Volume 7, Issue 1(3), January2018 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. Fidel Gutierrez Vivanco Vice Chancellor Founder and President Indira Gandhi Institute of Development Escuela Virtual de Asesoría Filosófica Research Lima Peru Mumbai Prof. Igor Kondrashin Prof.Y.C. Simhadri The Member of The Russian Philosophical Vice Chancellor, Patna University Society Former Director The Russian Humanist Society and Expert of Institute of Constitutional and Parliamentary The UNESCO, Moscow, Russia Studies, New Delhi & Formerly Vice Chancellor of Dr. Zoran Vujisiæ Benaras Hindu University, Andhra University Rector Nagarjuna University, Patna University St. Gregory Nazianzen Orthodox Institute
Universidad Rural de Guatemala, GT, U.S.A Prof. (Dr.) Sohan Raj Tater
Former Vice Chancellor Singhania University, Rajasthan Prof.U.Shameem Department of Zoology Andhra University Visakhapatnam Prof.K.Sreerama Murty Department of Economics Dr. N.V.S.Suryanarayana Andhra University - Visakhapatnam Dept. of Education, A.U. Campus Vizianagaram Dr.V.Venkateswarlu Assistant Professor Dr. Kameswara Sharma YVR Dept. of Sociology & Social Work Asst. Professor Acharya Nagarjuna University, Guntur Dept. of Zoology Sri. Venkateswara College, Delhi University, Prof. P.D.Satya Paul Delhi Department of Anthropology Andhra University – Visakhapatnam I Ketut Donder Depasar State Institute of Hindu Dharma Prof. Josef HÖCHTL Indonesia Department of Political Economy University of Vienna, Vienna & Prof. Roger Wiemers Ex. Member of the Austrian Parliament Professor of Education Austria Lipscomb University, Nashville, USA
Prof. Alexander Chumakov Dr. N.S. Dhanam Chair of Philosophy Department of Philosophy Russian Philosophical Society Andhra University Moscow, Russia Visakhapatnam Dr.B.S.N.Murthy Department of Mechanical Engineering GITAM University Dean of Faculty of Teacher Education Visakhapatnam University of Education, VNU, Hanoi
Dr.S.V Lakshmana Rao Prof. Chanakya Kumar Coordinator Department of Computer Science A.P State Resource Center University of Pune,Pune Visakhapatnam Prof. Djordje Branko Vukelic Dr.S.Kannan Department for Production Engineering Department of History University of Novi Sad, Serbia Annamalai University Annamalai Nagar, Chidambaram Prof.Shobha V Huilgol Department of Pharmacology Dr. B. Venkataswamy Off- Al- Ameen Medical College, Bijapur H.O.D., & Associate Professor Dept. of Telugu, P.A.S. College Prof.Joseph R.Jayakar Pedanandipadu, Guntur, India Department of English Dr.E. Ashok Kumar GITAM University Department of Education Hyderabad North- Eastern Hill University, Shillong Prof.Francesco Massoni Dr.K.Chaitanya Department of Public Health Sciences Department of Chemistry University of Sapienza, Rome Nanjing University of Science and Technology Prof.Mehsin Jabel Atteya People’s Republic of China Al-Mustansiriyah University College of Education Dr.Merina Islam Department of Mathematics, Iraq Department of Philosophy Cachar College, Assam Prof. Ronato Sabalza Ballado Dr. Bipasha Sinha Department of Mathematics S. S. Jalan Girls’ College University of Eastern Philippines,Philippines University of Calcutta,Calcutta Dr.Senthur Velmurugan .V Prof. N Kanakaratnam Librarian Dept. of History, Archaeology & Culture Kalasalingam University Dravidian University, Kuppam Krishnankovil Tamilnadu Andhra Pradesh
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 Prof. R. Siva Prasadh Campus, Kakinada Institute of Advanced Studies in Education Andhra University, Visakhapatnam Dr.Ton Quang Cuong ® © 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 1(3) January2018
S. Pg.
No No 1. Practical Vedantic Exposition of Sankhya 1 Radharani.P and Purnima J Prakash
2. Exploring the Role of Supervisor Assistance on 17 Employees’ Attitudes: A Cross Sectional Study Poonam Sharma
3. Policies and Programmes for Empowerment of 28 Women B.Mukunda Naidu
4. A Study on Capital Market Trend Trading with 49 Moving Average Analysis with Special Referance to BSE Sensex G.Yasmin and D. Sasikumar
5. The Significance of Perceived Fairness About 60 Appraisal Process: In Ethiopian Revenue and Custom Authority (ERCA) Wako Geda Obse and T.Subbaraidu 6. 77
7. 83
8. Role of Museums in Promoting Cultural Tourism 86 Danish Mahmood
9. Additive Manufacturing - It's Significance in 98 Improving Resource Efficiency and Sustainability Goparaju Atul
10. A Socio - Cultural View of the Banabhatta’s Works 112 Aditya Kumar Singireddy 11. 121
12. Girls’ & Boys’ Participation Rate in School 128 Education - A Case Study in Andhra Pradesh; India P. Gopal Naik
13. A Critical Study on the Short Span of the Special 147 Village Panchayats in Tamilnadu 2004-2006 C. Priya Lakshmi
14. A Woman’s Quest for Refugee: Shashi 157 Deshpandey’s Strangers to Ourselves Y.Jayasudha
15. Methodological Issues in Making Genealogies in a 170 Commune: Insights on Siddasamajam in Kerala B.Bindu
16. Knowledge Management – An Effective Way of 177 Managing Intellectual Human Capital Bisrat Alebachew, Sulaiman Abdela and U.Kanaka Rao
17. Piracy in Film and Music Industry: Legislations in 198 Developing India Deepthi Rodda
18. Contemporary Indian Women and Society by 208 Amulya Malladi’s “Song of the Cuckoo Bird”: An Analysis K. Sreenivasulu
19. A Study of Policies Adopted by the Indian 218 Government in Government in Educating for Improving the Literacy Rate Prem Narayan 20. 236
21. Dr S. Radhakrishnan’s Conception of The Religion 243 of The Spirit G.Venugopal and L.Uday Kumar
22. A Study on Information and Communication 250 Technology Awareness among B.Ed. Students Neelima Mandava 23. A Study of Academic Achievement of High School 257 Students in Relation to their Parental Encouragement Jampavenkata Rama Chandra Rao 24. A Study on Environmental Values of Teacher 265 Trainees Pakala Naga Suresh Kumar and T. Swaruapa Rani 25. Yoga Treatment for Diabetes 276 Srinivasa Sarma Yedavalli 26. A Study on Working Conditions of B.Edteacher 284 Educators Ln. Ramesh Bhavisetti 27. The Morphological Paradigm of A Pronominal 293 Agreement System in Kolami Language M. Rajakrishna 28. A Female Gender Study of The Dark Room Navel 303 by R. K. Narayan P. Sujatha 29. Morphological Comparison of Gondi and Koya Post 310 Positions
Suryanarayana Kalthi 30. An Overview on The Impact of Data Mining in 320 Library Science T. Ramachandra Naidu
ISSN : 2277 – 7881 Dr. K. VICTOR BABU Impact Factor :5.818 (2017) 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
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VOLUME 7, ISSUE 1(3), JANUARY 2018
PRACTICAL VEDANTIC EXPOSITION OF SANKHYA
Dr.Radharani.P Miss. Purnima J Prakash Assistant Professor Assistant Professor of Philosophy Department of Philosophy Government College for Women University College, Thiruvananthapuram Thiruvananthapuram
Abstract
The philosophy of Vedanta always held a profound place in the realm of Indian philosophy. The Upanisads are considered as ‘Vedanta’, the concluding portion of Vedas or the ‘Siddhanta’ of Vedas. In Contemporary Indian Philosophy, the thinkers laid the foundation of their thought on the philosophy of Vedanta and elucidated it in the form of Neo-Vedanta. The practical aspect of the Vedantic thought was highlighted and presented as Practical Vedanta, of which the main advocate was Vivekananda. He commences the thoughts on Vedanta philosophy based on the philosophy of the ancient school of Sankhya. The Paper ‘Practical Vedantic Exposition of Sankhya’ is an endeavor to expound the philosophy of Sankhya in its available version as different from its Practical Vedantic exposition by Vivekananda in order to find out the nature of progress in philosophy. The Practical Vedantic version seems to overcome the inconsistencies found in the former philosophy and gives a complete explanation of it, on rational and scientific grounds, for the benefit of the whole humanity, leading to a philosophy of Oneness.
Key Terms: Vedānta, Practical Vedānta, Sāṅkhya, Ākasha, Prāna, Mahat, Indriya,
Manas, Buddhi, Purusha, Avyakta, Prakriti, Vivartavāda, Dēśa, Kāla, Nimittā, Nāma,
Rūpa, Anirvachanīya, Māya, Jīvanmukti, Sat, Chit, Ānandas
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1. INTRODUCTION
The philosophy of India essentially revolves around the thoughts of the magnum opus literature of Vedas. The Vedic literature is basically classified as the Samhitas or Mantras, to be studied in student-life of a scholar or Brahmacharya; the Brahmanas or the ritualistic portion of Vedas, to be performed in life of a house-holder or Garhastya; the Aranyakas or forest-treatises to be practiced in Vanaprasta, the life of a forest-dweller; and finally, the Upanishads, the pure intrinsic philosophy to be meditated upon in Sanyasa, the life of a renunciant (Dasgupta, 15). Thus, Indian philosophy does not spring from the abstract speculations of human mind, but from the innate tendency to realize one’s own self.
The first three of the classifications are generally termed as the Karma-Kanda, the work- portion of Vedas and the last, the Upanishads as the Jnana-Kanda, the pristine knowledge part of Vedas. The Upanishads also became renowned as ‘Vedanta’,the concluding portion of Vedas or the ‘Siddhanta’ of Vedas(Deussen,1). Later, the term ‘Shruti’ implying ‘that which is directly heard’ came to signify the Upanisadic philosophy, though in the earlier stages indicated the whole of Vedic literature (Vivekananda, 357). The thoughts of Upanishads armoured in the enigmatic language paved way to various interpretations, leading to different schools of thought, all assuming under the generic name, ‘Vedanta’ signifying, as the interpretations of the Upanisads. These scholars started interpreting Upanisads along with other scriptures such as Vedantasutras or Brahmasutras, which is an extension of the exposition of the Upanisads itself, as well as Bhagavat Gita based on their understanding, each claiming to be true to the original, emerging in accordance to the needs of the times. Among the four major Vedanta philosophers, Sankara remains all by himself because of his specific notion of ‘Brahma Satyam Jaganmithya’and that jiva is nothing but Brahman, limited by
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qualities. Ramanuja, Madhva and Vallabha form a different group as they accepted the reality be it Sankara’s absract Nirguna Brahman or the Saguna God of others, is imperceptible because of subtlety. In Contemporary Indian Philosophy, the thinkers laid the foundation of their thought on the philosophy of Vedanta and elucidated it in the form of Neo- Vedanta. The practical aspect of the Vedantic thought was highlighted and presented as Practical Vedanta.
2. PRACTICAL VEDANTA
In the realm of Contemporary Indian Philosophy, Vivekananda is the chief exponent of Practical Vedanta. He tried to show Vedanta in its real nature - the intelligent, concrete, scientific and practical form suited to the needs of the modern man. The thoughts of Practical Vedanta are highly spiritualistic and humanistic. It aims at development and welfare of the humanity in its entirety. Practical Vedanta is very rational and at the same time based on experience. It gives no room to entertain dogmas, prejudices or bias of any sorts. It tries to seek explanations in terms of the highest generalizations. Vivekananda commences the thoughts on Vedanta philosophy based on the ancient school of Sankhya. The explanation given by Vivekananda is a little different though more complete than the available treatise on Sankhya. So in order to understand Vivekananda’s Practical Vedantic exposition on Sankhian philosophy, one has to first familiarize with the available version of the philosophy of Sankhya. Vivekananda’s Practical Vedantic exposition on Sankhian philosophy may approach the subject in different way, but each of them, the Sankhian version and Practical Vedantic version is equally invaluable and has to be treated individually.
3.SANKHIAN-VERSION Sankhya is considered as one of the ancient systems of Indian philosophy. The Sankhya being an orthodox system naturally accepts
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the authority of Vedas. In the matter of Upanisads, “it seems highly probable that the Sankhya in the beginning was based on Upanisads and had accepted the theistic Absolute, but later on… it rejected theistic monism”( Sharma, 149). The Sankhya way of thought was present in almost all the literature of ancient India. Such as Srutis, Smrtis and Puranas The philosophy of Sankhya is explained in terms of the dualistic conception of Prakriti and Purusha. The work of Sankhya –sutra by Kapila who is traditionally conceived as the founder of the system is unfortunately considered to be lost. The system is sometimes known as the atheistic sankhya as distinguished from the yoga which is called the theistic Sankhya. The reason for this is that Kapila was not ready to admit the existence of God, but this is a controversial point. “The Vedantic teaching of absolutism with which the original Sankhya was associated, asserts itself implicitly in Ishvarakrshna.”(Sharma, 150). Sankhya speaks of evolution and involution which is regarded as responsible for the manifestation and dissolution of the universe respectively. It is said that the Prakriti, the dynamic but unconscious principle is held in the state of equilibrium where the three gunas known as Sattva, Rajas and Tamas, resides. The contact of the inactive but conscious principle of Purusha is considered to cause disturbance to this equilibrium and set motion to evolution or involution in a cyclic order. But here the Sankhya put itself into an awkward position by maintaining that two diametrically opposite entities comes to contact with each other. Sankhya seeing this tries to overcome the difficulty by saying that there is not a case of actual contact between the two but only one is near the other and causes unbalance of equilibrium. Then this explanation cites another problem that if Purusha being inactive becomes of naturally stationary character will occupy a position always near Prakriti, and then there would only be the possibility of evolution and no involution. To avoid that Sankhya says that there is no
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possibility of real contact but Purusha is actually reflected in buddhi. But then the problem is that the buddhi is considered as the byproduct of Prakriti, produced only after evolution and the Purusha reflecting on it before evolution is absurd. To get away from this absurdity Sankhya again changes its position and asserts that the Purusha is reflected in none other than Prakriti . “Thus we see that in order to defend the initial blunder of regarding Purusha and Prakriti as absolute and separate entities, Sankhya commits blunders after blunders.”(Sharma, 159)So the conception of Prakriti and Purusha as separate identities leads to so many inconsistencies in Sankhian philosophy which seems to be explained away by Vivekananda in his exposition of Sankhya.
4. PRACTICAL - VEDANTIC VERSION
Vivekananda begins his explanation by pointing out the significance of the philosophy of Vedanta. He acknowledges that the philosophy of India has been essentially influenced by the thoughts of Vedas. The Vedantic philosophy of Upanisads which is the intrinsic philosophy of the knowledge of Vedic thought seems to practically lay the foundation of all orthodox systems in accordance to Vivekananda. He claims that even the heterodox schools such as Buddhism and Jainism will quote from the passages of Vedanta texts provided it suits their purpose (Vivekananda, 358). He explains that the system of Vedanta propounded by Vyasa functioned as a direct exposition of Vedas in comparison to other systems of thought and it aims to bring out much comprehensive outlook by incorporating the schools of thought such as Sankhya and Nyaya with the aphorisms of Vedanta. To Vivekananda, these sutras of Vyasa become the foundation of the Vedantic thought in India.
Vivekananda says that the psychology adopted by the Vedantic system thus formed, is that of Sankhya. Accordingly there are three points on which the different schools of Vedanta are in agreement. That
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is, one in the existence of the Absolute Reality, other in the fundamental element of Truth in Vedas and finally, the aspect of the cycles in the Universe. The conception of the cycles in the Universe is explained by Vivekananda as follows. The material elements found in the universe as the matter is conceived as derived from one primal matter known as the Akasha. All the force of the world, such as gravitation or that of attraction or repulsion or even that of life is from one primal force called as Prana. It is said that it is due to the effect of Prana on Akasha that the manifestation or the projection of the universe, as one knows, is made possible. Initially, at the beginning of a cycle, Akasha is regarded to be in an unmanifested motionless state. Then, the primal force, Prana acts upon Akasha in a more and more effective manner, forcing out grosser and even grosser forms from the Akasha such as plants, animals, men, stars and many more. It is held that, followed by an incalculable amount of time, this kind of evolutionary cycle ceases to be and then, the cycle of involution commences.
When the cycle of involution commences, everything resolves back into its original state through finer and more finer forms, till it reaches back to the initial state of Akasha and that of Prana. Then, it is followed by an advent of a new cycle and the whole scenario repeats itself again. There is a conception which lies beyond the realm of both Akasha and Prana known as the Mahat or the Cosmic Mind. It is viewed that the Akasha and Prana can be both resolved into Mahat. The Akasha and Prana are not considered to be the creation of the Cosmic Mind, but it is the Cosmic Mind that changes itself into them.
Vivekananda explains the generally accepted Sankhian view that in perception, say, take the case of vision, there is first the instruments of vision, that is, the eyes. The organ of vision or the Indriya, the optic nerves and the respective centres is said to function behind the external instruments of vision, the eyes. If Indriya does not
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function properly, sight is not made possible. Still, much more is needed for the proper perception according to Sankhya. The mind or Manas should come in contact with the organ and the sensation of vision must reach to the intellect or Buddhi which is considered as the decisive state of the mind and can carry out determinations and reactions. When the Buddhi generates the aspects of reaction, simultaneously it projects the external world and egoism. Then comes out the will, but still something more is needed for completion. Vivekananda says, “Just as every picture, being composed of successive impulses of light, must be united on something stationary to form a whole, so all the ideas in the mind must be gathered and projected on something that is stationary – relatively to the body and mind – that is, on what is called the Soul or Purusha or Atman.” (Vivekananda, 361)
Vivekananda explains that in Sankhian philosophy, the Buddhi or Intellect which functions as the reactive state of the mind is the result of a kind of change or a certain type of manifestation that occurs in the Mahat or the Cosmic Mind. The Mahat is first transformed into vibrating thought after which one part of it becomes itself into the organs while the other part gets modified into subtle matter particles. The entire universe is conceived as an outcome of different permutations and combinations of all these. The Sankhya goes a step further and explains about a state called Avyakta which is as the name sounds is quite an unmanifested aspect that exist even behind Mahat. There only the causes are supposed to exist and even the mind cannot penetrate into it or produce any manifestations in it. This Avyakta is also known as Prakriti in Sankhian philosophy. The Sankhya conceives Purusha as totally apart and separate from Prakriti from time eternal. The soul or Purusha is considered to be omnipresent but without any attributes. The Purusha does not do anything but bears witness to everything. It is like a crystal which does not have any colour of its own but takes the colour of whatever objects placed before it, even though it
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is colourless by itself. According to Sankhya the self exists and it is self- manifest, it is impossible to prove its non- existence. They believe in plurality nof self, they are eternal and innumerable principles of pure consciousness.
According to Vivekananda, this Sankhian explanation of Prakriti and Purusha as eternally separate individual entities is rejected by Vedanta. Adbvaita vedanta speaks about one universal self that is present in all bodies alike. On the otherhand Sankhya system admits a plurality of selves of which one connected with each body. The Vedantins point out the inconsistencies in the conception and foresees the deep trench to be spanned off. The system of Sanhkya first explains Prakriti as totally different from Purusha and then expects the various colours of the dynamic Prakriti to act on the colourless inert crystal of the soul of Purusha and produce colourful results on Purusha which by its very core lacks any form of colour. For this reason the Vedantins correct the Sankhian notion of Prakriti and Purusha as separate entities, and reaffirm the aspect that this Prakriti and Purusha essentially the one and the same principle from the very beginning. To Vivekananda the Vedantins, the Advaitins proper, being the exponents of the Upanisads builds up their theory based on the support of the innumerable number of Upanisads on their side. He explains , “ All the books contained in the Upanisads have one subject, one task before them – to prove the following theme: ‘ Just as by the knowledge of one lump of clay we have the knowledge of all the clay in the universe, so what is that, knowing which we know everything in the universe?’ The idea of the Advaitists is to generalise the whole universe into one – that something which is really the whole of the universe”. (Vivekananda, 362). The Advaita Vedantins is of the opinion that the entire universe is actually the representation of one unified Being and the same is conceived as the diversified elements of the world. In reality, that which exists is actually the One. To Vivekananda, the
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Vedantins regard the Sankhian conception of Prakriti as true but they also add that the Prakriti is in fact Purusha itself. Both are one and the same principle and are essentially identical, not separate. “It is this Being, the Sat, which has become converted into all this – the universe, man, soul and everything that exists. Mind and Mahat are but manifestations of that one Sat”. (Idem)
Then the Vedantins is confronted with the problem that the Absolute Reality which as the Sat is unchangeable and at the same time It also resorts into something that could be subjected to change and hence of temporary existence, finally leading to Its cessation is a kind of logical contradiction. Inorder to explain this aspect, the Advaita Vedantins put forward the theory of Vivartavada or ‘apparent manifestation.’
Vivekananda explains that the Sankhains conceive the universe as the result of the evolutionary production of the Prakriti or nature. But to Advaita Vedantins the whole of the universe is apparently evolved out of the Absolute Reality as an apparent manifestation.The conception of Supreme Reality of Vedantins takes only the form of the material cause of the universe, but it not so in the actual case, but it seems only so. In reality, it is only the apparent case. This is explained using the example of the ragu-sarpa illusion- that is, mistaking the rope for a snake. It is said that during the advent of the darkness, a rope is mistaken to be a snake, but in real case it is not, it only appears to be so. There is no real transformation of rope into snake, which is an impossibility. But to the onlooker it appears to be so. Only on close and proper inspection, the reality is found, that it is only a rope and not a snake. Similarly, the reality is only the Absolute Being, but it is mistaken as this universe in its diverse form with the changes and impermanence only apparently, not really. Vivekananda opines, “These changes are caused by Desha, Kala and Nimitta (space, time
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and causation) or, according to a higher psychological generalization, by Nāma and Rupa (name and form)”. (Vivekananda, 363) It is conceived that it is due to the aspects of name and form only that one thing seems different from another; in the actual case all are, but one and the same. It does not mean that the Vedantins are making the difference as that of phenomenon and noumenon, but they are only saying that the perception of snake is only an apparent perception and not an actual one. When the illusion of the snake is known to be that of a mistaken reference, the misconception of snake is removed and the reality of the rope remains. It is explained that it is due to ignorance that the apparent conception of the universe arises instead of the perception of the Absolute Reality. When the actual nature of the Supreme Reality is realized, all type of apparent perception vanishes. The aspect of Ignorance is explained as Maya, while neither real nor unreal, hence unexpressible, anirvachaniya.
To Vedantins, there cannot even be a conception of an individual soul, as these are the conceptions created by Maya and there is no real existence of them. That, which exists, is only one and there is no duality at all. “If there were only one existence throughout, how could it be that I am one, and you are one, and so forth? We are all one, and the cause of evil is the perception of duality.” (Vivekananda, 364) He says that it is due to conception of seeing difference in relation to matter that, the real nature of man remains hidden for the time being. But the real nature has not been affected by this apparent conception at all. “In the lowest worm, as well as in the highest human being, the same divinity is existing and out of this comes the basis of morality.” (Idem)
To Vivekananda, from this conception of identifying oneself with the entire universe, comes the conception of non-violence and that of universal love; that, none is different from oneself and causing an
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injury to oneself, since there is no difference between one and another and in actuality there is only one identity. In the case of universal love, since the whole universe is in reality one and the same, the aspect of loving everyone means loving oneself and it leads to the conception of self- abnegation.From the moment, the aspect of ignorance dispenses, the person will realize his own real nature, which is actually one with the actual reality. Then, it is said that the whole sense of duality, that the separate existence of universe and its diverse elements from oneself ceases to be and one will realize the identity and the existence as the One. This is explained by Vedantins as the Jivanmukti. Vivekananda says, “If a man is deluded by a mirage for sometime, and one day, the mirage disappears- if it comes back again the next day, or at some future time, he will not be deluded. Before the mirage first broke, the man could not distinguish between reality and deception. But when it has once broken, as long as he has organs and eyes to work with, he will see the image, but will no more be deluded.” (Vivekananda,365). Likewise, the Vedantists says that the one who has realized his true nature - that of identity with the Absolute, will not be deluded by this world again. Even though he exists in this world itself, it will not cause him any misery because he is identified with the true nature of Reality, as that of Sat, Chit and Ananda- the Eternal Existence, the Supreme Knowledge and Absolute Bliss. This is conceived as the real aim of Vedanta, the identification of the true self which it always was.
This conception of Vedantins is explained by Vivekananda as the most practical one and hence terms it as Practical Vedanta. He advances it to a further step forward and explains it in the form of logical arguments.
4.1. LOGICAL PERSPECTIVE
To Vivekananda, any form of conception which should be accepted by modern man must be in accordance to the realm of reason
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and intellect. He says that only if the fundamental aspects of conception will come out victorious of such an analysis, then only it could be considered as feasible. He further adds that only the elements of reason and logic can help in this manner.
Vivekananda says that in matters of logic, the first principle of reason begins with the aspect that the particular depends on the explanation of the general principle, till one reaches the conception of the universal. He explains that when one sees a particular human being in street and then refer him to a bigger conception of ‘man’, one feels satisfied because now it is known that the particular ‘he’ has become more general by the reference as a ‘man’. So the basic conception is that the particulars needs to be put into
a more general frame –work and general into a still more general one and everything finally into a universal, till one reaches the most universal - that of Existence, that is, Sat- the Truth. Vivekananda calls Existence as the most universal concept.( Vivekananda,370)
The principle on which Vivekananda bases his above argument is quite popular and is generally known in logic as induction. Accordingly, it is through the method of induction that one reaches at the universals. “To arrive at universals we must employ some other process; and this is called induction… induction may be stated in also another way. The aim of science is to explain individual facts that are experienced. To explain a fact is to relate to the law or laws by which it is governed or to the system of which it is a member…Science generalizes from particular facts that are experienced. The process of generalization is called induction.”(Mahadevan, 214) Using the method of induction, Vivekananda logically validates that the most general principle of all universals, the ultimate universal is the conception of Sat- the Existence of Vedanta.
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4.2. ETHICAL PERSPECTIVE
To Vivekananda, with identifying oneself with the manifold elements in the universe, forms the basis for the ethical conceptions of non-violence and universal love. It means that, nothing can be conceived as different from oneself because everything being identified with the One implies that even causing an injury to another is actually causing injury to oneself. There is no difference between one and another. There is only identity. It follows that the whole universe is in reality one and the same. This creates the case for universal love, since the aspect of loving everyone means loving oneself the conception Vivekananda explains “There is but one life, one world, one existence”.( Vivekananda, 279) This is conceived as the real goal behind Vedanta.
Taking this to the level of practicality Vivekananda says that this can be put to actual practice. By seeing everything as an extension of oneself if one proceeds in life then there will not be any kind of differentiations. This will naturally lead to an end in all the strife and quarrel in the world and the peace thus entailed will instead allow everyone to work for the progress and benefit of the humanity as a whole. In helping the needy, diseased and the weak, one is actually helping their own self as everything is behind the one and the same principle. Vivekananda goes a step ahead and asserts the matter yet again, “You may invent an image through which to worship God, but a better image already exists, the living man. You may build a temple to worship God, and that may be good, a much higher one already exists, the human body.”(Vivekananda, 313)
5. CONCLUSION
This type of exposition by Vivekananda gives a concise version of the thoughts of Practical Vedanta philosophy. It is also interested in the reason behind the way in which the truth is proclaimed. It tries to
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understand the truth in the very philosophical doctrine and ideals. Here, principles of philosophy are perceived as the natural outcomes of the aspects of life. This kind of study in the philosophy, as it aims at truth, is clearly an advancement. When accessed retrospectively, from the present it perceive the past, progressing itself again towards the present. By making emphasis on the past, reconsidering it from different angles, it distinguishes the anticipated elements, making its way up to the truth.
These are certain kinds of logical basis of philosophy, as proclaimed by Vivekananda where thoughts are considered to emerge as the reflections from the basics foundational aspects of the Vedanta philosophy. It is conceived as a natural outcome of the fundamental problems concerning the philosophy at the time. Then, the Practical Vedanta philosophy advances its study based on the predominating logical and ethical ideas in accordance to the need.
These types of works on Practical Vedantic philosophy considers the way in which theories develop as a solution to certain arising philosophical problems. This study of Vivekananda’s exposition of Sankhya holds the perception that the philosopher begins his enquiry from a genuine case scenario, which needs a solution. The study progresses to solve the problem from different angles and different perspectives, also viewing vivid possibilities and patterns which are general to certain stereotype case in their different background and taking their probable solutions as answers.
As each of the above mentioned aspects in the two systems of philosophy seem to give a new dimension to the subject, none of them cannot be discarded as futile. All the aspects which are found necessary for the onward and upward movement of the philosophy should be considered and deemed relevant for the proper study as well as for the development of philosophy viewed from the different takes on the
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subject. In some degree, the development in the study of philosophy is dependent on the possibility of development in the logical and rational aspects along with the ethical elements in philosophy. But the question one has to consider is that, as philosophy claims to reach the truth, is it possible for philosophy have a march from lower truth to higher truth, since truth cannot have such a history, as truth is simply the Truth in the absolute and universal sense.
So one has to assume that to have a proper advancement in philosophical realm of thought, the new developments in science and logic are to be assimilated and conceived as done by the inductive explanation given by Vivekananda. Then, the practical aspect of philosophy can make explicit the manner in which philosophy paved way as the spirit of the age, arising to the need of the man in his quest for the Truth. The study in the ‘Practical Vedantic Exposition of Sankhya’ is definitely more interested in the periods of advancements in the course of philosophy. But the problems confronted in the past philosophers may not be considered and conceived with the same backdrop as that of Vivekananda. Though many of the questions in concern may not be different, by each case may give something different to learn from. It seems that the study of the Practical Vedantic philosophy ideally represent the reflections of philosophy conceiving the advancements in thought, in and through the rational perceptions of logic and the moral fiber of ethics. Swami Vivekananda’s Practical Vedanta is helpful for making humanity physically and mentally strong and also helps to attain spiritual unity.
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REFERENCES 1. Dasgupta, , History of Indian Philosophy, Vol : I, Motilal Banarsidas, Delhi, 1975.
2. Datta.D.M, The Chief Currents of Contemporary Philosophy. University of Calcutta, 1961.
3. Deussen, Paul, trans. Johnston, System of Vedanta, Akay Book Corporation, Delhi, 1987.
4. Mahadevan,T.M.P, The Fundementals of Logic , Viswanathan, Madras, 1943.
5. Sharma,R.N, Contemporary Indian Philosophy, Atlantic Publishers and Distributers, Delhi, 1996.
6. Vivekananda, Swami, The Complete Works of Vivekananda, Vol:I, Advaita Ashrama, Almora, 1907.
7. Whitehead, A. N., Process and Reality, Cambridge University Press, 1929.
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EXPLORING THE ROLE OF SUPERVISOR ASSISTANCE ON EMPLOYEES’ ATTITUDES: A CROSS SECTIONAL STUDY Poonam Sharma Department of Commerce University of Jammu Jammu Abstract
The study aimed at developing a model, which explains the impact of supervisor assistance on employees’ attitudes in banking sector. Data has been collected from bank employees, who have been formally taking assistance, from their supervisor. As the sample size is small (less than 100) the Smart PLS version 3 has been used for hypothesis testing. The result revealed that supervisor- assistance influence relationship quality (building) and personal learning. In supervisor-subordinate assistance supervisor informs subordinate about latest career advancement opportunities and encourages him/her to feel free to ask anything related to work related problems, which enhance relationship and personal learning skill. The study is limited to banking sector same study can be conducted in other service sector. Further the data is too small to draw the real facts.
Keywords: Supervisor Assistance, career assistance, psychosocial assistance, Relationship building, Personal Learning, Partial Least Square.
Introduction
In human resource management supervisory mentoring play a very important role as it provide number of work related benefits to the employees e.g., job performance and career satisfaction (Liu et al., 2015; Underhill, 2006), employees satisfaction, perceived career satisfaction (Murphy & Ensher, 2001) ethno-cultural empathy , competence, relatedness, autonomy (Marshall et al., 2015), reduced turnover intention (Park et al., 2016), repatriate adjustment (Wu et al.,
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2014) behavioural, attitudinal, health-related, relational, motivational, and career outcomes (Eby et al., 2008). Supervisor assistance is important, not only because of the knowledge and skills employees can learn from their immediate supervisor, but also because it provides professional socialization and personal support to facilitate. Professional development includes managing change. Many individuals find themselves in a change management role having more enthusiasm than skill. Likewise, employee also benefited by supervisor career and psychosocial assistance like job performance, personal learning, social status, team cohesiveness (Lui et al., 2009; Dawely et al., 2010), emotional exhortation and turnover intention (Wang et al., 2014). Ragins & Cotton (1999) considered promotion rate and compensation as career outcomes for the employee. Therefore the aim of the present study is to examine the impact of superior assistance in the form of career and psychosocial assistance on employees’ attitudes (e.g., relationship building and personal learning) and the same has been shown in symmetrically in figure 1
Figures
Relationship building Supervisory assistance
Career
assistance Personal learning
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Figure 1 Theoretical Framework
Hypotheses development
According to interpersonal relationship theory quality is an important characteristic of interpersonal relationships like mentorships (Hinde, 1981; Mitchell et al., 2015), because it concerns both the amount of effort exerted in the relationship and the sustainability of the relationship (Huston & Burgess, 1979; Back et al., 2011). High-quality relationships are characterised by relatedness, reciprocity, interdependency, and mutuality (Huston & Burgess, 1979). An effective career and psychosocial assistance by the supervisor, enhance the quality relationship by fostering professional relationships, where parties have the opportunities to collaborate and share (Sandner, 2015; Lakind et al., 2015; Goldner & Mayseless, 2009). Based on the above literature the following hypothesis has been formulated.
H1. Supervisor assistance leads to better relationship building
Butterworth et al. (2008) and Lankau & Scandura, (2002) indicated that mentoring relationship enhances learning. Mentoring relationship is the vehicle through which individuals can enhance personal learning (Kram, 1996). Mentors also serve specific functions, such as providing vocational support, psychosocial support, and role modeling (Kram, 1985). These functions establish a protege's sense of competence, identity, and effectiveness in his or her role in an organisation. Further
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Kwan et al. (2010) found that role modelling significantly enhances personal learning. Hence, mentor is likely to contribute to greater personal learning skill of mentees.
H2. Supervisor assistance enhances personal learning
Methodology
Measure
Five point Likert scale was used for the sake of uniformity in measuring the variables ranging from strongly disagree (1) to strongly agree (5). The study is cross sectional in nature as the data is collected at single pint of time. Career and psychosocial assistance scale has been adopted from Scandura & Ragins (1993). Relationship building has been self-generated (8 items) by reviewing the Ragin et al. (2000); Karcher et al. (2005) research paper. Further items pertaining to personal learning has also been self-generated (8 items) covering two dimensions i.e. relational job learning and personal skill development (Lankau & Scandura, 2002 and Liu et al., 2009).
Sample size
Pilot survey
Before going for final data collection a pilot survey has been conducted. Data from 100 bank employees has been collected on convenience bases. Exploratory factor analysis has been conducted on data of 100 banks employees to identify the dimensions of different scales used in the present study. Principle component analysis with a varimax rotation has been used. The test of appropriateness of a factor analysis has been verified through KMO measure of sampling adequacy, where value greater than 0.50 is acceptable (Hair et al., 2009), which indicates its relevance for further analysis. The statement with factor loading less than 0.50 were deleted (Hair et al., 2009). Career and psychosocial assistance consisted of fifteen items. After applying factor analysis four
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items got deleted and all the other items fulfilled the threshold criteria of anti image value, communality extracted and factor loading (above 0.5) and these eleven items converged under two factors namely psychosocial assistance (five items) and career functions (six items). Relationship building initially contains eight items. After applying EFA one item got deleted due to low communalities and rest of seven items got converged under two factors namely, psychological support and respect and helpfulness. The application of EFA using varimax rotation on personal learning helped in the identification of two factor viz., relational job learning (four items) and personal skill development (three items), which is line with earlier research finding (Lankau & Scandura, 2002).
Data Collection
All the five banks i.e. J&K, PNB, SBI, HDFC and ICICI bank heads have been approached about formal mentoring in these banks. The interaction revealed that buddy approach (mentoring) (the new entrant is attached with one of the existing employee as a mentor) is being practiced in only two banks i.e. HDFC and ICICI bank. So, only those employees, who have been formally assigned a mentor has been contacted. Therefore out of 186 employees only 52 employees through convenience sample gives the responses.
SmartPLS (version 3) has been used (due to small sample size) to find the SEM results. Smart PLS is a software application that permit the user to perform path modeling with partial least squares method (Sanchez, 2013), which does not assume for normalcy of data and large sample size. Thus hypotheses have been checked through smart PLS software.
3.4.1Reliability and Validity
Model fit indices are not presented as it is not calculated in SmartPLS3 software. The reliability of the data has been checked through
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construct reliability & Cronbach’s alpha and the values are greater than 0.70, which proved the reliability of data. Construct validity has been checked through convergent validity and discriminant validity. The values of Average Variance Extracted and factor loadings (standerdised regression weight) for all the scales are above 0.70 & 0.50 respectively, which proved the convergent validity of the scales. Further the detailed results of reliability and validity analysis are shown in table 1. Discriminant validity got established as the square root of average variance extracted for all the scales are higher than the correlation between different scales, which is shown in table 2.
Table 1: Reliability and Validity Analysis Constructs Mea Standa Standardis Average Composite Cronbach n rd ed Varianc Reliability ’s alpha deviati Regression e on Weight Extracte d Supervisor 3.67 0.980 0.834 0.938 0.900 assistance Career assistance 3.65 0.845 0.908 Psychosocial 3.64 1.024 0.920 assistance Relationship 3.64 1.065 0.832 0.909 0.800 building 5 Psychological 3.66 1.076 0.926 support Respect and 3.63 1.054 0.898 helpfulness Personal 4.02 .863 0.865 0.928 0.845 learning 5 Relational Job 4.05 .836 0.921 learning Skill development 4.00 .891 0.939
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Table 2: Discriminant Validity and Correlation Analysis Constructs Supervisor Relationship Quality Personal Learning assistance Supervisor assistance .913 Relationship building .792 .912 Personal Learning .514 .675 .930 Note. Values on the diagonal axis represent the square root of average variance extracted. Values below the diagonal axis are correlation **p< 0.01
Hypotheses testing
Result of PLS revealed that mentoring is significantly predicting relationship quality (t= 12.451, SRW=0.978, p<.001, Figure 2) and personal learning (t= 6.716, SRW= 0.603, p<.001, figure 3). Therefore hypotheses 1 and 2 are accepted.
Figure 2: Impact of supervisor assistance on Relationship building
Key:, CA = career assistance, PA=psychosocial assistance, PS= psychological support, RH= respect and helpfulness, RQ= relationship building
Figure 3: Impact of supervisor assistance on personal Learning
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Key: CA = career assistance PA=psychosocial assistance, PSD=personal skill development, RJL= relational job learning.
Conclusion
The study aimed at developing a model, which explains the impact mentoring on mentees’ attitudes in banking sector. In mentoring program mentee receives career related information for proper completion of assigned tasks. Psychosocial functions help mentee to spend time with mentor and often go out with the mentor. Further mentoring is the main resources in establishing learning in the organisation (Kram & Hall 1989). These functions help in boosting quality of relationship, communication satisfaction and personal learning.
In practical terms this study has implications for manager as well as practitioners. The results revealed positive impact of mentoring on personal learning, relationship quality and communication satisfaction. Organisations that practise mentoring should take necessary measures to implement mentoring by developing detailed instruction guidelines for the mentors and mentees. Buddy approach (assignment of an experienced person to new entrant) should be used in order to increase learning atmosphere. Mentor should advise mentee about promotional opportunities and help him in achieving professional goals.
References
Back, M. D., Baumert, A., Denissen, J. J. A., Hartung, F., Penke, L., & Schmukle, S. C., (2011). PERSOC: A unified framework for understanding the dynamic interplay of personality and social relationships. European Journal of Personality, 25 (2), 90–107.
Butterworth, C., Henderson, J., & Minshell, C. (2008). Increase your status with mentoring. Occupational Health, 60 (37), 29-37. Dawley, D. D., Andrews, M. C., & Bucklew, N. S. (2010). Enhancing the ties that bind: Mentoring as a moderator. Career Development International, 15(3), 259-278.
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Eby, L. T, Allen, T. D., Evans, S.C., Nag, T., & DuBois, D.L. (2008). Does mentoring matter: A multidisciplinary meta- analysis comparing mentored and non mentored individuals. Journal of Vocational Behaviour, 72(2), 254-267. Goldner, L., & Mayseless, O. (2009). The quality of mentoring relationships and mentoring success. Journal Youth Adolescence, 38 (2), 1339-1350. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th E.d.). Upper Saddle River, NJ: Prentice Hall. Hecht, M. L. (1978). The conceptualisation and measurement of interpersonal communication satisfaction. Human Communication Research, 7 (4), 253-264. Hinde, R. A. (1981). The bases of a science of interpersonal relationships. In S. Duck & R. Gilmour (Eds.). Personal relationships I: Studying personal relationships (pp. 1-22). London: Academic Press. Hoigaard, R., & Mathisen, P. (2009). Benefits of formal mentoring for female leaders Rune A longitudinal examination of the influence of mentoring on organisational commitment and turnover, International Journal of Evidence Based Coaching and Mentoring, 7 (2), 64-70. Huston, T. L., & Burgess, R. L. (1979). Social exchange in developing relationships: An overview. In T. L. Huston & R. L. Burgess (Eds.). Social exchanges in developing relationships (pp.3- 28). New York: Academic Press. Karcher, M. J., Nakkula, M. J., & Harris, J. (2005). Developmental mentoring match characteristics: Correspondence between mentors and mentees assessment of relationship quality. The Journal of Primary Prevention, 26 (2), 93-110. Kram, K. E. (1985). Mentoring at work. Glenview. IL: Scott, Foresman, and Company. Kram, K. E., & Hall, D. T. (1989). Mentoring as an antidote to stress during corporate trauma. Human Resource Management, 28 (4), 493–510. Kram, K.E. (1996). A relational approach to career development. In D. Hall & Associates (Eds.). The career is deal long live the career. San Francisco: Jossey-Bass. Mahwah, NJ: Lawrence Erlbaum Associates.
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Kwan, H. K., Mao, Y., & Zhang, H. (2010). The impact of role modelling on protégé personal learning and work-to-family enrichment. Journal of Vocational Behaviour, 77 (2), 313-322.
Lakind, D., Atkins, M., & Eddy, J. M. (2015). Youth mentoring relationship in context: Mentor perception of youth, environment and the mentor role. Children and Youth Service Review, 53 (June), 52-60. DOI:10.1016/j.child youth.2015.03.007
Lankau, M. J., & Scandura, T. A. (2002). An investigation of personal learning in mentoring relationships: Content, antecedents, and consequences. Academy of Management Journal, 45 (3), 779– 790. Liu, D., Liu, J., Kwan, K. H., & Mao, Y. (2009). What can I gain as a mentor? The effect of mentoring on the job performance and social status of mentors in China. Journal of Occupational and Organisational Psychology, 82(2), 871- 895. Liu, D., Wang, S., & Wayne, S. J. (2015). Is being a good learner enough? An examination of the interplay between learning goal orientation and impression management tactics on creativity. Personnel Psychology, 68(1), 109-142. Madlock, P. E. (2008). The link between leadership style, communicator competence, and employee satisfaction. Journal of Business Communication, 45 (2), 61-75. Madlock, P. E., & Lightsey, C. K. (2010). The effects of supervisors’ verbal aggressiveness and mentoring on their subordinates. Journal of Business Communication, 47 (1), 42-62. Marshall, J. H., Lawrence, E. C., Williams, J. L., & Peugh, J. (2015). Mentoring as service learning: The relationship between perceived peer support and outcomes for college women mentors. Studies in Educational Evaluation. 47(December), 38-46. Mitchell, M. E., Eby, L. T., & Ragins, B. R. (2015). My mentor, myself: Antecedents and outcomes of perceived similarity in mentoring relationship. Journal of Vocational Behaviour, 89, 1-9. Doi:10.1016/j.jvb.2015.04.008 Murphy, E., & Ensher, E. A. (2001). The Role of mentoring support and self-management strategies on reported career outcomes. Journal of Career Development, 27(4), 229-246. Park, K.H., Newman, A., Zhang, L., Wu, C., & Hooke. A. (2016). Mentoring functions and turnover intention: The mediating role of
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perceived organisational support. The International Journal of Human Resource Management, 27(11), 1173-1191. Ragins, B. R., & Cotton, J. L. (1999). Mentor functions and outcomes: A comparison of men and women in formal and informal mentoring relationships. Journal of Applied Psychology, 84(4), 529- 550. Ragins, B. R., Cotton, J. L., & Miller, J. S. (2000). Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. Academy of Management Journal, 43 (2), 1177-1194. Sanchez, G. (2013) PLS path modeling with R Trowchez Editions. Berkeley, http://www.gastonsanchez.com/PLS Path Modeling with R.pdf (Assessed on 12 January 2014).
Sandner, M. (2015). The effects of high-quality students mentoring. Economic Letters, 136, 227-232. Doi:10.1016/j.econlet.2015.09.043
Scandura, T. A., & Ragins, B. R. (1993). The effects of sex and gender role orientation on mentorship in male dominated occupations. Journal of Vocational Behavior, 43 (3), 251−265. Underhill, C. M. (2006). The effectiveness of mentoring programs in corporate settings: A meta-analytical review of the literature. Journal of Vocational Behavior, 68(2), 292-307. Wang, Y. H., Hu, C., Hurst, C. S., & Yang, C. C. (2014). Antecedents and outcomes of career plateaus: The role of mentoring others and proactive personality. Journal of Vocational Behaviour, 85 (3), 319- 328. Wu, M., Zhuang, W. L., & Hung, C. C. (2014). The effects of mentoring functions on repatriate adjustment: Moderating role of core self-evaluation. International Journal of Intercultural Relations, 43 (November), 177-188.
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POLICIES AND PROGRAMMES FOR EMPOWERMENT OF WOMEN Dr.B.Mukunda Naidu Dept. of Sociology S.V. University Tirupati
In the process of poverty eradication and reducing gender discrimination, the governments have been implementing various schemes and programmes providing ways and means towards women development and empowerment. SHG movement, one among such programmes which has been proved successful in fulfilling its objectives. However, it is felt that the other schemes and programmes do have their prominent part in the process of women development and empowerment and which are being successfully implemented. In this regard the schemes and programmes intended for women development are briefed here under. After attaining independence, the Government of India, initially decided to pave a path to bring about social change based on three major areas, viz., constitutional and legal reforms, planned development based on mixed economy and state support to social welfare activities. All these three policies are expected to create a democratic, just and prosperous society. All these three steps have their impact on the status of women1. The constitution of India has given special attention to the needs of women to enable them to exercise their rights on equal footing with men and participate in national development2. It aims at creation of an entirely new social order where, all citizens are given equal opportunities for growth and development and that no discrimination takes place on the basis of race, religion, caste, sex, etc.,
Planned development was considered to be the most efficient way for solving the numerous problems of poverty which had caused variousimbalances and discriminations among vast numbers of people. The policy measures had serious implications for Indian women3.
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Framing of the five year plans was the first major step taken in the direction of welfare state: Jawaharlal Nehru, the first Prime Minister of India and the pioneer of five year plans, stressed on welfare of women, children and tribals in our country4. The planning commission’s “Plans and Prospects for social welfare in India 1951 – 1961” spells out social welfare services as intending to cater to the special needs of persons and groups who, by the reason of same handicap-social, economic, physical or mental are unable to avail or are traditionally denied the amenities and services provided by community5. The committee on status of women, in its report “towards equality”, has mentioned, “women are considered to be handicapped by social customs and social values and, therefore, social welfare services have specially endeavoured to rehabilitate them6. The Planning Commission defined three major areas in which they had paid special attention to women’s development. (a) Education, (b) Social welfare and (c) Health. A planned approach to provide special thrust to the welfare of women was adopted with the launching of the first five year plan in 1951. The First Five Year Plan (1951–56) contemplated welfare measures for women. To implement welfare measures for the benefit of poor women, the Central Social Welfare Board (CSWB) was established to deal with the problems of women. The CSWB recognized and realized the need for organising women into Mahila Mandals or women’s club as an approach to community development7. The Second Five Year Plan (1956 – 61) intimately concentrated overall intensive agricultural development. However, the welfare approach to women’s issues was determined recognizing women as workers. Further, protection against injuries at work, maternity benefits and crèches for their children. It also suggested immediate implementation of the principal of equal pay for equal work and provision for training to enable women to compete for higher jobs. The Third Five Year Plan (1961 – 66) sincerely recognized the greater importance of education for women which has been a major welfare strategy for women. This plan allocated the largest share for expending social welfare services and condensed courses of education. As regards to wealth, maternal and child welfare programmes were proclaimed in
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terms of maternal and child welfare, health education, nutrition and family planning. Thus the emphasis on women education was continued during the Fourth Five Year Plan also (1969 – 1974). The basic policy was to promote women’s welfare as the base of operation. The outlay on family planning was stepped upto reduce the birth rate through education. Immunization of pre-school children and supplemental feeding, expectant and nursing mothers8. Need for training women in respect of income generating activities and their protection was stressed in the Fifth Five Year Plan. Further, the fifth plan also recommended a strategic programme of functional literacy to equip women with skills and knowledge to perform the functions as a good housewife. Under the health programmes, the primary objective was to provide minimum public health facilities integrated with family planning and nutrition for vulnerable groups, children, pregnant and lactating mothers9.
The Fifth Year Plan was happened to be during the decade of International Women’s decade and the submission of the Report of the Committee on the status of women in India (CSWI) “Towards Equality”. The CSWI had comprehensively examined the rights and status of women in the context of changing social and economic conditions and the problems relating to the advancement of women. The CSWI reported that the dynamics of social change and development had adversely affected a large section of women and had created new imbalances and disparities10. It was realized that constitutional guarantees of equality would be meaningless and unrealistic unless women’s right to economic independence is acknowledged and their training in skills as contributors to the family and the national economy was improved. Consequently National Plan of Action (1976) providing the guidelines based on ‘United Nations’ World Plan of Action for women’ came into force. The National Plan of Action identified areas of health, family planning, nutrition, education, employment, legislation and social welfare for formulating and implementing of action programmes for women and called for planned interventions to improve the conditions of women in India. The women’s welfare as development bureau was
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setup in 1976 to act as a nodal point within the Government of India to co-ordinate policies and programmes and initiate measures for women’s development11. The Sixth Five Year Plan stressed the need of economic independence educational advance and access to health care and family planning as essential for women’s development. So the strategy was threefold: of education, employment and health. They are independent and dependent on the total developmental process12. The Seventh Five Year Plan sought to generate awareness among women about their rights and privilages13. The long term objectives of developmental programmes in the Seventh plan were to raise women’s economic and social status in order to bring them into the mainstream of national development and recognized the importance of women in contributing to the various socio-economic, political and cultural activities. The seventh plan emphasized the need to open new avenues of work for women and perceive them as crucial resource for the development of the country. Another salient and crucial recognition was the need for organisation of women workers and unionization14. Under the plan, a new scheme, “Women’s Development Corporation” has been taken up for promoting employment generating activities by supporting schemes from women’s group and women from poorer sections of society15. A women’s development planning and monitoring cell was also set up for collection of data and monitoring of plan programmes16. A very significant step therein was to identify and promote beneficiary oriented programmes which extended direct benefits to women. During the 7th Policy on Education equality17. The strategy in the Eighth Plan was to ensure that the benefits of development from different sectors did not bypass women and special programmes were implemented to complement the general programmes. The main objective of Eighth Plan was to extend the reach of services to women both qualitatively and quantitatively. Panchayati Raj institutions are involved in the designing and implementation of women’s programmes. The approach of the Eighth Plan made a definite shift from development to empowerment of women. In order to meet the needs of women and children, there had been a progressive increase in the plan
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outlays over the time of eightfive year plans. The outlay of Rs. 4 crores in the First Five Year Plan (1951 – 56) had gone up to Rs. 2000 Crores in the Eighth Five Year Plan18. The Ninth Five Year Plan came into effect from April 1, 1997. An approach paper had been developed by the Planning Commission and accepted by the National Development Council, which had become basis for developing Ninth Five Year Plan. In this approach paper focus was laid on empowerment of women and people’s participation in planning and implementation of strategies. An important objective in the Approach paper was the empowerment of women. In planning process, empowerment at the outset, means choices for women and opportunities to avail of these choices. The supportive environment should be provided to women at all stages by the home, school, religion, government and work place19. A supportive environment was one that gender sensitive. In all regional meetings, participants asked for gender sensitisation or training at all levels in public and private sectors. Women are facing problems like feminisation of poverty, inadequate investment in social sectors, increasing violence against women and stereotyped portrayal of women in private and state media especially television. There is necessity for information and training opportunities, reservations and social services etc., and people’s involvement is necessary for the success of any programme. Empowerment is about choices and the ability exercise women’s choices will be limited unless they are more involved in policy-making. The 9th Five Year Plan is an attempt to bring in women’s issues within the policy-making spheres. The Government has set up a national resource units for women which acts as an apex body for promoting and incorporating gender perspectives in politics and programmes of the government. To achieve the goals laid down therein, a number of initiatives have been launched. They include enactment of legislation to ban sex determination tests so as to prevent female foeticide. Equally important is the fact that the state governments are also drawing up plans of action to cater to local requirements and ensure the holistic development of the girl child.
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The 73rd and 74th Constitutional Amendment Acts of 1993 ensure reservation of 1/3 of seats for women in all elected offices of local bodies, in rural and urban areas. In the rural areas, women have thus been brought to the centre-stage in the nation’s efforts to strengthen democratic institions20. The Tenth Plan aims at empowering women through translating the recently adopted National Policy for Empowerment of Women (2001) into action and ensuring ‘survival’ protection and development of children through rights based approach21. The Eleventh Plan Approach paper aimed to raise the sex ratio for the age group 0 – 6 to 935 by 2011 – 12 and to 950 by 2016 – 17. Further, this plan intends to ensure 33 percent of the direct and indirect beneficiaries of all government schemes are women and girl children. It also proposes to ensure that all children enjoy a safe childhood without any compulsion to work22. NATIONAL PERSPECTIVE PLAN FOR WOMEN 1988 – 2000 A.D. To boost up the programmes for women’s development, a National Perspective Plan for Women (1988–2000 A.D.) was brought out by the Department of Women and Child Development, Ministry of Human Resource Development. The plan pays special attention to the rural women who suffer from double discrimination. The plan does not seek more investment or more resources but gives a new thrust and responsiveness to developmental programmes at all levels23. The National Perspective Plan’s main aim is to promote holistic perspective to the development of women. Some of the main recommendations of the National Perspective Plan are as follows:
1. While programme for women will continue to be implemented by different ministries, there is need for a strong interministerial co- ordination and monitoring body in the Department of Women and Child Development.
2. Education to girls should be given priority and awareness needs to be generated regarding the necessity of educating girls so as to prepare them to contribute effectively to the socio-economic development of the country.
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3. There is strong need to eliminate all forms of discrimination in employment especially to eliminate wage differentials between men and women.
4. The Planning Commission and all ministries and government departments must have a women’s cell.
5. In order to change the attitudes towards women and girls and to raise the social consciousness of the country, a conscious strategic change is required in national media and communication effort.
6. Law drafting technologies and enforcement mechanism including police, judiciary and other components need to be reviewed, sensitised and strengthened so as to provide equality and justice.
7. Government should effectively secure participation of women in decision-making process at National, State and Local levels. This would imply use of special measures for recruitment of women candidates.
8. 30% reservation should be provided at Panchayat and at district level for women.
9. There is urgent need to improve the effectiveness of voluntary action24. THE NATIONAL POLICY FOR EMPOWERMENT OF WOMEN The Government of India has declared 2001 as Women’s Empowerment year. The national policy of empowerment of women has set certain clear-cut goals and objectives. The policy aims at upliftment, development and empowerment in socio-economic and politico–cultural aspects, by creating in them awareness on various issues in relation to their empowerment. The following are the specific objectives of National Policies particularly of rural folk on Empowerment of women in India.
i. Creating an environment through positive economic and social policies for full development of women to enable them to realize their full potential.
ii. The de-jure and de-facto enjoyments of all human rights and fundamental freedom by women on equal basis with men in all political, economic, social, cultural and civil spheres.
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iii. Equal access to participation and decision making of women in social political and economic life of the nation.
iv. Equal access to women to health care, quality education at all levels, career and vocational guidance, employment, equal remuneration, occupational health and safety, social security and public life etc.,
v. Strengthening legal systems aimed at elimination of all forms of discrimination against women.
vi. Changing societal attitudes and community practices by active participation and involvement of both men and women.
vii. Ministering a gender perspective in the development process. viii. Elimination of discrimination and all forms of violence against women and the girl child.
ix. Building and strengthening partnerships with civil society, particularly women’s organizations. The National policy for empowerment of women envisaged introduction of a gender perspective in the budgeting process as an operational strategy. A few laws and legislations are enforced strictly for effective and proper implementation of this policy25. POLICY PLANNING AND PROGRAMMING: It was only in the Sixth Five Year Plan the development of women had been considered a separate issue. Until then they were provided welfare services along with other weaker and handicapped sections. It was, for the first time that a chapter on women and development had been documented in the Sixth Plan. According to the document four strategies namely (i) Economic independence,
(ii) educational advance, (iii) access to health care and family planning (iv) income supplementing of tribal women, were emphasized. The Eighth Five Year Plan strategy for women’s development covers new thrust areas such as improving women’s education, database, enumeration of women workers, and provision of supportive services, encouraging women’s organizations and stepping up social security measures. The government has also initiated certain programmes for women. They are social welfare, nutrition service, supplement income
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generation, girls education, equal remuneration for equal work, hostels for working women and crèches for children, functional and legal literacy, family, promotion and strengthening of self-employment, review and streamlining laws concerning women etc., 26. SCHEMES FOR WOMEN AND CHILD DEVELOPMENT The Ministry of women and child development, as the nodal agency for all matters pertaining to welfare, development and empowerment of women, has evolved schemes and programmes for their benefit. These schemes are spread across a broader spectrum such as women’s need for shelter, security, safety, legal aid, justice, information, maternal health, food, nutrition etc., as well as their need for economic sustenance through skill development, education and access to credit and marketing. The schemes of the Ministry like Swashakti, Swayamsidha, STEP and Swawlamban enable economic empowerment. Working Women Hostels and Creches provide support services. Swadhar and Short Stay Homes provide protection and rehabilitation to women in difficult circumstances. The Ministry also supports autonomous bodies like National Commission, Central Social Welfare Board and Rashtriya Mahila Kosh which work for the welfare and development of women. These schemes will run in the Tenth Plan. It is proposed to continue some in the Eleventh Plan and also to take up new schemes. The following are the details pertaining to the above schemes intended for the development and empowerment of women. SCHEMES FOR ECONOMIC EMPOWERMENT 6.5.1. Swa-Shakti The project jointly founded by IFAD, World Bank and the Government of India was launched in October, 1999 and culminated on 30th June, 2005. The objective of the program was to bring out socio-economic development and empowerment of women through promotion of women SHGs, micro credit and income generating activities. The project was conceived as a Pilot Project implemented in 335 blocks of 57 districts in 9 states. The project established 17,647 SHGs covering about 2, 44,000 women. This was a Centrally Sponsored Project.
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Swayamsiddha This was an integrated scheme for women empowerment through formation of Self Help Groups (SHGs) launched in February, 2001. The long term objective of the programme was holistic empowerment of women through a sustained process of mobilization and convergence of all the on going sectoral programmes by improving access of women to micro-credit, economic resources, etc. This is a Centrally Sponsored Scheme. The Scheme had been able to provide a forum for women empowerment, collective reflection and united action. The scheme was culminated in March, 2007. The programme was implemented in 650 blocks of the country and 67971 women SHGs have been formed benefiting 9, 89,485 beneficiaries. The scheme came to an end in March 2007. It is proposed to take up Swayamsidha with a wider scope during the XI Plan. It is also proposed to implement a woman’s empowerment and livelihood project in four districts of Uttar Pradesh and two districts of Bihar with assistance from IFAD. The schemes of Swayamsidha and Swashakti would be merged and implemented as Swayamsidha, Phase- II in the XI Plan. The Mid-Term Appraisal Report of the Tenth Plan has also recommended merger of these two schemes as these have similar objectives. The next phase would be a country wide programme with larger coverage in States lagging behind on women development indices. Convergence is the basic concept in Swayamsiddha. The lessons learnt in Swayamsiddha and Swa-Shakti would be incorporated in the universalized Swayamsiddha giving an integrated set of training inputs relating to social and economic empowerment, including skill development and training in traditional and non-traditional sectors. The estimated requirement during the XI Plan period for both phase II of Swayamsidha as well as the IFAD Project is Rs. 3000 crore. Swawlamban Programme Swawlamban Programme, previously known as NORAD/Women’s Economic Programme, was launched in 1982-83 with assistance from the Norwegian Agency for Development Corporation (NORAD). NORAD assistance was availed till 1996 – 97 after which the programme is being run with Government of India funds. The objective of the programme is to provide training and skills to women to facilitate them to obtain employment or self employment on sustained
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basis. The target groups under the scheme are the poor and needy women, women from weaker sections of the society such as Scheduled Castes and Scheduled Tribes etc. In order to ensure more effective implementation and for better monitoring/evaluation of the scheme, it has been transferred to the State governments from 1st April 2006 with the approval of Planning Commission. Support to Training and Employment Programme (STEP) This programme seeks to provide skills and new knowledge to poor and assetless women in the traditional sectors. Under this project, women beneficiaries are organized into viable and cohesive groups or cooperatives. A comprehensive package of services such as health care, elementary education, crèche facility, market linkages, etc. are provided besides access to credit. Skill development is provided in ten traditional skills amongst women. This is a Central Scheme launched in 1987. The Ministry is at present getting the programme evaluated. Based on the results of the evaluation, the scheme is proposed to be revamped. Further, the possibilities of providing training and skills to women both in traditional and non-traditional sectors and integrating with Rashtriya Mahila Kosh for credit linkages are being considered. A sum of Rs. 240 crore is proposed for the scheme in the XI Plan. SUPPORT SERVICES Construction of Working Women Hostels Under the scheme, financial assistance is provided to NGOs, Co- operative Bodies and other agencies for construction/renting of building for Working Women Hostels with day care centre for children to provide them safe and affordable accommodation. This is a central scheme. The utilization of funds under the scheme has been unsatisfactory during the Tenth Plan period because NGOs are not able to avail funds due to strict norms of funding and lack of suitable proposals from the organizations. Creches The Ministry runs a scheme of crèches that caters to the children of poor working women or ailing mothers. This provides a great help to women who are working as their children are being provided a safe environment when they are at work. The scheme is being covered in
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the Report of the Working Group on Child Development of this Ministry. Relief, Protection and Rehabilitation to Women in Difficult Circumstances Swadhar This scheme was launched in 2001-2002 for providing relief and rehabilitation to women in difficult circumstances. The main objectives of the scheme are as follows:
To provide primary need of shelter, food, clothing and care to the marginalized women/girls living in difficult circumstances who are without any social and economic support.
To provide emotional support and counselling to women. To rehabilitate destitute women socially and economically through education, awareness, skill upgradaton and personality development.
To arrange for specific clinical, legal and other support for women/girls in need of those interventions by linking and networking with other organizations in both Government and non-Government sectors on case to case basis.
To provide Help line or other facilities. Beneficiaries covered under the scheme are widows deserted by their families, women prisoners released from jail, women survivors of nature disaster, trafficked women, women victims of terrorist/extremist violence, mentally challenged and women with HIV/AIDS etc. At present 129 shelter homes are functioning in the country. The root cause of most of problems being faced by women is lack of economic independence among women. Providing training and skills in various vocations to women living in shelter homes will facilitate them to obtain employment on sustained basis. Though the scheme in the current form provides for vocational training, no separate funds are being provided for the purpose. Organisations are expected to seek convergence of the benefits of schemes like STEP, Swawlamban etc. In the XI Plan, it is proposed to allocate funds for vocational training to
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the women as a part of the scheme. It is also proposed to revise the norms for food, medical expenses, clothing, rent etc. under the scheme. A provision of Rs. 1000 crore is proposed in the XI Plan to set up more shelter homes as also to revise the norms of the scheme. Compensation to Rape Victims The Hon’ble Supreme Court in Delhi Domestic Working Women’s Forum Vs. Union of India and others writ petition (CRL) No. 362/93 had directed the National Commission for Women to evolve a ‘scheme so as to wipe out the tears of unfortunate victims of rape’. Accordingly NCW has drafted a scheme titled “Relief to and Rehabilitation of Rape Victims”. It is proposed to initiate the scheme in the XI Plan. The budgetary requirement for the scheme in the XI Plan is estimated as Rs. 250 crore. IMPLEMENTATION OF PROTECTION FROM DOMESTIC VIOLENCE ACT AND OTHER ACTS OF THE MINISTRY The protection of Women from Domestic Violence Act came into force on 26th October 2006. In the XI Plan it is proposed to take up the following for effective implementation of the PWDVA:
Set up the required infrastructure and requirements to make the Act effective.
Provide training, sensitisation and capacity building of Protection Officers, Service Providers, members of the judiciary, police, medical professionals, counsellors, lawyers etc on the issue of domestic violence and the use of law (PWDVA and other criminal and civil laws) to redress the same.
Monitoring the appointment of Protection Officers by regular feedback from the various states.
Setup an effective MIS to monitor its implementation.
Give wide publicity to the Act. Rs. 500 crore is proposed to be provided for implementation of PWDVA in the XI Plan. The Ministry is in the process of drafting an act to prevent sexual harassment at workplace. It is proposed to allocate Rs. 100 crore for
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implementation of this and other acts that the Ministry may bring into force during the XI Plan27. WOMEN WELFARE PROGRAMMES IN ANDHRA PRADESH Andhra Pradesh has been in the fore front in successfully implementing various developmental programmes for women in the country. The department of women development and child welfare has undertaken various economic and developmental programmes and relief measures for the welfare of women through implementation of different schemes28. These schemes are classified into Welfare programmes, developmental programmes and welfare cum developmental programmes. Some developmental programmes are also sponsored by the Central Government. Institutional Services State Homes: State Homes are established for the women discharged from correctional institutions and who are unable to protect themselves from adverse social forces and also for those women who voluntarily seek shelter. They are given free lodging and boarding at the rate of Rs. 210/- per month per head29. Service Homes: These homes are meant for destitute women, helpless widows, and deserted wives who are in the age group of 18 – 35 years. Rehabilitation will be made through job courses and training-cum-production. During their stay with children who are below the age of 5 years are provided with free food shelter, clothing and medical aid. Scheduled caste women are permitted to stay for five years. The delivery charges are Rs. 210/- per month per head (adult) and Rs. 210/- per child30. Working Women’s Hostels: These hostels are established to provide food, shelter and other facilities including security to the working women who are away from their families on payment of charges prescribed by the Government. Those who earn monthly income of less than Rs. 3000/- are eligible for admission31.
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Vocational Training Centres: The vocational training centres provide job-oriented technical training in tailoring courses like type writing and short hand mainly to the inmates of departmental institutions. Regional Tailoring Centres: In these centres, unemployed women are given job – oriented training tailoring to appear for technical examination in tailoring and to enable them to take up craft instruments jobs or to set up their own tailoring units. Craft Training Centres: In these centres, training in local crafts is imparted to the women belonging to low income group to enable them to prepare for gainful employment. During the training period, they are paid a stipend of Rs. 100/- per month. In these centres, the vocations taught are tailoring, mat-weaving, printing and dyeing of fabrics etc., District Crafts including Tailoring Centres: These centres are established for the benefit of economically backward women in towns and villages. Training in tailoring and other crafts is imparted so as to take up self-employment scheme to supplement their family income. These centres will be shifted from village to village to cover all the eligible women in the districts. Women Technical Training Institute (WTTI) This is a state wide institution which conducts diploma course in Civil Engineering, Agriculture, Computer Engineering, Electronics and Instrumentation for girls belonging to economically backward classes. The candidates are selected by the Director of Technical Education through common entrance tests for admission into women polytechnics. The sanctioned strength is 5032. Centrally Sponsored Schemes The following Rural Development Programmes are initiated by the Government of India being implemented by the District Rural Development Agencies in Andhra Pradesh.
1. Integrated Rural Development Programme (IRDP)
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2. Training for Rural Youth for Self-Employment (TRYSEM) 3. Development of Women and Children in Rural Areas (DWCRA) Integrated Rural Development Programmes (IRDP) IRDP is a beneficiary oriented programme with the objective of assisting the families below the income level of Rs. 11,000/- per year and 30% benefits are allocated for women. Under the programme, income generating assets are being provided to the beneficiaries with a package of assistance consisting of subsidy from the District Rural Development Agencies besides term loan from the bank33. Training for Rural Youth Self-Employment (TRYSEM) : The programme is to train rural youth in the age group of 18 to 35 years for the provision of self/wage employment. Under this programme the youth are imparted training in more than 25 trades and 40 percent of funds allocated under this scheme is meant for women. The expenditure to implement this programme is shared equally by the Central and State Governments. Development of Women and Children in Rural Areas (DWCRA) The DWCRA Scheme, as a sub-scheme of IRDP was introduced in 1983 –
84. The programme is meant for the development of women and children in rural areas by providing a revolving fund of Rs. 25,000/- to a group of 10 – 15 women belonging to poverty group for undertaking economic activities and ancillary services like nutrition, health, child care, family welfare, immunisation, literacy, adult education facilities which are covered for the beneficiary family34. The DWCRA scheme is implemented by the District Rural Development Agencies (DRDA) through Mandal Praja Parishads. For implementation of the scheme a women Project Officer was appointed35. The objectives of this programme are:
1. To strengthen the economic base for rural women by providing them credit and subsidies.
2. To train them in productive skills and group dynamics.
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3. To provide support and help to the Rural Women for enhancing their productive skills and capabilities.
4. To enable rural women to improve their economic capacity. 5. To orient the development functionaries to respond positively the needs and constraints of poor women36. Mahila Samriddhi Yojana (MSY) The Mahila Samriddhi Yojana is a centrally sponsored scheme, which was launched on 2-10-1993. Through MSY, every rural woman aged 18 and above can open an MSY account of money she can save. The government would contribute an incentive money of 25% of her savings. For an amount upto Rs. 300/- kept in the account for a lock in period of one year, that is, the deposits have to remain in account for a period of 12 months and the maximum participation of government is limited to Rs. 75/- per year. The department of Women and Child Development under the ministry of Human Resource Development gets the scheme implemented through the network of 1.32 lakh post offices of the Department of Posts functioning in the rural areas37. An important aspect of the programme is that of involvement of non-governmental organisations (NGOs) at all levels. NGOs will hold awareness generation camps in villages through which they would mobilise women to take up savings as a conscious choice. . Indira Mahila Yojana (IMY) Indira Mahila Yojana is another women development programme intiated by the Government, which was launched in August 1995 in more than 200 blocks of the country. The main objective of this programme is to give a forward thrust to the women education, awareness income-generation capacities and the empowerment of women. The platforms for the forward thrust are to be the self-help groups at the gross-root level. Under this scheme women are to be constituted into Mahila Block Societies (MBS) at the Anganwadi level. At the grass-root level under every Anganwadi there should be women’s self-help groups. The Mahila Groups will be encouraged to take up some thrift activity also. The fund so collected over a period can be revolved amongst the members for financial support to the expansion of their income
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generation activities or also for starting of a new activity. The groups can also avail credit facilities from State and National level lending institutions like Rashtriya Mahila Kosh (RMk), Social board, etc. the government of India affords a group with financial support to a tune of Rs. 5,000/-. Thus, the IMY is a strategy to co-ordinate and integrate components of all sectoral programmes taken up by women38. Rashtriya Mahila Kosh (RMK) The Rashtriya Mahila Kosh was established by the Department of Women and Child Development, under the Ministry of Human Resource Development, for the purpose of delivery of credit through women’s development corporations/non-governmental organisations and self-help groups to 2 lakh poor women from both rural and urban areas whose family income does not exceed Rs. 11,000/- per annum in rural areas and Rs. 11,800/-per annum in urban areas. The interest charged is 12% per annum to the ultimate borrower women and 8% to the NGOs and the corporations. The woman development corporation has been sanctioned a loan of Rs. 20 lakh from RMK to lend through self-help group Mahila Mandals for covering 1000 women39. Swarnajayanthi Gram Swarozgar Yojana (SGSY) The Swarnajayanti Gram Swarozgar Yojana (SGSY) was launched in April 1999 after restructuring the Integrated Rural Development Programme (IRDP) and allied programmes. It is the only Self Employment Programme currently being implemented for the rural poor. The objective of the SGSY is to bring the assisted swarozgaris above the poverty line by providing them income generating assets through bank credit and government subsidy. The scheme is being implemented on cost sharing basis of 75:25 between the Centre and States. Upto December 2007, 27.37 lakh self-help groups (SHGs) have been formed and 93.21 lakh swarozgaris have been assisted with a total outlay of Rs. 19,340.32 crore40. The Velugu Programme The Government of Andhra Pradesh has been implementing since June 2000 a special project called “Velugu” to address poverty through empowerment of rural poor women, especially the poorest of the poor. The project is being implemented by the Society for Elimination of Rural Poverty and the Panchayati Raj, Government of Andhra
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Pradesh. It covered 180 backward mandals in 6 districts under Phase 1. The phase II of the project covering 548 backward mandals and all coastal fishermen villages in other districts has been commenced since June 2002, thus covering 864 rural mandals of all the districts of the state41. Indira Kranti Patham The newly – installed congress government in Andhra Pradesh in 2004 reaffirmed its commitment to Velugu by giving an expanded role with a new name Indira Kranthi Patham (IKP). The IKP is managed by an independent Society for the Elimination of Rural Poverty (SERP) which is a government agency with all the flexibility that a society structure provides especially for hiring of professionals. SERP employees of some 2,200 such professionals across the state provide administration and managerial support to the entire SHG network42, under this IKP programme, a new scheme known as ‘Abhaya Hastham (Hand of Re-assurance) old age pension for the 1.25 crore thrift group or self-help group members. The scheme will provide income security to every women of SHGs. Every member will get an assured minimum monthly income of Rs. 500/- after the attains 60 years. Insurance coverage from Rs. 30,000/- to Rs. 75,000/-. Insurance coverage from Rs. 30,000/- to Rs. 75,000/- will be provided to every women members. And the children of the members, studying 9th class to Intermediate will be granted a scholarship worth noting43. To sum up, planned development has been considered to be the most effective way of solving the numerous problems come in the way of eradicating poverty, reducing imbalances and preventing discriminations among vast number of poor people living in rural areas, especially of rural poor women folk. In this process various policies and programmes intended for empowerment of women have been implemented for which special budget allocations are made in Five Year Plans. Besides, various schemes are being implemented to uplift socio-economic status of rural poor women and paving a path for their empowerment. Thus the government has been making sincere efforts to empower women in socio-economic and politico-cultural aspects, so that a welfare state and a prosperous nation can be built. Thus, in this chapter the governmental policies and programmes implemented for
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empowerment of women have been examined to fulfil in the fourth objective. REFERENCES
1. Neera Desai, ‘Changing Status of Women, Policies and Programmes’ in Amit Kumar Gupta (ed) Women and Society, Development Perspective, Quiterion Publishers, New Delhi. 1986, p.1.
2. Kitchlu T.N., ‘Women rights, Legislative Measures’ in Yojana, Nov. 15, 1991, vol. 35, No. 20, Publication Division, Government of India, New Delhi, p. 16.
3. Neera Desai and Maithreyi Krishna Raj, Women and Society in India Op.cit, p. 44.
4. Ibid, p. 329. 5. Anil Kumar Gupta, (ed) Women and Society: 6. The Developmental Perspective, Op.Cit., p. 93. 7. Government of India, “Towards Equality” Report of the Committee on the Status of Women in India, 1975, p. 356.
8. Department of Women and Child Development, Ministry of Women Resource Development, National Perspective Plan for women 1988 – 200 AD, Report of the Core Group, 1986, p. 12.
9. Ibid., p. 13. 10. Widge M.K., “Gender issue in Development” in Yojana June 15, 1992, Vol. 37, No. 10, Publication Division, Govt. of India, New Delhi, P. 12.
11. “Towards Equality”, Report of the Committee on Status of Women in India, op.cit., p. 308.
12. National Perspective Plan for Women 1988 – 2000 AD, Op.cit, p.13.
13. Neera Desai and Amit Kumar Gupta, “Women and Society in India”, Ajantha Publications, Delhi, 1987, p. 333.
14. Kalbagh Chetana, “A Better Deal for Women by 2000 AD”, in Kalbagh Chetana (ed)., Social and Economic
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Dimensions of Women’s Development, New Delhi, Discovery Publishing House, 1992, p. 124.
15. National Perspective Plan for Women 1988 – 2000 AD, op.cit., p. 14.
16. Government of India, Seventh Five Year Plan 1985 – 90, Socio- Economic Programmes for India, Planning Commissioner, New Delhi, p. 123.
17. Ibid., p. 127. 18. Kanakalatha Mukund “Women Welfare Programmes in A.P”. 1990, CESS, Hyderabad.op.cit 1, p. 204.
18. Government of India, Eighth Five Year Plan 1992 – 97, Planning Commission, New Delhi, 1992, pp. 291 – 292.
19. Anitha Anand, “Engendering the Plan” in the Hindu, April 6, 1997, p.4.
20. Government of India, Country Report Fourth World Conference on Women, Beijing 1995, Department of Women and Child Development, New Delhi, p. 27.
21. Peerzade, Sayed Afzal and Prema Parnade (2005), ‘Economic Empowerment of Women’, Theory and Practice’ Southern Economist, March – 1, pp. 9 – 10.
22. Webiste : http://Planningcommission.nic.in 23. Kalbagh Chetana, “A Better deal for Women by 2000 AD” in Kalbagh Chetana (ed) Women’s Developemental Studies, op.cit., p. 127.
24. Ibid., p. 130. 25. Kapil Deep Singh and Jayanty K Sinha (2006), The Indian Economic Association 89th Annual Conference Volume Part – 2, pp. 1070 – 1071.
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VOLUME 7, ISSUE 1(3), JANUARY 2018
A STUDY ON CAPITAL MARKET TREND TRADING WITH MOVING AVERAGE ANALYSIS WITH SPECIAL REFERANCE TO BSE SENSEX Mrs.G.Yasmin, Mrs.G.Yasmin Ph.D Research Scholar Ph.D Research Scholar (Corporate Secretaryship) (Corporate Secretaryship) Bharathiar University Bharathiar University Coimbatore,Tamilnadu Coimbatore,Tamilnadu India India
Dr.D. Sasikumar Assistant Professor of Commerce Thiruvalluvar Government Arts College Rasipuram,Namakkal (District) Tamilnadu,India ABSTRACT
Capital market is one of the most important segments of the Indian financial system. It helps in capital formation and economic growth of the country. The capital market acts as an important link between savers and investors through long term investment. Investors in capital market have different risk and return expectations. They can plan their portfolios by understanding stock market trends which helps to identify the future stock price movements. Trend trading is one of the most effective and easy to use methods to make an investment plan. The moving-average (MA) trading system is the trend following strategy which is widely used by the traders to find out the trend in the market.The study on trend trading sample includes analysis of BSE SENSEX using MA, HMA, SMA, EMA, MACD & RSI for a period of two years.
Keywords: Capital Marker, Stock Market, Trend trading, Moving average, BSE SENSEX
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I) INTRODUCTION A developed and effective Capital Market helps to contribute towards speedy economic growth and development. The role of capital markets is vital for the growth and making capital safer for investors. The investors in capital market plan their portfolio based on the risk, return as well as the price movement. Before investing understanding market trends are important because it tells which stocks are expected to move up, and how much risk there is along the way.It is probably one of the easiest techniques for the new trader or investor for trading in the stock market.The moving average (MA)is a simple technical tool which helps to determine the direction of trend. The study helps to know the concept of trend trading through moving average by taking the index of BSE SENSEX for a period of two years.
II) LITERATURE REVIEW
William Brock, Josef Lakonishok and Blake LeBaron(1992) In his article describes that technical analysis is helpful in predicting future price movements by observing past prices and their trends and it also discuss that movements in supply and demand can also be seen from charts and graphs.
Wing-Keung Wong, MeherManzur and Boon-Kiat Chew (2002) article discuss that the helpful principle of technical analysis is to identify trends and then go with the trend whether it is occurring randomly or due to fundamental factors. He also discussed the techniques of moving averages and relative strength index (RSI) by applying it on Singapore stock exchanges.
III) OBJECTIVES OF THE STUDY
It helps the investors to know the Trend direction in capital market and significantly get indication of stock position in present scenario using arithmetic analysis of past data.
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A study describing trend in view of volume in assets using a momentum indicator RSI (Relative strength Index) toidentify overbought or oversold conditions of stocks trading in capital market.
IV) NEED AND IMPORTANCE OF THE STUDY Trend trading plays an important role in capital market. It is helps the traderto find the position of the market and to take decision whether to enter or exit the market. Moving averages are a powerful tool for traders tostay in a profitable way. The study is important to find out the trend of BSE SENSEX by using various tools.
V) RESEARCH METHODOLOGY The recent updates in the research help to know about the importance of trend trading in the capital market segment. It also helps the investors to follow better investment strategy by finding out the trend of the market. The data used in the study is secondary in nature. It is collected with the help of books, web sites and various other sources.
VI) SCOPE OF THE STUDY As the subject is very vast. The study mainly focused on the trend trading in capital market segment by using past trading history. The study is based on index of BSE SENSEX for two years.
VII) STATISTICAL TOOLS AND TECHNIQUES The present study has used MA, HMA, SMA, EMA, MACD, RSIfor the analysis and interpretation of data. The data was classified and tabulated with the help of using MS EXCEL.
VIII) TREND TRADING Trend trading is a trading strategy which helps to identify the stock position through its direction and movement. Trend trading is one of
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the most profitable strategy. The trend trader enters into long term trading if the stock trend is in upward position and he enters into short period trading if it shows a down trend. Trend trading strategy assumes that the present direction of the stock will continue into the future. It can be used by short, intermediate or long-term traders. The success of the trend trading depends on keen observation of the movement of the trend and taking necessary actions based on its position.
IX) BENEFITS OF TREND TRADING It gives long-term approach to the trading in which the trader tries to find and buy trending stock in the long run until the trend goes to the opposite direction. The trade predictions are not required in trend trading, as it is adaptable to different climates and environments. The trend trading not requires any buy and hold policy, analysts or news to take decision. The decision-making in trend trading doesn’t involve discretion, guesses and gut feelings. X) MOVING AVERAGE Moving averages are among the most popular and widely used indicators which is the basis of many trend following systems. It helps to find the time series data to smooth out short-term fluctuations and highlight longer-term trends or cycles. It helps to identify the trend direction and strength. Comparison between moving averages of different time periods can also show market momentum.It indicates entry exit signals through using moving averages of multiple time periods.
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XI) HULL MOVING AVERAGE METHOD (HMA) FOR TRADING ANALYSIS.
The Hull Moving Average (HMA)was developed by Alan Hull, which are extremely fast type and smooth moving average. A longer period HMA may be used to identify trend. If the HMA is rising, the prevailing trend is rising, indicating it may be better to enter long positions. If the HMA is falling, the prevailing trend is also falling, indicating it may be better to enter short positions.
XII) CALCULATION OF HULL MOVING AVERAGE (HMA) Step 1 - Weighted Moving Average with period n / 2 and multiply it by 2 Step 2 - Weighted Moving Average for period n and subtract if from step 1 Step 3 - Weighted Moving Average with period sqrt(n) using the data from step 2Step 4 HMA= WMA(2*WMA(n/2) − WMA(n)), sqrt(n)) XIII) ANALYSIS AND INTERPRETATION
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TABLE – 01
TRADING TREND ANALYSIS USING METHOD OF HULL MOVING AVERAGE
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Source:Computed and extract from https://in.finance.yahoo.com/quote/%5EBSESN/history?period1=147612 4200&period2=1510338600&interval=1d&filter=history&frequency= 1d.Interpretation: In the above table for a Moving Average weight stick is 375 for November 2017, the WMA period 9 is 33403 and WMA period 4 is 33282. While actual closing was 33315, having a lower value of 33108 and high value of 33380 and HMA period 9 is 33208 RSI bar up is 68, RSI Bar down 62, RSI of HMA period 9 is 52. We have calculated the hull moving average using SMA 9, SMA 50, HMA 4 HMA 9 and HMA 49 and RSI 9. The result shows a “Buy” Position indicated as “True” over 9 days HMA and 59 days HMA and relative strength index RSI for 9 days are indicating in favor for “Buy” Position during the observation period of two years. This result can be impact the trader’s decision over the stock favoring a buy position. The Table-1 is charted in following Chart 1 for graphical observation.
CHART -01
HULL MOVING AVERAGE FOR TRADING TREND ANALYSIS
Source: Computed from Table 01
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Interpretation: The above chart denotes that thesell& buy position is indicated after Nov 2017 which could be used in finding the trend part of trading strategy considering BSE Sensex. The trader gets the indication of market scenario for which the trader has to the take action of buy or sell position accordingly and the trader shall further analyze trend trading using the Hull MA along with the MACD,RSI,SMA,50 days& 200 days in combination.
TABLE – 02
ANALYSIS USING SMA-20, 50DAYS, 200DAYS, EMA, MACD-FAST, MACD-SLOW, MACD & RSI
DATEBSE SENSEX INDEXSMA-20 50 Days 200 Days EMA MACD-Fast MACD-Slow MACD MACD-Signal RSI 31/May/16 26667.96 25729.73 25480.42 25553.15 26034.76 26082.64 25898.38 184.26 43.43 68.63 30/Jun/16 26999.72 26711.66 26156.99 25592.76 26675.88 26690.70 26556.57 134.14 155.14 56.85 29/Jul/16 28051.86 27713.41 27003.82 25736.48 27840.37 27889.24 27558.96 330.28 330.38 61.96 31/Aug/16 28452.17 28008.35 27681.32 25854.99 28060.21 28076.15 27951.56 124.58 119.04 68.79 30/Sep/16 27865.96 28502.55 28199.78 26127.57 28304.61 28283.01 28307.28 -24.28 86.00 29.21 28/Oct/16 27941.51 27989.77 28215.50 26337.46 28002.87 27991.08 28066.93 -75.85 -79.50 45.91 30/Nov/16 26652.81 26660.16 27547.83 26562.09 26481.41 26428.41 26817.99 -389.58 -444.36 40.88 30/Dec/16 26626.46 26370.70 26749.12 26855.79 26316.27 26308.42 26420.59 -112.17 -159.48 52.75 31/Jan/17 27655.96 27193.96 26685.30 27087.58 27378.07 27432.51 27142.42 290.09 230.97 70.11 28/Feb/17 28743.32 28417.33 27466.69 27361.77 28531.81 28584.80 28219.53 365.27 367.84 67.15 31/Mar/17 29620.50 29305.23 28636.18 27703.85 29388.06 29421.64 29154.95 266.70 288.28 65.69 28/Apr/17 29918.40 29689.65 29289.12 27969.43 29722.88 29748.23 29575.27 172.97 152.24 55.41 31/May/17 31145.80 30471.27 29962.76 28254.87 30689.27 30747.28 30411.30 335.98 278.68 71.99 30/Jun/17 30921.61 31145.03 30634.96 28567.38 31044.43 31040.60 30964.42 76.17 158.35 35.33 31/Jul/17 32514.94 31912.51 31398.81 28933.95 32100.61 32153.65 31829.67 323.98 291.89 71.18 31/Aug/17 31730.49 31732.08 31705.41 29354.72 31646.77 31630.61 31701.13 -70.52 -61.54 48.84 29/Sep/17 31283.72 31886.87 31896.89 29938.48 31727.50 31695.87 31795.78 -99.91 17.28 34.49 31/Oct/17 33213.13 32342.33 32014.87 30506.35 32723.15 32795.21 32435.26 359.95 254.99 85.82 10/Nov/17 33314.56 33056.38 32326.29 30759.91 33198.39 33250.36 32898.17 352.19 374.46 70.27 Source:Computed and extract from https://in.finance.yahoo.com/quote/%5EBSESN/history?hhperiod1=147 6124200&period2=1510338600&interval=1d&filter=history&frequenc y=1d.
Interpretation: The “Buy” Position is indicated in overall on 10th Nov 2017 since the index value is shown higher is observed BSE SENSEX close 33314.56, in 50 days (32326.29),MACD-Slow (32898.17) and
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Positive value in MACD (352.19)& MACD Signal (374.46) and RSI (70.27). An average value with slightly lower index are observed in SMA-20 (33056.38),EMA (33198.39), MACD-Fast (33250.36). While high variation in lower average index is observed in 200days (30759.91). The buy position indicated will provide the trend in market which helps the trader in making decision on trading stock.
The Table 02 is charted for graphical observationin preparation of chart 02 the combination of SMA20,50Days,200Days, EMA, MACD- Slow, MACD-Fast are kept in Primary axis and combination of MACD, MACD-Signal & RSI are in Secondary axis while Time in Days are in common for both the combination.
MACD: While moving averages are useful enough on their own, they also form the basis for other technical indicators such as the Moving Average Convergence Divergence (MACD). Moving average convergence divergence (MACD) is a trend-following momentum indicator that shows the relationship between two moving averages of prices. The MACD is calculated by subtracting the 26-day exponential moving average (EMA) from the 12-day EMA. A nine-day EMA of the MACD, called the ‘signal line’, is then plotted on top of the MACD, functioning as a trigger for buy and sell signals.
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CHART – 2
Moving Averages Sma,Ema,Macd,Rsi,50days,200days For Bse Sensex
Source: Computed from Table 01
Interpretation: In chart 02 observation during the month of September 16 the MACD falls below the signal line, it is a bearish signal (, which indicates that it may be time to sell. Conversely, during the month of December 16 the MACD rises above the signal line, the indicator gives a bullish signal, which suggests that the price of the asset is likely to experience upward momentum this continuous in August 17 also which indicates favoring buy position for BSE SENSEX based on two-year historical data. By using the above method, the daily trader gets a handy tool which will support trading strategies.
XIV) RESULTS FOR TABLE1,2 AND 3: Combining the above from Table 01,02,03 and Chart 01,02 the following are taken for consideration. In an uptrend signal from the HMA. if we have a MACD crossover then it indicates a “Buy” signal and in a downtrend signal from HMA, if we have a MACD crossover then it indicates a “Sell” signal. After 13th Sep 2015 a sell crossover
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from the RSI coupled with selling activity as indicated from the volumes in chart 02. This downtrend is confirmed with the Hull MA chart 01 and accordingly we close the long position. After 20th Dec 2016 a Buy crossover from the RSI & MACD Signal coupled with Buying activity as indicated in chart 02 accordingly, a trader interpretstrend and takes a position nearby in the Market.
XV) CONCLUSION In the current scenario, investing in stock markets is a major challenge ever for professionals. The investors should be aware of the various hedging and speculation strategies, which can be used for reducing their risk. The trend trading through moving average helps the traders to analyze the securities. The trend analysis keeps the trader updated till last close position and provides picture of market that may impact the future positions and decisions for trading. The traders should examine the time that they are trading, cost of trading, trading signals etc., which can be read from the moving average analysis.
XVI) REFERANCE 1. https://in.finance.yahoo.com/quote/%5ENSEI/history?period1=14 49772200&period2=1510425000&interval=1d&filter=history 2. https://www.investopedia.com/university/introduction-stock- trader-types/trend 3. https://www.investopedia.com/terms/t/trendtrading.asp. 4. Mulloy, P. G. (1994). Smoothing Data with Faster Moving Averages. Stocks & Commodities, 12(1), 11-19. 5. R. Gencay. (1998), The predictability of security returns with simple technical trading rules, Journal of Empirical Finance, 5, 347-359. 6. ] Metghalchi, M. Marcucci, J., Chang, Y. H. (2012) Are moving average trading rules profitable? Evidence from the European stock markets, Applied Economics, 2012,44, 1539-1559.
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THE SIGNIFICANCE OF PERCEIVED FAIRNESS ABOUT APPRAISAL PROCESS: IN ETHIOPIAN REVENUE AND CUSTOM AUTHORITY (ERCA)
Wako Geda Obse Prof.T.Subbaraidu PhD Research Scholar Department of HRM Department of HRM Andhra University Andhra University Visakhapatnam Visakhapatnam Andhra Pradish, India Andhra Pradish, India
Abstract This study investigates the relationship between employee evaluation of appraisal practice and their perception on the appraisal system. The study evaluates performance appraisal system in terms of its system and procedure, process, employee participation, and purpose. The employee perception on the performance management (constitutes its fairness, accuracy, satisfaction, and impact on performance) were also assessed. The relationship between performance appraisal practice and employee perceptions were examined using paired correlation and partial correlation analyses. The research adopts exploratory and descriptive methods; and random sampling technique was used to collect data from employees’ of Ethiopian Revenue and Custom Authority (ERCA). The findings discovered that the employees’ perception on the appraisal fairness, accuracy, satisfaction and impact on performance are all directly and significantly associated to the existing appraisal practice in the organization, except with the level of employee participation.. Among others, the practice in the appraisal process is the main variable that all perceptions of employees were significantly associated to; again the perceived fairness is found to be the most influenced by the appraisal process. The study concludes the effectiveness of appraisal systems mainly related to the employee perception on the fairness of the appraisal process. Key words: Fairness, Perception, Accuracy
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1. INTRODUCTION Performance appraisal is more considerable than other processes because its result shows the success of the awareness of the other areas in the field of Human Resources and other personnel activities (Anthony William, 1993). Important to note is that Latham and Latham (2000), recommend the need to evaluate the appraisal process. In reference to their recommendations, if employee is to have positive attitude towards the appraisal system, the performance appraisal should undergo regular review and improvement. This confirms Roberts (2002) recommendations that; a successful performance appraisal process should demonstrate a change in both the ratings of staff performance and aspects of the work environment that impact upon work performance. In line with related literature and researches, this study was carried out on aspects of employee appraisal and job satisfaction with an aim to draw meaningful relation to the existing situations at ERCA and further identify gaps for future research. Therefore, the current study extends the body of knowledge on the influence by performance appraisal on job satisfaction; with empirical evidences.
2. LITERATURE REVIEW 2.1 EFFECTIVENESS OF PERFORMANCE APPRAISAL PROCESS Performance Appraisal from a social-psychological perspective as opposed to the traditional tool for measurement is becoming more popular, viewing Performance Appraisal as a communication and social process. From reviewing the literature, there appears to be no one single best method of Performance Appraisal, although there are certain common elements throughout all effective methods. Effective managers recognize performance appraisal systems as a tool for managing, rather than a tool for measuring, subordinates. They may use performance appraisals to motivate, direct and develop subordinates (Wiese & Buckley, 1998, p244).. Performance management systems are effective when they are based on goals that are jointly set and are driven by an organization’s business strategy (Lawler, Benson & McDermott, 2012). If the goals of the performance appraisal process are in contrast with the organizational goals, the resulting performance appraisal system could, in fact, be of
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harm to effective organizational functioning (Barrett, 1967). All effective performance appraisals include elements such as linking appraisal to rewards, the supervisor and employee working together to identify goals, performance goals clearly defined, feedback given to the appraiser on their effectiveness and compliance with legal requirements (Rankin & Kleiner, 1988). Having both the manager carrying out the appraisal and the employee setting goals mutually is crucial for the effectiveness of the performance appraisal. The degree of involvement of subordinates in the appraisal has been seen to be of benefit to the success of the system. Cawley et al (1998) proved that subordinate participation in the appraisal procedure is related to employee satisfaction and their acceptance of the performance appraisal system. The ineffectiveness of performance appraisal (Becker et al., 2001) in appraising workers contributions to departmental goals (Ebrahim et al., 2004) are due to irrelevant, ambiguous and undefined measuring dimensions (Martey, 2002); and lack of a performance appraisal system that effectively integrates all the key performance indicators in support of the organization’s aims and objectives. Performance appraisal serves a number of purposes in organizations; and realization of these purposes adds to the appraisal effectiveness. Performance appraisal is used in judgment workforce decisions, such as promotion, demotion, retention, transfer, and pay and for employee development via feedback and training; it also serves the organization as a means for validating selection and hiring procedures, promoting employee- supervisor understanding, and supporting an organizations culture (Daley, 1992, p. 39-49). The success of the appraisal system also lies in the effectiveness of the appraisal process. In order to have effective appraisal, the process must be embedded completely throughout the organization where the values shape part of the fabric of the everyday life of the workplace (Piggot- Irvine, 2003). According to Dick Grote(2002),an effective appraisal process begins with a performance-planning meeting where the manager and the individual discuss the upcoming year, set goals, review the competencies that the organization expects people to demonstrate, and identify the key job elements.
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Employee job performance standards are established based on job description. If ambiguity surrounds the job description, goals, traits or behaviors that will be the basis for the evaluation, the process is bound to fail. Providing the opportunity for employees to clearly understand the performance standards will enhance their motivation and commitment towards their jobs. After the evaluation, the rater must describe work-related progress in a manner that is mutually understandable. According to Baird et.al.(1990),feedback is the foundation upon which learning and job improvement are based an organization. Longenecker, (1997) intimated that appraising employee performance is destined to fail without having clearly established performance criteria by which to judge their performance. Besides, the criteria for review performance must be based on employees’ actual performance and must be devoid of non-performance related characteristics. This, to a large extent will help employees perceive the performance appraisal process as a fair and invariably be satisfied with it. Communication is also an important part of the PA process. An effective two way communication which outlines the desired behavior or the expected results should be communicated to the employees as well as the evaluators. According to Debrah, (2004) in most Ghanaian organizations, Performance appraisals are based on supervisory ratings and this encourages subjectivity in the performance appraisal process, thus, an appropriate rating instrument must support the appraisal process. The instrument should be tailored to capture critical desired behavior and outcomes with corresponding meaningful performance standards and metrics, (Longenecker, 1997). Continuously noting and documenting the performance of an employee is also important for effective performance appraisal process. Managers are expected to monitor employee‟s performance on an ongoing basis in order to be in a position to know what the subordinates are actually doing. Longenecker, (1997) points out that, to increase the effectiveness of the evaluation process, regular performance feedback is needed. The purpose of the feedback should be developmental rather than judgmental. Longenecker, (1997) notes that employees want ongoing performance feedback to reinforce appropriate actions and to be in a
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position to make adjustments when their performance needs improvement. Also according to Amstrong, (2006) feedback should be based on factual evidence and should be presented in a manner that enables individuals to recognise and accept its factual nature. People are more likely to work to improve their performance and develop their skills if they feel empowered by the process, (Armstrong, 2006). Also according to Piggot-Irvine (2003), effectiveness occurs when appraisal interactions are non-controlling, non-defensive, supportive, educative and yet confidential. The reaction of employees affected by a company’s performance appraisal system is considered one of the main criteria to evaluate the relevance of this system (Boachie-Mensah & Seidou,2012; Levy & Williams, 2004; Keeping & Levy, 2000). If employees see the PA system as unfair, they are less likely to use the feedback from the appraisal to improve their performance. Cawley, Keeping, & Levy, (1998) stated that the reaction of appraisees is a better indicator of the overall efficiency of the PA system than its psychometric properties . 2.3 EMPLOYEE PERCEPTION ABOUT PERFORMANCE APPRAISAL The success of any HR intervention in organisation is heavily dependent on employees’ perception of that intervention’ (Rahman & Shah, 2012, p.11). For performance appraisal to be effective and useful, it is vital that those taking part, the appraiser and the appraisee, are both benefiting from it and find the procedure a productive tool, as without this, it would be impossible for the system to work. Kuvaas, (2007) the best way to evaluate the effectiveness of appraisal system is to analyze the responses of the employees in the organization. Keeping and Levy (2000) argue that the reaction of appraisees is probably the best criterion to use to evaluate a performance assessment system. They note that this system would be inefficient if appraisees did not see it as fair, useful and equitable. The perception of errors and bias of appraisers and the reactions of appraisees and appraisers to the PA system in place are among the efficiency measures of the PA(Keeping & Levy, 2000). In general, the appraisees and appraisers respond favorably to a PA system that is seen as fair and equitable (Brown & Benson, 2005).
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Fletcher (2004) listed the three things that employees being appraised looked for in a performance appraisal, these are: perceiving the assessment as accurate and fair, the quality of the existing relationship with the appraiser and the impact of the assessment on their rewards and well-being. According to Cawley et al (1998) subordinates reactions to Performance appraisal can be a way of measuring their outlook towards the system. The main reactions that can be assessed are their satisfaction from the appraisal, the utility, whether they felt they were fairly appraised, how motivated they were from the appraisal and the accuracy of the system. Boachie-Mensah & Seidu (2012) advises that employees are likely to embrace and contribute meaningfully to the Performance Appraisal scheme if they recognise it as an opportunity for personal development, a chance to be visible and demonstrate skills and abilities and an opportunity to network with others, but if employees perceive Performance Appraisal as an unreasonable effort by management to try to closer supervise and gain control over tasks they carry out, they won’t welcome the scheme as easily. A vast amount of literature looks at whether performance appraisal is successful based on rating accuracy and qualitative aspects of the appraisal, but it is reasonable to suppose that employees’ reactions to the appraisal system could have just as much influence on the success of an appraisal system (Cawley, Keeping & Levy, 1998). An organisation might develop the most precise and sophisticated appraisal system, but if the system is not recognised by the staff, its effectiveness will be limited. Employees' thoughts of performance appraisal systems could be as important to the continuing success of the system as reliability and validity (Dipboye and Pontbriand, 1981). Employee perceptions of the fairness of their performance appraisals are useful in determining the success of performance appraisal systems (Erdogan, Kraimer & Liden, 2001). Performance appraisal is considered to encourage employee performance in consequent performance cycles (Heneman& Werner,2005). The capacity to achieve these positive outcomes will be a function of the quality of the performance appraisal experience. Organizations need to ensure that employees have affirmative perception about the fairness of the appraisal system, its accuracy, the
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satisfaction on the system, and the performance gain as a result of the performance management system. Performance appraisal satisfaction has tended to focus on one of three main concepts of the appraisal system (Keeping Levy, 2000): these are the appraisal process, the appraisal interview, and the appraisal outcomes. In reality though, when organization and their employees refers to the appraisal system they are often referring to a combination all three these components (Brown, et al.,2010). Various studies have found that informing employees as to the purpose of the performance appraisal, what the performance appraisal requires of the employee, communicating the policies and procedures which relate to the system, and informing employees how the system will be monitored to ensure that it is being carried out in accordance with organization policy, are all impotent predictors of employee satisfaction with the appraisal system (Giles & Mossholder, 1990; Levy & Williams, 1998;Mount, 1983, 1984; Pooyan & Eberhardt, 1989).
3. HYPOTHESISED RESEARCH FRAMEWORK
Employees’ Perceptions on Performance Appraisal Performance Appraisal Practice a) Fairness 1. System and procedure b) Accuracy 2. Appraisal Process H1a, H1b, H1c, H4d c) Appraisal Satisfaction 3. Employee Participation d) Effect on performance 4. Purpose of Appraisal
4. HYPOTHESIS H1a: Perceived Performance Appraisal directly related to System and Procedure aspect of PAS H1b: Perceived Performance Appraisal is directly related to Appraisal Process H1c: Perceived Performance Appraisal is directly related to the level of Employee Participation
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H1d: Perceived Performance Appraisal is directly related to the practical purposefulness of PAS
5. METHODOLOGY This research is based on quantitative research approach, where explanatory and descriptive research methodologies are employed. The study mainly explores the effect of perceptions about performance appraisal (independent variables) on job satisfaction as dependent variable. The measurement scale on each variable is adopted from different study, customized to suit the research objectives; and measured on 5 point likert scale. The internal consistency of the measures are assessed and passed the reliability test. The organization under study is the Ethiopian Revenue and Custom Authority (ERCA); where the head office and two (among four) branch offices are purposively selected. Proportional to number of employees in each selected office, and using random sampling technique a total sample of 381 employees were participated. Among them 48 are Supervisors and 333 are subordinates. Questionnaire has been used to collect data. Descriptive and inferential statistical analyses were performed on the data. The correlation and multiple linear regression techniques were applied to generate the research findings and answered the research question.
6. FINDINGS and DISCUSSION In this research, the variables under study are the employee assessment of the appraisal practice and their overall perceptions towards the appraisal system in the organization under study. Employee responses for each item were measured on a five point Likert scale with 1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree. The items of each variable assessed for inter item consistency with Cronbache’s alpha reliability measure. The mean, standard deviation and Cronbach’s alpha of each variable are shown in table 1. The results show employees disagreement indicating poor quality of appraisal practice in terms of the appraisal system and procedure, process, participation, and purposefulness. They also have a low level perception of the appraisal system in terms of its fairness, accuracy, satisfying, and support to their performance. Table 1. Mean, Standard Deviation of Variables
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Performance Variables Mean Std. Cronbache's Appraisal Deviation Alpha Practice System and 2.96 .912 .966 Procedures PA Process 2.56 .925 .977
Employees' 2.86 .661 .802 Participation PA purpose 2.15 1.186 .997
Perception Fairness 2.42 .978 .978
Accuracy 2.43 .942 .969
Satisfaction 2.43 .941 .964 on PA Effects on 2.84 .616 .801 Performance
The relationship of between the appraisal practice and their perception towards PAS was evaluated using correlation analysis technique. The correlation result showed that the appraisal practice on employees’ participation has not significantly correlated to each of the four perceived outcomes of the appraisal system. Whereas, the employees assessment of performance appraisal practice with respect to 1) system and procedure, 2) appraisal process and 3) purpose of appraisal are all found have been significantly correlated to each dimension of employees’ perception on the appraisal system. The appraisal practice in terms of its process is relatively the most related to the employees’ perception; and perceived fairness being the highest correlated to the process, r=0.934. The system and procedure aspect of the appraisal practice is the second to have been significantly correlated with employees’ appraisal perception; and again perceived appraisal fairness is the most related to it with r=0.794. The attached purpose to the appraisal is also significantly related to employees’ perceptions on appraisal system. The appraisal practice, in terms of its
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purpose, is mostly related to employees’ satisfaction on the appraisal, with r=0.645. Table 2. Correlation of variables Perception on Performance Appraisal Fairness Accuracy Satisfaction Effects on on PA Performance
System and Pearson .794** .788** .771** .659** Procedures Correlation Sig. (2- .000 .000 .000 .000 tailed) N 381 381 381 381
** ** ** ** PA Process Pearson .934 .930 .926 .795 Correlation Sig. (2- .000 .000 .000 .000 tailed) N 381 381 381 381 Employees' Pearson .087 .069 .068 .053 Participation Correlation Sig. (2- .092 .178 .187 .306 tailed) N 381 381 381 381 Performance Performance Appraisal Practice PA purpose Pearson .624** .609** .645** .540** Correlation Sig. (2- .000 .000 .000 .000 tailed) N 381 381 381 381 **. Correlation is significant at the 0.01 level (2-tailed). Partial-correlation analysis for each of practice variable (controlling for the effect of the other practice variables) was conducted. The analysis further examined the significance of the appraisal process in
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influencing employees’ perception on appraisal system. From table 3, the system and procedure practice (irrespective of the other three practices) is only significantly correlated to the perceived fairness and perceived accuracy with r=0.134 and r=0.123, respectively. The purpose of the appraisal is seen to have a significant partial-correlation with the employees’ satisfaction on performance, r=0.147. Controlling for the effects of the other three appraisal practice variables, (system and procedure, employee participation, and purpose of appraisal), the partial-correlations of the appraisal process with all the four employees’ perceptions on the appraisal system are found high and significantly. Again, the partial correlation of the appraisal process with the perceived fairness is r=0.785, followed by perceived accuracy (r=0.779), and satisfaction on appraisal ( r=0.772), and support for employees performance (r=0.549). These results showed that, it is the appraisal process that mostly influences the employees’ perception on PAS; and relatively it is the perceived fairness is the most influenced by the appraisal practice, specifically the appraisal process. Table 3: Partial Correlation of Variables; controlled by three appraisal practice variables at a time Fairness Accuracy Satisfaction Effects on on PA Performance System and Correlation .134** .123* .042 .016 Procedures Significance .009 .017 .416 .757 (2-tailed) Df 376 376 376 376 PA Process Correlation .785** .779** .772** .549** Significance .000 .000 .000 .000 (2-tailed) Df 376 376 376 376 Employees' Correlation -.012 -.055 -.075 -.046 Participation Significance .809 .284 .146 .370 (2-tailed) Df 376 376 376 376 PA purpose Correlation .046 .009 .147** .050 Significance .374 .858 .004 .330 (2-tailed) df 376 376 376 376
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7. RESULTS OF HYPOTHESIS TESTING H1a: Perceived Performance Appraisal directly related to Accepted System and Procedure aspect of PAS H1b: Perceived Performance Appraisal is directly related to Accepted Appraisal Process H1c: Perceived Performance Appraisal is directly related to the Rejected level of Employee Participation H1d: Perceived Performance Appraisal is directly related to the Accepted practical purposefulness of PAS CONCLUSION This research study investigated the relationship between the practice of performance appraisal practice and the employees’ perception about appraisal system. Overall, the findings of the research showed that the perceived appraisal (in its fairness, accuracy, satisfying, and performance effect) by employees of ERCA are all significantly correlated with the existing PAS practice (system and procedure, process, and purpose). The low level practice in the appraisal system is therefore influenced employee perception negatively. Among others, the appraisal process by far is the most significantly related to the employee perception about performance appraisal. Particularly, the fairness of the appraisal is the highest perception that employee associated to the appraisal process. Hence, the perceived appraisal process is the most significant construct that determines the effectiveness of the appraisal system at ERCA. BIBLIOGRAPHY
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sROLE OF MUSEUMS IN PROMOTING CULTURAL TOURISM
Danish Mahmood Assistant Professor Department of Museology AMU, Aligarh (U.P.) India
Abstract:
Most museum professionals believe that museums were established for the purposes of education and learning, collection, conservation, research and enjoyment. However, as society has changed, people have more spending power for their leisure; the economic role of museums has become more important. Museums, as cultural institutions, have become the catalysts of city development and boosted the power of local economies by promoting tourism in general and cultural tourism in particular. Museums, as cultural institutions, are a basic foundation block of economic development in many cities, crucial for their promotion of the tourism industry. Researchers pointed out that 3 out of every 10 visitors come to London for its museums.
Present paper is based on study to point out various issues and challenges facing by museums in promoting cultural tourism in the world. A general guideline discussed by the author, which might be significant for museums for making strategies to promote culture and cultural tourism.
KEY WORDS: Heritage, Culture, defibrillators, Intangible Heritage, Value system, Identity, Interpretation, ICOM, UNWTO
Introduction:
The definition of a museum has evolved, in line with the development of society. Since its creation in 1946, International Council of Museums (ICOM) updates this definition in accordance with the realities of the global museum community. According to the ICOM statutes, adopted
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by the 22nd General Assembly in Vienna, Austria on August 24th 2007: A museum is a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education study and enjoyment.
Most museum professional believe that museums were established for the purposes of education and learning, collection, conservation, research and enjoyment (Hooper-Greenhill, 1994; Resource 2001). However, as society has changed, people have more spending power for their leisure; the economic role of museums has become more important. Museums also have started making strategies for their marketing to survive in the era of globalization.
In recent years, culture has become a key element in the competition among cities to attract visitors, and central to the new economic mix in many cities (Porter 1998). Museums, as cultural institutions, have become the catalysts of city development and boosted the power of local economies. Fleming (2006) described museums as ‘defibrillators’. He said that, whatever their social value, museums act as an economic improver.
Myerscough et.al. (1988) pointed out that museums, as cultural institutions, are a basic foundation block of economic development in many cities, crucial for their promotion of the tourism industry. He found that 3 out of every 10 visitors come to London for its museums.
Cultural Tourism and its significance:
Tourism has grown over recent decades to become one of the leading global socio-economic sectors of our times. Culture, reflected in heritage and traditions as much as in contemporary art, languages, cuisine, music, handicrafts, museums and literature, is of immeasurable value
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to host communities, shapes community identities, fosters respect and tolerance among people, and has
become a key tourism asset, creating distinctive differences between destinations (UNWTO Tourism and Culture Survey, 2015).
Cultural Tourism or Culture Tourism is the branch of tourism concerned with a country or region’s culture, specifically the life style of the people in those geographical areas, the history of those people, their art, architecture, religion and other elements that helped to shape their shape of life.
Cultural Tourism includes tourism in urban areas particularly historic and large cities and their cultural facilities such as museums and theatres. It can also include tourism in rural areas showcasing the traditions of indigenous cultural communities like festivals and rituals, their values and life styles, also referred as intangible cultural tourism.
It is generally agreed that cultural tourists spend substantially more than standard tourists. This form of tourism is also becoming generally more popular throughout the world. The Organization for Economic Co-operation and Development (OECD) in its report of 2009 has highlighted the role of cultural tourism. It states that Cultural Tourism can play significant role in regional development in different world regions.
In 2015, cultural itineraries were highlighted in the very first UNWTO/UNESCO World Conference on Tourism and Culture in Cambodia, which aimed to seal the strong alliance between tourism and culture towards sustainable development. Against this backdrop, this Global Report on Cultural Routes and Itineraries presents key information on the current trends, along with case studies highlighting public-private sector cooperation in the development of cultural routes, underscoring the importance of cross-sectorial coordination to
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guarantee the protection, preservation and conservation of cultural itineraries and attractions in the framework of tourism development.
The Report of UNWTO also validates the opportunities for local community development, effective partnership models and cross-border collaboration. This cooperation is an essential element in the development of this tourism offer. Promotes mutual assistance eluding competition between participating destinations, attractions and tourism suppliers. It also adapts a more inclusive model which opens the borders of new destinations and revitalizes existing destinations to create a more attractive and seamless tourism experience.
Types of Cultural Heritage:
1. Non-physical (Intangible) Signs and symbols passed on by oral transmission Artistic and Literary forms of expression Languages Ways of life Myths, beliefs and rituals Value system Traditional knowledge Know-how
2. Physical (Tangible) Monuments Archaeological sites Movable Heritage Collections Historical urban areas Vernacular Heritage Cultural landscapes International tourism has seen rapid growth and diversification over recent decades to become one of the leading economic sectors in the
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world. Today, more than one billion tourists travel to an international destination each year, and by 2030, UNWTO forecasts this number to reach 1.8 billion (UNWTO Report, 2015).
Because of improved communication as well as the high level, some countries enjoy enabling and encouraging people to use their leisure time to travel, most often, within their own countries. At home or abroad, the most attractive tourist destination-apart from beach and leisure resorts-are those that provide information about the history and culture of the place: heritage towns, museums, galleries, historic monuments, archaeological sites and national parks. Tourism not only is the main source of revenue in many countries, it is also one of the most utilized vectors of contact between developed and developing countries.
Although, the development of tourism disseminates knowledge about heritage and originally contribute to the maintenance and restoration monuments sites and museums. Now a days there are UNESCO World Heritage Sites including the very first one Galapagos Islands (Ecuador), National Parks Sites (like Yellow Stone, USA), and some of the most magnificent Archaeological Sites and Cultural Landscapes such as TIKAL (Guatemala), PETRO (Jordan), Ankorwat Temple (Cambodia) and Machupicchu (Peru), that are on and off the endangered lists, chiefly due to problems linked to the development of tourism. In addition, tourism revenues are often not being reinvested in heritage development. Linking tourism profits to heritage protection, care, maintenance, restoration and conservation including museums and local communities is often neglected. Yet, key to achieving real sustainability.
Role of Museums in Cultural Tourism:
What more can museums do? Faced with the deterioration of cultural and historic heritage due to over development, UNWTO, UNESCO,
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ICOM, ICCROM, IUCN, ICOMOS have analyzed this situation, adopted measures and worked to preserve the places negatively affected. Not only monuments, museums and galleries need to be prepared to manage visitors, the tourists also need to know:
How to behave in historic places and become aware of the consequences if they do not. How do we teach a tourist not to sit on the fragments of column or plinths dispersed around the Parthenon? How do we stop a tourist from taking a flash photo of a work of art even after having been previously warned that it is strictly prohibited to do so? Is it possible to make museums aware that an excessive number of people at an exhibition will surely spoil the visitor’s experience?
Some museums, monuments and sites already restrict the number of daily or monthly visitors but museum professionals and friends should consult more on practical approaches. Should there be different visitors for different types of groups of tourists? What we do know for sure is that those museums and historical monuments which have become veritable tourist destinations onto themselves are suffering from the downside of their overwhelming popularity. Some museums just cannot stand such a huge number of visitors even when cultural diffusion and education are part of their goals. Some visitors and museum lovers can no longer stand to go to overcrowded, noisy museums. To date, the aim of many museum managers and directors has been to shift their offer to “capitalize” on the tourists, by providing entertainment, shopping or food courts. But, little has been tried to influence the tourists to shift their own attitudes. In regards to cultural tourism:
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Museums should encourage the active participation of the local communities in the planning of both heritage management and the operations of tourist venues. Museums should encourage the communities to manage their cultural heritage, for which they should organize suitable training. It is important to plan tours using temporary programmes which are restricted to satisfy both the leisure periods of the local inhabitants and offer alternatives for foreign tourist. Museums and cultural tourism should encourage the interaction between visitors in a framework of respect towards the values and the hospitality that are offered. Tourists often lack for what they see of unfamiliar cultures, and it is important that museums understand that, and try to provide sufficient information to enable tourists to overcome their ignorance or, at best, limited understanding of unfamiliar cultures.
Museums are unique for visitors in many ways, authenticity is one of them. Ana Luisa Delclaux (2009) pointed out other features of museums which makes them unique for tourists:
Museums are unique in being able to offer enlightenment to tourists because they are able to offer enlightenment alongside experience. Museums carry great social responsibility, which is the core of their being. It is through our educational power, the power of enlighten, that museums respond to this responsibility. Museums are about stories and narratives. Museum collections somehow “speak for themselves”. Collections may be only one of many ways of interpreting the history and culture of communities.
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Museums are about identity, often pride, and it is through exploring identity, candidly, that we help create cultural enlightenment. Identity is extremely potent factor. Museums are about discourse and dialogue- they are places where voices are heard, and through these voices we gain insights in to cultures and cultural differences.
How museums can improve tourist’s interest?
Experience is crucial to promote tourist interest, and these are some of the key issues for museums:
Branding and Marketing- These are of critical importance. Branding does not always reflect reality, and is usually in the hands of professional marketers, so museums need to have their wits about them if they wish to achieve branding that matches the veracity of their content. The quality of the museum experience is also critical. It is relatively easy to fall into the trap of providing experience that lacks quality, because providing quality is often more expensive and budgets are always tight. However, to do so is false economy. Values- like quality, need to be at heart of what we do. Values are what give museums true power and authority. Engagement and connection- two more concepts which sit at the heart of meaningful experience. There has to be more than superficial encounters of the type you can find in entertainment parks, where the educational importance of content may be absent altogether-this is not an option for museums! Technology is of increasing importance if creating an impactful experience. Technology is expensive and dates quickly. Events- performances, theatre etc.- are also key to creating experience. Increasingly, the public is looking for activities to
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augment traditional displays of museum collections. Moreover, many cultures are almost impossible to understand to any degree simply by looking at cultural objects, and their true richness and complexity can only be revealed through action, speech and demonstration
It goes almost without saying that creativity lies at the heart of successful, impactful museums. Museums are dealing with increasingly demanding audiences and this means that we need constantly to be re thinking what we do and how we do it. This is the essence of change agenda faced by all museums. Finally, another key concept for museums is respect and understanding of cultures different from our own. Museums can promote this locally, nationally and internationally.
Economic impact of Museums:
Museums are central part of the tourism industry, encouraging tourist’s spending (Myerscough et. al., 1988).Economic benefits relate directly to the profile of cultural tourists: they are more educated and have higher incomes than other tourists, which results in more money spent per visit and longer stays on average. When visitors go in to a region to visit its museums, they will normally consume food, drink and even accommodation. The Policy Studies Institute (PSI) argues that museums can attract tourists and day-trippers in to the locality to spend money on admissions, hotels, shopping and restaurants, improving the economic growth of the region as a result.
Heilbrun and Gray (2001) showed how America started to emphasize the economic value of culture and arts in the 70’s. They concluded that the economic impact of culture can be measured in terms of direct, indirect and induced expenditure. Economic impact can be defined as “ the total amount of additional expenditure generated within a city, which could be directly attributable to the event” (UK Sports, 1999). To
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justify them in terms of economic impact, it must be proved that museums extra visitors and extra money for the area. In economic impact studies, this first round spending, called direct impact, is the easiest to measure. The second round spending, for example when museum restaurants purchases ingredients from local suppliers, is called indirect impact. The museum employees spending their wages in the local area, represents the induced impact. To sum up, the economic impact museums have on their local communities is quite significant. Although, some benefits are incidental, their effects are far-reaching.
The increasingly important role of museums is evidenced by the rise of the so-called ‘Superstar Museums’ (Frey, 1998), must see destinations on the tourist itinerary. These superstar museums can have a significant economic impact on their home city: the National Palace Museum in Taipei, the Guggenheim Museum in Bilbao, the Tate Gallery in London, and the Museums quarter in Vienna have all played a major role in the regeneration of their respective cities, impacting not only upon the culture but also politics, society, economy and the environment.
Conclusion:
Heritage or cultural tourism is considered to be a form of tourism where participants “may learn about, witness and experience the cultural heritage of a destination” (Li, 2003). This type of tourism is said to provide a tangible motivation for conservation (Yuen, 2006), but in order to be successful in tourism context, heritage and history require more than preservation: its significance (should be) conveyed to the visitor, leading to enriched understanding in the context of the present (Nuryanti, 1996). As Nuryanti points out the priceless value of cultural heritage should be conveyed to the tourists and it is our collective responsibility to protect our heritage for sustainable economy and for our present and future generations.
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Museums have historically been seen as cultural institutions whose prime function is education and learning. However, as society has changed, the economic role of museums has become more important. More museums are aware of their potential to add value to their community by attracting cultural tourists. As the demand for cultural tourism has grown, museums have become key partners in the cultural tourism industry, and greater emphasis is now being placed on their leisure function.
As the third largest economic factor in the world, tourism, both domestic and international, has a global reach. Museums, which exist worldwide, affect people both in the regions where tourism originate as well as in its destinations. This gives museums a strong chance of succeeding in their educational efforts to replace rigid ideas about culture and land use with a dynamic notion of culture and environmentally sustainable nature management.
Museums should be integrated increasingly in to concepts of tourism, to ensure that they have a measure of influence over economic and governmental decision makers in planning processes, and to aloe them to reach tourists more directly.
References:
1. Delclaux, Ana Luisa (2009). Sustainable Cultural Tourism. ICOM News (2009), Paris; No.1: P.P.3-8
2. Fleming, D. (2006). The Museum as Social Enterprise. Taipei: INTERCOM 2006 Annual Meeting and Conference.
3. Frey, B. (1998) “Superstar Museums: An Economic Analysis”, Journal of Cultural Economics , 22(203), 113-125.
4. Heilbrun, J., & Gray, C. M. (2001). The Economics of Art and Culture. Cambridge: Cambridge University Press, 344-346.
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5. Hooper-Greenhill, E. (1994). Museums and Galleries Education. London: Routledge.
6. Li, Yiping (2003). Heritage Tourism: The Contradictions between Conservation and Change. Tourism and Hospitality Research, 4(3), 247-261.
7. Myerscough, J. et al. (1988). The Economic Importance of the Arts in Britain. London: Policy Studies Institute.
8. Nuryanti, Wiendu (1996). Heritage and Post Modern Tourism. Annals of Tourism Research, 23(2), 249-260.
9. Porter, M. (1998). “Clusters and the New Economics of Competition”, Harvard Business Review November-December 1998, 77-90.
10. UK Sports (1999) Major Events: the Economics- a Guide. London: UK Sports
11. Yuen, Belinda (2006). Reclaiming Cultural Heritage in Singapore, Urban Affairs Review, 41(6), 830-854.
Web Sites Referred:
1. www2.unwto.org/publication/unwto-annual-report 2. www.icom.museums
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ADDITIVE MANUFACTURING - IT'S SIGNIFICANCE IN IMPROVING RESOURCE EFFICIENCY AND SUSTAINABILITY Goparaju Atul Student (BE IV/IV) Department of Mechanical Engineering MVSR Engineering College Hyderabad, India Abstract
The advent of additive manufacturing technologies presents a number of opportunities that have the potential to greatly benefit designers, and contribute to the sustainability of products. Additive manufacturing technologies have removed many of the manufacturing restrictions that may previously have compromised a designer’s ability to make the product they imagined. Additive manufacturing is heralded as a revolutionary process technology. While it has yet to cause a dramatic transformation of the manufacturing system, there are early signs of how the characteristics of this novel production process can improve resource efficiency and other sustainability aspects. In this paper, we draw on examples from a wide range of products and industries to understand the role of additive manufacturing in sustainable industrial systems.
Keywords: Additive manufacturing · 3D printing · Sustainability
Additive Manufacturing
The Society of Manufacturing Engineers defines Additive Manufacturing (AM) as the process of manufacturing a physical object through the layer-by-layer selective fusion, sintering or polymerization of a material. The additive manufacturing process begins by taking a 3D computer generated file and slicing it into thin slices (commonly ranging from 0.01mm to 0.25mm per slice depending on the technology used). The additive manufacturing machine then builds the model one
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slice at a time, with each subsequent slice being built directly on the previous one. As a result of the material deposition and processing operations, the digital electronic model is converted into a physical part or product.
Several different additive manufacturing technologies exist, which differ mainly in terms of the materials they use to build the part, which are typically in a powder, filament, or liquid raw state, and the process used for creating the model slices. Until recently, many of these technologies, such as stereo lithography (SLA), Fused Deposition Modeling (FDM), early Selective Laser Sintering (SLS) systems and 3D printing, were only able to make parts for prototyping purposes, as the processes produced parts that were not as strong as injection moulded plastic or cast metal parts (Hopkinson et al, 2006). The latest generation of additive manufacturing technologies, however, now allow full-strength polymer and metal parts to be produced within hours rather than days .
The main technologies that can, today, be classified as rapid manufacturing technologies (as opposed to rapid prototyping) are Selective Laser Sintering (SLS), Selective Laser Melting (SLM) and Electron Beam Melting (EBM). These technologies create the part by spreading a very thin (typically less than 0.1mm) layer of powdered material, and then selectively fusing the powder for the appropriate parts of the digital slice of the model. Another layer of powder is then spread on top of the previous one and that is again selectively fused for that slice of the model and, at the same time, fused to the layer beneath it. SLS/SLM uses a laser beam for the fusing operation, while EBM uses an electron beam to melt the material. The un-melted powder acts a as a support material for all the layers above it.
It is gradually being adopted as a direct manufacturing approach in sectors such as aerospace, motorsports, toys, jewellery , along with a
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number of medical applications where personalization is key (e.g. hearing aids, orthodontics, prosthetics, implants). These are at various stages of maturity and adoption, and new applications continue to be found as the technology performance improves.
A number of advantages arising from the adoption of AM have been identified [3,4,5]. These advantages include the digital nature of the fabrication process. Direct production from 3D CAD models means that no tools and moulds are required, and small batch sizes are more economically attractive relative to traditional manufacturing methods because there are no switch-over costs. Furthermore, these digital files can be easily shared and modified on a distributed basis. Designers also have greater freedoms to create novel structures with AM due to the layer-by- layer deposition of material. The additive nature of the process meaning that less waste material is created and this provides cost savings on material inputs. Direct interaction between the producer and consumers becomes more important through the customization process. Finally producing goods on demand through AM also reduces inventories and the risks associated with oversupply and obsolescence.
Advanced manufacturing technologies are leading companies to rethink where and how they manufacture products. Adopting these technologies heralds a future in which value chains are shorter, smaller, more localized and more collaborative, and offers significant sustainability benefits [1]. Such value chain reconfigurations for sustainability will require a better understanding of the relationships and interactions between stakeholders along the product and material life cycles [2] (Fig. 1).
Sustainable industrial systems (SIS)
Additive manufacturing (AM) is one of the advanced manufacturing technologies. To date AM and sustainable industrial systems (SIS) have
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been viewed from different perspectives. In this paper we explore these two topics through a single lens to better understand the implications of AM on the sustainability of industrial systems. More specifically, we address the following question: How can the adoption of additive manufacturing improve the re-source efficiency of industrial systems? First we review the characteristics of AM and prior work at the intersection of AM and sustainability. Then we provide examples that led to resource efficiency and other sustainability benefits. These benefits include allowing companies to redesign and simplify components, products and processes for dematerialization; be more material, energy and cost efficient in various life cycle stages; customize products ac-cording to customer preferences; extend product life through repair and re- manufacturing; move towards service-based business models; decouple social and economic value creation from environmental impact; and embrace circular economy concepts.
Figure -1
Links between Additive Manufacturing and Sustainability
As adopting AM technologies will radically transform manufacturing systems, policy makers have begun to consider how they can best support their development and implementation. In the UK, the Additive Manufacturing Special Interest Group of the Materials Knowledge Transfer Network identified a number of potential
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contributions that AM could make to support future needs in sustainable, high value manufacturing. These included improvements to resource efficiency, more efficient manufacturing systems, integrating new materials, implementing new manufacturing processes, and adopting new business models [6]. Life cycle analyses have shown that the adoption of AM could have significant savings in the production and use phases of a product. Estimates for 2025 are in the ranges of $113-370 billion and $56-219 billion respectively in each of these phases.
Examples
There is a growing number of component and product redesign examples [7]. In this section we provide examples in which AM has delivered sustainability benefits at various stages of the product and material life cycles. These are summarized in Table 1
Table 1. Identified benefits in various life cycle stages for the examples provided
Product & Material Manufacturing Use & Repair Recycli Process Processin Service & ng Design g Rema nufact uring G E Metalysis Be well Watches Salcomp Home 3D Printers 3D Hubs Rolls- Royce PPP Filabot Ekocycle Cube
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Product Redesign. Through its collaboration and subsequent acquisition of Morris Technologies, General Electric (GE) developed capabilities in AM. These capabilities have been implemented in the redesign of a fuel nozzle for the LEAP engine that enters production in 2016. The new fuel nozzle is five times stronger to aid its durability. Its design provides the best fuel flow geometry to improve combustion efficiency. GE reduced the nozzle’s weight by 25% through using cobalt chrome and simplifying the design from 20 separate components to a single component [8].
Raw Material Processing. Significant energy is consumed during the refining and processing of metal ores in preparation for manufacturing. The UK-based firm Metalysis has commercialized a process for producing titanium powder directly from titanium ore. This new process requires significantly less energy to produce the titanium powder than the established process [9]. Furthermore, the process uses a non-toxic reactant, calcium chloride (CaCl), during refinement and any leftover CaCl can be reused.
Conversion of By-Product into Product. Wood flour and dust are by-products of timber and wood processing. They have traditionally been discarded but have found application in several markets. It is most commonly used as a filler in thermosetting resins, along with wood-plastic composites and building products. Recently, these by - products have been combined with binding agents to create a wood filament that can be used in AM equipment. One company that has taken advantage of this new material input is Be well Watches, which produces customized wood watches.
Production Process Redesign. To improve the efficiency of power supply casing production, Salcomp aimed to reduce the cooling time in its injection moulding process. Using AM technology, engineers were able to redesign the vent structure of the moulds to dissipate heat more
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quickly. As a result, cooling time was reduced from 14 to 8 seconds, enabling increased production. A secondary benefit was improved quality, with rejection rates reduced from 2.0% to 1.4% [10].
Manufacturing System Reconfiguration. The adoption of consumer 3D printers such as the Makerbot Replicator, Ultimaker and Cube are leading to a more distributed and localized manufacturing system. The user becomes both producer and consumer, a prosumer. Individuals with 3D printers are able to design and manufacture the products they require, on-demand and to their own specifications. Logistics are still required for raw material flows but the need for the transport of final products and product inventories is removed. Furthermore, manufacturing locally in the home also makes it possible to create in-situ recycling systems for products made from 3D printed materials.
Networks such as 3D Hubs provide an online platform that links owners of 3D printers with customers. The owners are typically prosumers who have spare printing capacity and want to increase utilization. This provides access to local manufacturing. It delivers the same benefits as described above but without the customers needing to own and operate their own equipment. The number of hubs in the network is rapidly growing. At the time of writing, there are 14,300 3D printers accessible within the 3D Hubs network.
Manufacturing and Remanufacturing for Maintenance. The production of the bladed disks (‘blisks’) used in aero engines has a high environmental impact, with significant material waste. Material input to final component ratios of 4:1 are common using traditional 5- axis milling processes, with some components having a ratio as high as 20:1. In the EU FP7 MERLIN project, Rolls-Royce, Turbomeca, MTU, and Fraunhofer ILT collaborated to address this environmental impact. Early demonstrators showed that AM can be used to manufacture and
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maintain the blisks and reduce waste with ~60% material savings and ~30% time savings [11]. AM can also be used for the in-situ re-pair of damaged blisks and thereby extend their operational life.
End-of-Life Product Recycling. The Perpetual Plastic Project (PPP) investigated how plastic waste could be used as an input for 3D printing. The materials tested are used in everyday products such as cups, bottles, caps and carrier bags; i.e. polylactic acid (PLA), polystyrene (PS), low density polyethylene (LDPE), polyamide (PA) and polypropylene (PP). The project demonstrated the feasibility and relative ease of plastic recycling for 3D printing applications, some more successfully than others.
The bio-polymer PLA can provide a wide range of material properties and thus substitute for different plastics. Through the greater use of PLA and less diversity in the range of plastics consumed, simpler recycling systems may be realized. For example, the Filabot reclaimer grinds plastic goods into granules, which are fed into a Filabot machine to create new 3D printing filament. In addition, PLA has the ability to be recycled with no quality loss when treated by specialized companies (e.g. Plaxica). It can be fed back into the same sys-tem and thus enable a closed-loop circulation of material.
Another example is the EKOCYCLE Cube. It uses recycled polyethylene terephtalate (rPET) in its cartridges with 25% recycled PET content. Higher recycled content is possible but limited by aesthetic requirements. The EKOCYCLE Cube is branded as a lifestyle product that enables creativity in the design and realization of fashion and music accessories.
Barriers and Opportunities
In this section we discuss the potential benefits of AM to improve the sustain-ability of products, processes, manufacturing systems and personal lifestyles. We use the different stages shown in Fig. 1 as a
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guiding structure for the discussion.
Product and Process Design.
Traditional manufacturing techniques can be wasteful as they are subtractive. Nature follows an additive process that is more efficient. Components and product assemblies designed for AM mimic nature in the way they are built up. As shown in the GE example, they have fewer parts and more optimized geometries, often unachievable using other manufacturing techniques. Harnessing this freedom in shape and geometry in the design stage achieves novel, more complex (or simpler) structures, including free-form enclosed shapes, channels and lattices.
Just as product design can be improved, so can production process design. As demonstrated by Salcomp, the production process can become more re-source efficient by incorporating AM-produced components (e.g. moulds, tooling). This is achieved through a combination of lower energy consumption, and higher quality to reduce rejection rates during the production stage.
In other stages of the product life cycle, AM can improve resource efficiency in manufacturing, improve operational efficiency, functionality and durability in use, and enable reuse, repair and recycling at the end -of-life. Overall, it leads to the decoupling of the total value delivered per unit of resource consumed, as illustrated with the Rolls-Royce blisks.
Current barriers to the adoption of AM include how the technology is perceived by designers and the performance limitations of the technology. The first of these barriers stems from the perception held by engineers and designers that AM is only for rapid prototyping and not fit for direct component and product manufacture. Changing the way that designers think about AM is a challenge. Without a mindset shift, the full benefits of AM won’t be harnessed in the design stage. The second barrier arises from the performance of AM
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technologies. Current technologies can only produce novel forms; they cannot embed functionality such as microelectronics into components and products. It is likely that a second mindset shift within the design community will be required when AM technologies become more advanced and this functionality can be embedded during the manufacturing process.
Material Input Processing.
As the example of Metalysis showed, there is potential to rethink how raw materials are processed to minimize the resources needed to bring them into a usable form as inputs for AM. However, few materials can currently be produced using these novel processing technologies. The processes are immature and the input materials for AM have yet to be standardized. To identify the most resource efficient standards and enable this standardization to be achieved, further research is required to explore and validate the mechanical and thermal properties of AM technologies and materials.
Regarding the conversion of by-products into products, AM can enable the direct reuse of by -products, such as waste in granulated or powder form, as a material input for production, e.g. Be well Watches. Using waste as an input to produce personalized products is commonly known as waste up cycling and is advocated by the cradle-to-cradle community [12].
Make-to -Order Component and Product Manufacturing. AM allows products to be manufactured on demand. This make-to-order model can help eliminate or at least minimize inventory waste, reduce inventory risk with no unsold finished goods, while also improving revenue flow as goods are paid for prior to being manufactured. It allows direct interaction between local consumers and producers, collaborative learning, and user innovation [13]. However, non-linear, localized collaboration between actors with ill-defined roles and
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responsibilities can result in conflicts and incompatibilities. The additive nature of AM means that less waste is generated during the production process. While AM can be more energy intensive per unit produced (relative performance), it allows units to be produced to exactly match the demand (make-to-order) and thus reduces the overall amount of resources consumed (absolute performance). In other words, AM can enable dematerialization and lower energy intensity across the whole system.
Furthermore, automation is needed if AM is to become more resource efficient. For instance, automated post-processing is needed to achieve desired aesthetic finishes and to eliminate the ‘stair stepping’ effect arising from the incremental layer-by-layer build-up of material.
Closing the Loop. During repair, maintenance and remanufacturing, a make-to-order model can be applied to minimize inventory waste as spare parts can be produced locally only when needed, with lower energy intensity processes. This is even more the case with modular and upgradable components. Products can be maintained in-situ using AM repair technology, thereby maximizing their use and extending their lifespan.
The AM process has the potential to increase the recovery of value embedded in waste. At the product end-of-life stage, in-situ recycling systems can be linked to AM, diverting material from waste streams into new applications. Closing the loop through recycling can be achieved at various stages and scales in AM. The highest value recovery possible is achieved locally during the manufacturing process when the unused AM material is reclaimed. Initiatives such as PPP help raise awareness and educate the public about small-scale plastic waste recycling and AM. As AM technology and 3D print-d products becoming more attractive, companies are attempting to harness this
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‘coolness’ and enhance their brand identity. This can be seen in approaches such as the EKOCYCLE brand, where an attempt is being made to make recycling more fashionable, overcoming traditional negative perceptions of recycled materials being of lower quality than virgin ones, in particular for certain plastics.
Conclusions
While AM has yet to dramatically transform industrial systems, there are early signs of how the characteristics of this advanced production process will lead to advances in industrial sustainability. In this paper we have explored the opportunities in the product life cycle for sustainability improvements through the implementation of AM technologies, providing illustrations from practice of the ways in which such improvements are being made.
There are numerous cases of product redesign arising from the application of AM. While the majority of these remain demonstrations that have not entered actual production, high profile examples of AM- based redesign such as the General Electric LEAP engine are bringing about real change and altering industry perceptions of the potential application of AM. Currently the technology is being adopted by user innovators and early adopters and it is far from becoming mainstream practice. While we have provided examples from other phases of the product lifecycle, the number of documented cases is more sparse across these phases. AM can create new business opportunities for re- use, repair, refurbishment and remanufacturing but companies are only just beginning to discover that AM can extend product life cycles and close the loop. This may be best exploited through the adoption of service-based business models and can result in the decoupling of the environmental impacts from the social and economic value created thereby increasing the companies’ sustainability performance.
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References
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process. In: Qian, M., Froes, F.H. (eds.) Titanium Powder Metallurgy: Science, Technology and Applications, pp. 51-67. Butterworth-Heinemann, Oxford (2015)
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A SOCIO - CULTURAL VIEW OF THE BANABHATTA’S WORKS Aditya Kumar Singireddy Research Scholar Dept of Sanskrit Andhra University Visakhapatnam Introduction
In the history of classical Sanskrit literature which is at least 2000 years old, Bana, also called Banabhattaflourished in 7th century A.D, one of the greatest masters of Sanskrit prose, famed principally for his chronicle, Harshacharita “The Life of Harsha”, depicting the court and times of the Buddhist emperor Harsha reigned between A.D 606 to A.D 647 of northern India, Kadambari a romantic novel. Stands like a Himalayan peak in giving a new literary dimension to Sanskrit prose. His spectacular success could be gauged by the numerous imitations of his style which were followed by successive poets.
Bana gives some autobiographical account of himself in the early chapters of the Harshacharita. He was born into an illustrious family of Brahmans Bana lost his mother early in his childhood and he was raised by his father with loving care. When he was at 14 years lost his father too. This untimely demise his father threw Bana into deep distress, though the family was rich and affluent. With a view to overcoming the mental depression, Bana took to a wandering life. He also received an all round education both in secular as well as in spiritual fields. And for some years he traveled adventurously, visiting various courts and universities with a colorful group of friends— including his two half brothers by a lower-caste woman, a snake doctor, a goldsmith, a gambler, and a musician. At last he returned home and married; then one day he was called to the court of Harsha. Treated
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coolly at first by the emperor, perhaps because of some gossip about his wayward youth, in time he won the emperor’s high regard.
Bana’s biography of Harsha provides valuable information about the period, though with some obvious exaggeration in the emperor’s favor. Written in the ornate kavya style but known as Charita, involving extremely lengthy constructions, elaborate descriptions, and poetic devices, the work has great vitality and a wealth of keenly observed detail. Bana’s ‘Harshacharitha” is the only and the very first of its kind in what could be called as ‘Historiography’ which is a biography of his patron king Harshavardhana belonging to the 7th century which has been considered sufficient by critics.
Harsha, became king of a small state in the upper Ganges Valley in A.D 606, and by A.D 612 he had built up a vast army with which he forged nearly all India North of the Narmada River into an empire. An extremely able military leader, his only defeat was at the hands of the Chalukyas, when he attempted to invade the Deccan in 620 AD. His capital at Kanauj was an artistic and literary center, and Harsha himself was a distinguished poet and dramatist. A Hindu early in life, Harsha later became a devout Buddhist and forbade the killing of animals in his realm. He built innumerable stupas, established many monasteries, and founded several state hospitals. His great Buddhist convocation at Kanauj in 643 A.D was reputedly attended by 20 kings and thousands of pilgrims. The life and times of Harsha are described in the Harshacharita, a flowery work by Bana, the court poet, and in the Si-yu-ki, records of the Western world written by the Chinese pilgrim Hsüan-tsang. After Harsha's death North India relapsed into anarchy
King Harsha ruled a considerable portion of North India as Chakravarthi [Emperor] for a period of 41 years from 606 A.D to 647 A.D. So vast was his kingdoms that among his tributary rulers
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[Saamanta Rajas] were the rulers of Jalandhar in Punjab, Kashmir, Nepal and Vallabhi. He was a great patron of arts and literature. The Chinese pilgrim Hieun Tsang who visited India during Harsha’s reign has left a memorable record of his travels in India in which he pays glowing tributes to the popularity of Harsha. Another Chinese pilgrim I-Tsing, who studied in the Nalanda University from 671 to 681 A.D, narrates about the erudition, scholarship and literary excellence of Emperor Harsha as a poet and scholar .The Harshacharitha of Bana contains six chapters,
Society & Geography
A number of important social changes have been identified in the transition to early medieval period. These changes are best approached through the composition, character and scope of the caste system, and the status of women within it. As we know,Jaati is the basic unit in the caste system. People are grouped in endogamous Jatis, i.e. members of a Jati marry within and not outside their Jati. Often a number of Jatis in an area that are similar to each other in status and occupation make up a Jati cluster; and these Jatis and Jati clusters form part of one of the four Varnas - Brahmins, Kshatriyas, Vaishyas, and Shudras. At the bottom of this caste hierarchy, i.e. Jati-based Varna hierarchy, are the Untouchables, who are placed outside and in an inferior relation to the fourfold Varna order, although they are also termed as `impure Shudras'
Large parts of India continued to remain covered with forests, in which small scattered groups of hunter-gatherers and tribal people practising pastoralism and/or primitive agriculture lived. For instance, in calling southern Andhra Pradesh a sparsely populated jungle territory infested by highwaymen, Xuan Zang referred to one such area dominated by aboriginal population, who did not lead a settled life and for whom plunder was a legitimate source of
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livelihood. Similarly, for an extensive country in the northwest, he reports the presence of people who are stated to live solely by pastoralism, be very warlike, and `have no masters, and, whether men or women, have neither rich nor poor'. Quite a few of the aboriginal groups were in regular touch with the members of caste society, and vivid descriptions of their lives are recorded though not without bias, in contemporary works of literature, such as the Harshacharitaand Kadambariof Banabhatta and the Dashakumaracharita of Dandin.
As with the other social groups, the status of women did not remain unchanged during the transition to the early medieval period. The changes that are noticed mainly pertain to the womenfolk of the upper classes of society; of course these changes did not occur uniformly everywhere. The brahmanical attitudes betray certain unmistakable tendencies of further depreciation of women's status, one of the most intolerable things being a woman's attempt to have independence (svatantryd). There was an increasing tendency to club them together with either property or Shudras, just the Chandalas were coming to be bracketed with dogs and donkeys. Post-puberty marriages were deprecated, with one authority prescribing the age of the bride as one-third of the bridegroom's. Wives would considerably outlive husbands in such cases, and detailed provisions were accordingly made for regulating the lives of widows. An extreme provision was that she should become a sati,i.e. commit suicide with her husband' dead body on the funeral pyre or without it if it had already perished, as Harsha's sister Rajyashri tried to do. Although not unknown in the earlier periods, the practice of sati gained ground steadily in early medieval times as instances of it begin to multiply. However this did not win universal approval even in Brahmanism. Banabhatta the leading literary figures of the times, criticized it
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strongly, and the strongest protest was beginning to develop in tantrism, which was to declare it a most sinful act.
Harsha is described as a model ruler—benevolent, energetic, just, and active in the administration and prosperity of his empire. In 641 he sent an envoy to the Chinese emperor and established the first diplomatic relations between India and China. He established benevolent institutions for the benefit of travelers, the poor, and the sick throughout his empire. He held quinquennial assemblies at the confluence of the Ganga and Yamuna rivers at Allahabad, at which he distributed treasures he had accumulated during the previous four years. A patron of men of learning, Harsha sponsored the chronicler Bana and the lyric poet Mayura. Himself a poet, Harsha composed three Sanskrit works: Nāgānanda, Ratnāvalī, and Priyadarśikā. Administration:
Harsha governed his empire on the same lines as the Guptas did, except that his administration had become more feudal and decentralised. The accepted title of a great king in Harsha’s days was Parma-BhattarakaMahesvara and Maharajadhiraja which implied the existence of lesser kings with considerable authority within the empire. The major part of the territory conquered by Harsha was ruled by such feudatories. Independent in the internal administration of their territories, they generally owed allegiance to a suzerain. The leading feudatories of Harsha were Bhaskaravarman of Kamarupa, Dhruvabhatta of Valabhi, Purnavarman of Magadha and Udita of Jalandhara.
The King was the centre of administration, helped by the crown prince. Other princes were appointed as Viceroys of provinces. Ministers of various types and advisers assisted the king in the administration. During Harsha’s time high officers i.e., DaussadhaSadhnika, Pramatara, Rajasthaniya, Uparika and
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Vishayapati, etc., were not paid in cash for their services to the state, but were compensated by way of offering one-fourth of the royal revenues. Thus under Harsha, revenues were granted not only to priests and scholars but also to the officials of the state, a practice the existence of which is supported by the paucity of coins belonging to this period. In the areas administered by the Samantas (feudal chiefs), the emperor realised annual taxes from them and not from the subjects.
Bana speaks of samanta, mahasamanta (chief samanta), aptasamanta (those who willingly accepted the vassalage of the overlord), pradhanasamanta (were the most trusted chiefs of the emperor, who never disregarded their advice), shatrumahasamanta (conquered army chiefs) and pratisamanta (a hostile vassal).
Defeated kings were made to render services to king in the court. They held chowries, served as door-keepers in the court and served as reciters of auspicious words like success (jaya). Normally, an important duty of these rajas and samantas was to render military aid to their overlord. Decentralisation of administrative authority was caused by increasing grants of land and villages with fiscal and administrative immunities to priests and temples. The vesting of magisterial and police powers together with fiscal rights on the priests evidently weakened the central authority.
The local administration was, for all practical purposes, independent of the centre. The officers in charge of the districts (ayukta) and the provincial official (kumaramatya) were the link between local administration and the centre. Village came under the control of rural bodies consisting of the headman and the village elders. Harsha maintained contact with public opinion both through his officers and by his own tours, which gave him the opportunity of supervising the administration.
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Socio-economic condition:
The land grants paved the way for feudal development in India from the fifth century onwards. From the sixth century, share croppers and peasants were particularly asked to stick to the land granted to the beneficiaries. Apart from Hiuen-Tsang, for the first time, Asahya, a legal commentator of the seventh century, describes the shudras as agriculturists.
In the tribal areas, agriculturists were placed under the control of the religious beneficiaries, especially the brahmanas, who were granted land on a large scale. The villages transferred to the grantees were called sthana-jana-sahita, janata -samriddha and saprativasi-jana- sameta. All this worked- for a closed economy, which was fostered by the decline of trade and commerce. The major portion of land continued to be in possession of free peasants, who paid revenues directly to the state. Besides this, the peasants were subjected to various impositions such as Udranga (frontier tax), Uparikara, tribute to the divisional officer called Uparika and had also to perform forced labour of all varieties (Sarva-vishti) probably for military purposes.
All this naturally caused depreciation in the position of free peasants. The guilds of artisans and merchants also began to lose their earlier importance because of the decline of trade and urban life.The rise of the quasi-feudal mode of production modified the varna-divided society. This period witnessed the ascendancy of varnasramadharma and it became an indispensable cornerstone of the Brahmanical social structure. Hiuen Tsang writes about the existence of four varnas or orders in India.
Both Bana and Hiuen Tsang talk about the existence of many subcastes. The position of women seems to have suffered a further decline during this period. Remarriage of widows was not permitted
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particularly among the higher varnas. Sati and dowry was prevalent during this period.
Cultural Conditions:
From the Harsha’s time started the formation of regional cultural units such as Bengal, Gujarat Maharashtra, Orissa, Rajasthan, etc Harsha was a man of considerable literary interests and talents and despite his administrative duties, he managed to write plays i.e. Ratnavali, Priyadarshika and Nagananda.
He maintained a magnificent court where philosophers, poets, dramatists and painters flourished. Bana, the author of Harshacharita and Kadambari, was the court poet of Harsha. Mayura the author of Mayurashataka, and Bhartrihari, the author of Vakapadiya, a grammarian, also lived at the court of Harsha. Harsha was the chief patron of the University of Nalanda where about 10,000 students from all parts of India and abroad studied.
Harsha was in the beginning, a devotee of Siva. Probably owing to the influence of his sister Rajyashri and the Buddhist saint DivakaraMitra, he accepted Buddhism. Later on, he changed over to Mahayana Buddhism under the influence of Hiuen Tsang. But he respected all religions and patronised them equally. With a view to popularise and propagate the doctrines of Mahayana Buddhism, Harsha arranged at Kannauj, a great assembly, which was presided over by Hiuen Tsang.
Another great ceremony was held for 75 days at Prayag (Allahabad). The images of Buddha, Sun and Siva were worshipped and gifts of valuable articles and clothing were distributed in charity. Harsha had diplomatic relations with the Chinese, for his contemporary T’ang emperor sent three embassies to his court. The last of these, under Wang-hiuen-tse arrived in India in 647 A.D. when Harsha was no
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longer alive. Harsha himself had sent a brahmana envoy to China in 641 A.D. Harsha ruled for a period of 41 years
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GIRLS’ & BOYS’ PARTICIPATION RATE IN SCHOOL EDUCATION- A CASE STUDY IN ANDHRA PRADESH; INDIA Dr. P. Gopal Naik Teacher A.P. Model School Ramagiri Mandal Anantapuramu District, (A.P), India
“If you do not raise the women who are the living embodiment of the Devine Mother, don’t think that you have any other way to rise -- Swami Vivekananda
Abstract: The ancient people of India gave an honorable place to women in society. According to the Vedas, a woman has been called ‘Updeshtril’ (Knowledge giver). In spite of certain outstanding examples of individual achievement of Indian woman and a definite improvement in their general condition over the last one hundred years, it remains true that our woman still constitute a large body of under-privileged citizens. Women of course do not form a homogenous group in class or caste terms. Nevertheless, they face distinctive problems that call for special attention. The economic structure of rural areas is such that children, especially girls, are required to help in household work and perform their chores. Since there is so much to be done at home, they cannot be spared for the luxury of attending a school. People can be motivated to have their children educated only if educational system is directly linked with economic and social development. Contradictorily, the role of women outside home is becoming an important and even essential feature of our present day reality. Hence, concentrated to study on the “girls and boys participation rate in school education in Andhra Pradesh state” by framing objectives with the help of adequate statistical tools and
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techniques and found that there no significant variation between girls and boys participation rate in school education in the state.
Importance of Education
Education is an important source of economic and social development. It improves the productive capacity of societies and their political, economic and scientific institutions. It also helps to reduce poverty by mitigating, its effects on population, health and nutrition and by increasing the value and efficiency of the labour offered by the poor. Education has two main purposes; one is to reduce illiteracy and numerate population that can deal with problems encountered at home and at work and the second is to as a foundation on which feather education in built. In many in the developing world, education systems are unable to meet their objectives. Hence, priority is to be given primary education to increase children’s learning in schools. Most students’ masters the curriculum and complete primary cycle and access to school must be provided for all school-age children. School attendance with learning is meaningless and development opportunities are lost when a large fraction of the school age population has no access to schooling.
Hence, imparting the purposive education is important in developing societies. Elementary education forms the basis for the whole education system. Recent policy document of Government of India on education states that elementary education is very crucial because the foundation of personality, attitudes, self-confidence, habits, learning skills and communication capabilities etc., are actually laid at this stage. It also further states that universal elementary education strengthens the fabric of our democracy.
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Education and Economic Growth
For many years the proposition that education expansion promoted and in some cases even determined the rate of overall GNP growth remained unquestioned. The logic seemed fairly straight forward. Third world nations were very deficient in their supply of semiskilled manpower. Without such manpower which, it was assumed could be created only through the formal educational system, development leadership in both the public and private sectors would be woefully lacking.
Impressive statistics and numerous quantitative studies of the sources of economic growth in the western countries were paraded out to demonstrate that it was not the growth of physical capital rather than human capital (the “residual” in econometric production function estimates) that was the principal source of economic progress in the developed nations. Clearly, in the newly independent nations of Africa and Asia, there was an immediate need to build up the human as well as physical capital infrastructure in order to provide indigenous leadership for the major tasks of development. Rapid quantitative expansion of enrolments, therefore, appeared justified in light of the substantial manpower scarcities of the 1950s and 1960s.
And although it is often difficult to document statistically, it seems clear that the expansion of educational opportunities at all levels has contributed to aggregate economic growth by (a) creating a more productive labour force and employment and endowing it with increased knowledge and skills; (b) providing widespread employment and income-earning opportunities for school teachers and construction workers textbook and paper printers and school uniform manufacturers etc; (c) creating a class of educated leaders to fill vacancies left by departing expatriates or otherwise vacant positions in governmental services, public corporations, private businesses and professions; and,
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(d) providing the kind of training and education that would not detract from the important contributions non-economic as well as economic, education can make and has made to promoting aggregate economic growth. That an educated and skilled labour force is a necessary condition of sustained economic growth cannot be denied.
Education and Health
Good health is an asset of an individual and healthy members of a society have the ability to increase the total production. Healthy citizens are important for the development of economy.
Education makes one to understand the importance of health and devote more time and resources for health care. An educated man can help and educate others to be healthy. Education of an individual for professional courses in health care may bring more awareness within the society. When the community as a whole is healthy, there can be better health for the individual members of the society. Parental education is very important for the status and general health. Parents should know what are the diseases that can easily affect a child and should be in a position to take necessary immunization? Maternal education is very significant for health and nutrition of the child. It is the mother who has the major role to educate the child about cleanliness and the adjustments in the early stages of life. Thus education is important because it contributes to a better life.
Need of Girls and Women Education
The ancient people of India gave an honorable place to women in society. According to the Vedas, women should have the opportunity to attain knowledge of the Vedas from the four corners of the word (Rig Veda 14.9.64). More than 400 verses in the Vedas are ascribed to 24 women seers. In the Vedas, a woman has been called ‘Updeshtril’ (knowledge giver) and this indicates women working as teachers. Swami Vivekananda (1863-1902) points out, “If you do not raise the
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women who are the living embodiment of the Devine Mother, don’t think that you have any other way to rise. All nations have attained greatness by paying proper respects to their women. That country and that nation which do not respect women have never become great, nor will ever be in future.
Gandhi (1869-1948) has observed, “I am strongly of the opinion that women should have the same facilities as men and women should be given special facilities where necessary.”Jawaharlal Nehru (1889- 1964) wrote, “I have always been strongly of the opinion that while it may be possible to neglect men’s education, it is not possible to neglect women’s educations.”Dr.Radhakrishnan has very emphatically stated, “Women are human beings and have as much right to full development as men have. The position of women in any society is a true index of its culture and spiritual level.”
The University Education Commission (1948-49) observed, “There cannot be educated people without educated women. If general education had to be limited to men or to women, that opportunity should be given to women for then it would most surely be passed and to the next generation.”
The Resolution on the National Policy on Education (1968) stressed the importance of women education in these words, “the education of girls should receive emphasis not only on grounds of social justice but also because it accelerates social transformation.”
The National Policy on Education (NPE) 1986 and modified policy in 1992 and Programme of Action 1992 were commit entire education system to work for women’s equality and empowerment, and accord a high priority to the education of women. Education of women plays an important role in the socio-economic development of a country.
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Educational problems of women in India and Andhra Pradesh
In spite of certain outstanding examples of individual achievement of Indian woman and a definite improvement in their general condition over the last one hundred years, it remains true that our woman still constitute a large body of under-privileged citizens. Women of course do not form a homogenous group in class or caste terms. Nevertheless, they face distinctive problems that call for special attention. The Backward Classes Commission set up by the Government of India in 1953 classified women of India as a backward group requiring special attention.
The ministry of Education clubs girls with Scheduled Castes and Tribes as the three most backward groups in education. Ram Manohar Lohia considered the lot of women to be similar to that of Harijans. Realizing the enormity of the problems of Indian women the Government of India has appointed a separate committee on the Status of Women in India, The social backwardness of Indian women points to the great hiatus between their legal status which is more or less equal to that of men, and their actual position in society, which is still far from the ideal which exists on paper. The educational, economic, political and social backwardness of women makes them the largest group hindering the process of rapid social change.
It is inevitable that when this ‘backward’ group has the major responsibility of bringing up future generations the advancement of society cannot be rapid or take any significant form of development. In the report of the committee appointed by the National Council for Women’s Education it was emphatically stated that what was needed to convert the equality of women from de jure to be facto status was widespread education for girls and women and a re- education of men and women to accept new and scientific attitudes
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towards each other and to themselves. A changing society and a developing economy cannot make any headway if education, which is one of the important agents affecting the norms of morality and culture, remains in the hand of traditionalists who subscribe to a fragmented view of the country’s and the world’s heritage. The differences between the positions of men and women in society will not lessen; leave aside disappear, as long as there are differences between the education of men and women. Inadequate education or no education is the most important factor contributing to the backwardness of our masses, especially our womenfolk. It is the low literacy among women which brings national literacy figure so low.
This gap, which exists between the literacy rates of the two sexes, also exists between the enrolment of girls and boys at all levels of education. Right from the primary school to the university, we find that the number of girl students is considerable lower than the number of boy students. According to Article 45 of the Constitution, universal compulsory and free education until the age of 14 was to be achieved by the year 1960. Looking at the present condition of primary education in villages, it seems doubtful that 100 per cent enrolment of girls can be achieved by the end of this century. There is no doubt that we have made great headway in the education of women in the last century. It is unfortunately true of our society that children are sent to school not according to their intelligence or aptitude but according to their sex. Such attitudes need to be changed without further delay if we want to achieve 100 per cent enrolment of the primary school-going children. Although the disparity between the enrolment of girls and boys has been lessening in the urban areas, the gap between their enrolments is still very wide especially in rural areas. The reasons for this are both economic and social.
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The economic structure of rural areas is such that children, especially girls, are required to help in household work and perform their chores. Young girls have to look after their younger brothers and sisters, have to get water from the well, have to carry food to the father in the field, etc. Since there is so much to be done at home, they cannot be spared for the luxury of attending a school. The resources of the poor farmer are so limited that he does not have anything to spare for the education of his children. If there are resources available it the boy, who, is sent to school first. Parents also do not see the value of educating their children specially daughters who would get married after all and be only housewives. Since they cannot see any direct relationship between education and economic betterment, they have very little motivation to send their children to school.
It is still not being realized that there is definite connection between education, good motherhood and efficient house management. The management of millions of household and the upbringing of millions of children in thus is the hands of illiterate women. It is here that a change is required if our democratic and socialistic intensions are not to remain a mere pretense. People can be motivated to have their children educated only if educational system is directly linked with economic and social development. As long as our education remains oblivious of the felt needs of people to solve their immediate problems and on the contrary, actually alienates them from their natural, social and cultural surroundings, they will rightly resist sending their children to school. It is the area of primary education, especially in rural areas, which should be given maximum attention. Primary education for both girls and boys is what we should be concerned about while planning our policies and allocation funds. It is this sector of our education structure that gets neglected in favor of all sorts of institutes of ‘higher learning’
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problems. The role of women outside home is becoming an important and even essential feature of our present day reality.
Review of literature
Hindu staff report (1978) investigated on “Challenges to Compulsory Primary Education” with a view to find out the educational progress and problems of children in the age group 6-14, the environmental conditions of the children and the prevalence of child labour and its applications. The study recommended the formation of a rural child development fund.
David C. Mc Cleland in his study, “Does Education Accelerate Economic Growth?” showed that higher education attainment accelerates economic growth. He found that countries with relatively higher levels of education embodied in the population developed at a higher rate.
J.B. Tilak, in his paper on “Contribution to Economic Growth in Andhra Pradesh” stated that the contribution of primary education is higher than that of any other level in rural areas and the secondary education is higher in urban areas.
Bose P.K. studied the “Problems of Universalisation of Elementary Education” and observed the retention is a major problem- unsuitable curriculum, poor teaching, lack of educational equipment, wrong system of examination and economic causes are main reasons of Wastage. Education and Income’, is an analysis of incomes received by people of different ages starting form 14, and educational histories during a single year. Relevant data form 1950 Census of population is used and only males, irrespective of colour are considered. Mean income before tax, by age and years of school completed were estimated.
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Gaurang Rami’s (2012) research paper detailed the condition of primary education in the tribal district of Dang in Gujarat. In the district, there are about 412 primary schools; out of which 378 primary schools are run by the district panchayat. The paper concludes that most of the schools have buildings, but they fail to attract the girl students owing to lack of other essential tribal district of Dang in Gujarat. In the district, there are about 412 primary schools; out of which 378 primary schools are run by the district panchayat. The research paper concludes that most of the schools have buildings, but they fail to attract the girl students owing to lack of other essential amenities like drinking water as well as separate toilets for boys and girls. The common toilet facility has prevented many tribal girls from enrolling beyond 5th standard. Hence, the drop out ratio goes higher among the tribal girls. Another problem that makes tribal students leave schools is the medium of instruction which is quite different from their own vernacular dialect.
Objectives
The following are the main objectives of the present study.
1. To study the inter-district variation in girls’ and boys’ participation rate of in various stages of school education in Andhra Pradesh state.
Hypotheses
It is also proposed hypotheses to study the significant difference among the various stages of school education participation rates of girls’ and boys’ in the state.
Methodology
The co-efficient of variation (C.V.) has been calculated to fulfill the objective i.e., inter-district variation in girls’ and boys’ participation rates of in school education in Andhra Pradesh state, which reflect the
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variations in the rate of girls’ and boys’ participation in school education with the help of the graphs. The inequalities in literacy status have been shown by the co-efficient of variation.
. . = × 100
=
Data and Limitations
The present study is depending on secondary data only. The date related to rural female participation rate in education is drawn from the ‘Hand Book for Educational Statistics’, published by Commissioner and Director of School Education, Government of Andhra Pradesh. The date related to population and literacy rate taken from Census of India. The collected raw data is converted into convenient form for the study.
Analysis
During the last decade there were occurred significant reforms in education system. There were increasing trends in enrolments in all stages of the school education in the country. Andhra Pradesh state is no exemption from this.
In this paper inter-district variation in the participation rate of school education of girls and boys was analysed with the help of Co- efficient of Variation (CV) as given in methodology.
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Inter-district Variation in Participation Rate of Girls’ and Boys’ in School Education
The co-efficient of variation (C.V) has been calculated to find out the variation in the rate of girls’ and boys’ participation in school education with the help of the graphs.
A. Participation Rate in Primary School Education The co-efficient of variation (C.V) has been calculated to find out the inter-district variation in the rate of girls’ and boys’ participation in primary school education is given below table-1.
Table-1 Girls’ & Boys’ Participation Rate in Primary School Education: 2015-16
School Name of Sl. Participation Rate the District Girls’ Boys’ 1 Anantapur 49.17 50.83 2 Chittoor 48.83 51.17 3 East Godavari 50.00 50.00 4 Guntur 50.30 49.7 5 Krishna 49.74 50.26 6 Kurnool 48.70 51.30 7 Nellore 49.35 50.65 8 Prakasam 49.74 50.26 9 Srikakulam 49.08 50.92 10 Visakhapatnam 49.86 50.14 11 Vizianagaram 48.87 51.13 12 West Godavari 49.96 50.04 13 YSR Kadapa 48.77 51.23
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Average 49.413 50.587 C.V 1.104 1.079 Table-1 shows that the participation rate of girls’ in primary school education in Guntur district is high i.e., 50.30 percent, whereas, low percent in Kurnool district (48.70). Contradictorily, the boys’ participation rate in primary school education is high (51.30) in Kurnool district. There is low participation rate in Guntur district.
Fig-1: Girls & Boys Participation Rate in Primary School Education: 2015-16
52 Girls Boys
51
50
49
48 Rate of Enrollment of Rate
47 1 2 3 4 5 6 7 8 9 10 11 12 13 Districts In the study area more than 50 percent of girls’ participation rate is in two districts in the state. The average girls’ participation rate primary school education for the state is 49.413 percent. Whereas, boys’ primary school education is participation rate in the state is more than the 50 percent (50.587). The coefficients of variation in girls’ and boys’ participation rates in primary school education are 1.104 and 1.079 percent respectively. Hence, there is no significant variation between girls’ and boys’ in the participation rate of primary school education in the state.
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B. Participation Rate in Upper-primary School Education The calculated co-efficient of variation (C.V) for inter-district variation in the rate of girls’ and boys’ participation in upper-primary school education shown with the given below table.
Table-2
Girls’ & Boys’ Participation Rate in Upper- primary School Education: 2015-16 School Name of Sl Participation Rate the District Girls’ Boys’ 1 Anantapur 49.23 50.77 2 Chittoor 48.58 51.42 3 East Godavari 50.83 49.17 4 Guntur 49.10 50.90 5 Krishna 49.46 50.54 6 Kurnool 45.77 54.23 7 Nellore 48.68 51.32 8 Prakasam 47.80 52.20 9 Srikakulam 48.62 51.38 10 Visakhapatnam 48.38 51.62 11 Vizianagaram 48.09 51.91 12 West Godavari 50.09 49.91 13 YSR Kadapa 48.51 51.49 Average 48.703 51.294 C.V 2.473 2.348
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The average participation rate for girls’ and boys’ in upper-primary school education for the state as a whole is 48.703 percent; on the other hand state boys’ participation rate is 51.294 percent. It is more than the girls’ participation rate.
Fig-2: Girls & Boys Participation Rate in Upper-primary School Education: 2015-16 52 Girls Boys
51 50 49 48
Rate of Enrollment of Rate 47 1 2 3 4 5 6 7 8 9 10 11 12 13
Districts The East Govadavari district (50.83 %) has greater participation rate among the districts in the state for girls participation rate. The lower participation rate of girls’ in upper-primary school education is in the Prakasam district (47.80).
There is 2.473 percent of variation among the districts in view of girls’ participation rate in upper-primary school education and for boys it is 2.348. So, it is found that there is no significant variation between girls’ and boys’ in the participation rate of primary school education in the state also.
C. Participation Rate in Primary School Education The estimated co-efficient of variation (C.V) has been find out the inter-district variation in the rate of girls’ and boys’ participation in high school education is given below table-3.
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Table-3
Girls’ & Boys’ Participation Rate in High School Education: 2015-16
School Name of Sl. Participation Rate the District Girls’ Boys’
1 Anantapur 48.41 51.59
2 Chittoor 47.37 52.63
3 East Godavari 50.87 49.13
4 Guntur 47.24 52.76
5 Krishna 48.69 51.31
6 Kurnool 42.49 57.51
7 Nellore 47.99 52.01
8 Prakasam 45.61 54.39
9 Srikakulam 47.98 52.02
10 Visakhapatnam 47.71 52.29
11 Vizianagaram 47.07 52.93
12 West Godavari 50.63 49.37
13 YSR Kadapa 47.16 52.84
Average 47.632 52.367
C.V 4.4 4.0
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There is highest participation rate of girls’ in high school education in the East Godavari district (50.87) percent and lowest participation rate is (42.49)
Fig-3: Girls & Boys Participation Rate in High School Education: 2015- 52 16 Girls Boys
51
50
49
48 Rate of Enrollment of Rate 47 1 2 3 4 5 6 7 8 9 10 11 12 13 Districts percent in Kurnool district. On the other hand, boys’ participation rate is high school education 57.51 percent in Kurnool district and lowest participation rate is 49.13 percent in East Godavari district.
The coefficients of variation (CV) for the girls’ and boys’ participation rate of high school education are 4.4 and 4 respectively. The average participation rate of girls’ in the state is 47.632 percent, whereas boys’ average participation rate in the state is 52.367 percent.
Proving the Hypotheses: It is proved that there is no difference among the districts and among the participation rate of in various stages of school education in the state.
Summary and Conclusion
A changing society and a developing economy cannot make any headway if education, which is one of the important agents affecting the norms of morality and culture, remains in the hand of traditionalists who subscribe to a fragmented view of the country’s
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and the world’s heritage. The differences between the positions of men and women in society will not lessen; leave aside disappear, as long as there are differences between the education of men and women. Inadequate education or no education is the most important factor contributing to the backwardness of our masses, especially our women folk.
There is no significant difference among the means of participation rates in primary, upper-primary and high school education between girls’ and boys’ a in the State.
The economic structure of rural areas is such that children, especially girls’, are required to help in household work and perform their chores. Since there is so much to be done at home, they cannot be spared for the luxury of attending a school. People can be motivated to have their children educated only if educational system is directly linked with economic and social development. Contradictorily, the role of women outside home is becoming an important and even essential feature of our present day reality in the nature.
References
1. Klasen, Stephen, (2002), ‘Low Schooling for Girls’ , Slower Growth for all? Cross Country Evidence on the Effect of Gender Inequity in Education and Economic Development,” The World Bank Economic Review, Vol.!6, No.3. 2. TilakJandyala, B.G (2000), “Why Do Some Children Never Go to School in Rural India, Kurukshetra, Annual, Issue, Vol.49, No.1. 3. D’ Souza, V.S. ‘Educational Inequalities among the Scheduled Castes’, Punjab University Press, Chandighar, 1980 4. Fuchs, Stephen. ‘At the Bottom of the Indian Society’, Bombay, 1981. 5. Jha, M.L. ‘Untouchability and Education’, Namitha Publication, Meerat, 1973. 6. Jose, Kenankil. ‘The Scheduled Castes and Their status in India’ in Inequality its bases and search for solution(ed) Walter Fernandez, Indian Social Institute, 1989
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7. Omprakash, S. ‘Caste and Politics in Indian Educational’, Deep and Deep Publications, New Delhi, 1986. 8. Ambasht, Nawal Kishore. ‘Tribal Education’, S. Chand & Company, New Delhi, 1970. 9. Biman, K. Das Gipta and Ajit, K. Danda, ‘Tribal Education in India’, Anthropological Survey of India, Ministry of Education and Culture, Government of India, Calcutta, 1984. 10. John Sheehan, “Economics of Education”, London: George Allen and Unwin Ltd. 1973. 11. Abbasayulu, Y.B. ‘Scheduled Caste Elite’, Book Links Corporation, Hyderabad, 1978. 12. JagannathMahanty “Education for All” Deep and Deep Publications, New Delhi 1989, p. 69, 70. 13. Kapoor, D & Kumar, P.(2008) “Popular Education and Improved Material and Cultural Prospects of KomdhAdivasis in India. Online Publications. New Delhi. 14. Harris, N.(1995) “ The New Untouchables: Immigration and the New World Order, London, I.B. Taurus & Co.
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A CRITICAL STUDY ON THE SHORT SPAN OF THE SPECIAL VILLAGE PANCHAYATS IN TAMILNADU 2004-2006 Mrs. C. Priya Lakshmi Ph.D., Research Scholar P.G. & Research Department of History Government Arts College for Men Krishnagiri Abstract
The present work is a critical study on the Tamilnadu government’s newly down gradation of Town Panchayats into Special Village Panchayats in 2004 to enable them to access central funding for rural development programmes. Following by the suggestion of the Finance Commissions of 1998 and 2004 the Tamilnadu government reclassified all 561 Town Panchayats as special Village Panchayats. But this reclassification suffered from legal infirmities with unfortunate situation to receive funds from rural as well as urban share not in proportion to the needs of the people. Later, the Third State Finance Commission analyzed the issue and revealed the report and recommendations for the reconstitution of Special Village Panchayats as Town Panchayats on July 2006. This paper briefly analyze the short span of new scheme of Tamilnadu government and the background of revoke the same.
Key Words: Special Village Panchayats, Reclassification, State Finance Commissions, Decentralization, Local administration.
Introduction
In India the spirit of Panchayati Raj is decentralization of powers into gross root levels. The Government of India implemented 73rd and 74th Constitutional Amendments in 1992 which makes the Constitutional mandate of devolution of powers between Union Government and local bodies.1 In 2004, Tamilnadu government introduced a new scheme for the development of Village Panchayats.
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The government implements a new system that is the down gradation of Town Panchayats into Village Panchayats. In order to enable them to access central funding for Rural Development Programs those Village Panchayats are called as Special Village Panchayats, through the reclassification of Town Panchayats. But due to the practical difficulties and administrative problems within a short span of time the government again reconstitution of Special Village Panchayats as Town Panchayats through the Tamilnadu local bodies’ administrative structures in 2006.2
Chronological Development of Town Panchayats
Town Panchayat is the body of government for areas in transition from ‘rural’ to ‘urban’.3 Tamilnadu is the first state to introduce such a classification in urban local bodies.4 The Tamilnadu state has 529 Town Panchayats in 2011. 5 The Town Panchayats were conferred with individual administrative powers and unique functional characters have been in existence for over a century.6 They are divers of economic growth and offer opportunities for social and economic development of people. They have necessitated special attention to the civic needs of the people of the Town Panchayats. The Town Panchayats adopt well devised accounting and auditing procedures and the service delivery to the public has been better. They are categorized on the income criteria and population. Executive officer is the higher authority as in case of Town Panchayats.
Town Panchayats are formed under the Madras Panchayats Act 1950 as Class –I Panchayats.7 They got Town Panchayat status under Tamilnadu Panchayats Act 1958. Till 1981, the Town Panchayats were under the administrative control of Directorate of Rural Development. During 1981 Indian Government constituted a separate Directorate for the Town Panchayats with the nomenclature of ‘Directorate of Town Panchayats’.8 However, the administrative control of the Directorate of
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Town Panchayats continued to be with the Rural Development Department at the Secretariat as they were governed under the Tamilnadu Panchayats Act 1958.9
Following the introduction of 73rd and 74th Amendments of the Constitution of India in the year 1992, all the Town Panchayats were reconstituted under the Tamilnadu District Municipalities Act, 1920 and treated as transitional area. i.e. an area in transition from rural area to an urban area. Necessary Amendments were brought on to the Tamilnadu District Municipalities Act, 1920 for this purpose and a separate chapter in respect of town Panchayats was inserted in the said Act. Consequently, though the nomenclature ‘Town Panchayat’ remained unchanged. The administrative control of the Directorate of the Town Panchayats was brought under the Municipal Administration and water supply department at the Secretariat.
In 2004, under Tamilnadu Panchayat Act, 1994, 561 Town Panchayats were re-classified as Special Village Panchayats and brought under Rural Development Department. In the same year 50 Town Panchayats were reclassified as third grade Municipalities under this Amendment to section 3B of the Tamilnadu District Municipalities Act 1920. 10 Separate chapter under the caption of “Special Provision relating to Special Village Panchayats” in the above said Act notified by an ordinance vide Government Gazette extra ordinary No.251 dated 1.10.2004.11 Further separate orders were also issued for the administrative purpose, the enactment of the Act was notified vide Government Gazette extra-ordinary No.309 dated 13.12.2004.
Reclassification of Town Panchayats as Special Village Panchayats
Tamilnadu had 636 Town Panchayats on 1st April, 1996 got reduced to 611 Town Panchayats following the down gradation of 25 Town Panchayats into Village Panchayats in 1998, by the suggestion of
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first State Finance Commission with the concurrence of the respective council. The agony of redeploying of personnel in the same or to the other Town Panchayats was undesirable. In fact, many of those who retired during the process of reclassification could not get their pensioner benefits. The second State Finance Commission and so studied the issue by following the criteria of income and population. The study revealed and recommended the measures and cautioned that the exercise of reclassification has to be done before 2001 local body elections and also before 2001 census report.
But the Government didn’t implement on the report till May, 2004. Suddenly, in June 14, 2004, the Tamilnadu government at one stroke has downgraded all 561 Town Panchayats except 50 as ‘Special Village Panchayats’. There by ignoring the Constitutional mandate for formation of Nagara Panchayats or Transitional areas in each state. In the first read of Government Orders were issued for the reclassification of 561 out of the 611 Town Panchayats which were governed by the Tamilnadu District Municipalities Act, 1920 as Village Panchayats under Tamilnadu Panchayats Act, 1994, with effect from June, 2004.12 So the Village Panchayats reclassified from Town Panchayats are called as Special Village Panchayats.13
The remaining 50 Town Panchayats are continued as such, with a changed nomenclature as Third-Grade municipality by amendments to the Tamilnadu District Municipality Act, 1920. The reason behind the decision was to enable them to access central funding for rural development programs. On the other hand, by remaining under urban, all the 561 Town Panchayats stand to get assistance from National Slum Development Programme (NSDP) and Swarna Jayanthi Shahari Rozgar Yojana Schemes (SJSRY). But it couldn’t enrich as the Government of India proceeded on Below Poverty Line survey.
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Defects in the Reclassification as Special Village Panchayats
The Third State Finance Commission which is seized of the issue had an in depth study on the reclassification of Town Panchayats.14 The government which should have studied the issue in totality preferred to downgrade Town Panchayats as Special Village Panchayats resulting the utter chaos. Lack of planning, co-ordination, structural procedures, problems of financial and administrative measures are caused for the failure of this scheme. The inexperience process of this scheme gave a lesson to the scheme framers. Later this scheme was revoke by the report of Third State Finance Commission.
Report of the Third State Finance Commission
Even though government have ordered that the existing arrangements would continue for the allocation of funds under NSDP and SJSRY schemes to Special Village Panchayats, no money would passed on to them.
i) In the District hearing held at various centre’s, the elected representatives have focused the unfortunate situation in which the Special Village Panchayats has almost come to a level of standstill with no elections for casual vacancies and no fund from urban related schemes. They also informed that funds received from rural share not in proportion to the needs. ii) In the same vein, the Director of Special Village Panchayats who participated in the interaction with third State Finance Commission has stated that the department could get only meager fund under Namadhu Gramam (Our Village). She has also stated that the funds were denied for reclassified Special Village Panchayats by Tamilnadu Urban Development Project (TNUDP) since the scheme fund is primarily means for urban areas. iii) Moreover, it has been brought to the notice of the commission that when it was under urban, Director of Special Village Panchayats has also stated that wholesale down gradation led to the disappearance of transitional areas which the Constitution mandate for creation.
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iv) Thus Third State Finance Commission which analyzed that piecemeal approach will not solve the problem. Moreover the reclassification suffers from legal infirmities. While the Special Village Panchayats are governed by Tamilnadu Panchayats Act, for levy of taxes and used charges, urban rates have been ordered to be adopted. Thus the four grade classification of Special Village Panchayats by Second State Finance Commission appears to be illogical. v) In fact, the Executive officer in Grade II of Special Village Panchayats is in the clerical cadre. At least supervising level staff will be more acceptable. The Second State Finance Commission’s classification of Grade II and Grade I on basis of income is also marginal. Recommendations of the Third State Finance Commission
In the light of the above analysis, the Third State Finance Commission recommends the following:
The Commission concurs with the decision of Government in reconstitution the 561 Special Village Panchayats into Town Panchayats by its order.15 And that its continuance as transitional body shall be ensured.
1. All the census towns may be classified as urban to avoid different classifications. 2. Government should periodically examine reclassification of village Panchayats to Town Panchayats of particularly around the major urban centers. 3. The present classification of four grades among Town Panchayats may be brought down to three grades and that all Grade II may be upgraded as Grade I Town Panchayats. Reconstitution of Special Village Panchayats as Town Panchayats
Reconstitution of 561 Special Village Panchayats as Town Panchayats under the Tamilnadu District Municipalities Act, 1920 – Orders issued.16 Representations were received about the practical
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difficulties being faced by the Special Village Panchayats under the new set-up and requesting to reconstitute them again as Town Panchayats under the Tamilnadu District Municipalities Act, 1920.17
i) In the government letter second read the District Collectors as Inspectors of Special Village Panchayats were requested to issue notice and obtain the resolution of the councils of the Special Village Panchayats as to whether they would like to revert to the status of erstwhile Town Panchayats under Tamilnadu District Municipalities Act, 1920, or whether the Special Village Panchayats would like to be treated as (ordinary) Village Panchayats.18 ii) The Director of Special Village Panchayats in the Government letter third read has informed the following position.
Sl.No. Details of Resolution Passed by Number of Special Special Village Panchayats Village Panchayats
1 To become Town Panchayats 506
2 To remain as Special Village 17 Panchayats
3 To become Municipalities 02
4 To leave the decision to 07 Government
5 To become Village Panchayats 11
6 Did not conduct meeting and pass 18 any resolution
561 Total
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The Special Village Panchayats were informed that they could only between becoming Town Panchayats or (ordinary) Village Panchayats and that if they failed to pass any resolution, it will be interpreted that they have no objection to being reclassified as Town Panchayats. The Director of Special Village Panchayats has requested to issue notification on reconstituting 561 Special Village Panchayats as Town Panchayats under Tamilnadu District Municipalities Act, 1920.19
iii) The government after considering the views of the various Special Village Panchayats has decided that all the 561 Special Village Panchayats is reconstituted as Town Panchayats and that necessary Amendments to the Tamilnadu Panchayats Act, 1994, the Tamilnadu District Municipalities Act 1920 and Rules to be brought forth immediately. iv) The government accordingly direct that all the 561 Special Village Panchayats be reconstituted as Town Panchayats, Consequently, a new chapter namely “CHAPTER 1-B TOWN PANCHAYATS’ has been inserted in Tamilnadu District Municipalities Act, 1920 by the Tamilnadu Municipal Laws (Amendment ) Ordinance, 2006, for governing Town Panchayats.
The President and members of Special Village Panchayats who are holding office shall be deemed to be the Chairman and members of Town Panchayats shall continue to hold office up to the date on which their term of office would expire.20 According to Clause (b) of the said Section all the employees and the provincialized of such Town Panchayats shall continue to serve under the Town Panchayat under this Act.21
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Finally, the appended notification for the Constitution of the 561 Special Village Panchayats as Town Panchayats is published in the Tamilnadu Government Gazette on 14th July 2006.
Conclusion
With the aim to foster democratic participation to involve villagers in the development of the administration of Local Self- Government, Tamilnadu state introduced such re-classifications as Special Village Panchayats. But within a short span of time (2004- 2006) this system was failed due to lack of fiscal powers and authorities to perform the functions. Thus Government should execute any new implementations only by pre-planning and analyzing the far-reaching results of concern department, which may prevent waste of time, energy and money of the Government. The Government realized that any new schemes implement at first, in a selected villages for experiment. Later as per the result of that experience it may implement further more villages then it will be proved the practical problems and functions of modified forms of the reclassification. But intellectually by realizing the potential of the urban areas the government has made a determined effort to reconstitute the Special Village Panchayats again as Town Panchayats for the effective local administration.
End Notes
1. Prem Arora, “Constitutional Development And National Movement in India” (New Delhi: Cosmos Bookhive (P) LTD., Fourth Edition, N.Y.), pp.281-284. 2. Bipen Chandra, Mridula Mukherjee and Aditya Mukherjee, “India Since Independence” (New Delhi: Penguin Books, 2008), p.188. 3. Government of Tamilnadu, “List of Town Panchayats”, Retrieved November, 13, 2011. 4. Government of Tamilnadu, “About Us”, Directorate of Town Panchayats, Retrieved November, 13,
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2011. 5. Government of Tamilnadu, Directorate of Town Panchayats, Retrieved November, 13, 2011. 6. G.Venkatesan, “History of Contemporary India (1947-2007)” (Rajapalayam: V.C. Publications, 2010),pp.316-318. 7. Tamilnadu District Municipalities Act, 1920. 8. Government Order, Ms.828, Dated May 7, 1981. 9. Ibid. 10. Amendments to Section 3 B of the Tamilnadu District Municipalities Act, 1920. 11. G.O.Ms.No.150 Rural Development Department, Dated 01.10.2004. 12. G.O. Ms. No. 270, Municipal Administration and Water supply Department dated 11.6.2004. 13. Tamilnadu Panchayats Act, 1994, Section 6 (4). 14. Report and Recommendations of Third State Finance Commission, Tamilnadu, September, 2006, pp.138-140. 15. G.O. MS. No.62.,Municipal Administration and Water Supply Department, dated July 28, 2006. 16. G.O. M.S. No.55, Municipal Administration and Water Supply (Election) Department. 17. D.O. Letter No.15924/C4/2006 dated June 5, 2006, the Secretary to Government, Rural Development Department. 18. Section 4 (1) (a) and 4 (2) (d) with section 4-A of Tamilnadu Panchayats Act, 1994. 19. Letter, ROC. No.8546/06/C1 dated July 3, 2006 and July 12, 2006, Director of Special Village Panchayats. 20. Clause (a) Section 3-CC (1) of the Tamilnadu District Municipalities Act, 1920, Tamilnadu Municipal Laws (Amendment) Ordinance, 2006. 21. Ibid.
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A WOMAN’S QUEST FOR REFUGEE:SHASHI DESHPANDEY’S STRANGERS TO OURSELVES Y.Jayasudha GIT, GITAM Rushikonda Visakhapatnam
Shashi Deshpande, the Sahitya Academy Award-winning novelist, has the confident voice, to explore individual and universal female psyche. Her novels primarily deal with the women who are the scapegoats of orthodox and established norms, customs and conventions that are deeply rooted in Indian patriarchy. Her works are intended to write about the strong protest against the injustice done to women in the name of gender-discrimination. Her ideology about feminism is quite different from the western. Her ideas on feminism are based on Indian social settings. The greatness of her writing lies in focusing on atrocities done to women at the same time she wants her female protagonists to assert themselves by finding room for them. Shashi Deshpande believes that the revolts against are not the only solution to their problems. As a humanist, she insists women to realize their inner strength and caliber enough to resolve their problems on their own without depending on their male counterparts. Most of her women protagonists educated and exposed to Western ideas. Women of the present day/society stand on the threshold of social change in an unenviable position. They are intensely aware of the injustice heaped on then and unlike their counterparts a generation ago. The present article deals with the critical appreciation of Shashi Deshpande’s latest novel Strangers to Ourselves. The novel presents Shashi’s concern for women who are bold enough to get on with their life and stand as the saviors for their own life. She highlights the point how the women in the
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novel succeeded in making choice of their own by celebrating their individuality.
Key Words: Patriarchy, Individuality, Refugee, Emancipation.
“You are your own refuge; there is no other refuge, this refuge is hard to achieve.” The Dhammapada
Shashi Deshpande’s latest novel Strangers to Ourselves (2015) provides an apparent picture of her immense maturity in sketching the Indian women in the postcolonial Indian society. The greatness of the novelist, as usually lies in her narration and above all, she has the sensibility to bring out the transformation of women’s position in India. Deshpande tries to highlight the change of women’s position through the analysis of her women characters. The novel projects how the protagonist and the narrator of the novel Aparna, rejects the established hierarchical, patriarchal system and how vehemently denies the supposed supremacy of masculine power and authority. The other significant woman character Ahalya, who belongs to the colonial era. She represents the women who have been reduced to cert in stereotypes and the society, denies sanctioning them an identity. However, Shashi Deshpande does not want her women to remain meek, submissive, silent, passive and tolerant but to emerge as strong, confident and assertive characters in their own way, attempting to and succeeding in attaining a fine balance between traditional beliefs and individual needs. She wants them to be ‘new’ and ‘modern’ in the true sense of the term. In the words of Usha Bande:
Her female protagonists undertake a psychological journey of self- realization with the purpose of making themselves free and independent individuals. They are capable enough to discover and assert their self, identity, and individuality. They have a strong urge to
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make themselves bold and confident and to find space for themselves in order to grow and develop on their own. (Bande 14).
The novel Strangers to Ourselves has multiple layers of themes. At first, it appeals to anyone that is a love story of a doctor, Aparna and a musician, Sree Hari Pandit. But once we deep into the novel one can come out with witnessing a dynamic story of a woman Ahalya, who was a victim of patriarchal society. Nevertheless, Ahalya does not yield to the ruthless circumstances but accentuates herself by being a savior to her life.
The novel also delineates the essence of human relationships coupled with love, sex, and marriage which are subsequent themes of the novel. The beginning of the novel reveals the love story of Aparna who is educated and very much clear about what she is doing. She is an oncologist and the daughter of late Gavi Dandekar a great playwright and dramatist. Aparna is a person who has made her choice of life. She is divorced and living individually and lonely. Aparna witnesses the broken wedlocks of her parents and hers which slowly lead her to develop fear and indifference towards marriage. However, Aparna falls in love with Sree Hari, who is eager to marry her but she is not prepared to marry him. Aparna prefers a live-in relationship rather than to have a marital relationship. She thinks of her own idea of living with Hari - not tied in the tight bond of marriage but tied together only by love. She believes that marriage shackles the individuality of a woman. She comments:
Marriage makes a tight knot, marriage means expecrtations, demands. We’ll quarrel about money, you won’t take my money, we’ll quarrel about small things, like, if I am not able to come for your programmes. No, I don’t want to go through all that gain. I’ve lived alone for too long, Hari, I am not sure I can live my life according to somebody else’s ideas. (Deshpande 253)
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But by the end of the novel, Aparna is impressed by Ahalya’s story that changes her decision and prepares her to marry Sree Hari.
The subplot comprises Aparna’s meaningful friendship with Jyoti, the cancer patient. Through her association with Aparna, Jyothi gets a lifetime opportunity to translate a mysterious novella written out in Marathi into English. Aparna found it amongst her father’s stash of journals. This novella is about a woman named Ahalya, and this story forms a parallel plot to Aparna’s narrative. The endeavor gives a new meaning and purpose to Jyoti’s life as she takes refuge in the fact that her writing would live on after her death.
The superb narration of the writer can be appreciated once we reach the end of the novel. The writer deftly reveals the suspense of the novel at the end of translation of Ahalya’s Story. We come to know that Ahalya is the great-grandmother of Aparna. And most surprisingly Jyoti, the cancer patient is also another great-granddaughter of Ahalya. But unfortunately, Jyoti dies before she comes to know the fact that Aparna and Jyothi are the cousins and the great-granddaughters of the remarkable character Ahalya.
Jyoti translates Ahalya’s story and frequently sends emails to both Aparna and Madhu, the cousin of Aparna. Aparna stumbles onto Ahalya’s story in the notebooks her father has left behind and it tells us how women have always been trying to assert themselves. Like Savitribai in Small Remedies, Ahalya, too, makes a life for herself by defying the conventions of the time. The details of Ahalya’s life comes to the reader through Jyoti in bits and pieces.
Ahalya wants to project her image and her past. Ahalya wants to write her story for her grandson Gavi the father of Aparna, expressing her suffering, agony, humiliation, her desertion. She wants to bring out how unfortunately she is deprived of making a choice in her life. She said clearly that she does not have anybody to reveal her story. She did
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not find any other person in her life after her husband to share her burning facts about her life.
Shashi Deshpande is perhaps the only Indian woman novelist who has made a bold attempt to give voice to the frustrations and disappointment of women in a patriarchal world. It is a novel which provokes our thought and moves us deeply and quietly.
Ahalya did not reveal her past either to her second husband nor to her daughter Durga, the grandmother of Aparna. She thought her grandson who would be her future would sure understand her predicament because there would be a generation gap. She doubted her daughter Durga that she would misunderstand her if she came to know the truth that Ahalya had married twice.
Ahalya reveals her past without mentioning the names of the characters except to Durga and Gavi’. She referred her husband as ‘He’ and her second husband as ‘the painter’. She referred her father –in- law as ‘Bhausaheb’. These are three main people in Ahalya’s past.
Ahalya had endured the injustice done to her quietly but never retaliated. In fact, these humiliations, in turn, enhanced her willpower to emerge as a confident and fearless woman. She found writing her story was the great solace for her wounded life. She had unfathomable sorrow in her that she penned through her autobiography. And thus evokes reader’s sympathy. She says, “The burden is greater because I have never been able to speak to anyone about it. Nobody knows the truth of my life. (Deshpande 135)
She began her story with these words:
Grief is too small a world to contain my feelings. I had thought until that moment that I had experienced the greatest sorrow any human can bear, I had lost everything. But I did have some hope. I had my son, I
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would live for him, I would watch him grow, I would tell him about his father, I would see his father in him and try to make him a man like his father was. And who knows, perhaps I could become a teacher like Miss Simpson, I could be of some use in this world. What a fool I was! How could I have hoped for such things? (Deshpande 149)
With these words, she is introduced to the reader. The reader comes to know that she is a widow who has lost her husband recently. These words besides expressing her sorrow also state her hope to lead her life with her son. But soon we come to know that there was something else happened against her expectations. Ahalya has enormous devotion and respect towards her husband. She says that she is writing her story only because of her husband who was her source of inspiration. She wants to show the society that there are men who fight for the rights of women.
The first phase of her life was her childhood which was ended with her wedding. On the day of her wedding, she got her first periods. As a man of ethics and values, her father did not hide the fact about Ahalya’s menstrual. Consequently, her marriage was called off. And everybody left the wedding venue. That really pinched Ahalya as well as her family. They treated it as the biggest sin that she had committed against their family. But the very next day ‘he’ turns up and expresses his wish to marry Ahalya. Ahalya had changed her name after she got married. She was named as Ahalya by her husband after the great Queen Ahalyabai Holkar. It is very much common in a patriarchal society everything would change after marriage including her name. As Simone says,
But inversely, because she owns nothing, woman does not enjoy the dignity of being a person; she herself forms
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a part of the patrimony of a man: first of her father, then of her husband. (de Beauvoir 144)
Ahalya was just twelve years old when she got married. She was not touched by her husband. It was because he firmly believed that a girl reaching to fifteen would have the maturity to bear children. ‘He’ confined to his words and waited for Ahalya to be fifteen before they became wife and husband in every way. During this period the family was in despair and thought she was barren. When Ahalya was sixteen a son was born. Ahalya always thought she would bring up her son like her husband.
Ahalya used to spend much her time with her husband and her husband’s friend Miss Simpson. They would share their knowledge about the evaluation of science. Ahalya’s husband encouraged her to continue her education as believed that education would give strength to tackle problems on her own. But unfortunately, he fell sick. Ahalya came to know that her husband got T.B. and he was kept away in a room away from every one of the family. Ahalya was not allowed to see him because of the son she has and as the disease was contagious. While Ahalya was writing about her husband’s disease she felt as if the shock and fear came into life again. She wrote: “This is hard to write. It happened so many years ago, but my body goes cold even to think of it. The same back fear comes back to smother me” (Deshpande 280).
Ahalya felt she lost everything after her husband had died. She thought there was no meaning in living without him. It was a bitter truth to digest. She thought if she wanted to die it would be against to her husband’s values. She wrote:
But ‘he’ died. At the moment, I wanted to die, I even thought of committing sati. I don’t know why I didn’t follow the thought, but I am glad I did not, because it
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would have gone against all that ‘he’ believed in, all that ‘he’ worked for. (Deshpande 280)
Later she was taken to a palace of widows by her father in law. She left her son at home and followed her father-in-law thinking that he was taking to shave her head. But instead, he left her in the place under the care of Indutai. Ahalya waited for her father-in-law until evening but he did not return. Ahalya felt, “It was as if I was dead. I had no family, no name. He had put me on the pyre and gone away, leaving me to burn” (Deshpande 151). Her father-in-law left a note for Ahalya saying that she was nothing to them, and asked her to promise not to use their name. It was a huge loss to Ahalya; even she wanted to die. But she remembered her husband’s words and accepted as life came to her. She felt that:
I wanted death, but death did not come to me. I survived. Life matters above everything else. Even when your mind wants to give up life, your body craves food, nourishment, it makes you walk back to the path of living. Survival is the main goal of life. (Deshpande 251)
Indutai, the caretaker informs Ahalya’s there would be no one to come for her. She handed over the letter to Ahalya and the money which Bhausaheb asked her to give Ahalya. It caused inexpressible grief that Ahalya went through. And even more she cried for her child who was just three years old. She did not have anything in her hand and not even the name. Thus she wrote:
grief can drive you mad. And worse than grief was the nothingness, I learnt for the first time the meaning of the word shunya. Nothing. That was the world I entered, the world of nothingness. Even the fear I saw in other women’s eyes, the fear for having to give up everything and live the life of widow, did not touch me. (Deshpande 280)
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Ahalya thinks that it is miserable and misfortune to born as a woman. As Simone de Beauvoir also quotes the same as, “What a misfortune to be a woman! And yet the misfortune, when one is a woman, is at bottom not to comprehend that it is one,’ says Kierkegaard” (de Beauvoir 721).
Ahalya did not put an end to her life. She found herself was the only refugee to her. She accepted the life as it came to her. She took the money given by her father-in-law and used it for her teacher training. Ahalya greed to marry the painter and moved to his house. It was there her third life had started. The painter was a noble and honest man and very respectable to Ahalya. It was in his company she learned to accept things with grace. It took almost two years for Ahalya to accept him as her husband. After realising his fondness to have children and a family, she herself submitted to him. She did this after much introspection and finally admitted that it was not at all a sin that she had committed. She asked herself what was this society had given to her in return when she abided by these customs. It was nothing that she got back. She was left with neither a name nor her child. She said:
I had been told, because I had believed that a woman could have only one husband, that to have a physical connection with any other man was a sin. What did I have to do with religion, with customs? I had given up long back, the day I know I lost my son. (Deshpande 281)
She thought that giving herself was repaying what the painter had done for her. The painter promised Ahalya that he would give his support to fulfill her dream to become a teacher and soon Ahalys joined in teacher training. Ahalya was blessed with two girls Kashi and Durga by the painter. She considered the two children were bliss in her life. But Kashi the younger child died of typhoid. It was once again welcoming back grief into Ahalya’s life. Yet she did not leave her hope.
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It was because of Durga, her elder daughter made her journey going on. Durga gave her comfort and hope.
Ahalaya always would think about her lost son and he was continuously living in her thoughts. Ahalya became the happiest person after she became a mother again. Ahalya tried many times to tell Durga that she had a brother by her first husband. But out of fear, she could not tell the truth. She knew that Duraga was very sensitive and might misunderstand Ahalya for what she had done. She thought what she had done was right to her conscious and that was what she believed in her husband’s words. She said to herself, “In fact, it is not a sin at all. What ‘he’ learnt, what ‘he’ believed in, through ‘his’ thinking and his ideas, I learnt through living. Through experience” (Deshpande 282).
After few years of her misfortune, the painter also died. Ahalya once again pulls her inner strength back and prepares herself fight against the time. She becomes a teacher and a Head-master and gets her daughter married. She led an individual life with her education that was most valued in her life. Education strengthened her mind and became persistent while achieving her goal.
Mary Wollstonecraft’s A Vindication of the Rights of Women (1792) is a classic work that discusses the importance of education and women’s rights to get educated. In this book she observes:
“I earnestly wish to point out in what true dignity and happiness consist, I wish to persuade women to endeavour to acquire strength, both mind and body… [and] to show that elegance is inferior to virtue, that the first object of loadable ambition is to obtain a character as a human being regardless of the distinction of sex” (Wollstonecraft19)
Ahalya became the happiest person after Durga, her daughter delivers a son ‘Gaja’ who was the hope of Ahalya. Ahalya thought she would relive in him. He was her future for whom she was writing her
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story. She wrote the facts about her life to her grandson which she did not reveal not even to her daughter. When she was writing her story, she was almost reached to her old age and preparing herself to move to Durga’s home. She confessed that she lived her life as her father-in-law wished for that not using their name at all. She wrote that she kept her promise.
I have kept my word – kept? No, I did not give my word, it was taken from me. I had to agree never to use their name. And I never have. I have had different names here. The painter never called me by name, it was always ‘aapan’ very respectfully. Outside the home I became ‘masterinbai’ later ‘Headmasterinbai.’ Now I am ajji to everyone. Yes, I kept my word, I never reclaimed my name ‘Ahalaya.’ (Deshpande 227)
Ahalya had regretted that she would have been given a choice in her life. If so her life would be something else as she imagined before. And if so she would not have missed her child and the family.
Ahalya’s led her life as an inspiration to any woman. She ended up her story with a message that though everyone has setbacks in their lives, one should stand against the misfortune with hope. She says, “But we have to keep working, hoping that someday women will be able to live without fear – the fear of not marrying, the fear of not having children, the fear of widowhood, the fear of men” (Deshpande 231).
These lines inspired the protagonist Aparna as well as Jyoti the translator. Jyoti has realized a change in her mind after finishing this story. She has got enough courage to stand against her disease.
As Jyoti quotes:
Reading Ahalya’s story has shown me that I am a small part of a larger world…Obviously, my life and my world
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are still most important to me, but I got to know these remarkable people, Ahalya, her ‘he’ and the ‘painter and the loving little girl Durga. And I feel that as long as the world has such humans, life will continue to be meaningful. I am glad to have been part of this caravan of life, if only for a time (Deshpande 282)
As a subplot of the novel, Ahalya’s story has dominated the main plot. It is best of its own kind. It makes the reader thought provoking and contemplative. It takes time to get back from Ahalya’s spirit of living. Ahalya has made her life possible and showed amazing courage during the colonial period. She is a guiding spirit for all the women. She leaves a message that with a message that life may not bring the best of everything but we can make best of many things. And the women characters Aparna and Ahalya are happy for what they have done for themselves. As Alice Walker quotes, “Don’t wait around for other people to be happy for you. Any happiness you get you’ve got to make yourself”. Ahalya has become her own refuge in all phases of her life and lived her life complete with a hope. And thus, she becomes a guiding spirit for many women in the society. As Shashi Deshpande quotes in A Matter of Time, Ahalya justified these words:
She who dreams is a creator. To dream is to cross the boundaries of the physical world, to enter the regions of pure light, to be illuminated, and to illuminate them, the world for others. (AMT 186). References:
1. Deshpande, Shashi. (2015). Strangers to Ourselves. Noida; HarperCollins Publishers, 2015. Pp.253.
2. Deshpande, Shashi. A Matter of Time. New Delhi; Penguin Books Ltd. 1996.
3. Bande, Usha and Atma Ram. Woman in Indian Short Stories:
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Feminist Perspective. Jaipur and New Delhi; Rawat Publications, 2003.
4. Beauvoir, Simone de. The Second Sex. Tran. Constance Borde and Sheila MalovanyChevallier. London: Vintage Books, 2011.
5. Wollstonecraft, Mary. A vindication of the Rights of Woman. Penguin, Batimore, 1975.
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METHODOLOGICAL ISSUES IN MAKING GENEALOGIES IN A COMMUNE: INSIGHTS ON SIDDASAMAJAM IN KERALA
Dr.B.Bindu Associate Professor Department of Anthropology Kannur University Thalassery Campus Post Palayad, Kerala. South India Abstract
Even though genealogy is treated as the method to trace kinship relation, it has nothing to do with tracing kinship in a commune like the Siddasamajam. Here individual identities are beyond names and relationships are beyond kinship ties. The members share same roof like a family but customary features of a family under current definition are not maintained. All the 300 members of the samajam are related through blood without the concept of family and marriage. The absence of a well-defined kinship networking and unknown identities of genitorsrestricts the use of genealogies in writing ethnographies.
This paper attempts to highlight the methodological issues in making the genealogy of Siddasamajam, a commune in Kerala where individuals are procreated and placed in social networks without kinship tags.
Introduction
Ethnography is the descriptive account of both material and non-material aspects of a social element within a definedsocio-cultural system.In anthropology, the ethnographic accounts of a culture are collected through empirical fieldwork using anthropological research techniques including participant observation and genealogy is one of the techniques used to identify all important links of kinship determined by marriage and descent. It also expresses the relationship between the functioning and durability of social structure, patterns of
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inheritance and nature of social institutions.Ethnographic method in anthropological research uses genealogical method to provide an account of one'sdescent from an ancestor or ancestorsconnected with one anotherthrough marriage and blood relations. As an analytical tool for studying kinship patterns, genealogy also provides information on transformation of families, property inheritance, clan inheritance, marriage distance and transmission of status of individuals. Being an important ethnographic tool, anthropologists are always advised to start community studies by taking genealogies not only to gather information but also to establish rapport with the study group. Informants often opined that when the researcher takes genealogy they are also able to get information about the unknown affine and consanguineous relationships.In developing the genealogical chart, the researcher identifies an elderly person as ‘ego’ and traces the ascending and descending generations based on this person. Both maternal and paternal sides can be traced with this method if ego is a knowledgeable person in imparting the information. In addition to relationships, land holdings, occupational status, marital status, marital distance, caste/group identity, and clan/lineage inheritance are also can be collected through genealogical chart.
Reproduction is considered as the universal basis upon which kinship relations are constructed and is substantiated with parent child relationships. In biological terms, for each person there must be a biological father and mother. The relationship between biological parent and the child establishes the universality of this relation as the cultural interpretation of the biological fact that there must be amale and a female involved in procreation. But the universal notion of claiming the position of biological parent is a ‘social construct’ in some of the societies and Siddasamajam in Kerala is a best example for this kind of an ideology. Here biological parent is confined to a social
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construct or cultural interpretation challenging the existing notions on universality of family and universal definition on marriage.
Methodology
The empirical data for this paperis collected using anthropological field techniques such as observation, interview and unstructured questionnaire. Elderly inmates’ in the Samajam were interviewed along with observing the day to day activities of the society. Members who left the Samajam for building up their own families were also interviewed simultaneously to gather information on economic activities and social life of this society. The ‘patasala’ where the children were put was also visited by the researcher to understand the kind of informal education imparting to children along with spiritual text.
Siddasamajam- Commune in Kerala
Siddasamajam in India stands as a spiritual charitable commune in Kerala instituted in the year 1921 by Saint Shivananda Paramhamsar. This spiritual enterprise ensures a considerable amount of group solidarity and a social identity that separates its members from other societies in India. The co-residence group in the samajamincludes both kin and non-kin relies on the principle of universal brotherhood that all of human kind could belong to a single community. Not only property, social lives were also held in common. They believe that existence of privacy is the root cause of all miseries.There are no kinship relations such as husband, wife, son, or daughter. According to Siddasamajam principles, these roles are only set of behaviours and attitudes associated with a particular functional position. If there is a functional part like these designations, normally it should be associated with a counter position or part with a particular social space which automatically enforce some sort of status and function appropriate to the role so that has no difference from other
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societies. Lisa opines that role theories connect individual life experiences and personality to anonymous social structures and emphasize the social process of gender acquisition. They thus offer hope for more egalitarian ways of raising children and eventually organizing social life.She also point out that role theories hold out the promise that acting against stereotypes, for instance, is an effective means of changing society (2003).
In Siddasamajam, the concept of marriage and family are totally absent. Both men and women have full freedom to satisfy their biological requirements with the consent of the person they desires. Later such a desire does not ensure any affine relation within the samajam and no legitimacy can be claimed for relationships between the inmates.The birth of children in the samajam never creates any kind of ethical dilemmas. As per the samajam rules, the mother is not supposed to treat the child as her own but after birth child becomes the property of the samajam and even mothers do breast feed babies which are not of theirs. After three months of delivery, the child is shifted to the children’s society called ‘patashala’ situated just half kms away from the main building. Aged and healthy women are attending the children in the patashala and these children are growing without knowing the identity of their biological parents. All the children below 18 years are put together here, and after 18 years the boy or girl is shifted to one of the ashram branches or some times to the same ashram where the biological father and mother are staying. This kind of a total seclusion for a long period generally resulting in the detachment of the individual from all relationships and resultant emotions. It is reported by the inmates that there are chances of mating between the unknown siblings and even also with their biological parents. But this kind of a practice is not considered as a sin among them because of its customary relevance and offers emotional flexibility.As these children donot know their family, the term ‘incest’
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has no meaning. Brother and sister, on the spiritual context do not fix any stigma towards the biological relationship and even the name of the individual. Elderly persons are addressed by the term ‘mama’ for men (meaning uncle) ‘ammamma’ for female (meaning grandma). According to them names create identities. Incest is defined by relationships and relationships are nothing more than social tags.
Scope of genealogical method
The genealogical method operates as a means ofeliciting a mass of terms that are used for reference and address. The set of personswho can be considered with regard to genealogy and the set of persons who are identified withregard to terms of reference and address are overlapping sets. But the fact that the terms ofreference and address can be elicited through the genealogical method does not establish thepriority of genealogy as the basis for kinship. It is certainly possible to have more than oneconceptual structure, each with its own definition as a structure that can be applied to the samedomain. In collecting the kinship relations from Siddasamajamit is difficult for the informants to trace the kins through marriage and blood relationships. Since biological parent is not a socially accepted position, formation of nuclear or any other form of family is also not possible.
Biological parent
This type of a family system in Siddasamajam never fits into the existing types and definitions on nuclear family. In the case of joint or
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extended families identified globally there must be a common ancestor who is related to any person in the family through blood relationships. But in Siddasamajam the entire group of persons claims their origin to the founder of this society saint SivanandaParamahamsar. The members of the society are born and bought up in the samajam without knowing the biological parent. A new born can be given milk by any lactating mother without discrimination. Because of this reason motherhood is not considered as a position with claim on children. Fatherhood is assigned to the founder of the society and his name is given everywhere as father. In this particular situation a genealogical chart cannot be used as a strategic research tool to take kin relationships or place an individual in certain nexus of relationships where there are prohibited and approved categories of kins. Incest taboo is not at all considered as a regulatory mechanism to maintain emotional levels.
Conclusion
Siddasamajam is a unique societal system where the existing rules of marriage and family are not applicable. This society cannot be categorized under any type of family globally accepted and the concept of private property is absent even in regulating human relationships. The concept of a universal definition for marriage and universality of family are challenged in a democratic setup where government is insisting identities through family and marriage. In research, it is not possible to take genealogical method (which is globally accepted) for tracing relationships in Siddasamajam because here a particular person is unable to be connected to the society through marriage and blood relationships.
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References
Lisa Hill.2003. ‘Democratic Deficit in the ACT: Is the citizen Initiated Referendum a solution?’Australian Journal of Social Issues.38 (4) pp.13-19.
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KNOWLEDGE MANAGEMENT – AN EFFECTIVE WAY OF MANAGING INTELLECTUAL HUMAN CAPITAL
Bisrat Alebachew Sulaiman Abdela Lecturer Senior Lecturer Dean of Faculty of Business Postgraduate Dean &Economics METU University METU University Metu, Ethiopia Metu, Ethiopia
Dr.U.Kanaka Rao Associate Professor Department of Business Management METU University Metu, Ethiopia Abstract
This article essentially highlights the prominence for the efficient management of knowledge workers in the volatile economy. Markets are becoming competitive, businesses are becoming service-oriented and diversified, educated workforce is growing in number. There is transformation of the industrial-economy into a knowledge base - economy. In this scenario, the role of HR Manager has become crucial. They need to attract, mold, develop, retain and fulfill the expectations of “Knowledge Workers ‘’. It has become evident that the application of effective HRM practices in managing them can only lead the organization towards success. Keywords :Knowledge Management, Knowledge Workers, knowledge sharing, Active Learning, Employee Branding
If you wish to plan for a year, sow seeds If you wish to plan for 10 years, plant trees But if you wish to plan for lifetime, develop People.
- A Chinese Proverb
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PRELUDE
Knowledge Management has proven to be a strategic and value added endeavor for improving an organization’s effectiveness. Knowledge Management is a very important resource for presenting valuable heritage, learning new things, solving problems, creating core competencies and initiating new situations for both individuals and organization’s now and in the future. As a Management discipline, the field of knowledge management addresses human capital needs, policies, procedures technology, incentives & Organizational culture. An organization’s distinctive competence is based on the specialized resources, assets and skills it possesses.
Knowledge, whether explicit or tacit, it is a distinctive competence that can be used to build competitive advantages & economic wealth. It is a Process of creating, structuring and leveraging collective know-how, experience and wisdom of an organization to improve business performance.
KNOWLEDGE
Knowledge is a subset of information but it is a subset that has been extracted, filtered, or formatted in a very special way. More specifically, the information we call knowledge is information that has been subjected to, and passed tests of validation.
Information+ Experience+ Insights + Judgment = “KNOWLEDGE”
DEFINITION OF KNOWLEDGE MANAGEMENT:
"Knowledge Management is the discipline of enabling individuals, teams and entire organizations to collectively and systematically create, share and apply knowledge, to better achieve their objectives" - Ron Young, CEO/CKO Knowledge Associates
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International
Four broad objectives of knowledge management systems in practice: Create knowledge repository, Improve knowledge assets, enhance the knowledge environment, Manage knowledge as an asset.
DEFINITION OF KNOWLEDGE WORKER
A term first used by Peter Drucker in his book, Landmarks of Tomorrow in 1959
Knowledge Worker is a professional who applies his or her intellectual capacities to the acquisition, processing, management, and communication of the knowledge. A person whose primary work activities include working with, creating, using and distributing information
KNOWLEDGE WORKER:
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Transforms corporate and personal experiences into knowledge through capturing, assessing, applying, sharing, and disseminating it within the organization to solve specific problems or to create value
CHARACTERISTICS OF KNOWLEDGE WORKER:
Mr. William W. Prince in Encyclopedia of Management (enotes.com) viewed that, Knowledge Work is complex, and those who perform it, require certain skills and abilities as well as familiarity with actual and theoretical knowledge (Knowledge Workers Forum 2006).
These persons must be able to find, access, recall, and apply information, interact well with others, and possess the ability and motivation to acquire and improve these skills.
Christopher Dean, synthesized the longer list into a more manageable set of Characteristics of a Knowledge Worker:
TABLE I
CHARACTERISTICS of KNOWLEDGE WORKER
Knowledgeable Connects with others Communicative Positive Self-reliant perception Decisive Provides Innovative leadership
Releases people's potential
Creates value
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Knowledge Workers are “Action oriented Professionals”
KW Primarily identify themselves with their profession rather than workplace; more sensitive to the kudos and esteem they receive from their peers than those they receive from management
Knowledge Workers have “good thinking and analytical power”. Along with analytical skills, they are endowed with ‘innovative skills and creativity”.
Knowledge Workers are Continuous Learners.
KW has High mobility.
KW Driven primarily by the pride of accomplishment
KW Have strong believes and personalities; they respond much better to being pulled than being pushed
Informal networking with peers, inside and outside their own company, helps them benchmark their personal efforts and their company's competitiveness
Knowledge Workers are “calculated risk takers” as well as “emotional intelligent people”
An individual effectiveness of knowledge workers is based on results and credibility, perceived reputation, and network of relationships rather than formal authority, job description, or position in the hierarchy.
THE 8 CS OF KNOWLEDGE MANAGEMENT:
Quoting from Madanmohan Rao's "Leading with Knowledge", the 8 C's of KM while developing a framework are:
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1. Connectivity: What connectivity devices, bandwidths, interfaces, technologies and tools do your knowledge workers have when they are in the office or on the road?
2. Content: What knowledge assets are relevant to the context of your workflow, and what are your strategies for codification, classification, archival, retrieval, usage and tracking?
Community: What are the core communities of practice aligned with your business and what organizational support do you have for identifying, nurturing, and harnessing them?
3. Culture: Does your organization have a culture of learning where your employees thirst for knowledge, trust one another and have visible support from their management?
4. Capacity: What are your strategies for building knowledge- centric capacity in your employees, for instance, via workshops, white papers, mentoring and e-learning?
5. Cooperation: Do your employees have a spirit of open cooperation, and does your organization cooperate on the KM
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front with business partners, industry consortia and universities?
6. Commerce: What commercial and other incentives do you use to promote your KM practice? How are you "pricing" the contribution, acceptance and usage of knowledge assets?
7. Capital: What percentage and amount of your revenues are invested in your KM Practices, and how are you measuring their usage and benefits in monetary and qualitative terms?
CHALLENGES IN MANAGING KNOWLEDGE WORKERS
Managing the Knowledge Worker is a very Challenging task to the HR Manager in the present scenario. The main challenge that comes in the way is that it is an expensive affair. Expenditure includes money invested in recruitment, training, compensation benefit etc., as well as on infrastructure. In order to utilize the knowledge worker more efficiently, Organization need to have sound hi-tech information technology. The second important challenge is sharing of knowledge effectively between multiple knowledge workers and knowledge teams who are involved in various projects concurrently and independently.
Organization also needs to focus on “alignment”. In order to reap the maximum benefits from the knowledge workers there should be a proper alignment of the demand of the knowledge, availability of knowledge, distribution and sharing of knowledge in the organization along with structure and operational activities carried out in the organization. Knowledge workers have high expectations in terms of challenging jobs, growth opportunities, and quality of work life, pay packages and benefits given by the organization. In order to motivate and retain them organization need to provide the best possible facilities to them.
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We cannot lead Knowledge workers by telling them what to do. We must treat them with respect and dignity, and provide opportunities that they could not be able to have on their own.
Job Satisfaction Needs of Knowledge Workers
Challenge, above all
Continuous training and coaching
To know the organization's mission and to believe in it
The need to see results Meeting Specific Requirements of Knowledge Workers
consider and treat them as professional partners
respect their expertise, support them in its application, and help them extend it further
give them influence in decisions that determine where and how their expertise is applied to specific innovation initiatives, as well as how it contributes to the overall business strategy
Knowledge Workers Respond Best when You
1. respect their professional status and identity
2. set a stretch goal and provide challenging work
3. minimize bureaucracy and the management burden CASE STUDY: SILICON VALLEY FIRMS
"All employees ought to be viewed as consultants."
– Ed McCracken, CEO, Silicon Graphics
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How do Silicon Valley firms attract people to opportunities, challenges, and growth?
Around the globe, leading organizations declare in their corporate value statements that people are their most important asset. In many cases, these statements are just words however. In the Silicon Valley, people really do come first. One of the main tasks of top management is to provide an environment where work is rewarding and fun. In turn, the legacy of managing knowledge workers keeps the focus on people, and illustrates why innovation in the Silicon Valley extends far beyond the technology itself.
Silicon Valley Incorporated – a Virtual Company
Silicon Valley is often characterized as a community where people really don't work for individual firms – everyone works for a virtual company: Silicon Valley Incorporated.
"Skills are both so abundant and in such demand that most people could quickly contribute at several Valley firms." A unique Valley norm is that when you are facing a really tough problem, you may contact anyone who may help, regardless of where they work, even if they work for competitors. "The inducements that companies have historically used to secure loyalty have lost their clout; compensation and benefit party is essential to get people through from door, but it won't be sufficient to retain them."
Flat and Participative Management Structures
Organizational and management structures in Silicon Valley firms are flat and participative. In a meeting rooms at most Silicon Valley companies, the mix of people, expertise, and ages is striking. More importantly, the degree of candor is tremendous. You don't expect to find such level of frankness in hierarchical companies.
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In more direct cultures, such as Intel or Sun Microsystems, you can witness easily an intense argument between a senior executive and an entry-level engineer. Status and seniority aren't based on age or position; they're based on what you know and can deliver.
The Collective Power of Passion
Silicon Valley leaders recognized the value of passion and relentless growth attitude. They continually try to evoke, rather than mute, people passions. Once evoked, the passion is tough to control. It can result in a series of twenty-hour workdays, fun and pranks. The passion to go well beyond the extra mile is what drives people to create insanely great products and services.
The spirit and passion of Silicon Valley is best seen at the extremes of the workdays.
STRATEGIES FOR EFFICIENT MANAGEMENT OF KNOWLEDGE WORKER
Despite having a good infrastructure and technologies, many companies fail to improve productivity of their employees because of poor management practices. So, managing knowledge workers efficiently is one of the most essential tasks as it helps the organizations to gain a competitive edge over others and achieve the overall business objectives.HR strategies play a vital role in this. The following interventions can act as tools/ Strategies for proper management of Knowledge Workers and enhancing their performance in the organization:
Appropriate Recruitment and Selection:
Assessing the potential in a knowledge Worker and locating it successfully at the recruitment stage is the biggest challenge for the organization. Companies should focus on recruiting bright, knowledge- seeking individuals. While selecting the individuals proper focus
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should be given to the candidate’s qualifications, job-oriented competencies and previous work experience in the related work field. For example, ‘’3M’’ recruits creative people who have broad range of interests and are willing to learn. Similarly, ‘’Wipro’’ also believes in hiring the best people and spending on them.
Performance Appraisal:
“Excellence means doing the little things well-Doing thousand things one percent better, rather than doing one thing a thousand percent better.”
A traditional performance appraisal system is not enough to retain the knowledge worker in an organization. According to Peter L Allen, “Managers who do all these things right will find that performance appraisal is no longer an ordeal they dread.”
Douglas Mc. Gergor expounded upon his theory in Harward Business Review way back in 1957. Developing people effectively, he argued, in the language of the era, does not include coercing them into acceptance of the goals of the enterprise, nor does it mean manipulating their behavior to suit the organizational needs. Rather, it calls for creating a relation within which a manager can take responsibility for developing his own potentialities, plan for himself and learn from putting his plan into action. It is vital to have regular performance appraisals in an organization as it helps to enhance employee productivity and boosts employee morale. It further assists in the identification of training needs and promotes hale and hearty relationships among employees at various levels. Nirula’s started a half-yearly appraisal system in 2007. In this, the employee selects his/her performance against these parameters.
Performance Appraisal must prioritize the development of knowledge skills. If employees are to believe that the organization takes them seriously, it is very important to be sensitive to people.
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Performance appraisals are no longer about monetary increments and designation hikes. Several organizations today are focusing on recognizing the relentless efforts put in by their employees and also win their loyalty by switching over to half-yearly appraisal systems. For this initiative to be effective, it is essential that top management shows its commitment and contribution towards translating the organization’s goals into personalized employee’s specific objectives.
In a nutshell, effective appraisals are one of those excellent motivational tools that help fetch more productivity from the workforce. Practice of continuous appraisal systems aid organizations in winning the loyalty of their employees.
Employee Involvement and Empowerment:
Employee Empowerment is to promote employee ownership and workmanship and organization support to seek human values of employees. Active encouragement of employee involvement in decision making process promotes ongoing employee contribution. Today, high growth companies thriving in the knowledge economy are on the eternal quest to attract and retain talented employees. Now workplace is no longer just cubicles of people working on a desk. Smart workplaces with an enabling work environment and a culture harnessed by an uncommon sense leads to the right talent pool and to a smart workforce.
Wood paneled corner offices paved the way for glass cabins and open sitting plans. Salutations and honorifics are increasingly being replaced by the infectious first name culture. The breakdown of these employer-employees barriers has resulted in a need for companies to communicate with their employees in a proactive, direct, transparent and informal manner.
One of the pay incentives at Indus Ind. Bank is the sharing of ideas – “My Idea” by employees with the top management, while their
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Managing Director directly addresses more than 3000 employees spread across more than 230 outlets periodically through webcast. The communication line with him is also kept open.
Retention Strategy:
Companies should plan proper retention strategies. They should hire the best and fittest employees according to the need and culture; give them promotion, appreciation, incentives, rewards and appraisals whenever required. For example in the 1990s, in order to prevent attrition of employees due to ‘’Poaching’’ many IT companies like TCS, Infosys, and Wipro, etc., strengthened their retention strategies.
Knowledge Sharing:
HR managers should reinforce knowledge sharing among employees through measures like group discussions ,brainstorming ,seminars, workshop, guest lectures, etc.,. Extensive knowledge of business practice should be imparted along with the capability to translate technical information at the employee level. The benefits of knowledge sharing should also be elucidated to employees. For instance, “Company Toyota “has intertwined people based, knowledge sharing culture. The company believes in five key principles: Challenge, Kaizen, and Genchi Genbutsu (go and see), respect and teamwork. Infosys have well developed software’s and knowledge repositories for creating and sharing Knowledge.
Offering opportunities:
Managers should provide opportunities for the knowledge worker to brain storm ideas, exchange knowledge, and formulate new ways of doing business. Employees should view the challenges in terms of opportunities, rather than merely focusing on problems. They should work on generation tomorrow ‘business instead of focusing on
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Yesterday’s problems. Quality of Work Like: The organizations should give due significance to quality of work life, i.e., welfare provisions (ESI schemes, club membership, etc.), fringe benefits ( canteen, house rent, interest, free loans, etc.)
Active Learning:
Organizations should teach their employees “Learning to learn”, how to learn in short double- loop learning. Managers should focus on endorsing active learning to improve knowledge worker’s competency and capability to discover new ways. Organizations should make employees self-dependent, self- motivated and self- controlled in order to adapt according to changing requirements of world. e.g.: Toyota firmly follows the principle of organizational learning, and has taken various initiatives in this aspect. In 1999, it launched an e- learning course of employees besides programs like Insight MPS (Learning management solution), etc.
Quality of work life:
The organizations should give due significance to quality of work life, i.e., welfare provisions (ESI Schemes, club membership, etc.), fringe benefits (canteen, house rent interest, free loans, etc.), and harmonious environment. Provision for work life balance, stress management, flextime, etc., should be adopted by organizations to improve the productivity of employees.
Compensation and Rewards:
In order to attract, retain and motivate the employees, organizations should offer attractive pay packages. The company should use monetary awards, bonuses and special prices for teams or individuals for their unique contributions
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For example ,in 1990’s various IT companies like Wipro ,Satyam, Polaris etc., were giving high pat packages to knowledge workers and had also stated using ESOP options.
Motivation and Recognition:
Employees should be motivated not only by monetary rewards but also by appreciation and encouragement from time to time. This would help in maintaining work motivation in employees.
Counseling and Mentoring:
Managers of knowledge workers should act as facilitators in directing them towards their goals. Managers should play the role of a counselor and mentor, in Order to motivate employees and remove obstacles in their path of achievement .For example ,Toyota company is giving due weightage to human capital, by focusing on developing human capabilities through training, coaching and mentoring. The company believes in the principle of “respect for people “and “continues improvement”.
Sound IT Infrastructure:
Managers should provide sound IT infrastructure to employee so that they can utilize their knowledge competency to the fullest. The organization should have sophisticated and user-friendly software systems that would help in documentation and streamlining of data and processes. For instance, companies, like Infosys and Tata Steel have knowledge repositories and hi-tech software’s for knowledge sharing.
Treating the Employees as Customers:
Since Employees are no less than internal customers, employees need to use the tools of marketing to retain them.
As a bad product in a good package does not last long and falls in the eyes of the consumer, a poor job cannot keep an employee
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enthralled for long. Another vital point to focus is that a good product in a poor package does not attract a customer. So it is important to make the job more interesting and challenging. Variables like remuneration, level of empowerment, benefits, engagement of employees etc., are important and must be addressed. Pantaloons retail has talent management programs like ‘Gurukul’, for training frontline staff just before they join.
Employee Branding:
Employee Branding refers to what an employee projects about himself and the organizational culture. He should be able to serve as a brand ambassador for his/her organization. Right from the time a person joins an organization, the experience he has is what makes him valuable for the brand.
In 2005, when vineet Nayar became the President of HCL, he knew that he had to do something drastic to turn around the company. Formerly, one of the India’s most innovative companies, which in 1999 had been first in terms of revenue, by 2005, it was ranked fifth. Nayar quickly assembled a 20 person team of “young sparks”, an energetic group from among HCL’s top value focused employees who were willing and able to drive an innovative, sophisticated experience for customers. They coined the slogan that became HCL’s strategy for the next two years: “Employee first, customer second”. The conception is simple: The best way to bring value to customers is to empower employees.
Nayar, who is now CEO, says “Putting employees first is not about launching a few initiatives that make them feel good. It is about offering a workplace where employees, no matter what their level, can have an impact, can be a part of something exciting and can grow professionally and personally.”
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Training and Development:
Knowledge Workers focus more on knowledge intensive training which benefit them for value addition in their workplace and careers. Even in these tough times of slowdown, companies are delivering unique messages to employees via training programs.
Accenture has a sharp focus on education and training, having more than 16,000 online courses. It also offers courses in association with leading global academic institutions like Massachusetts Institute of Technology.
Organizations need to provide employees exposure to new learning opportunities such as conferences, training, seminar, university courses etc. Equal emphasis should be given to both in-house as well as external training programs.
Maintaining Team Spirit:
Managers should focus on maintaining coordination, collaboration and concurrent activities among knowledge workers. Generating team spirit in workers should be given the highest priority.
Effective Leadership:
A Perquisite for implementing knowledge-oriented concept in organization is that top management should be involved to the fullest. The top management should lead the process and encompass it at all the levels in order to spread knowledge culture in the organization. Effective leaders are defined as people who come up with new ideas, and articulate a vision that inspires others to act. This work should be headed by a top managerial committee.
For example, training program initiated by “Wipro” called “Winds of Change” aims at improving leadership skills and implementing knowledge management. Wipro created five different training programs like: Entry Level Program (ELP), New Leader’s
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Program (NLP), Wipro Leader’s Program (WLP), Business Leader’s Program (BLP) and Strategic Leader’s Program (SLP).
Leadership Style:
Along with implementing effective leaders, effective leadership style should also be used. As knowledge workers cannot merely perform on the basis of instructions, they must be treated with due respect and dignity. All employees should be dealt with tactfully because each one is different from another and may have altogether different needs. So, tailor-made and participatory style of leadership should be followed to create a win-win situation.
Creating an Innovative and Knowledge Culture:
Innovation is the lifeblood of an entity .The organization should foster an environment of innovation and change. It also must develop a knowledge culture where employees free to create and share knowledge. Much company like Wipro, whirlpool, and Nokia Focus on integrating creativity, innovation and knowledge culture in to organization.
GETTING THE BEST RESPONSE FROM KNOWLEDGE WORKERS
Professional Status and Identity
Peers and networking – using public praise, positions as a "chief scientist" or corporate fellow, and even peer review as extremely powerful motivators; using peer networks actively for solving problems.
Keep current, keep happy – facilitating the latest information and knowledge exchange, even with competitors, as an essential component of sustained success.
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Showcase professional contributions – publishing or presenting at industry conferences; "what really drives highly educated knowledge workers is pride in accomplishment."
The ultimate skin: gain sharing – stock options, unlimited percentage of profits.
Providing Challenging Work
Minimizing Management Overhead
CONCLUSION:
Managing Knowledge workers is indeed a difficult task as these people are more aware of the latest happenings, have high expectations and more prone of switch to another organization if not satisfied. So, managing knowledge workers is one the greatest challenges encountered by HR managers. If the HR department follows proper techniques and ways of managing knowledge workers, then the productivity of knowledge workers can be enhanced and the overall efficiency of the organization can be improved. Management should be aware of all the intricacies such that one cannot just give instructions to knowledge workers. Rather they should be treated with due respect and dignity. Organization should provide maximum opportunities to them so that they can explore their creativity and innovative skills.
Knowledge Workers can perform much better if we only know how to manage them, says Thomas Davenport. He further suggests, “Don’t treat them the all same and measure them tactfully”. Organization should foster a congenial environment and focus on creating a learning culture. Along with it, proper leadership and motivation should be improved to employees from time to time. Continuous training and mentoring also helps in removing obstacles, and finally, organizations should give due weightage to the quality of
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work life and sound IT infrastructure. Productivity of knowledge workers can be enhanced, only if organizations understand the techniques of managing them. If the importance of these strategies and follows them, then no one can stop the organization from continuous knowledge enhancement, incremental productivity and success.
References:
[1] C.B Memoria, S.V. Gankar: “Personnel Management”, 2005 edition, HPH.
[2] Sukhvinder Kaur Multani: “Managing Knowledge Worker a new HR Paradigm”, 2007 edition, The IUP.
[3] Deepak Pathak, “Managing Knowledge Workers across Different Stages of Employment”, October 2009, HRM Review.
[4] Minakshi Chauhan Asopa, ”Managing knowledge worker, - A HR perspective”, March 2010, HRM Review.
[5] http://www.artclesbase.com/human-resources-articles/impact- of- knowledge-management-in-hr-practices-930054.html
[6] Mark Lengnick-Hall and Cynthia A Lengnick-Hall , Human Resource Management in the Knowledge Economy: New Challenges, New Roles, New Capabilities, Berrett-Koehler Publishers.
[7] James Robertson, “Developing a Knowledge Management Strategy”, August 2nd, 2004, http://findarticle.com/p/articles
[8] James Robertson, “Developing a knowledge management strategy” August 2nd, 2004, http://findarticles.com/p/articles
[9] Davidson, Keith T "Knowledge workers and managing knowledge". OfficeWorldNews.FindArticles.com.20thJan,2011.http://findarticles.c om/p/articles/mi_qa3840/is_199906/ai_n8869353
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[10] Knowledge Management Study: “Focus on Leadership and Culture, Not Technology, to Gain the Edge” http://EzineArticles.com/?expert=Edmund_Blake
[11] Vadim Kotelnikov, Founder, Ten3 Business e-Coach, “Managing Knowledge Workers, Meeting Specific Requirements of Knowledge Workers and Unlocking Their True Potential”, – Inspiration and Innovation Unlimited!
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PIRACY IN FILM AND MUSIC INDUSTRY: LEGISLATIONS IN DEVELOPING INDIA
Deepthi Rodda Research Scholar Department of Law Andhra University, Visakhapatnam Introduction
Copyright infringement in the form of unauthorized derivative works and reproductions of copyrighted musical works occur often in India. Despite scrutiny of high-profile names in the Indian film and music industries, partaking in such violations1 the problem of infringement continues without too much interference from the Indian legal system.2 The Indian courts sort out effective copyright laws, and the community shortages alertness of encroachment, creating an atmosphere of subdued vision. The infringement likewise articulates contempt for trusting the owners and authors of the creative copyrighted work.
Copyrights to safeguard the exertion and income of both artists and authors by providing them with exclusive rights to control over the use and reproduction of their work. This can include music, arts, working books, patterns, and all other types of specialized design.
1 Shivli Tyagi, Chura Liya, Times of India, Feb. 20, 2006, available at http://timesofindia.indiatimes. com/city/ahmedabad-times/Chura- liya/articleshow/1420152.cms (noting that four incidents of singers, musicians, music composers and DJs throwing accusations back and forth of copyright infringement). 2Anuradha Moulee & Chris Bevitt, Slumdogs & Copycats, SHELSTON IP, Apr.1, 2009, available at http://www.shelstonip.com/news_story.asp?m=3&y=2009&nsid=93 (reporting that the Hindi film industry, also known as Bollywood, has an associated music industry that borrows freely from external and internal sources, and that even though copyright protection exists in India, infringement and copycatting is still a problem).
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For a work to be Copyrighted it needs to be considered to be original .Which means that it cannot be used commonly to be public domain, It needs to be distinct in its existence. Therefore ideas cannot be copyrighted, however their method of expression can be. Although each country has its own specific copyright laws, they frequently cover the same item. It is almost universally accepted that copyright infringement occurs when one person copies another person’s copyrighted piece without permission from the owner.
Terms such as “Royalty free music” and “Synchronization licensing” get tossed around loosely when we understand what copyright means and how it applies to music. In terms of music, a key thing to understand is that each Recording of Music actually includes two distinct copyrights;
a) The Copyright of the song itself, or the musical composition. It means the Rights in the words and music of a song, and is often referred to as the “publishing” rights. Copyright is formed when a person writes a song by virtue of the fact that is new and original and takes a graphic form, such as writing down the lyrics or doing a demo. The copyright in this composition is owned by whoever wrote it.
b) The Copyright in sound recording also known as Master. The Master is a Recording of a Composition. The Copyright to the Master is owned by whoever produced it. Often this is a record company.
Since there are two copyrights involved, two types of licenses are to be issued to make use of a recorded song.
a) Synchronization License gives person a right to ‘synchronize’ the composition with images or voice-over in the production.
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b) Master use License is exactly the same rights as the synchronization license, except it applies to the Master the actual recorded interpretation of the Musical Composition.
Till 1997, there were Web-based services that offered limited downloads of audio visual material and given that network bandwidth is expected to increase rapidly over the next decade, it is conceivable that the Internet will become a major distribution channel for music and video products. Music industry is “facing the music” now, Big stake holders try hard to maintain their position while others crack opportunities in the advert of peer-to-peer networks. Peer to Peer (“P2P”) file sharing is getting attention around the world, which is not illegal in itself. But it is frequently used for illicit downloading and uploading of copyright protected material such as music. Several courts have determined the substantial P2P file sharing of copyright – protected works generally does not fall within the fair justification.
A different term Copy left licensing is likewise used these days to describe the removal of restrictions on the use of ideas and information. People who desire to share their materials can use the copy left license to allow others to reproduce, adapt and distribute copies of their work.
National and international technological initiatives have been deliberate to reinforce copyright protection in present day environment. As early as 1996, two new international treaties were signed under the sponsorship of WIPO, whose goal was to deal with the primary concerns of authors? The object of the WIPO Copyright Treaty (WCT) ( March 6, 2002) and the WIPO Performances and Phonograms Treaty (WPPT)( May 20, 2002) was the introduction of the right, for authors and owners of related rights, to authorize their work available to the public by networks such as the Internet. The treaties
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also provided for the protection of technological measures used by right owners for preventing unauthorized access to their works.
Having a vary of film industries with different languages, neither is as successful as Bollywood. Subsequently from the genesis, songs take a key part of the films and signify the utmost general usage of melody in India. The influence western movies on Indian film industries and vice versa is apparent from early times Hollywood has already taken notice of unauthorized Bollywood remakes of popular Hollywood films.3 Bollywood film producers rely on the concept that there is no copyright in ideas, which enables them to create unauthorized derivatives of copyrighted.
Indian Copyright Legislation and a Member of Copyright Treaties
The Indian Copyright Act, 1957 stemmed from Great Britain’s Copyright Law.4 The Indian Copyright Act provides copyright protection to various works, including original literary, dramatic, and musical works, films, and sound recordings.5 The Indian Copyright Act assisting private privileges to the creators authorizing to reproduce,
3Emily Wax, Paying the Price for Hollywood Remakes: Bollywood Facing Copyright Lawsuits, Posted Aug. 26, 2009, at A7, available at http://www.washingtonpost.com/wp- dyn/content/article/2009/08/25/AR2009082503104.html (reporting that Indian producers have knocked off American films scene-for-scene for many years and that Hollywood studio 20th Century Fox settled with an Indian film producer for copyright infringement by creating an unauthorized remake of “My Cousin Vinny”). 4Pradip N. Thomas, Copyright and Emerging Knowledge Economy in India, 36 ECON. & POL. WKLY. 2147, 2152 (2001) (explaining that the Indian Copyright Act was modeled from the Indian Copyright Act of 1914, which was based on the UK Copyright Act of 1911). 5Copyright (Amendment) Act, 1957, No. 14, § 13-1, Acts of Parliament, 1992 (India) [hereinafter Indian Copyright Act].
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distribute, perform, and translate the work, extending no protection to concepts and ideas, besides safeguarding original works. In infringement cases, Indian courts use a two-part test to determine whether the copyright holder’s rights have been infringed,6 testing whether considerable resemblance exists between the original and infringing works, and where confronted effort to be a duplicate of the original work. The Indian Copyright Act provides civil remedies for a copyright holder in an infringement suit, which includes injunctions and damages, with the cost of proceedings determined by the court’s discretion.7
Moreover, the Indian Copyright Act guards every remote workings that are the produce of countries declared in the International Copyright Order. The International Copyright Order defenses works of citizens of nations involved under Berne Convention, the Trade Related Aspects of Intellectual Property Rights Agreement (“TRIPS Agreement”), and the Universal Copyright Convention. The Universal Copyright Convention following the Berne Convention efforts to provide satisfactory and effective copyright protection to authors of literary, scientific, and artistic works by member states, where India though a member of it quiet difficulties are arising in imposing its copyright laws. Recognizing this issue united states placed India in the Special 301 “priority watch list” as meager protection gave
6K. M. Gopakumar & V. K. Unni, Perspectives on Copyright: The ‘Karishma’ Controversy, 38 Economic Political and Weekly 2935, 2935 (2003); see Eastern Book Co. v. Modak, (2007) 1 S.C.C. 14, 17 (India) (explaining that one approach to determining whether infringement has occurred is to see whether the plaintiff’s work as a whole is original and protected by copyright, and then to “inquire whether the part taken by the defendant is substantial.”). 7Indian Copyright Act § 55-1; see Lahari Recording Co. v. Music Master Audio Video Mfg. Ltd. (2002) 3 M.L.J. 912, ¶ 22 (Mad.) (explaining that there are two types of damages available to a copyright owner, under section 55 of the Indian Copyright Act for infringement, and section 58 for conversion, but that damages can be granted only if infringement is established).
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to intellectual property rights in India, this Special 301 Report takes memorandum of alien nations’ intellectual property rights’ fortification with the United States’ tradeoff partners to discourse alarms where intellectual property protection is uninspiring. Though amendment of existing copyright laws both in 1994 and in 2010, it still remains on the United States’ “priority watch list” of countries with deprived intellectual property protection.
Indian Copyright Act Provides Ample Protection
Though Indian copyright law provides protection for works created in India,8 infringement occurs in spite protection to copyright holders and provides damages for infringement of copyrighted works. Despite amendments made to the Indian Copyright Act in 1983 and 1994, India still finds itself on the “priority watch list” year after year because of ineffective enforcement of its copyright laws. In 2010, an amendment to the Indian Copyright Act (“2010 Amendment aimed primarily to offer authors and music lyricists royalties and other benefits from commercial exploitation of their work.9. Despite such an amendment and attempts to enforce the law, India still does not meet the criteria established by authorities such as the International Intellectual Property Alliance (“IIPA”) and the Special 301 Report.10
8A Handbook of Copyright Law [hereinafter Handbook of Copyright Law] (stating that copyright provided by the Indian Copyright Act extends only within the Indian borders). 9Manish Ranjan & Santosh K. Joy, Draft Copyright Bill Introduced, Could Transform Film, Music Biz, MINT (Apr. 19, 2010), http://www.livemint.com/2010/04/19221428/Draft-copyright-Bill- introduce.html. 10International Intellectual Property Alliance, India 2011
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The Positive Effects of India’s Copyright Laws
India is home to a booming entertainment industry. Within this industry are composers and lyricists who work on the many songs that make up an Indian film. Until the proposed 2010 Amendment, composers and lyricists received a small share of royalties for the work they did for Indian films.11 In addition to increasing the royalty rate for authors, composers and lyricists, the 2010 Amendment conforms to international treaties so that Indian copyright will be protected abroad.12The government has amended the Indian Copyright Act on preceding circumstances to keep awake with technological fluctuations. Additionally, giant titles in the Indian film and music industry have voiced their opposition to music copyright infringement. When film composers notice their traitors infringing surviving works, it echoes poorly on the creative output of Indian composers and projects a view that profit is more important than producing a original, creative piece. The growing awareness that the Indian film industry infringes copyright has roused a yearning to substitute originality in Indian film music.
Indian Copyright Law Contains Several Flaws
Growing awareness of copyright infringement in the Indian film and music industries while law enforcement officials and agencies do not completely recognize the importance of copyright protection. Moreover, many persons, particularly the producers, in the Indian film industry do not support the 2010 Amendment. Although the
11Avinash Celestine, Lyricists, Composers Get a Boost in Royalty Battle, ECON. TIMES, Nov. 26, 2010, available at http://articles.economictimes.indiatimes.com/2010-11- 26/news/27592919_1_lyricists-royalties-composers 12Nandini Vaish, Wronging a Right, India Today (June 26, 2010), http://indiatoday.intoday.in/site/story/wronging-a-right/1/103029.html.
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2010 Amendment will result in positive effects for creative artists and will align more with international standards, the proposed amendment is vague about definitions of “equal rights” to lyricists and composers.13 Apart from the problems associated with the 2010 Amendment, the Indian legal structure is weak in enforcing their action, copyright infringement is not well monitored by criminal enforcement and IPR cases are considered low-priority offenses in the courts. The Indian government offers entertainment sector a freedom to do trade as it wishes, which obstructs the government’s ability to enforce intellectual property rights. Instituting copyright infringement as a criminal offense, but ineffective enforcement halts the process and also disregards the copyright holder’s right to have a day in court. While the Indian entertainment industry profits from creating unauthorized derivatives of copyrighted works14, the United States stands to misplace from such actions. Further, if protection of copyrighted works continues to be careless, then India will deter foreign investments by multinational corporations.15
Optical Disc Law-Legal Measure
The WIPO advisory Committee on enforcement of Industrial Property Rights observed that the optical disc regulation offers to tackle the piracy problem. Companies that manufacture, duplicate and export VCDs, DVDs and music CDs will now have to obtain licenses to
13Bhusha Nagpal, IBF Protests Proposed Amendments to Copyright Act, RADIO & MUSIC (Nov. 26, 2009), http://www.radioandmusic.com/content/editorial/news/ibf-protests-proposed- amendments- copyright-act 14Partners in Plagiaris, FIN.EXPRESS (Aug.10 2007), http://www.financialexpress.com/news/partners-in-plagiarism/209513/ 15. Agence France-Presse, U.S. Pushes India on Copyright Enforcement, INDUSTRYWEEK.COM (Jun.18,2009), http://www.industryweek.com/articles/u-s- _pushes_india_on_copyright_enforcement_19425.aspx
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do so. Strict licensing norms have been proposed in the draft optical disc law prepared by the Ministry of Information and Broadcasting in consultation with disc-manufacturing companies and the Federation of Indian Chamber of Commerce and (FICCI).
Relationship between WTO Obligations and the Optical Disc Law
Though enacting a sui generis optical disc law is not an explicit obligation under TRIPS, however, in Part III of TRIPS rest the obligations of member countries to provide adequate enforcement measures for protecting intellectual property rights. It is under the ambit of enforcement and cross-border measures that member countries facing a high problem of optical media piracy have resorted to adopting the optical disc regulatory law as another tool to strengthen its enforcement arm. While Section 1 Article 41(1) sets out the general obligations of member countries, the civil and criminal measures are detailed in subsequent provisions. Section 4, Article 51, mandate border control measures and Section 5, Article 61 mandate criminal remedies of monetary fines, imprisonment, seizure, forfeiture, destruction of infringing goods, material and implements the predominant use of which has been for commercial piracy. The provisions of an optical disc law fit within these enforcement obligations of member countries. However, this obligation is selective and is imposed only in countries that firstly, face high levels of optical disc piracy and secondly, where the traditional anti-piracy laws are insufficient to meet the challenges of optical disc piracy.
TEACH Act :The Technology, Education and Copyright Harmonization Act of 2002, known as the TEACH Act,16 is an Act of
16 The Technology, Education and Copyright Harmonization Act of 2002, known as the TEACH Act, is an Act of the United States Congress.
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the United States Congress. The importance of the TEACH Act stems from the previous copyright laws that allow educators to copy documents or use copyrighted materials in a face-to-face classroom setting. Because of the growth of distance education that does not contain a face-to-face classroom setting revisions to these laws, particularly sections 110(2) and 112(f) of the U.S. Copyright Act, needed to be made. It was signed into law by President George W. Bush on November 2, 2002.
Online Protection and Enforcement of Digital Trade Act
The OPEN Act 17 was proposed as an alternative to the PROTECT IP Act (PIPA), which was approved by the United States Senate Judiciary Committee in May 2011, and the closely related Stop Online Piracy the OPEN Act seeks to stop transfers of money to foreign websites whose primary purpose is piracy or counterfeiting.
Conclusion
Generating a novel and contemporary legislation is only the first part of the solution to the problem. Effective copyright enforcement is the second part, and is likewise multifaceted. The lack of a physical support opens up uncountable potentials to download and copy protected works and modify them within a few seconds. Thus Internet piracy is more obnoxious than ever for owners of copyright and neighboring rights with more traditional reproductive technologies.
17 OPEN Act is a bill introduced in the United States Congress proposed as an alternative to the Stop Online Piracy Act and PROTECT IP Act, by Senator Ron Wyden of Oregon, a Democrat, and Representative Darrell Issa of California, a Republican
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CONTEMPORARY INDIAN WOMEN AND SOCIETY BY AMULYA MALLADI’S “SONG OF THE CUCKOO BIRD”: AN ANALYSIS K. Sreenivasulu Research Scholar (Ph. D) Dept. of English & Communications Dravidian University Kuppam, A.P.
Abstract Song of the Cuckoo Bird is a novel that is a set in one truly special home in Southern India, a place where the desperate ones those without family, without caste connections, without hope become fatefully connected to each other, while holding tight to their dreams. Kokila came to Tella Meda, an ashram, an orphan, barely a month after she was married. She was just 11 years old. Once there she made a choice that altered the fabric of her life. Instead of becoming a respectable woman, a wife and mother, youthful passion and fear drove Kokila to choose to remain at Tella Meda under the care of the young guru, Charvi. Through the years, she often questions her choice, as she struggles to find her place in a country where un-tethered souls like hers merely slip through the cracks. Having spurned the conventional life that could have been hers for the taking, she must make a home in Tella Meda alongside strong and deeply flawed women who are also misfits in society. Sometimes they are her friends, sometime enemies, but always family. Kokila is the protagonist of the novel. The novel, Song of the Cuckoo Bird starts at Bheemunipatnam, Andhra Pradesh, India. There is an ashram, its name Tella Meda, located in beach side of the Bay of Bengal in the small coastal town of Bheemunipatnam in Southern India. It is a religious living place where a guru leads her folk to the right path through prayer and reading of holy books. The guru refuses to be called as guru or Amma.
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Kokila comes to Tella Meda an orphan girl a month after her marriage. She has just crossed eleven years old. In those days girls marry before they have reached puberty but they do not go to their mother-in-law’s house until they menstruate. Kokila married three years before her menstruation at Tella Meda which is the home of her late father’s friend, Ramanandam Sastri, who has taken to the ashram.
Ramanandam Sastri’s younger daughter is Charvi. There are a few different stories how to Charvi become a guru and a representative of God itself. According to Subhadra, Charvi is a Goddess and saint. Ramanandam Sastri first sees the light of knowledge in Charvi. Ramanandam has been living in Tenali, A.P. India. He sees the light of God in his daughter. He used to not believe god and Hinduism he always ridiculing his wife, Bhanumati, who believes God.
Ramanandam Sastri has four children his eldest daughter, Manikyam. The second daughter Lavanya looks like a movie star, her eyes light brown, almost cat like, she is a beautiful woman. The third daughter is eternal and named Charvi, which means beautiful, He sees the light of God in her and beliefs her Devi, a Goddess. He suddenly transfers from atheist to theist. Charvi’s birth after 8 years, both mother and her elder daughter, Manikyam also pregnant at the same time both have sons. Bhanumati’s son name Vidura means the great wise man from epic, the Mahabharata who narrates the entire battle between the Pandavas and Kauravas to the blind king, who is Dhrutrastra. Bhanumati died just a month later giving birth to her son because her blood clot in her uterus, but she extracts a promise from Charvi, who is eight years old, she should takes care her baby brother. It is an oath from Charvi. Then she unable to keep oath and until the day she died, she feels burden of that broken oath. Ramanandam Sastri is a teacher and writer. The people read to Ramanandam Sastri for his words, his writings and his books, which don’t question his ability to see a Devi or a Goddess in his own daughter.
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A number of people who come to stay are ashram with Ramanandam Sastri increases dramatically. In the beginning who come to discuss his literary work and pay their respects to him. Sastri can pay his bills on his meager school teacher’s salary and his books sales do not bring in much money even though; he was quite well-known writer among the intellectual elite. His theories said that women had the right to independent beyond the men in her life. He writes about a woman.
His own daughter Lavanya does not respect her father. She feels that he does not live up to what he has written about her father, the great defender of woman’s rights. But all his writings tell about gender equality and rights of woman. He comes to his own daughters; he is quite a traditional father. He even has his eldest daughter marry to a doctor the arrange marriages only. His own sister is Taruna who is almost twenty years younger than he. She has married at the young age of twelve to an aged Brahmin. Her husband died after six months of their marriage. Her husband’s family wants 12 years old daughter-in- law to shave her hair off, to wear white sari and live in a corner of the house.
Taruna does abortions, who unwanted pregnancy. The clinic does not continue a long time in Tenali people. Threaten her and one night someone put a knife to her throat warns her to either leave Tenali or stop the abortions. Then Taruna leaves from Tenali to Bombay, The reaction of Taruna’s radical ways to struck Ramanandam harshly too. Then he lost his job as a school teacher. He takes his family and moves to Tirupati to famous Bhagwan Hariharan ashram. They stay there for a year then Ramanandam decides that he needs to find his own house. The devotees are coming to Bhagwan’s ashram to see Charvi; it causes some tension between Ramanandam and Bhagwan Hariharan. It is right time to find Charvi an ashram of her own. Ramanandam wants a large place with less rent. When he left his job,
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he got only his pension that would not have to sufficient income. Then he founds Tella Meda.
Kokila afraid in the beginning in Tella Meda but soon her shyness disappear with company of her new friends, Chetana and Vidura. The girl Chetana, who is a daughter of Ambika, the boy, Vidura is a son of Ramanandam Sastri who believes freedom the children must have freedom but Brahmin home where rules and regulations have very rigid. Kokila is a free bird in the ashram because of Sastri’s ideas.
Guests would come and stay in the ashram to visit Sastri and then they mesmerize by the goddess, see in Charvi’s face. They do meditation there. Where the guru is just 12 years old but she appears much older than her real age. They leave some money to pay respects to the guru of the ashram. Subhadra has been living for eleven years. She plays major role in kitchen and acts as a mother of Chetana.
Kokila dreams that Sastri’s acceptance of her marriage with Vidura. But the problem with her dreams, she has already married Vamsi Krishna, who is from Visakhapatnam. She cannot remember even Vamsi Krishna’s face. Chetana notices Kokila confess her rising feelings for Vidura and recalls her marriage. Chetana warns Kokila who is going to menstruate soon. Kokila’s husband’s family will come and take away from Tella Meda. Then she must go to her mother-in-law’s home. Kokila decides if she will carefully manage menses matter nobody will tell her to go mother-in-laws’ house. Then continue to stay in the ashram. Kokila studies until the forth class when she got married she stopped her school education. Sastri has asked Kokila if you want to study in school or stay home. She decides to stay home. Sastri teaches every day evening.
Vidura feels on Charvi is ambivalent, he would speak like his older sister Lavanya because they never believe Charvi, who is the worst kind of fraud. His opinion transfers to Kokila. Vidura feels
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Charvi is a fake in front of Ramanandam Sastri, he slaps him, but his father never beats him before. Now he beats him because of Charvi. There are tears in his eyes. How can he believe that Charvi is Devi or goddess then Kokila agrees with him. Kokila puts her hand around Vidura because they love each other.
Kokila promises Vidura like she never leaves Tella Meda. That is the first and only time Vidura kisses her. It is her first Kiss. Kokila has got menses. She is unable to inform them because they will tell mother-in-law also. Then her husband family will come and take away with them.
She doesn’t want to go to her mother-in-law’s house. Later they know they inform mother-in-laws’ family. Her husband’s mother and father also attend the puberty function. Narayana tells Kokila “you be good to your husband, little bird”, he used to call her little bird instead of Kokila, which means Cuckoo bird in Telugu.
Her mother-in-law says that her son, Vamsi’s health is not good. He doesn’t sit on a bus for hours his health is very delicate. So, Kokila goes there take care of him. He mother-in-law asks her “And you can cook, right?” “Your father said you were a very good cook.” She feels her father lied. She doesn’t know even how to cook. Then she disagrees to go with her mother-in-law. Charvi and Ramanandam suggest her to go your husband’s house. But she does not accept that. Her mother-in- law snaps her, Ramanandam Sastri has given strict orders to leave her alone and let her be happy with her own decision.
Then Vidura runaway from Tella Meda on 27th of May, 1964 the same day the first prime minister of India, Jawaharlal Nehru passed away. Kokila weeps every day for Vidura. She unable to go without Vidura’s present. Kokila starts slowly to do some more work in the kitchen as well as the ashram. She changes her daily life schedule. She wakes up early in the morning and does help to Charvi. She sits with
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Charvi for worship God. Vidura flee after three months Dr. Vineetha Raghavan comes to the ashram. She is an unusual woman, too modern and too masculine, everyone thing like that. She is an old friend of Ramanandam Sastri. She has heard about Vidura runaway news from Tella Meda. She comes to the ashram without intimation. That is her first visit to the ashram. She is an engineer, a scientist. Amongst all her father’s friends, Charvi dislikes Vineetha only. She tells him children don’t flee without a strong reason. Then Ramanandam Sastri’s daughter Lavanya come and meets with Vineetha.
A white man who is from America, his name is Mark Talbot is a photographer as well as a photojournalist for Life magazine; he has to take a vacation in South India. One of his friends tells about Tella Meda and Bheemunipatnam. Mark has written a letter to Charvi for permission. She invites him to stay in the ashram a few day like that Charvi writes a letter to Mark. She tells him. Charvi is not a goddess or an Amma. She is jest Charvi only. The photojournalist wants to take photos at Tella Meda which is beautiful and its architecture.
Charvi is a goddess of the ashram but she feels in love with Mark. He speaks intelligently of Indian traditions and culture. He never judges Charvi’s role in the ashram. Charvi can see his attraction his perfume, his voice, the smell of his cosmetics and everything fills her with longing. She thinks about Mark. She has dreams also with his touching.
An old woman Renuka comes to the ashram within two days of Mark arrive. Her husband passed away. Renuka’s big problem is happing between the guru of the ashram and Mark. She observes them like a falcon. She feels bad about Charvi’s behaviour. Charvi is a Brahmin girl and guru of the ashram. She associates with that immoral Mark, this is wrong for so many reasons. The guru must take control of the ashram and does not allow men to stay in the ashram.
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If Mark will go to America Charvi feels he breaks her heart because she loves him, the guru also a lady she has her feelings and emotions because she is a human being.
The last day he leaves and as tradition requires that Mark also touches guru’s feet, he does it because he has observed others do it so he also respects her. She helps others that he admires, but she is not being a total truthful. Later he sends a framed photograph which is her photo as she stands on the terrace under the light of the full moon day. That photo is like black and white film, the photo is a woman is waiting for a lover. Later Charvi has never fallen in love again in the future. She has never seen or heard about the white man again in her life.
Vidura ran away five years ago when he was nineteen years old now, one of his relatives has spoken to him on a train but one of the worst railway accidents in the history of Andhra Pradesh. The train has crashed, in Ongole. There are so many dead bodies; one of them can be Vidura. Kokila eyes tears rolling down her cheeks. One of the doctors tells him. “Those who are alive have been transported to a hospital in Ongole.
If Vidura is alive or not, there are eight hundred people on the train and many people left without a scratch on them. They have started with the dead bodies to start burning bodies. So they can see as early as possible in the hospital
They do not find Vidura among them. Kokila says Ramanandam Sastri “I couldn’t let you go alone. I love him too,” (74) they come back to the ashram. Kokila takes care Ramanandam for next a few more days. She gets food to his room, feed it to him and bring hot water into his room for drinking.
Both Ramanandam and Kokila have too much intimacy. He is an old man but Kokila has very closely with him. One day he kisses her then she surrounds his hands. She realizes that what happen between
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him and her. They do not love each other. It is the need of an old man also prove like he is also young and he needs a young girl to protect her benefactor so it makes him feel young man. At least Chetana married but Kokila simple surrendered in the old man’s hands. This is her bad luck and curse to her.
Then Kokila has taken so many responsibilities. She maintains financial issues of the ashram. The money comes from devotees and guests. She knows that her relationship with Ramanandam will not be accepted. He is thirty-nine years senior to her. She does not think of him as a husband, even now, they do these secret things that make her shame. Kokila looks the finances of the ashram but the financial situation is very bad. So she needs a job and then she decides to do a job. A man carries and supplies the materials which use for making papads to women. If papads pockets are ready a man can collect from women. He has an auto rickshaw for transport. Chetana and Kokila have hired to make more papads.
Kokila wants to mother without husband. So, she adopts a boy who is Karthik. Bangaru Reddy is a politician. His son has made pregnancy to their housemaid, she got the baby. Bangaru Reddy’s son is going to marry another rich woman within a few days. So, he leaves the boy. He doesn’t know who is his mother? His mother doesn’t know where is her son? That is the fate of their lives because rich people or politician can do anything for the name. Now, Kokila takes care of the boy at Tella Meda. Every month they send thousand rupees for the boy. They have believed Charvi but Charvi has believed Kokila they give the boy to Kokila. So, Kokila becomes Karthik’s mother. She fulfilled her motherhood. So, she happily takes care of the boy.
Tella Meda owner’s son wants to sell the property, so Charvi must vacate the ashram. They want to stay in the ashram because they do not have own house for the ashram. The place where is very near to
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the beach that is why demand is there. Charvi has shocked with the news. Charvi has pancreatic cancer. So she joins in the hospital. In the bed rest, Charvi tells about her lover, Mark Talbot. She waits for him but he never comes back. Charvi tells about her brother, Vidura. He had a fight with his father; she thinks it is about her only. The troubles are crushing Charvi, she wants to die in the ashram, it is her intention but they instruct to vacate the ashram. She passed away in her sleeping, and then her tomb also builds in Tella Meda. Charvi’s entire life there is no freedom, desires and emotions but she is also a human being.
Kokila made a choice that altered the fabric of her life, instead of becoming a respectable woman, a wife and mother. An ashram is under the care of the young guru, Charvi’s entire life in the ashram. There is no freedom; she has emotions in her life because she is also a human being. Kokila often questions her choice is living in the ashram without husband. Sometimes they are her friends, sometimes enemies, but always family.
Conclusion: Amulya Malladi crafts complex characters in deeply atmospheric settings that transport readers to different locales, and sensibilities. Amulya questions that woman must marry and live with husband and family. Women have gender discrimination, child marriages and exploitation.
Bibliography:
Abrams, H.M: A Glossary of Literary Terms (Sixth Edition). Prism Books Pvt Ltd, Bangalore, 1993.
Forster, M .E: Aspects of the Novel, Edward Arnold, United Kingdom, 1998.
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Gibaldi Joseph: MLA Hand Book for writers of Research papers: East West press, pvt,Ltd, 7th ed, print, 2009.
Malladi, Amulya, Song of the Cuckoo Bird, New York: Ballantine Books, 2006 ,India, 1995.
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A STUDY OF POLICIES ADOPTED BY THE INDIAN GOVERNMENT IN GOVERNMENT IN EDUCATING FOR IMPROVING THE LITERACY RATE
Prem Narayan Principal Kendriya Vidyalaya Raisen, Madya Pradesh Definition of Literacy
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has drafted a definition of literacy as the "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society."
The National Literacy Mission defines literacy as acquiring the skills of reading, writing and arithmetic and the ability to apply them to one's day-to-day life. The achievement of functional literacy implies (i) self- reliance in 3 R's, (ii) awareness of the causes of deprivation and the ability to move towards amelioration of their condition by participating in the process of development, (iii) acquiring skills to improve economic status and general well being, and (iv) imbibing values such as national integration, conservation of environment, women's equality, observance of small family norms.
The working definition of literacy in the Indian census since 1991 is as follows
Literacy rate
Also called the "effective literacy rate"; the total percentage of the population of an area at a particular time aged seven years or above
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who can read and write with understanding. Here the denominator is
the population aged seven years or more.
Crude literacy rate
The total percentage of the people of an area at a particular time who can read and write with understanding, taking the total population of the area (including below seven years of age) as the denominator.
Comparative literacy statistics on country
The table below shows the adult and youth literacy rates for India and some neighbouring countries in 2002. Adult literacy rate is based on the 15+ years age group, while the youth literacy rate is for the 15–24 years age group (i.e. youth is a subset of adults).
Country Adult literacy rate Youth literacy rate ages 15–24 China 96.4% (2015) 99.7% (2015)
Sri Lanka 92.6% (2015) 98.8% (2015)
Myanmar 93.1% (2015) 96.3% (2015)
World Average 86.3% (2015) 89.6% (2010)
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India 74.04% (2011) 90.2% (2015)
Nepal 64.7% (2015) 86.9%(2015)
Pakistan 60.00% (2015) 74.8% (2015)
Bangladesh 61.5% (2015) 83.2% (2015)
Growth of literacy
Prior to the British era, education in Indian commenced under the supervision of a guru in traditional schools called gurukuls. The gurukuls were supported by public donation and were one of the earliest forms of public school offices. However these Gurukuls catered only to the Upper castes males of the Indian society and the overwhelming masses were denied any formal education. In the colonial era, the gurukul system began to decline as the system promoted by the British began to gradually take over. Between 1881–82 and 1946–47, the number of English primary schools grew from 82,916 to 134,866 and the number of students in English Schools grew from 2,061,541 to 10,525,943. Literacy rates in accordance to British in India rose from 3.2 per cent in 1881 to 7.2 per cent in 1931 and 12.2 per cent in 1947.
In 2000–01, there were 60,840 pre-primary and pre-basic schools, and 664,041 primary and junior basic schools. Total enrolment at the primary level has increased from 19,200,000 in 1950–51 to 109,800,000 in 2001–02. The number of high schools in 2000–01 was higher than the number of primary schools at the time of independence.
In 1944, the Government of British India presented a plan, called the Sergeant Scheme for the educational reconstruction of India, with a goal of producing 100% literacy in the country within 40 years, i.e. by 1984. Although the 40-year time-frame was derided at the time by leaders of the Indian independence movement as being too long a
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period to achieve universal literacy, India had only just crossed the 74% level by the 2011 census.
It should also be noted that the British India censuses identify a significant difference in literacy rates, by: sex, religion, caste and state of residence, e.g.:
1901 census – literacy rate Male % Female % Madras 11.9 0.9 Bombay 11.6 0.9 Bengal 10.4 0.5 Berar 8.5 0.3 Assam 6.7 0.4 Punjab 6.4 0.3 United Provinces 5.7 0.2 Central Provinces 5.4 0.2
Literacy rate variations between states
India's literacy rate is at 74.04%.Kerala is the most literate state in India, with 93.91% literacy. Bihar is the least literate state in India, with a literacy of 63.82% Several other social indicators of the two states are correlated with these rates, such as life expectancy at birth (71.61 for males and 75 for females in Kerala, 65.66 for males and 64.79
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for females in Bihar), infant mortality per 1,000 live births (10 in Kerala, 61 in Bihar), birth rate per 1,000 people (16.9 in Kerala, 30.9 in Bihar) and death rate per 1,000 people (6.4 in Kerala, 7.9 in Bihar).
Every census since 1881 had indicated rising literacy in the country, but the population growth rate had been high enough that the absolute number of illiterates rose with every decade. The 2001–2011 decade is the second census period (after the 1991–2001 census period) when the absolute number of Indian illiterates declined (by 31,196,847 people), indicting that the literacy growth rate is now outstripping the population growth rate.
Six Indian states account for about 70% of all illiterates in India: Uttar Pradesh, Bihar, MadhyaPradesh, Rajasthan, Andhra Pradesh and West Bengal Slightly less than half of all Indian illiterates (48.12%) are in the six Hindi-speaking states of Uttar Pradesh, Bihar, Rajasthan, Madhya Pradesh, Jharkhand and Chhattisgarh.
What are the steps to be taken to improve literacy rate in India?
Pass into law that all children will be given free education for the objective of creating literacy across the population Set a target to have (for example) 99% of the population having good
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literacy skills by the age of 16 within 21 years (gives you give years to get everything in place) Set a team of experts to define: 1) what literacy levels are to be set for each child age (in groups), 2) create a curriculum to educate to those standards, 3) define how students are tested / retested, Set up a team to plan and organize an education structure across the country which that: 1)identifies suitable property for education (inc. new property), 2) defines and builds a team structure and humans resourcing plan, 3) defines equipment and services support structure plan.
Everyone feeds financial budgets into a central accounting team to manage and distribute finding. Project management team then kicks off project with project plan and authorises delivery contracts. Something like that.. I purposely avoided suggesting 'everyone gets a free laptop' because as we all know human nature will mean most of them will end up on the black market.
Literacy Rate for Scheduled Caste (SC)
State/Sex-wise Literacy Rate of Scheduled Castes in India (Census 2001)
State/UTs Rural Urban Total
Person Male Female Person Male Female Person Male Female
Andhra 50.32 60.63 39.79 68.66 77.25 60.05 53.52 63.51 43.35 Pradesh
Arunachal 65.87 73.83 54.37 69.28 78.59 55.57 67.64 76.31 54.99 Pradesh
Assam 64.92 74.21 54.94 76.86 84.08 69.08 66.78 75.74 57.14
Bihar 26.93 38.66 14.13 49.11 60.63 35.70 28.47 40.23 15.58
Chattisgarh 62.47 77.81 47.27 69.28 81.81 56.31 63.96 78.70 49.22
Goa 70.77 81.27 60.34 72.88 81.79 63.53 71.92 81.56 62.05
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Gujarat 65.59 79.16 51.17 77.90 87.62 67.33 70.50 82.56 57.58
Haryana 54.13 65.88 40.64 60.19 70.67 48.11 55.45 66.93 42.26
Himachal 69.54 79.45 59.44 81.06 87.28 73.83 70.31 80.01 60.35 Pradesh
Jammu & 57.10 68.02 45.26 67.90 76.52 57.96 59.03 69.57 47.46 Kashmir
Jharkhand 32.52 46.57 17.73 58.14 71.24 43.11 37.56 51.59 22.55
Karnataka 47.25 58.71 35.56 69.27 78.32 59.88 52.87 63.75 41.72
Kerala 81.65 87.22 76.39 87.12 91.83 82.70 82.66 88.07 77.56
Madhya 55.39 69.73 39.44 68.02 80.06 54.69 58.57 72.33 43.28 Pradesh
Maharashtra 67.88 80.56 54.71 78.27 87.58 68.41 71.90 83.29 59.98
Manipur 70.76 79.79 61.38 73.14 82.86 63.77 72.32 81.78 62.97
Meghayala 51.91 61.75 40.55 63.57 72.72 52.99 56.27 65.86 45.21
Mizoram 88.89 88.33 100.00 89.30 88.49 91.67 89.20 88.44 92.16
Nagaland ------
Orissa 54.23 69.51 38.76 65.31 77.56 52.38 55.53 70.47 40.33
Punjab 54.35 61.63 46.27 61.93 68.72 54.33 56.22 63.38 48.25
Rajasthan 49.86 66.93 31.18 61.35 76.83 44.22 52.24 68.99 33.87
Sikkim 0.23 67.56 52.63 81.99 87.92 76.05 63.04 70.15 55.71
Tamil Nadu 59.61 70.48 48.79 71.45 80.17 62.77 63.19 73.41 53.01
Tripura 73.59 80.98 65.88 79.51 85.78 73.15 74.68 81.85 67.24
Uttar 44.52 59.03 28.33 58.17 69.08 45.51 46.27 60.34 30.50 Pradesh
Uttaranchal 61.53 76.34 46.11 72.01 81.29 61.42 63.40 77.26 48.74
West Bengal 57.09 69.10 44.46 68.99 77.76 59.51 59.04 70.54 46.90
Andaman & ------Nicobar Islands
Chandigarh 65.82 73.63 55.25 67.85 76.47 57.41 67.66 76.20 57.22
Dadra & 75.73 86.68 63.80 83.90 92.06 74.55 78.25 88.37 67.05 Nagar Haveli
Daman & 86.11 94.26 77.28 83.65 93.66 73.70 85.13 94.03 75.82 Diu
Delhi 70.82 82.40 57.18 70.85 80.63 59.24 70.85 80.77 59.07
Lakshadweep ------
Pondicherry 64.29 74.11 54.61 75.20 83.87 66.82 69.12 78.41 60.05
India 51.16 63.66 37.84 68.12 77.93 57.49 54.69 66.64 41.90
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Note : Excluding Mao-Maram, Paomata and Purul Sub- Division of Senapati District of Manipur. Source : Department of Secondary and Higher Education,Ministry of Human Resource Development, Govt. of India.
Drop-Out
State-wise Dropout Rates of Scheduled Caste (SC) Students in Classes I-V, I-VIII and I-X in India (2005-2006) States/U Classes l-V Classes l-VIII Classes l-X Ts Bo Gir Tot Bo Gir Tot Bo Gir Tot ys ls al ys ls al ys ls al Andhra 25. 25. 25. 62. 66. 64. 68. 72. 70. Pradesh 12 86 49 63 47 51 41 20 24 Arunacha 22. 42. 31. 29. 46. 37. 39. 42. 40. l Pradesh 58 31 58 63 15 74 39 31 68 Assam 58. 52. 55. 70. 70. 70. 73. 70. 72. 81 28 88 38 50 43 78 14 15 Bihar 55. 55. 55. 79. 80. 80. 89. 92. 90. 52 84 64 86 43 06 65 05 52 Chhattis 25. 24. 24. ------garh* 00 77 89 Goa 4.0 17. 10. 49. 56. 52. 80. 73. 76. 2 02 33 32 15 48 00 46 85 Gujarat 24. 25. 24. 36. 54. 44. 58. 69. 63. 14 82 93 40 47 82 34 12 25 Haryana 7.3 7.8 7.5 27. 37. 32. 60. 69. 64. 2 0 5 50 33 16 96 28 85 Himachal 14. 16. 15. 23. 29. 26. 47. 53. 50. Pradesh 82 08 44 95 29 61 64 00 28 Jammu - . - 12. 23. 17. 56. 54. 55. & 03 99 70 72 66 79 Kashmir Jharkhan 46. 51. 48. ------d* 66 88 83 Karnatak 16. 22. 19. 46. 54. 50. 64. 67. 65.
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a 87 13 47 68 08 26 72 17 87 Kerala ------2^ 11. 16. 5.3 1.8 3.6 12. 3.8 8.1 51 82 31 5 9 6 32 7 7 Madhya - - - 36. 51. 43. 62. 71. 65. Pradesh 0.2 3.7 1.8 67 51 28 13 05 92 3 9 5 Maharas 12. 15. 14. 41. 28. 35. 53. 54. 54. htra 82 41 07 05 83 16 75 88 29 Manipur 32. 21. 27. ------89 26 26 15. 8.5 12. 3.4 1.4 2.4 76 4 28 2 3 7 Meghalay 49. 39. 45. 65. 69. 67. 73. 74. 74. a 73 74 19 21 14 16 87 63 24 Mizoram 5.2 0.0 2.6 ------6 0 6 Nagaland ------Orissa 51. 42. 47. 67. 68. 67. 70. 73. 71. 21 97 87 18 02 55 23 92 87 Punjab 32. 31. 31. 50. 50. 50. 64. 67. 65. 02 29 67 65 87 75 51 16 75 Rajastha 52. 52. 52. 59. 71. 64. 79. 88. 82. n 34 41 37 43 28 34 12 05 74 Sikkim 14. 5.1 10. 72. 59. 66. 86. 82. 84. 58 7 02 50 44 69 58 91 95 Tamil 1.5 - - 25. 11. 19. 49. 43. 46. Nadu 9 47. 17. 65 84 49 43 11 50 72 42 Tripura 14. 10. 12. 50. 19. 35. 72. 77. 74. 13 54 39 42 20 23 89 04 91 Uttar 49. 55. 51. 50. 66. 56. 64. 86. 72. Pradesh 27 12 35 51 93 70 00 80 56 Uttarakh 36. 40. 38. - - and 44 32 37 West 43. 50. 47. 70. 73. 71. 79. 82. 54. Bengal 43 95 05 18 69 77 40 12 66 Andaman ------& Nicobar
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Islands Chandiga - - - 52. 50. 51. 76. 70. 73. rh 9.7 6.7 8.3 31 49 46 51 17 56 9 7 8 Dadra & 9.4 18. 13. 6.0 25. 15. 29. 22. 26. Nagar 6 46 67 6 42 20 31 64 13 Haveli Daman & - - - - 1.7 - - 0.0 - Diu 9.5 3.5 6.7 29. 2 15. 13. 0 6.9 2 7 2 85 20 43 8 Delhi 19. 16. 18. 41. 48. 45. 27. 20. 23. 44 84 27 98 91 77 51 22 90 Lakshad ------weep Puducher ------20. 17. 19. ry 2.1 4.0 3.0 18. 15. 17. 88 18 05 3 0 4 81 32 04 India 37. 35. 36. 54. 58. 56. 68. 73. 70. 03 36 31 60 37 24 42 42 57 Note : * : Dropout rates are shown combined with the respective parent state.
: Zero indicates that there is no Drop-Out. Source : Ministry of Human Resource Development, Govt. of India.
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Literacy Rate for Scheduled Tribe (ST)
State/Sex-wise Literacy Rate of Scheduled Tribes in India (Census 2001) State/UTs Rural Urban Total Person Male Female Person Male Femal Person Male Female e Andhra 35.43 46.09 24.48 56.39 66.16 45.99 37.04 47.66 26.11 Pradesh Arunachal 45.04 54.33 35.83 77.39 85.92 69.05 49.62 58.77 40.56 Pradesh Assam 61.29 71.29 51.04 86.75 92.43 80.62 62.52 72.34 52.44 Bihar 25.91 37.57 13.30 65.67 74.18 55.28 28.17 39.76 15.54 Chattisgarh 50.95 63.96 38.21 71.71 82.87 59.77 52.09 65.04 39.35 Goa 44.59 55.17 31.43 61.44 67.88 54.55 55.88 63.49 47.32 Gujarat 46.45 58.06 34.60 61.76 71.01 51.78 47.74 59.18 36.02 Haryana ------Himachal 64.78 77.18 52.50 87.19 92.03 81.15 65.50 77.71 53.32 Pradesh Jammu & 35.74 46.44 23.88 70.37 79.01 59.34 37.46 48.16 25.51 Kashmir Jharkhand 38.08 51.67 24.38 67.80 77.83 57.38 40.67 53.98 27.21 Karnataka 45.26 56.92 33.32 64.57 74.39 54.34 48.27 59.66 36.57 Kerala 63.65 70.20 57.28 81.21 84.96 77.70 64.35 70.78 58.11 Madhya 40.01 52.51 27.24 57.23 67.47 45.89 41.16 53.55 28.44 Pradesh
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Maharashtra 52.31 64.52 39.88 74.18 82.98 64.70 55.21 67.02 43.08 Manipur 65.09 72.44 57.58 80.94 87.94 74.28 65.85 73.16 58.42 Meghayala 56.36 58.72 53.97 86.67 88.95 84.58 61.34 63.49 59.20 Mizoram 82.00 86.11 77.71 96.77 87.55 96.01 89.34 91.71 86.95 Nagaland 62.55 67.09 57.72 88.70 91.63 85.60 65.95 70.26 61.35 Orissa 36.13 50.35 22.07 58.12 69.80 45.77 37.37 51.48 23.37 Punjab ------Rajasthan 43.70 61.23 25.22 60.79 75.74 42.97 44.66 62.10 26.16 Sikkim 65.37 72.32 58.03 84.89 89.32 80.59 67.14 73.81 60.16 Tamil Nadu 38.41 47.19 29.48 58.60 66.56 50.68 41.53 50.15 32.78 Tripura 55.46 67.19 43.35 91.97 94.45 89.26 56.48 67.97 44.60 Uttar Pradesh 32.99 46.71 18.34 51.10 60.61 39.54 35.13 48.45 20.70 Uttaranchal 61.65 75.29 47.36 85.91 91.55 79.48 63.23 76.39 49.37 West Bengal 42.35 56.60 27.88 58.67 68.57 48.20 43.40 57.38 29.15 Andaman & 65.82 72.68 58.62 93.71 97.01 89.49 66.79 73.61 59.58 Nicobar Islands Chandigarh ------Dadra & Nagar 38.94 53.82 24.60 69.18 81.54 56.73 41.24 55.97 26.99 Haveli Daman & Diu 62.83 73.95 51.05 65.72 75.34 55.40 63.42 74.23 51.93 Delhi ------Lakshadweep 84.71 91.26 78.18 87.90 93.29 82.64 86.14 92.16 80.18 Pondicherry ------India 45.02 57.39 32.44 69.09 77.77 59.87 47.10 59.17 34.76 Note : Excluding Mao-Maram, Paomata and Purul Sub-Divisions of Senapati District of Manipur. Source : Department of Secondary and Higher Education, Ministry of Human Resource Development, Govt. of India.
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Drop-Out
State-wise Dropout Rates of Scheduled Tribe (ST) Students in Classes I-V, I-VIII and I-X in India (2005-2006) States/U Classes l-V Classes l-VIII Classes l-X Ts Bo Gir Tot Bo Gir Tot Bo Gir Tot ys ls al ys ls al ys ls al Andhra 47. 52. 49. 76. 81. 78. 80. 83. 81. Pradesh 46 13 73 17 17 51 05 88 76 Arunacha 45. 45. 45. 58. 57. 58. 73. 76. 74. l Pradesh 59 63 61 19 77 00 10 09 47 Assam 60. 52. 57. 74. 77. 75. 79. 75. 77. 98 05 12 53 42 73 09 93 77 Bihar 49. 44. 48. 75. 72. 74. 87, 89. 88. 71 77 00 08 66 15 49 35 27 Chhattisg 34. 33. 34. ------arh* 91 06 04 Goa ------Gujarat 40. 40. 40. 61. 68. 64. 72. 73. 72. 56 91 72 76 18 70 39 30 79 Haryana ------Himachal - - - - 5.7 1.4 24. 32. 28. Pradesh 4.5 2.6 3.6 2.7 3 6 22 32 21 5 6 1 5 Jammu - - - 40. 33. 37. 63. 58. 61. & 05 45 55 59 66 48 Kashmir Jharkhan 57. 62. 59. ------d* 00 68 55 Karnatak 10. 9.3 9.9 38. 48. 43. 64. 68. 66. a 49 7 5 34 94 46 99 27 50 Kerala - 5.8 1.7 9.4 14. 11. 53. 48. 51. 2.1 1 8 4 02 64 75 26 10 8 Madhya - - - 44. 44. 44. 74. 78. 76. Pradesh 18. 26. 22. 05 24 13 41 84 25 73 44 21 Maharas 28. 27. 28. 47. 46. 46. 61. 59. 60.
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htra 32 67 01 03 40 73 30 35 40 Manipur 46. 56. 51. 56. 62. 59. 71. 71. 71. 77 79 58 27 69 51 50 27 40 Meghalay 45. 41. 43. 68. 65. 66. 81. 80. 81. a 66 07 39 86 08 98 65 57 11 Mizoram 35. 36. 36. 65. 62. 64. 75. 71. 73. 45 57 00 78 27 12 63 65 75 Nagaland 37. 37. 37. 34. 29. 32. 64. 64. 64. 65 16 42 28 45 03 17 25 21 Orissa 71. 70. 70. 81. 78. 80. 82. 81. 82. 01 92 97 86 96 74 44 71 15 Punjab ------Rajastha 52. 56. 54. 55. 65. 59. 78. 87. 81. n 52 42 23 73 18 51 65 03 91 Sikkim 3.2 3.5 3.4 36. 13. 25. 71. 62. 67. 8 5 2 93 75 90 72 91 52 Tamil 25. 39. 32. 52. 50. 51. 75. 64. 71. Nadu 47 52 34 50 32 51 90 30 78 Tripura 37. 44. 41. 68. 71. 70. 83. 84. 84. 76 88 13 88 53 13 80 28 03 Uttar 68. 72. 69. 28. 30. 29. 49. 60. 54. Pradesh 05 03 62 77 83 65 77 35 18 Uttarakh 26. 32. 29. ------and 63 12 47 West 57. 55. 56. 80. 74. 78. 87. 83. 86. Bengal 75 76 91 91 61 83 90 63 64 Andaman 18. 25. 22. 34. 34. 34. 29. 27. 28. & 38 79 24 20 81 47 35 75 57 Nicobar Islands Chandiga ------rh Dadra & 23. 35. 29. 38. 60. 48. 59. 75. 66. Nagar 58 30 03 64 75 80 93 13 81 Haveli Daman & - 0.0 - 30. 38. 33. 58. 68. 62. Diu 8.7 0 4.6 27 50 97 11 13 71 7 0 Delhi - - - 1.7 22. 11. 29. 34. 31.
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4 69 52 02 10 48 Lakshad 7.1 1 9.1 5.8 8.8 7.2 17. 15. 16. weep 8 1.3 5 2 6 6 60 36 49 5 Puducher ------ry India 41. 40. 40. 62. 62. 62. 76. 77. 77. 10 03 61 71 74 72 90 49 14 Note : * : Dropout rates are shown combined with the respective parent state. : Zero indicates that there is no Drop-Out. Source : Ministry of Human Resource Development, Govt. of India.
A lack of access to education “Imagination is the space in your head that can be stretched and grows smaller as you grow older. It can be triggered by thoughts that lead to unlimited possibilities.” These are the words of Thomas Vos, 12, from Pinelands North Primary School in Cape Town, and set the tone for this year’s Pan-African Literacy for All conference.
Imagination and literacy: theory and practice, and the many academic presentations, panel discussions, keynotes and workshops at the conference will concerned with finding ways in which to make meaningful gains in literacy on the continent. The conference, provides a platform for literacy professionals and researchers to engage with policy makers in government and the donor community for the benefit of local communities across the continent.
Inspiring creative learning Africa has a rich history of storytelling that is central to community life, and for social cohesion. A recurring theme at the conference was understanding that literacy is an issue central to the human experience. Literacy must go beyond the basic ability to read and write, but must allow an individual to enter other worlds through words by reading or expressing oneself by writing. Reading can, and must be
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done for pleasure and not just for the sake of utility. Learning to speak, to read and to write enlarges the potential for pleasure in life, and the benefit to society is great.
This notion was concisely expressed by David Harris, CEO of the DG Murray Trust who said, “Empathy, critical thinking and imagination are the three musketeers of a thriving society,” he went on to say that these three are fostered and achieved through access to literacy.
It is through initiatives, like Africa Code Week, which aims to equip future generations with the skill set they need to thrive in the 21st century workforce – but at the same time encourages a more interactive and exciting way of literacy development (learning to code).
Mother tongue learning
One of the key gleanings around the education of children on the continent, is the need for children to learn to speak read and write in their home languages. Multi-lingualism is a strength in any society and is especially important in India where there is a history of colonization that resulted in the systematic marginalization and erasure of Indian indigenous languages.
Prof. Sally Beach, a literacy professor from the University of Oklahoma said, “Mother tongue teaching of early reading leads to better readers in mother tongue and English.” UNESCO research has also shown that there is real intrinsic value to mother-tongue-based education that goes beyond emotional attachment, loyalty to identity, culture and values. Thus reading and writing in indigenous languages is vital to improving literacy in india.
What recent measures are taken by the Indian govt. to improve Literacy Rate?
Indian Government is trying their best to improve the literacy level in the country and they have taken many necessary steps in recent times
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to improve the overall education system in both city and rural areas. It is true that in recent years they have been able to bring more and more students in the arena of education. However, still four of ten Indian people are illiterate according to a report of UNESCO.
Free Education:
Free education system is more and more spread by the Government in various areas of India especially in the rural territories. Poverty is one of the main hindrances for a lot of parents in both city and village to send their children to schools. So the government is trying to provide the primary right of proper education to the students free of cost in various areas and it has become successful. In many areas more and more students are coming to schools for study. However, Government has to reach more rural areas to bring more students to schools.
Establishing new schools:
Few decades ago, lack of schools was a huge problem especially in rural areas. Study in a private school is much more expensive and often the poor students can not avail this facility. The students had to go miles after miles to reach their schools which created a lot of problems. However, in recent years Government has established more and more schools in various rural areas and the problem is solved to a great extent. However, there is still many a village where the schools are far away. Many a student’s especially the girls face safety problems while going to these schools. Therefore, the Government needs to take necessary steps on that to bring more girl students into school.
Various schemes:
Government has taken various effective schemes to spread education in more and more students in various remote areas. Sarva Siksha Abhiyan Scheme is one of them. In this scheme, the government is providing education to many a student absolutely free. Mid Day meal scheme has
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also been extremely successful to bring more students in the schools. As the students are getting the food in schools, the parents are sending their students in schools rather than in a hotel to become a child labor. However, it is true that in various places all these facilities are not properly received.
Free Uniforms and scholarship:
Recently government is providing school uniforms, text books, and some other necessary things related to study to the students in many places. Government scholarships are increasing the interest of lot of poor students for higher studies. Government is arranging various study courses and vocational trainings absolutely free.
Proper use of fund:
In India, Government is trying to generate more funds for the study of the students in various areas. However, recently the Government is looking into the thing that the fund which is generated for the study of the children is properly used. The fund should reach the rural and remote areas where the students really need it. The Government is trying to assure that the fund is used for the proper reasons related to study only.
It is true that recently Government has taken a lot of measures to improve the education system in various areas in India. However, they need to continue this and generate more funds to make a proper infrastructure to make more and more children interested to study in schools.
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DR S. RADHAKRISHNAN’S CONCEPTION OF THE RELIGION OF THE SPIRIT
Dr G.Venugopal Dr L.Uday Kumar Postdoctoral Fellow (UGC) Asst., Professor Centre for Mahayana Buddhist Studies Centre for Mahayana Buddhist Acharya Nagarjuna University, Studies Guntur, (AP) Acharya Nagarjuna University Guntur, (AP)
Radhakrishnan has the rare qualification of being well-versed in the great tradition of both the East and the West. His early education made him familiar with the knowledge of the East particularly of India, and his own scholarly adventure acquainted him with the wisdom of the West. He combined the two traditions with perfect ease, and is able to evolve a philosophy of synthesis. Radhakrishnan was influenced by two different traditions of religion and philosophy: Indian Hindu and Western-Christian. He was deeply stirred within by these two traditions. It can be said that if B. Croce was justified in discerning what was dead from what was living of Hegel, Radhakrishnan was justified in disentangling what is living of Indian culture from what is dead in it. “His interpretation of Indian culture in general and its philosophy in particular is not mechanical but a creative transformation of the same”. Radhakrishnan’s conception of Religion of the spirit can be compared with that of his world state. According to him: A world federal government with powers limited to those necessary for establishing law and order among the nations of the word is a practical way of achieving just and lasting peace. Radhakrishnan is not against independent nations but opposes different nations of the world. His conception of world state has religious foundations. “Politics”, he says, “is but applied religion” because “religion includes faith in human brotherhood, and politics is the most effective means of rendering it into visible form”. Radhakrishnan’s criticism of the nation state is similar to his criticism of exclusivism in religion. He rejects excluvisim in religion and exclusive religions. The Semitic religions, like Judaism, Christianity and Islam, Radhakrishnan believes as exclusive religions. www.ijmer.in 243
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Radhakrishnan argues that exclusivism leads to religious imperialism because an exclusive religion maintain than it alone possess the truth and the ideal moral standards by which all other religions must be judged. Further he argues that “belief in exclusive claims and monopolies of religious truth has been a frequent source of pride, fanaticism and strife”. A missionary religion, which converts people from other religious faiths, Radhakrishnan argues, cannot presuppose the equality of religions and equal possession of religious truths. Radhakrishnan’s critic of the nation states is similar to his criticism of exclusive religions. Just as an exclusive religion makes demands on one’s followers that they shall follow no other God except their own God, similarly a nation state enjoins patriotism from its citizens to the exclusion of the rest of the humanity. Radhakrishnan observes that “Patriotism is ordinarily only hatred disguised in acceptable terms and concluded to the common people with striped cloth, silver medals and sweet hymns”. Radhakrishnan’s answers to the problem of religious exclusivism, religious conflict and religious intolerance consist in the ‘religious pluralism’ and the ‘religion of the spirit’. Pluralism generally implies diversity and difference. Religious pluralism thus implies religious diversity and differences. Radhakrishnan argues that exclusive religions err when each of them claims ‘dogmatic finality and absolute truth, a claim made apparently absurd by the plurality of claimants”. According to Radhakrishnan, the diversity and differences that we find in religions are at the external, dogmatic and ceremonial level. They do not reach the inner core, the spiritual heart of a religion. Religion of the spirit, says Radhakrishnan, is the basis and the truth of all religions. The following passage indicates clearly his view on this subject. “Religion generally refers to something external, a system of sanctions and consolations, while spirituality points to the need for knowing and living in the highest self and raising life in all its parts. Spirituality is the core of religion and its inwardness”. Radhakrishnan opines that spirit as the inner essence of religion is not something we create but discover, when we have a willingness to transform. He argues that our historical religions will have to transform themselves in the universal faith or they will diminish soon. Just as ‘world federation’ is the way www.ijmer.in 244
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VOLUME 7, ISSUE 1(3), JANUARY 2018 out of our national hostilities and jealousies, so also, religious pluralism is the way out of religious conflicts and hatreds. Just as the ‘Religion of the Spirit’ is the essence of religious pluralism, so also world federation of states is the essence of world community. It is “magic of that inward community of spiritual life which inspite of difficulties reveals to us our brotherhood and high destiny”. Radhakrishnan holds the view that Hinduism is a model, a blue print, representing religious pluralism, because it has developed an attitude of “comprehensive charity instead of a fanatic faith in an inflexible creed. It accepted the multiplicity of aboriginal gods and others which originated, most of them outside the Aryan tradition, and justified them all”. He also perceives the religion of the spirit in the vedantic tradition of Hinduism, because “every form of Hinduism and every stage of its growth is related to the common background of the vedanta. The Vedanta is not a religion, but religion itself in its most universal and deepest significance. Thus, the different sects of Hinduism are reconciled with a common standard and are sanctions regarded as the distorted expressions of the one true canon”. Radhakrishnan believes in direct experience of the Eternal Being. He said that there is also an ancient and widespread traditions that we can apprehend the Eternal Being with directness and immediacy, when the upanisads speak of jnana, when the Buddha speaks of bodhi or enlightenment, when Jesus speaks of the truth that will make us free. They refer to the mode of direct spiritual apprehension of the supreme, in which the gap between truth and Being is closed. Their religion rests on the testimony of the Holy Spirit, as personal experience. 1. Nature of Spiritual Experience Spiritual experience is district from religious feeling of dependence or worship. It is a state of ecstasy or complete absorption of our being. Radhakrishnan holds the view that we may use the trinitarian conception to unfold the nature of the supreme Being– the Brahman (the Absolute), Isvara, and the world–spirit. “The three persons are different sides of the one Supreme. They are not three different persons but are the one God who hides himself and reveals in various degrees”. Describing the discipline of Religion, Radhakrishnan observes: www.ijmer.in 245
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“The function of the discipline of religion is to further the evolution of man into his divine stature, develop increased awareness and intensity of understanding. It is to bring about a better, deeper and more enduring adjustment in life. All belief and practice, song and prayer, meditation and contemplation, are means to this development of direct experience, an inner frame of mind, a sense of freedom and fearlessness, strength and security. Religion is the way in which the individual organizes his inward being and responds to what is envisaged by him as the ultimate reality. It is essentially intensification of experience, the displacement of triviality by intensity”. 2. Stages of Religious Life The Upanisads explain three stages of religious life- ‘Sravana (hearing), manana (reflection) and nididhyasana (disciplined meditation). Through these, the tradition becomes a vital and transforming experience. The life of Jesus, the witness of St. Paul, and scores of others are an impressive testimony to the fact of “religion as experience”. To Radhakrishnan, religion is “Self-knowledge”. Theists agree that God is all pervading, however He is found more easily in the soul. 3. Religion as Conversion Religion views Radhakrishnan, is a conversion. It is a mental and spiritual revolution, a change from a self centred to a God-centred life. It is a call to a view vision and understanding of life “The discipline of religion consists in turning inwards, deepening awareness and developing a more meaningful attitude to life which frees us from bandage and hardening of the spirit”.
4. Yoga– the Method for Inward Change There are different ways, which are prescribed by religion to achieve this inward change. Yoga is used in Indian religions for the methods of drawing nearer to the Supreme (Absolute). It is a path, a praxis, and training by which the individual man caught up in division and split due to intelligence, “becomes whole”. Jnana, Bhakti and Karma are all types of yoga. In Patanjali’s Yoga Sutra, we have a development, the way by which we steadily withdraw from externality, from our functions which are at the mercy of life and enter into our essential being, which is not the individual ego but the universal spirit”.
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5. Religion and Morality Demarcating between religion and morality Radhakrishnan observes that spiritual freedom is different from moral autonomy. He said: “when we are in being we are beyond the moral world of freedom. Our deeds flow out of the heart of reality and our desires are swallowed up in love. Spiritual freedom is different from moral autonomy. The inward hold we get makes us the masters of life. Religion is experience turning inwards towards the realization of itself”. 6. Religion and Religions Radhakrishnan distinguishes between Religion and religions. While the former refers to the underlying spirit of all religions, the later refers to individual religions that believe in different religious principles, practices and rituals. Radhakrishnan suggests to adopt “the principle of unity in variety, which is not only a profound spiritual truth but the most obvious common sense”. He argues for the need of religious education, the procedure he suggested here should provide us with a basin for inter-religions understanding and co-operation. It should abandon of missionary enterprises. “The main purpose of religious education”, says Radhakrishnan, “is not to train others in our way of thinking and living, not to substantiate one form of belief for another, but to find out what others have been doing and help them to do it better we are all alike in need of humility and charity, of repentance and conversion, of a change of mind, of a turning round”. 7. Different Traditions of Religion Referring to different religions, Radhakrishnan holds that religious life belongs to the “realm of inward spiritual revelation. It is misleading to speak of different religions. We have different religious traditions which can be used for correction and enrichment. The traditions do not create the truth but clothe it in language and symbol for the help of those who do not see it in themselves. They symbolize the mystery of the spirit and urge us to move from external significations, which reflect the imperfect state of our consciousness and social environment, to the thing signified”. No single religion possesses truth compared with philosophic knowledge, though each religious view may claim to possess a fragment of the truth. Our differences and conflicts over religion would stop “if we know that the one truth is darkened and diversified in the different religions”. www.ijmer.in 247
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According to the Maitri upanisad the Truth is one, but we look it from different perspectives and angles. One can realize the Truth, only when he goes beyond these different perspectives. Just as the Maitri upanisad argues that Truth can be known only when the different perspectives of it should be surpassed, so also the ‘Spirit of the Religion’, could be realized only when one goes beyond the individual religious believes and practices. “In the midst of the travail in which we are living we discover the emergence of the religion of the spirit, which will be the crown of different religions,….” Radhakrishnan observes that if religion to became an effective force in human affairs, if it is to serve the foundation for the new world order, it must become “more inward and more universal”. For such a religion the expressions of spiritual truth and the psychological idioms employed by religions to convey the universal truth became highly helpful to realize the Truth of religions. The barriers will break down and the reunion and integration of all religions will be established. “Our historical religions” says, Radhakrishnan, “will have to transform themselves into the universal faith or they will fade away”. According to Radhakrishnan there is an essence or ground of all religions. This he calls as the Religion of the Spirit. According to him, realization of the religion of the spirit is necessary for mutual respect among people that practice different religious faiths.
Reference 1. S. Radhakrishnan, Education, Politics and War, International Book Service, Poona, 1944,
2. S. Radhakrishnan, “Fragments of a Confession” in Paul A. Schlipp (Ed.) “The Philosophy of Sarvepali Radhakrishnan, Tudor Publishing Company, New Delhi, 1952,
3. S. Radhakrishnan, Religion and Society, Allen and Unwin Ltd., 4th Edition,
4. S. Radhakrishnan, An Idealist View of Life, Unwin Paperbacks, London, 1980,
5. Radhakrishnan, S. East and West in Religion, George Allen & Unwin Ltd., London, 1933, www.ijmer.in 248
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6. Radhakrishnan, S. Eastern Religion and Western Thought, Oxford, 1980,
7. S.S. Rama Rao Pappu, “The Philosopher of Religion and the Spirit”, Published in Radhakrishnan Centenary Volume, by Dr. G. Parthasarathi, D.P. Chattopadyaya, (Ed.) Oxford University Press, Delhi, 1989,
8. S. Radhakrishnan, “The World Community’ in Radhakrishnan: Selected Writings, McDermott, New York, 1970,
9. S. Radhakrishnan, The Hindu View of Life, Allen and Unwin, London, 1927,
10. S. Radhakrishnan, “Fragments of a Confession”, The Philosophy of Sarvepalli Radhakrishnan, Paul Arthur Schlipp, Motalal Banarsidass Publishers, 1992 (First Pub. 1952),
11. Vide The Philosophy of Sarvepalli Radhakrishnan, Ed., Paul Arthur Schlipp,
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A STUDY ON INFORMATION AND COMMUNICATION TECHNOLOGY AWARENESS AMONG B.Ed. STUDENTS
Dr. Neelima mandava Principal Vikas College of Education Vissannapet, Andhra Pradesh ABSTRACT Information and Communication Technology (ICT) is familiar with us for imparting quality education to the students –teachers and also it helps in the preparation of quality teachers. ICT have the potential to enhance access, quality and effectiveness in education in general and to enable the development of more and better teachers in India in particular. Present study of Information and Communication Technology awareness among B.Ed. students” is Survey research. The study reveals that there is no statically significance difference between a) Male and female b) Telugu and English Medium c) Different community d) Parental incomes of B.Ed students on the awareness of Information and Communication Technology.
INTRODUCTION
Information and Communication Technology (ICT) is familiar with us for imparting quality education to the students –teachers and also it helps in the preparation of quality teachers. ICT have the potential to enhance access, quality and effectiveness in education in general and to enable the development of more and better teachers in India in particular. Technological advancement has contributed greatly to the acceleration of quality improvement in Teacher- Education in recent past. ICT is the basis for the instruction of knowledge. Looking to the potentiality of ICT, the National Council of Teacher Education (NCTE) lays lot of emphasis on its use. The National Assessment and Accreditation Council (NAAC) also treat ICT as one of the criteria for grading of the Teacher –Training Intuitions. Teacher Education Institutions and programme have the critical role to provide the necessary leadership in adopting pre-service and in-service teacher education to deals with the current demands of the society and economy. www.ijmer.in 250
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It is becoming imperative for teacher education intuitions to wake up and reorganize their curriculum to accommodate the changing face of knowledge and technology an ineffecting a paradise shift from teaching to learning. The society for information technology Teacher Education (SITE 2002), there are:- 1. Technology should be infused into the entire teacher education programme. 2. Technology should be introduced in context. 3. Students should experience innovation technology supported learning environment in their teacher education programme.
STATEMENT OF THE PROBLEM: “A study of Information and Communication Technology awareness among B.Ed students”. OBJECTIVES OF THE STUDY: 1) To study the impact of Information and Communication Technology with regard to gender of B.Ed. trainees. 2) To study the impact of Information and Communication Technology with regard to medium of instruction on B.Ed. trainees. 3) To study the impact of Information and Communication Technology with regard to community on B.Ed. Trainees. 4) To study the impact of Information and Communication Technology with regard to parental education on B.Ed. trainees. 5) To study the impact of Information and Communication Technology with regard to parental income on B.Ed. trainees.
HYPOTHESIS OF THE STUDY: 1) There is no significance difference between male and female B.Ed. trainees on the impact of Information and Communication Technology. 2) There is no significance difference between Telugu and English Medium B.Ed trainees on the impact of Information and Communication Technology. 3) There is no significance difference among different communities of B.Ed. trainees towards Information and Communication Technology. 4) There is no Significance between parental incomes of B.Ed trainees towards Information and Communication Technology.
DELIMITATION OF THE STUDY: The study is limited to B.Ed. trainees studying in Andhra Pradesh State www.ijmer.in 251
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VOLUME 7, ISSUE 1(3), JANUARY 2018 only. The students in private and University colleges are included.
REVIEW OF RELATED LITERATURE: The impact if Information and Communication Technology on student achievement is more positive when linked to pedagogy, Research has described how Information and Communication Technology can have positive effects on student achievement when used appropriately to complement a teacher’s existing pedagogical approaches. “Technology interacts with many variables: students preparation and motivation, how the students or instructor used technology, and how well environment supports learning ... instead of asking what impact technology has on students learning, ask how you can incorporate the best known principles about teaching and learning, using technology as a too for innovation”. (Spurlin, 2006) Information and Communication Technology have a positive impact on students achievement in bined – learning situations. Classrooms are considered face-to-face learning environment, but classroom learning can be supplemented with the use of ICTs such as web-based course and other online technologies. This is considered a ‘blended learning’ sitation. “Classes with online learning, whether completely online or blended, on average produce stronger learning outcomes than learning face-to-face alone”. (Underwood, 2009). “In recent experiemental and quise-experimental studies contrasting blended instruction has been more effective, providing a rational for the effect required to design and implement blended approaches: (U.S.Dept. of Education, 2009). “In recent experiemental and quise-experimental studies contrasting blended instruction has been more effective, providing a rational for the effect required to design and implement blended approaches: (U.S.Dept. of Education, 2009) Information and Communication Technology can promote lifelong independent learning skill evidence exists that use of Information and Communication Technology increase learner autonomy and self-regulated learning for certain learners. “Students assume greater responsibility for their own learning when they use Information and Communication Technology, working more independently and effectively.. Information and Communication Technology offers learning assignment better suited to individual needs and makes it easier to organize their own learning, throught the use of; for example, digital portfolios” (Balanskat, 2006). “Peer-based learning has unique properties that suggest www.ijmer.in 252
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VOLUME 7, ISSUE 1(3), JANUARY 2018 alternative to formal instruction”. (Mizuko, 2008) avators, podcasts, mobile technologies, and many others unimagined at the beginning of their schooling” (IRA, 2009). DESIGN AND METHOD In order to accomplish the objectives of the present study, the descriptive survey method of research was used Population and Sample of the Study: In the present study were done on 200 B.Ed. students.of private and Universitycolleges located in Andhra Pradesh. A sample of 200 B.Ed. students were taken by purposive sampling. Tool Used: In view of the objectives of the studies a tool is constructed. For this purpose the research referred many books, and articles. In the present investigation has adopted a questionnaire method in order to collect the data pertaining to “A study on Information and Communication Technology awareness among B.Ed students”.6] Statistical Techniques Used: In the present investigation the investigator has used both the descriptive and inferential statistical techniques like Mean, Standard Deviation, Standard Error Deviation, ‘t’-test and Pearson’s r.
ANALYSIS AND INTERPRETATIONS OF THE DATA:
Hypothesis-1: There is no significance difference between male and female students on the awareness of Information and Communication Technology. Sl.No. Gender N -test Level of significance 1 Male 100 2.501 0.05 &0.01 2 Female 100
It is clear from the table that the computed X2- value of 2.501 is lower than 5.991 and 9.210. Hence, it is not significant at 0.05 and 0.01 levels of significance. Hence, null hypothesis is accepted.
Hypothesis-2: There is significance difference between Telugu and English www.ijmer.in 253
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Medium students on awareness of Information and Communication Technology. Sl.No. Medium of instruction N -test Level of significance at degree level 1 Telugu 130 2.597 0.05 & 0.01 2 English 70
It is clear from the table that the computed X2- value of 2.597 is lower than 5.991 and 9.210. Hence, it is not significant at 0.05 and 0.01 levels of significance. Hence, null hypothesis is accepted.
Hypothesis-3: There is no significance difference among different communities of B.Ed. trainees towards Information and Communication Technology. Sl.No. Community of the N -test Level of students significance 1 OC 55 2 BC 75 3 SC 40 8.472 0.05 & 0.01 4 ST 30 It is clear from the table that the computed X2- value of 8.472 is lower than 12.592 and 16.812. Hence, it is not significant at 0.05 and 0.01 levels of significance. Hence, null hypothesis is accepted.
Hypothesis-4: There is no significant between parental income of B.Ed. trainees towards Information and Communication Technology. Sl.No. Annual Income of N -test Level of significance Pare,nts 1 <12000/- 100 0.05 & 0.01 2 <18000/- 70 7.243 3 Above 18000/- 30 It is clear from the table that the computed X2 – value of 7.243 is lower than 9.488 and 13.277. Hence, it is not significant at 0.05 and 0.01 levels of significance. www.ijmer.in 254
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Hence, null hypothesis is accepted.
RESULTS OF THE STUDY: 1) The study reveals that there is no statically significance difference between male and female B.Ed students on the awareness of Information and Communication Technology. 2) The study reveals that there is no statistically significant difference between Telugu and English Medium B.Ed students on the awareness of Information and Communication Technology. 3) The study reveals that there is no statistically significant difference between among different community of B.Ed students on the awareness of Information and Communication Technology. 4) The study reveals that there is no statistically significant difference between parental incomes of B.Ed students on the awareness of Information and Communication Technology.
CONCLUSION: Information and Communication Technology has undoubtedly become a powerful tool that is breaking the traditional methods of education. Information and Communication Technology based teaching learning process may lead to effectiveness and efficiency of educational system. Now a day, most of the educational institute has Information and Communication Technology facilities in their college itself. They are sensitizing the relevance and importance of Information and Communication Technology in teacher education field. An attempt is made to study Information and Communication Technology awareness among B.Ed Trainees. Based on the findings, the implications of the study are suggested. Reference: `` 1) Aditi Sharma (2005). The Text Book of Distance Education. New Delhi: SurjeetPublication. 2) Aggarwal J.C. Theory and Principles of Education. 3) Angel Rathnabai (2007), “Infusing ICT in teaching learning process: A reflection” proceedings of Internataional Seminar held at Periyar University. 4) Beagle (2000) Donald Beagle, “Web-bsed learning environments: do libraries matter,” College & Research Libraries, 61(4), July 2000. 5) Bhatia K.K. Principles and Practice of Education. www.ijmer.in 255
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6) Brown and Duguid (2000) John Seely Brown and Paul Duguid, The social life of information, Harvard Business School Press, 2000. 7) Buch M.B. (1978). Third Survey of Research in Education. Baroda Society Educational Research and Development. 8) Buch M.B. (1988). Fourth Survey of Research Education. 9) Buch M.B. (ed), (1994), Second Survey of Research in Education. Baroda : Society for Educational Research and Development. 10) Chowdary C.M. (1991). Research Methodology. Jaipur : RBSA Publishers, SMS Highway. 11) Grewel, P S. Methods of Statistical Analysis. New Delhi : Second Edition, Sterling Publishers Private Limited, Green Park Extension 12) Illayaperumal (2007), “Perception of students teachers towards the role of technology in education for sustainable development” proceedings of International Seminar held at Periyar University. 13) Jasmine kumar and et al., (2007) “Professional competency of teachers and teacher educators in relation to their ICT usage” proceedings of International Seminar held at Periyar University. 14) John W. Best and James V.Kahn (1996). Research in Education. New Delhi: 7th Edition, Bentiee Hall Publishers of India. 15) Kulbir Singh Sidhu, (1991). Methodology of Research on Teaching. New Delhi: Sterling Publishers Private Limited. 16) Priya (2007), “An analysis of web usage among teacher educators and student teachers” proceedings of International Seminar held at Periyar University. 17) Sidhu K.S. (1990). Methodology of Research in Education. New Delhi: Sterling Publishers.
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A STUDY OF ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS IN RELATION TO THEIR PARENTAL ENCOURAGEMENT
Dr. JampaVenkata Rama Chandra Rao Associate Professor Vikas College of Education Vissannapet, Krishna Dist. A.P
ABSTRACT
The present study was conducted to study the academic achievement of high schoolstudents in relation to their parental encouragement. The population of the study were takenby purposive sampling. A sample of 200 high school students (100 from government and 100 from private schools) studying 10th class of private and government schools located atGuntur of Guntur District of Andhra Pradesh. “Parental Encouragement Scale (PES)” developed and standardized by Dr. R. R. Sharma (1988) was used to collect the data from students. The study revealed that, government and private high school students do not differ significantly in their parental encouragement. The high schoolboys from government and private schoolsdo not differ significantly while on other hand, government and private schools high schoolgirls differ significantly in their parental encouragement. In the end it was also found that there does not exist any significant relationship between the academic achievement and parental encouragement of high school students.
Key words: Academic Achievement, High School Students, Parental Encouragement
INTRODUCTION Adolescence is a time of rapid development of growing to sexual maturity, discovering one’s real self, defining personal values and finding one’s own vocational and social directions. It is also a time of testing of pushing against one’s own capabilities and the limitations imposed by adults.Adolescence are the most impressionable period of human life and it is a period of transition between childhood and adulthood. As the child enters adolescence there are marked changes both in its physical and mental life. It comes approximately in between the years 13 to 19.Adolescence is an important development stage as it has both immediate and long term effects on attitude and behaviour. It is also a time when www.ijmer.in 257
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VOLUME 7, ISSUE 1(3), JANUARY 2018 physical and psychological maturation growth in psychosocial and psycho-sexual spheres of life that are marked by accomplishment of three specific tasks namely surrender of childhood dependence on parents, identity formation with respect to sexual, intellectual and moral dimensions and definition of career goals, profession, vocation, personal life style, choice and interfamily relationships and integrating the experiences.Adolescents therefore, have very special and distant needs. This should be understood andappreciated by parents as well as by educational fraternity because it is in these two institutions that theindividual spends most formative years of life.Parental encouragement is essential for adolescent studentsas they are the future of the country. Parental encouragement is one of the aspects of parent treatment patterns. In recent years, to improvethe quality of education and their academic achievement, the parents help and guide them so that the studentsmay not feel disheartened at a particular point of difficulty. Parent participation in school activities can enhancestudent’s learning, behaviour and also lowers down their workload. The study of academic achievement of highschool students in relation to their parental encouragement is very complex in nature. Today, it has become amajor issue. In order to improve the academic achievement of the students, it is necessary to improve the qualityof education. Academic Achievement Dictionary of psychology, Chaplin (1965) defined educational or academic achievement as specifiedlevel of attainment or proficiency in academic work as evaluated by the teachers, by the standardized test or by acombination of both. Good (1959) defined academic achievement as, “The knowledge, attitude and skillsdeveloped in the subjects, usually designed by test scores or remarks assigned by the teacher.” Dictionary of psychology, Chaplin (1965) defined educational or academic achievement as specifiedlevel of attainment or proficiency in academic work as evaluated by the teachers, by the standardized test or by acombination of both. Parental Encouragement Parental encouragement refers to a clear and overt attempt by either or both parents to influence theirchildren towards education. Parental encouragement seems to have many dimensions and can be measured frommany perspectives (i.e. those of parents, adolescents and teachers). Aspects of family functioning, such asparent-child relationships, relationships between parents, parents behaviour with children and children’sperception of parents, seems to be related to educational outcomes and expectations. Parents’ attendance atextracurricular activities and adolescents’ perceptions of parents’ personal educational support seems toinfluence adolescents’ educational expectations. Thus, in encouragement, the parent help the child, guide him /her www.ijmer.in 258
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VOLUME 7, ISSUE 1(3), JANUARY 2018 so that he / she may not feel disheartened at the time of difficulty and provides the proper home environmentfor the psychological as well as the academic development of their children. The present study focuses on the academic achievement of high schoolstudents in relation to their parental encouragement, and therefore, the researcher feels that the parents and high schoolstudents will be the forerunners who will benefit immensely from the study. In today’s time,high school students face a number of problems and hurdles in their school with respect to their relationship with peers and teachers, their academic achievement, organizational process in school etc. The researcher feels that this study will motivate teachers and parents of high school students to provide better learning environment for their students and to their children. The researcher feels that the present study will help parents to realize the need to encourage students to gather more experience and help them appreciate the learning that the school and policy makers plan with respect various programmes, subjects etc. for example, parents often fail to understand the need for children to study new subjects related to their academics
OBJECTIVES OF THE STUDY 1. To compare the government and privatehigh school students in their academic achievement. 2. To compare the government and privatehigh school boy students in their academic achievement. 3. To compare the government and privatehigh school girl students in their academic achievement. 4. To compare the government and privatehigh school students in their parental encouragement. 5. To compare the government and privatehigh school boy students in their parental encouragement. 6. To compare the government and privatehigh school girl students in their parental encouragement. 7. To establish the relationship, if any, between the academic achievement and parental encouragement of high school students.
HYPOTHESES OF THE STUDY 1. Government and privatehigh schoolstudents do not differ significantly in their academic achievement. 2. High school Boys from government and private schools do not differ significantly in their academicachievement. www.ijmer.in 259
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3. High schoolgirls from government and private schools do not differ significantly in their academicachievement. 4. Government and privatehigh school students do not differ significantly in their parentalencouragement. 5. High schoolboys from government and private schools do not differ significantly in their parentalencouragement. 6. High schoolgirls from government and private schools do not differ significantly in their parentalencouragement. 7. There is no significant relationship between the academic achievement and parental encouragement of high school students. DESIGN AND METHOD In order to accomplish the objectives of the present study, the descriptive survey method of research was used Population and Sample of the Study: In the present study was done on 10th class students of private and government schools located at Guntur of Guntur District of Andhra Pradesh. A sample of 200 adolescent students (100 from government and 100 from private schools) were taken by purposive sampling. Tool Used: “Parental Encouragement Scale (PES)” developed and standardized by Dr. R. R. Sharma (1988) was used to collect the data from students. Statistical Techniques Used: In the present investigation the investigator has used both the descriptive and inferential statistical techniques like Mean, Standard Deviation, Standard Error Deviation, ‘t’-test and Pearson’s r.
DELIMITATION FOR THE STUDY This study is delimited to 200 high schoolstudents (100 from government and 100 from private schools) studying 10th class of private and government schools located at Guntur of Guntur District of Andhra Pradesh only. ANALYSIS AND INTERPRETATION OF DATA Table 1. Significance of Difference in the Academic Achievement of Government and Private high schoolstudents Group N Mean S.D SED Df ‘t’ Remarks Government 100 364.93 67.15 12.31 197 5.09 Significant at Private 100 428.21 102.73 0.01 Level
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Hence, the hypothesis, “Government and privatehigh school students do not differ significantly in their academic achievement.” was rejected. In other words, it may be concluded that, government and private high school students differ significantly in their academic achievement. Table 2. Significance of Difference in the Academic Achievement of boys from Government and Private High Schools Group N Mean S.D SED Df ‘t’ Remarks Government 39 5.23 school Boys 363.56 15. 103 3.08 Significant 86 at 0.01 Level Private 61 423.22 104.00 school Boys
Hence, the hypothesis “high schoolboys from government and private schools do not differ significantly in their academic achievement’’ was rejected. In other words, it may be concluded that, government and privatehigh school boys differ significantly in their academic achievement. Table 3. Significance of Difference in the Academic Achievement ofhigh school girls from Government and Private Schools Group N Mean S.D SED Df ‘t’ Remarks Government 61 365.80 76.74 Girls 16. 91 5.14 Significant at Private 39 458.63 82.49 64 0.01 Level Girls
Hence, the hypothesis “High schoolgirls from government and private schools do not differ significantly in their academic achievement’’ was rejected. In other words, it may be concluded that, government and privatehigh school girls differ significantly in their academic achievement. Table 4. Significance of Difference in the Parental Encouragement of Government and Private high schoolstudents Group N Mean S.D SED Df ‘t’ Remarks Government 100 65.73 8.70 1.15 197 1.57 Not- Private 100 63.75 7.50 Significant
Hence, the hypothesis, “Government and privatehigh school students do not differ significantly in their parental encouragement’’ was accepted. In other words, it may be concluded that, government and privatehigh school students do not differ significantly in their parental encouragement. www.ijmer.in 261
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Table 5. Significance of Difference between Government and Privatehigh schoolBoys on their Parental Encouragement Group N Mean S.D SED Df ‘t’ Remarks Government 39 66.50 8.24 Boys 1.62 104 0.79 Not- Private 61 64.58 7.14 Significant Boys Hence, the hypothesis, “high schoolboys from government and private schools do not differ significantly in their parental encouragement’’ was accepted. In other words, it may be concluded that, government and privatehigh school boys do not differ significantly in their parental encouragement. Table 6. Significance of Difference between Government and Privatehigh schoolgirls on their Parental Encouragement Group N Mean S.D SED Df ‘t’ Remarks Government 61 65.64 9.55 Girls 1.84 92 2.63 Significant at Private 39 61.33 8.68 0.05 Level Girls Hence, the hypothesis, “high schoolgirls from government and private schools do not differ significantly in their parental encouragement’’ was rejected. In other words, it may be concluded that, government and private high school girls differ significantly in their parental encouragement. Table 7. Product Moment Coefficient of Correlation between Parental encouragement and Academic achievement of high schoolstudents Group N df R
Parental encouragement Academic achievement 200 194 0.006 Hence, the hypothesis that “There is nosignificant relationship between the academic achievement and parental encouragement of high school students.” is accepted.
FINDINGS After the analysis and interpretation of data the result shows that government and private high schoolstudents differ significantly in their academic achievement, along with this the government and privatehigh schoolboys as well as girls differ significantly in their academic achievement respectively. The study further revealed that, government and private high school students do not differ significantly in their parental encouragement. , government and privatehigh schoolboys do not differ significantly in their parental encouragement while on www.ijmer.in 262
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VOLUME 7, ISSUE 1(3), JANUARY 2018 other hand, government and privatehigh schoolgirls differ significantly in their parental encouragement. In the end it was also found that there does not exist any significant relationship between the academic achievement and parental encouragement of high school students.
CONCLUSION
The children should be encouraged by their parents towards their studies so that they can have the higher degrees of academic achievement. School teachers and the society members should make their contribution equally in improving the academic achievement of the students. Proper home and class environment should be provided to the child for the good academic achievement. Proper motivation should be provided to the children by their parents so that to be better in their academics. Besides the parental encouragement, the curriculum construction also shows its effect on the academic achievement of students. The parents should be friendly in nature so that the children can share their school problems with them and they can find their solution. Over-ambitious attitude ofparents and teachers affect the academic achievement thus parents and teachers should not curb student’s interest and potential. Guidance services should be provided to parents as well as students related to their problems to enhance their academic achievement. There should be healthy interaction between students and teachers so that they can share their ideas, views with each other. Teachers should enhance the interest of students towards studies by creating creative environment and by providing maximum opportunities to the students.
Refreences
1. A.Baron (2008). Psychology. Fifth Edition. Dorling Kindersley (India). Pvt. Ltd. 2. Agarwal, K. L. (1986). A Study of Effect of Parental Encouragement upon the Educational Development of Students.In Fourth Survey of Research in Education (1983-1988). Ed. M. B. Buch, New Delhi: NCERT, Sri Aurbindo Marg, Vol. 1, p. 332. 3. Alam, Md. Mahmood. (2009). Academic Achievement in Relation to Creativity and Achievement Motivation-A Correlational Study. Edutracks: A Monthly Scanner of Trends in Education, May 2009, Vol. 8, No. 9, pp. 31- 32. 4. Asch, M. (2000). Principles of Guidance and Counseling. New Delhi: Sarup and Sons Pub Pvt Ltd. www.ijmer.in 263
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5. Best, John W. & Kahn, J.V. (1962). Research in education. New Delhi: Prentice Hall of India. 6. Bhatnagar, S. &Saxena, A. (2000). Advanced Educational Psychology. Meerut: Surya Publications. 7. Buch, M.B.(1998). (Ed) Sixth Survey of Research in Education. New Delhi: NCERT. 8. Chandrashekar.C.R. (2006).Adolescent mind; problems and their prevention. Bangalore: Navakarnataka publications Pvt Ltd. 9. Goel, Swami, Pyari. (2002). Feeling of Security, Family Attachment and Values of Adolescent Girls in Relation to their Educational Achievement. Indian Educational Abstracts, Vol. 3, No. 1, Jan. 2003, NCERT, p. 51. 10. Pandey, S.N. and Ahmad, Md. Faiz. (2008). Significance of Difference between Male and Female Adolescents on Academic Performance, Achievement Motivation, Intelligence and Socio-Economic Status. Journal of Community Guidance and Research, March 2008, Vol. 25, No. 1, pp. 34-38.
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A STUDY ON ENVIRONMENTAL VALUES OF TEACHER TRAINEES Dr. Pakala Naga Suresh Kumar1 and Dr. T. Swaruapa Rani2 1Post Doctoral Fellow (UGC), Dept. of Education Acharya Nagarjuna University,Nagarjuna Nagar, Guntur, Andhra Prades, India 2 Dean, Faculty of Education, Acharya Nagarjuna University Nagarjuna Nagar, Guntur,Andhra Pradesh,India Abstract The main aim of the present investigation was tostudy the environmental values ofB.Ed.teacher trainees. The sample of the study constituted of 600 B.Ed. teacher trainees of Guntur and Chittoor district of Andhra Pradesh. The normative survey method was used tostudy environmental values of teacher trainees. Environmental values scale was constructed by the researcher.The findings of the study revealed that out of 600 teacher trainees 172 (28.67%)teacher trainees possessed low level of environmental values, 243 (40.50%) teacher trainees possessed moderate level of environmental values and remaining 185 (30.83%) teacher trainees possessed high level of environmental values .The findings also indicted that there is a significant difference in the environmental values of male and female teacher trainees. There is no significant difference in the environmental values of rural and urban area teacher trainees. There is no significant difference in the environmental values of government and private college teacher trainees.There is a significant difference in the environmental values of arts and science subject teacher trainees. There is a significant difference in the environmental values of graduate and post graduate teacher trainees. There is no significant difference in the environmental values of teacher trainees of literate and literate parents.
Key words: Environment, Values, Teacher Trainees
Introduction Values enable us to judge between right and wrong. It is a process of decision making. It lays down the standards and principles which direct our behavior. An individual’s values are reflected in his/her behavior which in turn leads to his/her contribution in society and nation building. Values are related to the environment. It enables one to appreciate the environment and develops an www.ijmer.in 265
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understanding of the fact that it is important to conserve the environment for life to sustain on the planet earth. It is important to teach the younger generation the importance of environmental conservation. Environmental conservation should be a part of our value system and value education plays a very important role in inculcating these essential values. Our education system needs to address the issues environmental values, sustainable use of resources, sensible use of public property, social justice and ecological degradation. These issues can be addressed through both formal and informal methods.To inculcate these values, our students need to learn to appreciate the benefits of good environment and at the same time realize the destruction that we are going to face if the environment is allowed to degrade and deplete.Especially the non-renewable resources need to be used sparingly for life to sustain on earth. The environment is degrading at a very alarming rate and henceforth the world has come to realize the importance of environmental education. The increasing problem of environmental degradationneeds to be addressed and it is only possible by inculcating environmental values in the citizens. Environmental values can be defined as how the individual is sensitive to the environment and environmental issues. Environmental values are one of the most momentous values which deals with human behaviour towards environment and its related problems. Schools as well as Universities have introduced environmental education and related subjects as a part of their curriculum to improve the knowledge and awareness of students with regard to environmental values. Sensitivity towards conserving nature inindividuals as well as the society as a whole is required. The sensitivity of an individual is directly related to individual values. Individuals need to be proactive in their day to day activities with matters related to the environment and it’s concerning issues.They should be made accountable for their deeds and actions so that they know the consequences of their pro and anti-environmental behavior. There is aneed to realize the need for strengthening the pro environmental behavior and preventing behaviors which are anti-environmental. We need environmentally conscious citizens who have a developed sense of value for a sustainable and environmentally favorable ways of life. Teachers play a very important role in inculcating these values among the younger generations and inculcating in them sensitivity towards to environmental issues.Teachers have the sole responsibility and capability to mould the students and society towards environmental consciousness. They can pave the pathway www.ijmer.in 266
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VOLUME 7, ISSUE 1(3), JANUARY 2018 for the coming generations to be enlightened and conscious of the values which in turn are reflected in their environmental behavior patterns.In this context the prospective teachers, have a very important role to play. The values of prospective teachers will pave the way for inculcating these values in future generations. Thus environmental education is important in the curriculum of pre service teachers studying in teacher training institutes (Dubey & Dubey, 2003). Teacher trainees need to be environmentally aware and need to develop valueswhich are pro – environment so that they are aware of their responsibilities towards the environment. Developing a responsible behavior and inculcating environmental values should be an integral part of curriculum development of teacher trainees.The teacher trainees who had environmental values they can onlyfocused on nature and handle environmental issues with most extreme consideration. Therefore the present study was conducted by the researcher keeping in mind the need and importance of environmental problems and concerns, hence there is the need of the hour for the present study “A Study on Environmental Values of Teacher Trainees” Review of related literature Vidhya Meena, and K.M. Goyal(2014)conducted a study on “Environmental Values amongst Prospective School Teachers from Tribal Community. The findings revealed that environmental values related to health care, entertainment religion, and scientific sense are more prevail in male rather than female on the other hand aesthetics and social senses are better in female than to male prospective teachers. Mamta Barman (2015)made a study on “Environmental Problems and Environmental Values”.The findings of the study revealed that there is high level of environmental value among both urban groups. Objectives of the Study 1.To identify the levels of environmental values of teacher trainees. 2. To find out the difference in the environmental values of teacher trainees with respect to gender,locality,management, subject, qualification and parental education. Hypotheses of the Study 1. Teacher trainees do not differ in their environmental values. 2. There is no significant difference in the environmental values of male and female teacher trainees. www.ijmer.in 267
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3. There is no significant difference in the environmental values of rural and urban teacher trainees. 4. There is no significant difference in the environmental values of government and private college teacher trainees. 5.There is no significant difference in the environmental values of arts and science teacher trainees. 6.There is no significant difference in the environmental values of graduate and post graduate teacher trainees. 7.There is no significant difference in the environmental values of teacher trainees of literate and illiterate parents. Methodology of the study The normative survey method has adopted for this study.The students who are pursuing their B.Ed. course in colleges of education which are located in the state of Andhra Pradesh constituted the population of the study. The sample of the study constituted of 600 B.Ed. teacher trainees of Guntur and Chittoor district of Andhra Pradesh. The investigator has selected the sampleby using stratified random sampling technique.The tool used in the study was ‘Environmental Values Scale’. It was constructed and validated by the researcher. The scale consists of 38 statements. Each statement provides five responses. The responses were expressed on 5-point scale, strongly agree, agree, undecided, disagree, strongly disagree and weights of 5, 4, 3, 2, 1 are favorable statements and the reverse in unfavorable statements. The reliability of the environmental values scale was calculated as 0.88. Analysis and interpretation of Data For analysis and interpretation of the data percentage, Mean, SD and t-test were calculated. Table -1: Levels of Environmental Values of Teacher Trainees
S. No Teacher Trainees Level of Environmental No. of Percentage % Values Students 1 172 28.67% Low 2 243 40.50% Moderate 3 185 30.83% High www.ijmer.in 268
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Levels of Environmental Values of Teacher Trainees 45.00% 40.50% 40.00% 35.00% 30.83% 28.67% 30.00% 25.00% 20.00% 15.00% Percentage 10.00% 5.00% 0.00% Low Moderate High Levels of Environmental Values
From the table -1, it was found that the number and percentage of teacher trainees falling under high, moderate and low level of environmental values. It indicated that out of 600 teacher trainees 172 (28.67%)teacher trainees possessed low level of environmental values, 243 (40.50%) teacher trainees possessed moderate level of environmental values and remaining 185 (30.83%) teacher trainees possessed high level of environmental values .Thus the teacher trainees have different levels of environmental values. Hence the formulated Hypotheses was rejected. From the above it was observed that the more number of teacher trainees possessed moderate level of environmental values. Table 2: Comparison of Environmental Valuesof Maleand Female Teacher Trainees Variable Sample Sample Mean S.D. Cal. size (N) t- value Male 300 145.10 12.09 Gender Female 300 4.12** 148.95 10.72
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From the table -2, it is obvious that the calculated t – value (4.12) is greater than the table value 2.58 at 0.01 level of significance with regard to gender on environmental values of teacher trainees. This indicates that there is a significant difference in the environmental values of male and female teacher trainees. Hence the formulated hypothesis was rejected. It was observed that female teacher trainees had high level of environmental values than the male teacher trainees.
Table 3: Comparison of Environmental ValuesofRuraland Urban Teacher Trainees Variable Sample Sample Mean S.D. Cal. size (N) t- value Rural 300 146.66 11.03 locality Urban 300 147.39 12.11 0.77@ @ Not Significant From the table - 3, it is inferred that the calculated t – value (0.77) is less than the table value 1.96 at 0.05 level of significance with regard to locality on environmental values of teacher trainees. This indicates that there is no significant difference in environmental values of rural and urban teacher trainees. Hence the formulated hypothesis was accepted. The variable locality was not influenced on environmental values of teacher trainees. Table 4: Comparison of Environmental Valuesof Government andPrivate College Teacher Trainees Variable Sample Sample Mean S.D. Cal. size (N) t- value Management Government 300 147.62 11.19 Private 300 146.43 11.94 1.26@ @ Not Significant From the table – 4, it is inferred that the calculated t – value (1.26) is less than the table value 1.96 at 0.05 level of significance with regard to management on environmental values of teacher trainees. This indicates that there is no significant difference in the environmental values of government and private teacher trainees. Hence the formulated hypothesis was accepted. The variable management was not influenced on environmental values of teacher trainees. www.ijmer.in 270
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Table 5: Comparison of Environmental Valuesof Science and Arts Teacher Trainees
Variable Sample Sample Mean S.D. Cal. size (N) t- value Subject Science 314 148.03 11.05 Arts 286 145.93 12.05 2.23* * Significant at 0.05 level From the table – 5, it is inferred that the calculated t –value (2.23) is greaterthan the table value 1.96 at 0.05 level of significance with regard to subjecton environmental values of teacher trainees. This indicates that there is a significant difference in the environmental values of science and arts subject teacher trainees. Hence the formulated hypothesis was rejected. It was observed that the mean score of science subject teacher trainees had high level of environmental values than the counterpart of arts teacher trainees.
Table 5: Comparison of Environmental Valuesof Graduation and Post Graduation Teacher Trainees
Variable Sample Sample Mean S.D. Cal. size t- value (N) Graduation 340 146.16 10.64 Qualification Post 148.16 2.10* 260 12.63 graduation * Significant at 0.05 level From the table – 5, it is inferred that the calculated t – value (2.10) is greater than the table value 1.96 at 0.05 level of significance with regard to qualification on environmental values of teacher trainees. This indicates that there is no significant difference in the environmental values of graduate and post graduate teacher trainees. Hence the formulated hypothesis was rejected. It was observed that the post graduate teacher trainees have high level of environmental values than the graduate teacher trainees.
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Table 6: Comparison of Environmental ValuesofTeacher Trainees of Literate and Illiterate parents
Variable Sample Sample Mean S.D. Cal. size (N) t- value Educational Literate 364 147.09 11.06 status of Illiterate 0.17 @ 236 146.93 12.36 parents @ Not Significant From the table – 6, it is inferred that the calculated t – value (0.17)is less than the table value 1.96 at 0.05 level of significance with regard to the educational status of parents on environmental values of teacher trainees. This indicates that there is no significant difference in the environmental values of teacher trainees of literate and illiterate parents. Hence the formulated hypothesis was accepted. The variable parental education was not influenced on environmental values of teacher trainees.
Major Findings 1. Out of 600 teacher trainees 172 (28.67%)teacher trainees possessed low level of environmental values, 243 (40.50%) teacher trainees possessed moderate level of environmental values and remaining 185 (30.83%) teacher trainees possessed high level of environmental values . 2. There is a significant difference in the environmental values of male and female teacher trainees. 3. There is no significant difference in the environmental values of rural and urban area teacher trainees. 4. There is no significant difference in the environmental valuesof government and private college teacher trainees. 5. There is a significant difference in the environmental values of arts and science subject teacher trainees. 6. There is a significant difference in the environmental values of graduate and post graduate teacher trainees. 7. There is no significant difference in the environmental values of teacher trainees of literate and literate parents. www.ijmer.in 272
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Conclusions From the above resultsit was observed that more number of teacher trainees possessed moderate level of environmental values. Female teacher trainees had high level of environmental values than the male teacher trainees. The variableslocality, management and parental educationwere not influenced on environmental values of teacher trainees.Science subject teacher trainees had high level of environmental values than the counterpart of arts teacher trainees.Post graduate teacher trainees have high level of environmental values than the graduate teacher trainees. Educational Implications Teachers play an important role in developing environmental values through environmental education in the classroom. This in turn is possible only if the teachers are given the requisite training in the required skills and competencies. Training of teachers in environmental education is pivotal in achieving the objective of imparting environmental education in school classrooms at all level. For this objective to be achieved, the teacher education curriculum should equip the trainees with basic and conceptual knowledge and understanding of environmental education. The teacher trainees need to be sensitized to be environmentally responsible as well developing eco-friendly way of daily life thinking. This could be done organizing seminars and workshops, involving the teacher trainees in projects and environmental case studies in the form of assignments which could be graded. There is a need to review and modify the existing curriculum of teacher trainees and make environmental education an integral part of their course content through theoretical and practical inputs on the current issues and concerns of environmental education. References Aggarwal, J.C. (2005). Education for values, Environment and Human Rights, Shipra Publication, Delhi. Best, J. W., (1982). Research in Education, Fourth Edition Prentice Hall of India Pvt. Ltd., New Delhi. Bhaskara Rao, D. (2004). Methods of Teaching Environmental Science, Discovery Publishing House, New Delhi. www.ijmer.in 273
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Chhatwal, G.R. (1998). Encyclopedia of Environmental Education, Anmol Publications Pvt. Ltd., New Delhi. Chitrabanu, T.K. (2007). Environmental Education, Authors Press, New Delhi. Ganapati Rao, G. (2001). Environmental Education, Neelkamal Publications, Pvt. Ltd., Hyderabad. Haseen Taj, (2005). Current Challenges in Education, Neelkamal Publications, Pvt. Ltd., Hyderabad, New Delhi. John W. Best and Khan, J. V. (2010). Research inEducation, Tenth Edition, PearsonEducation Pvt. Ltd, New Delhi. Krishnamacharyulu, V. Reddy, G.S (2004). Environmental Education, Neelkamal Publications Pvt. Ltd., Hyderabad, New Delhi. Laxmana Rao, T. (2004). Paryavarana Jagruti, Andhra Pradesh State Council of Science and Technology, Hyderabad. Mamta Barman (2015). Environmental problems and environmental values. Social Issues and Environmental problems, Vol. 3, (Iss.9.SE). ISSN: 2350 – 0530 (O) ISSN: 2394-3629, Sep. 2015. International Journal of Research and Granthaalayah. Nanda, V.K (2002), Environmental Education, Anmol Publications Pvt. Ltd., New Delhi. Prabhakar, V.K. (2001). Environmental Education, Anmol Publications, Pvt. Ltd., New Delhi. Purusotham Reddy,K. and Narasihma Reddy, D.(2002). Environmental Education, Neelkamal Publications,Pvt. Ltd., New Delhi. Ramesh, G. (2003). Paryavarana Vidya, Telugu Academy, Hyderabad. Sharma, R.A. (2003). Environmental Education, Surya Publication, Meerut. Sharma, Y.K. Kuldeep, S. Katoch (2007). Education for Values, Environment and Human Rights, Deep and Deep Publications, Pvt. Ltd., New Delhi. Sidhu K.S. (1990). Methodology of Research in Education. New Delhi: Sterling Publishers Pvt. Ltd., New Delhi. Singh, P.P andSharma, S. (2004). Teaching of Environment: New Trends and Innovations. Deep and Deep Publications Pvt. Ltd., New Delhi. www.ijmer.in 274
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Trivedi, P.R. (2000). Environmental Education, A.P.H Publishing Corporation, New Delhi. Vidhya Meena (2014).Environmental Values amongst Prospective School Teachers from Tribal Community. International Journal of Education and Psychological Research (IJEPR) Volume 3, Issue 2, June 2014. Vishwanath, H.N. (2006. Models of Teaching in Environmental Education, Discovery Publishing House, New Delhi.
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A STUDY ON WORKING CONDITIONS OF B.EDTEACHER EDUCATORS
Ln. Ramesh Bhavisetti Principal Nalanda College of Elementary Education Vijayawada, Krishna District, Andhra Pradesh, India
ABSTRCT:
Teacher education is an important programme to improve the quality of school education. Teacher education is dependent upon the quality of teacher educators. The scope of tasks and responsibilities of teacher educators is broad. Teacher educators teach a variety of subjects. They are responsible for the education of future teachers. Hence researcher would like to know the working conditions of B.EdTeacher Educators in Krishna District, Andhra Pradesh, India. The cross sectional survey research design was used for this study. The population of the study was made up of all the B.EdTeacher Educators in the Krishna District Region. The sample population was made up of 100 Teacher Educators. The simple random sampling technique was used. Questionnaire was used as instrument for data collection. This study intends to find out the working conditions of B.Ed teacher educators. Objectives, Hypotheses, Variables, Tool, Sample, Method, Data Analysis, and Educational Implications are discussed as follows.
Key Words: Teacher Education, Teacher Educators, Working Conditions.
INTRODUCTION
The development of any nation depends on the quality of its citizens. The quality citizens are the products of its education system. However, the most significant factor of all is the quality of teachers. The mastery over subject knowledge, good communication skills, professional commitment, dedication, www.ijmer.in 284
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VOLUME 7, ISSUE 1(3), JANUARY 2018 and motivation are the required traits of quality teachers. To achieve such traits there is dire need of quality teacher education. Teacher education is concerned with policies framework and procedures and provision which are designed to provide knowledge, attitudes, behaviour and skills to prospective teachers to perform their task effectively in the school and society. Our country needs an ample supply of good teachers to meet this challenge. After independence, the efforts began for the expansion of teacher education in our country. The establishment of teachers training institutions began to meet the demand of required teachers but the reform in teacher education has been one of the enduring concerns in the reports of various commissions and committees on education. The Education Commission (1964-66) recommended “professionalization of teacher education, development of integrated programmes, comprehensive colleges of education and internship.”
The National Policy on Education (NPE, 1986) recommended “the overhaul of teacher education to impart it a professional orientation.” As a result of its recommendation, the centrally-sponsored scheme of restructuring and reorganization of teacher education came into existence in 1987 which incorporated the establishment of DIETs, CTEs, IASEs and SCERTs. Competent teacher educators shape the future of society. The quality of teacher educator reflects in his/her mastery over the subject, professional commitment, good communications, diagnostic skills, and different learning styles. Therefore, well trained, efficient and committed teachers are the greatest assets of any education system and thereby of the nation.According to Anees (2015) despite realizing various measures still, numerous problems of teachers training exist in India. The main problem of the present teacher education system has been identified ‘the unproductive trained teachers.’ The large number of B.Ed colleges face faculty shortage, poor library facilities, spends more time on initial teacher education. Because most of the faculty members are going to opt another fields. Most of the faculty members are facing problems to work in B.Ed colleges. Hence there is a need to the present study working conditions of B.Ed Teacher Educators.
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REVIEW OF RELATED LITERATURE
1. AfshanAnees(2015) has studied on “Teacher Education and Their Problems” and researcher highlighted the importance and the problems of teacher education and describes the various role educational agencies like NCERT, NCTE, NCF etc. improving the quality and standard of teacher education. Researcher suggested that the teachers have to keep abreast of the latest developments not only in their field of specialization but also in areas of educational developments and social and cultural issues through continuous in-service orientation.
2. Darshit Himmat (2017) studied on “Challenges and remedy of Teacher Education” and he suggested that co-curricular activities in the curriculum should be included, teacher educators must be experienced and well qualified with language proficiency, refresher course should be organized for teacher educators frequently, among teacher education institutions uniformity must be ensured and maintained in terms of timings of the programme, curriculum and duration, for professional growth of teacher educators there should be seminars, summer institutes and research symposia at more frequent intervals, correspondence courses in teacher education should be provided, with a strict and high screen for admissions and a rigorous manner of assessment.
3. Mohit Dixit (2014) enhanced on Teacher Education in India - Problems and Suggestionsand suggested that pragmatic research should be conducted, conduct special innovative programs, institution should be equipped with facilities, admission procedures should be completely systematized, Uniformity among teacher education institutions, trained in the use of ICTs, practical work and practice teaching can be easily moderated and research in teacher education.
OBJECTIVES OF THE STUDY 1. To find out the attitudes of B.Ed Teacher Educators towards working conditions in B.Ed Colleges. www.ijmer.in 286
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2. To find out the working conditions of B.EdTeacher Educators with respect to Gender, Locality,Medium, Experience and Subject.
HYPOTHESES OF THE STUDY
1. There is no significant difference between the working conditions of Male and Female teacher educators. 2. There is no significant difference between the working conditions of Urban and Rural teacher educators. 3. There is no significant difference between the working conditions of English and Telugu Medium teacher educators. 4. There is no significant difference between the working conditions of Senior and Junior teacher educators. 5. There is no significant difference between the working conditions of Language and Science teacher educators.
METHODOLOGY OF THE STUDY
Cross sectional Survey Method was adopted for this study.
SAMPLE FOR THE STUDY
A sample of 100B.EdTeacher Educators was selected from Language and Subject Teacher Educators.
TOOL OF THE STUDY
A utility of working conditions questionnaire was prepared with five point scale by the investigator and that was found that with face validity and reliability (0.85) with 50 statements asking of Strongly Disagree (S.D.A), Disagree (D.A), Neutral (N), Agree (A) and Strongly Agree(S.A). We distributed the questionnaire to B.Ed Teacher Educators and collected after 60 minutes. The collected data was scored as 1 of SDA, 2 of DA, 3 of N, 4 of A and 5 of S.A and then interpreted with Mean, S.D. andt-test through Statistical Package for social sciences (SPSS ver. 20.0) and it explained in the following tables. www.ijmer.in 287
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ANALYSIS AND INTERPRETATION OF DATA
In the present investigation the data was tabulated of the demographic variables viz., Gender, Locality, Management, Experience and Subjecton working conditions of B.Ed. Teacher Educators.
Table-1: Classification of B.Ed Teacher Educators according to their working conditions
Scores of attitude on working No. of Teacher S.No Level conditions Educators 1 1-33 Low 28 2 34-67 Moderate 50 3 68-100 High 22
From the above table-1, we may be defined their attitudes of working conditions on the basis of above analysis. There are 28 Teacher Educators found in between 1-33 scores of the attitude, 50Teacher Educators are categorized under moderate level in between 34-67 marks and the remaining 22Teacher Educators fall under the high level. Hence we conclude that attitudes are improving their working conditions low and moderate levels. Hypothesis-1: There is no significant difference between the working conditions of Male and Female Teacher Educators.
Table-1: Comparison of Male and Female Teacher Educators
Variable Sample Sample size (N) Mean S.D. t-Value Male 36 154.72 13.94 Gender 0.25NS Female 64 155.34 10.85 NS-No tSignificant at 0.05 Level From table-1, it is observed that the calculated t-value 0.25isnot significant at 0.05 level,it is clear that there is no significant difference between the working conditions of Male and Female Teacher Educators. Hence it can be concluded that the hypothesis is accepted. www.ijmer.in 288
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Hypothesis-2:There is no significant difference between the working conditions of Urban and Rural Teacher Educators.
Table-2: Comparison of Urban and Rural Teacher Educators Variable Sample Sample size (N) Mean S.D. t-Value Urban 52 154.27 10.81 Locality 0.74NS Rural 48 156.04 13.21 NS-Not Significant at 0.05 Level From table-2, it is observed that the calculated t-value 0.74 is not significant at 0.05 level, it is clear that there is no significant difference between the working conditions of Urban and Rural Teacher Educators. Hence it can be concluded that the hypothesis is accepted. Hypothesis-3: There is no significant difference between the working conditions of English and Telugu medium Teacher Educators. Table-3: Comparison of Government and Private Teacher Educators Variable Sample Sample size (N) Mean S.D. t-Value English 56 154.23 12.85 Medium 0.83NS Telugu 44 156.25 10.86 NS-Not Significant at 0.05 Level From table-3, it is observed that the calculated t-value 0.83 is not significant at 0.05 level, it is clear that there is significant difference between the working conditions of Government and Private Teacher Educators. Hence it can be concluded that the hypothesis is accepted. Hypothesis-4: There is no significant difference between the working conditions of Senior and Junior Teacher Educators. Table-4: Comparison of Senior and Junior teacher educators Variable Sample Sample size (N) Mean S.D. t-Value Senior 58 157.48 11.25 Experience 2.37* Junior 42 151.86 12.36 * Significant at 0.05 Level
From table-4, it is observed that the calculated t-value 2.37 is significant at 0.05 level, it is clear that there is a significant difference between the working conditions of Senior and Junior Teacher Educators. Hence it can be concluded that the hypothesis is rejected. www.ijmer.in 289
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Hypothesis-5: There is no significant difference between the working conditions of Language and Science Teacher Educators. Table 5: Comparison of Art, Language and Subject teacher educators Sample size Variable Sample Mean S.D. F-Value (N) Language 36 153.92 13.64 Subject 0.75NS Science 64 155.80 11.00 NS-Not Significant at 0.05 Level From table-5, it is observed that the calculated t-value 0.75 is not significant at 0.05 level, it is clear that there is no significant difference between the working conditions of Language and Science Teacher Educators. Hence it can be concluded that the hypothesis is accepted. FINDINGS OF THE STUDY On the basis of analysis and interpretation of data, the following may be drawn: There is no significant difference between the working conditions of Male and Female teacher educators. There is no significant difference between the working conditions of Urban and Rural teacher educators. There is no significant difference between the working conditions of English and Telugumedium teacher educators. There is significant difference between the working conditions of Senior and Junior teacher educators. There is no significant difference between the working conditions of Language and Science teacher educators. SUGGESTIONS TO FURTHER STUDIES The sample size may be enlarged to more concrete results. The same study may be conducted to D.Ed Teacher Educators, M.Ed Teacher Educators at District and State levels. This study may be extended to student teachers from D.Ed Colleges, D.Ed Colleges and M.Ed Colleges at District and State levels.
CONCLUSION Quality teacher education certainly plays a key role in nation building. The nation which is incapable of providing quality teacher education cannot produce competent and skilled teachers. The teacher educator is the central point www.ijmer.in 290
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VOLUME 7, ISSUE 1(3), JANUARY 2018 of the entire educational system and the principal agent for bringing desirable changes in the teaching-learning process. The whole educational activities revolve around the teacher educator. Thus, quality teacher educators are the key factors in achieving sustainable global development. Therefore, their training, recruitment, retention, status and working conditions should be among global priorities today. But the shortage of well-trained teacher educators is a significant problem today. Since no education system can rise above the existing level without the quality of its teacher educators, vigorous efforts would be needed to bring substantial reforms. To fill this gap, the central government, regulatory bodied like NCTE, UGC and other statutory bodies like NCERT, NUEPA, IASE, Central Universities, premier institutions of education and policy planners with other stakeholders have to play a major role in this process of reform. The restructuring curriculum of teacher education programme needs to be revised according to the changing needs of the society. And also Government has to recognize the teacher educators and hike their wages i.e. it must be minimum wages and provide Government sector jobs too.
REFERENCES 1. Anees, A. (2015). Teacher education and their problems. International Journal of Academic Research in Education and Review, 3(1), 1-6. 2. Chand, D. (2015). Major problems and issues of teacher education. International Journal of Applied Research, 1(4), 350-353. 3. DarshitHimmat (2017). Challenges and remedy of Teacher Education. Global Journal of Special Education and Services; ISSN: 2465-7212 Vol. 5 (1), pp. 077-081, January, 2017. 4. MHRD (1986): “National Policy on Education”, New Delhi, Govt. Of India. 5. Ministry of Education. (1964-66). (Kothari Commission Report),Report of the Education Commission: Education and National Development. New Delhi, India. 6. Mohit Dixit (2014). Teacher Education in India - Problems and Suggestions; International Journal of Research (IJR) ISSN 2348-6848 Vol-1, Issue-4, May 2014.
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7. Nagra, V. (2013). Occupational Stress among Teacher Educators. Global Online Electronic International Interdisciplinary Research Journal (GOEIIRJ), 2(2), 12-23. 8. NCTE (1998): “Curriculum Framework for Quality Teacher Education”, New Delhi.
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THE MORPHOLOGICAL PARADIGM OF A PRONOMINAL AGREEMENT SYSTEM IN KOLAMI LANGUAGE
M. Rajakrishna Research Scholar (Ph.D) Dept. Of Dravidian and Computational Linguistics Dravidian University, Kuppam
Abstract Kolami is a South Central Dravidian language. The data presented in this paper is based on the fieldwork carried out in the erstwhile Adilabad district of Telangana state. The study aims to come up with a comprehensive description of morphological paradigms of lexical categories that characterize the Adilabad dialect (Emeneau Murry. B.1961) and how a pronominal agreement system is located for in terms of paradigmatic formation in this paper. It throws light on how paradigmatic changes of suffix from stating pronoun mark to end verb agreement mark. The scope of the study is to come up with some pronominal agreement of assessing alterations in the formation of morphological paradigms about the certain lexical categories. The data collection method consisted of elicitation for collecting narrative and participant observation. The present work is part of the SAP (Special Assistant Programme) project which is funded by the UGC SAP-DRS-1 (2015 to 2019), at the Department of Dravidian and Computational linguistics, Dravidian University, Kuppam.
Keywords:Paradigms, Morphological, Stem, Pronominal, Gender, Person, Suffix, Agreement Mark, Paradigmatic..Etc.
Introduction: Kolami is a Central Dravidian language spoken by 1,28,451 people (2011 Indian census), spread across the Adilabad district of Telangana state, Yeotmal and Wardha districts of Madhya Pradesh. Several attempts have been completed to record the Kolami language, but 80 far systematic inquiries have been concise and unfinished. Professor Emeneau spent 21 weeks on Kolami in 1937. P. Setumadhava Rao (in 1950) and Professor T. Burrow and Shri Sudhibhushan Bhattacharya (in 1950-1) have together to further matter, which is www.ijmer.in 293
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VOLUME 7, ISSUE 1(3), JANUARY 2018 made it possible to create sure of the salient features of the Kolami language (Subrahmanyam P.S. 1998). The 1980s to 1990s, as a consequence of morphology, had emerged from under the waters of syntax and phonology. This is further defined by the appearance of textbooks specifically committed to morphology, such as Scalise 1984 and Spencer 1991; devoted journals such as the Yearbook of Morphology (first published in 1988; later renamed as Morphology); handbooks such as Spencer & Zwicky 1997, specialized conferences, and other manifestations.
Jackson L. Lee is introducing to the computational structure of morphological paradigms from the perspective of unsupervised learning. Three areas are studied: (i) stem identification, (ii) paradigmatic similarity, and (iii) paradigm induction. All three areas progress in terms of the scope of data in question. The first and second explore structure when morphological paradigms are given, the third topic asks where morphological paradigms come from in the first place, and explores strategies of paradigm induction from child-directed speech (Markus Dreyer and Jason Eisner. 2011).
Stump, Gregory T. (2001) has realized morphological theory is a significant contribution to linguistic theory. Gregory Stump's 'Inflectional Morphology: A Theory of Paradigm Structure' gives us exactly that: a clear and general theory of inflectional morphology (it was suggested that the theory can be comprehensive to cover the derivational morphology as well). The theory base develops are called Paradigm Function Morphology (PFM). PFM takes the paradigm to be the primary object of the study, rather than the word. Another important characteristic of the theory is that it treats morphology as an autonomous module of the grammar, separate from syntax and phonology.
According to James P. Blevins, Morphological paradigms figure less significantly in the formal models of morphology developed in the latter half of the twentieth century. Hockett, 1954 mentions ‘word and paradigm’ (wp) approach only to apologize for omitting them altogether from his general comparison of grammatical models. The word has a more stable and solid focus of grammatical relations than the component morpheme by itself. Put another way, grammatical statements are abstractions, but they are more profitably www.ijmer.in 294
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VOLUME 7, ISSUE 1(3), JANUARY 2018 abstracted from words as wholes than from individual morphemes. (Robins 1959:61) This is the core of analogical change in a dynamic model. Dual- mechanism models lift the possibility that both sides could be right in this converse: static models for regularization; dynamic models for nonregularizing analogical change. Other theoretical choices further shape our understanding of the nature of morphologically-motivated change in a variety of less fundamental ways. (David Fertig. 2013.) The Data Source: The data used in this study is a primary resource and not taken from any secondary sources. The consultations were spread across 1 month. It mainly involved the analysis of translated texts. The biblical passage was chosen owing to the consultants' familiarity with the text. Future work will need to involve more consultants. The Pronominal Agreement System: A pronoun was a word used in the position of one or more nouns. Pronouns were of seven types: personal, reflexive, intensive, relative, interrogative, demonstrative, and indefinite. As Kolami has only two genders, masculine and non-masculine, the demonstrative pronoun has two forms in the singular, one for males and one for females, and two forms in the plural, one for male/female persons and one for animals and things. Subject pro. Objective pro. Possessive 1st Sg. ān / i anuŋ/anun/ me ane/anet/ my 1st Pl. ām(excusive),nēm, ine / you ame/amet - our nēṇḍ(incusive) / we 2nd Sg. nī/you (familiar mode) anuŋ/anun/you ine/ inet / your 2nd Pl. nīr / you (respectful) imuŋ / you ime/imet / your 3rd Sg. amd / he amuŋ / him amnet / his ad/add / she aduŋ / her adnet / her id/ad / it id / it idnet / it avr/ivr / they aruŋ / them avret/ivret / their 3rd Pl. avr/ivr / they aruŋ / them aver/ivre / their
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Personal pronouns in Kolami approach in three 'persons': First person, Second person and Third person. They provide thought to this difference carefully because you read the following examples sentence. Singular: Kol. ān gōpi-ŋ paisē siy-t-an i gōpi-DAT money give-TM-1Sg. Eng. I gave the money to Gopi Plural: Kol. ām gōpi-ŋ paisē siy-t-am we gōpi-DAT money give-TM-1Pl. Eng. We gave the money to Gopi
Kol. nēm gōpi-ŋ paisē siy-t-am we gōpi-DAT money give-TM-1Pl. Eng. We gave the money to Gopi
While it is observed that in many Indian languages including Kolami, the second person plural pronominal is used as an honorific pronoun with a singular meaning. One finds a wide currency for the use of the 2Pl as an honorific pronoun. The only instance of the use of 2Pl as an honorific is when it is used for ‘r’. Kolami is a very elaborate system of pronominal, individual masculine and feminine gender in the 3 rd person. Historically several languages have developed pronouns and then the further evolution of agreement markers from clitics is a well-accepted proposition in historical linguistics (cf: Haiman 1991). In the glow of this, it is interesting that the agreement suffixes in Kolami, is also based on the matching pronominal forms, as it is the case in most Telugu languages as well, in Kolami does find a few complete homophonies between the pronominals and the agreement suffixes. The agreement suffixes in Kolami is as the above example. their agreement system by a process of grammaticalization of their pronominals. First person: Possessive (oblique stem) example: The possessive pronouns are presented in various systematic categories. Illustrative examples of the use of these are given following these categorical listings. www.ijmer.in 296
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Kol. id ane paisē this my mononey Eng. This is my money
Kol. i ate amet this dog our Eng. This is our dog
Second Person basic stem: It became aware of how the verb ending in Kolami changes with the pronoun used. The beginner need not worry much about the few honorific pronouns.
Kol. nī gōpi-ŋ paisē siy-t-i(v) you gōpi-DAT money give-TM-2Sg. Eng. You gave the money to Gopi
Kol. nīr gōpi-ŋ paisē siy-t-er you gōpi-DAT money give-TM-3Pl. Eng. You gave the money to Gopi
Second person possessive:
Kol. id ime pustak this your book Eng. This is your book Kol. i pustak imet this your book Eng. This book is yours Third person basic stem: In the third person, make a note of the basic stem used when the person addressed was “close” and notice how it changes in the next segment where the person addressed will be assumed to be “far.” Kol. ad gōpi-ŋ paisē siy-t-in(d) www.ijmer.in 297
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she gōpi-DAT money give-TM-3Sg.FSG Eng. She gave money to Gopi
Kol. gōpind ad-uŋ paisē siy-t-en(d) she gōpi-DAT money give-TM-3Sg.MSG Eng. Gopi gave money to her
Demonstrative Pronouns: Some of the above demonstrative pronouns can be combined to other examples of demonstrative pronouns are two types one is singular and anther one is plural: The singular demonstrative pronouns are ad /that, id / this and plural is ada / those, ida / these.
Subject and verb agreement As can be noted, there are multiple agreement forms, which are possible in Kolami. Their distribution needs to be worked out in the future. Among the most crucial differences are in the position of the agreement marker. The subject agreement is post-verbal in Kolami as is shown below example.
Kol. ān ane māmḍi pan-un tin-d-an I my mango fruit-ACC eat-PST-1Sg. Eng. I ate my mango fruit.
Kol. ām ame māmḍi pan-un tin-d-am we our mango fruit-ACC eat-PST-1Pl. Eng. We ate our mango fruit.
Kol. amd māmḍi pan-un tin-d-en(d) he mango fruit-ACC eat-PST-3Sg.MSG Eng. He ate mango fruit.
Kol. ad māmḍi pan-un tin-d-in(d) she mango fruit-ACC eat-PST-3Sg.FSG Eng. She ate mango fruit.
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Kol. avr māmḍi pan-un tin-d-er they mango fruit-ACC eat-PST-3Pl. Eng. They ate mango fruit. However, as noted earlier, the post-verbal agreement always has the same form as the pronominal. The following contexts of usage trigger an unlike the form of agreement to be used: in sentences that have been negated, or where a particular NP is topicalized, following changes are noticed: 3MSG' becomes en(d), ‘3FSG' in(d) 3Pl' er, as is illustrated, in the following above examples. In all other contexts, the subject agreement comes as a post-verbal 3FSG agreement in Kolami as the post- verbal 3Pl, and was the 3MSG agreement markers. While such a change in the form of agreement marker from the pronominal on which it is based, not observed in Kolami.
Alternation in the possessive form: The possessive forms of the pronominal are formed using an accusative suffix un- on the corresponding pronominal form, like -en(d) GEN-3MSG; - in(d) GEN-3FSG; and GEN-3Pl -er, etc. This pattern is similar in Kolami. However, the pronominal possessors of nouns can also be gender marked using the without case marker. In such cases, the pronominal is directly gender suffixed to the noun', as in the following instances: Kol. tin-kand eat-3Sg.MSG Eng. eater (male)
Kol. tin-kad eat-3Sg.FSG Eng. eater (female)
Kol. sevḍa-k deaf-3Sg.MSG Eng. Deaf (male)
Kol. sevḍ-i deaf-3Sg.FSG Eng. Deaf (female) www.ijmer.in 299
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Morphological Gender It is important to note here Kolami language is with morphological gender. Every noun in this language is classified as masculine or feminine. Morphological gender in this language is explicitly marked on the subject agreement to verb agreement by using the corresponding 3rd person pronominal forms. These gender markers on the nominals have also been referred to as 'articles in the literature (Grierson, 1904; Rabel, 1961).
Kol. ām ambā-n tin-t-ser-d-am we food-ACC eat-PP-go-PST-1Pl. Eng. We ate food and went.
Kol. amd ambā-n tin-t-ser-d-en(d) he food-ACC eat-PP-go-PST-3Sg.MSG. Eng. He ate food and went.
Kol. ad ambā-n tin-t-ser-d-in(d) she food-ACC eat-PP-go-PST-3Sg.FSG. Eng. She ate food and went.
Kol. avr ambā-n tin-t-ser-d-er they food-ACC eat-PP-go-PST-3Pl. Eng. They ate food and went.
Conclusion: This paper is a preliminary attempt in prominence of the Morphological paradigms of a pronominal agreement system, which has previously not been studied. It has been able to identify a few marks of the pronominal agreement system, on how paradigmatic changes of agreement suffix from stating pronoun mark to end verb agreement mark. The scope of the study is to come up with some pronominal agreement of assessing alterations in the formation of morphological paradigms about the certain lexical categories. It is a distribution of the various agreement markers, the presence/absence of agreement markers on verbs, etc that need further work. www.ijmer.in 300
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Abbreviations: 1Pl. = First person plural 1Sg. = first person singular 2Pl. = Second person plural 2Sg. = Second person Singular 3Pl. = Third person plural 3Sg. = Third person Singular ACC = Accusative case DAT = Dative case Eng = English Ex = Example FSG =Feminine Kol = Kolami MSG = Masculine Pl = Plural PP = Past participle PST = past marker Sg = Singular TM = Tense marker
References: Aronoff, M. (1994). Morphology by Itself: Stems and Inflectional Classes. MIT Press. Arregi, Karlos & Andrew Nevins (2012). Morphotactics: Basque auxilaries and the structure of spellout. Springer. Baker, Mark C. (2008). The syntax of agreement and concord. Cambridge University Press, Cambridge. Bhatt, Rajesh & Martin Walkow (2013). Locating agreement in grammar. Natural Language and Linguistic Theory 31, 951–1013. Bybee, Joan L. 1991. Natural morphology: the organization of paradigms and language Chambers, J. K., & Trudgill, P. (1998). Dialectology. Cambridge University Press.
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Emeneau Murry. B. 1961. Kolami: A Dravidian Language. Annamalainagar: Annamali University. Fertig, D. (2013). Morphological Change and Morphological Theory. In Analogy and Morphological Change (pp. 122-140). Edinburgh: Edinburgh University Press. Retrieved from http://www.jstor.org/stable/10.3366/j.ctt1g0b3qc.12 Frampton, John & Samuel Gutmann (2000). Agreement is feature sharing. Ms., Northeastern University. Heim, Irene (2008). Features on bound pronouns. Harbour, Daniel, David Adger & Susana Bejar (eds.), Phi Theory: Jackson L. Lee. 2015. Morphological Paradigms: Computational Structure and Unsupervised Learning. University of Chicag. James P. Blevins. Morphological paradigms. Research Centre for English and Applied Linguistics, University of Cambridge. Kratzer, Angelika (2009). Making a pronoun. Linguistic Inquiry 40:2, 187–237. Krishnamurti, BH. & J.P.L. Gwynn (1985). A Grammar of Modern Telugu. Oxford University Press, Delhi. Landau, Idan (to appear). Agreement at PF. Syntax . Phi-features Across Modules and Interfaces, Oxford University Press, 36–56. Subrahmanyam P.S. 1998. Kolami in S. B. Steever (ed.) The Dravidian Languages. London & New York: Routledge: 301-327. Wechsler, Stepehen & Larisa Zlati´c (2000). A theory of agreement and its application to Serbo-Croatian. Language 76, 799–832
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A FEMALE GENDER STUDY OF THE DARK ROOM NAVEL BY R. K. NARAYAN
P. Sujatha Academic Consultant Dept. of English and Communication Dravidian University Kuppam
Abstract The Dark Room was written by R.K. Narayan. He was a famous Indian writer and created Malgudi as an imaginary town. He wrote his novels based on south Indian culture followed tradition values in the novels and some novels applied myths also. This paper is based on this understanding and the classification method will be recognized of female gender prospects (the main character) in The Dark Room novel. It was based on male domination society and how suppressed women suffered in India. So in this novel followed the same as the cultural and traditional values in that society. Savitri felt free but she can’t escape from male domination and she can’t erase her childhood memories. So she came back home. The writer R.K. Narayan believes that women can construct a harmonious home from four walls of the house. In his novels they live sincerely, think independently and wish to make their identity living in the society, not out of society.
Keywords:The Dark Room, Gender, culture, tradition, Society, myths, suppression, feminine, masculine. etc.
Introduction: R.K. Narayan's full name is Rasipuram Krishnaswami Iyer was born on 10th October 1906 and died on 13th May 2001. R.K Narayan started his career as a teacher, but he may not be interested in that job. So, he was chosen as a write. He was a famous Indian writer. R.K. Narayan was written several novels and short stories based on south Indian culture. He followed traditional values in his novels. Gender prospects referred that one’s sex as a man and woman is strong- www.ijmer.in 303
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VOLUME 7, ISSUE 1(3), JANUARY 2018 minded by analysis. It was followed the tradition and cultural morals based on society. At the same time, gender prospect should not be applied only for man and woman even though feminist prospect, gay prospect, and the lesbian prospect was a distinguished attribute of gender prospect. Simone de Beavior said lines: “one is not born, but rather becomes, a woman... It is civilization as a whole that produces this creature which is described as feminine” She said about the lines from the importance of women's role in our society all the time. At the sometime in our culture has widely identified as an actor, dominating, create and rational by the masculine. The feminine has reversed her identified like passive, acquiescent, timid, emotional and conventional. Female Gender is a serious attempt to talk about the marginalized status of women. Women are not given equality whether it is socio-political or economic. They are exploited outside as well as inside the home. Monetarily they have to depend on males. Even they have no truth to take their own decisions. Right from the beginning of the world, the world is dominated by males and females are given secondary status. That’s why feminism came into an entity to raise the status of women. Many authors move up their voices against women’s exploitation, humiliation and predicaments. They are Mary Wollstone Craft, Virginia Wolf, Friedrich Engels, Kate Millet, Dale Spender, Simone de-Beauvoir and Elaine Showalter etc. The Dark Room: The Dark Room novel was started as R.K. Narayan's imaginary town called Malgudi. Savitri was the leading role of the novel. She was a suppressed Indian woman who has three children namely Sumathi, Kamala and Babu. She looks so beautiful and innocent never be opposed to her husband Ramani. He always dominated his wife and children and never be show any love and affection to his wife and children. He behaved arrogantly at home. After she becomes a nun to stayed at the temple. In there she got name and fame in her circumstances. The priest especially Brahmin caste a person jealous about her and dominated always her. So, she decided to return home as well as lose her own identity. R.K. Narayan clearly shows the gender prospect like Savitri didn’t have a right to question her husband in this novel.
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The female prospect: The Dark Room, again recommended by Graham Greene, was published Macmillan in 1938, and once more favorably reviewed. With this novel, we enter graver, more troubling territory. Marriage is the common theme in The Dark Room as Narayan describes as an early women‘s liberation novel. In this, we see how traditional marriage can trap a wife in complete subservience. Love is not domination. How can you dominate someone you love? How can you make her dependent and still love? But that‘s what goes on happening in this novel in the name of love, something else-a lust to power, to dominate the other. Her husband, the domestic tyrant, expects in his home life to be danced attendance upon by his wife. Even William Walsh says. It’s a story of an Indian woman prospect, Savitri faced a lot of problems, but no power in dominated society. She had three children and a dominating husband Ramani. Savitri was treated like a machine doesn’t have feelings and emotions. Narayan as sees gender prospect was highlighted the male domination culture. In the Ramayana Sita stood for her husband's words can't be reversed, so the people decided that women have treated like Sita. In this novel dealt that the woman likes a doll. Once’s Savitri escapes from her problem to live outside the world because of her inferiority. But society has treated differently. Even Shanta Bai left her husband and living happily, but she maintained an affair with Ramani. Society has treated her as a prostitute. In early Indian philosophy says that equals of man and woman then said about women always under the control of man that is the domination of women. Somewhat modernity comes under our culture, but not accepted our society. Once observing the society in every situation and everywhere like a political, economical and socially dominated woman. Even Savitri rarely come out of the house leading the happiest life, but temple priests dominated her. Her husband also differentiates the gender prospect of son and daughter. Babu was helped his mother and sister to decorate dolls for the festival, where his father was immediately reacted to scold Babu. So here clearly show the gender differences in his novel of R.K. Narayan. At the beginning of this novel, R. K. Narayan suggests that economic independence can help them to assert themselves to a certain extent. "wish you'd show the some economy in other matters" (pg: 3). So in this circumstance, Savitri was not answered that. Since her husband was an irritable individual. Here Narayan was seeing prospect to the condition of www.ijmer.in 305
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VOLUME 7, ISSUE 1(3), JANUARY 2018 middle class woman spend a lot of money on some other things. Indeed, even her significant other can't see how she has economically held her family. He feels that women should not talk about freedom without self-sufficiency. Savitri does not have the slightest power to do anything at home even after the 15 years of her married life. “How impotent she was, she thought; she had not the slightest power to do anything at home, and that after fifteen years of married life” (pg:6). Ramani wants to take each decision at home to dominate his wife never have the power, freedom and rights. He behaves in such a cruel manner as the gender bias aspect shows in this novel. Sometimes without intimation, Ramani brought his friend at home to order his wife to cook immediately as fast as. Savitri has followed her husband's orders. One day Babu wants to help his sisters and mother to celebrate festival decorated dolls to taken help from Chandru. Unfortunately, power lost at his home in this situation Ramani enter the house scolded his son questions like your a girl or boy. Babu cried to replying that I was a boy again I will never be do like this. Here also Narayan shows the gender prospect as man has some works in the outside and woman has worked inside followed cultural aspect in this point applicable to Ramani. One day Ramani wants to go to the movie along with his wife without information to his wife. He was reacting to this situation. “No, I want to come now, children some other day. I have not come all the way to be told, some other day’. I am not a vagabond to come in and go out without a purpose go and dress quickly, it is already six fifteen. We can’t fool around the veranda all day” (pg:26). Savitri told that she has not to interest to go to a movie because her mood was not good. But Ramani was not accepted. He forced her brought to the movie. So Ramani has another intention here. She was so beautiful once both came to the street all were talking about a couple. So he feels proud. Both were going to the movie namely “ Kuchila”. Ramani advised his wife to watch Kuchila's wife never be opposed to her husband. So you should follow her. Here fully dominated his wife Savitri want to follow the culture and tradition of Kuchila and Ramayana. Here Savitri has not opposed her husband Ramani this Myths applied in this novel. R. K. Narayan Absolutely indicates in his novel one Egocentric dominated such a merciless husband of gender prospect. One woman married a www.ijmer.in 306
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VOLUME 7, ISSUE 1(3), JANUARY 2018 careless, helpless and unfaithful husband suffering from her entire life. Here Savitri married Ramani not showing proper care of love and affection to his wife and children. Her lifestyles turned into pathetic not most effective for her even though suffered from the Whole family. Rk Narayan shows two types of woman one was a traditions woman like Savitri and another one modern woman Shanta bai. In Indian families, illegal affairs played the main role of husband and wife relationship collapsed the entire family present here R.K. Narayan. Ramani was making an affair with Shanta Bai, here Savitri was helpless life leading because she was not questioning her husband. Narayan represents a beautiful way of how women suppressed and dominant figures in our society. Even came modernity as a human not followed man and woman based on our Indian tradition given respect to a woman not in the words through the practice. The lines like G. D. Beaches say that "for years the woman has lived under the protection of either parent, husband or her children" (Dhavan 12).sympathy wants to show the Savitri always under control her husband and take care of children. Narayan presented Shanta bai was a modern woman, but she can't escape from the traditional Indian society to treat another name. Narayan's intension was how has a woman suffered from society and how she lost her identity, individuality and decision making capability should be aware of society to change the gender prospect of the novel. R. K. Narayan had a deep interest in middle class Life. He therefore, recognized the importance of women. He had a deep respect, love and sympathy for women in general and Indian women in particular. The critical study of his novel shows that his women are more colorful, more convincing and livelier than men. R. K. Narayan believes that men and women are complementary to each other. One can’t exist without the other. He did not start with equality but asked for equal opportunity. In Malgudi, women are not just to be the shadow that follows the substance, but they are their original selves. The development of men's and women's relationship with the changing status of women also grabs our attention. The development of this relationship leads to mutual trust and a spirit of companionship that each acquires for the other. Women may meet physical death but their spirits survive. He believes that women can construct a harmonious home from four walls of the house. In his novel they live sincerely, think independently and wish to make their identity living in the society, not out of society. www.ijmer.in 307
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Conclusion: In this study of R.K. Narayan's concept and understanding of women in Indian society has given a new dimension to his novel. Including Ramani, wife or daughters also probes into the synthesis of traditional and modern women, their strong concept of individuality and uncompromising attitude. His women discover their identity in the Indian middle class society. Savitri can be replaced in the feminist phase because, at the end of the novel, she is aware of her rights but she is unable to protest against them. The Dark Room has symbolized the ignorant state of Savitri’s mind this ignorance shattered when she realized that she should be educated. She might have become a teacher or something. It was foolish of her not have continued her education. She wished that her daughters Sumati and Kamala had to study up to the B.A and not depend on their salvation on marriage. She has only awareness but she is helpless because lastly she had to return her home and had to accept the things as they were. Gangu, Shanta Bai and Ponni all can be placed in the female phase. They live their own accord no one can dominate them. The ending of this novel is somehow pessimistic. We end no change in Ramani’s attitude towards Savitri. He has a dual personality. He is a devil inside the home (as in the case of Savitri) and tries to be gentle outside the home (as in the case of Shanta Bai). Savitri also trapped into two ideologies-motherhood and angels inside the home. So here clearly show the gender differences in his novel of R.K. Narayan.
Reference:
Divya, G. N. “Woman Empowerment” Impact Factor- 2.3, Vol.II, Issue II, (June- 2017) ISSN-2455-6580, Id- R- 1678-2016. Harish Raizada, “Point of View in the Novels of R.K. Narayan”, Perspectives on R.K. Narayan, ed. Atma Ram (Ghaziabad: Vimal Prakashan, 1981), p.75. Holmstrom Lakshmi, ‘Women as Makers of Social Change: The Dark Room, The Guide and The Painter of Signs’, in R.K. Narayan An Anthology of Recent Criticism, C.N. Srinath (ed), (New Orientation Series, Pencraft Internationa, New Delhi, 2000), p.103. Margaret Berry, “R.K. Narayan: Lila and Literature”, The journal of Indian Writing in English, Vol.4, No.2. www.ijmer.in 308
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Meera Bai, K. Women’s Voice: the Novels of Indian Women Writers, New Delhi, Prestige Books, 1996. Narayan, R. K. The Dark Room, Chennai, Indian Thought Publications, 2015. Silva, N. (2004) The gendered nation: contemporary writings from South Asia, Delhi: Sage.
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MORPHOLOGICAL COMPARISON OF GONDI AND KOYA POSTPOSITIONS Suryanarayana Kalthi Research Scholar Dept.of D & C L Dravidian University Kuppam Abstract Gondi and Koya are belongs to the South central Dravidian group of languages. Gondi is one of the most widely spoken by two million speakers, Koya is having three lakhs speakers in India, and it is occupying an important position in the Dravidian family. Gondi and Koya are having more number of terms or vocabulary, which are similar. Therefore, Postpositions are also similar and dissimilar in nature. This research paper is going to deal with comparison of Gondi and Koya postpositions at morphological and semantic levels.
Key Words: Postpositions, Gondi, Koya, Comparison etc.
1.0 Introduction Gondi and Koya are belongs to the same language family of South central Dravidian. Gondi is largest populated tribal and endangered languages spoken by two (2) million and Koya is above 300,000people in India. These languages are spoken in many dialects and it occupying an important position in the Dravidian language family. Gonds and Koyas are having few similar cultural aspects also. There is a some similarities and differences in their language. However, they are geographically different. Especially this tribe lives in Madhya Pradesh, Telangana, Maharashtra, Chhattisgarh and in various contiguous areas of neighboring states. Majority Gond speakers live in Madhya Pradesh because Gondi influenced by Marathi and Hindi. Majority Koyas lives in Telugu states their language influenced by Telugu. Gondi and Koya language words mixed with Hindi Telugu and Oriya. Particularly Gondi, Studies have been made on many issues on the Gondi language. In this regards Emeneau has to say the following (1944:276-8):
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‘Of the Dravidian speaking communities of Central India, The Gonds are by far the most important, both numerically and because they include some of the most isolated ‘primitive’ tribes of this part of the subcontinent. It is to be expected that their language, as well their culture might be notably archaic; if so, ‘study of the Gondi language is of the utmost importance for Dravidian studies. Yet such a study has hardly begun.’ 1.1 Postpositions Postpositions convey the meaning between subject and object in the phrase or sentence. This is followed by noun or pronoun. This is very crucial to language. It gives proper connotation among NP (noun phrase) with other part of the sentence. It has very important role to play in most of the Indian languages and appears as pre-position in some other languages. English language has the prepositions only. These come before the noun or pronoun. Postpositions are especially independent words. It is can stand alone on their own location. Whatever is the role of the position, they do their work well in all world languages. That is why they are called as adpositions. Postpositions have been described by earlier researchers in many ways. Among the leading researchers, ‘Radhakrishnan Mallassery’ explained, “what is a postposition in his theory of "Postpositions in a Dravidian language". “Postpositions are certain forms which occur immediately after noun and which establish some grammatical relations between the nouns and the verbs in a sentence. These forms are termed postpositions only because they occur after and hence are called postpositions” (Mallassery, 1994:p1) 1.2 Gondi Postpositions Gondi is one of most widely spoken non-literary language in India. Gondi influenced by Marathi, Hindi, Telugu languages. Some of their Postpositions adapted from Marathi. For example, bāher(outside) is one of the Gondi postposition. It is purely Marathi postposition and ‘poro’ is one of Gondi Postposition means ‘on’. It is borrowed from Hindi postposition ‘par(o)’ and another Hindi postposition ‘(ke)bārē’ modified as ‘bārēt’ in Gondi, semantically meaning is equivalent. Vocabulary that is more common words added from neighboring major languages like Hindi, Marathi and Telugu. Gondi language www.ijmer.in 311
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VOLUME 7, ISSUE 1(3), JANUARY 2018 very closer to Koya language because have similarity and dissimilarity between postpositions also. 1.3 Koya Postpositions Most of the Koya tribe is living in Telangana and Andhra Pradesh states. The Koya language influenced by surrounded Telugu speakers and Telugu media (News Papers, pamphlets, T.V and Movies) also. This is the main reason to the Telugu postpositions penetrating into Koya postpositions and other vocabulary also. More of the Telugu postpositions are appearing same morphological structure in this language like kanna (than), gurinsi (about), suṭṭu (surrounding by), numsi (from), tō (with), valla (by), dāṭi (cross to), tappa (except) etc. Onlysome postpositions are having originated similarity with Gondi language. 1.4 Aim There was a lot of work on the Gondi and Koya. However, they are geographically different in language and their culture. Familiar scholars M.B. Emeneau, P.S. Subrahmanyam’s and G. Uma Maheshwara Rao worked on it. The present study aim to, show the similarity and dissimilarities in these two languages and influenced by the surrounded major languages. This comparative study reveals slight differences and language salient features in the two varieties of language. This comparative study will be attempt based on morphological and semantic aspect. This will clarify Koya comes from language of Gondi or it is an individual language. Which Postposition is similar and dissimilar in these two languages via morphologically and semantically? 1.5 Review of Literature Koya language got the attention of both missionaries and native scholars. In 1879, Cain John published a paper on “A vocabulary of Koi language” in Indian Antique. This is the first published material on this language. It`s mainly related to Bhadrachalam area of Andhra Pradesh. Nottroit, an in 1905 published first grammar of Koi language. Grierson’s linguistic survey of India included Koi, the mother tongue of Koya as a dialect of Gondi (1906). Yeats, M.W.W included Koya language data in Census of India 1931. P.S. Subramanyam’s (1968) Monograph A descriptive grammar of Gondi includes Koya is mentioned as dialect of Gondi spoken in Bhadrachalam. Phonology, Morphology and morphophonemic of Koya dialect are dialect along with other Gondi dialects. Vocabulary is also listed in this study. www.ijmer.in 312
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Stephen Taylor (1969) published a Koya Grammar related to Khammam area namely, Koya: An outline Grammar, Gommu dialect. Phonology, Noun Morphology, Verb Morphology and preliminary Syntactic description of the dialect are included in this study. K. Ramarao, had done elaborated studies of Koya but mostly remain unpublished. In his M.Phil dissertation (Osmania University, 1969) on Phonology and Morphology of Koya language, he described phonology, noun morphology of Koya and included a lexicon. His Ph.D thesis Syntax of Koya language (Osmania University 1985) is exceptional one. Ramasubbaiah Sarma studied Koya dialects and their relationships with Gondi (PhD thesis, Annamalai University, 1989). A brief outline on Koya language is included in Encyclopedia of Dravidian tribes published by International school of Dravidian Linguistics (ISDL). He has given lengthy information about Koya tribe and their life style. M.S. Andronov (2001), Bh.Krishnamurty (2003), treated Koya as a Gondi dialect in his A comparative Grammar of Dravidian Languages and in The Dravidian Languages, respectively. Uma MaheswaraRao(2008) has given detailed shared innovations of Koya with other dialects of Gondi in the book A Comparative Grammar of Gondi dialects. He mentioned nine various dialects in his book listed as Western Gondi (WG), Northern Gondi (NG), Central Gondi (CG), Adilabad Gondi (AG), Southern Gondi (SG), North Bastar Gondi (NBG), Hill Maria Gondi (HMG), South Bastar Gondi (SBC) and South Eastern Gondi (SEG). A bright thesis is outcomes on Tamil postpositions, namely “Postpositions in modern Tamil” by G. Palanirajan (2007). He gave a lot of information about postpositions in morphological, syntactic and semantic study. He divided postpositions as types and classifications in the thesis. He clarified what are Primary postpositions and secondary postpositions. According to him, primary postpositions are those, which follow a noun phrase with no case marker in between secondary postpositions, are those, which follow noun phrase with a case marker in between. They fall under two subclasses namely, (i) those occurring after accusative case marker and (ii) those occurring after dative case marker. The case marker that precedes the postposition is devoid of its function. An ‘A Bilingual dictionary of postpositions English-Telugu’ book gives a short-viewed explanation about space and time in postpositions by J.V. www.ijmer.in 313
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Satyavani and Ganesan Ambedkar. They listed postpositions in number of sentences in English and Telugu as well as covered both languages and various aspects. This dictionary mainly focused and gave English prepositions with detailed explanation about space and time how to use in Telugu language and covered all prepositions (English) of time and space. They elucidated some important features. 1. Spatial and temporal aspects coded in the case markers and postpositions in Telugu. 2. Traditional and Linguistic theories distinguish between case marker and postpositions in Telugu. 3. But, from the computational inflectional perspective, the attest case marker and postpositions are of two types: simple and compound. In other words, case markers and postpositions are treated as single grammatical unit that has two forms (simple and compound of a finite set) at the morphological level for computability reasons. 4. Grammatization is progressive in some case markers and postpositions. 5. The senses of each attested case markers and postpositions are alphabetized according to English Lexicography system. 2.0 Similarities Gondi and Koya are having similar and dissimilar postpositions. Also other vocabulary is similar in nouns, few verbs also. Most of the postpositions are appearing as morphologically different structure as well as pronunciation. Given below Gondi and Koya Postpositional phrases are listed as Similarities and Dissimilarities. Similarities 1. Gondi. marratporo piṭṭe manta. (Eng. There is a bird on the tree)
Koya. mārtaporro piṭṭe minde. “porro” means ‘on’, ‘above or covering a surface’. Gondi and Koya are having the same postposition here. May It is came from Hindi postposition ‘par(o)’ it’s means ‘on, above’ in Hindi. 2. Go. rōtpakkate kuha manta. (Eng. There is a well beside to the house) Ko. lōtpakkate bāyi minde. “pakkate” means ‘besides; next to; on the far side of’. Appearing is same morphological structure in Gondi and Koya. 3. Go. mā nāṭunmunne kēḍa manta. (There is a forest in front of my village) Ko. mā nāṭenmunne aḍvi minde. www.ijmer.in 314
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“munne” means ‘in front of; front; indicating separation in space’. In fact, It is adapt and modify as new postposition from Telugu postposition ‘mundu’ semantically means ‘in front of’.
4. Go. ravinaga kottāŋ selleng ? (There is no money with Ravi) Ko. ravināga ḍabku ille. “nāga" means ‘near; concerning’. Here, Koya having long ‘ā’ (nāga). Both languages are having same postposition here.
5. sūrya gudupallivarku vātōr (Surya came up to Gudupalli) Ko. sūrya guḍupallivarku vattōnḍ. Go. “varaku” and Ko. “varku” have postposition of ‘up to’, At or outer side of. In fact, ‘varaku’ (up to) is belongs the Telugu word. The reason is Gondi and Koya influenced by the surrounding Telugu language.
6. Go. rāja adena kaide lātaŋtittōr. (Raja beat by her hand)) Ko. rāja ad kaida tankutittōnḍ. Go. “de” and Ko. “dā” semantic meaning is “by; due; because of; caused’. Gondi ‘e’ became into ‘ā’(long vowel) in Koya. There is small slit similarity.
7. Go. puṭṭitaga tarras manta. (There is a snake near the anthill) Ko. puṭṭitaga pāmu minde. “taga” or “aga” sematic meaning is ‘near (of place) ; close to’ in both the languages.
The above postpositions are appearing in both the Gondi and Koya languages which does not change their morphological structure in any context. Not only postpositions, these two languages have most of the similarities like marra (tree), kis (fire), agga (there),aṭ (to cook), karu (hungry), kākaḍ (crow), vēsōḍi (story),pe(n)dēr, nāṭe etc.
2.1 Dissimilarities 1. Go. kākaḍbūḍ tarras manta. (there is a snake under the crow) Ko. kākaḍiḍpo pāmu minde. www.ijmer.in 315
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Go.postposition“būḍ” and Ko. postposition “iḍpo” means ‘underneath’, ‘under’.
2. Go. mā rōtpajje marra mūrat manta. (There is a tree behind my house) Ko. mā lōtperke māra minde. Go. “pajje”and Ko. “ perke”means ‘rear, behind’
3. Go. ad nāryavnal saḍāk vāḍtēr (Thief came up to that village) Ko. ānāṭevarku donga attōnḍ. Go. “yavnal” and Ko. “varku” have postposition of ‘up to’, At or outer side of. In Koya Postposition ‘varku’ adapted from neighbor major language Telugu.
4. Go. ravi rōtalbāher vātōr. (Ravi came out of the home) Ko. ravi lōtbayatku vattōnḍ. Go. “bāher” and Ko. “bayatku” postpositions semantically ‘outside; at or on the outer side of’. Here, In Telugu ‘bayaṭa’ (outside) became into ‘bayatku’ in Koya.
5. Go. laviḍ naḍumrōka muḍungut . (The boat sank in the middle of the river) Ko. nadimajjete paḍva muḍigatte. Go. “rōka” and Ko. “majjete” means ‘In the middle of; surrounded by; in the middle of’.
6. Go. Ōntaḍsa ney vāta. (Dog came with him) Ko. ōnḍtō naiyu vatte. Go. “taḍsa” and Ko. “tō” semantic means ‘Including; with; In addition to’. This ‘tō’ (‘trutiyāvibhakti’ in Telugu and Sanskrit) is appearing in Telugu language also.
7. Go. nāṭnūr kallirendal ōr sātōr. (He died by those village thieves) Ko. nāṭne dongakinaivalla ōnḍḍolliattōnḍ. www.ijmer.in 316
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Go. “endal” and Ko. “valla” means ‘In the process of; during; in the state or act of; subjected to’. Telugu having the same postposition.
8. Go. ūr uṭnūrtal vātōr. (They came from Utnoor) Ko. ōnḍ uṭnūrnumsi vāttōḍ. Go. “tal” and Ko. “ninci” means ‘from; beginning at; distance in regard to; from the point of the past’.
9. Go. ravinter rāju uysarvāle. (Raju is intelligent than Ravi) Ko. ravikanna rāju telivimantaōnḍ. Go. “ter” and Ko. “kanna” means ‘than; at lower level in value or status; greater in value’
10. Go. ōnabārēt nāk ṭāvaselle. (I do not know about him) Ko. ōnḍgurinci nāk teliyo. Go. “bārēt” and Ko. “gurinci” means ‘about; concerning’. Here Gondi postposition ‘bārēt’ adapted from Hindi postposition “(ke) bārē” (about) and modified as ‘bārēt’belongs to the same semantic meaning.
11. Go. ad ōnlāsi sari sūḍanta. (She waited for him) Ko. ad ōnḍseng ūḍtōnd. Go. “lāsi” and Ko. “seng” semantic means ‘for; with regard to; that is belonging to; to purpose or need’.
12. Go. ad nāṭunsirmuṭ kēḍa manta. (There is a forest surrounded by that village) Ko. ā nāṭensuṭṭu aḍvi minde. Go. “sirmuṭ” and Ko. “suṭṭu” semantic means ‘surrounding; close to; to denote the place; with a circular movement around a thing’.Koya postposition ‘suṭṭu’ adapted from Telugu (cuṭṭu) because according to P. S. Subrahmaniyam ‘cha’sound is not appearing in Koya language.
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13. Go. mammaṭ nārvīḍsi dāyana (we have to go to across the village) Ko. manar nārdāṭi dāyavāl Go. ‘vīḍsi’ and Ko. ‘dāṭi’ semantically means ‘cross to; through; over.Koyapostposition‘dāṭi’(cross to) appearing in Telugu language also.
14. Go. vūr ōntaḍso ne ad keḍāte samdaparanter (they can go to that forest though him only) Ko. ōr ōnḍutōṭe mātrame aḍvi daitōr Go. ‘taḍso’andKo. ‘tōṭe’ means ‘though; over; by’ in this context.
15. Go. igge ērsuṭkīsi batayi sellimg (everything is not here except water) Ko. igge ērtappa bōtille Go. ‘suṭkīsi’ and Ko. tappa meaning is ‘except; without; not including. In this ‘tappa’ is one Telugu postpostion regarding to Koya postposition ‘tappa’.
16. Go. pālselva dahi āyo (curd made not without milk) Ko. pālillakunḍa perugu ayyo Go. ‘selva’and Ko. illakunḍa is same semantic meaning to ‘without’.
17. Go. pīnigālumātpajje eddigālum vānta (Summer comes after winter) Ko. salikālamtarvāta eddikālam vaite Go. ‘ātpajje and Ko. ‘tarvāta’ semantic means ‘after; next to, towards. ‘tarvāta’ is one of Telugu postposition andadapted to theKoya postpositional category.
Conclusion: Gondi and Koya are from the South central Dravidian group of languages. Both the languages have similar postpositions as well as dissimilarities also. These two languages influenced by neighboring majority languages like Hindi, Telugu and Marathi. Gondi and Koya are having common www.ijmer.in 318
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VOLUME 7, ISSUE 1(3), JANUARY 2018 vocabulary. This proves that both these languages are from the same origin or individually exist. There is a need to focus on this topic in detail also.
References:
Amrita S. Kasturay, 2001. A Semantico syntactic study of English postpositions, Ravishankar Shukla University, Raipur. PalaniRajan G, 2007. Postpositions in Modern Tamil, ManasaGangotri, CIIL Mysore. Radhakrishnan Mallassery, 1994. Postpositions in a Dravidian Language, Mittal Publications, New Delhi. Satyavani JV. 2007.A Bi-Lingual Dictionary of Prepositions English – Telugu, Dravidian University, Kuppam. Subrahmanyam P.S. 1964. A Descriptive Grammar of Gondi, Annamalainagar, Annamalai University. Uma Maheshwarrao G. 2008. A Comparative Grammar of the Gondi Dialects, Kuppam, Dravidian University.
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AN OVERVIEW ON THE IMPACT OF DATA MINING IN LIBRARY SCIENCE T. Ramachandra Naidu Research Scholar ( Full-Time) Dept. of Library & Information science Dravidian University,Kuppam
Abstract Data Mining refers back to the extraction or “Mining” understanding from large quantity of facts or Data Warehouse. To do this extraction data mining combines synthetic intelligence, statistical evaluation and database control systems to attempt to pull knowledge shape stored statistics. This paper offers a top level view of this new rising technology which affords a street map to the next generation of library. And at the give up it's miles explored that how information mining may be correctly and correctly used in the subject of library and records science and its direct and oblique impact on library management and services.
Keywords: Data Mining, Data Warehouse, OLAP, KDD, e-Library
Introduction
An place of studies that has visible a current surge in business improvement is records mining, or understanding discovery in databases (KDD). Knowledge discovery has been defined as “the non-trivial extraction of implicit, formerly unknown, and probably beneficial statistics from facts”. To do this extraction information mining combines much distinctive technology. In addition to artificial intelligence, data, and database management device, technology encompass facts warehousing and on-line analytical processing (OLAP), human pc interplay and facts visualization; device learning (particularly inductive studying strategies), understanding illustration, pattern recognition, and wise sellers. One may additionally distinguish among statistics and information with the aid of defining records as corresponding to real world observations, being
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VOLUME 7, ISSUE 1(3), JANUARY 2018 dynamic and pretty precise, whereas expertise is much less unique, is more static and deals with generalizations or abstraction of the information. Quantities of phrases were used in area of records mining, along with data harvesting, facts archaeology, understanding mining, and understanding extraction. The understanding is stored in statistics warehouse that is the important store residence of records that has been extracted from operational records over a time in a separate database. The information in a records warehouse is concern orientated, non-risky and historic in nature, so they contain extraordinarily big datasets Libraries also have the large collection of records and in e-Library there are organize collection of data which serves a wealthy resource for its consumer groups. E-Library includes all the techniques and services provided via conventional libraries even though these techniques will must be revised to house distinction among virtual and paper media. Today’s e-Libraries are built around Internet and Web technologies with digital books and journals as their basic constructing blocks. Here Internet serves as a provider and provides the contents delivery mechanism and Web generation presents the gear and strategies for content material publishing, hosting and accessing. The availability of computing power that permit parallel processing, multitasking and parallel know-how navigation with increasing reputation of Internet and improvement in Web technology are the main catalyst to the concept of e-Library. Data Mining is notably new time period within the world of library and facts science although it's miles being used by each industrial and medical communities due to the fact a long term. There are three fundamental reasons for that. First both the variety and length of databases in many companies are growing at a dazzling fee. Terabyte and even petabyte databases, once unthinkable, are now turning into a truth in a ramification of domains, including advertising, sales, finance, healthcare, earth science, molecular biology (e.g. The human genome assignment), and diverse government packages. Second agencies have realized that there's precious expertise that is buried inside the records which, if discovered, ought to offer those organizations with competitive advantage. Third, some of the allowing technologies have only lately grow to be mature sufficient to make facts mining possible on huge datasets. Data Mining: The Concept “Data mining is the exploration and analysis, by way of computerized and semiautomatic method, of massive quantities of facts in order to discover
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VOLUME 7, ISSUE 1(3), JANUARY 2018 meaningful styles and rules”. It takes records and business opportunities and produce actionable outcomes. The Knowledge Discovery Database ( KDD) Process The data mining is actually a step in a bigger KDD manner. The KDD system employs records mining methods or algorithms to extract or pick out knowledge in step with a few criteria or measure of interestingness, but it's also steps that put together the facts, along with pre-processing, sub-sampling, and transformations of the database The first step in the KDD procedure is to pick statistics to be analyzed from the set of all available records. In many cases, the information is saved in transaction databases. These databases are quite huge and extremely dynamic. Therefore a subset of the statistics ought to be decided on from the ones databases, on the grounds that it's miles useless within the early stages to attempt to research all statistics. Target data is then moved to a cache or every other database for further pre-processing. Pre-processing is extremely vital step in KDD technique. Often, data have mistakes added all through the enter procedure, both from a records access clerk entering information incorrectly or from a defective information series tool. If goal facts are being extracted from numerous source databases, the databases can often be inconsistent with every other in phrases in their data models, the semantics of the attributes, or in the manner the information is represented in the database. If the two databases were built at exclusive instances and following extraordinary pointers, it's far entirely viable that they'll be two exclusive data models (relational and item-oriented) and specific representations of the entities or gadgets and their relationships to every different. The pre-processing step ought to identify these variations and make the facts consistent and easy. The records can frequently be transformed to be used with exceptional analysis techniques. A variety of separate tables can joined into one desk, and vice versa. A characteristic that may be represented in two exceptional bureaucracy (date written as 3/15/ninety seven versus 15-3-1997) ought to be transformed into not unusual format. If the records is represented as textual content, but it's far meant to apply a statistics mining approach that requires the facts to be in numerical shape, the information should be transformed for that reason. At this factor, data mining algorithms may be used to find out knowledge; examples are like, trends, styles, characteristics, or anomalies. The suitable discovery or data mining algorithms should be recognized, as they must be pertinent to the purpose of the analysis and to the
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VOLUME 7, ISSUE 1(3), JANUARY 2018 sort of information to be analyzed. Often, the facts mining algorithms paintings extra efficaciously if they have a few quantity of domain records available containing information on attributes which have better precedence than others, attributes that are not crucial at all, or set up relationships which are already regarded. Domain records is regularly collected in know-how base, a storage mechanism similar to a database but used to keep area facts and other knowledge. When a sample is identified, it have to be examined to determine whether or not it's miles new, relevant and “accurate” by means of some standard of measure. The interpretation and assessment step may also involve extra interplay with a person or with a few agent of the user who can make relevancy determinations. When the sample is deemed applicable and useful, it is able to be deemed knowledge. The information ought to be positioned within the information base to be used in subsequent iterations. Note that the entire KDD procedure is iterative; at among the steps, there may be need to move returned to a previous step, considering no styles can be observed, new facts have to be selected for added evaluation, or the styles which are determined may not be applicable. In many step of KDD process, it's far critical to offer good visualization aid to the consumer. This is critical for two motives. First, without such visualizations, it could be difficult for customers to determine the usefulness of found information-often a photo is well worth a thousand phrases. Second, given true visualization tools, the consumer can discover things that computerized records mining tools may be unable to discover. Working as a group, the person and automatic discovery equipment offer far more effective information mining abilities than either can offer alone The Virtuous Cycle of Data Mining The promise of statistics mining is to find the thrilling styles within the massive quantity of database. But merely finding the patterns is not enough. You ought to be capable of respond to the patterns, to behave on them, in the long run turning the facts into information, the facts into action, and the action into the price. This is the virtuous cycle of records mining in a nutshell there are 4 tiers of the virtuous cycle of information mining. I. Identify the business trouble ii. Use information mining technique to transform the facts into actionable facts iii. Act at the facts iv. Measure of results. These steps are incredibly interdependent; the consequences of 1 stage are the inputs into the subsequent phase, similar to the
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VOLUME 7, ISSUE 1(3), JANUARY 2018 steps in multi-step production process. The entire technique is driven by way of consequences. Each level depends on the outcomes from the previous degree. Use of Data Mining Data mining derives its name from the similarities among searching for precious facts in a huge database. Granter group superior generation studies note indexed statistics mining and synthetic intelligence at the top of the five key era regions that “will truly have a chief impact across a extensive variety of industries with inside the next three to 5 years.” Granter additionally indexed parallel architectures and statistics mining as of the top ten new technologies in which groups will make investments at some stage in the following 5 years [3]. In reality sensible facts mining can accomplish a limited set of duties and handiest limited circumstances. The main critical factor is that it is able to be used in many issues of intellectual, financial, and enterprise interest. These issues may be phrased in terms of the subsequent six obligations. I. Classification- type includes inspecting the functions of newly offered object and assigning it to one of the predefined set of training. II. Estimation- classification offers with discrete consequences at the same time as estimation offers with constantly valued consequences. Given some enter statistics, we use estimation to come up with a fee for some unknown non-stop variable including earnings, top, or credit score card stability. III. Prediction- prediction is similar to category or estimation besides that the statistics are categorised in line with a few anticipated destiny behavior or anticipated destiny fee. In prediction project, the simplest manner to check the accuracy of the category is to wait and see. IV. Affinity Grouping- the undertaking of affinity grouping is to decide which things go collectively. Affinity grouping can also be used to become aware of cross-selling opportunities and layout attractive applications or grouping of product and offerings. Affinity grouping is one simple approach to generating regulations from statistics. If two gadgets, say cat meals and kitty clutter, occur collectively frequently sufficient, we are able to generate affiliation policies. Clustering- clustering is the mission of segmenting a heterogeneous populace into a number of extra homogeneous subgroups or clusters. Clustering differs from type within the manner that clustering does not rely on predefine classes. In clustering, there aren't any predefined instructions and no examples. The records are organization together on the basis of self-similarity. vi. Description- a while the cause of statistics mining is really to explain what is going on in complex
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VOLUME 7, ISSUE 1(3), JANUARY 2018 database in a manner that increases our expertise of the humans, products, or techniques that produced the records in the first area. A good sufficient description of a conduct will frequently suggest a reason behind it as nicely. No unmarried statistics mining device and method is equally applicable to all of the responsibilities. In commercial application, a record mining is typically employed on very massive databases. The reasons for this are twofold. In small databases, it is viable to locate interesting patterns and relationships through easy inspection of results from familiar device inclusive of spreadsheets and multidimensional query gear. Most information mining approach require big amount of education statistics containing many examples so that it will generate category policies, affiliation guidelines, clusters, or predictions. Small datasets result in unreliable conclusion based totally on threat patters. Data Mining Methodology Data mining technique can be divided into 4 ranges: i. Identify the trouble ii. Analyzing the records iii. Taking movement iv. Measuring the outcome. The first and 0.33 tiers increase especially commercial enterprise issues. For facts mining to be successful, these business problems must, of course nicely addressed. There are two basic fashion of information mining Hypothesis testing- is a top down approach that tries to verify or disprove preconceived thoughts. Knowledge Discovery- is a bottom approach that starts off evolved with the data and tries to get it to inform us something we didn’t know.’ Hypothesis Testing: Hypothesis checking out is what scientists and statisticians spend their lives doing. Testing the validity of a hypothesis is executed by using reading records that may genuinely be amassed via observation or generated through a test, which include test mailing. The hypothesis trying out method has numerous steps: i. Generate excellent ideas (speculation) ii. Determine what records might permit these hypotheses to be examined. iii. Locate the data iv. Prepare the records for evaluation v. Build computer version based totally on the data v. Evaluates computers fashions to affirm or reject hypothesis Knowledge Discovery: Knowledge discovery may be either directed or undirected. Directed Knowledge Discovery is goal oriented. There is a specific subject whose cost we want to predict, a restoration set of training to be assigned each document, or a particular dating we need to explore. The directed know-how discovery approach
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VOLUME 7, ISSUE 1(3), JANUARY 2018 has several steps: i. Identify sources of pre-categorized records ii. Prepare facts for evaluation iii. Build and educate the pc model iv. Evaluate the pc version v. Apply the Computer version to the brand new records. In Undirected Knowledge Discovery the facts mining tool is honestly set free on the information within the desire that it'll find out significant shape. One common use of undirected information discovery is marketplace basket evaluation. Another application is clustering, where agencies of records are assigned to the identical cluster if they have some aspect in common. The undirected know-how discovery approach has numerous steps: i. Identify supply of records ii. Prepare information for evaluation iii. Build and educate a pc module. Evaluate the laptop model v. Apply the laptop version to the new records vi. Identify capability goals for directed understanding discovery vii. Generate new hypothesis to check. You will note that steps I via V are similar to for directed knowledge discovery. The two additional steps mirror the fact that undirected expertise discovery is often a prelude to similarly research via more directed approach. Data Mining and the Libraries Till now we've got discusses approximately the information mining and its running. Now we're going to discover how data mining can be useful within the area of library and facts technological know-how. As in line with fifth regulation of library technological know-how “Library is a growing business enterprise”, so the extent of the library statistics is also growing with a good sized fee. For effectively and efficiently doing the library management and increasing library offerings the need of library automation and e-Library arise. But genuinely automating the library or developing an e-Library isn't always the simplest answer until and till we are not able to explore the hidden information from the huge quantity of database. This can be done by way of making use of the data mining in the library statistics. Now we take a look at the possibilities starting within the new age of information mining within the discipline of library and data science. I. Classification - By the use of facts mining we are able to increase a computer program that will update the guide class with the automated class of library contents. Classification mimics library cataloging tactics by way of grouping based and unstructured data in keeping with sure criteria inclusive of supply (e.g., authorities bodies), record kind (e.g. Maps), language, subject, or some of other standards. ii. Link evaluation-Like smart the paper materials, where comparable documents have a tendency to have similar bibliographical
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VOLUME 7, ISSUE 1(3), JANUARY 2018 references, and frequency of citation is frequently taken into consideration to mirror the high-quality or significance of file, link analysis assumes that higher- satisfactory or otherwise more proper files will normally be connected to greater often than other documents, and that hyperlinks in ac record monitor something approximately the content of a file. Link analysis can location frequently linked- to-files at the pinnacle of a listing or discover files which can be related to every different, iii. Sequence evaluation- Sequence analysis makes use of statistical analysis to perceive unlinked files that customers are possibly to need to study together. It examines the trails that users observe whilst trying to find facts and can help identify which documents users are possibly to want collectively. iv. Summarization-Though machine generated abstracts are not so good as human- generated ones in phrases of readability and content material, but they can be very useful for helping customers decide what items they need. Abstract- producing software commonly works via figuring out vast words or terms primarily based on function within files affiliation with important phrases. v. Clustering- Clustering is just like type, besides that the classes are decided by way of locating natural groupings inside the facts items primarily based on chance analyses in place of by means of predetermined groupings. Clustering and category are often used as a place to begin for exploring in addition relationships in facts. For instance, many search engine (consisting of Northern Light) smash down web sites by means of region, situation, or language before sub-arranging facts. Future of information mining in the library operating in destiny Data Mining can provide the new road map for the next technology of library with the aid of applying it for the following activities of library. i. Searching of Information (Reference Service). Since the facts of the library continuously developing with an exponential charge and the primary hassle is how you can reference the specified information shape the big amount of redundant statistics of the library. This may be possible with the aid of applying facts mining strategies; in an effort to say that the facts mining is the future of reference carrier. ii. Classification- It will update the guide type of content of the library with the laptop assisted classification, in order that the type project may be completed by using much less skilled individual in a quick and green way. This will simplify the type undertaking of the library. iii. Acquisition- as in line with 1/3 law of library technological know-how “Every book its reader”. By making use of the statistics mining within the library facts it could be effortlessly find out
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VOLUME 7, ISSUE 1(3), JANUARY 2018 the specified contents which can be necessary to accumulate subsequent. This will lessen the paintings of library personnel related to the acquisition as well as the efficient use of price range allocated to the library. Conclusion: It can be concluded that there is the want of facts mining strategies so one can redecorate and simplify the working of library like category, acquisition, movement and referencing. The primary use of statistics mining is in referencing however it could be used for some other paintings of library as nicely. So it's miles urgently wanted that systematic efforts had been take location to develop information mining techniques and algorithms for library database.
References: 1. Frawley, W., Piatetsky-Shapiro, G., Matheus, C. J., “Knowledge Discovery in Database an Overview,” in knowledge Discovery in Databases, G. Piatetsky- Shapiro and W. Frawley, (Eds.), MIT Press, 1991 2. Wiederhold, G., “Knowledge Versus Data,” in on Knowledge Base Management Systems: Integration Artificial Intelligence and Database Technologies, Brodie, M. and Mylopoulos, J. (Eds.), SpringerVerlag, 1986. 3. Dhiman, Anil K., Data Mining and its use in Libraries, CALIBER-2003. 4. Carbone, Patricia L., Data Mining or “Knowledge Discovery in Databases” : An Overview, MITRE Corporation, 1997 5. Berry, Michael J.A., Linoff, G., Data Mining Techniques for Marketing, Sales and Customer Support, Wiley Computer Publishing. 6. Fayyed, U., R. Uthursamy, (Eds.), Proceeding of the first international conference on knowledge discovery and data mining, The AAAI Press, Menlo Park, CA, 1995. 7. Han, J., Kamber, M., Data Mining: Concept and Techniques, Morgan Kaufmann Publishers, 2002. 8. Adriaans, P., Zantinge, D., Data Mining, Pearson Education, 2003. 9. Rangnathan, S.R., Five laws of library science, Sarda Rangnathan Endowment for Library Science, Banglore 1993.
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