEANS TODOUBLE DIGIT GROWTH IN STATE OF ANDHRA PRADESH

N. Srinivas Patnaik Lecturer in commerce SBSYM Degree College Kasibugga, Srikakulam Dt

Abstract:

An attempt is made in this paper to discuss the ways and means of double digit growth in State of Andhra Pradesh. Expectation of double digit growth is a challenging issue to the state as two years baby bifurcated in 2014. Even after 21 months of State bifurcation, the problems persist and finding solutions amicably continue to be a challenge for the government. The corresponding growth rate of GDP of India is 7.6 per cent. The Gross Value Added (GVA) at Constant (2011-12) Basic Prices for the year 2015-16 is estimated at Rs. 4,55,484 crore as against Rs. 4,12,188 crore of 2014-15(FRE), registered a growth rate of 10.50 percent. The corresponding growth rate for India stands at 7.3 per cent. The sectoral growth rates of GVA of Andhra Pradesh at constant (2011-12) prices are Agriculture: 8.4%, Industry: 11.13% and Services sector: 11.39%. The Per Capita Income (NSDP) of Andhra Pradesh at current prices increased to Rs.1, 07,532 from Rs.95, 689 in 2014-15 registering a growth of 12.38 percent. The present growth of different sectors shows a positive level which will gives a way to reach target.

Key words: Sunrise state, double digit growth,inclusive growth,

Introduction

As mentioned in socio and economic survey if Andhra Pradesh, even after 21 months of State bifurcation, the problems persists and finding solutions amicably continue to be a challenge for the

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government. Despite severe bottlenecks in the wake of state bifurcation, the government has recorded appreciable progress in terms of the objective of achieving inclusive growth with noteworthy performance in both development and welfare sectors. The assurances of the Union Government to the State of Andhra Pradesh in the A.P. Reorganization Act, 2014 and in the speech of the then Prime Minister in RajyaSabha to support the State on several fronts still remain mostly unfulfilled. During these few months, the support from the Commission was not very encouraging either. No special preference was given to the State despite requests for handholding support, excepting the usual allocations made to other States, as per their eligibility. Union Budget 2016- 17 also did not make any special and noteworthy allocations to the State.The State Government, running financial deficits and planning to build a world class infrastructure in the proposed capital city of Amaravati, is waiting for a big support from the Centre. All measures humanly possible have been taken, not only to overcome the difficulties but to convert the crisis into opportunity and also lay solid foundation for “Sunrise state of Andhra Pradesh”. The state reconstruction is planned in a way such that it promotes inclusive growth.

Brief profile of Andhra Pradesh

With the geographical area of 1, 62,760sq km Andhra Pradesh ranks as the 8th largest State in the country. Situated in a tropical region, the state has the 2nd longest coastline in the country with a length of 974 km. The State has a forest area of 34,572 Sq.Kms as per the forest records, which accounts for 21.58% the total geographical area. Andhra Pradesh is the tenth largest state in the Country, in terms of population. As per 2011 Census, the State accounts for 4.10% of the total population of the country. The decadal growth of population rose from 18.88 percent during 1961-71 to 21.13 percent during 1981-91. Subsequently a significant decline was observed in the rate of growth of

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population and decline is even more prominent at 9.21 percent during 2001-11, lower than the All-India’s growth rate of 17.72 percent. The density of population for Andhra Pradesh is 304 persons per square kilometer, as against 368 persons per square kilometer at all India level in 2011. The sex ratio in the state was up from 983 in 2001 to 997 in 2011 and is higher than all India figures of 943 in 2011.

The literacy rate of the State is 67.35 percent in 2011 as against 62.07 percent in 2001. The literacy rate of the State is lower than the all India literacy rate at 72.98% percent. Literacy in Andhra Pradesh increased over 37 percentage points from 29.94 percent in 1981 to 67.35 percent in 2011. Female literacy rate has gone up from 52.72 percent in 2001 to 59.96 percent in 2011. Urbanisation has been regarded as an important component for growth realization. The percentage of urban population to the total population in the State is 29.47 percent in 2011 as compared to 24.13 percent in 2001.

Current Growth status of the state of Andhra Pradesh

The GSDP at Current Prices for the year 2015-16 (Advance Estimates) is compiled by adding Product taxes and deducting Product subsidies to the GVA at current basic prices and estimated at Rs.6,03,376 crore as againstRs.5,32,922 crore for 2014-15. The Central Statistical Office (CSO) has shifted the base year from 2004-05 to 2011-12 and also revised the methodology. As per the Advance Estimates, the GSDP at constant (2011- 12) Prices for the year 2015-16 is estimated at Rs. 493641 crores as against Rs.44,4752 crores for 2014-15 (First Revised Estimates) indicating a growth of 10.99 per cent.

The corresponding growth rate of GDP of India is 7.6 per cent. The Gross Value Added (GVA) at Constant (2011-12) Basic Prices for the year 2015-16 is estimated at Rs. 4,55,484 crore as against Rs. 4,12,188 crore of 2014-15(FRE), registered a growth rate of 10.50 percent. The corresponding growth rate for India stands at 7.3 per cent. The sectoral

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growth rates of GVA ofAndhra Pradesh at constant (2011-12) prices are Agriculture: 8.4%, Industry: 11.13% and Services sector: 11.39%. ThePer Capita Income (NSDP) of Andhra Pradesh at current prices increased to Rs.1, 07,532 from Rs.95,689 in 2014-15 registering a growth of 12.38 percent.

Ways and means to double digit growth

The Government continues its focus on social infrastructure towards not only meeting basic minimum requirements of the people especially for ensuring higher levels of social justice in society in accordance with the Millennium Development Goals but also the upcoming Sustained Development Goals and the associated global indices. The government is confident that once the process of social development is institutionalized, it provides sustenance for overall economic development.

The MDGs, adopted in 2000, aimed at an array of issues that included slashing poverty, hunger, disease, gender inequality, and promoting access to water and sanitation. The world over enormous progress has been made on the MDGs, demonstrating the value of a unifying global agenda underpinned by goals and targets. However, despite the significant success, poverty and inequality has not yet ended for all while the MDG implementation period has ended in December 2015. The Government of India has announced an SDG frame work containing 14 Goals and 88 Indicators on 11th December 2015.

Andhra Pradesh is envisaging a big structural transformation – both in terms of economic progress and well- being as well. From a modest beginning in 2015-16, the State aspires to achieve the status of a developed state in the country by 2029 in between navigating through one among the best three states by 2020 with a vision to lay foundation of the Sunrise State of Andhra Pradesh. Eventually, Andhra Pradesh is to become a leading investment destination in the World by 2050. Swift

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growth in double digit, better infrastructure, participatory planning and better governance through effective service delivery marked with improved Happiness Index are going to be key milestones for realisation of Vision 2029.

Andhra Pradesh has set for itself a target of becoming one of the top three states in India by 2022, in-terms of socio-economic development and ease of doing business. The State aspires to achieve the status of a developed state in the country by 2029, and the vision is to lay foundation of the Sunrise State of Andhra Pradesh. Achievement of this vision is incumbent upon a fast paced and sustainable double digit growth, delivered through a combination of programmatic and project interventions with a focus on sustainable and inclusive development.

Sectoralintegration

Studies show that integration of sectors is essential to the fast development of the economy. Wang, et al. (2010) shows that there has always been a positive relation between agriculture and economic growth and discuss how agriculture contributes to economic growth. They concludes that although the share of agriculture in GDP has declined significantly over time, the contribution of agricultural growth has maintained an upward trend and it has made an important bazaar, foreign exchange and output contributions to non-agricultural growth and remains an exceptional driving force for economic growth.

Andzio and Kamitewoko, (2004), analyze that the influence of agriculture on GDP of China and three Sub-Saharan African (SSA) countries by using multiple regression models and demonstrate that agriculture remains as the cornerstone of China and the SSA countries where it has a significant effect on GDP in these countries.

Subramaniam and Reed (2009) estimated an econometric model that incorporates the linkage among agriculture, manufacturing, service and trade sectors using a vector error correction model for Poland and

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Romania. Chang et al., (2006), mention that the revenue generation effect dominates the comparative advantage effect; higher agricultural productivity enhances industrialization and increases long run economic growth in Japan, Taiwan and Korea. The results show that higher agricultural productivity will subsequently increase industrial sectors’ employment and thus will enhance economic growth. Sultan (2008) states that industry value-added as a possible source of economic growth in addition to export and import that can contribute more than the growth rate of export-import towards the growth rate of GDP.Thus, the same procedure may help to faster growth of the state.

Performance Achievement towards double digit growth

To achieve the initial growth momentum to propel the state to achieve the targets of Vision 2029, the state has set yearly and quarterly economic growth targets. An in-depth analysis was carried out by the State departments using the following approach to identify the growth

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engines. The Planning Department of Government of Andhra Pradesh had initiated various consultative and participatory events to inform the creation of the strategy plan titled “A Rolling Plan 2015-16”. Series of discussions were held with the various district collectors and government departments – Finance, Agriculture, Animal Husbandry and Fisheries, Energy, Industries and Commerce, Irrigation, Urban, Education (Primary and Higher Education), Infrastructure, Transport, Roads and Buildings among others. Their opinions and inputs had been incorporated to set the direction of the sectoral plan to achieve the bold vision of an inclusive double digit growth. The present growth of different sectors shows a positive level as shown in the table.

Table: Gross Value Added of sectors of Andhra Pradesh at Current Basic Prices (Rs.in cr)

S.No Industry 2011- 2012- 2013- 2014-15 2015- 12 13 14 16

1 Agriculture Sector 94751 112605 129633 146803 164086

2 Manufacturing 50706 42377 44138 47817 52316

3 Construction 36234 36761 39932 44889 46500

4 Industry Sector 111867 100859 107715 121506 131643

5 Trade& Repair 26736 31792 40176 44566 50635 Services ,Hotel & Restaurants

6 Services Sector 142963 165570 194725 225587 261917

Source: Directorate of Economics and Statistics, AP and CSO, New Delhi

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Figure: Gross Value Added of sectors of Andhra Pradesh

300000

250000 1 200000 2 3 150000 4 100000 5 Secoral growth growth Secoral 6 50000

0 2011-12 2012-13 2013-14 2014-15 2015-16 Year

The data presented in the table and figure shows a continuous growth during 2011-12 to 2015-2016. It can support to reach the double digit growth. Andhra Pradesh Chief Minister N Chandrababu Naidu said the state is targeting a double digit growth in Gross State Domestic Product (GSDP) in 2015-16 financial year. "Our vision is double digit GSDP growth in the current financial year, SwachaAndrha Pradesh and fight against poverty for the comprehensive development of AP and transforms it as the number one state of the country by 2029,"

Conclusion

It is fact that achievement of this vision is incumbent upon a fast paced and sustainable double digit growth, delivered through a combination of programmatic and project interventions with a focus on sustainable and inclusive development. Agriculture sector has been the major contributor with 12.52 per cent growth, beside the key, industry and service sectors in attaining this growth. Naidu exhorted to all 13 district collectors that they should take responsibility of the development of respective areas and that their role has now changed from merely collecting revenue to bring about overall development.

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Integration of sectors and usage of man power in proper manner is essential to the fast development of the economy

References

Granger, C. W. J. (1969), Investigating causal relation by econometric and cross sectional method. Econometrica, 37, 424-438.

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THE ISSUES ON FURTHER STUDIES TO Ph.D DEGREES: THE PROBLEMS OF LINIARITY FOR LECTURERS’ CARREER DEVELOPMENT

Anik Juwariyah, Darni, Trisakti, Ali Mustofa Fakultas Bahasa dan Seni Universitas Negeri Surabaya

Abstract

This research aims at describing further studies for the lectures to Ph.D level especially which is related to linieraty issues. The data were collected using the interview, question form and documentation. The results of the analysis signified that a percentage of professors who attended the S-2 and S-3 programs in sampled faculty in Unesa reached 93,33%. The lecturers who took linear studies were assumed to be difficult to complete the task force. For further career level, linierity was sometimes not influential, since there was a further study which did not support the candidates’ carreer. Based on the data obtained in this study, the professors who took further studies with linear discipline also experienced delays in graduation. As many as 31% or 4 people out of 13 people studied in the country with different fields of linear experience had delayed their studies. They could finish their studies although exceeding the time limit as has been approved before.

Keywords: Further studies, linearity, Career Development

Introduction

The paper is a part of a field study entitled “The Map of Lectures’ Further Studies as a Policy Development in the Faculty of Languages and the Arts, Surabaya State University” (Unesa). In order to improve the quality of the university, it is important to require the the betterment of academic man power, administrative chores and academic system. In the field of education, the academic personnel is certainly ranked first in the priority scale in development. Further

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studies for the lecturers is crucial issues since they became the most complex systemic academic debates.

A qualified academic professor will be the capital for institution to grow and compete in future competetion and development. Although studies in the field in fact is an effort to increasing and to deepening of knowledge, but it must remain consistent on the principle of development as follows: 1). the field of study required is equal to the fields that are needed, 2). the purpose of the study to gain certain knowledge of science is of course based on scientific aspects, 3). the usefulness of the knowledge that is required to upgrade the teaching, research and community service, in accordance with the university’s plethora (Tri Dharma Perguruan Tinggi), 4). S2/S3 degree for lecturers will gurantee the better education service. Labor recruitment is the process of attracting the appropriate workforce with the qualifications set by the organization. This process usually takes place after the manager learned of the number and qualifications of the workforce needed to carry out the tasks and or organization. For recruitment or vacants as a lecturer, qualifications, competencies have been regulated by the legislation of the Republic of Indonesian Ministery number 14 in 2005 about the teachers and professors, in chapter V, Article 48:

(1) The status of professors consists of professors and associate professor. (2) The level of the post of academic professors still consists of an assistant expert, associate professor, and professor. (3) The requirements for an academic professor to be crowned as Professor must have an academic qualification of doctorate degree. (4) Setting the authority level of the post of adjunct academic and set by each unit of higher education in accordance with the legislation.

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Werang (2007:19) states that the term which was commonly used in career are three (3), they are: (1) career as a promotion to a higher level position demanding more responsibility or to get position of a better job than before, (2) the appointment of a career as a work that forms a pattern of clear and systematic progress, (3) career as a history of the work and the position carried out by a person during his tenure. A career is all the work or the office works belonged to or was held during one's working life (Handoko, 2001:121). Many employees consider that a career is a part of a plan drawn up carefully. There are also people who think that a career is one's "fate" for himself. Career planning indeed cannot be fully elevating the success of a career, because of the attitude of the employer, experience, education, and also the "fate" which plays an important role in the career issues. Even so, career planning is necessary for employees to always be ready to use the existing career opportunities. Career should be managed through a careful planning, employees can thus always be ready to utilize themselves with a variety of career opportunities.

John Greenwood (2001:121-122), explains that (1) career as an order of promotion or transfer (position) literally to the more demanding position of responsibility or to new locations in or crossed hierarchichal working relationship during a person's working life, (2) career as a bookmark of the jobs that form a pattern of systematic and clear progress of one’s career path, (3) a person's work history as a career, or a series of positions one held during his working life. In this context, all persons with history of working, they are said to have a career. For the post of lecturer level career for lecturers to the highest level of the academic term, namely Professor, which is governed by the laws of the Republic of Indonesia number 14 in 2005 About a teacher and lecturer, on article 49, and 51 are as follows.

(1) A Professor is a highest academic carrerr in a higher education which has a right to supervise doctor candidate

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(2) A Professor must write books a academic research and disseminate them for the community

(3) A Professor who has an outstanding achievement in his field and internationally acknowledged can be awarded with lifetime professor.

Part Two : Right and Obligation

(1) in his professional carreer, a lecturer must bear:

a. Salary for his minimum requirement for his life and social welfare guarantee;

b. Better carrerr promotion and award for his work achievements;

c. To get law support in carrying out his task and producing his intelectural achievement;

d. To get the equal chance to upgrade his competence, studying access, information, learning resources and materials, research and social work.

There are two viewpoints about social investment in education. First, if investment in the field of education shows that social costs paid off with social benefits, social benefits are greater than social costs. This resulted in a positive investment results, namely getting an increase in human resources. As a consequence will cause a decrease in the degree of inequality of education. Second, if investment in the field of education provides social benefits is lower than the social costs incurred, it will negatively impact (Sholikhah, et al, 2014:179).

RESEARCH METHOD

The subject of the research i.e. lecturers of Faculty of Languages and Arts who did further studies starting from 2004-2014. Based on data obtained by researchers from the faculty members, the number of professors who studied during the period of 4 years and over there were

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29 people, who are scattered at various universities in domestic and abroad. They were sampled to become the respondents of the research reaching 18 people. As for study program and university in local country they went for: Philosophy, Philology, Linguistics, sebelas Maret University (UNS), Linguistics study program of Padjadjaran University (UNPAD), cultural studies at Udayana University (Unud) of Bali, sociology study program and language and literature study program of Airlangga University (Unair) and Surabaya State University (UNESA), the study of the performing arts at Yogyakarta State University (UNY), educational technology study program and language and literature study program of Surabaya State University (UNESA), GADJAH MADA UNIVERSITY, Udayana University (Unud), University of Indonesia (UI), and Malang State University (UM). The foreign universities include: Japanese language education of Aichi University of Education, Japan, Cultural Studies at University of Melbourne, Australia, Aichi University, Monash University of Australia and the East Anglia University, United Kingdom (2014).

The source of the data in this study include: professors who took further studies to level S3 and lecturer who had been graduated, dean of the faculty, the ranks of the leadership and the Faculty of language and art of UNESA. Research data consists of two categories, namely primary data and secondary data. Primary data i.e. data related to focus research and collected directly by the research team while the secondary data obtained by looking for data on the staffing section. Data collection techniques used in this research were: 1). Interview, 2) documentation, 3) leaflet.

Sugiono (2009:138-140) states that interviews can be classified into two; sructured interview and unstructured interview. Unstructured interview i.e. non interview where researchers are not using the guidelines of the interview which have been arranged in a systematic and complete way. Interview guidelines used with the

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outlines of a problem that should be asked. The interview was conducted using the unstructured interview. This interview forms used to interview the leadership of the Department and Chairman of the faculty. As for the resource person who successfully interviewed as shown in the following table

figure 4.1: List of respondents

No Name Position

1. Prof.Dr. Bambang Yulianto, Dean of FBS UNESA M.Pd.

2 Dr. Subandi, M.Litt. Vice Dean for Academic Affairs

3 Dra. Hj.Sri Wahyu Hidajati, M.Si. Vice Dean for Administration

4 Dr. Drs.Djuli Djatiprambudi, Head of Arts Department M.Sn.

5 Drs. Djoko Tutuko, M.Sn. Head of Sendratasik (Arts, theater, dance, and music)

6 Dr.Roni,M.Litt. Head of Japanese Language

7 Dra. Sulistiani, M.Pd. Head of Javanese Language

8 Dr. Syamsul Shodiq, M.Pd. Head of Indonesian Language

Data analysis techniques are using analysis description of the presentation that is suggested by Riduan. The technique analysis of the description of presentation of the steps is as follows:

1. Make a table of distribution of answers question form

2. Determine the score the answers provided the score.

3. Add up the score of the answers obtained from each respondent.

4. Enter the score into the formula

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The data were analyzed in a descriptive percentage with steps which is by Riduan (2004:71-95) as follows:

1. Calculating the value of respondent and each aspect or variable.

2. Checking value.

3. Calculating the average value.

4. Calculating the percentage with the formula:

= × 100% explanation:

DP = percentage description Deskriptif Persentase (%)

n = emphirical score (obtained score)

N = idean score for each question

To determine the type of a descriptive percentage obtained from each indicator in variables, the calculation of descriptive percentage was then taken into step and then followed by interpreting thedata into sentences. To determine the level of the criteria, the following step is done:

a. Determining the highest percentage Maximun score x 100%

Maximum score × 100% = 100% b. Determining the lowest score Minimum score x l00%

Maximum score × 100% = 25%

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To find out the level of these criteria, the next score were obtained (in %) with a descriptive analysis of the percentage criterion should be referred to the table.

Figure 4.3: Descriptive Percentage Criterion

No. Percentage Criteria

1. 75%-100% Very good

2. 50%-75% Good

3. 25%-50% Fair

4. 1%-25% Bad Source: Riduan, 2004

Data analysis were grouped in two parts with the following analysis technique:

1. A description of the Analysis Questionnaire

2. Analysis of the description of the presentation in a closed Questionnaire

The closed questionnaire ( as has been suggested by Arikunto) as the following:

a) Answer A with score 4

b) answer B with a score of 3

c) answer C with a score 2

d) answer D a score of 1

RESULT AND DISCUSSION

Generally speaking, based on interviews with the Chairman of the Department and the head of the Faculty of Languages and Arts of UNESA, it shows that the numbers of the lecturers who are interested

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to pursue further studies to Ph.D level is always increasing. It is in relation to Djuli’s explanation, a staff member of Department of Art Education, which states that: "there are symptoms which indicates that the rank/position of lecturers can reach IV level/associate professor or full Professor when he or she is qualified to hold a Ph.D” (interview, July 24, 2015), and it is supported by the explanation of the Dean of the faculty, Bambang Yulianto, who argued that further studies for lecturer is a crucial in the development of a college. A qualified academic Professor will be the capital for institutional development in the future. Ten years ago the need of professors with Ph.D level degree were needed for the development of the new status of requirements. Now all of study programs in the faculty have already met the requirements. It is now to strengthening the motto "Growing with character", to provide reinforcement on the slogan of the university (interview, July 23, 2015).

The order of departure for further studies lecturer at several different majors S3 policies and considerations that are taken. Policy variation can be seen in the following table:

Tabel 1 : reasons for further studies

No Source Opinion 1. Head of faculty From the perspective of the leadership does not hamper, but to note the age and receipt of scholarships. It seems to me that the older age of precedence of course that still meets the requirements of getting a scholarship. But if old age no longer interested to study yes no what. 2 Head of Department No comment, play a fair game Interest is the most fundamental

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thing, and the department’s need During this formal rules about it yet. As far as I have some time ago Dean FBS in the meeting leader proposed the concept of the rule of further studies. I think it's good and necessary segara socialized and formal and actionable work. I think for further studies need not adhere to the principle of seniority. Better all lecturers who have been full of CIVIL SERVANTS when ready should be encouraged to get further studies (while still young age). It is also related to structuring their careers up to the level of Professor. Need to be created a system that allows professors can reach Teachers on average maximum age of 45 years. So there are opportunities very much for research and publication in the journal, and wrote a textbook until they reach the retirement age of 70 years. Motivation and interest, compared to the number of department’s staff LINIERITY IS A CAPITAL FOR LECTURERS’ CARREER DEVELOPMENT

The Directorate General of higher education reaffirms Circulars No. 696/e. E3/MI/2014, 11 August 2014, that understanding the science of linieritas often used in determination of the feasibility of appointing lecturers remain teaching in a course of study as well as the increase of

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Office,

1. Is linierity i.e. suitability background science gained a lecturer on the master's degree or doctoral program with the science that will be taught to achieve competence or learning nothing notable Alumni on the course the professors teaching places.

2. Linierity is not interpreted as a background Science Lecturer, Bachelor should be the same as S2 or S3.

With respect to the term linieritas field of study related to the opening of the course, the acceptance of new and rising level of lecturer position with this disampaiakan that:

1. in the receipt of new lecturers and the opening of the new status

Linierity gives the meaning that disciplines the lecturer will be owned worked on a program of study must have a contribution to the development of science and technology and ketercapaian close to the main learning graduate courses in place of work.

2. on the increase in Level of Office

a. Linierity in field interest gives the meaning that disciplines belonging to the lecturer who worked on a program of study are different but keilmuannya trees in one same family, can still ride the level position. All can be shown by the publication of scientific papers in journals indexed or accredited.

b. in the event of a rise to the post of grand master made possible in the field of education, undergraduate and Graduate Education in contrast to S3 which is practiced. All international publications can show grouping with the final steps of education by referring to the applicable provisions.

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3. Reference to a grouping of family science listed article paragraph 2 of ACT No. 12. in 2012, about higher education. Thus linierity can be interpreted as the relevance of science in an educational program that will support the ketercapaiannya vision and mission of the course.

The understanding and comprehension of science linierity as a requirement to increase the post of Professor of deeply connected with the field of science that has taken on educational programs or S2 S3. Next in the operational guidelines for the assessment of credit promotion numbers/functional position of lecturer who socialized by the Directorate General of higher education by 2014 through the understanding elaborated description of linierity as follows.

Tabel 2. Linierity for Credit Number Evaluation

N Major S Researc Professorshi Explanatio Conclusio o studie 3 h p n n s Studies before after S3 S3 1 A A A B The major Can be studies approved before S3 as a and the professor research which in interest accordanc after S3 are e with his in research accordance interest with the task force 2 A* A A* A* Major *) Can be studies and approved major as a resarch are professor similar, which in

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although accordanc has the e with his same root research with S3 interest 3 A A B A Major Rejected studies, s3, to be a and professor research insterest are in accordance with the task force , but the research studies do not correspond to his major study 4 A A B B All of them Rejected are not to be a matched professor 5 A B B B Major Approved studies to be a before S3 is professor not liniar but he with S3, should research upgrade and task his force are research linier in accordanc e with the SK the candidate last hold 6 A B A A All of them Rejected are not

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matched with the requiremen t to continue S3 7 A B C A atau B All of them Rejected atau C are not matched

With reference to the operational guidelines for the assessment of the credit number, data acquired about linierity of the lecturers of the faculty will be examined through the linierity Majors or program study place working with science education ranging from S1, S2 to S3.

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Tabel 3. Linierity of research subject

No Names Program Study Bachelors’ major Masters’ degree studies Ph.D Studies studies 1. Dr. I Nyoman Fine arts Fine arts and Cultural studies Cultural studies Lodra, M.i design

2. Dr. Trisakti, M.Si Arts, theater, dance Cultural studies Cultural studies dance and music 3. Prof. Dr. Darni, Local language Local language Literature Language and M.Hum education literature education 4. Didik Nurhadi, Japanese Japanese Japanese language Japanese linguistics S.Pd., Ph.D language language 5. Ahmad Munir, English language English language Master of Education English teacher S.Pd., M.Ed., Ph.D. education education TESOL-International education-secondary 6. Dr. I Nengah Arts, theater, Dance/dance Performing arts studies Performing arts Mariasa, M.Hum. dance, and music composition and fine arts studies and fine arts 7. Parastuti, Ph.D Japanese Japanese Language and literature Departemen of language language program study Japanese studies Social studies Education 8. Dr. Anik Arts, theater, Dance education Cultural studies Social studies Juwariyah, M.Si dance, and music From the above data, it can be summed up in seven linierities, namely:

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1. Linierity Majors or Courses place professors working with Undergraduate Science education.

From the data obtained, there were two majors and four (4) courses. The Department is basically in it also the study programs namely Programs Department of fine arts and the Department of Sendratasik. From the Department or program of study place of the lecturer working with Undergraduate Science Education Lecturer showed linieritas with a percentage of 100%. The percentage retrieved from 25% of pure science/allied to the linear with majors or courses and 75% linear which science with majors or programs of study.

2. Linierity Majors or Courses place professors working with educational science S2. Review from the Department or program of study with an education Graduate Science Lecturer showed 100% linieritas. The percentage of 37.5% pure science/allied to the linear with majors or courses and 62.5% linear educational science with majors or programs of study.

3. Linierity Majors or Courses place professors of educational work with the S3 science. In the linieritas Department or program with willing education S3 lecturer also showed 100% linieritas with details of 62.5% of pure linear science/allied with the Department or program of study. Whereas 37.5% linear which science with majors or programs of study.

4. Linierity Education Bachelor of science with education master of science. On linieritas science S1 with S2 science note that 25% lecturer Undergraduate and master study on the linear i.e. same same pure science. Whereas 37.5% of the professors of education at undergraduate and graduate level in the field of science education that continue in the master's degree in science but still a bunch. And 37.5% S1 and S2 education Lecturer linear in the field of education.

5. Linierity in education science S2 S3 science education

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Linierity of S2 and S3 science known 50% S2 and S3 on pure science. The study of pure science S2 S3 science education as much as 12.5% lecturer. Study of the master's degree in educational sciences and pure science as much as S3 12.5% lecturer. While the master's degree in science education to S3 science education as much as 25% lecturer.

6. educational science Linierity in S1, S2 and S3. Review of linierity science S1, S2 and S3 can be grouped in 5 (five) groups. The are: a. Science S1 Undiluted S2 Undiluted, Pure and S3 exist 37.5% of the professors; b. Science S1, S2 and S3 Education Education there is 12.5% of the total number of lecturers; c. Bachelor degree Education Science, S2 and S3 Murini Education there is 12.5% of the total number of lecturers; d. Science S1 and S2 and S3 Pure Education there is 12.5% of the total number of lecturers; e. Science S1, S2 and S3 Education there are 25% of the total number of lecturers

7. Linierity in Education Majors or Courses work with educational science S1, S2 and S3.

From the results of the data can be retrieved linieritas majors or courses with science education gained a lecturer as follows. a. Majors or fields of science education, the status of S1 Undiluted S2 Undiluted, Pure and S3 exist 37.5% of the professors. b. for courses or Educational Status, Undergraduate Science education, Graduate and Doctoral Education there is 12.5% of the total number of lecturers c. for courses or Educational Status, Undergraduate Science education, S2 and S3 of the pure Education there is 12.5% of the total number of lecturers d. Majors or fields of science education, the status of S1 and S2 and S3 Pure Education there is 12.5% of the total number of lecturers.

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e. Majors or fields of science education, the status of S1, S2 and S3 Education there are 25% of the total number of lecturers

From the analysis of linierity above, it can be concluded that from the 8 (eight) Professors who were interviewed, linierity science level reached 100%. It can be explained that linierity is referring to the grouping of science linient. Although the science is the study of the pure science of nature, but in science it has the same sense. Some reasons for Professor in the study programs why they choose to pursue further study include: 1) because the sustainability of further education (masters or doctorate) is concerned to enhance or to develop a particular field that is pursued by them. While this is an important option to implement one’s consistency against the attitude of the specific areas related to the field of teaching/education as well as the field of research; 2) because the doctorate study is the basic scientific determined by the university; 3) the candidates’ capabilities; 4) although the major studies are different, but theses or dissertations are written in foreign languages and even in different countries, 5) scientific profession considerations.

The selection of linierity for Science Lecturers’ further studies is currently being the primary consideration. Linierity field of science will bring career development. Percentage of professors who attended the S- 2 and S-3 programs were taken into account since the linierity of science in the faculty reaches 93,33%. Linierity field of study needs to be done to increase knowledge so as to improve the professionalism of the lecturers. Only 6.67% or a lecturer of the 15 respondents who pursued a course that is not linear. Those people are from the fields of language, i.e. the language of Japan to the social field of the humanities. While in the S-3 takers, there are 2 professors who majored in science which is not linear, both set in language education Department of Japan. Both are the professors of Japenese Linguistics. There is also another case which sounds different that the change of

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field of study program, i.e from Japanese study to Bahasa Indonesia. This deviation is done based on the view that the language of Japan and Indonesia have special links, i.e. they are treated equally linguistically. Similarly Japan language education still has a relationship with the social sciences.

The completion of coursework for both lecturers who take science linear or not, did not have significant differences. The lecturers who take a linear Science also exist which is assumed to have difficult tasks final project completion. For further career level, linierity is sometimes not very influential. There is the study of linearity which shows that career has nothing to do with linearity as well as the development of professional carreer. Many factors will be recalled to have had the influence on it.

It can be stated that linierity is not the only means to develop a professional career. A research by Rino (2014) entitled “The factors that affect the performance of a lecturer” in Journal of Science Education, vol. 20, no. 1 (2014). The research shows that information technology of smart campus will significantlty give influence to the knowledge management, leadership skill, better knowledge, management skill will influence the leadership skill of the lecturer which are also supported by motivation and the performance of the lecturers themselves.

Further studies also require better refernces. This means that for the candidate of furthers studies, they also have some points of view that references and the availability of the source materials for studying, for example books and journal, are very important. Lecturers who attended further studies at the internal university stated that the books’ collection at the Institute of advanced study places adequate or sufficient and relevant to the field of science they want to obtain. The Ph.D takes to other countries also have similar perception that taking a

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study abroad will also give them access to read and to observe the references as many as possible.

As many as 31% or 4 people out of 13 people who studied in the country with fields of linear, experience a delay in their studies. But they could finish her studies, although it takes them over 6 years, exceeded the limit of the end of the study period for S-3. For the study of S-2 there is no delay. The lecturers who studied in the same field as their major study programs shows 50% or 1 out of 2 people, who has been experiencing delays in the study. According to the data that was successfully excavated, such delay were caused significantly by the system.

CONCLUSION

Based on the analysis above, it can be inferred that linierity is still a major consideration in developing the possibility in taking further studies. Linierity is not a crucial moment for the lectures to cancel their study level into a higher level of education. Althought the study is not linient in terms of academic and science level, linierity is not a key issue. Many factors will affect the development of professional career’s, high self motivation, and supportive environment. Percentage of professors who attended the S-2 and S-3 in the faculty of Languages and Arts of Unesa has reached 93,33%. Linierity in terms of field of study programs needs to be done in order to increase knowledge so as to improve the professionalism of the lecturers.

REFERENCES:

1. Bogdan, R.C. & Biklen S.K. 1990. Riset Kualitatif untuk Pendidikan: Pengantar ke Teori dan Metode. Alih Bahasa Munandir. Jakarta: Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan dan Kebudayaan. 2. Budiardjo, L. 1997. Mengajar di Perguruan Tinggi. Jakarta: Pusat Anatar Universitas untuk Peningkatan dan Pengembangan Aktivitas Instruksional Dirjen Dikti. Departemen Pendidikan dan Kebudayaan.

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3. Bungin, B. (Ed.). 2006. Metodologi Penelitian Kualitatif. Jakarta: Raja Grafindo Persada. 4. Faisal, S. 1990. Penelitian Kualitatif Dasar-dasar dan Aplikasi. Malang: Yayasan Asih-Asah-Asuh. 5. French, W. 1974. The Personnel Management Process. Boston: Houghton Mifflin Company. 6. Goertz, M.E. 2001. “The Finance of American Public Education:Challenges of equity, adequacy, and efficiency”. Dalam Gregory J.Cizek, ed. Handbook of Educational Policy. San Diego: Academic Press. 7. Good, C.V. 1959. Educational Dictionary. New York: Mc.Graw Hill Book Company. 8. Handoko, T. H. 2001. Manajemen Personalia & Sumberdaya Manusia. Yogyakata: PBFE. 9. Hanson, E.M. 1990. Educational Administration and Organizational Behavior. London: Allyn and Bacon. 10. Hasibuan, M.S.P. 2005. Manajemen Sumber Daya Manusia. Jakarta: Bumi Aksara. 11. Mantja, W. 2007. Profesionalisasi Tenaga Kependidikan: Manajemen Pendidikan dan Supervisi Pengajaran. Malang: Elang Mas. 12. Mantja, W. 2007. Etnografi Desain Penelitian Kualitatif Pendidikan dan Manajemen Pendidikan. Malang: Elang Mas. 13. Ni’matush, Sholikhah, dkk. “Analisis Faktor yang Memengaruhi Ketimpangan Pendidikan” dalam Jurnal Ilmu Pendidikan, Jilid 20, Nomor 2, Desember 2014, hlm. 176-182. 14. Rawita, Ino Sutisno. 2010. Kebijakan Pendidikan Teori, Implementasi dan Monev. Yogyakarta: PT. Kurnia Kalam Semesta. 15. Rino (2014) “Faktor-Faktor yang Mempengaruhi Kinerja Dosen” dalam Jurnal Ilmu Pendidikan, Vol.20, No.1. Universitas Negeri Malang. 16. Sugiono. 2009. Metode Penelitian Kuantitatif dan Kualitatif dan R & D. Bandung: Alfabeta. 17. Tim Penyusun. 2015. Draft Rencana Strategis Universitas Negeri Surabaya tahun 2016-2020. 18. Tim Penyusun. 2015. Draft Rencana Strategis Program Pascasarjana 2015-2019. 19. Tim Penyusun.2011. Rencana Strategis Fakultas Bahasa dan Seni UNESA tahun 2011-2016. 20. Werang, B.R. 2007. Manajemen Sumber Daya Manusia. Meraoke: Universitas Musamus Mereoke.

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PULSES IN UN-IRRIGATED AREA IN TELANGANA

Tekmal Renuka Ph.D. Research Scholar Department of Economics Osmania University Hyderabad

India is creating 14.76 million tons of heartbeats from a territory of 23.63 million hectare, which is one of the biggest heartbeats delivering nations in the world. However, around 2-3 million tons of heartbeats are foreign made every year to meet the local utilization requirement. Thus, there is have to build generation and profitability of heartbeats in the nation by more serious mediations.1

Continuous Schemes on Pulses Development

In no time, beats improvement projects are being executed through the Centrally Sponsored Schemes of NFSM-Pulses, Integrated Scheme on Oilseeds, Pulses, Oil Palm and Maize (ISOPOM) and Integrated Crop Development Program (ICDP)- Pulses under Macro Management Mode. While ISOPOM is actualized in all the 433 areas of 14 States, NFSM Pulses is being executed in mission mode in 171 locale of these states. furthermore, 15 regions of Jharkhand and 10 regions of Assam have as of late been incorporated under NFSM-Pulses for usage with impact from first April, 2010. ICDP-Pulses is executed in states other than the 14 NFSM/ISOPOM States. NFSM-Pulses spread around 80% of the aggregate zone under heartbeats in the nation.

Innovation Demonstration Initiative

To accomplish focus of extra generation of heartbeats, it is important to focus endeavors on five most imperative heartbeat crops relying on there commitment in national creation viz., chickpea (39%), pigeonpea

1 A. Ahmad, 1985a; "Presidential Address", Geography Section, lOth Congress of the Indian Academy of Social Sciences, p.2. (Himeo).

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(21%), mungbean (11%), urdbean (10%) and lentil (7%). The range creation and profitability of real heartbeats in India is accounted for in Table-1. Further, data about critical heartbeat crops in real states in view of region and creation of heartbeats is given in Table 2 - 14.

Objective

The goal of cutting edge showing is to exhibit chose innovations in a conservative piece for five noteworthy heartbeats trims to be specific chickpea, pigeonpea, mungbean urdbean and lentil. Total 6000 exhibitions will be directed on these real heartbeats crops with the unit of 0.40 hectare area. Total 6000 showings will be partitioned into chose product shrewd, beats crops showings in light of proportionate percent zone under particular harvest. The shows will be directed for the time of three years.

 Advances to be exhibited to the agriculturists  As of late discharged, early developing, high yielding, strong seeded, illness safe assortments  Planting procedures  Coordinated plant supplement administration  Coordinated weed administration  Coordinated illness and creepy crawly  Water system and downpour water administration  Intercropping  Segments of exhibits  Showings will be directed by chose KVKs/SAUs/ICAR Institutes Sorting out creation and opportune supply of value data sources, for example, seeds, composts, bio-manures, herbicides, pesticides and so forth.

Backstopping to the chose KVKs by SAUs/ICAR Institutes through one day Regional Workshops.

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Preparing to agriculturists and expansion specialists required in behavior of cutting edge shows

Table 1. Range creation and efficiency of real heartbeats in India (Area: lakh ha, Production: Lakh tons, Productivity: kg/ha)

Particulars Territory Per penny Creation Per penny Profitability

Chickpea 73.7 38.71 58.9 48.28 799.19

Pegionpea 36.3 19.07 27.6 22.62 760.33

Mungbean 34.4 18.07 14 11.48 406.98

Uradbean 31 16.28 14 11.48 451.61

Lentil 15 7.88 9.5 7.79 633.33

All out 190.4 100.00 124 101.64 651.2

Table 2. Focus on imperative heartbeat crops in significant States on territory under the beats

Crops States to be secured

Chickpea: Madhya Pradesh (32.97%), Maharashtra (18.36%), Rajasthan (16.70%), Andhra Pradesh (8.55%), Karnataka (8.21%), Uttar Pradesh (6.85%) and Gujarat (2.92 %)

Pigeonpea :Maharashtra (32.37%), Karnataka (18.76%), Andhra Pradesh (12.75%), Uttar Pradesh (10.14%), Madhya Pradesh (9.64%) and Gujarat (6.69%)2

Mungbean :Rajasthan (30.81%), Maharashtra (19.51%), Karnataka (15.35%), Andhra Pradesh (12.79%), Orissa (7.41%), Tamil Nadu (4.97 %) and Uttar Pradesh (2.09%)

2 http://farmer.gov.in/imagedefault/pestanddiseasescrops/pulses.pdf on 14 September 2016

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Urdbean :Maharashtra (18.55%), Andhra Pradesh (16.23%), Madhya Pradesh (18.55%), Uttar Pradesh (12.61%), Tamil Nadu (11.00), Rajasthan (4.68), Orissa (4.84%) and Karnataka (4.06)

Lentil :Madhya Pradesh (40.53%), Uttar Pradesh (37.60%), Bihar (10.80%) and West Bengal (4.00%)

Table 3. Focus on critical heartbeat crops in real States on creation of the beats

Crop States to be secured

Chickpea : Madhya Pradesh (29.37%), Maharashtra (20.03%), Andhra Pradesh (15.48%), Rajasthan (9.73%), Karnataka (9.63%), Uttar Pradesh (6.42%) and Gujarat (3.57 %)

Pigeonpea : Maharashtra (39.24%), Karnataka (17.57%), Andhra Pradesh (10.94%), Uttar Pradesh (11.85%), Gujarat (10.65%) and Madhya Pradesh (7.86%)

Mungbean : Rajasthan (34.67%), Maharashtra (30.92%), Andhra Pradesh (18.08%), Karnataka (9.00%), Orissa (5.17%), Tamil Nadu (4.58%) and Uttar Pradesh (3.33%)

Urdbean : Maharashtra(23.36%) AP(18.50%), UP(12.29%), MP(11.86%), Tamil Nadu (8.64%), Karnataka (4.57%), Rajasthan (4.29%) and Orissa (3.00%)

Lentil : Uttar Pradesh (45.79%), Madhya Pradesh (30.21%), Bihar (12.00%) and West Bengal (4.21%)

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Table 4. Range, Production and Productivity of Chikpea in Major States

S. No. Particulars Range (lakh ha) % Share Creation (lakh t) % Share Profitability (kg ha-1)

1 Andhra Pradesh 6.30 8.55 9.12 15.48 1447.62

2 Gujrat 2.15 2.92 2.10 3.57 976.74

3 Karnataka 6.05 8.21 5.67 9.63 937.193

4 Madhya Pradesh 24.30 32.97 17.30 29.37 711.93

5 Maharashtra 13.53 18.36 11.80 20.03 872.14

6 Uttar Pradesh 5.05 6.85 3.78 6.42 748.51

7 Rajastan 12.31 16.70 5.73 9.73 465.48

Sub-all out 69.69 94.56 55.50 94.23 796.38

Complete 73.70 100.00 58.90 100.00 799.19

3http://farmer.gov.in/imagedefault/pestanddiseasescrops/pulses.pdf

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Pulses in Telangana Region:

Beats, oil seeds and maize are among the top harvests that are driving the continuous Kharif sowings in both Telangana and Andhra Pradesh, despite the fact that there is still two or three more weeks left for the sowing of inundated dry (ID) crops amid the flow season.

In Telangana, heartbeats and soybean have effectively crossed the typical real esatate under these products as some bit of cotton region was being moved to these and other interchange crops, as per the authorities.

Telangana government had effectively crusaded against cotton cultivating, which now represents 32% of the aggregate gross trimmed zone of 53.2 lakh hectare. Attributable to its dry spell safe qualities, cotton product was favored by the agriculturists in Telangana.

The Paddy manor, which extends up to the principal week of August in Telangana and past the primary week of August in AP inferable from the deferred water discharge under waterway water system, are yet to get pace.

AP and Telangana have an ordinary trimmed range of 40.96 lakh hectares and 43.44 lakh hectares, individually, in the Kharif season. In this way, sowing operations were finished in 33% and 51% of the typical zone in AP and Telangana, separately, as per the information upgraded by the individual agribusiness offices on Wednesday.

Not at all like in the earlier years, both the states have gotten typical to abundance precipitation from June till July 12.

Paddy is the biggest yield in AP with a typical edited region of 16.03 lakh hectares in the Kharif season, however paddy estate happens at the fag end of the season. "Sowing in more than 60% of the zone under the ID crops have as of now been finished in the state, while paddy

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operations have not yet got force," a senior authority of the AP horticulture division told Business Standard.

In Telangana, paddy is the second-biggest product with an ordinary trimmed territory of 9.86 lakh hectares, while cotton involves the biggest region of 17.09 lakh hectares in the Kharif season. Telangana is among the main 3-4 cotton developing states in India.

Coming to beats, with the fulfillment of sowing in 4.22 lakh hectares, beats range remained at 104% of its typical edited region in Telangana as on Wednesday. Of this, red gram (tur dal) is sown in 2.71 lakh hectares. In AP, sowing in around 65% of 2.53 lakh-hectare typical trimmed range of heartbeats has been finished.

Groundnut is the second-biggest harvest in AP, with an ordinary edited region of 9.30 lakh hectares in the Kharif season. In this way, sowing of groundnut yield was finished in 5.88 lakh hectares, twofold the zone contrasted with the sowing of the harvest amid the same time frame a year ago, demonstrating a conceivable increment of the product amid the season.

In Telangana, soybean was sown in 2.70 lakh hectares as against the ordinary trimmed range of 2 lakh hectares. Maize is the other real product in Telangana, which was at that point sown in 3.67 lakh hectares when contrasted with the ordinary trimmed range of 4.91 lakh hectares.

In any case, paddy manor is finished in just 8% and 13% of the aggregate trimmed region under paddy in Telangana and AP, separately.

Regardless of the dry season conditions, Telanana and AP created 68 lakh tons and 64 lakh huge amounts of foodgrains, individually, amid the most recent year. Territory under foodgrains was 19.86 lakh hectares and 19.48 lakh hectares in AP and Telangana.

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While paddy creation represented 57.18 lakh huge amounts of the aggregate foodgrain generation in AP, in Telangana the generation of paddy, maize and heartbeats remained at 39.74 lakh tons, 23.94 lakh tons and 3.38 lakh tons, separately, in 2015-16.

Horticulture is the backbone in Telangana, as more than half of the State's populace relies on upon it for their business. Agribusiness and unified part's commitment to Gross Value Added at consistent (2011- 12) costs for the year 2015-16 were around 12.9 percent, which declined from 16.1 percent in 2011-12. There has been high precariousness in the development of pay in the area with a normal yearly development of 0.3 percent amid 2011-12 to 2015-16. Farming and united part amid 2015-16, liable to record to a negative development of –4.5 percent.4

Deceleration and changes in the development of farming segment are for the most part by virtue of fancies of occasional conditions. Despite the fact that the minor water system was the fundamental wellspring of water system in Telangana, due significance was not given before. Added to this, 2015-16 has been a troublesome year for the horticulture, as this was the second successive year of insufficient precipitation, bringing about serious dry season in the State. There was a decrease in territory under nourishment grains from 26.14 lakh hectares in 2014-15 to 20.46 lakh hectares in 2015-16. To have a reasonable and stable development of the farming segment, the Government has started "Mission Kakatiya" to resuscitate all the Minor Irrigation sources in a staged way to carry more zone under development with a target to upgrade the horticulture creation in the State.

Agricultural Production, Area and Yields

4 The ecological conditions suit the production of pulses of various kinds.

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The region under sustenance and non-nourishment crops: Net Cropped Area (NCA) in Telangana in the year 2014-15 was 43.8 lakh hectares while Gross Cropped Area (GCA) was around 53.2 lakh hectares. Out of the aggregate GCA, 30.7 lakh hectares (58 percent) was under sustenance crops and 22.5 lakh hectares (42 percent) was under non- nourishment crops. The critical sustenance grains developed in the State are rice, maize, jowar, bajra, beats, and so on. Cotton is an imperative non-nourishment crop representing 32 percent of aggregate GCA in the State.

Foodgrain crops (i.e., rice, wheat, coarse oats and heartbeats) are developed in 26.1 lakh hectares in 2014-15 and creation is around 72.2 lakh huge amounts of sustenance grains. Rice is developed in around 14.2 lakh hectares in 2014-15 and the generation is around 45.5 lakh huge amounts of rice. The territory under heartbeats was 4.1 lakh hectares in 2014-15 with the generation of 2.6 lakh tons. Other vital harvests in the State in 2014-15 incorporate coarse oats, possessing 15 percent of aggregate GCA, trailed by heartbeats 8 percent and oil seeds 9 percent. Territory and Production in 2015-16:The creation of sustenance grains including oats, millets and heartbeats has been assessed to be around 49.35 lakh tons in the current (2015-16) agribusiness year as against 72.2 lakh tons a year ago. A sharp lessening in the creation of paddy, the staple sustenance in the State, has pulled down the aggregate produce of nourishment products. Paddy yield is assessed to be under 30 lakh tons this year as against more than 45.5 lakh tons a year ago. Essentially, the creation of heartbeats is evaluated to be 2.5 lakh tons this year against 2.6 lakh tons a year ago. As a consequence of it the costs of heartbeats have unabated in most recent couple of months, the retail costs of red gram, dal has touched Rs. 210/ - per Kg. in October 2015. The oilseeds generation is liable to be 4.73 lakh tons as against 7.22 lakh tons a year ago. The points of interest of Area and Production of nourishment and non-sustenance crops in 2014-15 and2015 - 16 are given in Table underneath.

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Table: Area, generation, and Yield in 2015-16 Crops Region (Lakh Hectares) Generation (lakh tones) Yield (kg/hectare) 2014-15 2015-16* % of Dev 2014-15 2015-16* % of Dev 2014-15 2015-16* % of Dev Rice 14.15 9.51 - 33 45.45 29.79 - 34 3211 3132 - 2 Maize 6.92 5.56 - 20 23.08 16.19 - 30 3338 2912 - 13 Grains &millets 22.05 15.91 - 28 69.55 46.85 - 33 3155 2945 - 7 Beats 4.08 4.55 12 2.63 2.5 - 5 644 549 - 15 Nourishment Grains 26.13 20.46 - 22 72.18 49.35 - 32 2763 2412 - 13 Groundnut 1.55 1.18 - 24 2.95 1.82 - 38 1907 1542 - 19 Soyabean 2.43 2.44 0 2.62 2.55 - 3 1081 1045 - 3 Oil seeds 5 4.36 - 13 7.22 4.73 - 34 1442 1085 - 25 Sugarcane 0.38 0.58 53 33.43 27.93 - 16 87654 79795 - 9 Cotton** 16.93 17.78 5 35.83 36.08 1 360 345 - 4 Note: *2nd Advance Estimation5

5http://www.thehansindia.com/posts/index/Telangana/2016-05-21/Agriculture-Mainstay-in-Bangaru-Telangana/229487 on 14th September 2016

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The prospects in Rabi season have all the earmarks of being far more atrocious, as the range under nourishment yields is sown 5.32 lakh hectares, as against the typical region of 10.08 lakh hectares. Demonstrating the inadequacy of 47% over the typical range. Paddy is the most noticeably awful hit crop as the range developed is just 36 for every penny of the ordinary region because of winning unfavorable regular conditions.

Locale savvy examination: Among10 areas of Telangana, Mahabubnagar, with 9.78 lakh hectares of area stand biggest as far as Gross Cropped Area in 2014-15, trailed by Nalgonda and Karimnagar with 7.3 lakh and 7.0 lakh hectares, individually.

Oats, Millets and heartbeats involve more than 50 percent of aggregate GCA in Nizamabad, Karimnagar, Medak, Rangareddy and Mahabubnagar areas. Nalgonda (with 44 percent GCA) and Karimnagar locale (with 40 percent GCA) stand at the top as far as zone and generation of rice in the state. With 2.10 lakh hectares region under coarse grains, Mahabubnagar stands first as far as zone under coarse oats and Karimnagar region stand first regarding creation of coarse oats with 5.46 lakh tons. Cotton is a noteworthy non-sustenance crop in Warangal, Karimnagar, Nalgonda, Adilabad and Mahabubnagar locale.

Changes in editing design in Telangana: Food crops comprising of grains, coarse oats, beats, and other nourishment crops involve lion offer altogether trimmed range in the State. Research ponders on State's editing design uncover that more than 33% zone was under sustenance crops amid the 1980s. Trimming design from the 1980s forward moved towards non-nourishment crops in the State.

Of the aggregate trimmed region of 48 lakh hectares in 2001-02, around 71 percent was under sustenance yields and 29 percent was under non- nourishment crops. In any case, the offer of nourishment yields came

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down to 58 percent and the offer of a non-sustenance harvest to 42 percent amid the year 2014-15. Indeed, even in outright terms region under sustenance crops descended from 33.98 lakh hectares in 2001-02 to 26.13 lakh hectares in 2014-15 (Figure 3.2). This shows zone under sustenance yields is diminishing in both supreme and relative terms and the editing example is moving towards non-nourishment crops.

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PROBLEM-BASED LEARNING APPROACH FOR THE TEACHING OF ENGLISH AS A SECOND OR FOREIGN LANGUAGE

Made Budiarsa Faculty of arts Udayana University Bali-Indonesia

Introduction

This paper deals with a fairly new approach to the teaching and learning English as a foreign language which is called Problem-based learning (PBL). EFL students are placed at the center of learning when English teachers implement PBL. This approach has been developed as oppose to the traditional ways of English language teaching and learning (Foster, 1999). As we have realized that the success of the teaching of English as a Foreign or Second language depends entirely not only on the quality of the language program which has been designed for the classroom activities but also on the flexibility with which the teacher uses that language program in a real life classroom interaction. The teacher in the classroom is the key figure in the teaching and learning process. It is the teacher who organizes the atmosphere for the learning activities.

Nowadays, the trend for the teaching of English as a foreign language is based on the competence-based, problem-based and task- based learning. The competence-based curriculum which is now being practiced in most universities and the changes it has undergone over time, is argued that flexibility and diversity are vital to ensure that through problem-based learning both students and teachers come to own and value their shifts and transition in learning. Thus, for many, competence-based learning might be seen as an ideology rooted in the

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experiential learning tradition that can be adopted within modules, across semesters or thought out curricula (Savin-baden, 2004).

The method used in the teaching of English as a foreign language involved learning in ways that used problem scenarios in implementing its activities to encourage students to engage themselves in the learning process; this methos od teaching becomes known as problem-based learning approach. Many currently influential approaches to language teaching take for granted a number of related assumptions, both about language use and the way in which it should be presented to students. Their aspiration is often to create classroom language use which is needs-based, meaning-focused, problem-based and culturally conventional. As mentioned by Wilkins (1976) that the language system is presented inductively (i.e. to be derived from examples) rather than deductively (i.e. with the teaching of explicit rules preceding practice), and analytically (i.e. holistically) rather than syntactically (i.e. as separate and sequenced components). Taken together these approaches to language use and presentation are commonly described as ‘communicative’ rather than ‘traditional’ or ‘form-focused’ rather than ‘task-based’.

In relation to the term of foreign language learning it is important to know the idea behing this term. “Foreign Language” or “Second Language” has been increasingly applied for all types of non- native language learning. Mostly the two are used synonymously, but in certain cases a conceptual distinction is expressed in the use of “second” and “foreign”. Accroding to Stern (1983) thus, the acronym TESL, ‘Teaching of English as a Second Language’ is distinguished from TEFL, ‘Teaching of English as a Foreign Language. TESL refers, for example, for the teaching of English in the U.S.A. to immigrants who are speakers of other languages. Moreover, he claims that in contrasting “second” and “foreign” language there is today a consensus that a necessary distinction is to be made between a non-native

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language learnt and used within one country to which the term ‘second language’ has been applied, and a non-native language learnt and used with reference to speech community outside national or territorial boundaries to which the term “foreign language” is commonly given. A “second language” usually has official status or a recognized function within a country which a “foreign language” is not.

Objectives of the Study

The main objective of this study is to develop new approach for the teaching of English as a foreign language. The approach is termed as the problem-based and task-based learning in order to help the students of English as a foreign language to develop their ability to use English as a means of communication.

Research Method

This study applied a library research method in order to gather the data and gained information about the studying and learning process. The most data were taken from books and journals of foreign English language teaching. It was found that the collected data showed that most students of English as a foreign language were mainly taught grammar of English and very rare were given to use it as a means of communication to solve the problem of the real fact in the society. The materials taught in the classroom mostly based on the grammar study approach. The students were not given ample time to use what they had already studied with the teachers in the classroom to be applied in real life communication. So that it was found that the students were not having good skills for communication. Based on this data, then, it is necessary to develop new teaching approach for those foreign English language students.

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Material and Discussion

According to the Harmer (2001) students are generally described in three levels, beginner, intermediate and advanced and these categories are further qualified by talking about real beginners and false beginners. Elementary level is between beginner and intermediate. The intermediate level is often sub-divided into lower intermediate and upper intermediate, the appropriate level in which the PBL to be applied is intermediate level (mid-intermediate and upper intermediate) because in this level students have already matered the basic roles of English and they have already known how the English language works. Besides, these students need not only to know the rules of English but they need English as a means of communication to be used in their every day life to deal witn international interaction as well.

Furthermore, it is realized that the problem will come up with these labels is that they mean different thing to different people. What one schoolor education sytem calls advanced may be more like intermediate to some other teachers. In other words, we are interested in applying this PBL approach in language teaching to the concrete learners and communicative learners because both of these types of learners are much more interested in language use and language as communication rather than language as a system. Moreover, as mentioned by Harmer (2001) these types of learners are much more interested in social interaction with other speakers of language and like to work in group and happy to learn without the guidance of a teacher.

Problem-Based Learning (PBL)

In this part of the paper, the focus of discussion is on the idea of the problem-based approach in relation to the teaching of English as foreign or second language. The use of the terms second and foreign language is repectively used in this paper without making any different

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between the two. Compared with many pedagogical approaches problem-based learning has emerged relatively recently. It is good to be used to develop student’s communication skills and thinking skills. That is whay it is important to be applied, nowadays, in our English language teaching situation in order to give ample time to the students to use their language skills fully.

The primary aim of this paper is to give insights to the English language teachers to develop their teaching method through problem solving activities in which the functional use of English as a means of real life communication will be the prime focused. As we have understood that the traditional ways of teaching and learning English in the past have been done mostly in the form of grammar competence rather than use. PBL introduces the concept of problem and problem solving. Problem is the fundamental nature of this approach in wich the learners must find solutions to the problems whose answer are not known. They have to use and link their previous knowledge of English with the new information to arrive at the solution.

Today, problem-based learning which is considered to be the most effective way to be applied in the teaching of English as a Foreign Language is an approach in which it is acknowledged that learners should develop metacognitive skills and thus it is expected that students use way of thinking abilities to manage or solve complex problems using their knowledge of English that they have already known previously. Using this approach of teaching English will challenge students to learn through engagement in a real use of English expressions they have already mastered. It is a kind of a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing the students in the active role to use English as a medium of communication. PBL is student-centered approach which makes a fundamental shift from a focus on teaching to a focus on learning.

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As mentioned by Songhori (2007) the main idea of PBL is that a group of students is presented with an “ill-structured” problem – that is, it has many solutions that reflect a real problem from their professional field. Students who encounter the problem will not have most of the relevant information needed to solve the problem from the beginning. He further claims that real problems are the heart of PBL model. But what are rhe characteristics of good problems are as the following :

The characteristics of good problems are (a) problem in this case must first connect student’s awareness and stimulate them to investigate for deeper insight of the concepts being presented; (b) high- quality problems oblige students to make choice or verdict based on facts, logic and/or rationalization; (c) collaboration from all members of the teamwork is required in order to work effectiveky through a good problem; (d) the initial questions in the problem should have one or more of the following characteristics: They should be: (1) open-ended, (2) connectd to previously learned knowledge and (3) controversial issues that will elicit diver opinion.

In the field of language teaching and learning, however, the use of PBL approach is relatively new and that is why it is important and recommended to be applied in the teaching of English as a foreign language in Indonesia in order to develop students’ proficiency in using English as a medium of communication. This model of teaching approach is primarily developed to integrate the language and content study to facilitate self-directed learning. By applying this model in our teaching situation means that the English language learners are given a problem to be solved by using English as a medium of solving the problem, prepare a report in the form of written or oral English, and present the results in the class in which the rest of the class will be actively giving the comments on it.

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Why Problem-Based Learning

In the traditional approach to the teaching of English as a second or foreign language in colleges or universities in Indonesia tend to produce students who are often bored with their teaching and learning situation. They are often faced with vast amount of information to memorize, much of which seems irrelevant to the real world as it exists outside of colleges. The Student of English language often forget much of what they learned, and that which they remember cannot often be applied to the problems and tasksthey later face in the real world where English is being used as a means of communication. PBL approach prepares language learners to work with other in collaborative team situation.

As we have realized that PBL approach to the teaching of English as a foreign language in Indonesia is a recent insight which is based on the findings of linguist and psychologist. This approach is against traditional approaches such as PPP model of language teaching (presentation, practice and production). The PPP model of language teaching is also based on the assumption that a language is best presented to the learner as a series of structure. Errors are considered as evidence of poor learning, requiring more PPP treatment (Foster, 1999). Problem based-learning emphasizes the language learner capacity to reconstruct experience and thus makes meaning of it. In this approach the role of the teacher is to organize learning activities that build on the previous experiences of the students and direct them to new experiences that further they growth, and that the curriculum should be closely tied to the students’ experiences, developmentally appropriate and structured in ways that encourage continuity. It has been argued that the problem-based learning fits broadly into the experiential learning tradition. PBL is a total approach to education. It is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner

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acquisition of critical knowledge, problem solving proficiency, self directed learning strategies, and team participation skills.

In PBL the students are given sufficient time to use and practice their previous knowledge of English they have already studied in the traditional way of learning, and moreover in PBL approach the teachers of English as a Foreign languange are expected to be able to use a student-centered strategy in which the students collaboratively solve problems and reflect on their experiences. Accordingly, in PBL student of EFL are encouraged to take responsibility in the learning process with support from the facilitators. The characteristic of PBL are :

(a) Learning is driven by challenging, open ended problems.

(b) Students work in small collaborative groups.

(c) Teachers take on the role facilitators of learning. A PBL course is designed into a series of real world. The students are designed to work in small groups with other students on problems. A PBL course must be presented with an ioll-structured organizational problem.

The Role of the Teacher and Student

In a PBL situation, the role of the teachers perform as the source of knowledge by consciusly abstaining from giving only right-wrong answer and helping students observe how other resources can teach them about effective language use. EFL teachers must take on a minimal role when presenting PBL to the language learners. They may use open-ended questions to encourage student metacognitive growth. The teacher must take the role as a facilitator. As facilitator teachers need to ask questions such as: why? What do we need to know more about? What is your evidence? What do you mean? And how do yo know? That is true instead of content-laden questions. By asking such

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questions, facilitators also model critical thinking, with the purpose of stepping back and letting students begin to ask themselves and their peers those same types of questions. In his role as facilitators the teacher directs the learning process and takes responsibility for the learning that takes place. In short in the process of learning the facilitator share their power over the learning with the group and enable the group to become more self-directed by conferring with them. The facilitators do not do things their own way or in other words the facilitator’s role is that of creating condition in which studetns can exercise self-determination in their learning.

Students of EFL in PBL is often a new experience and calls for changing in student perspective and functioning in any given program. In this program students have shifted from one primary role (listener and observer) to a large number of overlapping and ever changing roles. The EFL students have shifted from one primarily responsibility (learn the content) to a host of new responsibilities. In PBL students are actively constructing knowledge, they compare new knowledge with previous information, they share the responsibilty with each other and they work in teams with each other and with tutors. Students in PBL environment will assume variety of roles and responsibilities while undertaking a series of problem that are vastly different from those few they have assumed in traditional education (Savin-baden and Major, 20014).

As a problem serves as the context and stimulus for English learning, a student in a prbolem-based learning course serves first as a practical problem-solver. The students in PBL are self-directed learners in which they take an active, independent approach to learning by determining which issues to pursue and directing their own inquiry.

In PBL EFL students make several changes such as: from a passive listener, observer and note taker to active problem solver; and

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from a private persona taking few or no risks to public person who takes many risks, and moreover the students assume increasing responsibility for their learningm giving them more motivation and more feeling of accomplishment, setting the pattern for them to become successful life-long learners.

Presenting Problem to EFL Learners as Teaching Materials

Problem-based approach, in the te3aching of English as a foreign language, is normally intended with small groups of learners, guided by an instructor, or facilitator. During this, a series of problems are made available to learners with guidance eraly in the PBL process (with introductory problems), and later guidance is faded as learners obtain knew knowledge of English which normally employed in the discussion to discuss the problems which have been offered to them.

The EFL students, in PBL approach, are given repeated opportunities to deal with new information and experience in the search for meaning. The new meaning should be acquired through a process of individual finding. In this case the opportunities need to be provided in ways that let the students to do more than just receive information. EFL students must be allowed to deal with new challenges using their past experience without the control of a theacher.

In designing problem for EFL materials is not an easy matter for most EFL teachers. One of the difficulties of designing the problem for students of EFL is that how it might be used and the level of the curriculum where it must be used. For instance, in some English programs problems change in terms of complexity and capability as the student progresses through the first two years of the program, so far the level of criticality the English students are expected to develop towards learning and knowledge often changes very little. When designing problems it is essential to consider the balance between discipline knowledge and process skills such as problem solving and

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team-work. When introducing problem-based learning approach to the EFL students for the first time it is often helpful to start students off with a problem scenario that is fun, humorous and non technical in which they do not feel too threatened. This will facilitate the EFL students concentrate something other than just solving the problem – such as the improvement of group skills or a reflection of what learning means in this kind of circumstance.

For example: the following is a lesson plan model for problem- based learning which may be applied in our teaching situation.

1. Model Lesson Plan for PBL Class

1. Class Size: Twenty-five to thirty

2. Class Period: 90 minutes

3. Semester: IV English Department

4. Equipment: LCD, OHT

5. Materials: “Desert dilemma” Model for problem solving activities adapted from Harmer (1983: 117-119).

6. Lesson Objectives: The primary aim of this lesson is to give ideas to the EFL teachers to develop their teaching method through problem solving activities in which the functional use of English as a means of real life communication will be the prime focused.

7. Activities:

a. Warm up/Introduction (3-5 minutes)

b. Presentation of problem to be discussed in group (5 minutes)

c. Group discussion o problem solving (20 minutes)

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d. Prepare a report in the form of written or oral English (20 minutes)

e. Present the results in the class (Comments/QA) (20 minutes)

f. Present the solution (10 minutes)

g. Feed back and wrap up (10 minutes)

8. Procedures: Stage 1

a. Warm up/Introduction (3-5 minutes) Problem solving activities: “Desert Dilemma”

To start with, the teacher gives students a considerable amount of information and tell them to make a decision. Since the information is all written down students are left very much on their own for the completion of the task.

The students are told that they are going to work in small groups discussion.

There will be eight groups, in every group there are 5-6 students.

Stage 2

b. Presentation of problem to be discussed in group (5 minutes) Students are given the following information. They are rold to study it and then follow the instructions. This is what they receive: “The Situation”.

Stage 3

c. Group discussion o problem solving (20 minutes)

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The situation

It is about ten o’clock in the morning in July, and you have just crashed in a small aeroplane in the Sonora desert in Northern Mexico. The pilot and co-pilot are dead and the aeroplane is a burn-out shell. One of the passengers is injured.

The aeroplane had no radio, and the survivors think that they were about 100 kilometers off course when they crashed. Just before the crash the pilot told the passenger that they were 120 kilometers south of a small mining camp.

From experience you know that daytime temperatures can reach 43 centigrade (110 Fahrenheit) nad nite-time temperatures reach freezing. All the passengers are dressed in light clothes. The area is flat and arid as far as the eye can see.

Instruction:

The following is a list of items that came out of crash in good order:

- Flashlight with four batteries

- Jack knife

- Detailed pilot’s chart of the area

- Large plastic poncho

- Compass

- Instrument to measure blood pressure

- Loaded 45 pistol

- One red and white parachute

- Bottle of 1000 salt tablets

- One quart water per person

- Book Edible Desert Animals

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- One pair of sunglasses per person

- Two bottle of Vodka

- One over coat per person

- One pocket mirror Now do the following:

(a) Individually write down a list of the seven most important items on this list to ensure survival and/or rescue.

(b) Agree with the other members of the group what these items are.

Stage 4

d. Prepare a report in the form of written or oral English (20 minutes)

In their groups students are preparing the report in the form of written and oral English.

Stage 5

e. Present the results in the class (Comments/QA) (20 minutes) Each group may choose a spokesman to report their groups’ opinion in front of the class.

Stage 6

f. Present the solution (10 minutes) Each group must propose the solution of the problem.

Stage 7

g. Feed back and wrap up (10 minutes)

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When each of the groups has reached a decision the teacher and the class can conduct a feed back session by showing the proposed solution.

By the end of the lesson the teachers who perform as facilitators should give feed back to the students about what they have already presented in their group discussion. Some facilitators feel that students become over-reliant on them if they give feed back, which prevent the group from developing autonomy in learning. What must be taken into consideration is that feed back is not just about commenting on what as presented, it is also about team process and progress, the interrelationship of the students and facilitators, and the overall group relation.

Feed back needs to be clear, positive and specific. For instance, facilitators should avoid vague and general comments that do not help students such as, “that went well”, or “you all seem doing okay”. It is much better to offer a comment that gives the students some clear feed back that will enable change to take place, for example, “I think you use Powerpoint very effectively to help the group learn this complex topic, but perhaps next time you could use 10 slides instead of 60, so that you are able to keep within the available time.” In this example the feed back is “owned”.

The following table shows other examples of problem-based learning materials which can be applied for the teaching of English to EFL students.

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1. Types of knowledge Explanatory knowledge Type of Problem Explanation problem Example People in the 15th century used to believe it was possible to fall off the edge of the earth. Example of question Explain why? 2. Types of knowledge Desctiptive knowledge Type of Problem Fact-finding problem Example Following recent political changes relating to land use in Zimbabwe, many internal borders have changed. Example of question What whould a legal map look like? 3. Types of knowledge Procedural knowledge Type of Problem Strategy problem Example A 43-year-old woman cannot lift her right arm more than 45 degrees and she complains of pains and needles in her hand Example of question If you were this client’s physiotherapist what would yo do? 4. Types of knowledge Personal knowledge Type of Problem Moral dilemma problem Example A mother break’s into a chemist shop at night to obtain life-saving drugs for her baby. She contacts her local physician the next day to explain what she has done. Example of question What whould the doctor do? (Adapted from Schmidt and Moust 2000: 68)

2. Assessing Problem-Based Learning Assessment has not been an easy term to define, and its definition has gone through a number of repetitions. To assess something is to determine or fix the value on it. While many see assessment as determining significance, worth, or condition of changes in behavior,

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performance and competencies, we rather hold the view that you should assess people and evaluate things.

Assessment is an on going process aimed at understanding and omproving student learning. Assessment is a process, rather than an ourcome where students only have one attempt. It is a part of teaching and learning and involves setting clear goals and determining effective methods to find out whether goals have been reached. The assessment is not separate from teaching and it does not bring an end to learning, it provides information about how to continue to develop the students’ skills, knowledge and abilities with respect to the course learning objectives.

In general, and at minimum, students will be assessed in three broad areas:

1. Applied competence. (Group presentation and individual presentation).

2. Critical thinking, problem-solving and communicative competence.

3. Collaborative and leadership competence. We recognize that assessment in problem-based learning environment can be demanding. It should focus on multiple skills and abilities, on process as well as product, involve facilitators, and students. It is essential, however, to develop a plan for assessment that fits within the module goals and problem-based learning approach. The most important thing which must be taken into consideration is that assessment in problem-based learning should be on going and over time.

3. Conclusion In problem-based learning the EFL students must be given the problem scenarios which should serve as the central component of each module so that lectures or seminars can feed into them in order to

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inform students, rather than offering them great chunks of propositional knowledge that they may find difficult to integrate into their understanding. The starting point should be a set of problem situations that will equip students to become independent inquirers. However, we do suggest that some consideration should be given to the types of problems used at different levels of the course and the types of questions that students are asked to engage with in the context of solving or managing a problem.

The problem that the EFL learners are expected to engage with is open-ended and that there are a variety of ways of solving it. However, despite of content or principles of problem solving approach in the teaching of English as a foreign language, it is the context in which the primary problem is presented that has a tendency to influence the degree to which the transfer of knowledge takes place. The PBL approach is consistent with the philosophy that learning happens not in the heads of EFL learners but in the fields of public contact. In short, PBL is used to engage EFL students in learning and develop both problem solving strategies and skills by placing students in the active role of problem-solver in order to create useful experiences through group or team work. By doing so, the EFL students will have their time of using their knowledge of English as a means of communication in real life situation or in real world.

Bibliography

Abdullah, M.H. 1998. Eric Digest. “Problem-Based Learning in Language Instruction: A Constructivist Method”. www.indiana.edu/-. Allen, E.D. and Vallete, R.M. 1977. Classroom Techniques: Foreign Languages and English as a Second Language. New York: Harcourt Brace Jovanovich, Inc.

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Foster, P. 1999. ELT Journal, Vol.53/I. “Key Concepts in ELT: Task- Based Learning and Pedagogy”. Harmer, J. 1983. The Practice of English Language Teaching. London: Longman Group Limited. Harmer, J. 2001. The Practice of English Language Teaching. London: Pearson Education Limited. Lavine, A. 2001. “Problem-Based Learning”. MCLI: Maricopa Center for Learning & Instruction. Available from: http://www.mcli.dist.maricopa.edu/pbl/info.html. Richards, J.C. and Rodgers, T.S. 1986. Approaches and Methods in Language Teaching. London: Cambridge University Press. Savin-Baden, M. And Major, C.H. 2004. Foundation of Problem-based Learning. Oxford: Society for Research into Higher Education & Open University Press. Songhori, M.H. 2007. English for Specific Purposes World online Journal for Teachers. “Two Models Compared: Problem- Based Learning and Task-Based Learning. http://www.esp- world.info/Articles_8/Mehdi.htm. Stern, H.H. 1983. Fundamental Concepts of Language Teaching. Oxford: Oxford University Press. Wikipedia. 2008. “Problem-Based Learning”. Available from: http://online.sfsu.edu/~rpuser/revised/pages/problem.htm. Wilkins, D. 1976. National Syllabuses. Oxford University Press. ______. 2008. “Learners-Centered Classrooms, Problem-Based Learning, and the Construction of Understanding and Meaning by Students”. Available from: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/scienc e/sc3learn.htm.

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EFFECT OF SUBSTITUTION OF Zn and Sn ON STRUCTURAL

AND ELECTRICAL PROPERTIES OF BaFe12O19

Vaishali Soman Vijay Soman Department of Applied Physics Department of Physics Priyadarshini Indira Gandhi S M Mohota Science College College of Engg RTM Nagpur University, Nagpur

RTM Nagpur University, Nagpur India

India

+2 +4 Abstract: The substituted barium hexaferrite BaFe10.4Zn .8Sn .8O19 was synthesized by solid state diffusion method. A single phase hexagonal structure of the newly formed compound is obtained with substituents distributed in the structure according to their site preferences. The identification of the compounds is done by X-ray diffraction (XRD). The XRD show purely crystalline nature of the sample and thus conduction must be taking place by hopping mechanism. Hence electrical conductivity with change in temperature is studied. This study shows the semiconducting nature of the sample. The activation energy of the compound is also calculated.

+2 +4 Keywords: Magnetoplumbite, BaFe10.4Zn .8Sn .8O19 , XRD, electrical conductivity , activation energy.

I. INTRODUCTION

Ferrites are magnetic materials with Fe3O4 as main constituent. They are divided into two categories as “soft” and “hard” on the basis of magnetic properties. Soft ferrites have low coercivity and hence can be easily demagnetized. Whereas hard ferrites require large coercive force to demagnetize and hence can be used as permanent magnets, magnetic recording media etc. The cubic and tetragonal ferrites have spinel and distorted- spinel structures with general chemical composition as XY2O4. While for hexagonal ferrites

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several chemical compositions with different unit cells are possible. They differ in many aspects such as structure, chemical composition, electrical and magnetic properties. But in general all the ferrites have high resistance, chemical stability, wide applications in recording media and transformer cores [1-3, 8]. Depending on the structure there are different types of ferrites known as X, Y, M Z, W, U etc.

The present work is done on M-ferrites which are also called as magnetoplumbites. These are hard ferrites with low value of lattice constant c and least molecular weight. These M type hexagonal ferrites are characterized as ceramic and magnetically hard substances and thus at times are called as ceramic magnets or hard ferrites. Magnetoplumbites are compounds with hexagonal structure having

general chemical formula XY12 O19 where X ( Ba, Sr, Pb etc.) is usually divalent and Y is trivalent cation In the present study BaFe12O19 is taken as parent compound. It is found that many researchers have studied this compound by making some substitutions in it. The trivalent Fe ion can be partially or completely substituted by another trivalent ion like Al or by combination of divalent and tetravalent ions together by maintaining the stoichiometry. The substitution changes the properties of the parent compound and the newly formed compounds also have intensive applications [4-6, 9].

An attempt has been made in the present work to study the stoichiometric effect of substitution on BaFe12O19. Here the substitution is effected by partially replacing trivalent Fe ions by half divalent zinc ions along with quadrivalent Sn in equal proportions. Thus there is no charge imbalance in lattice. The present work is done to see the effect of double substitution on structural and electrical

+2 +4 properties of the compound. Thus the compound BaFe10.4Zn .8Sn .8O19 was synthesized by solid state diffusion method and studied further [6].

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II. EXPERIMENTAL TECHNIQUES

In the present work the compounds BaFe12O19 and +2 +4 BaFe10.4Zn .8Sn .8O19 are prepared from analar grade or highly pure oxides. The reacting oxides are first heated in oven to remove the traces of moisture. After cooling them to room temperature they were finely ground and mixed in proper molar ratio. After grinding them thoroughly in acetone, they are heated at about 11000C for about 120 hours. These samples were used for further study.

Using the X-ray diffraction, following study was undertaken.— (1) Calculation of values of interplaner distances (d) with respective( hkl) planes (2) Measurement of the lattice parameters ‘a ‘and ‘c’ (3) X-ray density for the said compounds.

Pellets of samples were prepared using polyvinyl acetate in acetone as binder in a clean stainless steel die of diameter 1.28 x 10-2 m under a pressure of 5000 psi in a hydraulic press .This binder was evaporated by heating the pellets at 2600C. The two surfaces of pellets were silvered . Using digital LCR meter, the resistance of the pellets was measured at various temperatures (T). A graph was plotted between conductivity (ln σ) versus 1/T. Further the activation energy is also calculated.

III. RESULTS AND DISCUSSION

XRD Study

For hexagonal system the interplanar spacing ‘d’ is related to unit cell dimension by the following relation

1 4(h2 + hk + k2 ) l2

------= ------+ ------( 1 )

2 2 2 d hkl 3a c

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where dhkl is interplanar spacing , ‘a’ and ‘c’ are lattice parameters and hkl are Miller indices of the crystal plane. The possible combinations of h and k are considered and values of a2 are deduced. Knowing ‘a’ and using equation (1) the value of ‘c’ is calculated. The X-ray diffraction results are summarized in the following table 1.

The hkl values of the newly formed compound matches fairly with the standard hkl values of BaFe12O19 sample. This shows that the sample formed is purely crystalline in nature and the substituents Zn and Sn have taken place of Fe ion. Like barium hexaferrite this newly

+2 +4 formed compound BaFe10.4Zn .8Sn .8O19 may be having grain like structure where each grain is conducting in nature. The grains are separated by poorly conducting grain boundaries [7]. The grains are in the form of hexagonal platelets.

+2 +4 Table 1: X-ray diffraction results of BaFe10.4Zn .8Sn .8O19

d(observed) d(calculated) 1/d2 ( hkl ) X10-10 m X10-10 m

2.92 2.99 0.1164 106 2.89 2.89 0.119 111 2.75 2.71 0.1316 113 2.65 2.69 0.1419 107 2.62 2.58 0.1451 114 2.52 2.52 0.1568 200 2.49 2.46 0.161 202 2.29 2.29 0.1894 116 2.01 2.01 0.2469 118 1.68 1.67 0.3536 301 1.57 1.59 0.4023 0014 1.48 1.48 0.4514 0015 1.46 1.47 0.467 1113 1.39 1.39 0.5126 1114 1.3 1.31 0.5887 316

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Electrical conductivity study

The electrical conductivity σ was calculated using the relation σ = t -1 -1 /RA (Ώ cm ) where t is thickness, A is area, R is Resistance of sample, measured with LCR bridge with change in temperature T(K). The variation of conductivity (ln σ ) with variation in temperature (1/T x 10-3) is as shown below in Fig. 1. The activation energy of sample is found to be 1.475 eV = 2.36 x 10-19 J.

Fig. 1 variation of conductivity with temperature

As the structure is in the form of well formed grains, according to Koop’s theory [5], there is hopping of electron between Fe2+ and Fe3+ ions. While moving through the crystal these electrons may accumulate near the poorly conducting grain boundaries. But with increase in temperature these electrons gain energy and cross the barrier. Thus with increase in temperature, there is increase in the conductivity. This

+2 +4 is observed form graph also. Thus the compound BaFe10.4Zn .8Sn .8O19 shows semiconducting behavior.

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IV. CONCLUSION

+2 +4 The compound BaFe10.4Zn .8Sn .8O19 was synthesized by solid state diffusion method. XRD study shows crystalline nature of the compound. The trivalent Fe ion is partially replaced by divalent Zn and tetravalent Sn ion to maintain the stoichiometry. Lattice parameters a and c are calculated. As the compound may have well formed grains separated by grain boundaries, the conduction takes place when electrons hop between Fe2+ and Fe3+ ions. These electrons may get accumulated near the poorly conducting boundaries but with increase in temperature they cross the barrier and conduction takes place. Thus the electrical conductivity study show that with rise in temperature there is increase in conductivity through the sample which also shows semiconducting nature of the sample.

References

1. Kittele C. Introduction to solid state physics

2. Adelskold V Arkiv Kemi, Min. Goel. 12 A, no. 29 1 -1938

3. Wartewig, P., Krause, M., Esquinazi, P., Rosler, S., Sonntag, R. 1999. Magnetic properties of Zn- and Ti- substituted barium hexaferrite. Journal of magnetism and magnetic materials 192,83-99.

4. Dube, C., Kashyap, S., Pandya, D., Dube, D., 2009. Dielectric and magnetic properties of Zn-Ti substituted M-type barium hexaferrite. Physics Status Solidi A 206, 2627-2631.

5. Koops C., 1951. On the dispersion of resistivity and dielectric constant of some semiconductors at audio frequencies, Physical Review 83, 121-124.

6. Soman V. V., Nanoti V. M., Kulkarni D. K., Dielectric and magnetic properties of Mg-Ti substituted barium hexaferrite, Ceramics international 39 (5), 5713 – 5723.

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7. Wagner K., 1913. Ann. Phys. (Leipzig) 40, 817.

8. Ahmad, M., Aen, F., Islam, A., Niazi, S., Rana, M., 2011.Structural, physical magnetic and electrical properties of La- substituted W type hexagonal ferrites. Ceramics International 37,3691-3696.

9. Mallick, K. Shepherd, P., Green, R. 2007. Dielectric properties of M-type barium hexaferrite prepared by co-precipitation. Journal of European Ceramic Society 27, 2045-2052.

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A STUDY ON DECISION MAKING ROLE OF MARRIED WOMEN SCHOOL TEACHERS IN THE DAILY FAMILY ACTIVITIES WITH REFERENCE TO THENI DISTRICT T. Ezhilarasi Dr. M. Nandhini Ph.D. (Research Scholar) Research Supervisor & Dept. of Management Studies and Assistant Professor Research Department. of Management (UG) Karpagam University Karpagam University Coimbatore Coimbatore

Abstract:

Making decision is the most complex mechanism of human intelligence. Women play a very important role in the decision making for the harmony and development of the family. The most important aspect of making decision is making right decisions. The study is about the role of the married women, making decision in their family activities and to identify the factors influencing to make decision in their family activities. For the study, 720 married women school teachers the data are collected through the structured questionnaire. Stratified random sampling techniques are used to collect the data from the respondent. Simple percentage analysis, Chi-square tests and Garrett ranking test are used to analyze the data. The major finding of the study is that the decision from the respondent’s side is influenced to make decision in the household activities. It is suggested that the Balanced Decision making can be encouraged by the family members while taking decisions. Family members support is needed to take effective decisions.

Keywords: DM- Decision Making, HA- Household Activities, MWST- Married Women School Teachers

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Introduction:

The process of decision making is one of the most complex mechanisms of human thinking. One of the major and constant activities are making decisions. Women make some decisions from the choice, but many decisions are focused upon them. Both the good and bad decisions shape their future. Women must face them as other responsibilities, because right decisions relieve them from many problems and wrong decisions compound their problems. Many decisions women make are mental conclusions based on the knowledge and experience as a nature of their character. Some decisions are forced on them so women must rely on their knowledge and experience for a correct decision. If they have no knowledge or experience, women should seek for someone who can give advice. Because of their egos they feel that they are well-knowledgeable and incapable of making a bad decision, hence they are a fool in action.

Women’s burdens and household tasks of the family are hardly permitted to participate in decision making. They were not given any rights, they were asked to do household activities and to look after kids. Slowly is the path of period, the idea of “working women” came into existence. A working woman refers to a woman who works outside the home for the wage or salary.

Women are started to come out of the family and take professional roles outside their home. It has helped them to realize their possibility and broaden their outlook to create a new meaning in their lives. The traditional role of a housewife has gradually evolved into a dual and more fulfilling role of a working woman and as a housewife.

The modification is due to the education and financial freedom. Education and economic independence play a vital role in changing the mindsets and attitudes.

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Review of literature:

Mumtaz (1982)1: In the study says that there are various family matters on which men generally take decisions. Women are quite often not even consulted. It is because of the illiteracy among women men believe that the women are incapable of expressing their decisions. If women are educated they will acquire the capacity to participate in the decision making. William J. Qualls (1987)2: The study examines the impact of the sex role orientation in the outcome of a family decisions was found that a relatively strong relationship between the sex role orientation and the degree of the house hold influence the preference agreement mode of conflict resolution, and the decision outcome. Furthermore, it is also found that the household decision behavior is explained better in the context of a theoretical network of the systematic house hold relationship rather through a series of bivariate family relationship. Cynthia Webster (1994)3: In this study the author says that the finding reveals a significant positive relationship between the ethnic identification and husband dominance in the decision making. However, the ethnic identification and product class interact with the role specialization and the relatives influence in the decision making, and the generalizations cannot be made about Hispanic marital roles in the decision-making process. Furthermore, the effects of the ethnic identification in the marital roles in the decision making and interacts with the phase of purchase decision process. Romeena Nasreen et al (1994)4: This study explores the role of the rural women in the decision making in the various family affairs. The author says that the involvement of the rural women in the decision making is determined on the basis of husbands’ consultations with their spouses in respect to various family affairs. The objectives are to assess the extent to which women are consulted and involved in the decision making in the family affairs. To find out if any social variables such as education and caste are related with the female participation in the

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family affairs. To find out the relationship, between the selected socio- economic characters of the respondents and their education level and caste. The study reveals that the majority of the important decisions concerning family affairs where taken by the men and also reveals that the independent variables such as education, caste, income, family and the age of the respondents have no significant association with the decision making process in the family affairs. Muzamil Jan (2008)5: this study tells that the decision making process is generally influenced by the level of knowledge. Women are the integral part of family and vital force in the socio-economic progress. The present study is undertaken to analyze the Decision-Making Power among the married and unmarried women. In the study the author says that the women have low decision-making power in their families. Majority of the women holds egalitarian decision – making power related to the children’s health. The paper reveals that there is no significant differences between the married and unmarried women regarding the decision making power. However, highly significant differences are observed, between the married and unmarried women, related to the empowerment. Women generally possess low decision making power and are mainly dependent on the masculine and/or familial decision making. It is concluded that for running a family, it is very important that equal status and equal power should be given to the basic constituents of the family, i.e., man and woman so that they can rear up their children in a better way, and solve their day to day problems for achieving the desired goals. Women possess low decision-making power in their families. Married and unmarried women also hold familial decision-making power for visiting to their relatives. Women also possess masculine decision-making power for visiting to their friends and familial decision-making power for the sale and purchase of property. Donald Mosley et al (2008)6: This study seeks to argue the constructs of work demand and family demand have been neglected in

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the work family conflict literature. The aim is to help and give a clarity on the definition and utilize direct measures of the perceived work and family demand to test main effect, mediated and interactive hypothesis. Moderator hierarchical regression are used. The result indicates that it has a significant direct effects on the work interfering with the family and family interfering with the work. The study provides a relatively comprehensive model of the antecedents that can be useful in future.

Objectives of the study:

 To study the roles of women school teacher’s decision making in their family affairs.

 To identify the factors which influence the decision making in the family affairs.

Scope of the study:

The study analyzes the decision making role of the respondents in the daily life. Moreover constraints of the decision making roles in the daily activities are considered .In the present study helps to know about the decision making roles of the women and the factors influenced to make the decision in the daily life

Materials and methods:

The study is descriptive study. It includes surveys and fact- findings enquires of different kinds. The major purpose of the research is descripting the state of affairs as it exists at present. Stratified random sampling are used. The data are collected through the primary and secondary resources. The sample size of the study consists of 720 married women school teachers working in various schools Tamilnadu, Theni district.

Tools used:

*Simple Percentage analysis, **chi-square test,** Garrett Ranking test

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Simple percentage analysis is used to classify the data. It served as the data representation technique for the clear interpretation. Chi-square test is used in the study to find the relationship between demographic variables and the decision making roles of the married women school teacher in the daily life Garrett ranking test is used to find the most significant factor influencing the decision making respondents in the home affairs.

Hypothesis of this study:

To find the comparison between the demographic variables and variables of the decision making roles of the married women school teacher following hypothesis are used.

1. H : Age is associated with the intensity of the house hold a decision making.

2. H : Monthly income of the respondents is associated with the a intensity of the household decision making

3. H : Area of the residence is associated with the intensity of the a household decision making

4. H : Type of the family is associated with the decision making a roles of the married women school teacher in the daily life

5. H : Monthly expenditure is associated with the decision making a roles of the married women school teacher in the daily life

6. H : Number of children is associated with the decision making a roles of the married women school teacher in their daily life

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Analysis and discussions:

Table:1

The table showing the demographic details of the respondents

Demographic Opinions No. of percentage variables respondents

Age 36 to 40 yrs. 327 41

Educational UG with B.Ed. 364 50 qualification

Area of Urban 521 73 residence

Type of family Nuclear 453 63

Monthly income 20001- ₹ ₹ 245 34 30000

Monthly 10000 to ₹ ₹ 201 28 expenditure 20000

Source: primary data

Inference:

The above table shows that out of the 700 respondents 327 are aged between 36-40 years of age. 364 respondents have the educational qualification of Undergraduates degree along with the bachelors of education.521 respondents are residing in urban areas.453 respondents are from the nuclear family.245 respondents are earning a monthly salary of ₹ 20001- ₹ 30000.201 the respondent’s monthly expenditure is between ₹10000 to ₹20000. Table:2

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The table showing the relationship between the demographic variables and decision making roles of the married women school teachers using the Chi-square Test

Demographic Calculated Degrees of Table variables and value freedom value decision making roles

Age and decision making 30.232 8 15.307 roles

Monthly income and 1238.255 10 18.307 decision making roles

Area of residence and 27.254 2 5.991 decision making roles

Type of family and 7.044 2 5.991 decision making roles

Monthly expenditure 151.775 and decision making 8 15.507 roles

Number of children and 28.558 4 9.488 decision making roles

Source: primary data

Inference:

The above table shows the relationship between the demographic variables and decision making roles of the married women school teachers in the daily life. When the chi-square value is calculated it is greater than table value 5% i.e(0.05) level. There is no significant association between the demographic variables and decision making roles of the married women school teachers in the daily life.

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Table: 3

The table showing the factors influencing to make decisions in the home activities.

To find the most significant factors influencing the decision making of the respondents in the home activities. Henry Garrett ranking test are employed. The percentage score for the each rank from one to five are calculated. The percentage score thus obtained for all the five ranks are converted into scale values using the scale conversion table given by Henry Garrett. The scale values for the first rank to the fifth rank is 76,61,50,40 and 25 respectively. The mean value is calculated to know the order of the preference given by the respondents for the factors. Based on the mean value ranks are given for each factor.

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I II III IV V Total Total Mean Rank Particulars Score Score (76) (61) (50) (40) (25)

Time and Situation 144 178 206 98 94 720 38372 53.29 3

10944 10858 10300 3920 2350

Thinking in terms of a 188 170 198 101 63 720 40173 55.80 2 Problem or Opportunity 14288 10370 9900 4040 1575

Strong decision from your 182 248 169 62 59 720 41365 57.45 1 side 13832 15128 8450 2480 1475

Strong decision from 134 117 101 157 211 720 33926 47.12 4 other side 10184 7137 5050 6280 5275

Previous decision 72 18 55 287 288 720 28000 38.89 5

5472 1098 2750 11480 7200

Source: primary data.

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It is clear from the above table that the factor, strong decision of the respondent’s side influence them to make the decisions in their household activities is (57.45), followed by the factor thinking in terms of a problem or opportunity mean score is 55.80, time and situation mean score is 53.29, strong decision from other side mean score is 47.12, previous decision mean score is 38.89.

Findings and suggestions:

 41 percentage of the respondent’s age are between 36-40 years.

 50 percentage of respondents are holding Undergraduates Degree along the bachelors of education,

 73 percentage of respondent are residing in urban area.

 63 percentage of the respondents are from nuclear family.

 34 percentage of the respondents are getting a monthly income of ₹ 20001- ₹ 30000.

 28 percentage of the respondents monthly expenditure lies between ₹10000 to ₹20000.

 There is a significant association between the age and the decision making roles of the married women school teacher in the daily life.

 There is a significant association between the monthly income and the decision making roles of the married women school teacher in the daily life.

 There is a significant association between the area of residence and the decision making roles of the married women school teacher in the daily life.

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 There is a significant association between the type of family and the decision making roles of the married women school teacher in the daily life.

 There is a significant association between the monthly expenditure and the decision making roles of the married women school teacher in the daily life.

 There is a significant association between the number of children and the decision making roles of the married women school teacher in the daily life.

 The factor of strong decision from the respondents side has influenced them to make the decisions in their household activities.

Suggestions:

 Balanced decision making can be encouraged by the family members for the needy decisions.

 Family members support is needed to take effective decisions.

 Women should not change their decisions once taken.

 Reducing the amount of the carrying work home will be a disadvantage in taking decisions.

Conclusion:

Women’s contribution to produce the income is supposed to increase the status of their living and decision making power inside the domestic sphere. It has helped the women to recognize their potential, broaden their outlook and create a new importance in the lives. Women play a vital role in running the family. Activities of the women will be watched and followed by the children.

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Reference:

Journals:

1. Mumtaz, K.A., Aysha, N. (1982). “Status of Rural Women in India”. New Delhi: Ashish Publishing House.pp. 16-34.

2. WilliamJ.Qualls(1987). “Household decision behavior: the impact of husbands’ and wives’ sex role orientation”, The Journal of Consumer Research, 14 (2), pp.264-279.

3. Cynthia Webster, (1994). “Effects of Hispanic ethnic identification on marital roles in the purchase decision process”, The Journal of Consumer Research, 21(2), pp.319-331.

4. Romeena Nasreen, Abdur Rehman Razi and Mrs.Kishwar Ijarand Muhammad Ashfaq, (1994). “Role of rural women in decision making in various family affairs”, Pakisthan Journal of Agri Sci. 31(4), pp.336-340

5. Muzamil Jan, Shubeena Akhtar (2008) “An analysis of decision making – making power among married and unmarried women” stud, home.comm.sci, 2(1), pp.43-58.

6. Scott L. Boylar, Carl.P. Maertz JR and Donald C. Mosley, (2008)” The impact of work and family demand on work- family conflict”. JR. Journal of managerial psychology, 23(3) pp215-235. Books:

1. C.R.Kothari, Research Methodology, Methods and Techniques Second edition, new age International publishers.

2. K. Aswathappa 2009 Human Resource Management text and cases, New Delhi, Tata McGraw - Hill Publishing Company Limited.

3. VSP Rao, Second edition Human Resource Management Text and cases, Excel Books. Websites:

1. www.openpdf.com 2. www.j-gate.com

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PADDY IN IRRIGATED AREA IN ANDHRA PRADESH & TELANGANA

Tekmal Renuka Ph.D. Research Scholar Department of Economics Osmania University Hyderabad

Andhra Pradesh1 is the fifth biggest state in India representing 9 and 8 for each penny of the nation's territory and populace, separately. The state has horticulturally prosperous territory in the beach front locale (9 regions), a financially and socially in reverse range in Telangana (10 regions), a dry spell inclined region in Rayalaseema (4 areas) and a genuinely augmented tribal belt, along the Northern and North-Eastern districts. Andhra Pradesh has three noteworthy waterway bowls (Krishna, Godavari and Pennar) and five other littler ones channels into the Bay of Bengal. The state has 972 km long beach front line, by and large even, along its eastern fringe, adjoining the Bay of Bengal. Rice is the Principal nourishment crop developed all through the state giving sustenance to its developing populace, grub to the cows and work to the rustic masses. Any decrease in its hectarage and generation will perceivably affect the state's economy and sustenance security. In A.P rice is generally developed under inundated eco- framework under trenches (52%), tube wells (19.31) tanks (16.2%), different wells (8.8%) and different sources (3.7%).

By righteousness of its area and atmosphere, Andhra Pradesh speaks to a move from tropical to sub tropical zone of the nation. The atmosphere is prevalently semi parched to dry, aside from the seaside district on the east drift which has moist to sub muggy atmosphere.

1http://www.rkmp.co.in/sites/default/files/ris/rice-state- wise/Rice%20State%20Wise%20Andhra%20Pradesh_0.pdf on 14 September 2016

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Hot climate (summer) wins from March to May, South West mansoon June to September, North east mansoon-October to December and winter December to February. Temperature ranges from 8oC to 46oC .

Precipitation of Andhra Pradesh is impacted by both South West and North-East mansoons. The normal precipitation of the state is 925 mm, shifting from around 520 mm in Anantapur area to 1160 mm in Vizianagaram and East Godavari regions. In a few years, Srikakulam, Vizianagaram, East Godavari, Adilabad and Khammam regions have recorded 1400 to 1500 mm precipitation. The dispersion of yearly precipitation in the state all in all is around 69% amid South West storm, 22% amid North-East mansoon and 9% amid winter and hot climate months.

Rice has an incredible social legacy . Numerous arrangements viz., payasam,paravannam, ondrallu, arshalu, laddulu and so forth., are arranged and offered to the God at the season of revering. Rice is one among Navadhanyalu at the season of development of houses (Bhoomipooja) and navagraha pooja.Rice is utilized as THALAMBRALU and AKSHANTHALU while blending in turmeric powder furthermore utilized as VADIBIYYAM.Rice drops (palalu) are utilized at the season of taking the deadbody to cemetery. Basumathi rice is a topographical pointer .2

Range: Area under rice generally relies on upon the mansoon example and accessibility of water in supplies. Territory under rice was high amid 2008-09 (43.87 l.ha) and least is in 2002-03 (28.22 l.ha) Table-1.

There is no degree for expanding range under rice and rice zone is supplanted by some productive dry harvests due to in adequate water. Rice is developed in 28% of gross trimmed region and half of range under nourishment crops round the year in every one of the areas. In

2 http://niti.gov.in/writereaddata/files/Telangana_Presentation_1.pdf on 14 September 2016

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spite of the fact that there is an ascent and fall of zone and creation of rice in light of water accessibility, however there is a consistent increment in productivity.In the setting of sustenance security such decrease in region and generation is bad to meet the future rice prerequisite. In the waterfront regions the territory under rice is declining a direct result of aquaculture exercises. • Production: Rice generation depends up on the regular conditions winning amid that specific year. Sofar most noteworthy generation was acknowledged (140.10 l.t) amid 2008-09 and least (73.29 l.t) amid 2002-03. In the basal creation, commitment of superfine assortments is 62% trailed by 25% of fine assortments and the rest from basic assortments. It is normal that around 20 lakh tones of fine rice would be traded from the state. More rice is delivered in East Godavari (17.01 l.t), West Godavari (16.71 l.t), Krishna (11.42 l.t), Karimnagar (10.87 l.t), Guntur (10.27 l.t) and most reduced in Ranga Reddy (1.04). • Productivity, Ecosystem astute : In A.P rice profitability is 3333 kg/ha contrasted with 2001 kg/ha (India) and 4112 kg/ha (world). Rice profitability is most noteworthy in Nellore area (4473kg/ha) trailed by East Godavari (4028 kg/ha), West Godavari (3928 kg/ha) and most reduced in Vishakhapatnam (2075 kg/ha). The yield is developed in three biological communities viz., inundated environment (50.6%), rainfed swamp (43.8%) and rainfed uplands (5.6%) . In A.P acknowledged yields are above state normal in 9 locale i.e., Nellore (4473 kg/ha), East Godavari (4028 kg/ha), West Godavari (3928 kg/ha), Prakasham (3779 kg/ha), Nizamabad (3629 kg/ha), Nalgonda (3555 kg/ha), Adilabad (3878 kg/ha), Guntur (3468 kg/ha), Khammam (3376 kg/ha) and in 13 areas yields are not exactly the state normal and least in Vishakhapatnam region (2075 kg/ha). • Yield crevice and its reasons: Most of the assortments as of now discharged and prescribed are able to do yielding 4.0 to 5.0 t/ha of rice under field conditions against the normal yield of 3.43 t/ha being accomplished by the state. Hence, there still exists a

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yield hole of 0.5 to 1.5 t/ha even with the accessible assortments and advances.3

To accomplish the yield potential as of now made, ranchers need to fundamentally receive suggested bundle in totality. Ranchers are receiving the enhanced assortment and a part of the bundle not giving satisfactory regard for the rest of the segment especially the remedy of soil issues, dietary issue and water administration to some degree. More than 5000 liters of water is required to create 1 kilogram of rice. Most in the event that it is utilized for soil readiness and weed concealment. To make rice cultivating more beneficial, water use effectiveness must be enhanced a great deal notwithstanding other factors.Though the yields are expanding throughout the years to changing degree they are not proportionate to the expansion underway expense. The component profitability which is on decay ought to make strides. Along these lines, the exploration and augmentation endeavors will need to concentrate on the proficient utilization of sources of info, lessening in the expenses of generation, minimizing input misfortunes and amplify yield through logical yield creation and security advancements like Maintance of ideal populace, water, soil test based incorporated supplement administration, coordinated bug administration, notwithstanding practical soil administration, collect and post harvest administration The state being one of the most elevated compost and pesticides expending locales in the nation, the key component prompting the distinction in rice yields between A.P on one side and Punjab and Tamilnadu on the other is the proportionate offer of groundwater inundated range which is 62% in Punjab, 45% in Tamilnadu contrasted with 35% in A.P while Punjab and Tamilnadu created 99% and 60% of their definitive ground water potential individually. A.P grew under 20% of its ground water potential. Ground water improvement,

3http://www.thehindu.com/opinion/op-ed/more-rice-from-less-water/article6183223.ece on 14 September 2016

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subsequently, seems critical for venturing up rice yields. Another critical component in such manner is the degree of watered rice region in Andhra Pradesh. In spite of the fact that rice is said to be inundated to a degree of 95% of the region planted in the state, half is under tanks, wells and tube wells which thus rely on upon the precipitation and great mansoon4. How trustworthy is this source is known to each one. Along these lines, just half of the rice range gets guaranteed water system water through channels under real tasks. A third and main consideration which is pulling down the rice yields in the state is harm because of continuous twisters and surges which are basic at the season of harvest. Biotic and abiotic anxieties are alternate components extraordinarily affecting the yield holes separated from others. e. Major contributing variables in various ecologies:5

Under Irrigated transplanted biology guaranteed water, escalated development with high data sources utilizing high yielding assortments and reception of plant assurance measures - are the major contributing variables for higher efficiency. Typhoons, surges , weeds , sub-mergens of the harvest at basic stages and rodents are the yield reducers.

In Rainfed swamp nature high rain fall, fruitful soils, accessibility of appropriate assortments, high information use, scope for giving water system at basic (later stages i. e., from tillering onwards) arranges ,need based plant security are the variables for higher yields. Dry season, planting of overaged seedlings, discontinuous dryspells amid harvest development period and lacking manure application and Plant assurance measures are the purposes behind low yields. In rainfed environment, uncertainity of precipitation, discontinuous droughts,

4http://www.rkmp.co.in/sites/default/files/ris/rice-state- wise/Rice%20State%20Wise%20Andhra%20Pradesh_0.pdf on 14 September 2016 5 India: A Country Study:Crop Output". Library of Congress, Washington D.C. September 1995. Retrieved March 21, 2009. on 14 September 2016

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weeds and absence of appropriate high yielding assortments with creation innovation are the purposes behind low yields.

Karimnagar region, epicenter of the Telangana statehood development, is good to go to wind up the rice dish of the new State of Telangana with a record paddy generation in the locale amid this rabi season. Because of the plentiful rain and topping off of all the water system sources, paddy was developed in 2.06 lakh hectares amid this rabi season, contrasted with the ordinary development zone of 1.38 lakh hectares amid the rabi season. Horticultural Department authorities are expecting a guard harvest of more than 13 lakh huge amounts of paddy in the area amid this season. Karimnagar region has been relentlessly expanding its paddy generation throughout the years since 2006 and contending with the areas of East and West Godavari and Krishna. In Karimnagar area, agriculturists are getting a decent yield of paddy because of good waste framework where water is circulated air through rapidly in the fields, contrasted with the waterlogged fields in Andhra locale. Ranchers in the area are harvesting yield of anyplace somewhere around 35 and 45 packs of paddy for each section of land of area. Right now, just 50 for every penny of the region is developed under the order ranges of Sriramsagar venture and remaining is done through 3.5 lakh horticultural pumps in the region. In the event that the Sripada Yellampalli venture, Mid Manair Dam (MMD) repository, SRSP surge stream trench and different undertakings are finished, the water system situation of the locale would totally change with an expansion in development territory and diverse assortments of yields.6

In spite of the fact that the locale powers have chosen to open 312 Indira Kranthi Patham (IKP) and 127 Primary rural agreeable social orders (PACS) obtainment focuses and start acquisition of paddy in the

6http://www.thehindu.com/todays-paper/tp-national/tp-andhrapradesh/karimnagar-set- to-become-rice-bowl-of-telangana/article5974790.ece on 14 September 2016

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region, regardless they remain non-starters, creating worry among the cultivating group.

Development of paddy in the continuous rabi season in Telangana is relied upon to descend by around 20 to 25 for each penny as a result of holding on force lack and consumption of groundwater table in the State.

The Agriculture Department in relationship with the force circulation organizations is as of now running an exposure crusade in towns for over a month now debilitating paddy development amid the rabi season. Of the 13.09 lakh hectares of ordinary development of all harvests in the season, paddy alone sums to about portion of it at 6.5 lakh hectares with groundnut (1.7 lakh ha), maize (1.52 lakh ha) and bengalgram (1.08 lakh ha) being the other significant products.

Just around one lakh hectares out of the ordinary degree of paddy developed in rabi is under order zone and the rest is developed under borewells. The Agriculture Department's trust comes from the way that the ranchers had confronted issues because of sporadic force supply in kharif, however it didn't influence paddy development much.

"We are teaching ranchers in towns to go for inundated dry (ID) crops rather than water-concentrated paddy crop, remembering both force lack and groundwater consumption. Agriculturists are being clarified that generation of one kg rice would require around 4,000 liters of water against 400 liters required by an ID crop. Pay insightful as well, ranchers get Rs. 8,000 for each section of land for paddy and Rs. 11,000 for every section of land for an ID crop like maize".

Variance in force supply, especially low voltage brought about by over- burdening, has brought about the burnout of around 15,000 transformers in Telangana amid the kharif season. In addition, the groundwater table has plunged by a normal of 2.7 meters till

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November-end this year contrasted with the same time frame a year ago.

Stress (misuse) on groundwater is high in Medak area where it went around a normal of 5.61 meters took after by Nalgonda (5.04 m), Ranga Reddy (4.81 m), Warangal (3.86 m), Karimnagar (3.81 m), Nizamabad (3.8 m) and Adilabad (3.16 m). Just in Khammam (1.32 m) and Mahabubnagar (1.61 m) regions the normal fall in groundwater table is under 2 meters.7

Locale savvy/District shrewd rice Ecosystems

In Telangana locale: Irrigated environment

Rainfed swamp eco framework Seaside Andhra Pradesh: Irrigated eco framework Submergence conditions Rainfed swamp eco framework Rayala Seema : Irrigated environment Flooded environment: Rice yield is generally become under various wellsprings of water system under puddle conditions by developing dry or wet nurseries. Field is set up with desi furrow drawn by he bison or by tractors.

Transplantation is for the most part done by contract work by irregular planting technique called "Chikku natu" where plant populace is low.

Rainfed marsh eco framework: In Kothaguda, Mulugu organization range of Warangal locale, Bhadrachalam region of Khammam region furthermore is a few sections ofr North Coastal territory, dry nursery is raised with the on set of mansoon. The field is bunded so that the downpour water from upper zone getsaccumulated in the field and

7 http://www.thehindu.com/news/national/telangana/area-under-paddy-cultivation-set- to-dip-in-ts/article6725425.ece on 14 September 2016

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harvest takes after as though it is developed as a translplanted crop. Once in a while after dry sowing, the field is changed over to wet development as and when water is accessible. This practice is regular in Visakhapatnam and Sri Kakulam region. Rainfed eco system:In some North Coastal areas and Telangana region rice is developed as a rainfed crop.

Assortments developed under this condition are Akasavari, MTU-9992, MTU-17, mettasannalu, Varalu and every one of these assortments have dry season resistance. They are sown behind the furrow or seed drill. A few times redgram or hibiscus is taken as an intercrop. Rainfed rice assortments face intermittentdrought spells. They have great capacity to recoup from dry spell in seedling stage and most extreme misfortunes happen, if the dry spell wins at blooming stage.8

Rice generation and financial examination

Rice and rice based trimming frameworks – zone insightful Godavari Zone : Rice-Rice-Pulses,Rice-Rice ,Rice-Green fertilizers ,Rice- Vegetables ,Rice-Maize Rice-Rice-Green fertilizer/Rice-Green composts Krishna Zone: Rice-Rice ,Rice-Pulses (Greengram/blackgram) ,Rice- Zero culturing, Maize ,Rice-Vegetables ,Rice-Rice-Green fertilizer North Coastal zone: Rice-Rice ,Rice-Pulses ,Rice-Sugarcane ,Rice- Millets ,Rice-Green fertilizers Northern Telangana Zone : Rice-Rice - rice ,Rice-Rice ,Rice- Sunflower/Maze ,Rice-Fodders ,Rice-Greenmanures Focal Telangana Zone: Rice-Rice-Rice ,Rice-Rice ,Rice-Greenmanures ,Rice-Maize Southern Telangana Zone: Rice-Rice-Rice ,Rice-Rice ,Rice-Vegetables ,Rice-Greenmanures South Zone: Rice-Rice-Rice ,Rice-Groundnut ,Rice-Rice ,Rice-Rice

8 Ibid

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Rare precipitation Zon: Rice-Groundnut Rice-Sunflower Rice-Greenmanure High Altitude and Tribal Zone: Rice-Rice,Rice-Oilseeds ,Rice-Pulses Rice developing periods of various districts

District First product Second harvest Third yield Beach front Andhra Pradesh Saarva (Kharif) June - November Dalva (Rabi season) November - March)9 Telangana Aabi (Kharif season) June – November Taabi (Rabi season) fifteenth November –April Kathera (Summer) April – July Rayalasema Vanakaru (Kharif) June – December Endakaru (Rabi) November - March Mokkadugu(Summar) February-May Edagaru(Early Kharif May – August10

9 K Nagaraj, "Farmers Suicide in India: Magnitudes, Trends, and Spatial Patterns," March 2008. on 14 September 2016 10http://www.rkmp.co.in/sites/default/files/ris/rice-state- wise/Rice%20State%20Wise%20Andhra%20Pradesh_0.pdf on 14 September 2016

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Management comprehensive of motorization:

Seed treatment: For dry nurseries treat the seed with 3g for every kg of seed and communicate after 24hr. while for wet nurseries utilize 1g for every liter of water and drench the seed for 24hr and permit it to grow for another 24 hr and communicate in the very much arranged seedbed.

Breaking lethargy: For assortments having seed torpidity, treat the seed with 6.3ml of concentrated Nitric corrosive disintegrated in 1 lit of water and for solid torpid seeds utilize 10ml of concentrated Nitric corrosive per 1ml of water and douse for 24hr and after that permit it for growing.

Seed rate: 50 to 70 kg/ha for transplanted crop. 50 to 75kg/ha. for communicated crop. 40 to 50kg/ha. for boring behind the gorru

Tips for developing sound nurseries:

• Plow the dirt completely 3 to 4 times and level it impeccably. Make channels for water system water and seepage. • For 5 pennies of nursery bed apply 2kg. Nitrogen(1kg at the season of broadcasting the seed and another following 12 to 14 days) 1kg P2O5 and 1kg Potash. In cool inclined territories apply twofold measurement • Broadcast the grew seed 5kg/penny of soil. • Allow it to dry for quite a while and give slight water system at first leaf stage. • If zinc insufficiency is seen splash 2g ZnSO4 broke up in 1 liter of water. If there should arise an occurrence of dry nursery if Iron inadequacy is seen splash 2% Ferrous sulfate arrangement. • Apply Carbofuran 3G granules 10 days in the wake of broadcasting the seed per penny of nursery @160g or Monocrotophos 1.6ml or Cloripyriphos 2.0 ml for every liter of wate. Apply Carbofuran 3g granules @160g per penny of nursery week days before evacuating the nursery

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Readiness of principle field: Ten to fifteen days before transplantation furrow the dirt completely and submerge in 5-10cm standing water. Include 2-3 t/section of land of green excrement and consolidate it by puddling. At that point level the dirt superbly. In soils, having more than 8.5 pH apply 100-150 kg zypsum/section of land. Four to five leaf stage , evacuate the nursery , trim the tips of seedlings and transplant, by leaving 20 cm back road courses for each 2 meters in the accompanying way.

Term of the assortment Spacing Number of slopes per square meter

Long term (150 days and that's just the beginning) 20 x 15 cm 33

Medium term ( 135 days ) 15 x 15 cm 44

Brief term (125 days ) 15 x 10 cm 66

Control the weeds by hand weeding twice . Apply weedicide ( Butaclore 1.0l or Anilophos 500ml or Pritilaclore 500ml and so forth., ) with in feeble days in standing water. Channel out the field 24hrs preceding and top dress with urea at tillering , panicle start stage. Include potash likewise at panicle start stage. In soils of over the top permeation use neem covered urea or tar covered urea. Keep up 2-5 cm water all through the developing season. Control rodent threat with toxic substance lure viz., Aluminum phosphate or Bromodiolen on group premise.

Anticipate pre-harvest growing in tornados. Inundate panicles in 2% basic salt arrangement (20g in one liter of water ). 11

Administration OF OVERAGED SEEDLINGS :

Time of seedlings and assortments

11 Farmers' Suicides in Warangal District (A.P.) India: Citizens' Report," Centre for Environmental Studies Warangal, 1998 on 14 September 2016

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Long length up to 60 days Samba mahsuri, Swarna

Medium length up to 50 days Surekha, Warangal samba, Polasa prabha

Brief length up to 40 days Ramappa, Jagityalasannalu, Nellore sannalu

Exceptional advancement programs in rice segment of the state

The National Food Security Mission for rice and heartbeats propelled as a halfway sponcered plan supported by Central Government. In Andhra Pradesh NFSM on rice is being executed since rabi 2007-2008. The fundamental point is to build creation through territory development and profitability improvement on economical premise in order to guarantee sustenance security. Example of help for segments of NFSM are INM, IPM,HYV/Hybrids, half breed seed generation, shows on SRI, supply of cono weeders, markers, promotion of present day hardware and so on.,12

Status of rice creation innovations

SRI: System of rice increase strategy for development has sharpened the agriculturist on lesser utilization of seed/section of land and utilization of less water for rice development. This system was seriously advanced by the Govt. of Andhra Pradesh by developing sponsorships on turning weeders and markers which are the kee segments for execution of SRI. Ranchers acknowledged higher yields additionally however because of trouble in running the rotational weeders the technique is not spreading on a level plane. This framework should be focused on just under wells where water control is doable. There is a

12 Andhra Pradesh Crop Statistics on 14 September 2016

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pressing requirement for outlining the force weeders/weeders that can work in paddy fields with less drudgery13

Hybrid rice: Farmers have understood the upsides of developing half and half rice and the territory is gradually expanding especially in rabi season. The spread of half breeds are low because of absence of cross breeds having medium thin grain without fragrance with great cooking quality traits in various development bunches. 80% of cross breed rice seed is delivered in Andhra Praesh.

Aerobic rice/preservation agribusiness: Aerobic rice/customary rural is drilled in a portion of the tribal ranges in primitive way. Endeavors are in progress to create generation innovation for advancement and selection by ranchers.

Biotechnological intervations/brilliant rice: Improved Samba mahsuri, impervious to bacterial leaf curse, created by biotechnological strategies is under exhibitions and is being promoted in ranges where BLB is an issue. Swarna sub-1 is another result from MAS and it is getting well known in submergence regions in the spot of swarna. Brilliant rice is still in exploration stage at DRR, Hyderabad.

IPM/IDM: This is broadly embraced by the ranchers because of exposure through polam body , NFSM, programs. IPM segments are polished in either way i.e., seeds treatment, back streets development, keeping field bunds perfectly and different parts.

INM : Priority is given to this viewpoint by supply of green compost seeds under endowment program.

A large portion of the ranchers are receiving this innovation.

Whatever other: Program on rural actualizes,

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Organizations: State Department of Agriculture, Agricultural University, AP State Seed Development Organization, National Seed Corporation, Electricity, Banking, water system Department, Directorate of rice exploration, ICRISAT andothers

Constraints in rice creation : Biotic and abiotic requirements are restricting the rice generation in Andhrapradesh. Distinctive requirements working are introduced here under.

Biotic hassles: i. Creepy crawlies : The bug bugs assaulting the rice harvest are BPH, gallmidge, stemborer, cutworm, leaf organizer, Gandhi bug and rice hispa. New and rising bugs are panicle parasite and thrips. Chestnut plant container (Nilaparvata lugens) is a noteworthy irritation of rice especially in seaside Andhrapradesh.

Be that as it may, in the later past it has spread all through the state. In adition to BPH, White supported plant containers (WBPH) rate additionally watched and they are happening in blended populace and bringing on separate harm (container smolder) to the rice crop. Misfortunes because of the frequency of this vermin was accounted for to be 10 to 100%.14

Gallmidge (Orseola oryzae) is a vital bug of Telangana locale furthermore North waterfront regions. Its harm brings about to arrangement of galls(silver shoots without panicles).

Misfortunes because of the vermin was accounted for to be to the tune of 10 to 70%. In the begening biotype-1 won however because of ceaseless developing of biotype-1 safe assortments new biotypes have eveloved i.e., biotype-3 in Northern Telangana zone, biotype-4 in North Coastal Zone and biotype-4m in Central Telangana regions.

14http://www.rkmp.co.in/sites/default/files/ris/rice-state- wise/Rice%20State%20Wise%20Andhra%20Pradesh_0.pdf on 14 September 2016

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CRYING FOR ETHNIC IDENTITY AND THE PROBLEM OF VIOLENCE OF NORTH EASTERN REGION -A CRITICAL STUDY

Dr. Dandiram Pegu Head in Economics Silapathar Town College Silapathar

Introduction:

Geographically, most of the North Eastern states are mountainous in terrain with two major plain areas that is in the Assam plain of the Brahmaputra valley and the Barak river valley. The topography of the hills is generally rugged and vast areas are in accessible. Another important characteristic is that all the North Eastern states share international border, either with China, Tibet, Bhutan, Myanmar and Bangladesh.

The people of the North-East India in general have unique features of their own. They belong to different caste groups and tribes. Each of them has their own culture and custom, which is different from the others. Each tribe speaks a different language, and majority of the population of the North East India belongs to the Mongoloid stock (race), speaking the language of the Tibeto-Burmeos family. There are also people of non-Mongoloid origin. There is a marked difference between Mongoloid and the others. Mongoloid segment of population belongs to a large number of tribes, mostly settled in the mountain regions. The non-Mongoloid section of the population belongs to different castes and tribes living mainly in the plain and river valley. The non-Mongoloids have their own scripts like Assamese; whereas the Mongoloids follow oral traditions as a result they do not have scripts of their own. There are number of ethnic movements in the region based on culture, language and customs trying to consolidate their identity.

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The main focus of this paper is the crying for the identity, which has led to violence in the Northeastern states of India. Many ethnic movements have come up in the region in the recent decades and some have turned to be violent.

Lately, the Northeast has come to the limelight and media attention because of the movements for autonomy in some cases demanded for independence. The ethnic movements in the Northeast are in a way very complex.

However, what is fundamental in all these movements is the basic human search for identity for which every human being aspires. It is constructed in and through the interaction of the people, in the given socio-economic and historical context, taking into consideration what is preserved in history and tradition in a given culture. The Assamese are opposed to the Arya -Dravidian identity that is generally considered the Indian identity. That is why they are reaffirming their history and cultural identify. One may wonder why the central government is so keen in retaining the few million people even though they do not contribute to National economy substantially. This is because; the population forms a basis for national power. So, to preserve the national power, the ruling class in India would never allow the ethnic communities for self-autonomy. For more than sixty five years since independence of India, the ruling class has been the upper caste and they have dominated every sphere of political and economical life. They have also determined what Indian identity is.

Currently, we have seen, the ethnic movement in North East is geared to preserve their distinct identity, their culture, language, religion, political power and economics autonomy. Since independence there has been a tendency of assimilation rather than respect the diversity. There is also lack of democratic space, corruption, use of force

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and violence of the government, has made the ethnic groups to resort to violence in their approach.

. The seed of violence that has been planted by the oppressor never dies, but it comes to life and it takes its own time. And in the fullness of time there will be series of violence on both sides.

According to Fanon, “The oppressed find freedom only through violence and violence is a cleansing force.” Thus, violence for the oppressed is a must. It is a natural response to the violence perpetuated by the oppressor.

Root Causes

Let us now look at the issues of land, demographic pressure and environmental scarcity, which underpin the problems of migration from Bangladesh. Why are migrants coming from Bangladesh and earlier from East Pakistan? What are the push and pull factors? Is land scarcity a major problem? Where are they coming from? And where are they going?

Demographic Data Available on Migration

A significant study by Sharifa Begum, of the Bangladesh Institute of Development Studies in Dhaka, represents the first semi- official acknowledgement by Dhaka of the size of the migration problem. According to Begum, Between 3.15 and 3.5 million people migrated from East Pakistan to India between 1951 and 1961. And between 1961 and 1974, another 1.5 million migrated. A national census was conducted in 1961 and 1974. The 1974

Census was the first in independent Bangladesh. The latter figure is based on census figures and incorporates estimates of deaths from the 1970 cyclone and from the Bangladesh liberation war. But it appears to be a conservative estimate for it does not take into account the 10 million who fled the repression of the Pakistani Army in 1970 and 1971

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before an Indian military victory allowed them to return home. Most of the migrants returned; yet nearly a million stayed in India, apparently blending into the countryside. All this adds up to an outflow of 6 million in the 23 years between 1951 and 1974.25 Begum further states that, “although statistics for migration are not available after 1974, there is no valid reason to suggest that migration ceased at that time. There are indications that Bangladesh lost a substantial proportion of its population from 1974 to 1981 due to migration and famine.

Though, Bangladesh persists in its proclamations that it has no illegal aliens in India, Bangladesh communities have sprung up in New Delhi and Bombay. While the Begum Sharifa, Birth, Death and Growth rates in Bangladesh 1951-74, (Dhaka: Bangladesh Institute Government of India declares that there are about 100,000 Bangladeshi migrants in Delhi, intelligence estimates say the figure is actually closer to 200,000.

The Border Security Force that patrols the Indian side of the international frontier says that it detained more than 56,000 Bangladeshis trying to cross into West Bengal in 1990. 28 Detentions and deportations of people held at the border in Assam and Tripura were far less, estimated at several hundred. The rule of thumb in this game is that for every illegal immigrant caught, at least four get through, especially if they’re Hindu. The issue is raised at virtually every Indo-Bangladesh meeting of officials, diplomats and politicians, but illegal migration remains the unfinished agenda of every dialogue, the unresolved issue. It’s really a dialogue of the deaf: we tell Dhaka these people are coming in, Dhaka says they’re not Bangladesh is, they’re Indian smugglers of citizens returning after illegally visiting relatives or friends in Bangladesh..

In order to make a real democratic nation, each social group should have representatives both in the state and national levels. Over the years, the policy makers and planners in India have failed to respect

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the diversity of the country and this has given rise to the multiplicity of ethnic movements in the country. Such as, Gorkhaland movement, Bodoland movement, Karbiland movement and many other movements in different parts of the country.

Ethnic movements in India are minority movements, of those who have distinct culture, language, etc. Who feel that they are geographically isolated, socially and economically marginalized and politically ignore. Ethnic movements and ethnic conflicts are a wide spread phenomenon, found in many parts of the world, because many modern nations included many distinct ethnic groups within them. But, when a nation fails to integrate, ethnic groups conflicts arise.

In India, particularly in the Northeast, we have a large number of movements, resorting to violence, which affect the social and economic life of the people. And New Delhi’s ad hoc policies towards the people of the Northeast are making the situation more complicated.

Identity

Human beings are self-interested animals; the search for a common identity is an intrinsic value for human beings. As human beings defined their existence as social beings or as a community, thereby transcend the individuality, and consciously work for security. The identity can be seen as an adventure and uncertainty and adventure in quest of oneself and an uncertainty over satisfaction with oneself. Both are questioning self-fulfillment and self-satisfaction as the identity of the knowledge and being. It only in relation to another being that the person finds fulfillment and as long as that is not meant the discontentment will be always in the psyche of human being etymologically the word identity is derived from the French word identities and from the Latin idem, which means “the same”. Identity is that quality / personality, which belongs to an individual in a unique way, with distinct character. In general, it refers to who or what one is,

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to the various meanings attached to oneself and others. Within sociology, identity refers both to the structural features of group membership which individuals internalize and to which they become committed, for example, various social roles, memberships and categories, and to the various character traits that an individual displays on the basis of his/her conduct in particular social settings. Identity can be defined as “The state or feeling of being very similar to and able to understand someone / something. In simple terms identity can be understood as something that is unique to a person. It is also understood as distinct and recognizable nature of an individual, which results from a unique combination of characteristics and qualities. And every human being in general has a longing and wants to be recognized as someone different from the other. Thus in case of an individual, we speak of individual identity and in the case of the group, we speak of ethnic identity, cultural identity, tribal identity, religious identity, etc, based on something that is common to them as a group.

Ethnic Group

According to the Encyclopedia of Social science, “an Ethnic group is a distinct category of the population in a larger society whose culture is usually different from its own. The members of such a group are, or feel themselves, or are thought to be bound together by common ties of race or nationality or culture. From the above definitions an ethnic group is understood as a distinct group of people who share common physical and socio-cultural characteristics.

Ethnic Movement

An ethnic group is said to have their own identity called as “ethnic identity.” It consists of the objective uniqueness of the group, which is distinct from others. “Ethnicity” is generally understood as an objective and subjective expression of ethnic identity. Today we find ethnic movements, where ethnic groups are trying to consolidate their

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identity. This arises when the dominant group imposes restrictions on the smaller group or groups making the ethnic groups feel threatened, insecure and discriminated. We have number of examples of ethnic movements, “who” (ethnic groups) are in search of their identity and fight for their survival, which leads to violence at times i.e., movements in United Kingdom (Scotland and Wales), in Span (Basque) etc.

. There are conflicts between different ethnic groups. There are also conflicts between ethnic groups and the large society and the nation-state. And these ethnic movements and ethnic conflicts are mostly the minority groups, who desire to preserve their unique culture, language, etc. The search for identity is not merely a sub- continental phenomenon but a global phenomenon with its present form having its inception in the post-colonial period. Each community or ethnic group tries to assert when they reach a self critical, self- analyzing and self-identifying stage.

Ethnic Movement at Initial Stage

In the late 1970s and early 1980s, there were persistent disputes between the government and Assamese students and some Assamese political factions over the rights of illegal immigrants. The natives considered it as a war for survival against the onslaught of uncontrolled migration of millions from Bangladesh and elsewhere. The politically conscious Assamese led by an emerging middle class felt that others were enjoying the opportunities, which were their rightful share. They also feared a cultural invasion from the Bengalis that would reduce the Assamese-speaking people to a minority in their own homeland. Since the 1979 to 1985 against the migrants in Assam, “All Assam Students Union” fought against the central government and State Government. As a result, the students Union able interrupted the Govt. functioned and able to form a new government that is Asom Gana-parishad. But, after formed the Government they did not did any

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recordable work for the peoples of Assam. Consequently, later on in Assam each and every Indigenous caste and creed formed their separate student Union and started to movement separately for enjoying their isolate statehood as well as others right which are prevailed in the Indian Constitution. In despite of these, the issue of foreigners and outsiders, though sought to be kept apart, has sometimes go emotionally telescoped. Thus in order to preserve the distinct Assumes identity and Assamese culture people organized a movement against the settlers.

In the beginning, the people adopted the democratic means of protest such as public demonstrations, rallies, dhrana, etc, against the illegal migration of Bangladeshis. But this did not help in achieving their end. The All Assam Students Union (ASSU), the most powerful organization of students in the state launched the Assam agitation in 1973, and demanded the removal of names of the refugees from the electoral roll and the deportation of foreign nationals. But the Congress party which was then at the centre, did not want to remove the names of the illegal migrants because removing their names from the electoral roll means losing a big vote bank for the Party. Hence, it did not pay much attention to the protest movement of the Assamese people. In the beginning the Congress Party gave some assurances that the Congress government would take necessary steps to remove the names of the illegal migrants and thus deport them. But the Congress Government never put these promises into practice.

Causes of emerging of ULFA

According to ULFA Assam was never a part of India at any point of time in history. The fact is independent Assam has been occupied by India, and deploying occupation forces they are oppressing our peoples and persecuting them. ULFA and all freedom fighters of Assam are neither planning nor conspiring to break up India! Freedom fighters of

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Assam (ULFA) are only trying to overthrow Indian colonial occupation from Assam and demanding the independent Assam. In economic sphere, India has been engaged in large-scale exploitation. Despite its rich resources, Assam remains one of the most backward states. Therefore, the question of real threat to the national identity of the people of Assam under the colonial occupation and exploitation of India has become the basic problem. As a whole, the problem has become a question of life and death to the people of Assam. Thus the aim of ULFA is to fight against Indian exploitation of Assam and rebuild Assam on its rich natural resources. For years people of Assam have complained against the illegal migration of Bangladeshi Muslims in the region but the Centre has not paid any heed to their problem. Thus, the aim of ULFA is to over through the illegal immigrants from Assam and thereby preserve its heritage and past glory. Hence, ULFA stands against this gross injustice done to the region by the Central Government. It works for the reaffirming of its peoples’ distinct identity. One of its aims also was to throughout the Muslim MLSs and politicizations’ that were encouraging the migration syndrome to sustain their political power.

VIOLENCE AND THE STRUGGLE FOR IDENTITY

As we have seen earlier, the people of Northeast employed democratic means to assert their ethnic identity. However, these means failed to achieve desire result. Thus in seer frustration many groups in Northeast took up armed struggles against the Indian Government. Thus, the unarmed peaceful movement against the influx and economic exploitation transferred to an armed national liberation struggle. The main intention of Government of India many military operations are to suppress the legitimate aspiration of the people of the Assam, and their basic and fundamental rights. There are endless lists of gross human rights violations during this period by Indian occupation forces. They have killed hundreds of innocent people, hundred more have

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disappeared in their custody and many of our womenfolk have been raped while many more hundreds have been severely tortured to become handicapped. It is the reflection of direct consequence of colonial repressive policy of India. Today, Assam is an occupied country under Indian's martial law and an undeclared war inside Assam is running on. Anything may happen at any time inside this war theatre. Colonial India's this repressive policy compels to the freedom fighters of Assam to take up arms for self-defense.

De-colonization and Violence

National liberation, national renaissance, the restoration of nationhood to the people, commonwealth: whatever may be the headings used or the new formulas introduced, de-colonization is always a violent phenomenon. De-colonization is the process of breaking the system and structure of the colonial world. It is the process of replacing of certain “species” of men by another “species” of men. It is a process of replacing with a new system and a new order. De-colonization is the meeting of the two species of men. Since the natives had lived under the rule of violence, their challenge to the settler is neither a rational confrontation nor a question of competition with the colonizer. “But for the natives, violence represents the absolute line action. This violence is to sweeps away the colonial regime—that same violence fulfills the natives a role that is not simply informatory, but operative. Violence is a cleansing force. It frees the native from his inferiority complex and from his despair and inaction; it makes him fearless and restores his self-respect. De-colonization, which sets out to change the order of the world, is obviously a program of complete disorder. But it cannot come as a result of magical practices, or of a natural shock, or of a friendly understanding. De-colonization, as we know, is a historical process: that is to say that it cannot be understood, it cannot become intelligible nor clear to itself except in the exact measure that we can discern the movements which give it

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historical form and content. De-colonization is the meeting of the two forces, opposed to each other by their very nature, which in fact owes their originality to that sort of sub-stratification, which results from and is nourished by the situation in the colonies. Thus de-colonization is always a violent phenomenon. Through the process of de- colonization, the oppressed are freed, but been under the violent rule of the oppressor for years, the oppressed turn out to be violent and become the oppressors of their own people.

Ethnic Conflicts and Violence of Northeast

Killing, violence and extortion are one aspect of life in the Northeast. Due to the problem of immigrants from across the border, the people living in the area feel that they are marginalized and the people from other States, or “foreigners”, are taking over local resources. The ethnic identity is threatened especially in Assam, Tripura and in other states in the region. This causes an additional conflict, which frequently results in blood baths. Such violence would be the massacre of 1,800 people in Nillie and other villagers in Assam in the 1980s. The victims were suspected to be illegal immigrants from Bangladesh. Similarly there is frequent violence in Tripura, targeting innocent civilians (mostly Bengalis) as well as the security forces. Because of the influx of Bengalis, original tribal population is gradually reduced to a minority and they are deprived of their dominant status. This leads to armed ethnic conflict. Biswendu Bhattacharjee, reporting from Agratala to Deccan Herald on May 18, 2003 reports, “More than 3,000 people including 158 school teachers were kidnapped and 1697 people (including security personal) were killed between April 1st 1993 and February 15, 2003.” This sort of violence against the outsiders exists even today. The recent violence in Assam between the Bangladesh Muslim and Bodo peoples of the Kokarajhar D\district of Assam and Garo peoples and Rabha Hasong community. Similarly, in Manipur, the Naga-Kuki conflict was even worse; it made more than

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10,000 people homeless in less than a month in the mid 1990s. the ethnic violence between the Bodos and Santhals during the same period in Assam affected the normal life for several months in the camps and many were killed in the conflict. Similar violence still exists between the Kukis and the Paities in Manipur, Hmars and Demasa, Kukis and Karbis in Assam. Manipur is the worst affected among the seven states in the region, where killing each other has become part of everyday life.

Demand for Homeland

The Nagas, the Kukis, and the Assumes are not the only ones who want separate homelands. Most people in the region talk of colonization by India. Every state has an armed group, dreaming about a separate state whether within the Indian Union or outside of it. In Manipur, the United National Liberation Front (UNLF) is fighting to throw off what they perceive as colonial rule of India. The Indian army is like an “army of occupation”. Conflicts and violence particularly in Manipur is rooted in the poor treatment of the Manipuri (Meiteis) at the time of independence and the later accession of the Kingdom to the Union of India. The general feeling is that, Manipur was not given a decent treat in the deal. Therefore the ultimate demand is for abrogating the accession of Manipur to the Indian Union.

In Nagaland, even with the creation of the state with special provisions for autonomy has not satisfied the Nagas and the demand for sovereignty continues and results in a series of violence. Thus, the whole of the Northeast has become an area of conflict and violence. Centre believes that it can destroy the resistance through violence, but this has failed to achieve its end so far, it has brought only more violence.

Attitudes of Central government

The Northeast remains in the periphery of the peripheries of the union of India for many reasons. Indian historians have ignored North

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East history for decades. Sajal Nag in his India and North-East India (Mind, Politics and the Process of Integration 1946-1950) says, “Not even in recent book on Modern India, or the truly national history of India written from the perspective of History from below. The section dealing with States people movement does not include Manipur or Tripura. There is a proud depiction of pressure from the masses for integration with India but there too the hills of Mizoram were not discussed. The signing of the Instrument of Accession by the Khasi states or the events led to the signing and fiasco of Akbar Hydari agreement with the Nagas are nowhere mentioned.”60 Erickson also pointed out that the, “Indian history has failed to incorporate regional histories in the broader framework of the Indian history. The series of struggles of the Assamese, Khasis, Jaintias, Nagas, Manipur and Mizos, etc against the British were ignored, which should be part and parcel of the history, if it were to be Indian History. Today even after 57 years of independence, the Northeast still remains foreign to most of the people in the country. As a result the people have no idea about the region except that of violence and terror taking place in the region. That is only one aspect of the reality. We shall discus further, how New Delhi has treated the region with her military power and her policies which made people anti-Indian even today.

Militarization of the Region

When India got independence, the process of integration began to take shape and the leaders of the young Indian nation launched the unification of India. It was then Zapu Phizo and his men, the champions of the Naga cause, opted to remain outside Indian control and declared Naga Independence. However, this was not taken seriously, because most Indians felt that the reins of government were simply handed over by the Britishers to Jawaharalal Nehru (Dougel 2004). And Nehru himself seemed to have claimed that the sovereignty of India was transferred from the British Government to the Indian

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Government, when he met the Naga delegates in 1951. At this time, Manipur already had a constitution of its own having a House of Representatives with the King as the titular head. The House of Representatives opposed the merging of Manipur with India. Similarly in Tripura, the monarchy had been recognized as a sovereign. However, Manipur and Tripura were annexed by means that were questioned even then. The Naga areas were strafed with artillery shells. The political structures that replaced the colonial administrations were not different, it was recycled colonial rule. For example in 1970s the Mizo areas faced a large-scale starvation and famine. The disgruntlement of the Mizo people led to a large-scale rebellion against Indian authorities. In response, the government of India and its army devastated the Mizo Hills, torn asunder villages and aerial bombed the whole area. Finally, the Naga rebellion that initially appealed to reason and democratic values was driven underground. In Assam, the agitation against uncontrolled immigration and loss of indigenous identity led to a brutal crackdown on peaceful demonstrators. The Assam Rifles converted Manipur’s royal palace into a paramilitary barrack. Likewise, the other states in the region were also coerced into accepting the military’s permanent presence after Indo-China conflict, 1962. It was clear that the Indian government was repeating the colonial policy of linking development with defense.

In order to aid this process of militarization, several draconian laws were passed. In 1952, the Assam Maintenance of Public Order (Autonomous District) Act was passed to “contain Naga rebels”. Later, the Armed Forces (Assam and Manipur) special Powers Act was passed in 1958. This Act, even more draconian than the colonial Armed Forces Ordinance, continues to be legal veil that gives absolute impunity to the armed forces in the Northeast. Provisions in the Acts allow even a warrant and non-commissioned officer of the army, to kill anyone he suspects of being a ‘threat to law and order’. Most notable among them

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are Unlawful Activities (Prevention) Act, 1967: Disturbed Areas Act, 1976 and National Security Act, ete.

Isolation of the Region

Besides militarizing the region, Northeast has been isolated for decades, particularly with the partition and independence of this country. The region in particular has suffered heavily in terms of lives. There is hardly any infrastructure to links it with the mainland. This gave rise to geographic isolation, which in turn has given rise to other problems. While people in the other parts of the country consider the Northeast as remote and inaccessible, the people of the Region feel alienated. Nitin Gokhale in Outlook, New Delhi writes, “With one stroke of his blue pencil, Sir Cyril Radcliffe isolated the region from the rest of India. As a result, the region's seven states are now connected to the main body through a 20km wide Chicken's neck corridor running through North Bengal. In the pre-partition days, residents of Tripura could reach Calcutta overnight. Today it takes a minimum of 60 hours to do the same.62” “Another grievance against the centre in terms of isolation was the broad gauge track could reach in the region only Guwahati in the 1980s, while much of the small railways else wherein India had been converted to broad track in this period. Even after 57 years of independence, six of the seven state capitals do not have railway connection. Itanagar, Kohima and Shillong do not have proper airports even now. If the Centre can pass so many draconian laws such as special Powers Acts, etc, why can’t the Centre bring the facilities that connect them with the rest of the nation?

Economic Deprivation

The Northeast is blessed with natural resources such as, Oil, Coal, Natural Gas, Limestone, Tea, Timber and other resources. But its people are deprived systematically of their resources. The Northeast is treated as a supplier of raw materials of petroleum, tea, and coal to the

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rest of India. Tea grows naturally in the Upper Brahmaputra valley, which was the main attraction of the British to invade Assam in 1820s. Today tea is grown in both in Brahmaputra and Barak plains, producing 56 per cent of India’s tea and 25 per cent in the world’s total. Besides tea the region also produce million tons of oil. Hazarika writes, ‘Assam produces more than one quarter of India’s total oil production, or about ten million tons. With these gifts of nature, the region cannot be poor, if the

Resources are utilized properly. However, this notion of prosperity remains only a dream. “The exploitation of its Oil, Natural Gas, the trade of the Tea products by the Center etc, have failed to give a fair share to the local people. Most of the crude produced are sent out of the region to Barauni refinery in Bihar.”64 This very act itself denies job opportunity for the people in the region. Now the question arises was it not enough for the Center that had profited from the region’s products? Was the region contribution too less for the country? Look at the job opportunities in the region. “What do you think, when the much- awaited Loktak Hydro Electric Project in Manipur generates employment to outsiders and not to the local people. They are denied on the ground that they are not eligible. The erstwhile director of North Eastern Regional Institute of Science and Technology (NERIST) in Arunachal Pradesh is an outsider.” The Beharis or Marwaris owns the tourist buses plying in the Northeast, and in order to promote its business, a Punjabi businessman is nominated as Member of Parliament (Rajay Sabha) from Assam when the region is badly in need of more MPs. Besides, there is a large-scale misuse of central funds, that widened the gaps between the haves and the have nots, resulting in frustration among the youngsters. This frustration has often found expression in swelling the ranks of militant organizations.

Central Government’s Double Standard towards the Region

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Out of sight, out of mind. That’s the attitude of central government seems to have adapted for the North-East, going by the reaction, or the lack of it, displayed by the Centre in the last few decades to the events in the region. Be it the killings in Tripura or in the recent conflicts in Assam, Manipur or elsewhere in the region. Apart from these, there have been scores of killings, however the Union Home Ministry has not taken note of it and not even send an official to study the problem. In contrast, take the case of Jammu and Kashmir. The moment Nadinmarg massacre took place in Jammu and Kashmir, the Union Home Minister, L.K Advani himself rushed to the place to placate and commiserate with the people. The standard excuse given by Delhi is that the situation in the Northeast is not serious as in Jammu and Kashmir and it as termed an inter-ethnic rivalry, which is only a half-truth(Gokhale 2003). Take any of the ethnic movements in different parts of the region, be it, the Bodoland, the Naga rebels, or MNF in Mizoram. In all these, the Centre has taken steps only after the rebellious movement and turned against the Indian government. The Central government had not bothered as long as they were demanding their rights through democratic means. It looks like that the Centre government wants the people of the Northeast to act violently. This shows that the Centre is not taking serious about the problems of the Northeast Region. Take the recent violence in Assam. The leaders at the Centre, including Prime Minister and Deputy Prime Minister have often been saying that lack of employment opportunities has been the most important factor behind the youth unrest and insurgency in the region. The editorial of North East Fortier Magazine writes; the modern forces of social and economic change have been contributing to unrest in certain segments of tribal communities in the Northeast… Due to agricultural, industrial and infrastructural backwardness of the region, the level of unemployment remains very high. The frustrated and unemployed youth becomes victims of home affairs, government of

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India has said in an “overview” in the annual report of the ministry for the year 2002-2003. Deputy Prime Minister L.K. Advani on the other hand, has been on record as saying that “lack of employment opportunities other than in the government sector has fuelled the influx of neo-literate youth into insurgent groups as an act of frustration. Advani had said this at a meeting of the Consultative Committee attached to the union home ministry on December 12, 1998. He also went on to say that, “the ethnicity aspect, namely feeling of being different from the mainstream Indians, is pronounced in the Northeast. The people suffer from a feeling of ‘neglect’ by the authorities. Now, despite the feeling that the union home ministry has an understanding and knowledge about the basic reason for discontent, frustration, youth unrest and militancy, how come they it allows central government organizations like the railways to throw open low- level group “D” vacancies in the Northeastern region for candidates from all over the country just because one supreme Court order had said that the vacancies should be thrown open to the entire country. If New Delhi is really interested in solving the problems of the Northeast, the leaders of the nation should have avoided the incident, rather than bringing divisions among the people in the region.

Take another case of Assam and see the double standard of Delhi, particularly dealing with the Naga peace process. The Centre would say, the peace process is moving in a right direction and moving closer to the permanent solution to the five decades old problem. Contrary to the statement, Vajpayee (PM) took the middle path on the Assam integration issue during his three days visit to Assam in October 2003. He even refused to explain the meaning and the status of the parley. Even after seven years of truce and concurrent talks, the outcome remain shrouded in deep mystery for the common people. I think it is high time that the Centre should be more assertive and

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transparent in its stands towards the Assamese issue and other ethnic movements in the North-East Region.

CONCLUSION

An identity is constructed when a group of people decides to live in one identity for identity is not a ready-made thing. It is constructed in and through the interaction of the people, in the given socio- economic and historical context, taking into consideration what is preserved in history and tradition in a given culture. The Assamese are opposed to the Arya -Dravidian identity that is generally considered the Indian identity. That is why they are reaffirming their history and cultural identify. One may wonder why the central government is so keen in retaining

the few million people even though they do not contribute to National economy substantially. This is because the population forms a basis for national power. So to preserve the national power, the ruling class in India would never allow the ethnic communities for self-autonomy. For more than fifty years since independence of India, the ruling class has been the upper caste and they have dominated every sphere of political and economical life. They have also determined what Indian identity is.

However, this identity is predominately Brahminical with some concession to the Dravidians but excludes the minorities, Dalits and the tribals. If Indian identity could reinvent itself, as an inclusive of every sections of the population, that is Aryan, Dravidian, Mongoloids, Hindus, Muslims, Christians, and all other religions then people belonging to each and every sections would feel at home in India. As we have seen, the ethnic movement in Assam is geared to preserve their distinct identity, their culture, language, and religion. Since independence there has been a tendency of assimilation rather than respect the diversity. Today Hindustan ideology that propagates that to be Indian is to be Hindu. As a result, the cultural identity of the

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minority ethnic groups is threatened. There is also lack of democratic space, corruption, use of force and violence of the government, has made the ethnic groups to resort to violence in their approach. Can violence achieve what these groups want to achieve? Is it a legitimate means to protect and preserve their identity? These are relevant questions at this juncture. The seed of violence that has been planted by the oppressor never dies, but it comes to life and it takes its own time. And in the fullness of time there will be series of violence on both sides. According to Fanon, “the oppressed find freedom only through violence and violence is a cleansing force. Thus, violence for the oppressed is a must. It is a natural response to the violence perpetuated by the oppressor. The violence in Assam is not different from the violence that Fanon speaks of. For the natives in the colonial Africa, the oppressor is the white man - the settler. In Assam, the oppressor is the Government of India which first used violence to suppress the ethnic movement by implementing the Armed Forces Special Powers Act. The Government of India has failed to understand the problem of the Northeast India. It has mishandled the issues and problems. Instead of addressing the real issue, the Central government has dealt with it as a Law and Order Problem. The violent approach carried out either by the Government of India or the ethnic groups have not achieved their desired ends. Rather violence has brought destruction to life and property, affected the socio-economic life for decades. If we look at the nature of problems in the region, it is very complex, however, violence, has not brought solution to the problems. Rather it has brought enmity and divisions among the people. Thus violence cannot be used as a means to bring peace and stability. Violence cannot be used to build a society. One may assert one’s identity through violence for a short time but no lasting identity can be built through violence. The need of the hour is the creative dialogue and negotiation on both sides. It is through this constant dialogue and negotiations that one can

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expect some good results on both sides. Today, people in the Northeast in general are fed up with violence. There is a cry for peace. They want to live in peace. Violence can never be a means of peace in the long run.

Reference :-

1. Barpujari, S.K (1990). Assertion of Naga Ethnic Identity: A historical Background’ in 2. B. Paken ed. Nationality, ethnicity and Cultural Identity in Northeast India. 3. New Delhi and Guwahati: Omsons Publications. 4. Doungel. C. “In search of a merged identity” Northeast vigil 1 Jan. 2004 The Telegraph, Kolkata. 7 Jan.2004.. 5. Shekatkar, D.B. “Resolving Conflicts in North East.” The North East Frontier Magazine. Guwahati Feb. 2004: 9.

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HR CHALLENGES IN TOURISM INDUSTRY IN JAMMU AND KASHMIR

Raashidah Gani Research Scholar School of Management Studies Baba Ghulam Shah Badshah University, Rajouri (J&K) Abstract

Tourism has emerged one of the largest industries, and is growing by leaps and bounds with time, becoming an important contributing factor in the growth of economy. According to latest statistics, this industry employs more than 2oo million people with the main aim to make the growth of this industry. This industry is growing at an appreciable pace in the state of J&K, as per latest figures provided by World Travel and Tourism Council (WTTC), as a consequence of its immense beauty. The future of tourism industry is anticipated to be very promising, but currently the industry is facing many hurdles at human resource level like lack of required qualified staff at managerial and operational levels, Non-professional HR tasks, lack of proper professional knowledge of service providers and extremities of demand. There should be proper manpower planning and people working in the industry should be given proper and regular training, thereby increasing their work efficiency and improving their skills and abilities. Various workshops should be conducted at different intervals, so as to keep them motivated towards their job. Poor tourism education courses discourage the most talented and experienced students to opt this course, as a result lack of quality manpower occurs. Poor HR practices and Non-professional approach creates a lack of satisfaction in employees, due to which they are unable to deliver the quality services, which tarnishes the image of tourism industry.

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Presently an attempt has been made to highlight some issues regarding the HR challenges in tourism industry and with the help of some discussions, endeavor has been made to provide some suggestions and solutions so as to bridge the gap between expected and supplied skills. In addition present study will try to create awareness amongst the people about the potential of the industry to opt it as a career so that the tourism industry will not be faced by the HR challenges in future.

KEY WORDS: Human Resource Challenges, HR practices, Tourism Industry, Quality of manpower.

INTRODUCTION

Tourism Industry is growing hastily in wide-reaching and India. The tourism industry in Jammu and Kashmir is supposed to be one of the most affluent industries in the state. This industry is very important for the development of the regions of Ladakh, Jammu and Kashmir. Though some unpleasant events such as terrorism and world downturn have created dampening effects on this industry, yet this industry could cope up the challenges of these sorts. It is only appropriate that Human resource of the industry has been playing a key role constantly modernizing to face challenges that have been cropping up from time to time. Tourism in India is the largest service industry, with a contribution of 6.23% to the national GDP and 8.78% of the total employment in India. The most significant feature of the tourism industry in J&K is that Kashmir tourism is the most popular source of income here. The tourism sector also generates sufficient revenue for government and public sector undertaking which has shown significant increase over the years, the revenue generations is expected to increase manifold provide the situation remains normal and the tourist influx increases in a desired manner. The state has sufficient potential to exploit more and more revenue generation and the revenue made under

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the public sector during last six years is about Rs. 167.39 Crore. The Indian tourism industry provides opportunities in specialized fields such as medical tourism, rural tourism, golf tourism, cruise tourism, adventure tourism, eco tourism and pilgrimage tourism.

IMPORTANCE OF HUMAN RESOURCE IN TOURISM INDUSTRY

People are the primary resource in tourism, because all tangible and intangible tourism products are delivered through the people working in the industry. In the era of more technology and increased competition, the range and variety of products and services is likely to undergo considerable change. In this context, the quality of human resources will be even more vital. The needs of the industry must be addressed through innovative strategies that include development of multiple skills, service- oriented attitudes and skill training and cross training. The basic objective of human resource development will continue to be to enhance efficiency and increase the capabilities of all individuals who provide tourism services International and domestic tourism is likely to increase in the years to come. Therefore, there is a need to plan for the future so that tourism grows in an orderly fashion and the people in J&K are able to reap the full benefits of this activity. The immense growth in the Indian tourism industry can be attributed to several factors. The boom in Indian economy has resulted in more disposable income in the hands of middle class, Also, increasing large number of people to spend money on vacations abroad or at home. India is also a booming IT hub and more people are coming to India on business trips. The future of tourism industry in Jammu and Kashmir is definitely excellent but, there are several human resource challenges faced by the industry.

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SCOPE OF THE STUDY

Jammu and Kashmir known as the “Paradise on the earth” is the northern most state of India. The state is an important tourist destination and has been an attractive destination for tourists, the world over. Vast numbers of tourists visit the beautiful Kashmir valley, Leh and Ladakh every year. 19 tourism development authorities have been established at places having tourism potential .There is vast scope for adventure tourism, pilgrim tourism, spiritual tourism, and health tourism leaving aside the traditional recreational tourism. The study confines its analysis to the problems and prospects of human resources in the Jammu and Kashmir tourism industry.

Especially with the focus on supply of human resources, problems regarding attraction and retention of talented people in J&K.

OBJECTIVES OF THE STUDY

 To analyze the HR challenges faced by the tourism industry in J&K.

 To investigate the major constraints in tourism industry & formulation of appropriate and practical solutions to them.

 To ascertain the possibilities of application of modern techniques and training methods for the HR development in tourism industry in J&K.

 To analysis the existing infrastructure and facilities available for tourism education and training in J&K and quality of skills provided by these institutions.

RESEARCH METHODOLOGY

The study is mainly based on the secondary data from various Govt. departments like Jammu Kashmir tourism development corporation (JKTDC), Indian tourism development corporation (ITDC), and other

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government departments. Also the information has been taken from various journals, published data and from the research work done in this field.

FINDINGS

Major HR challenges faced by the tourism industry in J&K -

1. Shortage of skilled manpower

Tourism industry in J&K is facing a shortage of skilled manpower and there are many obstacles as far as development of human resource in tourism industry is concerned. The people working in tourism industry are highly uneducated, unmotivated, unskilled, and unproductive and these are due to unattractive salaries and working hours. In J&K the salaries paid by tourism industry are comparatively far less than salaries by the other industries like call centers, banking, insurance, finance, and other private institutions. Tourism sector comprises most of the small and medium sized enterprises. In these enterprises the HR practices are not standardized. Lack of professional approach that is vision, clear career path, secured and long term employment, growth opportunities, learning, development, quality of work life is resulting in high employee dissatisfaction and attrition resulting in poor perceived image of hospitality and tourism sector. Inadequate and inefficient training and education programme are discouraging the competent and talented people to think about the industry as a career which is resulting in less and poor supply of manpower.

2. Improper HR practices

The HR practices still lack of professionalism in most of the organizations in the tourism industry. Less salaries, long working hours, improper career path, lack of professional growth, lack of training and development ,quality of work life and improper work life

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balances are the key issues in tourism industry which need to be addressed by the industry.

3. Lack of knowledge of service providers

Travel service providers in Jammu and Kashmir engage in a limited type of business like ticketing, hotel bookings, and automobile services. Very few provide rail services and even fewer provide travel insurance or cruise bookings .Despite the growth of credit card use, only few travel agencies accept credit cards. Also the other value added services are not as popular due to lack of knowledge or skill of the service providers.

4. Lack of education improvement in tourism and hospitality

The tourism and hospitality courses taught at university are lack of employability and are very much theoretical, in nature the curriculum has not been revised for long. The tourism education courses having lack of practical orientation, Guest faculty from the industry are available in big cities but, when it comes down to other cities a rare industry interface is available also the course curriculum does not give emphasize on soft skills and personality development which is very essential to perform efficiently in the job. The courses offered are providing the basic level knowledge of tourism, the courses curriculum designed are hybrid in nature covering travel and tour operation, hospitality, airline, and cargo management but, it lacks specialization in any specific field.

5. Lack of implementation of Government policies

The Government of India formed The Department of Tourism, India Tourism Development Corporation (ITDC) with a view to promote Indian tourism. The State Governments also established their Tourism Departments and Tourism Development Corporations .These

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institutions are engaged in framing and implementing the policies for Indian tourism industry.

The Ministry of tourism is framed HRD policies for Indian tourism industry .These policies mainly focuses on to develop hotel management and catering education, HRD in hospitality sector, to standardize courses and infrastructure requirements for education and training in hospitality management. But, the policies framed by Ministry of Tourism are not implemented up to the grass root level of Indian tourism industry. There are numbers of useful policies are framed by Ministry of India but, there is improper implementation of these HRD policies.

6. Communication and culture problem

In J&K people are facing the problem of communication and in tourism industry, there are especially the local people working which face large problems while interacting with tourists which in result tourists are not fully convinced by them to use any service. Also the people of J&K are having the different culture as compared to the rest of the world as it is the valley full of villages.

7. Improper marketing and tourism promotion

In J&K there are some regions which are unexplored by the tourism industry and the tourism industry in J&K is lacking the latest measures of promotion like advertisement etc for promoting tourism more and more and also the service providers are not having the latest use of services.

8. Untrained Guides

The guide persons in J&K are not as trained as they lack the training facilities in this region and are not aware about the latest facilities.

RECOMMENDATIONS

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Jammu & Kashmir is located in the Himalayan region and a significant part of the topography is under hilly terrain which hampers the progress and development in the state. However Jammu & Kashmir is blessed with many unique features which can make it one of the fastest growing states of India.

 Provide the latest trainings to the HR persons and new services to tourists.  Provide special attention and care to tourists.  Start more tourism information centre’s.  Focus more on the tourism development agencies.  Recruit more and more well, qualified and skilled manpower in the tourism industry.  Make available trained staff and guides.  Introduce various courses in the school, colleges and universities for the development of tourism in J&K.  Teach tourism from school level and create public awareness.  Provide various communication courses and trainings to the guides and the staff in the tourism department.  HR practices should be improved and should be latest. CONCLUSION

Jammu and Kashmir known as the “Paradise on the earth” is the northern most state of India. The state has some of the best tourist spots and it is home to many Himalayan glaciers and rivers. Jammu & Kashmir has unique climatic conditions and has very diverse variety of soil in the state; as a result a wide range of vegetation is found in the Jammu and Kashmir. A good manpower planning, job description, specification, career planning is required at all levels of organization in tourism. People working at different levels should be given regular & timely training which will improve their skills, abilities. Face lifting of the Industry-The industry people & government should take the

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initiative to promote tourism industry amongst young talented generation & attract them to join the industry making it long term career oriented. Corporate Tie-ups –Corporate not yet entered into the tourism field fully, should be encouraged to enter into this field to manage & develop it professionally. These Corporate needs to be given facilities & support by the government to harness the tremendous potential of tourism in India. Improving the quality of Tourism education - The quality of courses in tourism management being offered by universities & institutes need to be improved .The curriculum need to be revised to meet the continuous changing requirement of the industry?

References

1. Bansal, S.P. (2007), Cutting Edge Research in Tourism: Emerging Issues and Challenges, Abhishek Publication, New Delhi. 2. Chawala Romila. (2003), Training Programmes in ESCAPE Region, Tourism in 21st century (pp.19) Sonali Publications 3. Department of Tourism (2002), National Tourism Policy, Ministry of Tourism & Culture Government of India, New Delhi. 4. http://www.wikipedia.com 5. Szivas E., M.Riley. (1999), Tourism employment during economic transition, . 6. Talwar & Prakash, Travel & Tourism Management, Isha books, New Delhi 7. World Tourism Council, Tourism satellite Account for India, www.wttc.com 8. www.tourism.gov.in

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A STUDY ON RELATIONSHIP BETWEEN NUTRITIONAL STATUS AND REPRODUCTIVE BEHAVIOUR OF ADOLESCENT GIRLS IN RURAL AND URBAN AREAS OF CHITTOOR DISTRICT – A.P. INDIA

A.B.Srilatha Prof. A.B.Subhashini Senior Scientist Department of Anthropology KVK, Tirupathi S.V.University, Tirupati Chittoor District, A.P., India Chittoor District, A.P., India

Abstract:

The study was undertaken among 250 adolescent girls to assess (age group of 10-18 years) the nutritional status and reproductive behavioural problems of adolescent girls in rural (n=150) and urban (n=100) areas of Chittoor district of Andhra Pradesh. A cross sectional survey was conducted using both qualitative and quantitative data collection methods. The study involved interviews, using a questionnaire, measurement of food and nutrient intakes, anthropometry and their reproductive behavioural problems. The mean BMI of the rural scheduled caste girls was found to be very poor compared to the other three groups of urban elites, urban slum and rural forward caste groups, and their mean dietary intake was found to be much lower than their RDAs. Their reproductive behavioural problems are also found to be high compared to the other three demographic areas,there is a negative correlation observed among these groups of girls. Efforts are need to improve diet quality and education for rural girls, more number of intervention programmes are required so that they are better nourished with locally available low cost nutrition foods.

Index Terms : Nutritional status, Dietary intakes, Reproductive Behaviour, Body Mass Index.

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Introduction : In India, as per 2012 census, the total population is 1.2 billion out of which 655.8 million are males and 614.4 million are females. In a country where 70% of this population resides in a rural area and males significantly outnumber females, an imbalance has increased over time. The typical female advantage in life expectancy is not seen in India and it suggests that there are systematic problems in women’s health care.

In India women are with high mortality rates, particularly during childhood and in their reproductive years. India’s maternal mortality rates in rural areas are among the world’s highest.

From the global perspective, India accounts for 19% of all Live births and 27% of all maternal deaths (NFH-3) Adolescent girls status in society has found that the contributions Indian women make to families are often over looked. The son preference and high dowry costs for daughters results in the mistreatment of daughters. These negative impacts on the health status of women’s poor health has repercussions not only for girls, and women but also their families. Girls who married early are more likely to give birth to low weight infants. They are less likely to be able to provide food and adequate care for their children. Early marriages (below 19 years), early pregnancy, low birth weight babies (less than 2.5 kgs) small for date, neonatal death and abortions influence on the reproductive health life of girls. In rural areas where girls are less educated and economically deprived, their health conditions are even worse. They are prone to get affected with more number of diseases.

Importance of the study objectives:

1. To assess the nutritional status of adolescent girls by height, weight, BMI.

2. To know the dietary intakes of select nutrients.

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3. To find reproductive behavioural problems of both rural and urban adolescent girls. For this ‘t’ test, version 20 under SPSS package was applied, for nutritional status, and correlation is also used to assess the relationship between the two variables.

Methodology:

Three mandal areas of Chittoor district, Ramachandrapuram, Renigunta, Chandragiri and from each mandal, 4 villages were selected totaling to 12 villages Among these a total of 250 girls were studied, out of which 75 girls were from rural forward caste and 75 girls from rural scheduled caste groups were selected for the study. From urban areas out of a total of 100 samples, 50 girls were from posh areas and 50 were selected from urban slum areas to study their heights and weights. By standard procedures (Jellifee, 1966) were applied and their mean BMI was calculated. 24 hours dietary recall method was applied, one day weighment method was used for the study, their dietary intakes were calculated according to the recommended dietary allowances for Indian foods (RDA) NIN standards. Reproductive behaviour was assessed through Interview techniques of age at Menarche, reproductive behavioural problems of age at menarche, excess bleeding and scanty bleeding.

Statistical constants were applied to see the mean difference, ‘t’ test, and correlation was applied to see the relationship between the variables.

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Table No: I

Mean BMI of tested groups of adolescent girls from rural and urban areas and calculated ‘t’ values.

Number Age (10-18 y) Mean and ‘t’ S.No. demographic BMI Percentage difference value areas and sample size Number Percentage 1. UE 21.40 1.1 95.1 0.096 (ns) (n=50) (± 2.20) 2. USL 17.60 4.90 78.20 3.92** (n=50) (±1.30) 3. RFC 20.20 2.30 89.77 1.85 (n=75) (±1.90) (n5) 4. RSC 16.30 1.60 72.44 4.36** (n=75) (±1.20)

Ref: WHO Standards, Mean Standard BMI = 22.50 Note: * ns: not significant P-value: *P < 0.05 level **P < 0.01 level

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Table No: II Mean dietary intakes of calories, protein from rural and urban areas of tested groups of adolescent girls and calculated ‘t’ values. Age Number Number (10-18 y) Mean And percentage Mean and Percentage Sl. differences ‘t’ protein differences ‘t’ Sample size Calories (g) No. value value Demographic intake Number Percentage Intake Number Percentage areas 1. UE 2380 -20 99.16 0.09(ns) 56 -5.0 92.00 1.68(ns) (n=50) (± 160) (± 6)

2. USL 1960 -440 81.66 3.46** 68 -23.0 62.29 7.26** (n-50) (± 140) (± 4) 3. RFC 2220 -180 92.50 1.82(ns) 49 -12 80.32 2.43** (n=75) (±150) (±9)

4. RSC 1780 -620 74.16 8.46** 29 -32 47.50 11.23** (n=75) (±130) (±6) Ref: ICMR, RDA, Mean Calories – 2400, Mean, Protein (g) – 61 grams.

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Table No: III Mean calcium and Iron intake of tested groups of adolescent girls from urban and rural areas compared to the standards and calculated ‘t’ values.

Number and Number and Age (10- percent Percentage 18 y) Mean Difference Mean difference Sl. sample Calciu ‘t’ ‘t’ Iron (mg) No. size m (mg) Value values Numbe Perce Intake demograp Intake r nt Numb Percenta hic areas er ge 1. UE 560 -24.0 70.00 2.26** 24 -2 92.0 0.096(n5) (n=50) (±30.0) (±3.0) 2. USC 380 -42.0 47.50 9.43** 18 -8 69.2 3.14** (n=50) (±20.0) (±2.0) 3. RFC 420 -38.0 52.50 11.24** 21 -5 80.16 2.86** (n=75) (±20.0) (±2.0) 4. USL 220 -580 27.5 16.46** 14 -12 53.80 5.46** (n=75) (± 25) (±1.2)

Ref: ICMR RDA standards mean calcium intake 800 mg and Std mean standards Iron intake = 26 mg

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Table No: IV Relationship between nutritional status and reproductive behavioural problems of tested groups of adolescent girls from urban and rural areas.

Sl. Age Number and Age at No (10-18y) Mean percentage Memanche (Years) Demo BMI differences Not Excess Scanty ‘r’ area 10-11 12- 14-15 attaine Bleedin Bleedin value sample years 13 years d g g size Numb Percen % year % % % er tage s% %

1 UE 21.40 1.1 95.10 - 94 6 - 9 - -0.946 (n=50) (±2.20) 2. USL 17.60 4.90 78.20 - 62 29 9 2 18 -0.826 (n=50) (±1.30)

3. RFC 20.20 2.30 89.78 - 82 16 2 7 6 -0.913 (n=75) (±1.90) 4. RSE 16.30 1.60 72.44 - 13 55 32 - 63 -0.946 (n=75) (±1.20)

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Results and Discussion:

From the table No 1, 2, 3 it is very clearly observed that, the number and percentage of girls from urban elites and rural forward caste girls had their Body Mass Index is nearer to the WHO standards, compared to urban slum groups, and there is no significant difference observed, whereas urban slum and rural schedule caste groups had significant difference at 0.1 percent level. Their dietary intakes of calories, protein there is no. significant difference is observed the other two groups of urban slum and rural scheduled caste girls significant difference is observed at 0.1 percent level with regard to calcium intake even urban elites and rural forward caste groups of girls significant difference is observed at 0.05 percent level the other two groups of 0.01 percent significant difference is noticed. Whereas iron intake of urban elites and rural forward caste groups of girls are far better, there is no significant difference is observed. From this observation it is very clear that girls from deprived sections of groups their heights, weights, body mass index and their dietary intake are far below compared to the standards. This leads to nutritional deficiencies and which inturn reflects on their reproductive problems.

From the table 4 and 5 it is very clearly shows that the age of attained menarche is very late in between 14-15 and of not attained even after 15 years is also observed in rural scheduled caste girls and urban slum compared to the urban elites and rural forward caste groups. From this observation it is very clear that girls from deprived sections of groups of their heights, weights, Body Mass Index and their dietary intakes are far below compared to the standards. This leads to get nutritional deficiencies very low intake of nutrients, late menanche problems are prone to affect with low birth weight babies, still births, abortions, small fordate, in their later life. There is an urgent need to provide more number of nutrition education programmes, intervention

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programmes are required to control these problems among adolescent girls.

Conclusions:

From this study adolescent girls from urban slum and rural areas required more number of nutrition education programmes. Government and Non Governmental Organisations should involve more number of programmes regarding nutrition and health education required and strengthening of existing programmes at least to overcome these problems among women.

References:

1. Jelliffee D.B. (1966). The assessment of nutritional status of the Community World Health Organisation, WHO Monograph Series No. 583.

2. NFHS (2007) National Family Health Survey (NFHS-3) (2005- 06). Mumbai, International Institute for population sciences.

3. NFHS, (2011); National Family Health Survey, NFI Bulletin of the Nutrition Foundation of India Vol: 32, No.4.

4. Indian Council of Medical Research (2010). Nutrient requirements and recommended dietary allowances for Indians, New Delhi p.255.

5. Gopalan C. Ramashastri B.V., Balasubramanian SC (2002) Nutritive value of Indian Foods. Indian Council of Medical Research. National Institute of Nutrition Hyderabad: P. 186.

6. NFI, (2010), Prema Ramachandran, Nutrition Transition in India, Nutrition Foundation of India, Vol.32, No.2.