International Journal of Multidisciplinary Educational Research

Volume 7, Issue 9(1), September 2018 International Journal of Multidisciplinary Educational Research

Published by Sucharitha Publications 48-12-3/7, Flat No: 302, Alekya Residency Srinagar, Visakhapatnam – 530 016 Andhra Pradesh – India Email: [email protected] Website: www.ijmer.in

Editorial Board Editor-in-Chief Dr. K. Victor Babu Associate Professor, Institute of Education Mettu University, Metu, Ethiopia.

EDITORIAL BOARD MEMBERS

Prof. S.Mahendra Dev Prof. Igor Kondrashin Vice Chancellor The Member of The Russian Philosophical Indira Gandhi Institute of Development Society Research, Mumbai The Russian Humanist Society and Expert of The UNESCO, Moscow, Russia Prof.Y.C. Simhadri Vice Chancellor, Patna University Dr. Zoran Vujisiæ Former Director Rector Institute of Constitutional and Parliamentary St. Gregory Nazianzen Orthodox Institute Studies, New Delhi & Universidad Rural de Guatemala, GT, U.S.A Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University Prof.U.Shameem Department of Zoology Prof. (Dr.) Sohan Raj Tater Andhra University Visakhapatnam Former Vice Chancellor Singhania University, Rajasthan Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Prof.K.Sreerama Murty Vizianagaram Department of Economics Andhra University - Visakhapatnam Dr. Kameswara Sharma YVR Asst. Professor Dr.V.Venkateswarlu Dept. of Zoology Assistant Professor Sri. Venkateswara College, Delhi University, Dept. of Sociology & Social Work Delhi Acharya Nagarjuna University, Guntur I Ketut Donder Prof. P.D.Satya Paul Depasar State Institute of Hindu Dharma Department of Anthropology Indonesia Andhra University – Visakhapatnam Prof. Roger Wiemers Prof. Josef HÖCHTL Professor of Education Department of Political Economy Lipscomb University, Nashville, USA University of Vienna, Vienna & Ex. Member of the Austrian Parliament Dr. N.S. Dhanam Austria Department of Philosophy Andhra University Prof. Alexander Chumakov Visakhapatnam Chair of Philosophy Russian Philosophical Society Dr.B.S.N.Murthy Moscow, Russia Department of Mechanical Engineering GITAM University Prof. Fidel Gutierrez Vivanco Visakhapatnam Founder and President Escuela Virtual de Asesoría Filosófica Lima Peru Dr.S.V Lakshmana Rao Dr.Ton Quang Cuong Coordinator Dean of Faculty of Teacher Education A.P State Resource Center University of Education, VNU, Hanoi Visakhapatnam Prof. Chanakya Kumar

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 Dr.K.Chaitanya Hyderabad Department of Chemistry Nanjing University of Science and Prof.Francesco Massoni Technology Department of Public Health Sciences People’s Republic of China University of Sapienza, Rome

Dr.Sandeep Narula Prof.Mehsin Jabel Atteya Dept. of Management Sciences Al-Mustansiriyah University IIHMR University, Jaipur College of Education Department of Mathematics, Iraq Dr. Bipasha Sinha S. S. Jalan Girls’ College Prof. Ronato Sabalza Ballado University of Calcutta, Calcutta Department of Mathematics University of Eastern Philippines, Philippines Prof. N Kanakaratnam Dept. of History, Archaeology & Culture Satheesha H Dravidian University, Kuppam Mettu University Andhra Pradesh Mettu, Ethiopia

Dr. K. John Babu Dr.J.B.Chakravarthi Department of Journalism & Mass Comm Assistant Professor Central University of Kashmir, Kashmir Department of Sahitya Rasthritya Sanskrit Vidyapeetha, Tirupati Dr.T.V.Ramana Department of Economics, Andhra University Dr.Ni Luh Putu Agustini Karta Campus, Kakinada Department of Tourism Triatma Mulya Institute of Economy Bali, Indonesia

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

C O N T E N T S Volume 7 Issue 9(1) September 2018

S. Pg.

No No 1. Beneficiary Perspective of MGNREGs programme in 1 Srikakulam District: An Empirical Study D. Ramesh 2. The Praxis of Non – MAPE Majors 12 Sy, Geraldine U 3. Philosophical Implications of Vivekananda’s Messages 25 Bonani Sinha 4. A Critical view About Intellectual Property Rights and 32 Medicine in India Rakesh Damor 5. Women and Work Force Participation in Tamil Nadu - 40 An Overview K.S.Selvanayaki 6. Sexual Health & HIV/AIDS Related Knowledge, 57 Transmission & Prevention Among Married Women in India – A Study N.Ravichandran 7. Working Women in Muslim Community: A Sociological 73 Study in Dakshina Kannada District Kamrunnisa Asadi 8. Primary Education system in Virudhunagar District – A 83 Study S.Kannan 9. Indian Legal Education Needs Reformation to Meet 21st 93 Century Needs: An Overview Koneru Anuradha 10. 108 नैकयसगतोदाहरणानां संहणं ववरणं च Ashok Kumar Varma.K 11. efgykvksa ds izfr c<+rh fgalk& efgyk l'kfdrdj.k ds lunhkz esa 114 vijk iztkir 12. A Study of the Attitude of Primary School and High 120 School Teachers Towards Non-Detention System T.S Anitha, T.N.Rama and P Renuka 13. Implementation of Continuous and Comprehensive 136 Evaluation in the District of Mahbubnagar at Elementary Level - A Study Shakil Ahmed and Farah Deeba Bazmi 14. 146 नञवयुतपरभाषावचार: महेश भ: 15. 153 ीमगवगीतायां मागदशनम ् आलपाट.पवन ् कुमार् 16. A Study of Teacher Motivation at Secondary Level 161 T.N.Rama, T.S.Anitha and P. Renuka 17. Gandhian Philosophy of Sarvodaya: Its Principles 173 S. Sreenivasa Rao 18. 183

Sri Srikrishnacharya Sri Korlahalli 19. Climate Change in India Causes and Consequences and 197 Preventive Measures N.B.Chandrakala and A.Gowreeswari 20. The Famous Women who Lead Social Movements in 211 Modern India Velpuri Subha

ISSN : 2277 – 7881 Dr. K. VICTOR BABU Impact Factor :5.818 (2018) M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit) Index Copernicus Value: 5.16 Associate Professor, Institute of Education & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Mettu University, Metu, Ethiopia.

Editorial……

It is heartening to note that our journal is able to sustain the enthusiasm and covering various facets of knowledge. It is our hope that IJMER would continue to live up to its fullest expectations savoring the thoughts of the intellectuals associated with its functioning .Our progress is steady and we are in a position now to receive evaluate and publish as many articles as we can. The response from the academicians and scholars is excellent and we are proud to acknowledge this stimulating aspect. The writers with their rich research experience in the academic fields are contributing excellently and making IJMER march to progress as envisaged. The interdisciplinary topics bring in a spirit of immense participation enabling us to understand the relations in the growing competitive world. Our endeavour will be to keep IJMER as a perfect tool in making all its participants to work to unity with their thoughts and action. The Editor thanks one and all for their input towards the growth of the Knowledge Based Society. All of us together are making continues efforts to make our predictions true in making IJMER, a Journal of Repute

Dr.K.Victor Babu Editor-in-Chief

SOCIAL SCIENCES, HUMANITIES, COMMERCE & MANAGEMENT, ENGINEERING & TECHNOLOGY, MEDICINE, SCIENCES, ART & DEVELOPMENT STUDIES, LAW www.ijmer.in

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BENEFICIARY PERSPECTIVE OF MGNREGSPROGRAMME IN SRIKAKULAM DISTRICT: AN EMPIRICAL STUDY

D. Ramesh Assistant Professor Dept. of Anthropology Andhra University,Visakhapatnam Abstract

The present paper delineates the awareness and perspective on MGNREGS programme in srikakulam district. All the 600 respondents were asked whether they had any knowledge about the MGNREG scheme, minimum days of employment provided and wages paid and all information regarding MGNREGS programme. Most of the people they are not aware of the days of employment, mode of payment, type of assignments, who monitoring etc., It is quite heartening to note that the participants, especially in tribal area do not know different benefits entitled with participation in the scheme such as changing wage rates, unemployment allowance, and conditions for payment when work is not assigned etc. All of them reported that the wages are paid to them according to the task rate only and no amount is paid when there is no work. The main problem is many of the rural and tribal people are illiteratesthat is the reason they are not aware of the programme not only MGNREGAS other programmes also. This paper only focuses on MGNREGS scheme.

Keywords: Programme, MGNREGA, Srikakulam, Empirical study

Introduction

India is a predominantly rural country with about 69.9% of its population residing in the villages out of which 28.3% live below the poverty line (World Bank 2011). As such, growth in its rural sector is one of India’s major concerns as it strives to maintain its impressive growth rate. Unni and Rani (2002) argue that the size of the informal

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economy and the tenacious poverty in developing countries make it necessary that social protection mechanisms implemented in such economies be based on productive employment and poverty reduction. India has experimented with various social protection interventions – “often referred to as social security, social safety net, poverty alleviation or social welfare programs - with the objectives of reducing poverty, vulnerability and social inequalities” since it gained independence in 1947 (Holmes et al (2010)). The Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA), the world’s largest employment guarantee scheme implemented in 2005 in India, utilizes 2.3% of India’s GDP (Ministry of Rural Development, 2008a). The dual objectives of 2 MGNREGA were providing a “safety net for poor rural households through the provision of wages, while simultaneously transforming rural livelihoods through the creation of productivity-enhancing infrastructure” (Holmes et al (2010)). Berg et al (2012) sees the benefits from such public works stemming from three distinct effects: “a direct effect on those employed in the works; a labor market effect related to the shift in labor demand; and an increase in productivity related to the public goods into which the labor is invested”. Vast amount of research already existing in literature proves that MGNREGA has a positive impact on wages of casual workers (Azam (2012), Berg et al (2012)). We thus focus our research on the impact of the higher purchasing power that comes with an increase in wages

Manoj P K (2011) has carried out a study to look into the salient features of the MNREG Act and its major problems and prospects with a focus on Kerala state. He made some suggestions for the smoother implementation of the Act, for faster socio-economic development of the nation. Basing on the observations of his study, opined that Kerala has got excellent potential to become a role model for the entire nation for systematic and corruption-free implementation of MGNREGA. The

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experience so far being satisfactory, the Kerala model can be replicated in other states. The Act as such is quite meaningful and powerful for rural development and women empowerment for the entire nation. The problem lies not in the Act per se, but in its defective implementation by the state governments. In many states its implementation is characterized by such defects like the involvement of the middlemen, political and bureaucratic exploitation, misuse of funds, muster roll manipulation, lack of transparency etc. which need to be strictly controlled. The prospects of the Act seem to be quite bright provided it is properly executed.

Methodology

For studying the beneficiary perceptions, a sample survey has been conducted. For this purpose, within the tribal area, four panchayats were selected randomly two from scheduled area and two from non-scheduled area in Srikakulam district.

From each Panchayat, Four habitations were selected at random and a total of 24 habitations from six panchayats were covered from the two selected Mandals. The total number of households covered is 600.Anthropological techniques like participant observation, schedule method were employed by the present study.

Results and Discussions

In this section, the responses of the beneficiaries basing on their experiences are presented. The analysis is based on the responses obtained from 600 beneficiaries.

Knowledge about the MGNREG Scheme

Before going into the details, all the 600 respondents were asked whether they had any knowledge about the MGNREG scheme, minimum days of employment provided and wages paid. The responses are presented in Table-1.

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Knowledge about the MGNREG Scheme has been reported by only 34 percent of the total respondents. This knowledge is more reported in non-tribal area compared to the tribal area. Ninety-five percent of the respondents from non-tribal area know about the details of the scheme while in tribal area, this knowledge is reported by only 7 percent from scheduled area and none from the non-scheduled area.

Table -1 : Knowledge about MNREG Scheme

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Knowledge about Type of Assignments

The respondents were asked whether they are aware of the type of assignments given and whether they have an option to choose and their responses are shown in Table-B6.

Table -2 : Knowledge about Type of Assignments

Usually, the employment is provided for carrying out different works as approved by the state government. When asked to mention the type of works assigned, the respondents named five types of works. About 78 percent mentioned ‘land leveling’, 33 percent mentioned ‘tank bounding’, 31 percent mentioned ‘water tanks’, 23 percent said ‘road works’ and 15 percent mentioned ‘canal works’.It appears that the land leveling works are more in the tribal area and to some extent there may be road works. In the non-tribal area, ‘tank bounding’ works and ‘water tank’ works may be more followed by road works and canal works. This has reflected in the responses obtained. Almost all the

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respondents (99.8 percent) stated that there is no option for them to choose the type of work.

Knowledge about Wages & Mode of Payment

Table - 3 : Knowledge about Wages and mode of payment

The respondents were asked about the payment of wages and mode of payment and their responses are shown in above Table 3.

To a question on how the wages are paid, all the 600 respondents mentioned that the wage is paid to them according to the task rate only. Only one individual from the scheduled tribal area also said that the wage is paid fortnightly. Regarding the mode of payment, all 600 said that the payment is made through CSP.

Knowledge about Programme Officer & his duties

The respondents were asked whether there is any programme officer and what are his duties and their responses are shown in Table- B8.

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Table - 4: Knowledge about Programme Officer & his duties

Majority of the respondents could not tell whether is a programme officer for coordinating the programme activities and 99.8 percent of them stated that there is no programme officer. However, only one individual from the non-scheduled tribal area reported that there is a programme officer for coordinating the activities. None of the 600 respondents are aware of the duties of the programme officer. This cannot be expected as they said that there is no programme officer.

Knowledge about Facilities Provided at Work Place Details of facilities provided at work place, as reported by the respondents are shown in Table-5

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Table -5: Knowledge about facilities at work place

When asked to mention the facilities provided at the work place, none of the respondents reported that ‘drinking water’ is provided at the work place; 33.8 percent mentioned that First Aid / Medicines are provided while 1.5 percent said that ‘child care’ facility is provided.

In the non-tribal area, none have stated that drinking water is provided at work place, and 4.5 percent mentioned that child care facility is provided while 94 percent mentioned availability of First Aid / Medicines. All the 200 interviewed from the scheduled tribal area reported that no facilities were provided at their work place while in the non-scheduled tribal area, only 8 percent said that first aid / medicines are provided at the work place.

This points out at the need for providing facilities at the work place as per the guidelines of the MGNREG Scheme. More attention is required in the tribal area.

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Knowledge about Unemployment Allowance

Table - 6: Knowledge about Unemployment Allowance

Knowledge of the respondents regarding payment of unemployment allowance is shown in the above Table-6.

The wage seeker is entitled for payment of unemployment allowance, if he /she is not provided any work within 15 days from his application. However, the 600 respondents covered in the study did not know anything about this and they also don’t know about the rate of unemployment allowance paid. Only 16 of the 600 beneficiaries interviewed (all from non-tribal area) reported that they know under what circumstances, the state is not liable give unemployment allowance.

Conclusion

Knowledge about the MGNREG Scheme has been reported by only 34 percent of the total respondents. This knowledge is more

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reported in non-tribal area compared to the tribal area. Ninety-five percent of the respondents from non-tribal area know about the details of the scheme while in tribal area, this knowledge is reported by only 7 percent from scheduled area and none from the non-scheduled area.

In all, 73 percent of the total respondents reported knowledge about the minimum days of employment provided. This percentage is 99 in non-tribal area, 65 in scheduled tribal area and 54 in non- scheduled tribal area. Similarly, the percentage knowing about the wages paid is 65 among the total, while this percentage is 45 in non- tribal area, 91 in scheduled tribal area and 60 in non-scheduled tribal area. It is quite heartening to note that the participants, especially in tribal area do not know different benefits entitled with participation in the scheme such as changing wage rates, unemployment allowance, and conditions for payment when work is not assigned etc. All of them reported that the wages are paid to them according to the task rate only and no amount is paid when there is no work.

References

1. Adhikari, Anindita, and Kartika Bhatia. "NREGA wage payments: can we bank on the banks?." Economic & Political Weekly 45.1 (2010): 2. Angrist, J.D. and Pischke, J.S. (2009), “Mostly Harmless Econometrics," Princeton University Press. 3. Azam, Mehtabul. "The impact of Indian job guarantee scheme on labor market outcomes: Evidence from a natural experiment." (2012). 4. Behrman, J. and Todd, P. (1999), “Randomness in the Experimental Samples of PROGRESA {Education, Health, and Nutrition Program," International Food Policy Research Institute, Washington, DC.

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5. Berg, Erlend, et al. "Can Rural Public Works Affect Agricultural Wages? Evidence from India." Unpublished (May) (2012). 6. Holmes, Rebecca, Nidhi Sadana, and SaswateeRath. "Gendered Risks, Poverty and Vulnerability in India: Case Study of the Indian Mahatma Gandhi National Rural Employment Guarantee Act (Madhya Pradesh).’." London, UK: Overseas Development Institute (2010). 7. Manoj P K (2011): MGNREGA Implementation in India: Problems, Prospects and Remedial Strategies with Special Reference to Kerala’; Researchgate- http://www.rese archgate. et/pu blication/260992023 8. Ministry of Rural Development. (2010), Annual Report (2009- 2010)," Government of India. 9. Unni, Jeemol, and Uma Rani. "Social protection for informal workers in India: Insecurities, Instruments and institutional mechanisms." Development and Change 34.1 (2003): 127-161. 10. World Bank (2011). Social Protection for a Changing India. Available at http://www.wds.wordbank.org/curated/en/2011/01/14087371/soci al-protectionchanging-india-vol-1-2-executive-summary. 11. World Bank (2011), Impact Evaluation in Practice," Washington DC.

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THE PRAXIS OF NON – MAPE MAJORS

Sy, Geraldine U University of San Carlos [email protected] Cebu City, Philippines

Abstract

Effectiveness of the Dep-Ed Certificate MAPE (Music, Arts, and Physical Education) Program for Non-MAPE majors of the public schools of Cebu City was being identified in this study. Teacher- scholars were chosen to undergo the individual interview, focused group discussion and actual classroom observation to determine a.) teachers’ competency level before the Dep-Ed Certificate MAPE Program, b.) experiences encountered during the certificate program that helped the teachers, c.) behavioral changes manifested by the teacher-scholars after taking the certificate program and d.) impact of the Certificate MAPE Program to the teacher-scholars’ teaching performance. Through thematic analysis and triangulation process, the findings present that the certificate program was effective for the competency level of the teacher-scholars on knowledge was evident and the skills acquired is sufficient enough to prove that these teachers was able to gain experience from the certificate program and a positive change of attitude towards their view on MAPE was realized after the program.

Keywords: Praxis, Non – MAPE, Music, Arts, Physical Education Introduction The Department of Education Cebu City Division took action of conducting a Certificate Program for Public Elementary School Teachers in the field of Makabayan teaching which answers to

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the Basic Education Curriculums’ aims of training young pupils and students to become life-long learners and to make them productive members of the society. The program is known as the “Certificate Program for Makabayan Teaching” which was a felt need of the Cebu City Government office with the consolidated effort of the different colleges and universities in cooperation with the Teacher Education Institutions of Cebu. Pedagogical Content Knowledge (PCK) views a set of special attributes that helped someone transfer the knowledge of content to others. It includes the "most useful forms of representation of these ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations-in a word, the ways of representing and formulating the subject that make it comprehensible to others"(Shulman, 1987).The implication of Shulman view of learning is that the teachers’ role is to make “knowledge work” thus, teachers are also learners during the process of acquiring knowledge, teachers are part of the learning process as soon as the learning has been acquired then these teachers are ready to deliver the knowledge to their students. Wittrock states in his Generative Learning theory that the learner is not a passive recipient of information; rather she or he is an active participant in the learning process, working to construct meaningful understanding of information found in the environment (Tinning, 2000). The importance of asking the learner to generate his or her own meaning is clearly summarized in his statement that “although a student may not understand sentences spoken to him by his teacher, it is highly likely that a student understands sentences that he generates himself”. This theory is also supported by Osborne (2008). Comprehension

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occurs by formulating connections, rather than solely the function of “placing” information or “transforming” information in memory. Learners not only construct knowledge but the knowledge they already possess affects their ability to acquire new ones. If constructed knowledge conflicts with previously acquired learning, the new knowledge will not make sense to the learners and may be constructed in a way that is not useful for flexible application (Anderson, 2003). Mezirow states in his Transformative Learning theory that learning is understood as the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action. A perspective transformation leads to “a more fully developed (more functional) frame of reference…one that is more inclusive, differentiating, permeable, critically reflective, and integrative of experience” (Mezirow, 2004). Adult educators need to understand that transformative learning can take several forms involving either objective or subjective reframing. Learners need practice in recognizing frames of reference and using their imaginations to redefine problems from a different perspective.

Materials and Methods This study utilized a narrative inquiry design employing interview and thematic analysis in a qualitative method of research. To provide deeper understanding of the social phenomena qualitative method is deemed necessary (Ricthe&Lewis, 2003). The teacher-scholars of the Dep-Ed Certificate MAPE Program from different public schools of Cebu City are the main respondents of this study. They are non-mape

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graduates and were teaching MAPE in their respective schools. In order to gather the necessary data needed in answering the research problems, the following research instrument were used: A standardized questionnaire was adopted from the Chartered Institute of Personnel and Development in the areas of Continuing Professional Development to determine the experiences of the teacher-scholars before and after the Certificate MAPE Program. They were scheduled for a one-on- one interview. To facilitate the purpose of answering open-ended questions that is given before the interview for them to complete their answers prior to the actual interview session. A focused group discussion was conducted which is guided with the standardized questionnaire of Continuing Professional Education (CPD) to further discuss issues pertaining to the certificate MAPE program. An Observation guide was used by using the Monitoring and Evaluation Tool of the Certificate Program for Makabayan Teaching from the Department of Education for classroom observation for Music, Arts and Physical Education classes of the teacher-scholars. Audio/Videotape Recorder was used during the interview schedules, focused group discussion and classroom encounter observation, an audio/videotape recording of the event was procured. Gobo (2008) presented that participant observations create a direct relationship with the key informants through immersion.This was done to enable quick review of the classroom interaction and for filing purposes. The competencies of teachers encompass the praxis of the certificate program’s curriculum. At the same time, defining teacher competencies will contribute to the improvement of the quality of educational

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system by positively affecting the teacher training and curriculum development studies. Interviews, participant observations and documents analyses were validated through triangulation. Cresswell& Miller (2000) expressed that triangulation involves validation of combined and varied data sources which in a way identified emerging themes or patterns. For ethical considerations, the key informants were asked to sign an informed consent form before the interview and after data were processed the interview transcripts were destroyed.

Results and Discussions

Teaching Anxiety of the Teacher-Scholars The basic purpose in the teacher training is to ensure the effective planning, management, development and administration of educational system by equipping teachers with certain competencies. These competencies refer to how effective teachers are in the field of teaching base on Knowledge, Skills and Attitudes in MSEP (Musika, Sining at Edukasyong Pampalakasng Katawan) (DepED Memorandum no. 107, s. 2008). The study tends to prove whether the Dep-Ed MAPE Certificate Program was able to equip teachers in the field by utilizing the student’s rating, classroom observation and self-check which the teacher gave feedback about their performance inside the classroom. Given these tools, the study was able to gather information helpful in determining the level of competence of the teacher-scholars after taking the MAPE Certificate Program.

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These are some of the anxieties that these teacher-scholars experienced by the time they were handling MSEP since they have less background or no background at all in teaching the subject matter.

Teacher A: “the previous knowledge which I have in MAPE was nothing I was empty when it comes to experience since this is my first time to teach MAPEH” Teacher B: “I don’t have much knowledge in MSEP, since my major in college was Mathematics”

Teacher C: “I don’t have any background in MSEP since my major in college was BEED Home Economics which is far from MSEP, but in Arts I have a little knowledge since in my major course we are making charts, but in music I have no knowledge at all, before the certificate program I was not competent” Acquiring this sophisticated knowledge and developing a practice that is different from what teachers themselves experienced as students, requires learning opportunities for teachers that are more powerful than simply reading and talking about new pedagogical ideas (Cohen, 1999). Teachers learn best by studying, by reflecting, by collaborating with other teachers, by looking closely at students and their work, and by sharing what they see. A skillful teacher figures out what students know and believe about a topic and how learners are likely to “hook into” new ideas.

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The Learning and Unlearning Process Practical knowledge in the weak sense is demonstrated by an individual who can perform an activity (is physically able to do something) but cannot articulate how to do it. Practical knowledge in the strong sense is demonstrated by an individual who can both physically perform an activity or skill and articulate how to do it (Harrington, 2000). Research evidence on teacher knowledge indicates the teacher knowledge is a practical, action- related form of knowledge and experience plays a crucial role in knowledge development (Tinning, 2000). That is why these teacher-scholars of the Dep-Ed Certificate MAPE Program engage themselves to allow the understanding of the MAPE content and experience these contents through practical activities yet the program overlooked in providing the teacher-scholars the proper venue to go further with their understanding in the subject matter through action-related form of knowledge and experience needed in the program. Teachers’ knowledge is a practical form of knowledge (Clandinin, 2010), teachers make sense of new information in relation to what they already know and have experienced. In essence, individuals learn by starting with what they know and have experienced, as these teacher-scholars were exposed in the MAPE Certificate Program they gain new knowledge but tends to ask whether this new information relates to what they already know, how this information can be connected to their previous experiences. The knowledge that results from this active engagement is not the same as the information that was presented, but the ideas presented in the Certificate Program was

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not sufficient enough in providing practical experiences for them to acquire the expected knowledge that will equip these teacher- scholars in teaching MSEP. Teaching physical education is enhanced if the teacher has been able to perform the content to be taught (Stuhr, 2010). Teaching this subject content entails a practical experience which provides a more enhanced knowledge in teaching MSEP.

Effects of Praxis In praxis there can be no prior knowledge of the right means by which we realize the end in a particular situation. For the end is only specified in deliberating about the means appropriate to a particular situation (Harrington, 2000). As we think about what we want to achieve, we alter the way we might achieve that. As we think of the way we might go about something, we change what we might aim at. There is a continual interplay between ends and means. In just the same way there is a continual interplay between thought and action. This process involves interpretation, understanding and application in ‘one unified process’ (Cameron, 1996). It is something we engage in as human beings and it is directed at other human beings. Teacher D: “before when I was offered the scholarship I declined because of my wedding, but I did find a way and after sometime I could observe the changes, that I became stable in my teaching MSEP, most especially when I already took the certificate program, but what I want is also for the school to provide opportunities for students to apply their learning, because students really find the

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subject interesting but usually public schools only focus on MPS unable to tap student’s talent” We can now see the full quality of praxis. It is not simply action based on reflection. It is action which embodies certain qualities. These include a commitment to human well-being and the search for truth, and respect for others.

Worldview of the Teacher-Scholars

The field experience is a critical component of teacher education programs and valid assessment are needed to guide decisions on whether individuals can teach effectively and thereby earn a degree and certification to teach. After the teacher-scholars took the certificate program these are some of their feedbacks. Teacher A: “after the Certificate Program I learned something, particularly dancing Cariñosa usually when we have programs before we just perform the dance without following the correct dance steps as long as the music is Cariñosa, in PE, it was not emphasize in the program although we had sports fest, we did laronglahi, it was not focus on strategies we proceed to doing the activity, it was already assumed by our instructor that we know already, no further explanation done.”

Teacher F: “the Certificate Program is focused in dancing although it was useful in school, one thing that lacks the Certificate Program is the teaching of Music, we find note reading difficult to teach, we take this up in grade 4, we felt so lacking with

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knowledge, we have a little knowledge but we know that it has a big difference of you know this things plus we lack resources, in arts we have projects like mosaic bit it didn’t take much of the program it only covered 2 to 3 weeks then we proceed to dance, during the other semester we took the PPFT were we are ask to run for the test.”

Conclusion For the Non – MAPE ( Music, Arts, and Physical Education) majors the certificate program was successful in updating the competency level of the teacher-scholars on knowledge. The skills acquired are sufficient enough to prove that these teachers are able to gain experience from the certificate program. A positive change of attitude towards their view on MAPE was realized right after taking the certificate program. Learning is considered evident as long as learners find meaning into the experience encountered. This would support the theory of Mezirow in his Transformative Learning Theory. Wittrock emphasizes that learners are active participants in the learning process in his generative learning theory. Learning is indeed evident among the teacher-scholars since their competency level had improved and their views towards teaching MAPE had changed positively. According to Schulman in his pedagogical content knowledge that the key to successful teaching lies in the intersection of pedagogy and content, which is already possessed by the teacher-scholars in the teaching of MAPE.

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References

1. Anderson, J. R., &Lebiere, C. (2003).Optimism for the future of unified theories. Behavioral and Brain Sciences, 26(5), 628-633. http://search.proquest.com/docview/212207127?accountid= 33262 2. Ayvazo, S., Ward, P., &Stuhr, <.c.,T. (2010). Teaching and assessing content knowledge in preservice physical education.Journal of Physical Education, Recreation & Dance, 81(4), 40-44. http://search. Proquest .com/docvie w/215753542?accountid=33262 3. Cameron, W. S. K. (1996). On communicative actors talking past one another: The gadamer-habermas debate. Philosophy Today, 40(1), 160-160. http://se arch.proquest.com/docview/205351670?accountid=33262 4. Chin, C., & Osborne, J. (2008). Students questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1-39. http://search.proquest.com/docview/222853779?accountid= 33262 5. Clandinin, D. J., Murphy, M. S., Huber, J., & Orr, A. M. (2010). Negotiating narrative inquiries: Living in a tension-filled midst.The Journal of Educational Research, 103(2), 81-90. http://search.proq uest.com/docview/746815841?accountid=33262 6. Cohen, L. M., & Kim, Y. M. (1999).Piagets equilibration theory and the young gifted child: A balancing act. Roeper Review,21(3), 201-201. http:// search. proquest.com /docview/ 206697432?accountid=33262

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7. Cresswell, J. W. & Miller, D. L. (2000).Determining validity in qualitative inquiry. Theory into Practice, 39 (3), 124-131. 8. Gobo, G. (2008). Doing ethnography. London: SAGE. ISBN No. 978-14129-1929-3, ISBN No.978-1-4129-1921-0(plk). Retrieved from https://books.google.com.ph/books?isbn=1446204154 9. Harrington, A. (2000). Objectivism in hermeneutics? gadamer, habermas, dilthey. Philosophy of the Social Sciences, 30(4), 491-507. htt p://search.proq uest.com/do cview/2 15053071?accountid=33262 10. Kelly, P., Hickey, C., & Tinning, R. (2000). Educational truth telling in a more reflexive modernity. British Journal of Sociology of Education, 21(1), 111-122. http://search. proquest.com/docview/206170968?accountid=33262 11. Lee, H. W., Lim, K. Y., & Grabowski, B. (2009).Generative learning strategies and metacognitive feedback to facilitate comprehension of complex science topics and self- regulation. Journal of Educational Multimedia and Hypermedia, 18(1), 5-25. http://search.pro quest.com/do cview/ 205847707?accountid=33262 12. Mezirow, J. (2004). Forum comment on sharanmerriams "the role of cognitive development in mezirows transformational learning theory". Adult Education Quarterly, 55(1), 69-70. http://search.pro quest.com/do cview/215 257974?accountid=33262 13. Ritchie & Lewis (2003). Qualitative research practices: A guide in social science and researcher. SAGE Publications, London.

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14. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1- 22.retrieved from http://tltjc.blo gspot.com/ 2011/04/sh ulman-1987 -knowledge-and-teaching-pck.html

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PHILOSOPHICAL IMPLICATIONS OF VIVEKANANDA’S MESSAGES

Dr. Bonani Sinha Assistant Professor in Philosophy Malda Women’s College Malda

Abstract

Nowadays due to crisis of values; man has lost his morality. This paper is an attempt to elucidate why today we need to take remedy to Swamiji’s masseges and teaching of Practical Vedāta , and how the concept of Swamiji’s man making teaching will help to transform a man to cross the limit of ‘I’ and ‘You’, and thereby help to solve our existential problems of present century.

Key words:value- crisis, oneness realisation, service to man, love, unity, man- making teaching.

Introduction

Nowadays every human being has become individualistic, self- interested, self-centred due to moral crisis. He is screaming to acquire more and more power, more wealth and social status. This degradation of human proves the need of following Swami Vivekananda’s teaching and massages which will provide the worthy life. Vivekananda does not introduce any new philosophy of his own, but his philosophy is mainly united the teaching of his master Sri Rāmakrishna Paramhansa and the Advaita Vedānta of Śaṅkarāchārya. From Sri Rāmakrishna, he achieved the message of noble service to human beings serving ‘Jiva as Siva’ through unique power of love and from Śaṅkarāchārya, he reached the message of ‘Tat-Tam-Asi’,i.e., all are nothing but Brahman, then he has unified these two great teachings in his own way and put the Vedanta Philosophy into practice.

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Objective

To awake Indian people and to overcome the present crisis we need to follow Swamiji’s Practical Vedanta. According to Vivekananda “each nation has a destiny to fulfil; each nation has a message to deliver; each nation has a mission to accomplish”1 Swamiji is wished that we Indians require a little more spirituality, “Thus the balance will be preserved ……But each will have to supply and hand down to future generations what it has, for the future accomplishment of that dream of ages- the harmony of nations, - ideal world.”2

Thus Swamiji intends that we are to allow each nation to develop its own way, of learning from others and assimilating other ideas as it progresses and allowing at the same time others to develop, hence Swamiji expects that India must, need, be spiritually stronger so that other nations may follow from her matters of spirituality, so “Up, India, and conquer the world with your spirituality!”3

Vivekananda is of the opinion, “Vedanta can be carried into our everyday life, the city life, the country life, the national life, the home life of every nation.”4Here are some massages of Swamiji for the uplift of mankind:-

Be Religious

Vivekananda firmly trusts inmen’s endless spiritual potentialities and he thinks these potentialities can be actualized if man knows his inner self with the feeling that all are one and within all dwells the same spirit. He says: ”I shall call you religious from the day you begin to see God in men women.”5Thuseveryone has to become religious and it will be possible when everybody should see Brahman in others and feel oneness.

Be Educated Vivekananda’s philosophy of education aimed at exploring the total personality of man towards making him “the whole man” through selfless work and tolerance. According to Vivekananda, education has to be chief

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weapon of raising the Indian masses. Vivekananda intends to say that “education is the manifestation of the perfection already in man.”6The true goal of education is to search for perfection within man.So, education should be value based. Modern education actually gives less importance on morals arising out of the cultivation of innermost self, for this reason, even though people are educating themselves rapidly, but this sort of education fails to create character or strength of mind. The other aspect of his education is that it grows individual humanism that is why; education is equally attributed as humanistic education. According Vivekananda, education should be man- making and character-building.

Be awaken According to Vivekananda, mere ‘arising’ is not enough for the man but ‘awakening’ is also required. One should awake after awakening the divinity existing in oneself. Though for him, religion was a means, a vehicle for rousing and awakening the millions of India. There is no question of becoming Brahman, as every being is already Brahman himself. It is not the case that human being is going to be Bhahman and perfect, but he is already perfect, only he has to realise this truth.

Love one another Vivekananda says “Life is love, and when a man ceases to do good to others, he is dead spirituality.”7Vedanta conveys universal oneness. The realisation of divine oneness with all can develop universal love. But the question arises: what is the true nature of love? Vivekananda admits that we do not really love any other person, but we love ourselves. Love consists in discovering oneself in the object of love. From his own experience Swamiji says: “We have always heard it preached, ‘love one another.’ What for? That doctrine was preached, but the explanation is here. Why should I love everyone? Because they and I are one. Why should I love my brother? Because he and I are one. There is oneness, this solidarity of the whole

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universe. From the lowest worm that ever lived – all have various bodies, but are the one Soul. Through all mouths, you eat; through all hands you work; through all eyes, you see. You enjoy health in millions of bodies; you are suffering from disease in millions of bodies. When this idea comes, and we realise it, see it, then will misery cease, and fear with it. How can I die? There is nothing beyond me. Fear ceases, and then alone comes perfect happiness and perfect love. That universal sympathy, universal love, universal bliss, that never changes, raises man above everything.”8

Be powerful According to Swamiji, we are basically divine. As all power is within us, we can do anything and everything. This thinking enables us to be powerful.

Learn every day through experience According to Swamiji, the goal of mankind is knowledge; knowledge that is inherent in man. No knowledge comes from outside. True knowledge is not acquired by education, nor by adherence to Sastras, but every people has to reach true knowledge through direct experience.

Set yourself free All is self or Brahman, and so we are always free. But the problem is that we cannot realise our true nature, because we are in bondage. Desire, ignorance etc are the causes of bondage. But the supreme goal of human life is freedom, in which man can see his own divinity and the divinity within all beings. So, freedom is the goal of life.

Think different

Every soul is potentially divine. The aim of life is to manifest this divinity within. So, think always, I am ever pure, ever knowing and ever free. This thinking enables us to reach the goal.

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Feel different

All differences in this world are of degrees not in kind, because oneness is the secret of everything. There is only one Self, only one existence and every man is that Self in full, not a part of that Self. According to Swamiji, ethics and morality is based on the intrinsic purity and one-ness feelings.

Feel like Christ or Buddha you will be aChrist or a Buddha.

Be strong and fearless

Jaharlal Nehru writes: “Vivekananda spoke of many things but the one constant retrain of his speech and writing was Abhay- be fearless, be strong….If there is a sin in the world it is weakness, avoid all weakness, weakness is sin, weakness is death.”9So, our duty is to teach men of the strength that is already within them, instead of telling them they are weaker or sinner.

Be truthful

Truth is the nature of all souls. All truth is eternal. Truth is nobody’s property. Truth does not pay homage to any society, ancient or modern. Society has to pay homage to truth. Purity, goodness and truthfulness – all have their origin in the self which is identical with the Absolute Self.

Treat women and men as human beings:

The women are the same spirit of or God as the men. Indebted to the Vedantic view of equality where no discrimination was made between men and women Vivekananda said, “In the highest truth of Parabrahma there is no distinction of sex. Therefore I say, though outwardly there may be difference between men and women, in their real nature, there is none.” 10 Be Secular Vivekananda Says: “ We want to lead mankind to the place where there is neither the Vedas, nor the Bible, nor the Koran, yet this has to be done by harmonizing the Bible and the Koran. Mankind ought to be taught that

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religions are but the varied expression of the religion, which is oneness, so that each may choose the path that suits him best.”11 Swami Vivekananda’s concept of Religion is also nothing but Humanism. According to Vivekananda, although different religions manifest diverse feature of religion, as such Islam, for example, lays emphasis on universal brotherhood, Hinduism on Spirituality,Christianity on self –purification for entering into thekingdom of God, but every religion is running, consciously or unconsciously towards the realisation of oneness and spread unity. The chief aimof every religion is to spread brotherly feelings, peace and happiness.

Conclusion

We think, if the ideology of the Practical Vedanta as advocated by Swamiji, is properly applied and followed by the society, then the problems our society is running through can easily be overcome.Swamiji believes that a country’s future depends on its people. So his teachings, massages focussed on the development of the masses. Swamiji’s valuable teaching and massage will bring truth, freedom, pleasure and bliss. His massage is based on truth, love and tolerance which will enable the people to live together. His massage is the massage of modern humanity. But the question arises, how to apply it?

We think that it is the duty of every teacher, parent and each and every people to apply and also to follow the Swamiji’s messages. For this we have to realise our own self and through proper education we have to raise our conscience. Thust it can be achieved by changing people’s realisations, people’s hearts, by feelings of oneness.

. To Swamiji, ‘Service to God’ means ‘Service’ to the common men who are deprived of the basic needs for existence. His analysis regarding non – dualism (Advaitavada) should become a lifestyle to the Indian Society.. If we can cross the limit of ‘I’ and ‘You’, this feeling will bring love, brotherhood and gratitude. Swamiji bears the light to show the way of a

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safe and peaceful society by his Practical Vedanta. So, in the age of globalization, where we have witnessed mind – blowing success in the field of industrialization, science and research, but moral and ethical values are degenerating day –by-day and here the relevance of Swami Vivekananda is needed.

References

1. Swami Vivekananda, Complete Works, vol- 3, p. 369 (14 th Edition). 2. Swami Vivekananda, Complete Works, vol- 3, p. 171 (14 th Edition). 3. Swami Vivekananda, Complete Works, vol- 3, p. 277 (14 th Edition). 4. Swami Vivekananda, Complete Works Of Swami Vivekananda, Mayavai,Almora, Birth Centenary Ediion, 1963, vol- 1, p.326. 12th Edition. 5. Swami Vivekananda, Complete Works Of Swami Vivekananda, Mayavai,Almora, Birth Centenary Ediion, 1963, vol- 2, p.300. 12th Edition. 6. Swami Vivekananda, Complete Work Of Swami Vivekananda, Mayavai,Almora, Birth Centenary Ediion, 1963, vol- 4, p.358 . 7. Swami Vivekananda, Complete Work Of Swami Vivekananda, Mayavai,Almora, Birth Centenary Ediion, 1963, vol- 3, p.493 . 8. Swami Vivekananda, Complete Works Of Swami Vivekananda, Mayavai,Almora, Birth Centenary Ediion, 1963, vol- 2, p.415.(12th Edition) 9. Jaharlal Neheru, Discovery of India , Oxford University Press,1946, p. 338. 10. Swami Vivekananda, Complete Works Of Swami Vivekananda, Mayavai,Almora, Birth Centenary Ediion, 1963, vol-7, p.219. 11. Swami Vivekananda, Complete Work Of Swami Vivekananda, Mayavai,Almora, Birth Centenary Ediion, 1963, vol- 6, p.416 .

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A CRITICAL VIEW ABOUT INTELLECTUAL PROPERTY RIGHTS AND MEDICINE IN INDIA

Dr. Rakesh Damor Assistant Professor Dean Faculty of Law G.G.T. University, Banswara

Abstract

“Public health is one of the major concerns of the developed and least developed countries and now it has become a global problem. The provision of Parallel Imports authorizes the import of the patented products from the market of a nation, where the patent-holder has put up the invention for sale. In response to the question should medicines and drugs be kept out of patent regime, it is strongly felt that certain very vital lifesaving drugs should not be granted patent, as health of people should be given a priority over individuals economic interest as the patent holder enjoys monopoly rights over the patented invention.”

Introduction

Health is one of the most basic fundamental rights of a human being and adequate measures needs to be taken in order to protect it. Providing access to essential drugs and medicines is one of the means by which this essential right of individual could be protected.

The question whether drugs and medicines should be granted patent protection or should they be kept out of patent protection regime is one of the hotly debated questions in the World Trade Organisation. The issue has attracted strong views and comments from people all across the globe.

The statement by the Secretary General of the United Nations, Kofi Annan in 2001, that “IPR protection is the key to bring forward new medicines, vaccines and diagnostics urgently needed for the health

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of world’s poorest people” was refuted when at the Inter- Ministerial Conference in Doha in 2001, representatives of the developing countries stated that IPR stood in the way of access to drugs for the poor.i

Public health is one of the major concerns of the developed and least developed countries and now it has become a global problem. Diseases such as HIV/AIDS, Malaria, and Tuberculosis are affecting the developing world profoundly. According to the World Health Organisation estimates, more than 1.7 billion people or nearly one third of the world’s population have insufficient or no access to indispensable medicines or drugs with more than 50 per cent of population in India and Africa still in need of access to most critical and fundamental drugs.ii

Trade Related Aspects of Intellectual Property Rights (TRIPS)

The introduction of the Trade Related Aspects of Intellectual Property Rights (TRIPS) Agreement of the World Trade Organisation (WTO) in the year 1994 which tries to employ a standardized set of intellectual property protection practices across the nations of the world to offer better strength in global economic associations had mandated stricter standards for the protection Intellectual Property Rights. The agreement required the member nations to comply with its provisions by 2000, 2005 and 2016 depending upon their level of development. The TRIPS agreement requires granting of product patents and drugs and medicines are not exempted from this while prior to this agreement coming into force countries like India used to grant only process patents.

It has created a divide between the promoters of Intellectual Property Rights on one hand and various public health activists and patients on the other. The Intellectual Property Rights advocates are of the opinion that granting of patent protection to drugs is essential and

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fundamental for encouraging investment in research and development and other related activities. The Patent Protection System provides for exclusive monopoly and ownership rights to the patent holder to market the drug and recover the high expenditure and costs incurred by them in discovery of the drug, research and development activities, manufacturing the drug, marketing and promotion or advertising the drug through the sale of the drugs. On the other hand, various public health activists and supporters and patients are of the view that granting of patents rights especially to vital and essential drugs would confer the patent holder with monopoly rights to manufacture and market the drug and prevent other generic pharmaceutical companies from manufacturing and marketing the same. This would lead to serious inhibition of competition in the market for these drugs which would correspondingly result in high prices of these drugs and less access to majority of population who are poor and cannot afford the drugs. For example 150 mg of the HIV drug fluconazole would cost $55 in India where it has not been given patent protection as against $697 in Malaysia, $703 in Indonesia, and $817 in the Philippines where it enjoys patent protection.iii

The Doha WTO Ministerial Conference adopted on 14 November, 2001 recognised the significance of public health problems affecting many developing and least developed countries especially those resulting from HIV/AIDS, malaria, tuberculosis and other epidemics. It stressed the need for the TRIPS Agreement to be part of the wider national and international action to solve these issues. It acknowledged that fact that Intellectual Property Protection is crucial for the growth of new medicines and also recognised the concerns about its effects on prices. The declaration agreed that the TRIPS Agreement does not and should not thwart signatory nations from adopting measures to protect public health. Consequently, while reiterating its commitment to the TRIPS Agreement, it confirmed that the Agreement

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could and should be construed and executed in a manner which would be compassionate towards the WTO members’ right to safeguard public health and in particular to encourage access medicines for all.iv

The declaration provided for certain flexibilities that the member nations could adopt while maintaining their commitment towards the TRIPS agreement. The flexibilities included right to employ certain pro-competitive methods, notably compulsory licences and parallel imports, as required to improve access to health care in the developing and least developed nations.

Licensing Scheme and Compulsory Provisions

The provision of compulsory licensing is dealt under Article 31 of the TRIPS Agreement. Compulsory licensing is a provision whereby the government authority of a particular nation is authorised to license the exploitation of a patented invention to a government agency or a third party without the express approval of the patent holder. There exist certain requirements that need to be satisfied in order to get a compulsory license. Prior to getting such a license, the person or authority who requires such license should have taken pains to obtain permission from the patent holder on realistic commercial conditions and terms. In case the efforts made did not lead to positive and favourable results within a reasonable period of time then the proposed person or authority could ask for a compulsory licence. Nevertheless, in conditions of national emergency or other situations of severe exigency or in cases of public non-commercial usage, such prerequisites could be done away with. Notwithstanding all this the patent holder is compensated with sufficient royalty after taking into consideration the economic value of the permission.v

The TRIPS agreement under its provision contained under Article 6 protects the practice of Parallel import from any challenge under the WTO dispute settlement mechanism. In addition to this,

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each of the signatory nations of WTO is open to institute its own system for such exhaustion without it being to test. The method of parallel imports is useful for those nations who are economically poor and have inadequate infrastructural facilities to manufacture these inventions.

Other nonlife saving drugs could be granted patent as only that would spur innovation and investment in research and development of these drugs. As the TRIPS Agreement provides for patent protection to all drugs and medicines, certain measures are recommended whereby the interest of both the patent holder and the poor masses could be protected, even though health of the masses should remain the priority consideration.

The patent protection regime with regard to drugs and medicines should be adopted only when the nations become economically developed, for instance among the key drug manufacturing countries, United Kingdom had initiated drug product patent protection only in 1949, France in 1960, Germany in 1968, Japan in 1976, and Switzerland in 1977.viThus, it won’t be ethically and morally right on part of the developed countries to seek the developing and least developed nations to enforce stricter patent protection regime when they themselves did not do so at their corresponding stage of development, and enjoyed the privileges of not granting patent protection. Hence the TRIPS Agreement should relax its provisions for the underdeveloped countries and allow these countries more time to implement these policies.

The pharmaceutical industries manufacture and market a wide range of drugs and medicines and patent protection is granted to the majority of them. The patent granted for drugs that is used for curing diseases HIV/AIDS and Cancer should not be given the same importance as the drug or medicine used to cure common cold. It is

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reasonable and logical to grant 20 years patent protection to ordinary drugs however, the health consideration of the masses needs to be looked into while applying the same protection to essential lifesaving drugs. The TRIPS Agreement should provide for a proper meaning and description of what would constitute a “Lifesaving or vital drug” not by merely providing a list of diseases but by adding a description which distinguishes between lifesaving and non-life saving drugs. Few factors that could be looked into while making the distinction are: the dangerous and risky nature of the disease which the drug is intended to cure, accessibility of the substitute drug and the patent holders ability to sufficiently provide for the market that needs the drug or medication. Two different set of patent protection regimes should be adopted, one for the lifesaving drugs and other for the non-life saving drugs which would imply not granting patent protection to the former while granting patents to the latter. By adopting this measure a balance could be made between the Intellectual Property Rights of the individuals’ i.e. pharmaceutical companies and basic fundamental right to health and access to essential medication of the masses.

Conclusions and Suggestions

The provisions of compulsory licensing and parallel imports should be made mandatory by authorised government of each underdeveloped country and needs to be incorporated in their domestic legislation dealing with patent protection and implemented with immediate effect rather than construing these provisions as a mere option which may or may not be implemented by these countries. Only five nations in the world have adopted these provisions in their domestic legislationvii. Rest of the nations should also follow their example. Compulsory licensing and parallel import of vital and lifesaving drugs would help in protecting the health and also provide access to these drugs to majority of masses who are poor in the underdeveloped countries. The right of Patent holder is also protected

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as adequate compensation is given to the patent holder when license is acquired.

There are two kinds of patents which are usually granted to the inventor, i.e. process patents and product patents. Process patent are granted to the way or procedure which is used to create an invention. On the other hand product patent is granted to the invention itself. The patent holder gets comparatively lesser protection with a process as compared to a product patent. Process patent is basically non-existent under the TRIPS agreement which needs to be amended in order to promote public health across the globe. The process patents rather than the product patent should be given with regard to essential drugs and medicines as it would provide necessary protection to the patent holder stimulating research and development and also allow other pharmaceutical companies to reverse engineer the drug and find an alternative process to manufacture the drug. This suggestion would attract lot of criticism from the supporters of Intellectual Property Rights as it reduces the investment in research and development, therefore some limitations could be placed on the second producer of the drug in marketing the drug in the place where the original manufacturing company of the drug has a sizable market interest. This would be a good incentive to manufacture a drug at the same time health of the patients could be protected as drugs could be available at a cheaper price.

Other suggestions to maximise the access to essential drugs and medication would be by make statutory provisions to control the prices of the drugs, the period of patent granted could be reduced from 20 years and by adopting stricter standards while granting patents to drugs for example in the Novartis case, where stricter standards were adopted to prevent ever greening of patent as the cancer drug was refused patent.

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i 1. MD Nair, TRIPS And Access To Affordable Drugs, Journal Of Intellectual Property Rights, Vol 17, July 2012, Pp 305-314

ii 2. World Health Organization, WHO Medicine Strategy:2000- 2003 Framework for action in essential drugs and medicines policy, WHO/EDM/2000.1, p. 9, available at http://www.who.int/medicines/strategy/strategy.pdf

iii 3. A. Sykes, Trips, pharmaceuticals and, developing countries and the Doha solution, Chicago Journal on International Law, v. 3, pp. 27-46, 2002, p. 47.

iv 4. http://www.wto.org/english/thewto_e/minist_e/min01_e/mindecl _trips_e.htmRetrieved on 17.10.2013

v 5. http://www.wto.org/english/tratop_e/trips_e/t_agm3_e.htmRetri eved on 18.10.2013

vi 6. http://www.rediff.com/business/interview/interview-novartis- ruling-is-not-an-anti-patent-judgement/20130410.htmRetrieved on 16.10.2013

vii 7. Junaid Subhan “Scrutinized: The TRIPS Agreement and Public Health” Mcgill J Med. 2006 July; 9(2): 152–159.

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WOMEN AND WORK FORCE PARTICIPATION IN TAMIL NADU AN OVERVIEW

Dr.K.S.Selvanayaki Assistant Professor Department of Women’s Studies Tamil Nadu Institute of Urban Studies Coimbatore , Tamil Nadu, India

Abstract

Women’s economic participation can be mentioned in the field of production of goods and services accounted in the national income statistics. However, female work participation has always been low at 26% compared to 52% of men. The problem is that women have always been at work; only the definitions of work and work plan have never been defined or realistic to include their contribution to the economy and the society. As contributors to the family economy and its survival, their role is far beyond that of man’s. Whose earnings are ‘supplementary’ and ‘secondary’? This paper studies the women and their labour participation with the background data from NSSO 64th round report and census report of Tamil Nadu and India. This study reveals that the informal sector thus provides income-earning opportunity to a larger work force and a larger number of women workers are getting their livelihood from the informal sector. The informal sector, therefore, has been playing a vital role in providing employment in the women economy

Key Words: Female Work Force Participation Rate, Informal Sector, Employment Struture, Wage Rate, Labour Migration

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Introduction

“You can tell the condition of a nation by looking at the status of its women”. - Jawaharlal Nehru When Amartya Sen had taken up the issue of women’s welfare, he was accused in India of voicing “foreign concern”. He was told, Indian women don’t think like that about equality. But he argued saying that if they don’t think like that they should be given an opportunity to think like that.

The International Labour Organisation says that women represent:

i) 50% of the population ii) 30% of the labour force

iii) Perform 60% of all working hours

iv) Receive 10% of the world’s income

v) Own less than 1% of the world’s property

 Work Force Participation Rate is the proportion of “working” population to total population.

 Labour force excludes children below the age of 15 and old people above the age of 60.

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 Worker is one gainfully employed or one working for livelihood- excluding unpaid family workers.

As contributors to the family economy and its survival, their role is far beyond that of man’s. Whose earnings are ‘supplementary’ and ‘secondary’? This paper studies the women and their labour participation with the background data from NSSO 64th round report and census report of Tamil Nadu and India.

Women and Work

Work defines the conditions of human existence in many ways. It may be the case that this is even truer for women than for men, because the responsibility for social reproduction – which largely devolves upon women in most societies – ensures that vast majority of women are inevitably involved in some kind of productive and / or reproductive activity. Despite this, the importance of women’s work generally receives marginal treatment simply because so much of the work regularly performed is ‘invisible’ in terms of market criteria or even in terms of socially dominant perceptions of what constitutes ‘work’. This obviously matters, because it leads to the social underestimation of women’s productive contribution. Inadequate attention is devoted to the conditions of women’s work and their implications for the general material conditions and well being of women (Ghosh, 2006).

According to Chhina, 2009 work of women is defined as any economic productive activity. It may be physical or manual. It may be effective or supervision or direction. It may be self-employed job or regular wage paid employment.

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Genesis of informal sector

The definition of informal sector as adopted by the Fifteenth International conference of Labour Statisticians in 1993, is regarded as a group of household enterprises or unincorporated enterprises owned by households that includes informal own-account enterprises, which may employ contributing family workers and employees on an occasional basis; and enterprises of informal employers, which employ one or more employees on a continuous basis. Although various conceptualizations of the informal sector have been debated ever since the term “informal sector” was coined by the British economist Keith Hart in 1971, the fact remains that it has emerged as a dynamic and vibrant sector, representing a growing proportion of economic activity, particularly in the developing countries.

Female work participation rate

Female work (or workforce) participation rate refers to the percentage of total female workers to the total female population. Work participation involves contributing to the production of goods and services for the market and for own consumption. However, production of services for household consumption such as cooking, fetching water and fuel, childcare, care of elderly and sick is not considered as ‘work’ for purposes of measuring economic output. Thus, much of women’s work with in the home is not included as workforce participation.

Women constitute a significant part of the workforce of Tamil Nadu. A profile of women in work force of the state bringing out the gender differential is presented in the following table.

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Table-1: Profile of women in the workforce of Tamil Nadu Particulars Male Female 1.Total population (million) 2001 314 310 2.Total workforce 224 90 3. Work participation rate (2007-08) 59.5% 35.5% 4. Unemployment rate (rural) 15.3% 14.9% 5. Unemployment rate (urban) 8.1% 9.8% 6. Employment rate (rural) 84.7% 85.1% 7. Employment rate (urban) 91.9% 90.2% Work participation rate continues to be substantially less for females than males. While there has been some improvement is not substantial especially in urban areas. Work participation rate for women which was 7.18 % in urban areas in 1971 went up to only 11.55 % in 2001. As against this, in the rural areas the female work participation rate has shown steady improvement since 1971. It has risen from 15.92 in 1971 to 30.98 in 2001. However, the female work participation rate continues to lag behind that of males.

Table-2: Work participation rate in India (1971-2001) Year Persons Males Females Total 34.17 52.75 14.22 1971 Rural 35.33 53.78 15.92 Urban 29.61 48.88 7.18 Total 36.70 52.62 19.67 1981 Rural 38.79 53.77 23.06 Urban 29.99 49.06 8.31 Total 37.68 51.56 22.73 1991 Rural 40.24 52.50 27.20 Urban 30.44 48.95 9.74 Total 39.26 51.93 25.68 2001 Rural 41.97 52.36 30.98 Urban 32.23 50.85 11.55

Even though the percentage of women gainfully employed has increased from 22.73 in 1991 to 25.68 (as per census of India,

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2001). There is a considerable gap between male and female work participation in both rural and urban areas. Lower female work participation also affects the size of the economy potential of the country not being used. More over, employed women are more likely to be employed than their male counter parts in both urban and rural areas.

Women’s access to employment is significantly related to their access to education and other professional skills. The proportion of women employed in the organized sector is higher in states with higher female literacy. Though female educational attainment is increasing, only about 2-7 % of administrators and managers are women in India (Ministry of finance, 2004).

Women participation in the labor force has risen in many developing countries in recent years. There are at least three factors that explain this trend.

 First, with economic development and the ensuing shift of population from rural and agricultural sectors, more women choose to participate in the labor force. Studies on migration and urbanisation in several countries suggest a higher rate of participation for women.

 Second, with higher education, women tend to participate in greater numbers in order to capture returns on their investment.

 Third, falling real incomes of households and rising poverty in certain countries seem to have persuaded women to participate in the labor force in greater numbers.

In India, for example, only a quarter of the women in working age groups (15 + years), according to the 1981 Census, were in the urban

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labor force; but among low-income households in selected cities, female participation was estimated to be as high as 50 percent in 1991. In addition to the above a variety of other factors including secular changes in the attitudes of women, values of the societies and institutional constraints are believed to have played a vital role too in bringing about a change in the female labor force participation in these countries (Sethuraman, 2002).

Table-3: Employment of women workers and non-workers in Tamil Nadu

Particulars Male Female Total Workers 18,100,397 9,77,885 27,878,282 Main workers 16,303,310 7,454,473 23,757,783 Main cultivators 3,107,543 1,631,276 4,738,819 Main agricultural 3,276,642 2,789,144 6,062,786 laborers Main workers in 594,025 667,034 1,262,059 household industry Main other workers 9,328,100 2,367,019 11,695,119 Marginal workers 1,797,087 2,323,412 4,120,499 Marginal cultivators 154,946 222,274 377,220 Marginal agricultural 982,718 1,592,126 2,574,844 laborers Marginalworkers in 54,564 184,138 138,702 household industry Marginal other workers 604,859 324,874 929,733 Non-workers 13,300,512 21,226,885 34,527,397 Source: 2001 census of India.

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Chart-1

Worker population rate in India (NSSO 64th round report) r e 60 55 rk 52 o w 50n f io o 40t e la g u 29 a 30p Male t o n p Female e 20 14 rc e P 10 0 Rural Urban

The male work participation rates in both the rural and urban areas were considerably higher than female. In both the rural and urban areas, male WPR was nearly 55 %. Compared to this, the female WPR was 29 % in rural areas and 14 % in urban areas.

Employment structure

The employment structure broadly divided in to formal and informal sectors. The ILO’s definition of informal employment, which is activity that is unregulated by the formal institutions and regulations of society such as labor laws, registration, and taxation, which govern similar activities in the formal sector. The ILO identified three groups of informal workers, namely owners of micro-enterprises, own- account workers (self-employed), and dependent workers. The third group encompasses wage laborers engaged in full-time or casual employment generally without a formal contract, and working on a regular or casual basis and unpaid workers, including family members and apprentices. All other workers working in those enterprises form

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the formal sector. Those who are working in formal sector enjoy social security benefits. They earn more than those in the informal sector. The following chart that gives the distribution of workforce in formal and informal sectors.

Chart-2

Workers in formal / informal sector, (as 2001 census) in 300 ( 249.8 rs e rk 200) o n w io 118.2 f l o 100i r m e 23.2 b 4.8 m 0 u N Formal Informal Male Female

The chart-2 indicates that women’s participation in formal sector is very low. It is because of the fact that they are unskilled, whereas most of the jobs in formal sector require the specialization in one field or the other. Most of the factories are located in the cities, where the workers are supposed to work in shifts, day and night and it does not suit the women. The mobility of women labour force and lack of adequate training also affects their services in the organized sector.

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Chart-3

Percentage distribution of workers in informal sector

75.4 rs 80 e rk 70 61.3 o 60 w f 50 o 38.7 Male e 40 g Female ta 30 24.6 n e 20 rc e 10 P 0 Rural Urban

Source: NSSO 64th round report 2008.

The chart-3 gives evidence that in informal sector higher percentage of female workers engaged in rural than urban. In terms of occupation, agriculture seemed to offer employment to the majority of women.

Trends in female employment pattern

By knowing the status with which a worker is placed in an occupation, it may be possible to know one dimension-quality of employment in terms social recognition, income or profit, etc., The following chart shows the various common pattern of female employment with comparison to male.

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Chart-4

Distribution of Employment By Gender Female Male Casual wage 37 labourers 31

Regular salaried 8 employees 18

Self-employed 55 51

0 20 40 60 Number of workers

Look at chart-4 the self-employment is a major source of livelihood for both men and women as this category accounts for more than 50 % of workforce in both diagrams. Casual wage work is the second major source for men and women, more s for the later (37%). When it comes to regular salaried employment men are found to be so engaged in greater proportion. They form 18 % whereas women form only 8 %. One of the reasons could be skill requirement. Since regular salaried jobs require skills and a higher level of literacy, women might not have been engaged t a great extent.

Gender disparity on daily wages

The wage rate for women labourers both in regular salaried employment and casual labourers were comparatively too low than that of males to maintain their family expenses. Women continue to accept the low wage only to maintain their subsistence. There are several

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reasons for women receiving lower wages (Halim, 2004). These are as follows:

 The supply is more than the demand for women labourers; therefore, the employer takes the advantage of the situation and exploits women’s labour.

 Absence of any other better alternative is compelling women to do such works with low wage.

 Paymaster claims that men work more than women. Chart-5

Wage rates for per person of age 15-59 years

.) 300 s 238.41 R250 ( 200 171.68 Regular salaried s persons te 150 a 67.09 Casual r 100 48.51 e labourers g 50 a 0 W Male Female

Source: NSSO 64th round report

The above chart clearly shows the gender disparity that the female wage rate for both in regular salaried employees and casual labourers is too low than for males. Despite this gender discrimination and obstacles to women’s advancement, women’s relative wages are also not improved in relation to male wages. On the other hand, the “preference” for male workers must be contrasted with the female workers observed. As no employer would employ a women if he could

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get a man for the same money, women who wished to get any employment could do so only by offering to do it for less than man (Bernard Shaw, 1923).

Female labour migration

No doubt these labour market changes have had their impact on rural-urban migration as well, female economic migration being more pronounced in the recent ten to fifteen years. Changes in the rural economy also have contributed to this increased female migration.

Above all the migration of women either before or after marriage and their work participation has close linkage. Magnitude of rural-rural, rural-urban, urban-rural and urban-urban migration within a state strongly decides their work force participation (Sundari, 2007).

Chart-6

Migration rate per 1000 population

600

477 500 456 ts n 400 ra ig Rural m 300 259 f Urban .o o 200 N

100 54

0 Male Female

Source: NSSO 64th round report

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Nearly 60 percent of urban male migrants and 59 percent of female migrant shad migrated from rural areas. The most prominent reason for female migration in both rural and urban areas was marriage: for 91 percent of rural female migrants and 61 percent of the urban female migrants the reason was marriage. The reason for migration for male migrant was dominated by employment reasons, in both rural and urban areas. Nearly 29 percent of rural male migrants and 56 percent of urban male migrants had migrated due to employment related reasons.

Chart-7

Proportion of migrants for emplo yment related reasons per 1000 p opulation

600 557 ts 500 n ra 400 ig 286 Rural m 300 f o Urban . 200 o N 100 7 27 0 Male Female

Source: NSSO 64th round report Conclusion

In informal sector corresponding proportions in urban India were 44 per cent for males and 45 per cent for females. In the rural areas, 67 per cent of usually employed males and 84 per cent of usually employed females were engaged in the agricultural sector. The gender differential in the worker population ratio (WPR) was distinct: 55 per cent for males and 33 per cent for females in the rural areas, and 55 per cent for males and 17 per cent for females in the urban areas.

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The size of the informal sector is relatively large and will continue to be so in the years to come in view of the limited employment opportunities in the formal sector as also due to the outsourcing of a number of occupations/activities from the formal sector. The results of the Survey of the National Sample Survey Organisation (NSSO), carried out in 2007-2008, revealed the same. The informal sector thus provides income-earning opportunity to a larger work force and a larger number of workers are getting their livelihood from the informal sector. The informal sector, therefore, has been playing a vital role in providing employment in the women economy.

References Books 1. Murty,S.& Gaur K.D.(2002), women work participation and empowerment: Problems and Prospects, RBSA publishers, Jaipur, pp.65-94. 2. Pam rajput & Hem Lata Swarup (1994), Women and Globalisation, Ashish publishing house, New Delhi, pp.227-234. 3. Veena Gandotra and Sarjoo Patel (2009), Women, Working Conditions and Efficiency-The Indian Experience, New Century Publications, New Delhi, pp.3-17. 4. Chhina S.S. (2009), women Labour-Problems and Policy implications, Regal publications, New Delhi, pp.1-8, 73-74. 5. Sundari. S. (2007), Migrant Women and Urban Labour Market: Concepts and Case Studies of Problems, Gains and Losses, Deep and Deep Publications Pvt.Ltd., New Delhi, pp.67-100. 6. Bernard Shaw (1923): Women in the labour market, The Intelligent Women’s Guide to Socialism, Capitalism and Fascism, Pelican Books.

Journals 1. Shanthi.K (2003): Female Labour Migration in India: Insights From NSSO Data

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2. Lourdes Neneria (2001): Changing Employment Patterns and Informalization of Jobs: General Trends and Gender Dimensions, The International Labour Office, Geneva, Szitzerland. 3. Sethuraman, S.V., (2002) Gender, Informality and Poverty: A Global Review Gender bias in female informal employment and incomes in developing Countries 4. Shahnaz Kazi and Zeba A. Sathar (Winter 1993), Informalisation of Women’s Work: Consequence for Fertility and Child Schooling in Urban Pakistan, The Pakistan Development Review, 32:4 Part II (Winter 1993), pp. 887-893. 5. Pecyush bajpai, et.al, (2005), Social and Economic Profile of India, Social Science Press, pp. 112-118. 6. Sadeka Halim, (2004), Marginalisation or Empowerment? Women’s involvement in cultivation in Bangladesh, Women, Gender and Discrimination: University of Rajshahi, pp. 95- 112. 7. Jayati Ghosh, (2006), Informalisation and women’s workforce participation: A Consideration of recent trends in India, UNRISD report, Geneva. Government Reports th 8. NSSO 64 round report No. 531: Employment and Unemployment Situation in India, July 2007-June 2008. 9. Economic Survey, Ministry of Finance, 2004, Government of India. 10. Annual Reports, Ministry of Labour, Government of India, Delhi. 11. Census of India 2001, primary census abstract, Registrar General of Census Operations, Ministry of Home Affairs, Government of India, Delhi. 12. State Planning Commission Report, Tamil Nadu. 13. Employment: Growth, Informalisation and other issues, Indian Economic Development Report. Websites www.censusofindia.nic.in 14. http://industrialrelations.naukrihub.cm/women- employment.html 15. http://humanresources.about.com/od/worklifebalance/a/busines s_women.htm

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16. Devika, P. (2009), Issues and Challenges of Employment in Unorganised Sector http://www.articlesbase.com/finance. 17. http://www.ilo.org/wow/Articles/lang-- en/WCMS_081324/index.htm

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SEXUAL HEALTH & HIV/AIDS RELATED KNOWLEDGE, TRANSMISSION & PREVENTION AMONG MARRIED WOMEN IN INDIA – A STUDY

Dr.N.Ravichandran Academician Indian Maritime University Visakhapatnam Campus Gandhigram, Visakhapatnam

Abstract

Sexual health is a state of physical, emotional, mental and social well-being in relation to sexuality. It is not merely the absence of disease, dysfunction or infirmity. It requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination and violence. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected and fulfilled. Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS) has the most dreaded disease of mankind in the recent years. The causative agent for this disease is a very tiny microorganism known as the HIV type-1. This belongs to a retro virus family and exclusively affects human beings and not identified in animals. This virus behaves in a unique manner and affects the defense mechanisms of the human body and specifically attacking white blood cells which multiplies and over a varying duration of 5 to 10 years, the infection manifests with many symptoms related to the loss of body mechanism is the stage called AIDS. Approximately 33.2 million people throughout the world are living with HIV and an estimated 25 million have died from the virus. Globally the pandemic has infiltrated all areas of life and has particularly affected reproductive and sexual health. Some of the most contentious and challenging public health issues arising from the

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HIV/AIDS pandemic involve reproductive and sexual health. Basic health care and a range of services are fundamental to reproductive and sexual health. There are increasing numbers of people living with HIV; the rates of sexually transmitted infections have increased significantly in recent years. Creating awareness, transmission and prevention in the society is more important on HIV/AIDS and these three factors are included with sexual health. In this study few statistical data drawn from different sources are being considered and other empirical evidences used.

The objective of the study involves sexual health & HIV/AIDS related knowledge, transmission, misconception and prevention. The study involved in the reproductive age group of 15-49 of ever married women and Data drawn from DLHS 3, NFHS for the purpose of the study. According DLHS-3 ever married women age of 15-49 has total of 6,43,944. Out of that 5,02,272 women from rural and 1,39,672 respondents from urban background respectively. The awareness, transmission, prevention and misconception of the respondents compared with certain background characteristics. Evidence suggests that, many people lack the information they want and need to make informed choices that will affect their sexual health. There is a relationship between sexual ill health, poverty and social exclusion. Sexual health affects our physical and psychological wellbeing and is central to some of the most important and lasting relationships in our lives. This paper focused the risk factors of HIV transmission, prevention, testing and counselling in order to keep the good sexual health. In order to protect our sexual health, safe sex methods such as using condoms, negotiated safety relationship and Pre-exposure Prophylaxis (PrEP) have to be adopted. Free services have to be provided on sexual health, sex and relationship education and free HIV testing and counseling. No one can refuse that there are many challenges explaining the relationship between Sexual health &

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HIV/AIDS for all people. A persons health is inescapably linked to the sexual health of his/her partner (s). To achieve and maintain sexual health, the sexual rights of all persons must be protected, respected and fulfilled. Lack of awareness leads to transmission of HIV and affects the sexual health.

Keywords: Sexual health, relationship, HIV/AIDS, awareness, wellbeing, study, condom, ailment, transmission, prevention, misconception, discrimination

Introduction

This article is presenting the sexual health and HIV/AIDS related knowledge, transmission and prevention among married women in the age group of 15-49 in India. At the outset it is important to define about, sexual health and HIV/AIDS before a study on awareness, transmission and prevention.

Sexual Health: According to the World Health Organization (WHO 2006) Sexual health is a state of physical, emotional, mental and social well-being in relation to sexuality. It is not merely the absence of disease, dysfunction or infirmity. It requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination and violence. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected and fulfilled.

HIV/AIDS: Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS) has the most dreaded disease of mankind in the recent years. The causative agent for this disease is a very tiny microorganism known as the HIV type-1. This belongs to a retro virus family and exclusively affects human beings and not identified in animals. This virus behaves in a unique manner and

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affects the defense mechanisms of the human body and specifically attacking white blood cells which multiplies and over a varying duration of 5 to 10 years, the infection manifests with many symptoms related to the loss of body mechanism is the stage called AIDS.

Objective of the study

 Examine the sexual health

 Study the awareness on HIV/AIDS

 Assess knowledge on Transmission of HIV/AIDS

 Assess the knowledge of prevention of HIV/AIDS Methodology

The study involved in the reproductive age group of 15-49 of ever married women and Data drawn from DLHS 3, NFHS and other empirical evidences used for the purpose of the study. According DLHS- 3 ever married women age of 15-49 has total of 6,43,944. Out of that 5,02,272 women from rural and 1,39,672 respondents from urban background respectively. The HIV/AIDS related knowledge, transmission and prevention among married women are correlated with certain background characteristics in this study.

Review of Literature: Sexual health means more than the absence of sexually transmitted infections, or the absence of other medical conditions that might prevent you from having fulfilling a sex life. It is not just the lack of such ailments or conditions, but the presence of a satisfying, respectful and beneficial sexual part of our life. Sexual and reproduction are vital aspects of personal identity and are fundamental to human well being fulfilling relationship within diverse cultural contexts. Approximately 33.2 million people throughout the world are living with HIV and an estimated 25 million have died from the virus. Globally the pandemic has infiltrated all areas of life and has particularly affected reproductive and sexual health. Some of the most

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contentious and challenging public health issues arising from the HIV/AIDS pandemic involve reproductive and sexual health. Basic health care and a range of services are fundamental to reproductive and sexual health.

AIDS is known as one of the greatest “mimicking” diseases, because it manifest as symptoms pertaining to many organ systems of the human body. The complexity of the symptoms of AIDS makes the fatal event different for every patient. One patient may die of pneumonia, another may die of tuberculosis, and another may die of cancer or liver, kidney, brain and nervous systems diseases, etc., Hence it is possible that if AIDS is undiagnosed in a patient, it may be erroneously assumed that the patient died of other diseases. Since the epidemic began in the early 1980’s, AIDS has caused more than 30 million deaths and orphaned more than 14 million children worldwide. According to the UNAIDS/WHO estimates show that, in 2004 alone 4.9 million people were newly infected with HIV.

The overwhelming majority of people with HIV, some 95 percent of the global total, live in the developing world. The proportion is set to grow even further as infection rates continue to rise in countries where poverty, poor health care systems and limited resources for prevention and careful the spread of the virus. The statistics are merely estimates that reflect many assumptions and uncertainties the situation in particular countries, such as those where accurate data are hardest to obtain, may be better or worse. Of all people between 15 and 49 years of age worldwide, 1.1 percent is now infected with HIV. In the present paper, data has been taken from the District Level Household Survey under Reproductive Child Health Project for the study. Variety of articles addressing the science and practical applications of sexual health, an important health promotion concept with the potential for improving population health in a broad range of areas related to sexual behavior including human immunodeficiency virus (HIV) acquired

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immunodeficiency syndrome (AIDS), sexually transmitted disease (STDs), viral hepatitis, teen and unintended pregnancy and sexual violence. The concept of sexual health evolved since its initial articulation by the World Health Organization (WHO) in 1975, but it has generally emphasized well-being across a range of life domains (e.g. Physical, mental and emotional) rather than simply the absence of disease or other adverse outcomes. More recently, the Centers for Disease Control and Prevention (CDC)/Health Resources and Services Administration Advisory Committee on HIV, Viral Hepatitis, and STD Prevention and Treatment (CHAC) has developed the following revised definition of sexual health recommended for use in the U.S:

Sexual health is a state of well-being in relation to sexuality across the life span that involves physical, emotional, mental, social and spiritual dimensions. Sexual health is an intrinsic element of human health and is based on a appositive, equitable, and respectful approach to sexuality, relationships and reproduction, that is free of coercion, fear, discrimination, stigma, shame and violence, It includes: the ability to understand the benefits, risks and responsibilities of sexual behavior; the prevention and care of disease and other adverse outcomes; and the possibility of fulfilling sexual relationships. Sexual health is impacted by socioeconomic and cultural contexts – including policies, practices and services – that support healthy outcomes for individual, families, and their communities. India has the third largest HIV epidemic in the world. In 2016, HIV prevalence in India was an estimated 0.3%. This figure is small compared to most other middle income countries but because of India’s huge population (1.324 billion) this equates to 2.1 million people living with HIV. In the same year an estimated 62,000 people died from AIDS related illnesses. The HIV epidemic in India is driven by heterosexual sex, which accounted for 87 percent of new infections in 2015.

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The fieldwork for India was conducted and gathered information from 601,509 households, 699,686 women and 103,525 men. According to the NFHS 4 data, women who have comprehensive knowledge of HIV/AIDS shows 28.1 percent in urban and 16.9 percent in rural areas. Comparatively men who have comprehensive knowledge of HIV/AIDS show high percentage as 37.8 percent in urban locality and 29.2 percent in rural areas.. Comprehensive knowledge means knowing that consistent use of condoms every time they have sex and having just one uninfected faithful sex partner can reduce the chance of getting HIV/AIDS, knowing that a healthy looking person can have HIV/AIDS, and rejecting the two most common misconceptions about transmission or prevention of HIV/AIDS.

More than fifty percent ever married women in the age group 15-49 with selected back ground characteristics have heard about HIV/AIDS, Knowledge of HIV/AIDS was low among young women, rural women, non-literate women, women from scheduled tribes, women from households with a low standard of living and women from other religious groups. It is well known that Urban and rural awareness is a key indicator. As expected, knowledge of HIV/AIDS steadily increased with an increase in educational level and the standard of living.

Sexual Health Condition

Sound reproductive health is integral to the vision that every child is wanted, every birth is safe, every young person is free from HIV, and every girl and woman is treated with dignity. Implicit in this vision is the idea that men and women will be able to exercise their rights to information on and access to safe, affordable and acceptable methods of fertility regulation as well as quality health care services. Several studies highlight the widespread prevalence of sexually transmitted and reproductive tract infections. In a countrywide

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community based study, prevalence was nearly 6 percent in 15-50 years age group. The problem is further compounded by the prevailing culture of silence, as women are generally reluctant to seek medical treatment for these symptoms. Sexual health awareness includes sex basics, reproductive issues, vaginal dryness, lack of desire, erectile dysfunction and physical challenges. 40 percent of women aged 18-24 reported having had sex by the age of 18. This proportion was higher in rural areas (48 percent) than in urban areas (24 percent) and in poorest households (65 percent) than in the wealthiest (14 percent). It is well established that marrying early may limit educational & professional opportunities still many Indian women particularly those who are poor or rural are married as teenagers.

Awareness on HIV/AIDS

The aims of the study were to describe awareness, transmission and prevention of HIV/AIDS among married women in both urban and rural areas to different exposure and their knowledge of HIV/AIDS. The problem of HIV transmission among women still constitutes high figures in the global trends, in 2012 it was estimated that 17.7 million women were infected with HIV/AIDS in the world and HIV/AIDS was the major cause of death for women aged 15-44 years.

Awareness of Women on HIV/AIDS

TABLE - 1

Awareness of HIV/AIDS Urban Rural % Total % % Women who have heard of HIV/AIDS 79.4 49.5 59.0 Women underwent test for detecting 13.5 8.3 10.5 HIV/AIDS Women who know the place to go for 68.5 56.1 61.4 testing HIV/AIDS Source: DLHS-3

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It was observed from the above table that the awareness level shows less than three fifth of the women have heard of HIV/AIDS with urban respondents having high level of awareness in India. More than sixty percent of the respondents who know the place to go for testing HIV/AIDS and rural respondent’s level of awareness are considerably better as 56.1 percent. The overall women underwent test for detecting HIV/AIDS indicate 10.5 percent which seems to be very low as compare to other awareness.

Source DLHS:3

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Television is vital source to create awareness on HIV/AIDS among the married women with 74 percent in India. However 88 percent women belong to urban residents and 63 percent women belongs to rural residents respectively. Followed by relatives/friends with 44.3 percent became the second highest level of awareness. Surprisingly 48.6 percent rural respondents reported that their source of knowledge is through relatives and friends. 55.8 percent of non- literates and 59.8 percent with Low wealth index have reported that they gained awareness through friends and relatives. Both radio and media is responsible for source of knowledge of HIV/AIDS with 35.6 and 32.1 percent respectively. However the overall respondent awareness stands at 59.0 percent. 10.4 percent respondents reported that their husband is their source of knowledge for HIV/AIDS. Education level of >10 years and high wealth index of respondents reported that TV is the main source of knowledge of HIV/AIDS. 32.1 percent women reported that media is their source of knowledge and out of which 42.5 percent from urban and 24.4 percent are from the rural backgrounds. Respondents slightly more than one tenth of the respondents reported that they gained awareness through adult education & community meetings.

Most commonly people get or transmit HIV through sexual behaviors and needle or syringe use. Certain body fluids such as semen, blood, pre seminal fluid, rectal fluids and breast milk - from a person who has HIV can transmit HIV. Unsafe sex, unprotected sex, sharing needles, syringes, oral sex, blood transfusions, and blood products also transmit HIV.

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Awareness on Transmission of HIV/AIDS TABLE – 3

Source DLHS: 3

Unsafe sex is sexual activity in which precautions are not taken due to the risk of spreading sexually transmitted diseases like AIDS. Sex without using a condom can put you at greater risk of catching a sexually transmitted infection. The above table indicates that 66.1 percent respondent’s having knowledge of transmission of HIV/AIDS happens with unsafe sex with person having many partners and more than three fifth of the respondents from the urban and rural reported this source of knowledge of transmission of HI/AIDS. More than 60 percent of the women of education and wealth index background indicated that, they have this awareness on transmission of HIV/AIDS. Whereas, 55.1 percent of married women believed that, the transmission of HIV/AIDS spread through transfusion of infected blood. Half of the women respondents in the rural back ground reported this awareness of transmission. Less than two fifth of the respondents married women having the knowledge of transmission

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occurs through unprotected sex with HIV/AIDS infected person and unsafe sex with sex workers respectively. More than 30 percent of the non-literate and low wealth index women expressed the HIV/AIDS transmitted through unsafe sex with sex workers. Respondent’s knowledge of infected mother to child shows 29.8 percent and in which 33.6 percent married women are from urban background. Nearly forty percent of the respondents of education background of >10 reported that the transmission is from mother to child.

Misconception of Transmission of HIV/AIDS

TABLE – 4

Source DLHS: 3

It is learnt that 21.6percent respondents having misconception of transmission from mosquito, flea or debug. 16.6 percent from urban and 25.4 percent from rural having misconception that the HIV/AIDS is transmitted through mosquito, flea or bedbugs. Followed by 13.6 percent women, having misconception of transmission by stepping of someone’s urine/stool and 13.2 percent of respondents said that sharing

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of food is the source of transmission of HIV/AIDS. Misconception of transmission by sharing cloth, hugging and shaking hand shows 11.2, 9.0 and 7.9 percent respectively. More than 10 percent of respondents of the rural background revealed other misconception of transmission.

Prevention of HIV/AIDS

TABLE – 5

Source: DLHS 3

Respondent’s knowledge on prevention of HIV/AIDS from the above table shows that 66.1 percent having the knowledge of sex with one partner/ avoid homosexual. Out of this 62.5 rural respondents, 57.3 percent of non-literates and 51.9 percent with low wealth index reported that this source of knowledge for prevention of HIV/AIDS. Followed by 53.4 percent respondents opined that avoid risks getting infected through blood. 72.4 percent of respondents with >10 education and 58.6 percent of high wealth index disclosed that avoid risks getting infected through blood for prevention. Using of condoms is the best practice for prevention of HIV/AIDS and it plays an important role during intercourse. 34.2 percent of married women having the

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knowledge of using condom correctly during each sexual intercourse. However, it may be observed that the rural respondent’s percentage is found less than the national level. It was discovered from the data clearly indicates that respondent with <5 education (21.7 percent) and medium wealth index (20.3 percent) reported HIV/AIDS could be prevented by abstain from sex. More than one third of the respondent believes avoiding pregnancy when having HIV/AIDS would reduce the chances of getting HIV/AIDS.

Summary & Conclusion:

No one can refuse that, there are many challenges explaining the relationship between Sexual health & HIV/AIDS for all people. A persons health is inescapably linked to the sexual health of his/her partner (s). To achieve and maintain sexual health, the sexual rights of all persons must be protected, respected and fulfilled. Lack of awareness leads to transmission of HIV and affects the sexual health. In order to protect our sexual health, safe sex methods such as using condoms, negotiated safety relationship and Pre-Exposure Prophylaxis (PrEP) have to be adopted. Free services have to be provided on sexual health, sex and relationship education and free HIV testing and counseling.

The source of knowledge, transmission, misconception and prevention is correlated to residence, education and wealth index background characteristics. Nearly half of the rural respondents at national level have heard about the HIV/AIDS. Whereas 56.1 percent of the women who know the place for testing HIV/AIDS. Electronic media plays an important role for creating knowledge of HIV/AIDS particularly among rural women. 44.3 percent of the ever married women that their source of knowledge through relatives and friends and surprisingly 48.3 percent from rural residents. Respondent’s knowledge comparatively better on transmission through unsafe sex,

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transfusion of blood, unprotected sex and infected mother to child. It may be observed from the data that the misconception level of the respondents was observed less than 30 percent of the selected background characteristics. According to source of knowledge for prevention of HIV/AIDS respondents with >10 years of education and high wealth index having better knowledge than other background characteristics.

References

1. AVERT = HIV and AIDS in India

2. Department of Health and Human Services (US), CDC/HRSA Advisory Committee on HIV, Viral Hepatitis, and STD Prevention and Treatment. Atlanta {cited 2012 Nov 13} Draft record of the proceedings; 2012 May 8- 9

3. District Level Household Survey (DLHS – 3), India

4. DLHS Report 3 Pg151

5. Edward WM, Coleman E. Defining sexual health: a descriptive overview. Arch Sex Behav. 2004; 33:189-95. (PubMed)

6. NFHS-4 2015-16 India Fact Sheet, Ministry of Health and Family Welfare

7. NFHS 4 Report 2016 Pg6

8. Stein Brook R (2004). The AIDS epidemic in 2004. New England Journal of Medicine, 2004 Jul 8;

9. UNAIDS 2002 Report in the Global HIV/AIDS Epidemic. Geneva: UNAIDS

10. UNAIDS/WHO 2004 Report on the Global AIDS epidemics.

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11. WHO and treatment in human sexuality: The training of health professionals – WHO Technical Report Series No.572, Geneva: WHO; 1975 (PubMed),

12. World Health Organization (WHO) 2006

13. WHO, UNAIDS. Core epidemiology 2013.

Web References

14. https://india.unfpa.org

15. https://www.guttmacher.org

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WORKING WOMEN IN MUSLIM COMMUNITY: A SOCIOLOGICAL STUDY IN DAKSHINA KANNADA DISTRICT

Kamrunnisa Asadi Research Scholar Department of Sociology Mangalore University, D.K Karnataka, India

Abstract

“The right of independent ownership” was ordered by Islam to the women. As per the Islamic law, a woman possesses complete right over her money or other properties; irrespective of being single or married. Thus Islamic law does not consider a woman lesser, just for the reason of her being a female. Moreover she is completed professional selling, buying a mortgaging or her properties. Regarding the employment, the status of women as the mother and as a wife, these two roles are the most essentials in shaping features of the children and upcoming generations and as a whole building the nations. Islam allows women to seek employment when necessary but at the same time she needs to keep in mind the nature of work. This study is an attempt to access the useful participation of Muslim women in employment field of Dakshina Kannada District. The data was collected from 100 participants, using semi structured questionnaire from Muslim women in D.K. As per major findings of the study, the change has been taken place on socioeconomic, educational and occupational status of the respondents. All respondents are employed in different levels of job, motivation for their employment, they have individual freedom to spend their earnings on different purposes and they would support their daughters/ daughter-in-laws/ a girl for employment in their family in Dakshina Kannada.

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Introduction

The women of western world took more than seventy, eighty years demanding treatments as “human equals”. In the similar way the women of India began to follow the footprints of the western women. Although the key targets remain similar in order to establish equality between men and women in different settings such as public places, work place, home, school yards and they are as follows improvement of health care education, job opportunity etc. Although women all over the world are trying their level best to become independent, the additional problems which an Indian women needs to challenge is the caste system, insecurity, burdening of religious customs and traditional role. There was a time when the Indian women accepted the secondary status allotted to them. But in the recent years due to the increasing western influence, independent groups, many organisations the role is slowly changing in its development.

Clear cut instructions have been provided by the most authentic book i.e. the holly Quran regarding equality between men and women. It state that, in the sight of God the women is equal to men in terms of her rights and responsibilities (Quran 74:38) to (Quran 2:36, 7:20-24) Women is no different from men in terms of religious obligations such as the poor due, daily five times prayers, fasting and pilgrimage. In a few cases woman has liberty over man such as during menstrual periods and forty days after her child birth, she is exempted from the daily prayers.”

Social development is a process of planned institutional changed aimed at bring about a fit between human needs and aspirations on one hand and social policies and programmes on the other hand. At present situation all citizens of India wants to participate in development process to take benefit and improve or secure their future. The solution

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of human misery involved and distributed income, goods, service and opportunities. Social problems solutions solve at their level.

Women’s education and work in different fields have developed their personality, self-confidence and initiatives. An awareness of their Islamic rights and responsibilities has inspired many of them to be committed to the Islamic message of justice, peace and prosperity. These concrete developments have provided a support for the Muslim woman, stronger than any philosophical or legal argument. On the other hand, Muslim men have realized the social change and have become more inclined to deal with it. Muslims can play positive role in the contemporary world and get their message heard by all people, while a half of their population is suppressed or neglected.

Review of literature

In this article author mentioned about both educated and uneducated women’s both tradition or modern work participation is more than male in society. That work participation of women has its own role. (Kalpana Bardhan 1985)That role is derives from women’s status, whether in qualitative or quantitative in class hierarchy of ridden society. But in some part of our country, educated women become mentally strong, launched organizations raised voiced against their problem which women faced either in family or outside the household for gender equality and her status in society.

Authors says about women and work in any field like self employed, private or government jobs without support of family members she may not be satisfied with her role and position in society. (Karuna and Ahmad 1979) So that, women status does not change, but it will change on courage, desire and challenge if she has, these are given to her to play a vital role in inside and outside the family. Then she enjoys her role and positions in given society.

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This study pointed out the Islamic religion gives the education, free to select of her husband, employment, provision of divorce if it is necessary in life, equality and protection of women under this religion. (Asghar Ali Engineer. 1987)This study makes out equal status of women with the dynamic of change.

This study indicated about Muslim women in Kerala and identified the several aspects like education of girls, marriage, decision making, size of family, women’s property right, employment, political participation, social and cultural activities outside of home. (Indu Menon. 1981) These are indicated that the women equality with men with socioeconomic, cultural and institutional factors which brings about changing status of Muslim women in India.

This study was taken by M. Indu Menon on Muslim traditional and Modern Education in Kerala. Author collected data related her study among 450 respondents from four different Taluks of Kerala state. Islam encourages the women education. It is essential for both man and women for development of family. But Muslim community discouraged for women education due to lack of early marriages, seclusion, lack of proper educational institution near to their home, burden of religious and secular education received by girl at a time etc. Indian constitution provides compulsory educational rights between girls and boys in this sake parents sent to their daughter to education. (M. Indu Menon. 1979) Many Muslim scholars started a girl’s educational institution. Most of the parents favour of separate girls educational institution than co-education in their traditional system. Day by day society takes changes on influences of modern social process. Muslim women impacted by these processes, as a result Muslim women have to come out from their homes with their new roles through education and employment purpose.

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Objectives of the study

The present study has two objectives.

1. To understand the socioeconomic profile of working women in Muslim community at study area.

2. To access the factors responsible for employment of working women in Muslim community at study area.

Methodology

The present study is an attempt to understand the working women in Muslim community: A Sociological study in Dakshina Kannada District. There are five taluks, in D.K. namely, Bantawala, Belthangadi, Mangalore, Puttur and Sullia. All taluks are selected for this study. This study is based on both primary and secondary data. Primary data has been collected from 100 participants of working women in Muslim community by using a semi structured questionnaire. The secondary data has been collected from the journals, e-journals, books, articles. Muslims are dispersed throughout the district and 24 per cent populated as per 2011 Census Report but relatively second largest and first minority community, in Dakshina Kannada district.

Conceptual framework

Women in the workforce earning wages or a salary are part of a modern social phenomenon, but women have been challenged by inequality in the workforce. Until modern times, legal and cultural practices, combined with the inertia of longstanding religious and educational conventions, restricted women's entry and participation in the workforce. Economic dependencies upon men, and consequently the poor socio-economic status of women, have had the same impact, particularly as occupations have become professionalized over the 19th and 20th centuries. Women's lack of access to higher education had

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effectively excluded them from the practice of well-paid and high status occupations. However, through the 20th century, public perceptions of paid work shifted as the workforce increasingly moved to office jobs. Women are viewed as the primary caregiver to children still to this day so their pay is lowered when they have children because businesses do not expect them to stay long after the birth. The increasing rates of women contributing in the work force has led to a more equal disbursement of hours worked across the regions of the world remains unequal in many occupations and places around the world.

Against modernisation and material progress of Indian Muslim women, parents encourage their daughters to complete education with the boy child. Studies conducted in scientific manner bring out the attitudes, efforts and struggles of those families which help the daughter to overcome their difficulties and those families which accepted those educated moderately modernised young ladies as their daughter in laws. Studies highlight the broader side of Dakshina Kannada district. Muslim women in word but also projected inspirational a ladies model in the work sector for young generation of time to time not necessarily accept older traditions regarding education and job. New role models and inspirations are available in the recent decades of Muslim social structure.

Findings of this study

 Data was collected from the participants aged between 18 to 58 years. Consisting of 40 per cent of 18 to 28 age group, 28 per cent of 28 to 38 age group, 18 per cent of 38 to 48 age group and 14 per cent of 48 to 58 age groups respectively.  Marital status of respondents are unmarried 27 per cent, married 66 per cent, divorced 2 per cent and widow 5 per cent respectively.

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 Educational levels of respondents, 2 per cent of illiterate, primary educated 10 per cent, 16 per cent secondary educated, PUC educated 11 per cent, graduate 27 per cent respondent, Post-graduate 25 per cent and professional educated 9 per cent respondent. It means rapid growth of educational institutions denied the illiteracy. Muslim also giving the encouragement and contribution in educational field in Dakshina Kannada district  Annual Income of respondent’s family,18 per cent respondent has below 1,00,000 annual income of her family, 24 per cent respondent having 1,00,000 to 5,00,000 AIF, 52 per cent respondent has been 5,00,000 to 10,00,000 AIF, 6 per cent respondent having above 10,00,000 annual income of their family. Some respondent’s family members are working in abroad for their social and economic status.  Area of resident of respondent, this study conducted from both rural and urban area in DK. 50 per cent data collected from rural area and 50 per cent data collected from urban area on working women in Muslim community.  Taluks belongs to respondent: researcher has done the field survey from five taluks of DK. From each taluk data collected the certain number of respondent, from Bantwala 24 per cent, Belthangadi 10 per cent, Mangalore 47 per cent, Puttur 13 per cent and Sullia 6 per cent respondent of employed Muslim women. More number of Muslims resided in Mangalore due to amenities.  Respondent engaged in different type of job, 5 per cent respondent occupied in government job. Here government job indicate the teacher, lecturer, doctor and clerk in town Panchayat. 70 per cent respondents are working in private institutions. It like teachers, lecturers, sales girls in Muslim shops, nurse in hospital. Self employed 11 per cent that is

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tailoring at home and daily wages14 per cent from rural area. Who were poor, illiterate and up to high school educated respondents rolling Beedi. It means education gives a good position in employment as well as in social life.  Total 73 respondents are married (it included both widow and divorced) in that 42 respondents are employed before marriage and 31 respondents are employed after marriage, rest of them are unmarried respondent working in different levels of job.  All respondent said that Burqa does not an obstacle for social change among Muslim women because all respondents wish to wear the Burqa to their work place. Most of the Muslim women are working in Muslim Institutions so no problem of Burqa. Some respondents are working in non Muslim institutions, but also not an obstacle, they remove the Burqa inside the institution.  Motivation of employment consisting of 51 per cent respondent said that to be independent, 23 per cent respondent said that to support family needs and 26 per cent respondent said that for self confidence is motivational factor of their employment. This study shows a clear picture that employment gives a stronger and independent life of an individual.  10 per cent respondent said that, they decided self on their life, it included both divorced, widow and unmarried respondent. 24 per cent respondent said that their parents or family members and them together taking decisions on any matters and 66 per cent respondents who were married said that both husband and wife consulting each other for decision on any matter in family.  Respondent travel to their work place consisting of, 14 per cent respondents are walk able distance of their work place because they are Beedi roller, Beedi branch is near to their area. 50 per cent going by public bus, 9 per cent respondents are going by

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school/college bus, 11 per cent respondents are self employed at home because they are tailors stitching clothes at home and 16 per cent respondent are going by private vehicle.  All respondents have individual freedom to spend their earnings.  27 per cent respondent said that they spend their earnings for their own purposes, 73 per cent of respondents said that, they spend their earnings for their house hold purpose and their children purpose.  All respondents happily said that, they are happy in their job and they now that economic importance in their life.  96 per cent respondent said that they would support to their daughter-in-law/a girl/ daughter for employment in family and 4 per cent respondent said that they do not force or support to their daughter/ a girls or daughter-in-law for employment at family.

Conclusion The religion of Islam has been given the equal right to both man and woman in society but some situation women was behind the veil or wall in society due to her ignorance, lack of education and lack of public sphere. Day by day growth, change and development has taken in all aspects of society, an individual would unconsciously change in life on behalf of pulled factors. Veiled Muslim women are more and more visible in public sphere due to education, employment, an individual freedom and modern amenities gives a chance to come outside the house hold. Muslims are much contributed about educational field like Medical College, engineering college, first Grade College, Pre University College, high school and primary schools. It is a chance to Muslim women easy to seek a job in

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such institutions. Male members much motivated to their daughters/sisters /wife for employment than female members in Dakshina Kannada district.

Reference

1. Engineer, A. (1987). Status of women in Islam. Delhi: Ajanta Publication. 2. Basant, R. (2012). Education and Employment among Muslims in India: An Analysis of Patterns and Trends. Indian Institute of Management, Ahmedabad India. https://web.iima.ac.in 3. Bhoganadam, S.D. (2014). Women Empowerment and Economic Development. https://www.researchgate.net. 4. Menon, I. (1981). Status of Muslim women in India. New Delhi: Uppala. 5. Bardhan, K. (1985). Women’s work, welfare and status: Forces of Tradition and Change in India. Economic and Political Weekly. Vol 20, No. 51/52. www.jstor.org. 6. Karuna & Ahmad. (1979). Studies of Educated Working Women in India: Trends and Issues. Journal of Economic and Political Weekly. 14(33). 7. Menon, I.M. (1979). Education of Muslim Women Traditional versus Modernity. Journal of comparative Family Studies. 10(1). www.jstor.org.

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PRIMARY EDUCATION SYSTEM IN VIRUDHUNAGAR DISTRICT – A STUDY

Dr.S.Kannan Assistant Professor & Head Department of History Sivanthi Arts & Science College for Women Piraikudiyeruppu, Udangudi, Thoothukudi District Tamil Nadu

Location of Virudhunagar District

Virudhunagar District is located in the southern part of Tamil Nadu. The District of Virudhunagar was carved out as a separate district in the year 1985 as a result of trifurcating Ramanathapuram district of Tamil Nadu State. It is bounded on the north by the districts of Madurai and Sivagangai, on the east by the districts of Sivagangai and Ramanathapuram, on the south by the districts of Thoothukudi and Tirunelveli and on the west by a portion of Kerala State and the district of Madurai. It has an area of 4432.55 sq. kms. The administrative headquarters is located at Virudhunagar town. According to the said notification, eight taluks viz. Rajapalayam, Srivilliputtur, Virudhunagar, Tiruchuli, Kariapatti, Aruppukkottai, Sattur and Sivakasi were separated from Ramanathapuram district and formed as a new district. At present, the district consists of eight taluks and eleven community development blocks.2

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Primary Education System Table.1.2 S. Details Virudhunagar District No. 1. School Age population Boys 1.98 lakhs Girls 1.91 lakhs Total 3.89 lakhs 2. Total no. of primary 1073 Schools Rural 0980 Urban 93 2. School supervision and By periodical visits and Inspection annual inspections State level – SPO(DPEP) & DEE District level – DEEO(DPC) Block level – BRC & AEEOs (4+2 officers) 3. District officers 1. District Elementary (DPEP) District Programme Education Officer Coordinator Virudhunagar

Kariyapatti via Jokilpatti, 2. Principal, DIET Virudhunagar district

Source: District Information System for Education (DISE)

The functioning of government primary schools at the district level comes under the purview of the District Collectorate and is managed and administered by the District Education Office. This is overseen directly by the District Elementary Education Officer (DEEO) with the assistance of District Assistant Education officers (DAEO) and District Additional Assistant Education Officers (DAAEO) who report directly to the DEEO. Each AEO and AAEO has responsibility of about

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50-60 schools. The typical primary school has 5 grades (or classes or standards), - 1 through 5 - and has a head master/mistress (HM) at the helm. The HM is usually the senior teacher with at least 10 years teaching experience, which may or may not be in primary classes. They usually have teaching responsibility, as well. HMs usually does not receive any special training specifically for the post of HM. The minimum educational qualifications for primary school teachers are secondary school (12 years) plus 2 years of teacher training. All teachers satisfied these minimum requirements; some teachers in the district even had bachelor’s degrees (in education and other subjects). HMs of school in a ‘block” attend a meeting every month (or every two months) which is also attended by the AEO and AEEO for the area. These meetings are the forums for the district administration to inform or train HMs on any new decisions, schemes, government initiatives and policies affecting education at the district level.3

Teachers belonging to schools in a geographically proximate area also meet every month (on a Saturday, usually the 3rd) to discuss teaching methods, share teaching experiences, hold model classes or be trained by ‘block resource persons’. The DAEOs and DAAEOs are senior HMs who have a Bachelor degree in Education and are usually from the same district. They are the district officers responsible for school supervision and inspection. The District Elementary Education Officer relies on his AEOs and AAEOs to provide him with a picture of the functioning of schools in his district. In addition to basic supervisory duties, they are also an important piece in the teacher- training infrastructure.4 These district officers make decisions on which teachers are invited to participate in teacher training programs. They also select teachers who will be trained as ‘block resource persons’ and in turn train other teachers in their geographical area. They are thus the link between the school and the government administration on one hand, and between the teachers and district teacher training institutes

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on the other. In addition, they are the also in charge of disbursing salaries to teachers and HMs, and annual funds earmarked for schools (such as an annual sum for TLM, or annual maintenance funds). Lastly, he/she also has the authority to approve medical and other types of leave, which require prior permission, for teachers and HMs.5

Administration and School Management in Virudhunagar District According to our model of effective schools, one of the important pieces is the context within which primary schools function. This piece is the administrative machinery of the schools, blocks and districts within which the schools operate. The responsibilities of this machinery fall under the broad categories of School management and District governance which includes (but is not limited to) the important functions of capacity building i.e. training of teachers, Head Masters and other actors in the district education system such as the education officers and school supervision and inspection.6

Working Pattern of a School

Generally the academic year of the educational institution starts with first day of June of the year and ends with the 15th day of April of the following year.

Table: 1.2 Working Pattern of a School Working Days Working Hours Workload of a School for a year Per Day Teacher Elementary and 9.30 am to 4.30 20 Periods 220 days Middle Schools pm /Week Urban 8.30 am to 5.00 High and Higher pm 15 Periods 200 days Secondary Schools Rural /Week 9.00 am to 5.30 pm Source: District Information System for Education (DISE)

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Head Master’s Role in School Management

In most of the areas covered by this study, small schools were the norms, with the Head Master having teaching responsibility as well (usually as class teacher of the higher grades in the schools).61 The Head Master’s role in school management is limited to that of performing routine day-to-day administrative functioning and routine maintenance of the school. This includes conducting the school assembly and keeping track of teacher attendance. In addition, there are some non-routine responsibilities such as attending Head Master meetings at the block level, PTA meetings and VEC meetings. Routine tasks performed on an annual basis include drawing up the timetable, establishing some school policies and determining school expenditures.7

Powers of Head of an Institution

 Supervising the teachers  Maintaining attendance of teachers and records  Reviewing the notes of lessons  Sanctioning of leave to teachers  Preparation of statement for claiming pay for teachers 8  Conducting District Level examination. (Quarterly-September, Half Yearly-December, Annual- March/April)

School Governance in Virudhunagar District

The district elementary education office is located at Virudhunagar and it is headed by the District Elementary Education Officer (DEEO) who reports to the Director of Elementary Education at the Directorate of Elementary Education situated in the State capital. The function of the DEEO is to maintain administrative control over elementary education in Virudhunagar district. This is achieved through the staff of Assistant Educations Officers (AEOs) and

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Additional Assistant Education Officers (AAEOs) that reports to the DEEO. In addition, the Virudhunagar district is divided into blocks each of which has a Block Resource Centre (BRC) which is manned by a BRC Supervisor and BRC personnel. Until recently, the BRC structure was a characteristic of the District Primary Education Programme (DPEP), but with the introduction of the SSA scheme, BRCs now exist in all districts of Tamil Nadu including Virudhunagar district. The BRC in Virudhunagar, which has been a DPEP since 1996, has been charged with the task of institutional capacity building. At the village-level where the school actually resides is the VEC. Finally, at the helm of the school is the principal or HM (for Headmaster or Headmistress) who, along with the school teaching staff is responsible for the day-to-day functioning of the school.9

Role of DIET in Virudhunagar District

In addition to the school governance structure in the district described above, there are support services provided at the district-level by the District Institutes of Education and Training (DIET) which are equipped to provide various types to academic and management support. This includes, pre-service and in-service teacher training and training programmes for education officers. The DIETs are also responsible for working with the district education office to provide educational management and planning the training structure in Tamil Nadu which follows a ‘cascade’ approach whereby, DIET teachers are trained at the State capital by the Directorate of Teacher Education and Training (DTERT). They, in turn, train BRC personnel. Finally, the BRCs provide academic guidance, counselling and training to teachers. The hope is that the BRCs provide training that is tailored to and relevant in the local context of the schools within the block.10

It is clear from all the aforesaid recommendations that the role of the district training institutions is emerging as a crucial element in

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capacity building of the education system at the district, block school and village level. In the light of the fact that not all the districts even have a well-staffed functional DIET (as in Virudhunagar), serious attention needs to be paid to this aspect. For decentralization to be effective there has to be resource mobilization at the grassroots level. But the majority of the rural communities are currently and simply not equipped to handle such responsibilities.11 The current infrastructure of the DIETs is clearly not equipped to handle this mammoth task of capacity building at a grassroots level. In addition to the strong training structures recommended above for DEEOs, AEOs, HMs and teachers, the DIETs simply have to be made more robust to perform all these tasks effectively.12

Educational System in Virudhunagar District

As mentioned earlier, the District Assistant Education Officers (DAEOs) and Additional Assistant Education Officers (AAEOs) perform the main supervisory function in the district educational system. They are the inspection officers as well as the academic resource persons who provide pedagogic support to teachers and set up training schedules for teachers. The job description of the Assistant Education Officer (AEO) and AAEO is thus a very demanding one, combining both administrative and academic tasks. Each AEO/AAEO handles about 50 to 60 schools (the number is sometimes even higher than that) and about 200 teachers.71 A list of some of the main functions follows:

I. Administrative Functions of the DAEOs and AAEOs:

 To disseminate information on new policies and government initiatives  To disburse salaries of teachers and HMs  To inspect and administer all matters related to teacher employment which include (but are not limited to) religious/medical/other types of leave; transfer and promotion

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proposals; maintain a seniority list of teachers; life insurance, provident fund and pension related retirement issues  Disburse government-allocated funds to schools (for TLM, annual maintenance and such) and maintain accounts for the same  Oversee distribution of free textbooks, teaching guides, free uniforms and any other resources provided to the schools by the government  Maintain list of teacher vacancies in the schools in his/her jurisdiction  Liaise with the VEC to keep them in the loop of the district education administration.13

II. Academic Functions of the DAEOs and AAEOs

 To supervise and inspect all schools in their jurisdiction. This function includes making at least 3-4 school visits, one of which is a day-long thorough school inspection while the other 2-3 are unscheduled surprise visits to monitor the functioning of the school.  Prepare a written report of each school visit that is maintained by the school. Each report typically contains information of pupil attendance at the time of visit, some broad observations of the visit and any pressing matter that was discussed with the HM. It may be worth noting that there is no copy of this report maintained at any district office.  Prepare a log of his/her monthly activities and send to DEO.  Complete exhaustive report of school annual inspection and send to DEO.  Bring to DEO’s attention any pressing matters emerging out of a regular school visit. Note that matters such as teacher vacancies, infrastructure issues such as no toilets, and inadequate space for learners in classrooms are considered

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routine and not urgent enough to be reported outside of the annual inspection report.  Collect and compile school-level data on indicators such as enrolment, completion rate, drop-out rate and repetition rate; all data is collected on the basis of gender and social class (Scheduled Caste/Scheduled Tribe/ Backward Class/ Most Backward Class).  Evaluate teachers and make suggestions on teaching practices.  Liaise with the DIETs to send teachers on appropriate training programmes.  Keep track of different training programmers that every teacher in their jurisdiction has attended. The present study clearly indicates that the AEOs and AAEOs constitute the most vital link in the district education administration structure. They are the go-between personnel used by the government and decision-makers at the higher levels of education administration to disseminate information and details of implementation of education policies to schools and local communities. Equally important is their role in the current accountability structure, as they are the key information sources that provide the district administration about the actual goings-on in the classrooms, schools and communities across the district. They form the link between the VEC, schools and district education office.14

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References

1. A.Ramaswami, Ramanathapuram District Directory, Madras, 1972, pp.23-24. 2. Ibid., p.26. 3. Policy Note on Education 2000-2001, School Education Department, Government of Tamil Nadu, Chennai, 2000. 4. Ibid., 5. Burdan Ram, Educational Administration: A Peep into the Past, New Delhi: Vision Books, 1997, pp.15-16. 6. Mayo Stanly, Principles of School Administration, New York: Harvard University, 1952, p.30. 7. S.Shukla, Attainment of Primary School Children in Various States, New Delhi: NCERT, 1994, pp.45-46. 8. District Directory, District Co-ordination, Virudhunagar District, Virudhunagar: 2009, p.37. 9. Record of Chief Educational Office, Virudhunagar: 2007- 2008. 10. District Directory, Op.cit., 11. G.O. 1(D) No. 2 School Education dated 03-01-2003. 12. Policy Note on Education 2000-2001, School Education Department, Government of Tamil Nadu, Chennai, 2000. 13. Virudhunagar Municipality Census Report, Vol. I. Virudhunagar: p.13. 14. Virudhunagar Municipality Census Report, Virudhunagar: Vol. I. pp.19-20.

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INDIAN LEGAL EDUCATION NEEDS REFORMATION TO MEET 21ST CENTURY NEEDS: AN OVERVIEW

Koneru Anuradha Assistant Professor Smt. V.D. Siddhartha Law College Kanuru, Vijayawada, Krishna District Andhra Pradesh, India

Abstract

No doubt education and law both are the foundation of every society and most important weapons which can protect the society from unwanted issues and promote human welfare. As we know education is the basis for all professions, so in case of legal world education plays a key role. Generally legal education refers to education of lawyers, academicians and judges before their entry into profession. But in fact legal education mainly aims to develop law abiding citizens in the society for secured life. The law makes us “citizens”, legal education makes us “Ideal citizen”. If legal education is aimed at grooming, social engineers, it would have been easier to achieve peace in society.1

1 G. Manoher Rao and K. Srinivas Rao, Legal Education in India- Challenges and Perspectives, (Asia law house, Hyderabad, 1 Edition, 2007).

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information and communication technology so the society is different now and it has been changing significantly on multi dimensional bases like economic, political and social roles etc. it has its reflection even in the legal profession. So, keeping this paradigm in our mind, there is an urgent need to review legal education in our society then only we are able to meet the needs of the society. To face present competitiveness and for keeping society on better foots, legal fraternity needs to be acquainted with new skills and techniques up to date. More over in this changed scenarios, the additional roles by law professionals to play are that of policy planner, business advisor, and negotiator among interest groups, experts in articulation and communication of ideas, mediator, lobbyist, law reformer etc. so to meet this expanding role of law professionals our curriculum should be enriched with all interdisciplinary courses which are must to produce the competent law professionals of 4th generation in Y2K era.2

But there are so many challenges to achieve this novel goal and it is not possible without a proper co-operation between government, legal fraternity, NGOs, other scholars and people at national and international level. The ultimate object of every society is welfare of the people, which is possible only with effective laws and again effective laws possible only because of qualitative legal education. In achieving this wonderful goal information and communication technology has an important role.

Introduction

“Education is the most powerful weapon which you can use to change the world.”

– Nelson Mandela

2 Available at : https://www.researchgate.net/publication/228242784_Legal_Education_in_Indi an_Perspective (accessed Aug 30 2018).

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“Profession of law is a noble calling and the members of the legal profession occupy a very high status.”

– Justice Krishna Iyer

From the above statements one can understand the importance of education and law (legal profession) in our society. No doubt education and law both are the foundation of every society and most important weapons which can protect the society from unwanted issues and promote human welfare. As we know education is the basis for all professions, so in case of legal world education plays a key role. Generally legal education refers to education of lawyers, academicians and judges before their entry into profession. But in fact legal education mainly aims to develop law abiding citizens in the society for secured life. The law makes us “citizens”, legal education makes us “Ideal citizen”. If legal education is aimed at grooming, social engineers, it would have been easier to achieve peace in society.3

Legal education can be trace back to ancient period all over the world, where the kings or princes were given teachings about dharma and nyaya(justice), But in medieval and in modern period it gained its significance and even common men able to pursue it. However at present world has been witnessing rapid advancements in every field of human life so the age old practices and tactics are no more relevant now. The legal profession is not what it was a century or even a decade ago. The society is growing more and more complex based on information and communication technology so the society is different now and it has been changing significantly on multi dimensional bases like economic, political and social roles etc. it has its reflection even in the legal profession. So, keeping this paradigm in our mind, there is an urgent need to review legal education in our society then only we are

3 G. Manoher Rao and K. Srinivas Rao, Legal Education in India- Challenges and Perspectives, (Asia law house, Hyderabad, 1 Edition, 2007).

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able to meet the needs of the society. To face present competitiveness and for keeping society on better foots, legal fraternity needs to be acquainted with new skills and techniques up to date. More over in this changed scenarios, the additional roles by law professionals to play are that of policy planner, business advisor, and negotiator among interest groups, experts in articulation and communication of ideas, mediator, lobbyist, law reformer etc. so to meet this expanding role of law professionals our curriculum should be enriched with all interdisciplinary courses which are must to produce the competent law professionals of 4th generation in Y2K era.4

Importance of legal education

The term ‘legal education’ has wider importance. It cannot be understood without imbibing the social segments in its ambit. In fact it is a human science which furnishes relationship of law with society. The Law commission of India has also identified legal education as a science which imparts to students, knowledge of certain principles and provisions of law with a view to enable them to enter into the legal profession.5

There are certain goals to legal education generally, among them the primary goals are i) to provide a platform where legal scholars can contribute to enhance in depth understanding of law, ii) to explore vacuum areas of law where law is needed, iii) participate in growth, evolution and improvement of legal rules, iv) to inculcate law students with the knowledge of the historical and sociological background of the country’s legal system, and vi) to provide students with knowledge of the other legal systems of the world so that the students do not find

4 Available at : https://www.researchgate.net/publication/228242784_Legal_Education_in_Indi an_Perspective (accessed Aug 30 2018). 5 The Curriculum UGC guidelines, report: the curriculum development center in law (1990).

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themselves at a complete loss when it comes to adopting a comparative approach.6

Thus, from the above it is evident that legal education is essentially a multi-disciplined multi-purpose education which can develop the human resources and idealism needed to strengthen the legal system. A person belongs to legal fraternity, who is a product of such education, is able to contribute to national development and social change in a much more constructive manner with their legal education. This education spiritualizes the practice of law among people and develops self-sacrifice quality to serve respective nations and to develop humanity by their brilliant legal talents. It is evident in many instances world over; the best example is legal fraternity participation in Indian freedom struggle and their contribution in preparing “Indian Constitution”, which is one of the best constitutions in the world.

The object of the legal education is not restricted only with producing legal practitioners who are experts in litigation-oriented sills, but also to play a vital role in which the lawyers are are quipped with divergent skills, prospective and tools with a view to making them policy-makers, administrators and social engineers.7 A well administered and socially relevant legal education is a sine qua non for a proper dispensation of justice. Giving legal education a human face would create cultured law abiding citizens who are able to serve as professionals and humanist and not merely as a business men or selfish men.

Historical Development of Legal Education in India

The concept of dharma, in the Vedic period, can be seen as the concept of the legal education in India. The guiding force for the King or his appointee was the upholding of the dharma. For almost a century from

6 Bharti, ‘Legal education – Some Critical issue’, FLJD 122 (1999). 7 K.L.Bhatia, Legal justice education: Vision plan for legal schools, (Deep and Deep publications Pvt. Ltd., New Delhi, 2006).

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1857 to 1957 a stereotyped system of teaching compulsory subjects under a straight lecture method and the two year course continued. The need for upgrading legal education has been felt for long. Numerous committees were set up periodically to consider and propose reforms in legal education. The University Education Commission, was set up in 1948-49, in the year 1949 the Bombay Legal Education Committee was set up to promote legal education. The All India Bar Committee made certain recommendations in 1951. In 1954, XIVth Report the Law Commission (Setalvad Commission) of India discussed the status of legal education and recognized the need for reform in the system of legal education. It depicted a very dismal picture of legal education. It was only from 1958 that many universities switched over to three year law degree courses. It was only by 1967, that it became onerous task for the three year law colleges to include procedural subjects into the curriculum of their law school. The dichotomy between the two courses 3 year LLB course after graduation and 5 year integrated course after 10+2, based on various factors such as professional legal education, mental faculties of students, multidisciplinary and clinical legal approach to legal education still continues.

Law as a profession and legal education as a discipline was not a popular choice of the students in India prior to the introduction of five year law course, most of the students who performed well in their Intermediate Education aspired to study medicine, engineering, computers, business management and accounting. Unlike India, the situation prevalent in England, America and in many other developed countries is convincingly different.

The admissions to law schools in these parts of the world are highly competitive. In the changed scenario, the additional roles by law professionals envisaged are that of policy planner, business advisor, negotiator among interest groups, experts in articulation and

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communication of ideas, mediator, lobbyist, law reformer etc. In this the era of information capitalism, economic liberalization and WTO, legal profession in India has to cater to the needs of a new brand of

legal consumer/client namely the foreign companies or collaborations. Regulation of legal education in India

The Constitution of India basically laid down the duty of imparting education on the states by putting the matter pertaining to education in List II of the Seventh Schedule. But it now forms part of List III, giving concurrent legislative powers to the Union and the States. Legal profession along with the medical and other professions also falls under List III (Entry 26).8

However, the Union is empowered to co-ordinate and determines standards in institutions for higher education or research and scientific and technical institutions besides having exclusive power, inter alia, pertaining to educational institutions of national importance, professional, vocational or technical training and promotion of special studies or research.

Relating to legal education, empowered by the Constitution to legislate in respect of legal profession, Parliament enacted the Advocates Act, 1961, which brought uniformity in the system of legal practitioners in the form of Advocates and provided for setting up of the Bar Council of India and State Bar Councils in the States. Under clause (h) of sub-sec (1) of Sec.7 of the Advocates Act, 1961 the Bar Council of India has power to fix a minimum academic standard as a pre-condition for commencement of a studies in law . Under clause (i) of sub-sec (1) of Sec. 7, the Bar Council of India is also empowered "to recognize Universities whose degree in law shall be taken as a qualification for enrolment as an advocate and for that purpose to visit and inspect Universities". The Act thus confers on the Bar Council power to

8 By 42nd amendment of the constitution in the year 1976.

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prescribe standards of legal education and recognition of law degrees for enrolment of persons as Advocates. However, for promoting legal education and for laying down standards of legal education, the Universities and State Bar Councils must be effectively consulted. The University Grants Commission has in the course of time evinced interest in improving legal education and has taken various steps towards that end.

Challenges to the Legal education in 21st century

Globalization is the consequence of the interdependence amongst nations in the context of economic dependence.9 Economic interdependency among nations can be traced back to ancient history, even to the beginning of mankind. Yet the degree of interdependence and the sphere thereof is very much different in 21st century. Globalization means strategically developed world where boundaries of countries do not matter for the movement of commodities, services, capital, finances, technology and information. This strategy has converted the entire world into a global village. The backbone is the ever evolving information and communication technology. This growth in globalization and free economy has given rise to basket of problems before legal luminaries i.e. lawyers, judges, magistrates, law professors and administrators.

The sphinx to legal education is reflected where a galaxy of legal luminaries are not able to bring the cyberspace or the world of electronic-magnetic into the clutches of the law and within the ambit of legal education. The new millennium has dawned and environment of computerization in which – www., electronic media, internet, foreign investment, mergers, acquisitions, e-commerce, e-banking, M- commerce, blue-commerce has become part and parcel of our lives. New methods of committing frauds, cheating, cyber defamation,

9 Guiguo Wang, ‘Globalizing the Rule of Law’, 48 IJIL (2008).

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pornography, computer crimes, cyber crimes, cyber terrorism, transnational organized crimes, white-collar crimes, frauds relating to intellectual property like copyright, patents, domain names, copy theft etc., have come into existence. Let us visualize the situation of a novice lawyer in the galaxy of this newly- born e-crimes were even laws are at a nascent stage and implementation of law is merely a formality.

Achieving the next level of paradigm for legal education shall not be possible without the presence of a faculty which is sensitive to the changing times. Hiring of good faculty has been a challenge in law schools in India and abroad. Generally, the financial incentives offered by the private sector both in India and abroad are far more attractive than those available in the public sector, including law schools, for good lawyers to make a commitment to academia. But it is possible to attract good lawyers to academia by promoting a range of educational reforms and institutional initiatives, including better financial incentives. Globalisation has indeed provided new opportunities to address some of the challenges in this regard. Issues relating to the Indian legal system are not only taught and researched in India but also in many other parts of the world. Growing numbers of Indian lawyers and scholars are involved in this effort. There is need for having a global focus in hiring faculty for Indian law schools. Of course, success will depend on the schools' ability to provide the right kind of intellectual environment and financial and other incentives for Indian or foreign scholars to teach and pursue research in India and to contribute to its growth story. It is worthwhile to learn from the experiences in other countries where the shortage of teachers and faculty has been addressed by video- conferencing of lectures by foreign faculty. The law schools of the future ought to provide academic space for engaging in teaching and cutting edge research on issues of global significance. The institutions ought to constantly reinvent themselves for facing the challenges of globalisation through exchange and collaboration programmes. This

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has different implications for faculty, students, and for the development of teaching and research programmes. With the background of developments in the global economy as aforesaid, India has to assume a greater responsibility as a key player by introducing a regime of progressive higher education. Within the larger debate relating to reform of the higher education sector in India, there is an urgent need to examine the situation with regard to legal education and how globalisation is going to impact the agenda for it. In the background of the raging debate on opening up of the legal market for foreign lawyers and law firms, the need for imparting the right skills and education not only to future lawyers but even to current breed of legal professionals has gained underlined importance. There are four important factors of legal education: global curriculum, global faculty, global degrees, and global interaction. These deserve public attention.

A few decades back, law schools in India could do well as long as their curriculum was focussed on Indian law and issues relating to the country's legal system. While there was some limited impetus to the study of international and comparative law, the larger focus was primarily on issues relating to the Indian legal system. This was, of course, necessary and ought to have been the approach. There is indeed greater scope for improvement in promoting excellence in teaching and research relating to Indian law and to addressing the challenges facing the legal system, including the need for establishing a society that respects the rule of law and meets the challenges of globalization. The future shall witness a radical transformation in the content as well as methods adopted to impart legal education in India. Thus, one can firmly say that globalisation has posed multiple challenges to the future of legal education in India.

In India, Bar Council of India has indeed played a very important role in the development of Legal Education. BCI is pioneer for structuring the Legal Education System in India as it exists today. Here it is also

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worthwhile to note that BCI was only conferred with limited powers but apparently it has been exercising more powers under subordinate legislation. The BCI was the first to lay down the standards in terms of system, classroom teaching, practical training and skill, court visits, moot courts, legal aid work, and other practical training programmes for law students. It was BCI's bold and creative decision to replace the three year course with the five years integrated course and conducting ‘All India Bar Examination” after the completion of either 3year course or 5year course to maintain standers in advocate profession. But, in the present age the aim of legal education has changed. BCI has failed to implement the new changes required in the Legal Education field. BCI is still fixated with the view that the sole purpose of Legal Education is to generate practicing lawyers. The aim of Legal Education should be to create lawyers who are comfortable and skilled in dealing with the differing legal systems and at the same time remaining strong in one's own national and international legal system.

Legal education based on domestic needs and needs of globalization cry for a new 'Regulator' with a global vision. This view also expressed by the Law Commission in its 184th Report (2002) (Para 5.16). it has pointed out that there are revolutionary changes which have come into legal education by reason of developments in information, communication, transport technologies, intellectual property, corporate law, cyber law, human rights, ADR, international business, comparative taxation laws, space laws, environmental laws etc. And that: the very nature of law, legal institutions and law practice are in the midst of a paradigm shift.

It is therefore, necessary to bring modifications required based on a vision both of social and international goals, to deal with all aspects of legal education.

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Necessary modifications required in legal education

Governments and the law institutions are required to make strategic plans that set out a clear vision of justice delivery and also address the emerging realities of the present day needs. For that the legal education should be strengthened by some measures such as:

a. Promote an inter-disciplinary approach of law with other social sciences: A person who studies law must have some proficiency in country's history, political theory, economics and philosophy, to enable him/her in becoming agents that participate in institutional changes.

b. Encourage proficiency in languages: Command over spoken and written language, effective oral skills, diction and extensive reading are pre-requisites that go without saying. Knowledge of a foreign language is important to be a lawyer in the global economy. Law students should be provided with the opportunity to learn a foreign language of their choice.

c. Personal Characteristics: Lawyers, solicitors, legal executives all need good intellectual ability, the ability to assimilate and analyse facts quickly. Law students hence need to develop their ability to distinguish the relevant form the irrelevant, screen evidence, and apply the law to the situation under scrutiny. The law students are further required to enhance the ability to argue, explain and convince points of law. They need to maintain their complete integrity of character and need mental and physical stamina in order to cope with the long hours, travelling and stress. d. Develop a critical outlook: Law teachers should switch over to what is called as 'comparative method of teaching'. The law students should be mobilised to evaluate the existing or prospective draconian laws, participate in discussions on the latest developments and required amendments.

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e. Encourage Clinical training: 'Justice' must become central to the law curriculum and community-based learning must give the desired value orientation in the making of a lawyer. This concept of justice education in the field of legal education means that the law school curriculum should entail certain programs like Lok Adalats, Legal Aid & Legal Literacy and para-legal training. The complementary teaching methodology of learning by doing and the conventional classroom teaching, through the law school clinics, help in developing the advocacy skills in the law students. 'Mock' trials and Moot court competitions, structured as court trial; client interviewing and counseling sessions; legal research; editing of law journals; legal drafting and conveyancing; court visits etc. in the curriculum is one of the ideal ways to facilitate performance based education. It is a means of improving in students the basic skills such as the skills of critical thinking, presentation skills, participation skills, the skills to work as a team, the leadership quality, in addition to the boost in students knowledge of law. f. Promotes acquaintance with new technological means: Law schools and universities should be able to provide e-courses on the shelves. The teachers should put course materials on the Web, conduct on-line tests/assignments and grade students. Web-sites can lead learners to virtual class-rooms. Teachers and students should be oriented to look at the Web as an information provider.

g. the law imparting institutions or law schools must connect themselves with the outside world and reconstruct their academic agendas to work with actors in the international community, such as NGOs, MNCs, governments and legal systems of other countries. Etc.

h. In the light of the changed scenario in 21st century legal education needs reformation but it is clear that the BCI has limited power under the Advocates Act, 1961 to bring changes to meet the new challenges

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both domestically and internationally. So, it is therefore, necessary to constitute a new regulatory mechanism with a vision both of social and international goals, to deal with all aspects of legal education. Here it is important to note that the Report of the National Knowledge Commission 2006 proposed to have an Independent Regulatory Authority for Higher Education (IRAHE) with several Standing Committees including one for legal education. The Advocates Act 1961 would have to be amended accordingly.

Conclusion

Law is the cement of the society which fertilizes a barren land and makes the lives of people worth living in society. More over legal education is a hidden wealth to strengthened human as well as natural resources. A sacred intergovernmental obligation of the present generation is required to transmit this wealth of knowledge to the next generation, so that it is preserved for the benefit of the prosperity. Professional competence is required to transmit such knowledge. At present all the nations in their respective countries enacting a number of laws for social reforms and social changes as required by the need of the hour, but mere enactment of laws will not be sufficient in delivery of effective social justice. So, to achieve fruit full results legal education has to cover a long distance to reach its destination and the destination is peace, justice, equality, integrity and confidence in the virtual or e- world by educating youth with update skills and technology.

Finally, it is to say that legal education must be competent enough to tackle all the upcoming challenges before the law (in society). But this novel goal is not only possible by simple governmental norms every person in the legal fraternity (in fact all the citizens of the country) must strive for improvement in legal education for better today and tomorrow.

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“Law without education is dead letter. With education the needed law follows without efforts and, of course, with power to execute it; indeed, it seems to execute itself.”

– Rutherfor B.Hayes

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नैकयसगतोदाहरणानां संहणं ववरणं च Dr.Ashok Kumar Varma.K

Mbbs,md(pgi-chandigarh)frsh(london) M.Phil (Advaktavedanta)RSVP,Tirupati Chief Medical Officer,Sri.H.K.V.P.B.Trusthospit Namburu ,A.P

उपनषदादथानयताय-तयायातगतानामत- नगूढानामवैतसातानांकरामलकवपटं तपादयतुं वणमनन-नदयासनसपनाः महानुभावाः वृताः । ायशः तेषं महानुभावानाम ् अमाशानामतकुशलमतीनामुपरउपनः अनयाजवासयवशेषः एव करणथलेखने (आवभावे) नदानमत तभात।

अनयाज कणामूतयः अवैतमततठापनाचायाः ीमछकरभगवपादाः वयमुपदेशसाहयाद अनेकेषांकरणथानांकतारः सांदायकैः अगीयते ।

अपारमसिदधं सारवववतो मुखम ् ।

अतोभमनवयं च सूं सूकृतो वदुः ।।

इत सूलणम ् ।।

सूाथवयते य वायैः सूानुसारभः ।

वपदान च वयते भायं भाय वदो वदुः ।।

इत भायलणं च यथोपलयते तथैव करणथयाप लणमुपलयते। तथाह----

शाैकदेशसबं शाकायातरे िथतम ् ।

आहु ः करणनाम थभेदं वपिचतः ।।(पराशरोपराण-१८-२१-२२)

तेच करणथाः सातमादशनपराः खडनमडनपराः अनुभवावकरणपराः कायशैया सातदशनपराचेत चतुधावभागमहित ।

त खडनमडनपराः करणथाः अवैतस,अवैतदपकाद करणथाः अतौढाः । यायशााद इतरदशनानं वना दुवधाः भवित ।

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सातमादशनपराः उपदेशसाही-वेदानतसारः,नैकयसयादयः करणथाः सरलासतः सुहाच भवित । नैषकयसरत वेदात करण थः ीमत ् सुरेशवराचायवरचतः । अयं थः अवथनामकः । तथा ह नैकय नाम नकम भावः(कमशूयता)तय सः नैकयसः । तमधकृय कृतोथः इत ।

नैकमयसपं फलं नयनैमितकपकमणामनुठानमाात ् न सयत । नाऽप तसनयासात ् केवलात ् । अप तु तवान सहतात ् तसयासात ् । अमुमथ संवादयत गीतामृतः ----

न कमणामनारभानैकय पुषोऽनुते ।

न च सयसनादेव सं समधगछत ।।भ.गी.३-४इत वचनात ् ।

अयं थः कारकातावितपः अयायचतुयामकच । चतुवयायेषु आहय योवंशयुतरचतुशतं ( ४२३ ) लोकाः सित ।

ततमेयनपणाथ त त लोकेषु लोकावतरणकापसंवधवायेषु च बहवो टाताः उदाताः थका यथा ----

१. फणीव । २. सहकरणयाते खयोतः कं काशयेत ् । ३. भमनीव हु तं हवः । ४. मृगतृिणकोदकपपासुरव । ५. कठे चामीकरं यथा । छायायामामनो यथा । ६. तामयांऽशुमानव । ७. घटयवत ् । ८. शुकालाबुवत ् । ९. पचायोरणयोरव । १०. रवशावयोरव ।

इयादयः टाताः शताधकाः त त चतुवयायेषु उदाताः यते । तेषां उदाहरणानां उपपचाशत संयाकानां संहणं ववरणं च मम शोधबधे(नैकयसगतोदाहरणानां संहणं ववरण च) इत नामके कृतमित ।उदाहरणाथ यथा ----

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इदम ् उदाहरणवायं सुरेलराचायवरचत नैकयसमगललोके पठतमित“खालायधरयतं फणीवोगतं यतः । वातिछदे नमतमै हरय बसाणे” इत ।। अयायमथः यथा जः मालायाः अनिचतपायाः सकाशात ्तदानादेव केवलं मालासपःततः समुू त इव ततठ िनव भात । एवमामाानादेव केवलं पचभूतामकं जगत ्तमा हरेः(परमामनः)उू तमव िथतमव च मयैव तीयत इयथः । एतसवमुतं यथा ----

“खानलायधरयतं फणीवोगतं यतः।

वातिछदे नमतमै हरये बुसाणे”।।१।।इत।।

सुरेवराचायाः व थारभे परमामानं(हरं) णमित यः परमामा सकल जगसृिटिथतलयहेतुः । अवैतदशनानुसारेण जगतः परमामनच ववतवादानुसरेण कायकारणभावः भवत । यथा माला(रजुः)मदाधकारे सपवत ् भात । एतेन सपातेः रजजवानवत ्जगातेः मऽानं कारणं वेदतयम ्। सुरेवराचायाः “फणीवोगतं यतः” इयुदाहरतः मणः जगत ्त ववतपादानकवं पटयित ।

वतुतः सवातरः अतकरणय(बुेः)तयवहारय(वृितपय) साादणायगामा साी । यगामनच मणच ऐयबोधयित “तवमस” इयादन महावायान । एतदेव परमुेयम ्अवैतदशनय यत ् जीवमैय बोधनम ्।शुरेवराचाया अप वनथारभमगललोके एव “हरये बुसाणे”इत वदतः जीवमैयं तपादयित । नैकयसेः वयायातारः ी ानोतममाः चनकायां लोके सूचतानथान ्एवं तपादयित । फणीवेयारभपरणामवादयुदसाय,हरये बुसाणे इत सामानाधकरयं यगामपरमामनोरेकवलणवषययोतनाय । वातिछद इयाननवृितलण ोजन कथनाय इत ।

जलबाजनबेदेन मयूखग ् वभेदवत ्

“एकमेवावतीयम” ् इत ुया सजातीयवजातीयवगतभेदशूयं कतृवभोतृवाद सकलसंसारधमातीतं सुषयेकसं यगभनं परमामानं वेदाताः तपादयित । अहमनुभवतु एतवपरतं दशयत । ुतशीलनसपनातु यवाद हेतुभः

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अहंययंववय तत ्साणं आमतयातपय संसारनमुताः तठित । अहंकारामनोतु तादायं अानवजृिभतमत अवगतवयम ्। तदुयते ----

“याः शबदादयः लृता टृ च म नगुणम ्।

अहं तदुभयं व ाितमामन यछत ” ।। इत।

अयायमथः अनातमा यः (वषयः) आमा टा । अनामा मया आमा सयः । इयेवं यवेन टृ वेन सयवेन अनृतवेन अयतववतयोः आमानामनोवतुतः सभेदाभावेऽयहंकारारोपावयोः तबिबतवात ् सभेदावभासोऽित । यथा दपणतले तबिबयोः “लोहतमुखं” इत परपर संभेदायासः (तादायायासः) तवत ् ायैव कतृवाद सबधतभासः इत ।

न केवलमनामसबध एव अहं नबधनः तदेहमामनो भेदोऽप अहंकार नबधन एव । तदुतं सबधवायेन “तत एवेयमभनयामनो भेदबुः” त एतत ्तपायते ----

“गेकासवभूतेषु भात यैरनेकवत ्।

जलभाजनभेदेन मयूखिवभेदवत ् ”२-४७

अयायमाशयः अतःकरणोपाधभेदादेव गपयातमनोऽनेकवभावमय टातः जलभाजनभेदेन मयूखग वभदवत ् ्इत।ययप मयूखवीकरणमाल सूयः वेनपेन एक एव, तथाप जलभाजन भेदेन तत ्तत ्पागत जलभेदेन भन इव अवभासते एवं थावरजंगमाद सवभूतेषु यैरतः करणैभनैवभात । अ इयं ुतः अनुसनधेया, यथा- “यथाययं जयोतरामा वववानपो भना बहधैकोऽनुगछन ्।

उपाधनायते भेदपो देवः ेेवेव मजोऽयमामा ” ।। इत

अतः अतः करणोपाधभेदादेव आमनो भेदः नतुवपभूतः इत बोयम ्।

कमनीयाऽशुचः वावीयेकयामव योषत ----

ननुसवभूतेषु एकएव चेदामा तह तययुगपदेव परपरव सुखदुःखरागवेष-ाितसयानायायवं सयतेतचानुपनम ् इत शकायाः नवृयथमेकिमनेवामनवधमसमावेशोपपित दशनाथ इदमुदाहरणमुपातम ् । “किपतानामवतुवात ्यादेकाऽप सभवः ।

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कमनीयाऽशुचः वावीयेकयामव योषत” ।। इत।

अयायभावः । यथा एकयामेव योषत कमनीयेत कामकय ,अशुचरत वरतय, वावीत शुनकचवधमाणां कपना यथोपपयते । एवं एकैवामन वतुभेदमतरेण वानेकधमाणां परायारोपतानं सभवोऽित । किपतानामवतुवादेवेयथः ।

वयारयवामनोप पचदयां तयोगबुया एकमपवतु वधमाातं सत ्नानेवभात इत सोदाहरणं तपादयित । तथा ह ----

“भायानुषाननादा च यातामातेयनेकधा ।

तयोगधया योषयते न वपतः” ।।इत।

अयोदाहादवत ्

साते अहगारः अनामा पूवपी अशकते यत ्“अहमािम” इत महावाये अहमत शबदेन यद अहंकारः न वीयते तह सामानाधकरणं न सयत । तिनवारयतुं सुरेवराचायः “लणं परमामनः” इय लण शदेन पदाथवृितं तपायत । पदाथः ववधः १.शकयाथः २.लायाथः इत । य शयाथः तबो भवत त लयाथः वीकरणीयः । “अहं मािम” इय अहं शदेन यगामा परलयते न तु अहकारः । अत एव यगामनः लणमयुतम ् । तथाह ----

“नाासषमत ाह सुषुतादुिथतोऽप ह ।

अयोदाहादवत ्तेन लणं परमामनः”।। इत ।

सुषयवथायां यगामा एव वतते न वहकारः । तयां सुषयवथायां थूलसूम शररे अथात ्बायेियाण, अतरयाण सवाण घनीभूते वलयते । अत एव नाासषमत ाह सुषुतादुिथतोऽप ह इत नगदतम ्। अ ययप सुषुयां अहकारो नाित बोधकाले नाहमा सषमत कयत । अ अहं शदय मुयाथ वहाय यागामा इत लणावृयातपादतम ् ।

अ सुरेवराचायण उदायते “ अयोदाहादवत ्” इत । काणायसपडय लणं भवत काठयं नतु दाहकवम ् । तथाऽप अयोदहतीत लोकयवहारः । य शयाथः अनिवतो भवत त लणावृितः वीयते । लणा वधा १.जहलणा२.अजहलणा३.जहदजहलणा इत।

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वायाथ समं परयय तसंबिधमां य तीयते त जहलणा, यथा “गगायां घोषः”इत कृते “अयोदहत” इतय अयः शदय मुयाथ परहे दधृवतीतवरोधात ् मुयाथपरयागेन मुयाथ संबाथातरे वनौ जहलणया वृितराीयते ।

वायाथन सहैव वायसबिधानं येन पदेन जायाते तिमनथ अजहल इत । यथा “शोणो धावत” इय रत गुणेन सह वायाथः अवः अप वीयते । रतवणऽवः धावतीयथः ।

पदय वायाथ अंशमेकं वहाय अंशातरहणं जहदजहलणा इत ।यथा सोऽयं देवदतः । अ तशवदेन तकालतेशवशट देवदतः एतशबदेन एतगाल एतेशवशट देवदतः वैशयपरयागेन एक एव इयथः जहदजहलणेन अगीयते ।सेप- शाररके ऽप लणावचारः सोदाहरणं तपादतः ।

शदय लाणकवृितरप धैषा ।

काचजहात नजहात च वायमया ।।

भागं जहात न जहात च भागमया ।

सोऽयं धा भवत लाणककारः ।।

गगापदं ह नजमथमपाय तीरे ।

यवतते भवत सा जहतीसा ।।

पुंसच केवलमुपाततया पदाया ।

मेवं धाभवत लाणक वृितः ।।१-१५६ ।। इत ।।

एवमेव सवाण टातवचनान नपतान । इत शम ् ।

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VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

^^efgykvksa ds izfr c<+rh fgalk& efgyk l'kfDrdj.k ds lUnHkZ esa**

vijk iztkir* 'kks|kFkhZ] xksfoan xq# tutkrh; fo'ofo|ky; ckalokMk]

Lkkjka'k (Abstract) gekjs ns'k dk lkekftd <+kpk L=h vkSj iq#’k ds fy;s vyx&vyx Hkwfedk,W fu/kkZfjr djrk gS] L=h vkSj iq#’k dk vkpj.k LokHkkfod vUrj ds ctk; lkekftd] lkaLd`frd vkSj vkfFkZd vis{kkvksa ls vf/kd fu/kkZfjr gksrk gSA vkt gj Lrj ij efgykvksa ds lkFk HksnHkko fd;k tkrk gSA orZeku esa fo”o dk dksbZ Hkh ns”k ;g nkok ugha dj ldrk gS fd mlds ;gk¡ ukjh fdlh Hkh #i ls mRihfMr ugha gSA lkekftd Lrj ij efgykvksa ds çfr gksus okys HksnHkkoiw.kZ O;ogkj ,oa çrkMuk us efgykvksa dks çfrfØ;koknh cuk fn;kA ftl fnu efgyk dks O;ogkfjd :i esa ekuokf/kdkj fey tk;sxsa ml fnu Lor% gh efgykvksa dks efgyk vf/kdkj Hkh fey tk;sxsa] tc efgyk dks okLro esa ekuo le>k tkus yxsxk rks efgykvksa ij vR;kpkj ;k vU;k; gksxk gh ughAml fLFkfr rd igqpus ds fy;s vko”;d gS orZeku dkyhu lksp ,oa joS;s esa ifjorZuA gkykafd Hkkjrh; /keZ”kkL=] /kekZoyfEc;ksa ds erksa] iqjkru ijEijkvksa] uSlfxZd fl)kUrksa] loS/kkfud O;oLFkkvksa ,oa vf/kfu;eksa esa fL=;ksa dks lekukf/kdkj fn;s x;s fdUrq O;kogkfjd thou esa ;g n`f’Vxr ugha gksrs gSA vHkh vkSj lq/kkj dh vko”;drk gS gkykafd efgyk mRFkku fodkl ,oa l”kfDrdj.k fd fy;s igy fd;k tkuk Hkh ,d miyfC/k gS vkSj “kqHk ladsr gSA bl fn'kk esa jk"Vªh; vkSj vUrjkZ"Vhª; Lrj ij dbZ dkuqu cuk, x, gSA vr% esjk lq>ko gS fd Rofjr U;k; iznku djus okys vyx ls U;k;ky; LFkkfir fd;k tkosa ,oa efgyk mRihM+u lEcU/kh dkuwuh efgyk fo'ks"kK dks U;k;k/kh'k cuk;k tkosaA izLrkouk l`f"V dh vn~Hkqr jpuk gS& ekuo blds rgr~ L=h ,oa iq#"k nksuksa vkrs gSA tUe ds vk/kkj ij L=h&iq#"k nksuksa dks leku ;ksX;rk ,oa cqf) izkIr gksrh gS fdUrq gekjh lkekftd O;oLFkk,¡] :f<+;k ijEIkjk,a ,oa jhfr;ka buesa ;ksX;rk ,oa v;ksX;rk tSls rRoksa dk lekos'k dj nsrh gSA lkekftd O;oLFkk ds vUrxZr Je foHkktu fl)kUr ds }kjk L=h iq:"k ds dk;ksZa dk fu/kkZj.k fd;k x;kA dkykUrj esa ;gh O;oLFkk LFkk;h :i /kkj.k djrh x;hA ekuoh; vko';drkvksa dh iwfrZ ds fy, fu/kkZfjr fd;s x;s L=h&iq#"k laca/kksa dks fLFkj j[kk tkus yxkA ekuoh; lqfo/kkvksa ds fy, fufeZr ,oa laLFkkfir lkekftd lajpuk esa LFkkf;Ro ds lkFk gh vusd [kkfe;ka Hkh vkus yxhA ^vga dh Hkkouk^ ds izknqHkkZo us lkekftd O;oLFkk dks fNUu fHkUu djus esa egŸoiw.kZ Hkwfedk dk fuokZg fd;k vkSj bl fLFkfr esa lokZf/kd gkfu gqbZ] efgykvksa dksA lekt esa efgykvksa dks fu%'kDr dj mUgsa mls f}rh; ntkZ ns fn;k x;kA gekjk lkekftd <+k¡pk gh L=h vkSj iq#"k ds fy, vyx&vyx Hkwfedk,¡ fu/kkZfjr djrk gS] L=h vkSj iq#"k dk vkpj.k LokHkkfod vUrj ds ctk, lkekftd] lkaL—frd vkSj vkfFkZd vis{kkvksa ls vf/kd fu/kkZfjr gksrk gSA L=h vkSj iq#"kksa ds fy, ewY;ksa dk tks vUrj LFkkfir fd;k x;k mlds nqHkkZX;iw.kZ ifj.kke fudysA vkt gj Lrj ij

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efgykvksa ds lkFk HksnHkko fd;k tkrk gS] pkgs og dyk] lkfgR;] lkaL—frd] jktuSfrd] lkekftd] vkfFkZd ikfjokfjd vf/kdkj ;k dksbZ Hkh vU; {ks= gksA orZeku esa fo'o dk dksbZ Hkh ns'k ;g nkok ugha dj ldrk gS fd mlds ;gk¡ ukjh fdlh Hkh :i esa mRihfM+r ugha gSA

(Violence against women) efgykvksa ds izfr fgalk %& efgykvksa dk mRihM+u] vieku] 'kks"k.k] neu] frjLdkj ,oa ;a=.kk mruk gh izkphu gS ftruk fd ikfjokfjd thou dk bfrgklA ;FkkZr~ lkekftd fo/kku ds ifjizs{; esa Hkkjrh; efgyk,¡ vU; dbZ ns'kksa dh efgykvksa ls dgh vkxs gS] fdUrq efgykvksa dks vf/kdkj iznku djus dh izfØ;k bruh eUn vO;ofLFkr ,oa vlaxr jgh gS fd lkekftd] vkfFkZd ,oa jktuSfrd :i ls os iq#"kksa ls dkQh ihNs gSA u dsoy dke esa muds lkFk HksnHkko fd;k tkrk gS ijUrq izR;sd {ks= esa mudks vf/kdkjksa ls oafpr j[kk tkrk gSA ?kj esa rks mudh fLFkfr vkSj Hkh [kjkc gSA muds lkFk cnŸkj O;ogkj ds vyko fofo/k izdkj ds nqO;Zogkj Hkh fd;s tkrs gSA mudk migkl djuk] lrk;k tkuk] vkrafdr fd;k tkuk] ekjk ihVk tkuk rFkk tyk dj ekj fn;k tkuk Li"V djrs gS fd os izR;sd Hkwfedk esa f'kdkj jgrh gSA fdUrq ;gk mYys[k djuk vko';d gS fd u rks vkijkf/kd fgalk lEcU/kh lkfgR; esa vkSj u gh lkekftd leL;kvksa dh iqLrdksa esa vijk/kksa ,oa fgalk dh f'kdkj efgykvksa ds fo"k; esa dqN mYys[kuh; fy[kk x;k gSA efgyk,¡ fdlh Hkh vijk/k dh f'kdkj gks ldrh gS pkgs Bxh dh] dRy dh ;k MdSrh vkfn dhA ijUrq os vijk/k ftudh dsoy efgyk,¡ gh f'kdkj gks ;k tks dsoy efgykvksa ds izfr gh gksrs gS] mUgsa ^efgykvksa ds izfr vijk/k^ dgk tkrk gSA fdl izdkj dh efgyk,¡ fofo/k izdkj ds vijk/kksa dh f'kdkj gksrh gS \ vijk/kh mRihM+d iq#"k dkSu gS \ iq#"kksa dks efgykvksa ds izfr vijk/k ds fy, dkSu izsfjr djrk gS \ blds fy, 2003 ls 2005 vkSj iqu% 2008 ls 2010 esa jktLFkku esa ^^efgykvksa ds izfr vijk/kksa^^ ij fd, x, v/;;u dk mYys[k fd;k tk ldrk gSA bl vUos"k.k esa cykRdkj] vigj.k] ngst] e`R;q] iRuh dks ihVuk rFkk gR;k tSls dqy 527 vkijkf/kd ekeyksa dk v/;;u fd;k x;kA mDr izdkj ds vijk/kksa dk ,d lkFk fo'ys"k.k djus ij irk pyrk gS fd vkerkSj ij fgalk dh f'kdkj os efgyk,a gksrh gSA 1- tks vlá; ;k ghu Hkkoukvksa ls ihfM+r gksrh gS ftuesa Lo voewY;u ¼Self devaluation½ o Lo fuUnk ¼Self deprecation½ ik;k tkrk gS ;k ftudk fgalk ds vijkf/k;ksa o dkuwu dk mYya?ku djus okyksa }kjk laosxkRed Hk;knksgu ¼Emotional Blackmail½ gksrk gS] ;k tks 'kfDrghu ijfgr ¼Altrustic Powerlessness½ fpUru ls ihfM+r jgrh gSA 2- tks rukoiw.kZ ikfjokfjd i;kZoj.k esa jgrh gSA 3- tks vkfFkZd :i ls nwljksa ij fuHkZj jgrh gSA

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VOLUME 7, ISSUE 9(1), SEPTEMBER 2018 4- ftuesa lkekftd vUrj oS;fDrd dq'kyrk ¼Inter Personal Skills½ dk vHkko gksrk gS ftlds dkj.k mUgsa O;ogkj lEcU/kh leL;kvksa dk lkeuk djuk iM+rk gSA 5- ftuds ifr ;k llqjky okys fo—r O;fDrRo okys gksrs gSaA 6- ftuds ifr 'kjkch gksrs gSaA iq#"k vijk/kh ;k efgykvksa ds 'kks"kd ;k fgalk ds dqdehZ lk/kkj.kr;k os gksrs gS tks &

 cpiu esa fgalk ds f'kdkj gq, gksA  ifjokj esa rukoiw.kZ ifjos'k Hkksxrs gksA  ghurk dh Hkkouk ;k fuEu Lo ewY;kadu ls ihfM+r gksA  ftuesa n{krk dh deh gks ;k lkekftd fuf"—;rk gksA  fod`r O;fDrRo okys ;k euksfodkjh gksA  vf/kdkj/kkjh ¼Possessive½] lUnsgh vkSj fujdqa'k gksA  tks cjkcj e|iku djrs gksA fgalk ;k vijk/k ds izdkj ¼Violence or Crime½ efgykvksa ds izfr vijk/k ;k fgalk ds izdkj ds fo"k; esa ikap izdkj dh fgalk ;k vijk/k fn;s tk ldrs gSaA

1- og vijk/k tks rukoiw.kZ ikfjokfjd i;kZoj.k dk izfrQy gSA 2- og vijk/k ftldk mn~ns'; dsoy vkuUn ysuk gksA 3- og vijk/k tks vijk/kh ds euksfodkjh O;fDrRo ds dkj.k gksA 4- og vijk/k tks 'kksf"kr efgyk ds igy djus ds dkj.k gksA 5- og vijk/k tks 'kjkc ls izHkkfor gksA vUrZikfjokfjd ;kSu fgalk (Intra Family Sexual Violence) ftl izdkj llqjky okyksa ;k ifr }kjk ekjihV ds ekeys iqfyl esa cgqr de ntZ djk, tkrs gS mlh izdkj ifjokj ds lnL;ksa }kjk fd, tkus okys ;kSu mRihM+u tSls tsB] llqj vkSj dHkh&dHkh firk }kjk fd, x, cykRdkj ds ekeys dkuwuh ,tsfUl;ksa ds izdk'k esa fojys gh yk, tkrs gSA iqfyl rFkk U;kf;d vf/kdkjh;ksa dh izfrfØ;k efgykvksa ds izfr iqfyl dh izfrfØ;kvksa dks pkj Jsf.k;ksa esa oxhZ—r fd;k gS & 1- ldkjkRed ¼Positive½ 2- udkjkRed ¼Negative½ 3- fefJr (Mixed)

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VOLUME 7, ISSUE 9(1), SEPTEMBER 2018 4- mnklhu ¼Indifferent½ U;kf;d vQljksa dk n`f"Vdks.k Hkh ges'kk lgkuqHkwfriw.kZ ugha gksrk gSA ,d ckj U;k;ky; esa ekeyk pyk tk;s] fQj 'kksf"kr efgyk] mlds ekrk&firk rFkk fj'rsnkj dks dkQh ijs'kku gksuk iM+rk gSA cpko i{k ds odhy }kjk ekeys dks ncko Mkyus ds rjhds ds :i esa yfEcr ¼Delayed½ dj fn;k tkrk gSA ekeys ds QSlys esa nsjh gksus ls /ku dh gkfu ds lkFk vieku Hkh gksrk gSA U;k;ky; dk lkeuk 'kksf"kr efgyk dk uSfrd cy Hkh de djrk gS cpko i{k ds odhy }kjk efgyk dks viekfur djus okys nq%[kn iz'u iwNs tkrs gSA blesa vk'p;Z ugha fd U;k;ky; ;k iqfyl ds le{k dsoy dqN gh ekeys yk, tkrs gSA 'kksf"kr efgyk dk ml O;fDr ds lkeus vkuk ftlus ml dk 'kks"k.k fd;k Fkk] ml O;fDr ds fj'rsnkjksa vkSj fe=ksa dh O;axkRed eqLdku dk lkeuk djuk] odhyksa vkSj eftLVªsV ds ijs'kku djus okys iz'uksa dk mŸkj nsuk] U;k;ky; esa vtufc;ksa dk lkeuk djuk] iqfyl vQljksa dh /kedh Hkjh utjksa dks ns[kuk] lHkh ,slh fLFkfr;k¡ gSa ftuesa 'kksf"kr efgyk ;g vuqHko djrh gS tSls og Lo;a vijk/kh gks ;k ekuks ml ij gh eqdnek pyk;k tk jgk gSA bUgha lc ckrksa ls gekjs ns'k ds efgyk laxBu vijk/kh U;k; O;oLFkk esa ifjorZUk djus rFkk 'kksf"kr ijd dkuwuksa ds cuk, tkus dh ekax djus ds fy, izsfjr gksrs gSA mi;qZDr foospuk ls Li"V gS fd iq#"kiz/kku lekt esa efgykvksa ds iw.kZ l'kfDrdj.k gsrq mUgsa lkekftd] /kkfeZd] vkfFkZd o jktuhfrd vf/kdkjksa ds lkFk&lkFk LorU=rk o lekurk dks Hkh viukuk iM+sxkA Rofjr U;k; iznku djus okys vyx ls U;k;ky; LFkkfir fd;k tkosa ,oa efgyk mRihM+u lEcU/kh dkuwuh efgyk fo'ks"kK dks U;k;k/kh'k cuk;k tkosaA efgyk l'kfDrdj.k dh fn'kk esa fd;s tk jgs iz;kl%& Hkkjr esa lu~ 2001 ls efgyk l'kfDrdj.k o"kZ eukus ds ckn ls fujUrj cky&efgyk fodkl ij fo'ks"k /;ku fn;k tk jgk gS] ftlds vPNs ifj.kke Hkh lkeus vk jgs gS] fdUrq i;kZIr ughaA Li"V gS fd ftl ns'k esa lfn;ksa ls efgyk oxZ dks fofHkUu lekurkvksa o ekuo vf/kdkjksa ls oafpr fd;k x;k gks ogk¡ dqN o"kksZa esa peRdkfjd cnyko lEHko ughaA okLro esa efgyk l'kfDrdj.k u dsoy Hkkjr cfYd fo'oHkj esa jktuhfr ds lkFk&lkFk lkekftd o iz'kklfud eqn~nk Hkh cuk gqvk gS] ftldk lw=ikr la;qDr jk"Vª la?k }kjk 8 ekpZ 1975 dks ^vUrjkZ"Vªh; efgyk fnol^ eukus dh 'kq:vkr ls gqvk gSA dkykUrj esa] efgyk l'kfDrdj.k dh fn'kk esa la;qDr jk"Vª }kjk yxkrkj fo'o efgyk lEesyuksa dk lQy vk;kstu fd;k x;k rFkk fodkl'khy ns'kksa }kjk Hkh vusd egŸoiw.kZ dne mBk;s x,A Hkkjr esa lu~ 1985 esa ^^ekuo cky fodkl foHkkx** rFkk 1992 esa ^^jk"Vªh; efgyk vk;ksx** dk xBu fd;k x;kA lu~ 2001 esa jk"Vªh; efgyk uhfr Hkh cukbZ xbZ rFkk efgyk cky dY;k.k ds ntZuksa dk;ZØe le;≤ ij izkjEHk fd;s tkrs jgs gSA

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dkuwuh izfØ;k ds ckotwn Hkkjr lfgr fo'o ds vusd ns'kksa esa bu lHkh izko/kkuksa ij bZekunkjh ls fØ;kUo;u ugha fd;k x;k] vU;Fkk efgyk l'kfDrdj.k dh izfØ;k iw.kZrk dh vksj vxzlj gks jgh gksrhA dqN ldkjkRed iz;klksa ls dqN miyfC/k;k¡ vo'; vftZr gqbZ] fdUrq vHkh ;g iw.kZ ugha vr% ;g t:jh gks tkrk gS fd bl ij fo'ks"k /;kud"kZ.k fd;k tk,A vkt Hkh iq#"k iz/kku Hkkjrh; lekt efgyk l'kfDrdj.k dks vius vf/kdkjh dh dVkSrh ds :i esa ns[k jgk gS ftlds pyrs gh dsUnz o jkT; ljdkjk sa }kjk le;≤ ij efgykvksa dks ek= dksjs o fujFkZd vf/kdkj o dqN lqfo/kk,a :ih f[kykSus nsdj cgyk;s j[kus esa gh tksj fn;k x;k gSA lafo/kku esa la'kks/ku djds u, vf/kdkj rks 'kkfey dj fn;s tkrs gS] fdUrq fØ;kUo;u ds uke ij rRijrk ugha fn[kk;h tkrhA yEcs la?k"kZ ds ckn Hkkjrh; efgykvksa us lekt esa vius fy, dqN txg cukbZ gS vkSj mlls efgykvksa dh fLFkfr esa cnyko vk jgk gSA cnyko dh fn'kk ldkjkRed gS fdUrq bldh xfr cgqr /kheh gSA yksdrkaf=d O;oLFkk dk rdktk ;gh gS fd lekt ds lHkh oxksZa dks LorU=rk vkSj lekurk dk vf/kdkj feys ,oa bldk lokZaxh.k fodkl gksA efgykvksa ds l'kfDrdj.k dk iz'u gh] lkekftd U;k;] yksdrU= vkSj lesfdr lkekftd fodkl ds n'kZu ij vk/kkfjr gSA fu"d"kZ xk¡/khth dk dguk Fkk fd ukjh dks vcyk dguk mldk vieku djuk gSA ukjh Lo;a gh 'kfDr Lo:fi.kh gS] vko';drk gS mls dsoy igpkuus dh ,oa lkekftd :i ls Loh—r djus dhA pkgs og nsoyksd dh 'kfDr nsoh nqxkZ gks ;k pk¡nohch lHkh us vius vUnj dh lq"kqIr ukjh dks txk;k ,oa ubZ eaftysa gkfly dhA efgyk l'kfDrdj.k dks bl izdkj vfHkO;Dr fd;k tk ldrk gS & efgyk  ekuokf/kdkj dh izkfIr  vfLrRo dh LFkkiuk  lEiw.kZ fodkl  vkRe fuHkZjrk  O;fDrRo dk fuekZ.k  l'kDr efgyk

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vFkkZr~ loZizFke efgyk dks ekuo gksus ds ukrs leLr ekuokf/kdkj izkIr gks] rkfd og vius vfLrRo dks LFkkfir dj ldsA blds i'pkr~ mlds lEiw.kZ fodkl 'kkjhfjd] ekufld] vkfFkZd] ckSf)d] lkekftd ,oa jktuhfrd {ks= esa ifjiw.kZrk gkfly djus ds fy, volj iznku fd;s tk;sA blls efgyk vkRefuHkZj gksdj vkRefo'okl ,oa lEeku ds lkFk thou&;kiu djus ds ;ksX; cu ldsxhA og vius O;fDrRo dk fuekZ.k ,oa fodkl dj ldsxh vkSj mDr pj.kksa ls xqtjrh gqbZ] efgyk l'kfDrdj.k dh uko esa lokj gks ldsxhA lUnHkZ xzaFk lwph iqLrds

1 vkgwtk] jke] jkbV~l vkWQ ohesu] jkor ifCyds'ku] 3 ,u 20 tokgj uxj] t;iwj 1992A

2 pkSjfl;k] MkW-ch-,- ohesu LVsVl bu bafM;k] pq| ifCyds'ku] gkÅl] izk-fy- ubZ fnYyhA

3 gksjk] vk'kkjkuh] Hkkjrh; ukjh n'kk] fn'kk] us'kuy ifCyds'ku gkÅl] ubZ fnYyh 1983a

4 ckcsy] MkW- clUrh yky] n.M izfØ;k lafgrk 1973] lsUVªy ykW ifCyds'kUl bykgkcknA 5 jk;dokj] eerk ,oa pUnz'ks[kj] efgyk l'kfDrdj.k dh vo/kkj.kk] ;Fkh ;FkkFkZ izdk'ku] bUnkSj ¼e-iz-½

6 ?kjsyw fgalk ls efgykvksa dk laj{k.k vf/kfu;e] 2005

7 xqIr guqeku izlkn] ukjh mRihM+u ,oa tkx:drk Websites www.wikipeida.com www.sexual harassment support.org. www.emplyer employee.com/sexharl.htm.

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A STUDY OF THE ATTITUDE OF PRIMARY SCHOOL AND HIGH SCHOOL TEACHERS TOWARDS NON-DETENTION SYSTEM

Smt T.S Anitha Smt T.N.Rama PGT Botany Ph.D Research Scholar/PGT AP Model School Zoology Baireddypalli. AP Model School Baireddypalli

Dr. Mrs P Renuka Assistant Professor Department of Education Sri Padmavathi Mahila Visva Vidyalam, Tirupati

Abstract

The main purpose of the study was to study the attitude of Primary school & High school teachers towards Non Detention System. Normative survey method was adopted. The participants of the study were 150 Primary School Teachers and 150 High School Teachers of Tirupati town of Chittoor District, Andhra Pradesh, India. The researchers used a five point attitude scale prepared by Dr. Nirmala Jyothi for the purpose of assessing the attitude of Primary and High School teachers towards Non-Detention System. The tool is a standardised tool for measuring attitude towards Non-Detention System. The findings revealed that the teachers in general had a significant negative attitude towards Non-Detention System. This is true irrespective of the types of school, gender or management of the teachers involved in the Study. Based on the findings, suggestions were made that the same study may be extended to study attitude of Primary School and High School Teachers, students, parents from all over the state to know the real attitude of teachers. Different other variables such as locality, region, qualifications, grade, experience etc

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can be involved and a study can be taken up to examine the system in depth.

Key words: Detention system, Primary & Secondary School Teachers, Type of Management, Standardized tool.

1. Introduction The National Policy of Education – 1986 (NPE 1986) sought to de-emphasize the role of examinations in the Field of Education. Prior to NPE 1986, Govt. of Andhra Pradesh moved in the direction of de- emphasizing the role of examinations in the education system by adopting Non-Detention policy in the year, 1971. From this date onwards, the Non Detention System is in vogue in A.P right from Class I to Class X.

According to Non-Detention System, any student will be promoted to the next higher class during his/her school career if he/she puts in a stipulated percentage of attendance, irrespective of his/her academic achievement.

This system aims to bring to light, the many hidden talents of the students and full play of their intellectual faculties. It lays more emphasis on the all-round development of the child by de-emphasizing the role of examinations in the system of education.

This innovative programme, introduced in Andhra Pradesh (AP), has evoked mixed reactions from the Public and from the educational elites of the state as well as the nation. Some condemned the Government’s action while others commended it. Thus there are diverse opinions on the non-Detention system ever since the introduction of it.

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2. Objectives: The following objectives were set out for the study:-

1. To find out the attitude of teachers in general, towards the Non-Detention system. 2. To assess whether there exists any difference in the attitude of Primary School and High School Teachers towards Non-Detention System 3. To assess whether there exists any difference in the attitude of Male & Female Teachers. 4. To find out whether there exists any significant differences in the attitude of teachers when they are classified according to the management to which they belonged. 5. To suggest remedies for the defects, if any, in the system.

3. Hypothesis: The following hypotheses were set out for the study:-

1. Teachers in general, would have a significant favourable attitude towards Non-Detention System. 2. Primary School Teachers and High School Teachers would not differ significantly with regard to their attitude towards Non-Detention System 3. Male and Female teachers would not differ significantly with regard to their attitude towards Non-Detention System 4. Teachers working under different managements would differ significantly in their attitude towards Non-Detention System.

4. Methodology:

1) Sample:-

The sample for the study included 100 primary school teachers and 150 high school teachers employed in Government, Local Bodies such as Municipality and Mandal Parishads and Private Managements. Care was also taken to include equal number of teachers from both the genders.

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Table 1: Type of School-Gender-Management-wise distribution of the Sample included in the study.

Primary School High School Total Male Female Male Female Local Body Private Local Body Private Govt. Local Body Private Govt. Local Body Private 25 50 35 40 10 25 40 10 30 35 300

2) Tools:-

To measure the attitude of teachers towards Non Detention System, attitude scale prepared by Nirmala Jyothi (1989), which was a standardized tool was adopted. The attitude scale consists of 58 items which measures 14 factors or aspects of attitude towards Non- Detention System. They are

1. Policy Implementation 2. Facility 3. Teaching Learning 4. Personality 5. Discipline 6. Incentive for Progress 7. Learning Skills 8. Educational Policy 9. Freedom from teachers 10. Emotional 11. Dullards-Wastage & Stagnation 12. Competence 13. Ethical Value 14. Learning in a natural setting

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For the purpose of scoring, in line with Likert (1932) weight of 5,4,3,2,1 was assigned to each of the five categories of responses viz., Strongly Agree, Agree, Doubtful, Disagree, Strongly Disagree respectively, in case of Positive Statements. The scoring procedure was reversed in case of Negative Statements.

3) Method of Data Collection:-

The investigators first approached Head-Masters/Principals of various institutions selected for the study. Permission from the concerned Head-Masters/Principals was obtained before meeting the teachers. After taking permission, the investigators personally met the teachers and established a rapport. The investigator highlighted the purpose of the attitude scale. Then the attitude scales were distributed to the teachers with a request to fill them up with care, without leaving any item. The filled-in-scales were collected personally.

4) Analysis of the Data:-

In order to study the attitude of teachers towards Non- Detention system in general and also in relation to the variables such as type of school, gender of the teachers and management of the school, the data thus collected was analysed by using relevant statistics like mean, standard deviation, ‘t’ test and one-way analysis of variance.

The usual levels of significance viz., 0.05, 0.01, 0.001 were employed to test the significance of the obtained‘t’ and ‘F’ values. The obtained numerical values were also adumbrated by diagrammatic representations wherever necessary.

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5) Results:-

I. Analysis of the general attitude of teachers towards Non-Detention System.

Table:2 Means and standard deviations of different sub-groups of teachers (Overall Attitude scores ) and results of 't' test with neutral point

Group N Mean SD t' value with neutral point Whole Group 300 156.36 14.72 20.76*** Teachers of Primary Schools 150 158.17 15.08 12.86*** (PS)

Teachers of High 150 154.95 14.43 16.17*** Schools (PS) Men (M) 150 158.31 14.49 13.26*** Women (W) 150 154.31 18.59 12.97*** Government (G) 20 155.6 13.94 5.90*** Local Body (LB) 115 157.04 15.47 11.76*** Private (P) 165 157.01 15.01 14.54***

Note: t' value was significant at 0.001 level

It could be seen from the table that the mean overall scores of the whole group of teachers was 156.36 , which was below the neutral point. The‘t’ value for the difference between the mean overall attitude and the neutral point was 20.76 which was significant at 0.001 level. This shows a significant negative attitude of teachers towards Non- Detention system.

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II. Analysis of Mean scores of teachers who favoured & those who did not favour Non-detection system

Table:3 Means and standard deviations of Ss classified as those who favoured and those who did not favour Non-Detention system and results of 't' test

Yes No t' value with neutral point

N 45 255 M 176.21 136.84 12.855*** SD 18.03 23.21

Note: t' value was significant at 0.001 level It could be observed from the table that out of 300 teachers, only 45 teachers considered the non-detention system a good education system whereas the remaining 255 teachers were dissatisfied with the Non- Detention system and did not consider it as a good system for education.

An examination of the mean scores of those two groups presented in Table-5 shows that the mean scores of the teachers having favourable attitude towards the Non-Deduction system was 176.21 while it was 136.84 for Ss who did not favour Non-detention system (Fig.1). It could be observed from the results of ‘t’ test that both groups differed significantly from each other. Mean score of towards favourable group was significantly higher than the mean score of those who did not consider Non-Detention system as a good system. From this result it can be inferred that the tool is capable of predicting the real opinion of teachers on different items of the scale.

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Fig.1 The Mean Overall Attitude Scores of Teachers Who favoured and who did not favour Non Detention system

III. Difference in the attitude of primary and high school teachers

Table:4 Means and standard deviations of Primary Schools and High Schools and the result of 't' test

t' value with Yes No neutral point Primary School 150 158.17 Teachers 1.89* High School 150 154.95 Teachers

Note: t' value was not significant at 0.05 level From the table it could be observed that the mean overall attitude scores of Primary schools was 158.17 while it was 154.95 for the teachers of High Schools. (Fig 2 shows the mean overall attitude scores of Primary School and High School teachers). ‘t’ test was employed to test the significance of the difference between these two groups of the Ss. The obtained ‘t’ values was 1.89 which was not significant at 0.05 level which indicates that whether teachers are from

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Primary Schools or from High Schools both have significant negative attitude towards Non-detention system without any significant variations in the magnitude of their attitude.

Fig.2 The Mean Overall Attitude Scores of Primary School and High School Teachers towards Non-Detention System

IV. Gender Difference Vs Attitude Out of 300 sample teachers, there were 150 male teachers and 150 female teachers. The attitude scores of these groups were analysed to test whether their attitude towards Non-detention system differ with respect to their gender.

Table:5 Means and SDs of male and female teachers and the result of 't' test

t' value with N Mean SD neutral point Men 150 158.31 14.49 2.078* Women 150 154.31 18.59

Note: t' value is significant at 0.05 level Table-5 shows the mean scores of the male and female teachers and the result of the ‘t’ test. It could be seen from the table that the

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mean scores of the male and female teachers was 158.31 and 154.31 respectively. From this data, it could be observed that women teachers were more dissatisfied with Non-detention system than their men counterparts. ‘t’ test was applied to see whether the difference between mean scores of the two groups was significant. The obtained ‘t’ value was at 2.087 was significant at 0.05 level. This shows that male and female teachers did differ in their attitude towards Non-detention system. Though both groups had a significant negative attitude towards Non-detention system, women teachers had far more negative attitude. (Fig-3 shows the distribution of the mean scores of those two groups of Ss).

Fig.3 The Mean Overall Attitude Scores of Men and Women teachers towards Non Detention System

V. Difference in Management Vs Attitude

Table: 6 Means and SDs of the Ss as classified into the type of Management of the school to which they belonged to

Management N Mean SD Government (G) 20 155.6 13.94 115 157.04 15.47 Local Bodies (LB) Private (P) 165 157.01 15.01

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From the table it is seen that the mean Scores of teachers belonging to Government, Local Bodies and Private Schools are 155.60, 157.04 and 157.01 respectively. (Fig 4 shows the distribution of the scores of teachers working under different managements). From the results presented in Table-6 it could be stated that teachers irrespective of the type of the management to which they belonged had significant negative attitude towards Non-detention system. However, there are differences in their level of attitude towards No-detention system. To test the significance of the difference among these there means, one- way analysis of variance was carried out and Table-7 shows the results of this analysis.

Table: 7 One-way Analysis of Variance for Management Variable

Source of Degree of Mean sum of F' calculated Sum of Squares variation Freedom squares value

Among Means 2 37.8235 18.912 0.132 With in means 297 42404.7964 142.777

Note: F' value was not significant at 0.05 level

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The ‘F’ ratio for management was 0.132 which was not significant at 0.05 level. This shows that teachers in general, irrespective of the type of management of the school where they work, had a significant negative attitude towards Non-detention system. From this it could be predicted that difference in institutional facilities, organizational climate does not influence the attitude of teachers towards Non-detention system.

VI. Discussion The major purpose of the study was to find out the attitude of teachers towards Non-detention system in general and to see whether there exists any significant difference in the attitude of Primary School teachers and High School teachers towards Non-Detention system. Further attempt was also made to assess the difference in the attitude of teachers belonging to male and female categories and also teachers hailing from different managements.

Significance of the difference between the attitude scores of the different sections was examined by using ‘t’ test and analysis of variance.

Teachers had more negative attitude on majority of the items related to Non-detention system, whereas they had positive attitude towards this system only on a limited aspect of this system, which resulted in overall significant negative attitude towards non-detention system.

From the details of the analysis of the attitude scores of the teachers of Primary and High Schools towards Non-Detention system, it can be concluded that teachers in general had a significant negative attitude towards Non-Detention system. This is true irrespective of the type of school to which they belonged or the gender or the management of the school involved.

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VII. Recommendations Teachers are not favouring the Non-Detention system. They do not accept the objectives of the system. A review of a sample of the responses of the teachers to different items in the attitude scale showed that there are several pitfalls in the system on which the teachers are more averse towards Non-Detention system. To quote a few – “due to Non-Detention system – ‘no discrimination is found between the bright and the dull students’, ‘students are not able to get basic language skills even in their mother tongue’, ‘students do not have adequate knowledge of basic skills after coming to higher classes get disinterested in education’, ‘students are not regular in their academic work’, ‘problem of discipline’, ‘students do not give importance to examinations’, ‘students are returning blank papers in examinations’, ‘Slackness on the part of the teachers’, ‘deterioration of moral standards among students as well as teachers’, ‘falling of academic standards’, ‘large proportion of dropouts of higher classes’ etc”

It is believed that by removing the domination of the examinations leading to detention, this system would reduce wastage and stagnation and retain children in school education. But it is opined by teachers that there are large number of dropouts at higher classes. According to them, this is due to the fact that the children come to higher classes without basic knowledge and language skills which in turn make them to bid good-bye to studies permanently. Moreover, this is also due to the reason that students do not consider the tests and examinations conducted in this system seriously as they do not matter much to them.

It must be realised that the Non-Detention system does not mean no examinations and no evaluation. On the other hand it encourages comprehensive evaluation. This basic aspect of the system is not well-perceived by the students and parents for which

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Government, Schools, Teachers and everyone concerned with education should educate the students and the parents. Government can organize awareness programmes for Parents, students as well as for teachers by involving the different modes of communication. Students organizations and teachers organizations can also work in this direction.

One interesting observation found in the study is that primary teachers felt that the detention system could be introduced at primary level if standards are to be maintained at school education. They also felt that they are to be allowed to perform their primary study of teaching instead of using them for other works of the Government. Therefore, it is necessary for the Government that Primary School teachers should not be overloaded with all types of additional responsibilities.

In view of the Government’s thinking to re-introduce detentions at school level, it is necessary for the Government to create a stimulating school environment with suitable infrastructural facilities, needed human resources and orienting teachers, students and parents towards the detention system. Or if the Government wants to continue Non-Detention system it is necessary for orienting all levels of subjects towards the real philosophy of the Non-detention system.

VIII: Suggestions for Further Research

In this investigation, an attempt was made to assess the attitude of Primary School and High School teachers towards non-detention system by taking a sample of 300 teachers from the schools situated in and around Tirupati. Similar study may be undertaken covering Primary School and High School Teachers from all over the state to know the real attitude of the teachers to make any generalisation regarding Non-Detention system.

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No attempt was made to find out the opinions of the parents, students and administrators towards Non-Detention system. A comparative study involving the teachers, students, parents and administrators will be worth-while to evaluate its real merits and pitfalls so as to resurrect the system.

In this study only a limited number of variables viz. type of school, gender and management were included. Other variables such as locality, region, qualifications, grade, experience etc., can be involved and a study can be taken up to examine the system in depth.

A study revealing the attitude of Junior college Lecturers towards Non-detention system will be highly useful because of the impact of this system will be reflected there.

So far no study has been taken up to study the attitude of parents towards Non-Detention system. If such a study is undertaken it will be worth-while to know the reaction of parents.

IX : Bibliography

1. Abramson,L.Y., Seligman,M.E.P., and Teasdale, J.L., 1978, earned Helplessness in Humans. Critique and Reformation. Journal of Abnormal Psychology, 87, 49-74. 2. Anfinson, R.D 1941, School Progress and Pupil Adjustment. Elementory School Journal, 41,6, 504-514. 3. A.P.T.F.’s support to Detention system, Andhra Jyothi Daily, 22nd December, 1996 4. Arthur ,G. 1936. A study of the Achievement of Sixty Grade one Repeaters as compared with that of non-repeaters of the same age, Journal of Experimental Education, 5, 203-205. 5. Atkinson, J.W; and Feather, N.T. 1966 . A Theory of Achievement Motivation, Wilery, New York. 6. Ayres, I.P.1909. Laggards in our Schools, Russed Sage Foundation, New York. 7. Bir Singh, 1971, Falling in Examinations – Do Pupils Gain? The Education Quarterly, 23,2

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8. Bokil, S.R. 1956a (In) Buch, M.B.(Ed) 1979, Second Survey of Research in Education (1972-1978). Society for Educational Research and Development, Baroda, 374. 9. Bora, K.P. 1974, Action for Education Reform, Quest in Education, 11,3. 10. Boradbent, W.A. 1975.An Inquiry into the Factors underlying class schedule changes at Lerward Community College, Honululu; University of Hawaii, ERIC Document Reproduction Service No. ED 119,778. 11. Brown,B. Frank. 1963, the Non-Graded High School (In). Smith, E.D. et al.; (Eds). 1969. The Educators Encyclopaedia, Prentice Hall, INC. Englewood Cliffs, N.J. 216 12. Bullayya, L. 1977. Pattern of Education in A.P. 1956-76, Telugu Academy, Hyderabad, 12-13. 13. Coffield, W.H. and Bloomers (n.d.) Factors affecting Promotion and Detention (I.M.). Smith, E.D. et al., (Eds), 1969. The Educators Encyclopaedia, prentice Hall, INC. Englewood Cliffs, N.J. 436. 14. Combs, J and Colly, W. 1968. Dropouts in High School and After School, American Educational Research Journal, 5.343 – 363. 15. Cook, W.W., and Kearney, N.E. 1949, Effects of non-promotion of Achievement and personality Trails (In) 16. Daly, R.F. and Bateman, H.H. 1978, The Grade, W, why students drop their classes. Community Junior Research Quarterly, 2, 353 – 366 17. Ebel, R.L (Ed) 1983. Encyclopaedia of Educational Research, 5th Education, the McMillan Company, London, 1469. 18. Editorial, 1967. Undermining Examinations, The Educational Review, 73,5,122 19. Editorial, 1971. Undermining Examinations, The Educational Review, 77,5,168 20. Editorial, 1977. Need to Evaluate the A.P.’s New Evaluation Scheme, Educational India, 43,7,159-164

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IMPLEMENTATION OF CONTINUOUS AND COMPREHENSIVE EVALUATION IN THE DISTRICT OF MAHBUBNAGAR AT ELEMENTARY LEVEL-A STUDY

Mr. Shakil Ahmed Dr. Farah Deeba Bazmi Guest Faculty-Education Assistant Professor DDE, MANUU, HYD CTE, Sambal, MANUU,HYD

Abstract

School is an institution where talents are nurtured. Therefore it becomes very important to continuously revise and introduce such measures and schemes which will impact the mind. Character and physical ability of the learner. Indian education is moving from summative to a continuous evaluation system.

“Do all you can to make each assessment a learning experience –and not just a formal check-up on what has been learned already”.(Rowntree, eminent distance educator).assessment is an important work of teaching learning process. The main product of any effective teaching-learning process is all the all-round development of the learner. For ensuring all round development of the learner, a lot of assessment techniques have been used since last few decades .In Indian context, it has rightly recommended by NPE-1986 and report of the Education Commission 1964-66.After NPE-1986,a lot of reform work had been undertaken in the assessment of students performance both in school and higher education .Still today, we realize that assessment of students all round development performance is a very complex task .It includes the scholastic and co-scholastic abilities of the learner.

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Introduction

Evaluation is a backbone of any education system and it needs to undergone substantial changes according to requirements in the society. The process of teaching –learning seems to be worthless and direction-less without a vibrant and effective system of evaluation. The two main purposes of evaluation in education system are to seek essential information for taking good decisions regarding educational priorities, deployment of available resources in the right direction

Accordingly, National Curriculum Framework, 2005 proposing Examination Reforms stated,

“Excellence in diverse areas should be recognized and rewarded. And it is children’s responsiveness to what is taught rather than just their capacity to retain it, that should be the focus of evaluation” Therefore, evaluation needs be continuous and comprehensive covering various aspects of both the scholastic as well as the non-scholastic in relation to students’ achievement. The present paper is an attempt to inquire about the application of continuous and comprehensive evaluation (CCE) in the district of Mahbubnagar.

Keywords: CCE, Scholastic, Non-Scholastic, life skill

Objectives of the Study:

To know the level of Implementation of CCE with the help of Students

To examine the role of CCE in the Development of Students Cognitive, Affective& Psychomotor Domain

Research Question

How Does CCE helps in the all-round development of the Students?

Sample and Sampling Procedure: The sample of the present Study was drawn from various government schools located in Mahbubnagar. A sample of 100 students at Eight Standard was finalized for the study.

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Simple random sampling technique was used for the selection of government schools.

Tools: The researcher could not find any appropriate standardized tool for the present study thus in the absence of the standardized tool the questionnaire used for the collecting data was constructed by the researcher.

Methodology of the Study

Descriptive Survey Method is employed to collect the data in this present study.

Statistical Analysis of the data

The total scores obtained by the each of students on all the indicators were computed. The data were carefully analyzed by employing appropriate statistical techniques. The percentage were employed computed to find out the responses of students on the research indicators.

These 20 items are based on four dimensions. Conceptual perception, Understanding content, Skills of understanding or Skills of mapping

Table

S.L. Statements Cant' Yes No No Say (%) (%) (%) 1 You get opportunity to understand basic 75.20 16.26 8.54 concepts through observation. 2 You get opportunity to understand basic 91.06 6.91 2.03 concepts through daily life. 3 Text books use uniform methods. 93.50 4.88 1.63

4 Various techniques are being used to put the questions to the minds of students in 95.53 1.63 2.85 classroom.

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5 In classroom, students are directed to find answers themselves. 95.53 1.63 2.85

6 Central ideas are being conveyed by using images. 89.02 3.66 7.32

7 There will be a central idea in every lesson. 72.36 10.57 17.07

8 Students are directed to express their views on contents in text book. 63.41 13.01 23.58

9 Students are directed to plan their daily life. 95.12 3.66 1.22

10 Teachers use images along with writing on black board. 91.06 5.69 3.25

11 Maps are used during the teaching learning. 90.65 4.47 4.88

12 Using map skills are Developed. 95.93 1.22 2.85

Findings of the data

The above table indicates that when the students were asked about their conceptual perception regarding the opportunity of understanding the Basic Concepts through observation then 75.20% Students were positive and responded that they get such opportunities, whereas 16.26% said they don’t get any such opportunity and only 8.54% students were undecided about this statements. Another statement regarding the same dimension was whether they get the opportunity to understand the Basic Concepts through daily life for this about 91.66% students were found to possess positive response and said yes to this statement, whereas 6.91% students were negative having response the

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rest 2.03% were undecided as they were unable to say anything. Next statement is based on conceptual perception which is regarding the uniformity of methods used and the styles of textbooks its results indicate that only 2.63% pupils were unknown about this fact whereas 4.88% were possessing negative opinion and the majority 93.50% students were having positive opinion about this statement. The last statement from this domain is based on Basic Concept through different techniques of questioning to make the students understand the questions this indicates that certain techniques are used to enable the students understand the questions in response to this statement 95.53% students were positive in contrast to 1.63% who were negative and 2.85 % were neutral as they were unable to decide anything about this statement.

Understanding of the content related to this particular domain. There are three statements the first one is about the students being directed to find answers from the content on their own the responses showed that most of the students i.e. 95.53% were in favor of this statement and showed positive opinion. Just a sample of 1.63% responded negatively and 2.85% were found to be undecided as they were neither positive nor negative. in the same context another statement was related to the use of images in conveying the central idea of the subject matter regarding this 89.02% pupils said yes to the statement meaning hereby that the central ideas of the contents are explained by using the images whereas only 3.6% students opposed the majority by saying no to the statement and 7.32% students were unable to decide anything about it. Next statement from the same domain dealt with the central idea in each lesson and the responses to this statement came of out to be 10.57% as negative and around 17.07% students were undecided whereas 72.36% students were positive as according to them most of the lessons possess a central idea.

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Another important domain covered in the survey was Understanding of the skills related to this particular domain there are two statements, they deal with the expression of student's views on content available in the text books around 63.41% students informed that they are directed to express themselves on contents in the text books while 13.01 denied to the statement and said they are not directed for such things whereas 23.58% remained undecided about the same. Based on understanding of the Skills was another statement where the sample was asked about the planning of their daily life the statement says that students are directed to plan their daily life here almost 95.12% students responded positively indicating that they receive directions for planning their daily courses only 3.66% possessed negative opinion regarding it and 1, 22% were neutral as they failed to decide anything about this particular statement.

One of the most important domain was skills of mapping under this domain three statements here categorized the first one was related to this context was about teachers used images along with the explanations on the blackboard here only 3.25% pupils were unable to make any decision and 5.69% were found to be negative for the same whereas majority 91.06% were positive as they mean to say that their teachers makes use of images while teaching to clarify the concepts, a similar statement regarding the use of maps during the teaching learning process also have 90.65% positive responses along with 4.47% negative and 4.48% neutral responses .which shows that most of the pupils agreed to the fact that maps were being used during the teaching learning process .the last question of this domain was regarding the presentation of the mapping skills in relation to this 95.93% students responded positively as according to them skills of mapping are very important and their use being promoted by the teachers whereas only 1.22% students were against this statement and they responded

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negatively and 2.85% were undecided as were unknown of any such skill.

Conclusion

Continuous and Comprehensive Evaluation is a boon in the teaching and learning process the findings of the present study also revealed the same results as the CCE has many fold effect on teachers and students as it has been revealed that the pupil’s Conceptual perception during CCE helps them to understand basic concepts and for this majority 75.20% of students responded positively similarly through daily life skills91%students reported that they get the opportunity to understand the basic concepts related to same domain of concept development other questions responses were also positive as majority of the pupils agreed that they understand the concepts in a better way there is uniformity of methods and styles of text books ad also if different techniques of questioning are being used by the teachers. Thus one can say that various techniques implied during CCE helps the students to understand the content in a better way in a study conducted by Prof M.M Jadal (2011) similar results are found as according his findings.it is possible to attain concepts abilities and mastery of skills through CCE.

Another findings of the present study reveals that CCE is also helpful in understanding the content in a better way here majority of the sample responded positively for understanding the content easily if they are directed to find answers from the content on their own and also when their teachers convey the central idea by using images. A majority of the students 72.36% accepted that through CCE they are able to understand the central idea of the lesson thus it can be concluded that CCE is a vital tool in process of teaching and learning which enhances the students level of understanding and enables them to comprehend .the content and get the central idea in his study

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Likewise Burton, Fredrick(1983)also found that same results as he reported that students gain mastery over subject matter through CCE.When the students were asked how far do they develop and understand the skills then a majority of the students of their textbooks and they learnt how to plan daily life through CCE this shows that CCE develops in them the skills of living their life in a systematic way. Thus on the basis of these findings one can conclude that CCE brings in all round development of the students. There by making them ready to learn and imply skills related to their daily life. These findings get justified as Nava.fe Josefa and loyd Brenda H. (1992) results also convey that CCE helps in acquiring different performance skills among the students.

One of the most important domain that underlies CCE is the skill of mapping. The sample of the present study responded positively for this domain as the students’ responses showed that when their teachers used images and explained the concepts on the blackboard they got the concepts clarified with easy. They reported that their teachers regularly make use of maps and teachings aids on regular basis to make their lessons easy and understandable finally they (95.9%) responded positively thereby informing that the use of mapping skills have enhanced their teaching learning process and helps them to reach to central idea with easy therefore it be concluded that mapping skill which is an integral part of CCE has been regularly used by the teachers and it has made to teaching easy and learning smoother for the students as they are able to understand the matter easily with the help of images, teaching aids and images in the study Jadal he has to found that such techniques used under CCE have be fruitful in improving the students achievement thus the overall results reveal that CCE is successfully being implanted in Telangana state and students are getting benefited and their learning is enhanced through the implication of various domains of CCE.

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References

1. W.Best.John, (1981). Research in Education, prentice- Hall,Pvt.Ltd,New Delhi 2. Koul, L. (2009). Methodology of Educational Research, 4Enew E. Vikas publishing house PVT Ltd. 3. M.M.Jadal, (2011) Effect of Continuous & Comprehensive Evaluation on Students attainment at primary Level. International Referred Research Journal, September, 2011.ISSN-0974-2832, RNI-RAJBIL2009/29954: Vol III ISSUE- 32 4. SCERT, (NA).A Hand Book on Continuous Comprehensive Evaluation, Published by APSWREI SOCIETY, Hyderabad, A.P for SCERT, Hyderabad, A.P. 5. CBSE,(2009).Teachers Manual on Continuous and Comprehensive Evaluation Classes IX&X,The Secretary, Central Board of Secondary Education,Shiksha Kendra,2, Community Centre,Preet Vihar,Delhi-110092 6. CBSE,(2010).Teachers Manual on Continuous and Comprehensive Evaluation Classes VI To VIII,The Secretary, Central Board of Secondary Education,Shiksha Kendra,2, Community Centre,Preet Vihar,Delhi-110092 7. Dey.Niradhar, (2012).Modes and Modalities of Continuous and Comprehensive Evaluation: Conventional VIS-À-VIS ODL SYSTEM, Journal of Education and Development, Vol-2, ISSN 2248-9703 8. Singhal.Pooja, (2012), Continuous and Comprehensive Evaluation –A Study of Teachers’perception, Research Scholar, Department of Educational Studies, Jamia Millia Islamia, New Delhi

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9. Fredrick Burton,(1983),America “A study of the Grade System and its Effect on the Curriculum”.Retrieved from http://ericae.net/faqs/grading/ERICCbib_ese.htm 10. Nava,Fe Josefa G.Loyd,Brenda H.(1992),America “An investigation of Achievement and Non achievement Criteria in the Elementary and secondary School Grading”.Retrieved from http://ericae.net/faqs/grading/ERICCbib_ese.htm

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|| नञवयुतपरभाषावचार: || महेश भ: शोधछा: कणाटक संकृत वववयालय:

परभाषेदुशेखरे “सूे लगवचनमतम” ् इत लगसंयावषयकपरभाषानपणनतरं तदायीभूतयसबां परभाषाम ् अवतारयामास | भृशादयो भूययेलपय हल: ( ०३/०१/१२ ) इयनेन यययो | स च “ अभृशो भृशो भवत भृशायते” इय भवत | तथैव “ ये राौ भृशा नादय: ते दवा व भवित” इयथ “व दवा भृशा भवित” इयाप भृशशदय अयतवात ् यययो भवतु इयाेपे सत “नञवयुतमयसशाधकरणे तथा यथगत:”( प. सं. ७५ )इत परभाषा अवतारता | नयुतं तथा च इवयुतच पदं तमात ् भने तथा तय यत ् सायं तयाधकरणय यय बोधकं भवत | तैव काय बोयम ्इयथ: | यत: लोके तथैव सरित | यथा “अामणमानय “ इत किचत ्योग: | अ यगे नघततं पदं नाम ामणपदम ् | अत: तय ामणपदय नघटतवेन ामणभनय, तथा ामणतयोगकसायायय यादे: बोधो भावत | अत एव लोके अामण” इयुते ामणतयोगकसायसामानाधकरयेन भेद: तीयते | अत एव परभाषेदुशेखरे“न ह अामणमानय इयुते लोठमानीय कृती भवत” इयुतम ् |

तथैव इवतुते अप इवयुतं यपदं तने, इवयुतपदतयोगकसायवत: अथय बोधो भवत | कृते “ च इव मुखम” ् इय इवयुतं पदं नाम चपदम ् | तथैव इवाथयुतचतयोगकसायवत: मुखपय अथय बोधो भवत | एवच “च इव मुखम” ् इयादौ तनतसशमुखादे: तथा “अामण:” इयुते ामणभनामणसशयादे: लोके सतया तीयमानवेन शाे अप तथैव तीयते इत लोकसा इयं परभाषा | अत एव परभाषेदुशेखरे “नयुतमवयुतं वा यिकिचृयते त तमाने तसशे अधकरणे ये काय वायते, ह यत: तथा अथगतरित” इयुतम ् |

अ भूतकारतु इथम ् अभीैत यत- ् नञवतुतम ् इय ववगभतपुषसमास: | “ववाते ूयमाणं पदं येकम ् अभसबयते” इत यायेन पृथगवयेन नयुतम ् इवयुतच इयथ: | अ योगच “आये पूववप:, www.ijmer.in 146 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

नागेश: परमलघुमजूषायां नपाताथनणयकरणे इवशद: अथय वाचक: आहोिवत ् योतक: इत नणयन ् “च इव मुखम ् इयादौ चपदय वसशे असा शितरेव लणा”इयुवाच | अ वाये चपदय वसशे = चसशे अथ सेतरा सदयमावषया अथबोधकसामयपाशितरेव वैयाकरणै: लणा इयुयते | अ अथ माणतु “नञवयुतमयसशाधकरणे तथा यथगत:”( प. सं. ७५ )इत परभाषा एव | कृतपरभाषाबलेन “च इव मुखम” ् इयादौ इवशदसमभयात: शद: वभनं कतु वसशमथ लणया वा असया शया वा बोधयत | तत इवशद: वाचक: उत योतक: इत िजासायाम ् “इवपदं तापयाहकम” ् इयुतम ् | च इव मुखम ्इय चशदो ह चसशाथबोधक: | इवशदतु तय तापयाहक एव | कृतोदाहरणे चशद: न केवलं मुयां शितमाय चसशमाम ् अथ बोधयत अप तु लणया चसशम ् अथ लयतीत यत ्तापय तय ाहक: इवशद: इयुतं भवत |

इवशदाथ मतभेद: |

अ साितते इवशदय तापयाहकववचारे नैयायकादय: केचन ववदते | तमते तु इवशदाथ: सायम ् | कं नाम सायमत चेत ् तकसहे “तनवे सत तगतभूयो धमववं सायम” ् इत ऊचु: | एवच च इव मुखम ् इयादौ मुखय चभनवे सत चगता: आलादजनकवादय: ये गुणा:, तववं मुखे अितत कृवा त लणसमवय: | एवम ् इवशदवायय सायय तयोयनुयोगभावेनैव अवयसभवे लणया चपदं चसशथ बोधयत इत www.ijmer.in 147 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

यदुतं तदसत ् | तथा च यसबिधसायमुयते तत ् सायय तयोग | य च अधकरणे सायमुयते ततय अनुयोग |

तथा ह च इव मुखम ्इत वायेन मुखे चय सायमुयते | अ सायं चसबिध इत कृवा सायतयोगी भवत च: | चसायं मुखे उयते इत कारणत: मुखं सायय अनुयोग भवत | अत: च इव मुखम ् इयय चतयोगकसायाय: मुखम ् इत बोधो भवत | अत: लणया इवसमभयातं पदमेव तसशाथ बोधयत इत अयुतमत तदाशय: | नैयायकातु नतोदाहरणे चपदय चसशे अथ लणां मवा इवशदय ततापयाहकवं न उररकुवित | तमते तु नपाता: अथय वाचका: | तदनुसारेण तु चपदय चाथ: एव | सायाथय तु इवशद: वाचक: | त चमुखयो: तयोयनुयोगभावेनैव अवयसभवे , यय मुखं चतयोगकसायाय: इत बोध: | तेन अ लणाया: उपादेयवं नाित |

इदं नराकरोत नागेश: | यत: च इव मुखम ्इयादौ भवदुतरया कथिचत ् सगमने अप “ च इव मुखं यते “ “चमव मुखं पयाम” इयादषु उदाहरणेषु चपदय षठवभयापतेच | यत: नतयो उदाहरणयो: धावथयापारजयफलायवेन अथवा दशनवषयवेन मुखं कम भवत | यद चपदयाप मुखसामानाधकरये सत “भीमम,् उदारं कटम” ् इयादषु इव वतीया भवत | अ तु न तथा | उभयोरप उदाहरणयो: धातूतरवतना ययेन मुखनठय कमवय अनुतवात ् त अनभहते ( ०२/०३/०१ ),कमणवतीया ( ०२/०३/०२ ) इयनेन वतीयावभित: ानोत | चपदात ्तु वतीयानुपते: “देवदतय पतरं पथानं पृछत” इतवत ्षठ शेषे ( ०२/०३/५० ) इयनेन षठवभित: वतते |

ताककोतरतवीकारे ह अनेक अभहतानभहतवसबा यवथा एव उिछना यात ् | यथा ह “च इव मुखं यते “ इय यद ह इवशद: सायाथकय वाचक: यात,् तदा मुखय चेण सह समानाधकरणता न ह सभवत | यत: इवशदवायाथसाये चपदाथ: तयोगी भवत | तेन “एक वशेषणं नापर” इत नयमानुसारेण चमुखयो: तयोयनुयोगभाव: नैव सभवत | तयो: सामानाधकरयाभावेन धातूतरवतना तङा चशदो नाभहतो भवत | येन च त थमावभित: यात ् | कतयभहते एव थमावभते: नयमात ् | एवं ““ च इव मुखं यते “ “चमव मुखं पयाम” इयादषु उदाहरणेषु नाप वतीया भवत | अनभहते कमयेव वतीयावभते: वधानात ् | एवमेव इवशदाथभूतसायय www.ijmer.in 148 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

तयोगवात ् चपदाथय इवशदाथन सह भेदसबधाच चपदे षठवभित: ानोत | यतो ह “वयो: नामाथयो: अभेदसबधतपादनाय साात ् अवयबोधकय अयुपनवात ् कया: अप वभते: आयणं कतयमेव | तेन “रा: पुष:” इयादौ इव अाप वशेषणीभूतचशदे षठवभितरेव ानोत |

इवशदवषये नागेशसात: |

थे पचात ्नागेश: परे तु इयादना वमतम ्उपथापयामास | “इवशदय उपमानतायोतकवम” ् इत | नाम इवशदय नाप तापयाहकवं नाप सायवाचकवम, ् अप तु उपमानतायोतकवम ् इयथ: | घटताथाने घटकाथानय हेतुवेन उपमानतायोतकपदैकदेशभूताया: उपमानताया: कं लणमत चेत,् “उपमानवच उपमानोपमेयोभयनठसाधारणधमववेन ईषदतरपरछेदकवम ् “इयुतम ् | उपमानतायोतकवं नाम सायतयोगवय काशकम ् इयथ: | चद इव मुखम ् इय उपमानं मुखम ् | उपमेय: च: | उपमानोपमेयनठसाधारणधम नाम आलादकवाद: | तेन किचत ् यूनसाधारणयुतं यत ्इतरत ्उपमेय: तय परछेदकवं = बोधकवम ्इयथ: |

तथैव उपमेयवं नाम कमत चेत,् “तमवतया परछेयवच उपमेयवम” ् इत तलणम ् उतम ् | अ तछदेन आलादकवाद: सामायधम: ाय: | तेन धमण परछेयवं = बोयवम ्उपमेयय लणम ्इयुतं भवत | तथैव साधारणधमसबधच वचत ् वशेयतया अवेत वचत ् वशेषणतया अवेत | एवच “ च इव आलादकं मुखम” ् इयादौ “आलादकोपमानभूतचाभनम ् आलादकं मुखम” ् इत बोधाकार: | तथैव “ च इव मुखमालादयत “ इय उपमानभूतचकतृकालादा- भन:मुखकतृकालाद:” इत बोधो भवत | सव अप एते वषया: उपमानान सामायवचनै: ( ०२/०१/५५ ) इत सूे भाये वतते |

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VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

उपतठते | यथा “ च इव आलादकं मुखम” ् इय च: आलादकय मुयय वशेषणम ् | एताशं मुखं यत ् ह चवत ् आलादकमत बोध: | अ साधारणधम: वशेषणवेन वतते | तथा “च इव मुखम ् आलादयत” इय तु साधारणधमभूत: आलाद: वशेय: यय मुखकतृक: चकतृकालादादभन: इत वे वशेषणे भवत: | येन च एताश: आलाद: यय कतृ मुखं तमात ् आलादात ् आभन: यय कता च इत बोध: |

नागेशय मतेन नञथ: |

“नञवयुतमयसशाधकरणे तथा यथगत:” इत परभाषायां वषयीभूतय नञ: अथ: नागेशय मतेन परमलघुमजूषायां परामृट: | त नच ् वध: १) पयुदास:

२) सयतषेध:इत |

वौनञौसमायातौपयुदाससयकौ |

पयुदास: साहसयतुनषेधकृत || ् इयुतम ् |

ाधायंहवधेयतषेधेऽधानता |

पयुदास: सवेय: योतरपदेननञ ्||

यवायेवधे: ाधायंवतते | यावषयकनषेधेअधानतावतते | यउतरपदेनसहनसमासेवततेतनञपयुदास: अथ: इतवातयम ्| तथैव

अाधायंवधेयतषेधेऽधानाता |

सयतषेधोऽयंययासहयनञ ्||इयुतम ् |

ययाया: वधे: अधानता | यातषेधेएवाधायंवतते | तथैवयनञ: सबध: ययाभवततसयतषेध: नञथ: इतवीकायम ् | अनयोमये आरोपवषयवं नपयुदासयोयम ् | कंनामआरोपवषयवंयोतकवम ्इतचेत, ् “आरोपवषययोतकवचनञ: www.ijmer.in 150 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

वसमभयातघटादपदानामारोपतवृितनमतबोधकवेतापयाहकवम” ् इततलणमुतम ् | अवपदेननाय: | तसमभयातघटपटादपदानाम ्आरोपतयवृितनमतयबोधकम ्इततापयम ् | घटवपटवामनवादय: धमा: वृितनमतशदेनअभधीयते | अत: एव “अामण:” इयादौ“आरोपतामणववायाद:” इतबोधोभवत | एवंवीकारादेव “उतरपदाथाधायंनतपुषय “ इतवाद: सगछते | एतेन “अतमैामणाय” “अस: शव” इयादौसवनामसंानमतकंकायसगछते | अयथानञथयाधायेसततछदयअाधायात,् “संोपसजनीभूता: नसवादय:” ( वातकम ् )इयनेन “अतमै” इयादषुसवनान: मै( ०७/०१/१४ ) इयनेनसवनान: परयङेययय “मै” इयादेशोनयात ् | तथैव “अस: शव:” इयाऽपतछदयअाधायेसतपूववसवनामवाभावेनयदादनाम: ( ०७/०२/१०२) इयनेनअकारोनयात ् | नतपुषयउतरपदाथाधाययवीकारादेवसवऽपएतेयोगा: सगछते | अयथातुगौणवानयात ्|

पयुदासेभासमाना: अथका: नञथा: |

ाचीनै: नञथा: ष इयगीकृता: | ते च

तसायमभावच तदयवं तदपता |

अाशयं वरोधच नञथा: ष कतता: ||इत |

एतेचपयुदासाथकयनञ: योगेभसमाना: नञ: आथका: अथा: |

१) तसायम ्| २) तदभाव: | ३) तदयवम ्|

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VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

४) तदपता | ५) अाशयम ्| ६) वरोध: | इत |

एवं नपातानां वषये ताप नञथवषये बहव: वतपतय: सित | ते च वषया: यथामत अ तुता: |

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VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

ीमगवगीतायां मागदशनम ्

आलपाट.पवन ्कुमार् शोधछाः,शावभागः,राियसंकृतवयापीठम ् तपतः, आदेशः,दूरवाणी संया

“गीता सुगीता कतया कमयैः शावतरैः”

संकृतसाहये महवपूणः थःीमगवगीता, थानये अतभवत। गीता सवषां समयानवारणोपाय अमूयथ इत लोके सा वतते।महाभारते भीमपव पचवंशततमायायतः वचवारंशत ् तमायायं यावत ् अटादशायायानां [१८] समुदायः ीमगवगीतापेण यातः।गीता ीकृणाजुनयोः संवादपा भवत।गीता अकमणो यावतयत, कमण वतयत।मानसमलं यपगमयत, चेतः सादयत। नैरायं नहारं नरयत, उसाहं समेधयत। वभेदे भेदं दशयत, उदारतां वधयत। चरतनं तवं तपादयत। गीता मानसकवायसंरणे परामश ददात, मानसकवायवधने मागदशनं करोत। अतः सवः सवदा गीता पठनीया भवत।

मागदशनं नाम सहायतादानम ्। वैयितक-पारवारक-शैक-औयोगकादवषयेषु उतम-वषयाणां चयनाथ, समायोजनाथच दयमानसहायमेव मागदशनम ् इयुयते।मागदशनय अपरं नाम नदशनम ्। अय पदयाथः भवत-नकृ य ातयः।नदशनं कुशलेन केनाप मानवेन अयमै दयमानं बौं, मानसकसाहायच सूचयत।

“मागदशनं यः पृछत तमै दातयमत” मागदशनय सामायलणंभवत ।गीतायामप अजुनः पृछत ीकृणम– ्

कापयदोषोपहतवभावः पृछाम वां धमसमूढचेताः।

येयः यािनिचतं ूह तमे शयतेऽहं शाध मां वां 1 पनम ् ॥

“वां पृछाम नूनं यान सहतान साधनान सित तान माम ् वदतु यतः अहं तव शयोऽिम, वां शरणम ् आगतं मां सदोपदशतु”। मागदशकः कुशलः सुावयुतः यात ्।

1. ीमगवगीता–२अ.७ लोकः . www.ijmer.in 153 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

नदशनं च याकतुः उपायोपदेशनपं भवत। एवमुपदेशं लभमानेन पुषेण सवदा उपदेटुवचनं ोतयमत नाित नबधः।अजुनाय तवमाग नदशन ् भगवान ् ीकृणः सवमुपदय, अतेउतम ्यत ्–

इत ते ानमायातं गुयागुयतरं मया।

2 वमृयैतदशेषेण यथेछस तथा कु ॥

लोकोऽयंमागदशनं समुदाहरत।मागदशने यः काराः, यथा- वैयितकमागदशनम[Personal ् Guidance],शैकमागदशनम[Educational ् Guidance], यावसायकमागदशनच[Vocational Guidance]इत। अ कारयाणां मागदशणनां सामायपरचयं, गीतायां तेषां योगदानम ्उपयोगता च उपथायते।

वैयितकमागदशनम- ् [Personal Guidance]

यितः यिमन ् किमनप सदभ संघषान ् अनुभवत। सतसमाजे मानवाः आमनः वषये अयैसह समायोजनसपादने कटमनुभवित। धानतया कशोरावथायां सामािजक-सांवेगक समयाः अयधकाः भवित। अतः ताशेयःमानवेयःवैयितकमागदशनम ् अयतमुपकरोत। वैयितकमागदशनं छााणां मानसकयाकुलताःदूरकृय सामािजकसमायोजने सहायतां यछत। एतय साहायेन सामािजकापेानुगुणं वािछत आदशयतीनां नमाणं सभवत।

ीमगवगीतायां वैयितकमागदशनम- ्

सामायतया मानवाः जीवने समयाः अनुभवित। ताः समयाः वकारकाः भवित।

यथा-

 ाकृतक (सहज) समयाः[शाररकसमयाः- वरः, शरोवेदना, उदरवेदना इयाद]।  वयंकृत(असहज)समयाः (Problems made by self)[मानसकसमयाः- उवनता, कुठनं, नकारामकचतनमयाद]।

2. ीमगवगीता –१८अ.६३लोकः . www.ijmer.in 154 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

ाकृ तकसमयानां नवारणाथ मानसकवायमपेते। परतु वयंकृतसमयाः कथं भवतीत गीतायांथमं तपादतम। ् यथा-

यायतो वषयापुंसःसगतेषूपजायते।

सगासजायते कामःकामाोधोऽभजायते॥

ोधावत समोहः समोहामृतवमाः।

3 मृतंशाबुनाशो बुनाशाणयत ॥

शदपशपरसगधान ् वषयान ् चतयतः पुषय तेषु वषयेषु आसितः उपजायते। आसितवशात ् कामः, कामात ् वनकारणात ् ोधः, ोधात ् (समोहः) मूढभावः संजायते वतुतः ोधात ् मानवय अतःकरणे ववेकशतेः अयभावो भवत। ानय अभाववात ् स भावीपरणामम ् अवा काय करोत।वयंकृतसमयायाःनवारणं गीतायां दरयते।

वधं नरकयेदं वारं नाशनमामनः।

4 कामः ोधतथा लोभतमादेतयं यजेत ् ॥

कामः ोधः लोभचेत कारं नरकय वारं जीवामनः वनाशाय अित। तमात ् कारणात ् एतत ् यं वनाशकारकं परयजेत ्। मानवानां जीवनं सवदा समयामयं भवत। मानवजीवने या काप समया वा भवतु तयाः नवारणं गीतायां लयते। परतु सावधानं वलेषणेनेदं सभवतुमहत।

शैकमागदशनम- ् [Educational Guidance]

शाेे छााणां सवागीणवकासाथ, समायोजनाथच दयमानमागदशनमेवशैकमागदशनमत। वधमानसमाजे वयालयेषु शैकमागदशनय आवयकता वतते।यतो हवयालयेषु छााणां ानसपादनमेव भवत, तदप तेषां यनुगुणं न भवत। छााणां भावजीवनाथ वयालयतरे शैकमागदशनं ह शाररकवकासय ानं ददात, मानसकसमयाः नवारयत,मनसा बुया काय कतु ेरयत, सामािजकवकासं समायोजनच वधयत, नैतकवषयान ्बोधयत।

3.ीमगवगीता –२ अ. ६२, ६३लोकाः. 4.ीमगवगीता –१६अ. २१ लोकः. www.ijmer.in 155 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

ीमगवगीतायां शैकमागदशनम- ्

अ शकः छााणाम ् आदशपूणः (Rolemodel)भवेत ्।यतः छााः गृहापेया वयालये अधकसमयं यापयित, शकेन भावताः भवित।गीतायां भगवान ् ीकृणेन उतं यत ्–

ययदाचरत ेठततदेवेतरो जनः।

5 सयमाणं कुते लोकतदनुवतते ॥

अथाेठो महान ् पुषः यकम आचरत,अयो जनः तमनुकरोत, वतुतः महापुषय आचरणम ् अनुकृय आचरत।अ छााः शकान ् अनुसरित इत मनसनधाय शकः उतमयवहारं कुयात ्सवदा।

वतुतः शके णैवशैकमागदशनं दातयम। ् यतो ह शकेण कायां सवषां छााणां वैयितकवभनता ायते, अवलोकनं यतेत कारणात ् छााणामनुगुणेनैव मागदशनं दातुं भवत। ोतं ीकृणेन गीतायां तृतीयेऽयाये-

न बुभेदं जनयेदानां कमसगनाम ्।

6 जोषयेसवकमाण ववायुतः समाचरण ् ॥

जीवने मानवाः ानम ् अयासेन, अनुभवेन च सपादयित।परमपदायथ अजुनं ीकृणेन संसूयते गीतायाम। ् यत- ्

अयासयोगयुतेनचेतसा नायगामना।

7 परमं पुषं दयं यात पाथानुचतयन ् ॥

हे अजुन! शावतो नयमोऽयं यत ् परमेवरय यानेन अयासपयोगेन च एवम ् अनयगामना चतेन (मनसा) तं नयं नरतरं परचतयन ् जनः परमं काशवपं परमपुषं परमेवरं अनुयात।शाेे छााः अप ानं वा कौशलं वा सपादनीयं चेत ् एक एव मागः अित - अयासः (साधनं) इत। तथा च “साधनात ् सायते सवम” ् इत नयमोऽप अित।

5.ीमगवगीता –३अ.२१ लोकः . 6. ीमगवगीता –३ अ. २६ लोकः . 7. ीमगवगीता –८अ. ८ लोकः . www.ijmer.in 156 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

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सवदा यकमप काय तु साधनादेव सपादतुं शयते।शैकमागदशनय बहवः वषयाः गीतायां संवणतासित। सबवषयाः तुतसमयानुगुणम ् अनुयोतयाः।

यावसायकमागदशनम- ् [Vocational Guidance]

मानवजीवने वृतेः साितः, सतृितच अयतमावयके भवतः।मानवानां जीवनयापनं यिकमप यावसायकमायमेनचलत।योयोपाधायथ, उपाधचयने चयावसायकमागदशनं साहायमाचरत।यावसायकमागदशनं मनुयय मतायाः, समायोजनय च परणं करोत, वभन उपलयमानयवसायणां ववरणं ददात, मानवसंसाधनानाम ् उपयोगतां दशयत। मानवानाम ् उपाधेः भावजीवनाय पूवसतां सपादयत। उपाधेः वृयथम ्आवयकसामयाणां सपादने साहायमाचरत।

ीमगवगीतायांयावसायकमागदशनम- ्

गुनहवा ह महानुभावान,् ेयो भोतुं भैयमपीह 8 लोके ।

गीतायाम ् अजुनेन उतं यत ् - भाटनं कृवा जीवनं यापयाम, कतु गुन, ् बधून, ् महानुभावान ् च न मारयाम इत। भाटनं, सयासमयाद धमाः ामणधमाः न तु यधमाः।

देहनोऽिमन ्यथा देहे कौमारं यौवनं जरा।

9 तथा देहातराितधरत न मुयत ॥

ीकृणःवतीयेऽयाये योदशलोकादारय ंशत ् लोकपयतंआमवपं तपाय, यधमान ्कथयन ्–हे अजुन! भवता अवयं युं करणीयमत तपादतम ्। यद युं न करोत, वधम कतच न ानोत परं पापमवयं ानोत।

अथ चेवममं धय सामं न करयस।

10 ततः वधम कत च हवा पापमवायस ॥

8. ीमगवगीता–२अ. ५लोकः . 9. ीमगवगीता–२अ. १३लोकः . 10. ीमगवगीता–२अ. ३३लोकः . www.ijmer.in 157 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

इयनेनलोकेन ीकृणः यधमनयमानअजुनं ् बोधतवान ् ।तृतीयेऽयाये

कमयोगे कमाचरणे ानाानयोः लणववरणसदभ ीकृणेन उतं यत ्–

ेयावधम वगुणःपरधमावनुिठतात ्।

11 वधम नधनं ेयः परधम भयावहः ॥

उतमाचरणपेण वयमानपरधमान ् अतरय गुणरहतवधम एव ेयकरः भवत। एवच वधम मरणमप कयाणकरमेव कतु परधमः भयानकः भवतीत तपादतम ्। अटादशेऽयाये चातुवयधमान ्ववृयानतरमप वषयेऽिमन ् चचा कृता यत ् 12 वधममेव ेयकरमत ।

सतसमाजे बहवः छााः, युवकाच शां ानुवित, तेषां चतनं, लयं य भवत त न अनुसरित, पालयित च।यतो ह येठाणामभायेण (मातापतृणां, परवारजनानां, ातृणां, अयापकानाम ् इयाद) एते सवभावताः।व चतनम/ ्अभायः एव ेयकरः न तु परचतनं, त सवदा हानकरमेव। छाः वचतनेन यिकिचकाय वा करोतु, समया न भवतीत आशयः, इयाद बहूनां वषयाणामवबोधनावगमनं गीतायां यावहारकपेण ीकृणाजुनायां कृतम ्।

उपसंहारः -

“आधुनकसमाजे मागदशनय आवयकता अित वा”? इत नय उतरं सवदा आवयकमेव इत।जनाः काय अवरोधं वा काय यजित। महाभारतयुसमये सवान ् (येठान,् गुन, ् बाधवान) ् वा अजुनेन तपादतम ्–

न काे वजयं कृण न च रायं सुखान च ।

13 कं नो रायेन गोवद कं भोगैजवतेन वा ॥

आधुनकसमाजेऽप एताशाः मानवाः सयेव।काय सपादयतुं सनाः भवित, परतु अवरोधं वा अे गतुं न इछित।तदानीं ीकृणवत ् यः कोऽप मागदशनं करोत

11.ीमगवगीता–३अ.३५लोकः . 12. ीमगवगीता –१८अ.४६, ४७लोकाः . 13. ीमगवगीता –१अ.३२लोकः . www.ijmer.in 158 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

VOLUME 7, ISSUE 9(1), SEPTEMBER 2018

चेत ् वधमान ् ावा महदानादेन काय कतुमछित।वधमपालनमेव गीतायाः धानोेयमित।

धमेे कुेे समवेता युयुसवः।

14 मामकाः पाडवाचैव कमकुवत सजय ॥

थमपादय अयाथ भवत यत- ् “ेे ेेधम कु”इयेवं तीयते यच जीवनय येकं ेे मानवेन धमः आचरणीय इत ेरणापदं मूयं बोधयत। सवषां मानवानां जीवनय अितमलयं तु मोाितरेव।मोायथ पुषाथचतुटयमनुसरणीयम ्। ताप थमं धम एव भवत।धमण अथ, धमण कामं (तृणा) ायते चेदेव मों ातुं शयते। सवदा धमः पालनीयः- “यतो धमः ततो जयः”इत सुसयेयवायेन अमाकं “भारतीय- उचयायालयः” अप बोधयत यत ् य धमः वतते तैव जयः अप इत।वतुतः भगवगीताया आरभ एव “धम”पदेन, अतः “मम” पदेनच भवत, येन “धमःमम” “मम धमः” (My Responsibilities) इत धम त अमाकं दायवं कतयान च बोधयित। गीतायां सवदा मरणीयलोकोऽयं -

कमयेवाधकारते माफलेषु कदाचन।

15 मा कमफलहेतुभूमा ते सगोऽवकमण ॥

इथंगीता सवदा मानवान ् बोधयत, ेरयत च। यतोह जनाः तेषाम ् इछां पूरणाथ यिकमप कुवित।यथा- चौय, हननं, वचनमयाद। धनवषये वबाधवान,् पुान ् च मारयित। समया तु सरला एव परतु नकारामकचतनेन, आलोचनराहयेन च वीयबधुवं नाशयित। अ गीतायां वणतं वैयितकमागदशनमपेते।

तथा च शाेे आधुनकसमाजे च छााः शैकसमायोजने समयामनुभवित। त कौशलानामभावेन नणयवीकरणे, समयासमाधाने, मूयवकासे[उवनता, संघषण, याकुलता, तयता इयाद] बयः मानसकसमयाः अनुभवित। अभभावकानामयापकानाम ् उतरदायवाभावकारणेन एताशसमयाः दरयते। एतासां सवासां समयानां मागदशनपसमाधानान गीतायाम ्अयु तपेण अभवणतान सित।

14. ीमगवगीता–१अ.१लोकः . 15. ीमगवगीता–२अ. ४७लोकः . www.ijmer.in 159 INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY EDUCATIONAL RESEARCH ISSN : 2277-7881; IMPACT FACTOR – 5.818; IC VALUE:5.16; ISI VALUE:2.286

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तुतसमाजे केचन जनाः उपाधं ानुवित, तेषु केचन जनाः समयाः अनुभवित। यथा- अधकारणामादेशभावः, सहोयोगनाम ् अनवगमः, परपरवभेदः इयाद कारणेयः समयाः जायते। तिनवारणाथ वीयचतनं कथं भवेत,् कथं वधमः पालनीयः इयाद अमूयवषयाः ीमगवगीताथाः आधुनकसमाजे जनानां कृते अयतमुपकु वित॥

सदभथसूचीः -

१.वे.ी.वेकटराघवाचायः,(१९८२).शामनोवानम. ्तपत : केयसंकृतवयापीठम ्।

२.ीरामकोट रामकृणानद वाम, (२॰॰२).गीताबोधामृतम. ् अनतपुरम ् :चकला टस।

३. डाँ.बी.अचमाब तथा डाँ.एस. ्उषी, (२॰॰४).मणं मागदशकवम.् हैदराबा: तेलुगु अकाडम।

४.मलारपु.दोरवाम नायुडु,(२॰॰९).गीतासारम. ्पलमने,चतु।

५.आदशाचाय चकव आेय,(२॰१॰). नयजीवतंलो भगवगीता.वजयावाडा : एमकोबुस ्।

६. आचाय ववनाथ साद पाडेय “वव”, (२॰१२). आचाय ववनाथ साद पाडेय कृतम- ् ीम-भगव-गीता-भायम. ्रवा, मयदेश ्।

७.डाँ.ब.पमीनवासः, (२॰१२). शायाःमनोवैानकाधाराः. जयपुरम ् : जगदशसंकृत- पुतकालयः।

८. डाँ.के .अरवदराव, (२॰१२). भगवगीता मनक चेबुतोिद?.हैदराबा :एमकोबुस। ्

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A STUDY OF TEACHER MOTIVATION AT SECONDARY LEVEL

T.N.Rama T.S.Anitha Zoology PGT Botany PGT A.P. Govt.Model School & A.P. Govt.Model School & Junior Junior College College Research Scholar Sri Padmavati Mahila Visvavidyalayam, Tirupati

Dr. P. Renuka Assistant Professor Sri Padmavati Mahila Visvavidyalayam Tirupati

Abstract The main purpose of this study was to investigate the teacher motivation at secondary level. In this study, Normative survey method was adopted. The participants included in the study were 120 teachers working in 12 secondary schools situated in and around Chittoor town, Andhra Pradesh, India in the academic year 2017-2018.The participants were selected by simple random sampling method. The researchers used a standardized tool on teacher motivation prepared by Dr. U. Lakshmi Narayana, Reader in Education, Regional Institute of Education, Mysore. Data obtained was analyzed using Descriptive Statistics (Mean, Standard deviation) and Differential Analysis (‘t’ test and ‘f’ test). Based on the findings, suggestions were made that same study may be extended to secondary school teachers working in 13 Districts of Andhra Pradesh. This study may also be extended to secondary school teachers working in other states also.

Key Words: Teacher, Motivation, Secondary level, Chittoor.

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Introduction

Tremendous research has been done on psychology of motivation in the last 40 years and a number of new theories have been evolved to explain human behaviour. K.B. Madson in his book titled Theory of Motivation has given twenty four theories of motivation which propose different explanations of human behaviour. Historically, the word ‘Motivation’ comes from the Latin root ‘Moveers’ which means to move. Thus we can say that in its literal meaning motivation is the process of arousing movement in the organism. The movement is produced and regulated through the release of energy within the tissues. The problem of motivation has been the central theme of philosophy since ancient times. The history of motivation is as old as the existence of human beings on earth. The concept of motivation of Descartes can be summarized as “That nature has given animal and man remarkable constitution which produces the right kind of behaviour, mental attitude and readiness to do those things which will promote welfare”. Hutcheson proposed that man has two motives: egoistic motive which seeks pleasure for the individual and altruistic motive which seeks pleasure for others.

Definitions of Motivation

 H.W. Bernard stated that “Motivation refers to all those phenomena which are involved in the stimulation of action towards particular objectives where previously there was little or no movement towards those goals”.  Atkinson defined motivation as, “The term motivation refers to the arousal of tendency to act to produce one or more effects”.  Maslow has advanced the theory of hierarchy of needs ranging from basic physiological needs to self-actualization. According to him, “Motivation is constant, never ending, fluctuating and

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complex and that it is an almost universal characteristic of particularly every organismic state of affairs”.  D.O. Hebb said, “The term motivation refers (i) to existence of an organized phase sequence, (ii) to its direction and content, (iii) to its persistence in given direction or stability of content”.

Functions of Motivation

1. Motives energize and sustain behaviour. 2. Motives direct and regulate our behaviour. 3. Motivated behaviour is selective. Classification of motives

1. Physiological motives – include food, water, oxygen, sex, warmth in the body and emotions. 2. Social motives –social approval, affection, respect, prestige and money etc. 3. Personal motives – interests, attitudes, values, goals, self- concept etc.

According to another classifiation, motives may be conscious and unconscious. Conscious motives may be inferred from one’s behaviour but unconscious motives influence our behaviour unconsciously and we are not aware of them.

Theories of Motivation

1. Physiological Theory of Motivation 2. Maslow’s Theory of Self Actualization  Physiological Needs  Safety Needs  Love and Belonging Needs  Esteem Needs  Self Actualization Needs  Murray’s theory of Motivation

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 Theory of Achievement Motivation Importance of secondary education

Secondary education is very important as it is the terminal stage of a large number of students. It helps to become them useful members of a complex modern society. Secondary education leads to higher education. It is expected that students completing that stage should have the required maturity to pursue higher education. Teachers at secondary education level are expected to enlighten the students in each and every aspect. In order to motivate the students, teachers themselves should be in a motivated state.

Objectives of the Study

 To find out whether there is any significant difference in motivation between male and female secondary school teachers.  To find out whether there is any significant difference in motivation between below 30 years and above 30 years aged secondary school teachers.  To find out whether there is any significant difference in motivation between UG and PG qualified secondary school teachers.  To find out whether there is any significant difference in motivation among secondary school teachers with 0-10, 11-20 and 21-30 and above years of experience.  To find out whether there is any significant difference in motivation between secondary school teachers drawing salary below Rs. 30,000 and above Rs. 30,000.

Hypotheses of the Study

 There would be no significant difference in motivation between male and female secondary school teachers.

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 There would be no significant difference in motivation between below 30 years and above 30 years aged secondary school teachers.  There would be no significant difference in motivation between UG and PG qualified secondary school teachers.  There would be no significant difference in motivation among the secondary school teachers with 0-10, 11-20 and 21-30 and above years of experience.  There would be no significant difference in motivation between secondary school teachers drawing salary below Rs. 30,000 and above Rs. 30,000.

Methodology

Tool used in the study

The researchers used a standardized tool on teacher motivation prepared by Dr. U. Lakshmi Narayana, Reader in Education, Regional Institute of Education, Mysore. The test is only to know the actual feelings of teachers on teacher motivation with respect to the levels. There are 45 statements altogether. Each statement is presented with five alternatives i.e., ‘strongly agree’, ‘agree’, ‘undecided’, ‘disagree’ and ‘strongly disagree’. The teacher respondent has to put a tick mark on any of the five alternatives which he/she feels relevant one. Number of positive statements in the tool were 22 and negative statements in the tool were 23. Reliability of the tool was estimated through split-half method and was found to be 0.9423.

Sample of the study

The researchers selected 120 teachers working in 12 secondary schools situated in and around Chittoor town, Andhra Pradesh, India in the academic year 2017-2018 by simple random sampling method. The dependent variable in the study was teacher motivation and

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independent variables in the study were Gender, Age, Academic qualifications, Experience and salary.

Table 1:- Sampling Distribution

CATEGORIES SAMPLE S.NO. VARIABLES TOTAL OF VARIABLES SIZE Male 47 1 Gender 120 Female 73 Below 35 Years 50 2 Age 120 Above 35 Years 70 Academic UG &B.Ed 25 3 120 Qualification PG &B.Ed 95 0-10 Years 45 11-20 Years 37 4 Experience 120 21-30 Years & 38 above BelowRs. 30,000/- 79 5 Salary 120 AboveRs. 30,000/- 41

Data collection and scoring

Using the above tool, data was collected from the subjects. The researchers requested the teachers to express their actual opinion after reading each statement carefully. There is no time limit for the test, but the teachers have taken 30 minutes to complete all the items in the given tool. For the purpose of scoring, Likert’s five point scale was used. Weightage of 5,4,3,2, and 1 were assigned to each of the five alternate responses in the case of positive statements and the scoring procedure was reversed in case of negative statements.

Analysis of data

Analysis of collected data was carried out using appropriate statistical techniques like mean, standard deviation, t-test, F-test etc. The obtained ‘t’ and ‘F’ values were tested considering the usual levels of significance viz., 0.05 and 0.01.

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Results

The results were presented in line with research objectives and hypotheses.

Table 2:- Frequency Distribution Table for the total scores of Teachers on motivation

CLASS CUMULATIVE FREQUENCY PERCENTAGE INTERVAL PERCENTAGE 206-230 3 2.5 100 181-205 57 47.5 97.5 156-180 49 40.83 50 131-155 8 6.67 9.17 105-130 3 2.5 2.5 120 100.00

Mean = 178.76, Median = 180.5, SD = 17.63, Skewness = -1.043, kurtosis = 3.214, Q1 = 171.75,

Q3 = 190.25

The mean score for the sample is 178.76.There are 45 items in the tool. Hence, the neutral score is 135 (45*3 = 135). The mean score is above the neutral score. Hence, it is calculated that the teachers in the present study on the whole have high motivation levels.

Figure 1:- Frequency curve for Motivation Scores

60 40 20 Frequency 0 206-230 181-205 156-180 131-155 105-130

Class Interval

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It is clear that the distribution is skewed to the left side (negatively skewed) and the peak value is towards the right side. The value of kurtosis is 3.214 which is greater than the value of normal distribution.

Table 3:- Means, SDs and‘t’ values for teachers motivation scores with respect to categories of variables

CATEGORIES t- VARIABLES OF N MEAN SD VALUE VARIABLES Male 47 182.64 26.64 Gender 0.097@ Female 73 177.67 20.8 Below 30 Years 50 183.62 26 Age 2.26* Above 30 Years 70 176.71 21.12 Academic UG &B.Ed 25 182.56 36.51 0.972@ Qualification PG &B.Ed 95 178.81 18.34 Below Rs. 30,000 79 180.94 20.35 Salary 1.231@ Above Rs. 30,000 41 176.97 27.63

From the above table, the calculated ‘t’ value for Gender was 0.097 which was not found to be significant at 0.05 level. Hence, the null hypothesis was accepted. The calculated ‘t’ value for Age was 2.26 which was found to be significant at 0.05 level. Hence, the null hypothesis is rejected. The calculated ‘t’ value for Academic qualification was 0.972 which was not found to be significant at 0.05 level. Hence, the null hypothesis was accepted. The calculated ‘t’ value for salary was not found to be significant at 0.05 level. Hence the null hypothesis was accepted.

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Table 4:- Mean, SD and ‘F’ values for teacher motivation scores with respect to different years of experience

SUM OF MEAN F – VARIABLE Df SQUARES SQUARES VALUE Between 851.93 2 425.96 Samples 1.5@ Within 33,191.922 117 283.69 Sample

From the above table, the calculated ‘F’ value was 1.5 which was not found to be significant at 0.05 level. Hence the null hypothesis was accepted.

Educational Implications

Motivation is essential for every work. It is said to be heart of learning and golden road to learning. If the teachers are capable to motivate the pupils, they can get good results. So every teacher should motivate the pupils before going to teach lesson for getting better results. To get good results in learning, Government should provide good facilities to the teachers i.e., classrooms, furniture, teaching learning materials to the teachers.

Suggestions for Further Research

The present study brought to light certain additional problems, which require further investigation. Some of the important problems which merit more comprehensive study are given below.

An attempt may be made in the conduct of similar study of relationship between self-concept and teacher motivation among the teachers of junior colleges.

The researchers were of the opinion that humble research may be extended to make detailed study of relationship between self-concept and family climate of intermediate students. A separate detailed

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research may be taken up to study the impact of motivation on adjustment difference of learning and creativity among the teachers of secondary schools. A similar research may be attempted to study the impact of school climate, teacher motivation and classroom interaction on academic achievement.

References

1. AdeyemoAdeyinka R.I OladipupoAsabiz, OmisoreAdedotun (2013) “Teacher Motivation on Student’s Performance in Mathematics in Government Secondary Schools”, International Journal of Humanities and Social Science Invention, ISSN (online): 2319-7722, ISSN (Print): 2319-7714, www.ijhssi.org. vol.2, Issue 5, 11 May,2013, pp: 35-41 2. Ahmad Kamal Ariffin, Abd.RahmanIdris, Zuraidah, Abdullah (2014) “Factors associated to Teacher’s Motivation towards the implementation of learning supervision in secondary level”, International Journal of Scientific and Research Publications, Vol.4, Issue.10, ISSN:2250-3153 3. Arumugasamy.G (2012) “Study on Motivation and Job Satisfaction of Higher Secondary School Teachers”, Indian Journal of Education and Information Management, Vol.1, Issue.3 4. Baleghizadeh.S and Gordani.Y (2012) “Motivation and Quality of Work life among Secondary School EFL Teachers”, Australian Journal of Teacher Education, 37(7), http://dx.doi.org/10.14221/ajte.2012v37n7.8, vol.37 (2012) ISS 7 5. Craig A. Mertier (2002) “Job Satisfaction and Perception of Motivation among middle and High School Teachers”, American Secondary Education, Vol.31, No.1 6. Emily R.Lai (2011) “Motivation: A literature Review”

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7. HeenaPandhi (2011-12) “Teacher Motivation in the Higher Secondary Classrooms”, Standard Reference Methodology, 06/Sep/2012 06:57 8. Jacob Patchen (2010) “Effective teaching strategies for intrinsically motivating secondary science students”, The evergreen state college. 9. LeahMuthoniNjiru (2014) “Job satisfaction and motivation among teachers of Kiharu District in Kenya”, ISSN: 2039-2117 (online) ISSN:2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing Rome-Italy, Vol.5, No.5. 10. Muhammad ShahnawazAdi, Neelam Fatima (2014) “Impact of Rewards system on Teacher’s Motivation: Evidence from the private schools of Karachi”, Journal of Education and Social Sciences, ISSN: 2410-5767, Online from 2013, Vol.1, Issue.1. 11. Nagah, Kazerouni and FirozSadighi (2014) “ Investigating Iranian Female EFL Teacher Motivation and Job Satisfaction Level at Public School and Private Language Institutes in Shiraz”, International Journal on Studies in English Language and Literature (IJSELL), Vol.2, Page No: 93-105, ISSN:2347- 3126 (Print) and ISSN: 2347-3134 (Online). 12. Nasser.,Ilham., Haser, P., and Shelly Gismondi., “Round Education and Teacher Motivation: A Case Study of One Public Elementary School”, The Internet Journal, Vol.XII, No.1., 2006. 13. NKechi.M.Christopher (2012) “Teacher Motivation as a factor in language teaching and learning in Nigeria”, Nepal English Language Teacher’s Association (NELTA), ISSN: 2091-0487. 14. Norman, Unrau, “Motivation and its Relationship with Reading Achievements in an Urban Middle School”, The Journal of Educational Research, Vol.100, No.2, 2006. 15. Oriahi Christiana (2009) “Influence of Motivation on Students”, The Social Science, M.Ed Well My Journal, Scientific Research Publishing Company, Vol.4, Issue 1, Page No: 30-36.

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16. Shekar.K. , Dr. B. Yella Reddy, Dr. T.I. Nagarjuna (2014)” A Study of Motivation of Teachers in Relation to Certain Factors”, Indian Journal of Applied Research Vol.4, Issue 4. 17. SitiShuhaidah Abdul Latir, RamlahHamzah, Abdullah mat Rashid (2014) “School support Motivation and use of contextual Teaching among Secondary School Agriculture Teachers”, Middle-East journal of scientific research 19, Innovation challenges in multidisciplinary research and practice, 172-180, ISSN: 1990-9233, IDOSI Publications, DOI: 10.5829/idosimejsr.2014.19.icmrp.26. 18. Srivastava and Solan Gupta (2006) “Achievement Motivation and Job Satisfaction in Primary School Teachers”, Education and Psychology, Vol 43, No. 3-4, page: 193. 19. Surendran, Jose., Motivation Schemes for Teachers in Higher Technical Education, University News, Vol. 45, No.31., 2007. 20. Vimala, Ramachandran., and Madhumitha, Pal., “Teacher Motivation in India”, International Research Project Covering 12 Countries in South Asia and Africa – Funded by United Kingdom Department for International Development (DFISD), 2005.

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GANDHIAN PHILOSPHY OF SARVODAYA: ITS PRINCIPLES

S. Sreenivasa Rao Research Scholar Dr.B.R.Ambedkar College of Law Andhra University

“Live as if you were to die tomorrow. Learn as if you were to live forever.”----M.K.Gandhi

Introduction

Mahatma Gandhi is considered to be one of the unrivalled leaders of all ages and all countries. His personality and philosophy have inspired millions of people of the whole world . He was treated as god –incarnate on earth. He was a man of action and disciple. Ganhiji’s theories and principles like non violence, satyagraha , end-means relationship , sarvodaya , education , social reforms ,nationalism and internationalism and swaraj are quite relevant to the modern man and the modern society.

Meaning of sarvodaya

Sarvodaya is a term meaning ‘universal uplift’ or ‘progresss for all’ .The term was coined first by Mohandas Gandhi as the title of his 1908 translation of John Ruskin’s tract on political economy , “unto

this last “and Gandhi came to use the term for the ideal of his own political philosophy.

The sarvodaya approach to life.

The five fold programme

Vinobaji has tersely summed up (SARVODAYA PROGRAMME), is one half of averse as follows.1. internal purity. 2. External cleanliness, 3.labour .4. peace and 5. dedication. 1

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Antah suddhi(internal purity)stands for the suddha vyavahara (honest life )movement. It is a call to the people to renounce unfair ways of earning wealth or securing commodities and comforts , and to work together for that purpose. The nations stock of the principal necessaries of life is less than the needs of the people. Those who happen to possess a store of these necessaries try to take advantage of the scarcity by demanding more than a fair price for them. we must also act together to sustain one another in an effort towards honest life, and the attempt to resist injustice and evil.

2. bahih suddhi (external purity) is the sarvodaya programme for cleanliness. We are generally credited with a good sensitiveness for personal cleanliness .we like to have a daily bath , to clean our teeth, to wash our hands ,to put on washed clothes everyday and so on. But this is by no means universal and the development is only to a limited degree in the matter of public sanitation and cleaniiness , even in those reputed for personal cleanliness , the sense is , at its best , just germinating.

3. shrama (physical labour)is the third great condition for sarvodaya . the culture which we have imbibed through our so called education has made us like Aesop’s reinder , which prided itself upon its long and branching crown of horns but was ashamed of its bony and uncomely legs. Tthough there were extremely useful for saving its life , it regarded them as unworthy and despicable members of its handsome figure. We need not despise the implements and mechanical aids , but let our hands be employed first . This is faith in labour (shrama nistha)

4. shanti(establishment of peace )is the fourth item. Peace is not to be understood here in its restricted context of abolition of war. The solidier of peace is the universal friend in need.

5.the last item is samarpana , that is dedication of one hank of self spun yarn on gandhiji’s annual day . The object of samarpana is not served if

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the hank is not spun by the dedicator himself. Every effort should be made to induce as many people as possible to give this hank at the time of next sarvodaya.

The philosophy of sarvodaya

Many of those who criticize sarvodaya economy do so merely from a feeling of something akin to horror for a return to life which they think to be as unpolished as the unpolished rice and as coarse as coarse khadi . But even there is no such prejudice , there are several practical difficulties and constructive workers are even more conscious of them than their critics. that they should be so is not to be wondered at , for the simple reason, that they have no grounds for feeling complement .They had not the happiness of witnessing a glaring measure of success attending their efforts , though several of men have passed twenty or more years of their life in that sphere. So every now and then, they examine themselves, their own life, their objectives , the villagers , the village life and methods of work and means of achievement employed by them and the villages. They are conscious of their own in sufficient knowledge, went of technical training , inadequate physical strength and unsympathetic atmosphere. both at home and in the village .owing to allurements in government and commercial careers it is difficult to attract first class talent to the cause of sarvodaya , for talents are not always associated with the urge for a life of service and selflessness. Sarvodaya has thereore, been worked out generally with men of great faith but not necessarily of first rate ability.while the critics are mindful only of the economic aspect of sarvodaya , the workers have to consider also the religious , social , educational , sanitary and admisnistrative difficulties in the regeneration of villages.2

These are indeed , so great that unless a worker is fully convinced of the soundness of the sarvodaya doctrine, it is impossible for him to hold on to the sarvodaya programme for a long time. The sarvodaya

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philosophy is not a merely a particular method of production distribution and consumption of wealth . it is a whole view of life correlated with philosophy , religion , ethics education and amity both at home and abroad. Its economic programme cannot be criticized singly, even as anyone of its items cannot be decided upon in isolation of others.

Sarvodaya in village economy

We must think of life as a whole and in all its varied aspects.Then there can be no watertight divisions and consequent clash of interests between agriculture and other industries or occupations . it should be possible for the worker of one occupation to take part in another occupation or have a share in the earnings of other occupations a development on these lines should be aimed at.

The lack of entirely of outlook is the reason for the various kinds of injustices resulting from the existence of one person as the owner and another as the actual cultivator of land. It stands as impediment in the relation of landlord and tenant , or of owner and labourer or serf. The landlord’s share in what the tenent might produce with his labour has been long assumed to be legitimate , but the tenant gets no portion out of what the landlord might earn through other occupations which is free to pursue owning to the tenent relieving him from the labour on land.3

It is now sought to remove the injustice by abolishing absentee landlordlism . He is asked either to become a pure agriculturist himself , cultivating the land or to cease to have any interest in that land. The agriculturist is very much attached to his land and he will not part with it easily. He will do his best to circumvent the law .it would, therefore , be much better for all if he could be induced to go the way of justice and sarvodaya.

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The commutation of produce into money equivalent is apparently convenient . But in reality it is quite a wrong procedure. What deserves to be done is for the quantity of the landlords share for a number of years. As says 5 maunds or to 10 maunds , instead of an annually variable one fourth or one third quantity during bed years the quantity should be reduced or remitted in the same way as a rent is done under the land revenue law.

Qualifications of a sarvodaya worker

The folllowing are some qualifications prescribed by gandhi for satyagrahis. But as sarvodaya worker was, according to him , also to be true satyagrahi, these qualifications may be regarded as applying also to a sarvodaya worker.4

1.He must have a living faith in God, for He is his only rock .

2.He must believe in truth and nonviolence as his creed and therefore have faith in the inherent goodness of human nature which he expects to evoke by his truth and love expressed through his suffering.

3. He must be leading a chaste life and be ready and willing for the sake of his cause to give up his life and his possessions.

4.He must be a habitual khadi-wearer and spinner . This is essential for India.

5.He must be a teetotaller and be free from the use of other intoxicants in order that his reason may be always unclouded and his mind constant.

6.He must carry out with a willing heart all the rules of discipline as may be laid down from time to time.

The qualifications are not to be regarded as exhaustive . they are illustrative only.

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Difference between communism and sarvodaya

The difference between communism and sarvodaya is not in the ends but in the means. Gandhiji himself more than once declared that he was a communist minus their violence.The latter difference he expressed in positive language by saying that he did not propogate samyavad (the theory or ideology of communism) but samyadharma (the practice or duty of equality).His endavour till the end of his life was to practice this dharma. He tried to identify himself with the humblest section of Indians. He was born in a family which for some generations had practiced administration and politics as a career.Though he could not escape fulfilling that destiny , he did not take to it as such but went in for the one next to it-namely , law .He read Ruskin ,and discovered that even if he practiced law, he was not justified in making it a means of amassing wealth for himself so he deprived himself of all private property. He read Tolstoy and the gita and came to the conclusion that law was not a productive occupation , and that he must earn his livelihood by producing something by his own physical labour.The more he practiced equality , the more he realized how difficult it is to live by it. He could not say that he had succeeded in doing so.5

If nonviolence and bread labour are accepted as an inseparable part of the communist movement , there can be no reason for a quarrel with it. sympathy for communism must lead us to seek appropriate nonviolent methods of bringing about these changes in the social and economic order , which the communists want to effect through violence.

Education for sarvodaya

There was no difference between the son born to a rich man and the one born to a poor man. Both were equal manifestations of god illumined their families equally well. If the village as a whole undertaken to look after its young children in the spirit of a parent to a

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child, the whole village would advance.That is the way to social progress and I place it before you for your consideration.

The children had no caste , continued vinoba, nor knew distinctions of rich and poor. They were all equal creations of god. But the rich man attended to his own interests and neglected the wider interests of the village , and sent his boy to the city for education. The boy was urbanized and learnt to detest village life , and took permanent residence in the city.6

Education was expected to do two things. The training which students received should make them efficient enough to ‘give the benefit of their education to the people. They should be able to return ten-fold what they have received . Education was like the operation of sowing a seed. A good seed and a proper sowing resulted in yielding several times more seeds. So should education do. It must repay several times the cost and labour expended upon it. This was the first thing which education was expected to yield. The second thing expected of education was that it should provide all the food which a student needed for his development at his age.

Sarvodaya planning;

Let us lay down the fundamental principles of the sarvodaya approach to the problem of indias development.

1.Respect for life is the first principle of sarvodaya. The development of India means , primarily, healthy ,and all round development of the life and personality of Indias living beings , human as well as animal, the latter to the extent they have become a part and parcel of human life.

2.tthe resources of nature being an essential means for this ‘purpose , their development cannot be neglected. But between life and nature , the development of life should be the end , and that of nature, the

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means for it.The latter should not be done by sacrificing life , nor should her resources be used extravagantly and wastefully.7

3. Hence the first concern of every society , as well as the state , should be provide employment for every person within I,.according to his capacity , with such work and means as are immediately available to it.

4.The standard of life should be distinguished from the stanadard of living ; it is the former that is fundamental and not the latter; a rise in the standard of living might even lowR the standard of life, by reducing mans physical , moral ,intellectual and spiritual standards, powers and potentialities.

5.planning must proceed with two objects ; removal of natural or man made impediments in the road to the development of man , and provision of means, training and guidance for it.

6.The obstacles in the way of his development are i)Too much centralization of government and of production of wealth.

II.the ownership and control by a few people , or by a machine like corporation like the government or a a company , of land which they do not cultivate themselves leading to absentee landlordism.

Iii) the institution of slavery in its modern forms. iv) institution of a political , economic and social order , in which he can play practically no part, take no initiative, but finds himself throughhlt tied down on all sides.

.7))unless there are other nations available for unrestrained expoitation., no amount of the development of natural resources. Without the removal of these hindrances will bring about the welfare of even a majority , not to say everyone –particularly in fullt populated countries.8

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8.Even the government planned nothing beyond the removal of these obstacles as rapidly as possible, the people would prosper , if not rapidly , atleast slowly.

These are a few of the basic objectives of sarvodaya planning , as I understand them. All planning , short term or long term , must be directed towards the achievement of these ends.

Conclusion

If government pursues the policy of controls , it is blamed by one section of the population , if it lifts them it is severly criticized by another ; if the controls are partially lifted or partially imposed , it is discredited by both . the common ground between the advocates of control and those decontrol is that both admit that we have to deal with a people and a set of trades and officiers whose sense of a civic duty and honesty Is deficient, and whose regard their immediate self interest as more enititled to consideration than anything else. decontrols no doubt, been urged very strongly by several writers . But I find that of its advocated do it cent percent. Control over imports and exports , regulation of transport , a system of heavy punishments and the like are expected by everyone of them .control in a sense is the inviolable law of sarvodaya (the well being of all ),when it is not itself imposed, popular governments try to impose it from above.they cannot help it. To remove government control let us remove exercise self control.The following is the parable of Jesus which inspired Ruskin to choose unto his last as the title of his book and which Gandhiji translated in to sarvodaya to indicate his teaching.for the kingdom of heaven is like unto a man that is an householder , which went out early in the morning to hire labourers into his vineyard. And when he agrees with the labourers for a penny a day , he sent him into his vineyard.and he went out about the third hour , and saw others standing idle in the market place.And said unto them ;go yealso into the vineyard, and

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whatsoever is right , I will give you .and they went their way.And when they had reeived it, they murmured against the good man of the house.saying , these last have wrought but one hour , and thou hast made them equal unto us , which have bornethe burden and heat of the day. But he answered one of them and said , friend, I do thee nowrong; Didst not thou agree with me for a penny?take that thine is, and go thy way ;I will give unto his last even as unto thee.

End notes 1.young india ,January 29 ,1925. 2.Gandhis M.K.(1957).Gandhi ; An auto biography .The story of my experiments with truth .Boston,M.A.beacon press. 3. ibid 4.http://en. Wikipedia .org/wiki/sarvodaya 5.Autobiography, part IV,CHAPTER xviii. 6.This has reference to bombay’s government tenancy reforms which came into force in 1948. 7.M.K. Gandhi true education p.27. 8.John Dewey , Democracy and Education , p 324.

References 1.GANDHI.M.K. compiled prabhu R.k.1947 india of my dreams , Ahmedabad; navajivan mudralaya 2.GANDHI M.K..compiled vyas h.m.1962 village swarajahmedabad, navajeevan publishing house. 3.Bhuimali.a. 2014 “relevance of M.K.GANDHI ideal of self sufficient village economy in 21st century. “articles on Gandhi sarvodaaya vol 5. 4.Narayan. S. 1970 gandhian economics ,navjivan publishing house ,Bombay. 5.M.K.GANDHI,village swaraj , navajivan publishing house ,Ahmedabad.

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CLIMATE CHANGE IN INDIA CAUSES AND CONSEQUENCES AND PREVENTIVE MEASURES

Dr.N.B.Chandrakala A Gowreeswari Professor Research Scholar SPMVV, Tirupathi SPMVV, Tirupathi

The climate change is a continuous process which happens at slow rate. Therefore, the change is not recognized. But from few years, there has been a drastic change in climate. And, we humans are one of the major contributors of this change. Now, before describing about the causes and impacts of climate change on humans, let’s know something about climate. Climate is the average weather condition of a region in particular period of time. The climate of the earth depends on the rainfall, humidity, wind and sunshine Causes that are responsible for Climate Change The cause of climate change can be classified under two categories. First, the natural resources and second, the human resources. The natural resources are volcanic eruption, huge ocean currents, land mass drifting. Volcanic gases release sulphur dioxide, dust and ashes which go into atmosphere. The human resources are deforestation, excessive use of natural resources such as coals, minerals, mines, change in agricultural pattern. .All the natural resources, woods when burnt release carbon dioxide, methane, carbon monoxide, nitrous gas. The recent role of reflectivity Human changes in land use and land cover have changed Earth’s reflectivity. Processes such as deforestation, reforestation, desertification, and urbanization often contribute to changes in climate in the places they occur. These effects may be significant regionally, but are smaller when averaged over the entire globe. In addition, human activities have generally increased the number of aerosol particles in the atmosphere. Overall, human-generated aerosols have a net cooling effect offsetting about one-third of the total warming effect associated with human greenhouse gas emissions. Reductions in overall aerosol

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emissions can therefore lead to more warming. However, targeted reductions in black carbon emissions can reduce warming.1 The recent role of the sun’s energy Changes in solar energy continue to affect climate. However, over the last 11-year solar cycle, solar output has been lower than it has been since the mid-20th century, and therefore does not explain the recent warming of the earth2 Similarly, changes in the shape of Earth’s orbit as well as the tilt and position of Earth’s axis affect temperature on very long timescales (tens to hundreds of thousands of years), and therefore cannot explain the recent warming.

1. Burning of fuels like wood, cow dung cakes, coal and kerosene in homes pollute the air.

2. Exhaust gases emitted by motor vehicles which pollute the air are the major source of air pollution in big cities.

3. Industries pollute air by releasing various types of pollutants such as sulphur dioxide, oxides of carbon, nitrogen oxide, chlorine, asbestos dust and cement dust.

4. Thermal power plants pollute air by emitting sulphur dioxide and fly-ash.

5. Nuclear power plants pollute air by releasing radioactive rays. 6. Use of fertilisers and pesticides in agriculture pollute the air. 7. Mining activities releases particulate matter into the air and pollutes it.

8. Indiscriminate cutting of trees and clearing of forests increases the amount of carbon dioxide in the atmosphere and thereby pollutes it.

9. Use of chlorofluorocarbons in refrigeration, fire extinguishers and aerosol sprayers pollutes air by depleting the ozone layer.

10. Smoking pollutes air by emitting carbon monoxide and nicotine. Impact of climate change Climate change will make its impact on weather condition, sea level, human life, wild life, marine life, and plant. No one will be left unaffected

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Impact on weather The temperature of the atmosphere will keep rising. This will affect rainfall and snowfall pattern. Glaciers will start to melt. There will be excess quantity of water in rivers. This will lead to flood. The sea level will rise. The evaporation of water will make the atmosphere humid and hot. Evidence indicates that parts of South Asia have become drier since the 1970s with an increase in the number of droughts. Droughts have major consequences. In 1987 and 2002-2003, droughts affected more than half of India’s crop area and led to a huge fall in crop production. Droughts are expected to be more frequent in some areas, especially in north-western India, Jharkhand, Orissa and Chhattisgarh. Crop yields are expected to fall significantly because of extreme heat by the 2040s. Investments in R&D for the development of drought- resistant crops can help reduce some of the negative impacts. More than 60% of India’s agriculture is rain-fed, making the country highly dependent on groundwater. Even without climate change, 15% of India’s groundwater resources are overexploited. Although it is difficult to predict future ground water levels, falling water tables can be expected to reduce further on account of increasing demand for water from a growing population, more affluent life styles, as well as from the services sector and industry. The efficient use of ground water resources will need to be incentivized. Mumbai has the world’s largest population exposed to coastal flooding, with large parts of the city built on reclaimed land, below the high-tide mark. Rapid and unplanned urbanization further increases the risks of sea water intrusion. With India close to the equator, the sub-continent would see much higher rises in sea levels than higher latitudes. Sea-level rise and storm surges would lead to saltwater intrusion in the coastal areas, impacting agriculture, degrading groundwater quality, contaminating drinking water, and possibly causing a rise in diarrhoea cases and cholera outbreaks, as the cholera bacterium survives longer in saline water. Kolkata and Mumbai, both densely populated cities, are particularly vulnerable to the impacts of sea-level rise, tropical cyclones, and riverine flooding. Building codes will need to be strictly enforced and urban planning will need to prepare for climate-related disasters. Coastal embankments will need to

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be built where necessary and Coastal Regulation Zone codes enforced strictly.(BW Businessworld). Impact on sea level Due to rise in sea level, the coastal area and islands would be submerged in the sea. Nearly 40 million Indians will be at risk from rising sea levels by 2050, with people in Mumbai and Kolkata having the maximum exposure to coastal flooding in future due to rapid urbanization and economic growth, according to a UN environment report. The Global Environmental Outlook (GEO-6):3 Regional Assessments said that the worst impacts of climate change are projected to occur in the Pacific and South and Southeast Asia. It said focusing on the population at risk from sea level rise by 2050, seven of the 10 most vulnerable countries worldwide are in the Asia Pacific region. India tops the chart with nearly 40 million people in the country projected to be at risk from rising sea levels, followed by more than 25 million in Bangladesh, over 20 million in China and nearly 15 million in the Philippines. It said that changes in settlement patterns, urbanisation and socio-economic status in Asia have influenced observed trends in vulnerability and exposure to climate extremes. The report said that in many coastal areas, growing urban settlements have also affected the ability of natural coastal systems to respond effectively to extreme climate events, rendering them more vulnerable. "Some countries, such as China, India and Thailand, are projected to face increased future exposure to extremes, especially in highly urbanised areas, as a result of rapid urbanisation and economic growth," it said. It listed Mumbai and Kolkata in India, Guangzhou and Shanghai in China, Dhaka in Bangladesh, Yangon in Myanmar, Bangkok in Thailand, and Ho Chi Minh City and Hai Phong in Vietnam as projected to have the largest population exposure to coastal flooding in 2070. "Many of these cities are already exposed to coastal flooding, but have limited capacity to adapt due to their fixed location," it said. The report, published ahead of the UN Environment Assembly4 taking place in Nairobi next week, said the worst impacts of climate change are projected to occur in the Pacific and South and Southeast Asia In 2011,

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six of the ten countries most vulnerable to climate change worldwide were in Asia and the Pacific. Impact on agriculture The unpredictable behaviour of climate will directly affect the agricultural productivity. The rate of population increase will increase the demand of food items. But due to less production, supply will not be able to match demand. Impact on human life The shortage of crop production will increase the corruption. People will follow the rule of survival of the fittest. The hot weather will affect the health of people. People are likely to suffer heat strokes. Impact on wildlife and forest Wildlife and trees can easily sensitive to the changes in nature. It will effect them the most. Impact on marine life The water of rivers and sea will become warmer. The species living in water will not be able to sustain their life in water. What effective measures should we take to slow down the climate change?

1. Reduce the production of carbon dioxide, methane and other gases. This can be done by Minimising the burning of the woods or resources that produce such gases.

2. Grow maximum number of trees. 3. Minimise the use of paper so that lesser number of trees are cut down.

4. Adapt the change in climate. The agricultural production should not be dependent on weather conditions. Technology should be improve Climate Change: Cause, Effects And Measures To Control Climate change is the latest threat to human life. But what is climate change? What is the cause of climate change? How will it affect the world? What preventive measures should be taken to control the

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drastic change in climate? This article describes the above raised questions. Climate change of the earth In this article, I have given a detailed description on the reasons of the change in climate of the planet. I also gave a detailed information about the reason and affects of the climate change. Further, I gave information about the various aspects of climate change and global warming. The measures taken by the governments of the various nations to stop the change in climate was also covered. The different type of consequences of climate change and global warming on human health was covered by me. Global Warming Causes and Effects Increase in environmental temperature and climate change has become very clear over the last 50 years because of increasing level of greenhouse gases concentration (like water vapour, CO2, methane, ozone, sulphur and nitrogen gases, etc ) in the atmosphere. Such as greenhouse gases contribute to increase in the greenhouse effect. The major cause of increasing greenhouse gas in the environment is burning of fossil fuels which emit carbon dioxide and heat the atmosphere. Such green house gases have capacity to absorb more heat from sun, heat from electricity used by human beings in many ways which in turn warm the whole atmosphere of this planet. The effects caused by the greenhouse gases (water vapour, CO2, methane, ozone, nitrous oxide, hydro fluorocarbons, sulphur hexafluoride, per fluorocarbons, chlorofluorocarbons, etc) are called as the green house effect. Heating of the environment4 increases atmospheric temperature (by 3° to 5° C by the year 2100), increases sea level (by 25 meter by year 2100) and heat, melts glaciers, increases health disorders, changes climate, changes weather, increases annual power of hurricanes, calls natural disasters (floods, heat waves, droughts, tornadoes), lowers down amount and quality of agricultural yields, enhances glacial retreat, reduces summer stream flows, extinctions of various important plants and animals species and so many. There are some other dangerous effects of the global warming which continuously affects the lives of human beings, plants and animals. Global warming needs to be

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solved urgently by the active effort of each and every human being living on this planet. In late 2015, the United Nations Framework Convention on Climate Change drafted a agreement that attempts to tackle climate change on a global scale. Every single country in the world has now signed up to the Paris Agreement, although in June 2017 Donald Trump announced his intention to remove the US from the agreement. If his chooses to follow-through with his plan, the earliest date the US may withdraw is November 2020, just three months before the end of Trump's first term as President. Each country that remains signed up to the Paris Agreement must plan and report its own contributions towards reducing global warming, although countries will not be forced to set targets or be penalised if they don't meet them. Under this scheme, countries are set carbon dioxide emission targets as a proportion of total global emissions. But a paper published in the journal Nature in June 2016 argued that even if they are kept to, those targets will not be enough to keep the global temperature increase to below two degrees. In light of the Paris Agreement, the significance of renewable energy and Greenhouse gas removal (GGR) technologies seems poised to gain more momentum. The investment into renewable technology in the United Kingdom has already made progress towards cleaner energy, but currently the country’s carbon emissions do not meet the goals set by the Paris Agreement. The CCC have produced a report on the UK’s Climate Action following the Paris Agreement. It determines that current UK policy is “not enough to deliver the existing carbon budgets that Parliament has set”, and that this policy gap needs to be closed in order to meet the 2050 zero-net emissions target. However, the CCC have also recommended that the UK “does not alter existing carbon budgets” as they are already “stretching and relatively ambitious”. The goal set by the Committee is for the UK to begin a larger- scale deployment of carbon cutting schemes by 2030 – to do so as cost- effectively as possible. The sixth carbon budget for the United Kingdom will be determined in 2020 and during this period, the plans for meeting the Paris Agreement’s goals will be solidified.

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In light of the time pressures of climate change, the steps towards effective mitigation policies need to now focus on utilising technologies and altering policies to adapt to the problem. These can include investment in renewable energies, desalinisation plants, new agricultural practises and improved global cooperation between countries to work towards regulated climate goals. Natural disasters : Causes and Consequences : A natural disaster is the consequence of natural hazard (e.g. volcanic eruption, earthquake, or landslide) which affects human activates. Human vulnerability, exacerbated by the lack of planning or appropriate emergency management, leads to financial, environmental or human losses. The resulting loss depends on the capacity of the population to support or resist the disaster, and their resilience. This understanding is concentrated in the formulation: “ disasters occur when hazards meet vulnerability”. Earthquake: Earthquake is one of the most destructive natural hazard. They may occur at any time of the year, day or night, with sudden impact and little warning. They can destroy buildings and infrastraucture in seconds, killing or injuring, the inhabitants. Earthquakes not only destroy the entire habitation but may de-stabilize the government, economy and social structure of the country. but what is an earthquake? It is the sudden shaking of the earth crust. The impact of an earthquake is sudden and there is hardly any warning, making iat impossible to predict. Cause of Earthquake The earth’s crust is a rocky layer of varying thickness ranging from a depth of about 10kilometres; ulnder the sea to 65 kilometers under the continents. The crust is not one piece but consists of portions called ‘plates’ which vary in size from a few hundred to thousands of kilometers. The theory of plate tectonics’ holds that the plates ride up on the more mobile mantle, and are driven by some yet unconfirmed mechanisms, perhaps thermal convection currents. When these plates contact each other, stress arises in the crust. The stresses can be classified according to the type of movement along the plates’ boundaries:

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(a) Pulling away from each other,(b) pushing against one another and (c) sliding sideways relative to each other All these movements are associated with earthquakes. The area of stress at plate boundaries which release accumulated energy by slipping or rupturing are known as ‘faults’. The theory of ‘elasticity’ says that the crust is continuously stressed by the movement of the tectonic plates; it eventually reaches a point of maximum supportable staring. A rupture then occurs along the fault and the rock rebounds under its own elastic stresses until the strain is relived. The fault rupture generates vibration called seismic (from the Greek ‘ Seismos’ meaning shock or earthquake) waves, which radiated from the focus in all directions. Earthquakes can be of three types based on the focal depth: Deep: 300 to 700 kms from the earth surface Medium : 60 to 300 kms Shallow : Less than 60kms. The deep focus earthquakes are rarely destructive because by the time the waves reach the surface the impact reduces. Shallow focus earthquakes are more common and are extremely damaging because of their proximity to the surface. Tsunami The term Tsunami has been derived from a Japanese term Tsu meaning ‘harbour’ and nami meaning ‘waves’, Tsunamis are popularly called tidal waves but they actually have nothing to do with the tides. These waves which often affect distant shores, originate by rapid displacement of water from the lake or the sea either by seismic activity, landslides, volcanic eruptions or large meteoroid impacts. Whatever the cause may be sea water is displaced with a violent motion and swells up, ultimately surging over land with great destructive power. The effects of a tsunami can be unnoticeable or even destructive. Causes of Tsunami The geological movements that cause tsunamis are produced in three major ways. The most common of these are fault movements on the sea floor, accompanied by an earth-quake. They release huge

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amount of energy and have the capacity to cross oceans. The degree of movement depends on how fast the earthquake occurs and how much water is displaced. The second most common cause of the tsunami is a landslide either occurring under water or originating above the sea and then plunging into the water. The largest tsunami ever produced by a landslide was in Lituya Bagy, Alaska 1958. The massive rock slide produced a wave that reached a high water mark of 50 -150 meters above the shoreline. The third major cause of tsunami is volcanic activity. The flank of a volcano located near the shore or under water may be uplifted or depressed similar to the action of a fault, or, the volcano may actually explode, In 1883, the violent explosion of the famous volcano, Krakotoa in Indonesia, produced tsunami measuring 40meters which crushed upon Java and Sumatra. Over 36,000 people lost their lives in this tyrant waves. (Disaster Management Mukesh Kapoor) Conclusions and recommendations for action Sustainability is essentially about maintaining Earth’s ecological and other biophysical life-support systems. If these systems decline, human population wellbeing and health will be jeopardised. Technology can buy time, but nature’s bottom-line accounting cannot be evaded. We must live within Earth’s limits. The state of human population health is thus a central consideration in the transition towards sustainability. Climate change, like other human-induced large-scale environmental changes, poses risks to ecosystems, their life-support functions and, therefore, human health5 WHO, WMO and UNEP6 collaborate on issues related to climate change and health, addressing capacity building, information exchange and research promotion. International agreements on global environmental issues such as climate change should consider the principles of sustainable development proposed in Agenda 21 and the UNFCCC. These include the “precautionary principle”, the principle of “costs and responsibility” (the cost of pollution or environmental damage should be borne by those responsible), and “equity” – both within and between countries and over time (between generations).

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Adherence to these principles would help prevent future global environmental threats and reduce existing ones. With climate change already underway, there is need to assess vulnerabilities and identify intervention/adaptation options. Early planning for health can reduce future adverse health impacts. The optimal solution, however, lies with governments, society and individuals – and requires changes in behaviour, technologies and practices to enable a transition to sustainability. Recommendations Climate-related exposures The IPCC’s Third Assessment Report projected that, as we continue to change atmospheric composition, global average surface temperature will rise by 1.4 to 5.8ºC in this century, along with changes in precipitation and other climatic variables. Research needs include developing innovative approaches to analysing weather and climate in relation to human health; setting up long- term data sets to answer key questions; and improving understanding of how to incorporate outputs from Global Climate Models into human health studies. Reaching consensus on the science The science of climate change has achieved increasing consensus among scientists. There is increasing evidence that human health will be affected in many and diverse ways. Knowledge is still limited in many areas, for example on the contribution of short-term climate variability to disease incidence; on development of early warning systems for predicting disease outbreaks and extreme weather events; and on understanding how recurring extreme events may weaken adaptive capacity. Challenges for scientists Climate change poses some special challenges, including the complexity of causal process, the unavoidable uncertainties, and temporal displacement of anticipated impacts into the future. Some key research topics to address include identifying where first effects of climate change on human health will be apparent; improving estimates of climate change impacts; and better expressing the uncertainties associated with studies of climate change and health.

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Extreme climate events The IPCC’s7 Third Assessment Report projected changes in extreme climate events that include more hot days and heat waves; more intense precipitation events; increased risk of drought; increase in winds and tropical cyclones (over some areas); intensified droughts and floods with El Niño events; and increased variability in the Asian summer monsoon. Research gaps to be addressed include further modeling of relationships between extreme events and health impacts; improved understanding of factors affecting vulnerability to climate extremes; and assessment of the effectiveness of adaptation in different settings. Infectious diseases Infectious diseases, especially those transmitted via insect vectors or water, are sensitive to climatic conditions. Disease incidence data is needed to provide a baseline for epidemiological studies. The lack of precise knowledge of current disease incidence rates makes it difficult to comment about whether incidence is changing as a result of climatic conditions. Research teams should be international and interdisciplinary, including epidemiologists, climatologists and ecologists to assimilate the diversity of information from these respective fields. The burden of disease The stock of empirical evidence relating climatic trends to altered health outcomes remains sparse. This impedes estimating the range, timing and magnitude of likely future health impacts of global environmental changes. Even so, an initial attempt has been made, within the framework of the WHO Global Burden of Disease 2000 project. Analyzing only the better studied health outcomes, the climate change that occurred since the climate baseline period 1961- 1990 was estimated to have caused 150,000 deaths and 5.5 million DALYS in the year 2000 (5). Stratospheric ozone depletion, climate change and health Stratospheric ozone depletion is essentially a different process from climate change. However, greenhouse-warming is affected by many of the chemical and physical processes involved in the depletion of stratospheric ozone (6). Also, because of changes in

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climate (in addition to public information and education campaigns), patterns of individual and community sun exposure behaviour will change – duly affecting received doses of ultraviolet radiation. National assessments Several developed and developing countries have undertaken national assessments of the potential health impacts of climate change, including reference to vulnerable areas and populations. There is a need to standardize the health impact assessment procedures, and tools and methods are being developed. More accurate climate information at the local level, particularly on climate variability and extremes, is needed. Monitoring climate change impacts on human health Climate change is likely to affect diseases that are also influenced by other factors. Monitoring to assess climate-change impacts on health therefore requires data-gathering coupled with analytical methods able to quantify the climate-attributable portion of such diseases. Monitoring and surveillance systems in many countries currently cannot provide useful data on climate-sensitive diseases. Less developed countries should strengthen existing systems in order to meet current needs. Adapting to climate change Since climate change is already underway, we need adaptation policies to complement mitigation policies. Efficient implementation of adaptation strategies can significantly reduce adverse health impacts of climate change. Human populations vary in their susceptibility, depending on factors such as population density, economic development, local environmental conditions, pre- existing health status and health-care availability. Adaptation measures usually will have near-term as well as future benefits, by reducing the impacts of current climate variability. Adaptation measures can be integrated with other health strategies. Responses: From science to policy The magnitude and character of global climate change necessitates a community-wide understanding and response, guided by policies informed by good scientific advice. A successful policy- focused assessment of the potential health impacts of climate change

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should include: i) a multidisciplinary assessment team; ii) responses to questions asked by all stakeholders; iii) evaluation of risk management adaptation options; iv) identification and prioritisation of key research gaps; v) characterization of uncertainties and their implications for decision-making; and vi) tools that support decision- making processes. References 1. USGCRP (2014). Climate Change Impacts in the United States: The Third National Climate Assessment. [Melillo, Jerry M., Terese (T.C.) Richmond, and Gary W. Yohe, Eds.] U.S. Global Change Research Program. 2. IPCC (2013). Climate Change 2013: The Physical Science Basis. Contribution of Working Group I to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change [Stocker, T.F., D. Qin, G.-K. Plattner, M. Tignor, S.K. Allen, J. Boschung, A. Nauels, Y. Xia, V. Bex and P.M. Midgley (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA.

 3. The sixth Global Environment Outlook (GEO-6) assessment report will be issued in 2017. Keep an eye on our UNEP for Environment Group for updates. 4. Patz, J.A. et al. The potential health impacts of climate variability and change for the United States: executive summary of the report of the health sector of the U.S. National Assessment. Environ Health Perspect,108(4): 367-76 (2000). 5.World Health Organization. World Health Report, 2002. 6.WMO/UNEP. Scientific Assessment of Ozone Depletion, 2002. 7.IPCC. Climate Change 2001, Impacts, adaptation and vulnerability. Published for the Intergovernmental Panel on Climate Change. Cambridge: Cambridge University Press, 2001.

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THE FAMOUS WOMEN WHO LEAD SOCIAL MOVEMENTS IN MODERN INDIA

Velpuri Subha , M .A. B.Ed. Private Researcher

“A woman with a voice is, by definition, a strong woman” —Melinda Gates (American Microsoft leader)

Throughout history, there have been many women social reformers who have made significant contribution to the field. Indian women have always been an epitome of beauty, strength, and intelligence. Today, the success of Indian women across various walks of life has proven that they have earned this reputation very deservingly. If you look deeper you will realize that one of the major contributors to the Indian society have been the active participation of some very focused and dedicated women. The women activists have played a significant role in changing many social evils and have been a shining beacon of hope. Some of them have displayed exemplary devotion in their respective fields. Here aim giving the best examples of some deserved women who did a lot of contribution for the people . Many worked in the Indian freedom struggle , Jhansi Rani revolted against the British , Sarojini naidu worked in the field of social work and also in education, other also served in child remarriage work . India is a land of diversity. Home to a large population, its people speak many languages, follow different cultures and practice all the major religions of the world. It is the biggest democracy in the world. But it is also going through a lot of turmoil and problems. Major issues facing us include corruption, illiteracy, health and hygiene, poverty, women’s safety, infrastructure, environmental problems, etc. Many women have made major contributions to the Indian society to eradicate such problems. When we think of these social reformers, the names that come to our mind are of Swami Vivekananda, Raja Ram Mohan Roy, Jyotirao Phule, B.R. Ambedkar, etc. We ignored the women have also played , equally significant roles in bringing social changes and fighting against social evils. Here iam giving the stories of some of the women, who have done outstanding

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work in their respective fields, and have become an example for other women of the country. The greatness of women The status of women in India has been subject to many great changes over the past few millennia. With a decline in their status from the ancient to medieval times, to the promotion of equal rights by many reformers, their history has been eventful. In modern India, women have held high offices including that of the President, Prime Minister, Speaker of the Lok Sabha, Leader of the Opposition, Union Ministers, Chief Ministers and Governors. Women's rights under the Constitution of India mainly include equality, dignity, and freedom from discrimination; additionally, India has various statutes governing the rights of women. As of 2018, the President of India, the Speaker of the Lok Sabha and the Leader of the Opposition in the Lok Sabha (Lower House of the parliament) have been women. However, women in India continue to face numerous problems such as sexual assault and gender inequality. Women during the early Vedic period enjoyed equal status with men in all aspects of life. Works by ancient Indian grammarians such as Patanjali and Katyayana suggest that women were educated in the early Vedic period. Rig Vedic verses suggest that women married at a mature age and were probably free to select their own husbands in a practice called swayamvar or live-in relationship called Gandharva marriage. The Rig Veda and Upanishads mention several women sages and seers, notably Gargi Vachaknavi and Maitreyi ( 7th century BC). Originally, women were allowed to undergo initiation and study the Vedas. In the Dharmasutra of Harita, it is mentioned that: In Mahabharata, the story of Draupadi's marriage to five men is a case in point. This pointed to the fact that polygamy was matched with polyandry during the Vedic era. Women could select their husband in an assembly called 'swayamwar'. In this practice, the father of the woman would invite all the men and the woman would select one, and marry him while the court watched. This clearly showed how women's rights were taken seriously during the Vedic era. This practice was prevalent till the 10th century A.D. Also, in the Puranas, every God was shown inconsort of their wives Brahma with Saraswathi, Vishnu with Lakshmi and Shiva with Parvati). Idols

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of god and goddess were depicted with equal importance to both genders. Separate temples were setup for goddesses, and within each temple, goddesses were treated and worshipped with as much care and devotion as the gods were. There are also specific practices that endure to this day, in terms of preference of worship. The first female teacher in India Savitri bhai phule Savitri bhai phule was Born into a family of farmers in 1831, in Maharashtra, Savitri bai was married at the age of 9 to Jyotirao Phule, who was 12. In spite of all this, she later went on to become the first woman teacher in India of the first women’s school in India, which she opened along with her husband. She is considered to be a pioneer in modern Marathi poetry. Savitribai also set up a ‘care centre for widows’ and encouraged them to remarry. She even fought for the rights of untouchables. In 1852, she started the ‘Mahila Seva Mandal’ to help create awareness among women of their social status and rights. She is truly an example for the women of modern times. Aruna Roy fought againt the corruption Aruna Roy is best known for her efforts to fight corruption and promote government transparency. Her parents have had a major impact on her life; her father instilled a strong social conscience, while her mother taught her to be independent minded. After studying in Aurobindo Ashram in Pondicherry and Indraprastha College in Delhi, Aruna started teaching. But, she realized that teaching wasn’t her passion as she aimed to become a civil servant. She cleared the Indian Administrative Services (IAS) examination in 1967. Aruna is known as a prominent leader of the Mazdoor Kisan Shakti Sangathan (MKSS), a social and grassroots organization for the empowerment of workers and peasants. In 2005, she played a crucial role in establishing the Right to Information Act (RTI). Aruna Roy has received various awards for her service to the society, such as the Ramon Magsaysay Award for Community Leadership in 2000, Lal Bahadur Shastri National Award for Excellence in Public Administration, Academia and Management in 2010. In 2011, Aruna was named as one of the ‘100 most influential people across the world’ by the Time Magazine. Kiran Bedi the first female I.P.S.officer in India Kiran Bedi was born and bred in the holy city of Amritsar, Punjab. She is a social activist and the first woman IPS officer in the

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country. She has not only served her department with full conviction, but has also made whole-hearted contribution to many social causes. A former tennis player, the multi-talented social activist from Amritsar is credited for bringing down the number of crimes against women in West Delhi during her service. She introduced several reforms at Tihar Jail, which gained worldwide acclaim and won her the Ramon Magsaysay Award in 1994. In 2003, Kiran became the first Indian woman to be appointed as a Police Advisor to the Secretary-General of the United Nations in the Department of Peace Keeping Operations. She resigned in 2007 to focus on social activism and writing. She has written several books, and runs the India Vision Foundation. Arundhati Roy , The political activist. Arundhati Roy is an author, actress, and political activist. She was best known for the award-winning novel’ The God of Small Things’ (1997) and for her involvement in environmental and human rights causes. Arundhati’s father was a Bengali tea planter, and her mother was a Christian of Syrian descent who challenged India’s inheritance laws by successfully suing for the right of Christian women to receive an equal share of their fathers’ estates. Though trained as an architect, Arundhati had little interest in design; she dreamed instead of a writing career. She has campaigned along with activist Medha Patkar against the Narmada dam project, stating that the dam will displace half a million people, with little or no compensation, and will not provide the projected irrigation, drinking water and other benefits. In recognition of her outspoken advocacy of human rights, Arundhati was awarded the Lannan Cultural Freedom Award in 2002, the Sydney Peace Prize in 2004, and the Sahitya Akademi Award from the Indian Academy of Letters in 2006. The Iron lady of Manipur Irom Sharmila popularly known as the “Iron Lady of Manipur” is the most recognizable face of the conflict-ridden state in the North East. In spite of not clearing her class XII, she has become an “icon of public resistance” in her state. On Irom Sharmila , her father has had a great influence in her life. On November 2, 2000, she began a hunger strike after the “Malom Massacre” where 10 people were killed, which had a major impact on her life . Having refused food and water for more than 500 weeks, she has been recognized as “the world’s longest hunger

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striker”. On International Women’s Day, 2014 she was voted as the top woman icon of India by MSN Poll. Though Sharmila has refused both water and food, the government continues to force feed her. Every year, she is arrested on charges of attempt to suicide. It has been 16 years since she started her movement, but her resolve hasn’t broken yet. She states that she will only eat when the Indian government will repeal the Armed Forces (Special Powers) Act in the seven states of Eastern India. On 26 July 2016, Irom Sharmila, who had been on a hunger strike since 2000, announced that she would end her fast on 9 August 2016. She also announced that she would contest state elections in Manipur. The objective of her fast and entering politics is to fight for the removal of AFSPA. she has asserted that she will join politics and her fight will continue. Sharmila was awarded the 2007 Gwangju Prize for Human Rights, which is given to "an outstanding person or group, active in the promotion and advocacy of Peace, Democracy and Human Rights". She shared the award with Lenin Raghuvanshi of People's Vigilance Committee on Human Rights. In 2009, she was awarded the first Mayillama Award of the Mayilamma Foundation for achievement of her nonviolent struggle in Manipur . In 2010, she won a lifetime achievement award from the Asian Human Rights Commission Later that year, she won the Rabindranath Tagore Peace Prize of the Indian Institute of Planning and Management, which came with a cash award of 5,100,000 rupees and the Sarva Gunah Sampannah Award for Peace and Harmony, from the Signature Training Centre. In 2013 Amnesty International declared her a Prisoner of conscience, and said she is being held solely for a peaceful expression of her beliefs. The influence made by Irom Sharmila is often considered as powerful as the influences by personalities in the past and present. Manasi Pradhan the poet for women Manasi Pradhan is an author and poet who received the Rani Lakshmibai Stree Shakti Puraskar in 2013 for her work in fighting for women rights. Born to a poor family in the state of Odisha, she travelled 15 km daily to the only school in the entire region. She was the first woman from her village to earn a law degree. She has won many accolades including the ‘Outstanding Women Award’ in 2011 from the United Nation’s UN Women and National Commission for

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Women. She is the founder of Nirbhaya Vahini and OYSS Women and head the Honour for Women National Campaign, a nationwide movement to end violence against women in India. She is also serving on the panel of Central Board of Film Certification (Censor Board) for India. She is a member of the International Governing Council of World Women Organization (WWO) and Inquiry Committee of the National Commission for Women. Pramila Nesargi, the women rights activist Pramila is an Indian lawyer and a well-known women’s rights activist. Her parents have had a major impact on her. Her mother was a freedom fighter and her father was a self-made man. She obtained a law degree at an early age and started practicing law. She is known as a maverick lawyer who fights against sensitive issues such as child labor, house and control, sexual violence at work, domestic violence and prisoner’s plight. She has also contributed in organizing various unincorporated sectors. She has been a member of the dictionary committee for English-Kannada translation. She is the first woman to be elected in the past 50 years to the Karnataka Bar Council as Chairman of Bar Association. Pramila has represented a sweep of cases from high profile to controversial cases for which she has often faced severe criticism. Amala Akkineni, the savior of Dogs. Amala Akkineni is the former film actress, Bharatanatyam dancer, animal welfare activist, and a mentor to budding film students. Amala was born to an Irish Mother and a Bengali father. Very early in life, she understood the importance of being self-governing and cultured. Her father, an ardent follower of Mahatma Gandhi, taught her to be self-sufficient and fiercely independent. The unconventional upbringing by both her parents has had a great impact on her life. She is also a strong promoter of vegetarianism and is the Co-founder of The Blue Cross of Hyderabad, an NGO in Hyderabad, which works towards the welfare of animals and preservation of animal rights in India. In 1992, she married Nagarjuna Akkineni, who is a Telugu superstar. She has long since walked away from the glitter of movie stardom and entered the hapless world of Hyderabad’s sick, beaten and homeless stray animals hoping to make a difference in their lives.

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Laxmi Agarwal is an Indian campaigner against acid raids Lakshmi Agarwal is working with ‘Stop Acid Attacks’ and a TV host. She is an acid attack survivor and speaks for the rights of acid attack victims. She was attacked in 2005, at age 15, by a 32-year-old man whose advances she had rejected. Her story, among others, was told in a series on acid attack victims by Hindustan Times. She has also advocated against acid attacks through gathering 27,000 signatures for a petition to curb acid sales, and taking that cause to the Indian Supreme Court. Her petition led the Supreme Court to order the central and state governments to regulate the sale of acid, and the Parliament to make prosecutions of acid attacks easier to pursue. She is the director of Chhanv Foundation, a NGO dedicated to help the survivors of acid attacks in India. Laxmi received a 2014 International Women of Courage award by US First Lady Michelle Obama. She was also chosen as the NDTV Indian of the Year. She is also the face of Viva and Diva, promoting all girls to reflect on their inner beauty rather than exterior appearance. Shaheen Mistri , The educationist Shaheen Mistri is the CEO of Teach for India, and the Founder of Akanksha Founder. She has earned global recognition for her dedication and commitment to the fight for educational equity. Born in Mumbai to a Parsi family, she had an international upbringing. However, she soon realized that children living in the Mumbai’s city slums lacked access to quality education and were deprived of the skills necessary to compete in India’s formal, competitive job market. She founded the first Akanksha Centre in 1989, a non-profit education project that provides after-school tutoring to children from low-income communities. As the recognition of Akanksha’s work grew, Shaheen saw an opportunity to expand her reach even further and work for more transformative changes she launched Teach For India in 2008. Since then, the organisation has recruited, trained, and placed nearly 1,700 Fellows in schools across seven cities. Shaheen is an Ashoka Fellow (2001), a Global Leader for Tomorrow at the World Economic Forum (2002), and an Asia Society 21 Leader (2006). She also serves on the boards of Ummeed. Shaheen has a Master’s Degree in Education from the University of Manchester, England.

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There are several others who have helped bring about a change to the Indian society. We salute all these Indian women; however, the struggle is still on. As Alice Walker once said, “The most common way people give up their power is by thinking they don’t have any”. Each and every citizen should consider it as their moral duty and obligation to help shape a better future for India. Medha Patkar The social reformer Medha Patkar is a turned politician. She was born in Mumbai, to Indumati and Vasant Khanolkar, a freedom fighter and labor union leader, a keen interest in public service at a very early age. Being a daughter of a trade union leader, she started understanding the problems faced by the underprivileged and felt the need to serve them. Her father took active part in the Indian Independence Movement, while her mother was member of Swadar, an organisation formed to assist and support women who are financially weak, and helped them in getting educated. Patkar is an M.A. in Social Work from Tata Institute of Social Science. She left her position from the faculty as well as her unfinished Ph.D when she became completely involved in the tribal and peasant communities in Maharashtra, Madhya Pradesh, and Gujarat. She is best recognized as the founding member of the famous Narmada Bachao Andolan – a movement to save the rivers and people of Gujarat. As a candidate of ‘Aam Aadmi Party’ in 2014, she received 8.9 percent of votes. She resigned from Aam Aadmi Party’s primary member on March 28, 2015. In 1989, Medha Patkar concocted the Narmada Bachao Andolan on behalf of the farmers and tribal people to prevent the Sardar Sarovar Dam from being erected on the Narmada river. She has been firm on the issue and till date ensures that tribal agitations , be it for their own rights or for protecting the environment , get her full support. In the Tata-Singur case, Medha Patkar played a pivotal role in curbing Tata’s intention of laying down a Nano plant, which would have rendered a number of farmers without land and hence without any means of income. Medha Patkar’s work has been lauded and she has won several awards such as the Right Livelihood Award in 1991, M A Thomas National Human Rights Award from Vigil India Movement in 1999, Deena Nath Mangeshkar Award, Mahatma Phule Award, the Green

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Ribbon Award for Best International Political Campainger by BBC and the Human Rights Defender’s Award from Amnesty International. For believing in and fighting for the causes of the underprivileged, For her never-say-die spirit towards environmental issues we are love her great spirit . She questioned the Casteism, Communalism and all kinds of discrimination. She has been a part of numerous teams and panels that work on initiating and formulating various national policies and enactments including those related to land acquisition, unorganized sector . Mandakini Amte ,The Social worker Mandakini Amte is popularly known as Manda Amte is a medical doctor and social worker from Maharashtra, India. She along with her husband, Dr. Prakash Amte were awarded the Magsaysay Award for Community Leadership in 2008 for their philanthropic work in the form of the Lok Biradari Prakalp amongst the Madia Gonds in Gadchiroli district of Maharashtra and the neighbouring states of Andhra Pradesh and Madhya Pradesh. She is the daughter-in- law of Baba Amte. Mandakini Amte was born as Mandakini Deshpande in a family with staunch VHP background. Her father was a hard-core RSS man. She had completed her MBBS from Nagpur & later decided to do her post-graduation in Anesthesia. Prakash, her future husband, was a surgeon and that’s how they met. They worked together in the same operation theatre. Their values matched and they gelled well. Her father was dead opposed to her marriage with Dr. Prakash Amte as he feared that it meant, she would have to live among lepers, which was a taboo then. Baba Amte called her over to Anandwan and asked if she was ready to live with Dr. Prakash in a jungle for the rest of her life. When she assured Baba Amte, consent to marriage was given and they got married. The Principality of Monaco brought out a postage stamp in honour of the life and work of Dr. Prakash and Dr. Mandakini in 1995 - just as they had done for Dr.Albert Schweitzer in 1955. This was only the second time that the Kingdom of Monaco brought out a stamp to honour a foreigner for their humanitarian work. A French couple, Mr. Guy and Dr. Greet Barthelemy, who had worked with Dr. Schweitzer in the early fifties, visited the project in

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1992. They were moved to see the similarity of conditions at Hemalkasa and those in Africa where Dr. Schweitzer worked. And when he received the Nobel Prize in 1954, Prince Rainier III of Monaco released a postal stamp in his appreciation. This French couple went back and appealed to the Prince of Monaco to publish a postal stamp to honour Amtes, and published the stamp in their name in 1995. Anita Reddy is an Indian social worker Anita Reddy is a social worker from Karnataka and the founder of Association for Voluntary Action and Services (AVAS), known for her services for the rehabilitation and upliftment of the slum dwellers in Karnataka and Andhra Pradesh . She is the managing trustee of DWARAKA and DRIK foundations, working for children's education and women's livelihoods. The Government of India honored Anita Reddy in 2011, with the fourth highest civilian award of Padma Shri. Anita Reddy was born in Chennai, in the South Indian state of Tamil Nadu in a wealthy family to Ranjini Reddy and Dwaraknath Reddy, an industrialist and philanthropist. Her schooling was at the Rishi Valley School in Andhra Pradesh and college in WCC, after which she went to California, USA. Later she got married to her childhood friend, Pratap Reddy, the son of the first Chief Minister of Karnataka, K. Chengalaraya Reddy. Her social career started in late seventies when she started working with slum dwelling people. Soon, she founded the Association for Voluntary Action and Services (AVAS) in 1980. Her first initiative was to contribute to the living conditions in the slums by remodeling the housing facilities. Reddy's activities gathered momentum when her father founded the Dwarakanath Reddy Ramanarpanam Trust (DRRT) in 1996, bestowed his wealth to the trust and asked Anita Reddy to manage it. With added resources, Reddy worked for the empowerment of the poor people and establishment of better facilities in the slums. Another achievement credited to Reddy is the formation of the Development of Weavers and Rural Artisans in Kalamkari Art , a society for the artisans. The society aims to revive the dying art form of Kalamkari and provide the artisans a base for storing and marketing their products. The next project Reddy plans for is the setting up of a leadership development institute, under the Dwarakanath Reddy Institutes for Knowledge (DRIK), for which she has set up a 40-acre

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piece of land at Chikballapur called the DRIK VIVEKA campus. The institute promotes theatre, music, sports, art and craft and Gandhian studies, for the poor under the cultural empowerment network called DRIK-Jeevanotsava. Anita Reddy represented the Government of India at the Habitat II, the United Nations Human Settlements Conference in Istanbul, Turkey held from 3 to 14 June 1996 and the UN Conference held in Kenya as a part of the Year Of The Shelterless. She sat on the Housing Task Force set up by the Government of Karnataka for submitting a report on the housing for the urban poor and was a member of the Karnataka Slum Clearance Board. She also holds the positions of the Managing Trustee of the Ranjini Dwaraknath Reddy Trust (RDRT) and the trustee of the Karnataka chapter of Sarvodaya. Reddy also promotes Jeevanotsav, a cultural platform and the K. C. Reddy Swim Centre in Bengaluru which has produced national level swimmers such as Nisha Millet and Meghana Narayanan, She serves as the Organizing Secretary of Women’s Voice and as the secretary of the State Level Slum Dwellers Federation . She also organizes School based campaigns and dialogues. Jyoti Dhawale, the H.I.V. Activist . Jyothi Dhawale is a known mononymously as Jo is HIV Activist, dedicated for the betterment of People Living with HIV/AIDS (PLWHA) across India and the world. yoti was born in 1976 at Namkum Military Hospital , Ranchi, Jharkhand. Her father Late Retired Group Captain J. N. Dhawale was an officer in the Indian Air Force and her Christian mother a homemaker. Dhawale grew up and was schooled in various parts of India. She finished her secondary schooling from National Institute of Open Schooling, New Delhi. Dhawale is a staunch supporter of the rights and equality of PLWHA, LGBT community and supports LGBT movement in India. She has been involved in various activities concerning human rights, human trafficking, sex workers and women and child health, since 2007. Through the medium of the internet and personal meetings, she has counselled and guided many HIV (infected/affected) and suicide related cases. She has supported Bapuji Center for AIDS Research & Education, (B'CARE) since 2012 as a Regional Co-Ordinator for its

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Hyderabad-Mumbai AIDS Ride 2014. She is also a motivational speaker at Deep Griha Society based in Pune. Dhawale uses Facebook as a medium to promote awareness and education of People Living With HIV/AIDS (PLWHA) and is connected with other international activists as well as PLWHA survivors. A photography workshop and short documentary film showcased by Through Positive Eyes in collaboration with Heroes Project held in Mumbai in December 2012 featured her and 13 other HIV positive people propelled her to recognition. She grew her wings under the guidance of Roy Wadia, brother of Riyad Vinci Wadia who worked for World Health Organization. An interview with Dhawale was published in the Times of India stating an example of successful and satisfied life of a mixed-status couple. She regularly inspires, motivates and encourages people living with HIV to live a healthy lifestyle. Her interview articles have been published in various sites. Dhawale's responsibility as The Stigma Project Ambassador enables her to create and spread awareness, art, provocation and education in wide scale. In her documentary video about Life After HIV, for Through Positive Eyes, she speaks in brief about her journey. The project was co-directed by London-based South African photographer and AIDS activist Gideon Mendel. Dhawale currently resides in Powai, Mumbai. She is fluent in English, Hindi and basic Marathi, her mother tongue. She started her HIV Activism in 2011. She states Mother Teresa and Princess Diana as her role models. Mother Teresa inspires her to love unconditionally and Princess Diana who inspires her to give selflessly. Upon her death, she want her epitaph that read " Here lies a woman who lived life in such a way that she didn't die in vain"! References

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5. Joshi, Rama; Liddle, Joanna (1986). Daughters of independence: gender, caste, and class in India. 6. Joshi, Rama; Liddle, Joanna (October 2006). "Gender and colonialism: Women's organisation under the Raj" (PDF). Women's Studies International Forum. 7. Madhu Kishwar, In Search of Answers: Indian Women's Voices . 8. Madhu Kishwar, Women Bhakta Poets : Manushi (Manushi Publications, 1989). 9. Majumdar, R. C. (2014). Great women of India. Kolkata : 2014. Editors : Swami Madhavananda, Ramesh Chandra Majumdar. 10. Kumar, Radha (2003). The history of doing: an illustrated account of movements for women's rights and feminism in India 1800-1990. New Delhi: Zubaan, an Associate of Kali for Women. 11. Prema, A. (February 2012). "Women status in India". Indian Streams Research Journal. 2 (1): 1–4. man, Sita Anantha (2009). Women in India: A Social and Cultural History (2 vol.). 12. Sangari, Kumkum; Vaid, Sudesh, eds. (1990), Recasting Women: Essays in Indian Colonial History, Rutgers University Press. 13. Sarkar, Sumit; Sarkar, Tanika (2008). Sarkar, Sumit; Sarkar, Tanika, eds. Women and Social Reform in Modern India.