Volume6 Issue9(3)

Volume 6, Issue 9(3), September 2017 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 Faculty, Department of Philosophy Andhra University – Visakhapatnam - 530 003 Andhra Pradesh – India

EDITORIAL BOARD MEMBERS

Prof. S.Mahendra Dev Vice Chancellor Prof. Fidel Gutierrez Vivanco Indira Gandhi Institute of Development Founder and President Research Escuela Virtual de Asesoría Filosófica Mumbai Lima Peru

Prof.Y.C. Simhadri Prof. Igor Kondrashin Vice Chancellor, Patna University The Member of The Russian Philosophical Former Director Society Institute of Constitutional and Parliamentary The Russian Humanist Society and Expert of Studies, New Delhi & The UNESCO, Moscow, Russia Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University Dr. Zoran Vujisiæ Rector Prof. (Dr.) Sohan Raj Tater St. Gregory Nazianzen Orthodox Institute Universidad Rural de Guatemala, GT, U.S.A Former Vice Chancellor Singhania University, Rajasthan Prof.U.Shameem Prof.K.Sreerama Murty Department of Zoology Andhra University Visakhapatnam Department of Economics Andhra University - Visakhapatnam Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Dr.V.Venkateswarlu Vizianagaram Assistant Professor Dept. of Sociology & Social Work Dr. Kameswara Sharma YVR Acharya Nagarjuna University, Guntur Asst. Professor Dept. of Zoology Prof. P.D.Satya Paul Sri. Venkateswara College, Delhi University, Department of Anthropology Delhi Andhra University – Visakhapatnam I Ketut Donder Prof. Josef HÖCHTL Depasar State Institute of Hindu Dharma Department of Political Economy Indonesia University of Vienna, Vienna & Ex. Member of the Austrian Parliament Prof. Roger Wiemers Austria Professor of Education Lipscomb University, Nashville, USA Prof. Alexander Chumakov Chair of Philosophy Dr. N.S. Dhanam Russian Philosophical Society Department of Philosophy Moscow, Russia Andhra University Visakhapatnam Dr.B.S.N.Murthy Dr.Ton Quang Cuong Department of Mechanical Engineering Dean of Faculty of Teacher Education GITAM University University of Education, VNU, Hanoi Visakhapatnam Prof. Chanakya Kumar Dr.S.V Lakshmana Rao Department of Computer Science Coordinator University of Pune,Pune A.P State Resource Center Visakhapatnam Prof. Djordje Branko Vukelic Department for Production Engineering Dr.S.Kannan University of Novi Sad, Serbia Department of History Annamalai University Prof. Shobha V Huilgol Annamalai Nagar, Chidambaram Department of Pharmacology Off- Al- Ameen Medical College, Bijapur Dr. B. Venkataswamy H.O.D., & Associate Professor Prof.Joseph R.Jayakar Dept. of Telugu, P.A.S. College Department of English Pedanandipadu, Guntur, India GITAM University Dr.E. Ashok Kumar Hyderabad Department of Education North- Eastern Hill University, Shillong Prof.Francesco Massoni Department of Public Health Sciences Dr.K.Chaitanya University of Sapienza, Rome Department of Chemistry Nanjing University of Science and Prof.Mehsin Jabel Atteya Technology Al-Mustansiriyah University People’s Republic of China College of Education Department of Mathematics, Iraq Dr.Merina Islam Department of Philosophy Prof. Ronato Sabalza Ballado Cachar College, Assam Department of Mathematics Dr. Bipasha Sinha University of Eastern Philippines, Philippines S. S. Jalan Girls’ College University of Calcutta, Calcutta Dr.Senthur Velmurugan .V Librarian Prof. N Kanakaratnam Kalasalingam University Dept. of History, Archaeology & Culture Krishnankovil Tamilnadu Dravidian University, Kuppam Andhra Pradesh Dr.J.B.Chakravarthi

Dr. K. John Babu Assistant Professor Department of Journalism & Mass Comm Department of Sahitya Central University of Kashmir, Kashmir Rasthritya Sanskrit Vidyapeetha, Tirupati

Dr.T.V.Ramana Prof. R. Siva Prasadh Department of Economics, Andhra University Institute of Advanced Studies in Education Campus, Kakinada Andhra University, Visakhapatnam

® © 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.

Volume 6 C OIssue N T E9 (N3 )T S September 2017

S. Pg.

No No 1. OCTAPACE Climate in Banking Sector - A Case Study of 1 Union Bank of India Oruganti Surya Soma Sankar

2. Differently Abled Youth : Challenges and Prospects of 17 Empowerment – A Study P.Usha and S.A.Durga Prasad (Siddu)

3. Impact of Marketing Mix on Customer Satisfaction 53 Towards the Mobile Network Industry in Hyderabad - Telangana State Sakru Ketavath

4. A Study of Promotional Strategies Adopted by Leading 72 Banks in India Richa Singhal

5. A Review on Psycho-Social Problems of Adolescents at 97 Higher Secondary Education Level Dolly Kumar, Chayanika Bordoloi and Chandan Bordoloi

6. According to Bagavath Gita - Life Style 110 A. Padmaja

7. Financial and Non-Financial Problems Faced by the 118 Engineering Goods Exporters in Southern States of India S. Karpagalakshmi and A.Muthusamy

A Study8. On Interest in Mathematics of IX Class Students 139 M.Soundara Rajan and Manda Naveen

9. Colleges Need More Managers than Teachers 148 Puspa Patra

10. Modeling and Static Analysis of the Piston by Using 156 Composite Materiels for Finding out Maximum, Minimum and Shear Stress Deformations. G. Vijay Prakash and A. V. Ratna Prasad 11. Geo-Fencing: A Study of Geospatial Solution 167 M. Laxminarayana

12. Can Shakespeare be Indian? Yes it Can Be: “RETH – 180 Songs of the Sand” is a Play an Adaptation of “Merchant of Venice” P.Kondal Reddy

13. Issues Relating to Health Conditions in Tribalareas: A 187 Study of Vizianagaram District in Andhra Pradesh Srinivasarao Sahukari 14. 200 भगवगीता – पारमािमकोपनषत ्

आचाय वेदातं ीवणुभाचायुलु 15. Status of Differently Abled Persons in Guntur District of 209 Andhra Pradesh B.Venkata Durga Prasad and P.Venkata Rao

16. Human Trafficking and Human Rights Violation: An 225 Analysis Jayanta Baruah

17. Individual and Social Morality: Buddhist Perspective 241 Radha Rani.P and Pravitha.R

18. Literature Survey on Job Satisfaction of School Teacher 254 From 2015 – 2017 M.Sridevi and T.G. Amuthavalli

19. Gender Discrimination in Various Stages of Women’s life 268 in India Kongala Rama Rao

20. An Analysis of the Ethno Socio Identify Crisis of the 274 Chutiya Community of Assam Rekhamoni Chutia

21. e/;izns'k ds vuqlwfpr tutkfr dk tulaf[;dh v/;;u 287 ¼1961&71½ MkWå lhek f}osnh , MkWå vkHkk iky

22. Importance of Karma-Yoga in Vivekananda’s Philosophy 299 Shinamol. J 23. Conflict Between Bourgeois and Underdogs in Kesava 307 Reddy’s the Last Hut Venkatyadav Avula 24. 317

Shaik Nagamastanvali

ISSN : 2277 – 7881 Dr. K. VICTOR BABU Impact Factor :4.527(2016) M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit) Index Copernicus Value: 5.16 Faculty of Philosophy and Religious Studies & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Andhra University, Visakhapatnam Pin - 530 003 , Andhra Pradesh – India

Editorial……

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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OCTAPACE CLIMATE IN BANKING SECTOR-A CASE STUDY OF UNION BANK OF INDIA Oruganti Surya Soma Sankar Assistant Professor Baba Institute of Technology and Sciences Visakhapatnam Abstract: Keeping the improvement of Social, Economical and Work life Conditions in view, there crop up an idea of Developing Human Beings. Increasing the knowledge, the skills, and the capabilities of all the people in the Society; Accumulating Human Capital and its effective investment in the Economy; Exploiting Employee’s potentials for achieving Personal and Organizational goals is the Essence of Human Resource Development. The goal of every organization is to remain dynamic and effective in a rapidly changing internal and external environment. Every organization is a living organ vested with features akin to a human being and HRD is the heart of this living being. HRD is a Conceptual Process of building Competencies, Commitment and Culture which is integrated with the Business Strategy of every organization and the Banking business is not an exception. Owing to the Technological Development, Banks are working to identify new business niches, to develop customized services, to implement innovative strategies and to capture new market opportunities. With further globalization, consolidation, deregulation and diversification of the financial industry, the banking sector has become even more complex. HRD climate studies in Banks are few; hence this study is undertaken with a view to focus on HRD Climate in Union Bank of India (A Leading Public Sector bank) with a particular sample reference in Visakhapatnam, Andhra Pradesh. Key Words: HRD Concept, HRD Climate, HRD Mechanisms OCTAPACE Climate, OCTAPACE Climate Dimensions, Managerial Effectiveness. CHAPTER—I INTRODUCTION: Human Resource Development is an Organized Learning Experience aimed at matching the need of the organization with those of the need

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of the individuals for career growth and development. It is a systematic process of producing behavioral changes in human workforce to develop their knowledge and skills to become capable of facing the competitive edge in today’s globalized era. Human Resource like knowledge, skills, creative abilities and talents play an important role in deciding the efficiency and effectiveness of an organizations work force. However, enhancement of utilization depends on improvement of the human resource aspects like skill, knowledge, creative abilities and talents and molding of other aspects like values, believes aptitude and attitude in accordance with the changing requirements of groups, organizations and society at large. This process is the essence of Human Resource Development. (Pareek., 1981)

1.1 HRD CONCEPT: Human Resource Development (HRD) is a dynamic academic discipline but an old well-established field of practice. The purpose of HRD is to focus on the resource that humans bring to the success equation— both personal success and organizational success. The two core threads of HRD are (a) individual and organizational learning and (b) individual and organizational performance. (Watkins & Marsick, 1996)

1.2 ORGANIZATIONAL CLIMATE AND HRD CLIMATE: HRD aims at developing the competencies of the employees on the one hand and building HRD Climate on the other, to utilize these competencies and contribute to the organizational growth. HRD Climate constitutes of General Climate, HRD Mechanisms and OCTAPACE Climate. General Climate highlights the extent to which the management of an organization has sincere intention, determined will and takes supportive actions for developing its manpower.

1.3 OCTAPACE CLIMATE: OCTAPACE climate is an integral part of HRD climate. It can be defined as perceptions of the employee on the developmental environment of an organization. This developmental climate will have the following characteristics (T.V.Rao, 1991):

• Openness can be defined as a spontaneous expression of feelings and thoughts that apply in both directions of receiving and giving related to ideas / feedback.

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 Collaboration is the culture in which people are keen to help each other. Collaboration involves working together which will be reflected in strong teams.

• Trust is reflected in maintaining the confidentiality of information shared by others and in not misusing it. Peers helping when sub ordinate’s need.

• Authenticity is the congruence of what one feels, stated values and actual gap. It results in reduction in distortion of Communication.

 Proactive means taking initiatives and explore the alternatives well in advance.

 Autonomy is giving freedom to let employees work independently with responsibility.

• Confrontation is facing rather than shying away from problems. It also implies a deeper analysis of interpersonal problems.

• Experimentation will generally emphasize the risk taking aspect of the organization. CHAPTER –II Review of Literature: Here an attempt is made to provide reviews of some related works on HRD Climate. Research Studies on HRD Climate in Visakhapatnam:

 VISWESWARA RAO highlighted the need of development of human resource to provide better services to the bank customers. In his research thesis, he covered the Human resource development part in public sector banks of Andhra Pradesh. He further explained that, in public sector banks there is a greater need of human resource development programme to face the upcoming market competitions. (rao, 1996)

 RAMA MOHANA RAO compared the human resource development in public and private sector banks. He discussed the outcome of standard human resource development. He explained how the HR developmental programmes in the banks boost the banking services and customer satisfaction. (rao C. R., 1997)

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 ARAVIND studied in his research thesis, in detail about the human resource development in commercial banks, a case study of a leading public sector bank SBI in Karnataka Area. He even analysed that the HRD practices in State Bank of India is standard and some changes required for strengthening the manpower of SBI. He also noted the role of employees union in HRD function of the Bank. (aravind, 2002)

 BHASKAR studied in his research thesis, the human resource and development policies and practices followed in the leading nationalised bank SBI. He also noted that how the developmental policies will impact on the performance of banks. He further examined in detail the policies and practices actually followed and its pros and cons. ranches in rural area, so it is very important to examine the man power planning and development practices followed in the banks. (Reddy, 2005)

2.1 RESEARCH GAP: Majority of the Research works focused on the HRD concepts only. Research Works on OCTAPACE Climate are very few. Even in the research studies made by several scholars, only theoretical perspectives of the HRD Climate have been focused. How the OCTAPACE climate dimensions are effecting or influencing the employee’s behavior and effectiveness particularly in Banks is so far untouched. Thus, the above cited Review of Literature connotes that there is need to conduct Research Studies on “What are the different facets of OCTAPACE Dimensions that have bearing on the Effectiveness in Union Bank of India, Visakhapatnam”. CHAPTER—III RESEARCH METHODOLOGY: MEANING:

 The main purpose of this study is to identify and evaluate the effects of OCTAPACE climate dimensions in Union Bank of India, Visakhapatnam.

3.1 Objectives of the Present Research:  To Examine the OCTAPACE Dimensions of the chosen Executives and Non Executives of Union Bank, Visakhapatnam.

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 To suggest the remedial measures for the Effectiveness in Union Bank, Visakhapatnam

3.2 HYPOTHESIS:  Ho1: There is NO significant impact of OCTAPACE Dimensions on the employee effectiveness in Union Bank, Visakhapatnam

3.3 SCOPE :  The scope of the present research is limited to the Effect of OCTAPACE dimensions in Union Bank, Visakhapatnam.

3.4 LIMITATIONS:  The subject study is confined to OCTAPACE dimensions  Collection of Primary data through questionnaire limited to the UBI Visakhapatnam branches only.

 Sample of respondents is limited to 320 owing to voluminous Universe.

3.5 RESEARCH DESIGN: Questionnaire survey method has been used to obtain the data.

3.6 UNIVERSE OF THE STUDY: The universe of the study comprises of all the employees working in Union Bank of India

3.7 DETERMINING SAMPLING DESIGN: After designing the above questionnaire it has been administered to 320 respondents on the Simple randomly chosen 150 Executives and 170 Non- executives in the respective branches of Union Bank of India, Visakhapatnam CHAPTER- IV: INDUSTRY PROFILE: STRUCTURE OF BANKS IN INDIA: Banks can be broadly classified into three categories: Co-Operative Banks, Commercial Banks and Development Banks based on the purpose of formation.

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(a) Scheduled Banks: Scheduled Banks in India are the banks which are listed in the Second Schedule of the Reserve Bank of India Act1934. The scheduled banks enjoy several privileges as compared to nonscheduled banks. Scheduled banks are entitled to receive refinance facilities from the Reserve Bank of India. They are also entitled for currency chest facilities. They are entitled to become members of the Clearing House. Besides commercial banks, cooperative banks may also become scheduled banks if they fulfill the criteria stipulated by RBI.

(b) Non-scheduled banks: These are those banks which are not included in the Second Schedule of the Reserve Bank of India. Usually those banks which do not conform to the norms of the Reserve Bank of India within the meaning of the RBI Act or according to specific functions are classified as nonscheduled banks. Table4.1: Classification of Banks Reserve bank of india Co-operative Commercial Development banks banks(scheduled/nonscheduled) banks Public sector banks Sidbi Short term Foreign banks credit institutions Nabard Private sector banks(old /new)

Long term credit Local area banks Nhb institutions

Regional rural banks

Exim bank

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CHAPTER—V: ORGANIZATIONAL PROFILE:

Union Bank of India was originally incorporated on November 11, 1919 in Mumbai with the name The Union Bank of India Ltd. In the year 1921, the Bank shifted their registered office to Mumbai Samachar Marg, Fort, Mumbai, which was inaugurated by Mahatma Gandhi. Union Bank has been playing a very proactive role in the economic growth of India and it extends credit for the requirements of different sectors of economy. Industries, exports, trading, agriculture, infrastructure and the individual segments are sectors in which the bank has deployed credit to spur economic growth and to earn from a well diversified portfolio of assets. Global Business recorded as high as Rs. 620445 crore as on March 31, 2016.

1. Share of CASA deposits improved by 310 bps to 32.3% from 29.2% in March 31, 2015. Savings deposit grew at 13.4%, while share of high cost deposits declined to 2.1% (Mar 2016) from 3.0% (Mar 2015).

2. The focus on CASA facilitated in sequential improvement in NIM by 10 bps to 2.32%.

3. Non-interest Income for FY 2015-16 up 3.1% compared to a year ago.

4. Increase in Operating expenses during FY 2015-16 contained at 1.30%.

5. Net Profit for FY 2015-16 stood at Rs. 1352 crore. Net Profit for January-March 2016 stood at Rs. 97 crore compared to Rs. 78 crore for October – December 2015.

6. Gross NPAs as percent to gross advances stood at 8.70%. Recovery and up gradation significantly improved to Rs. 395 crore in January-March 2016 from Rs.196 crore in October – December 2015.

7. Capital Adequacy Ratio (Basel III) improved both sequentially and on annual basis to 10.56%. Tier I CRAR is 8.14%, within which CET1 is 7.95%.

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Union Bank of India won all the Six Banking Technology Awards from IBA (Indian Bank’s Association) in Best Technology Bank of year, Best use of Digital & Channels Technologies, Best use of Technology to enhance Customer Experience, Best Risk Management, Fraud, Cyber Security, Best Financial Inclusion Technology Initiatives and Best Payment Initiatives. On the technology front the Bank has taken early initiatives and 100% of its branches are computerized. The Bank has also introduced Core Banking Solution with connectivity between branches. 100% of the business of the Bank is under Core Banking Solution making it a leader among its peers in infusion of technology. Many innovative products are developed using the technology platform to offer an array of choices to customers, adding speed and convenience to transactions. Technology will also enable the Bank to derive substantial cost reduction while creating the requisite capacity to handle the ever increasing volume of business in a competitive environment that offers immense opportunities. CHAPTER—VI: DATA ANALYSIS AND INTERPRETATION: Data Analysis is made with the help of the SPSS package as below: 1) OPENESS Frequen Percen Valid Cumulat cy t Percent ive Percent Vali NEVER 130 40.3 40.3 40.3 d SOMETIMES 122 38.1 38.1 78.4 UNDECIDED 6 1.9 1.9 80.3 USUALLY 36 11.6 11.6 91.9 ALWAYS 26 8.1 8.1 100.0 Total 320 100.0 100.0 2) CONFRONTATION Frequen Percen Valid Cumulat cy t Percent ive Percent Vali NEVER 3 .9 .9 .9 d SOMETIMES 27 8.4 8.4 9.4 UNDECIDED 1 .3 .3 9.7 USUALLY 105 33.1 33.1 42.8 ALWAYS 184 57.2 57.2 100.0

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Total 320 100.0 100.0 3) TRUST Frequen Percen Valid Cumulat cy t Percent ive Percent Vali NEVER 9 2.8 2.8 2.8 d SOMETIMES 31 9.7 9.7 12.5 UNDECIDED 4 1.3 1.3 13.8 USUALLY 114 35.9 35.9 49.7 ALWAYS 162 50.3 50.3 100.0 Total 320 100.0 100.0 4)AUTONO MY Frequen Percent Valid Cumulativ cy Percen e Percent t Valid NEVER 7 2.5 2.5 2.5 SOMETIME 28 8.8 8.8 11.3 S UNDECIDE 7 2.2 2.2 13.4 D USUALLY 151 47.5 47.5 60.9 ALWAYS 127 39.1 39.1 100.0 Total 320 100.0 100.0 5) PROACTIVITY Frequency Percen Valid Cumulati t Percent ve Percent Vali NEVER 73 22 22 22 d SOMETIM 63 20 20 42 ES UNDECID 16 5 5 47 ED USUALLY 75 23 23 70 ALWAYS 93 30 30 100.0

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Total 320 100.0 100.0

6) AUTHENTICITY Frequenc Percen Valid Cumulativ y t Percen e Percent t Vali SOMETIME 9 2.8 2.8 2.8 d S UNDECIDE 4 1.3 1.3 4.1 D USUALLY 95 30.0 30.0 34.1 ALWAYS 212 65.9 65.9 100.0 Total 320 100.0 100.0

7) COLLABORATION Frequenc Percen Valid Cumulativ y t Percen e Percent t Vali NEVER 8 2.5 2.5 2.5 d SOMETIME 30 9.4 9.4 11.9 S UNDECIDE 14 4.1 4.1 15.9 D USUALLY 58 18.4 18.4 34.4 ALWAYS 210 65.6 65.6 100.0 Total 320 100.0 100.0

8) EXPERIMENTATION Frequenc Percen Valid Cumulativ y t Percen e Percent t Vali NEVER 52 16.6 16.6 16.6 d SOMETIME 104 32.2 32.2 48.8 S UNDECIDE 14 4.4 4.4 53.1

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D USUALLY 82 25.6 25.6 78.8 ALWAYS 68 21.3 21.3 100.0 Total 320 100.0 100.0

Table 6.1: TOTAL OCTAPCAE DIMENSIONAL ANALYSIS :

DIMENSION Always Usually Undecided Some Never Total (%) (%) (%) times (%) OPENNESS 15(10) 29(19) 2(1) 69(46) 35(24) 150 EXE 11(6) 7(4) 4(2) 53(32) 95(56) 170 NON EXE CONFRONTATION 99(66) 42(28) - 9(6) - 150 E 85(50) 63(37) 1(1) 18(11) 3(1) 170 N TRUST 80(53) 55(37) 3(2) 10(7) 2(1) 150 E 82(48) 59(35) 1(1) 21(12) 7(4) 170 N AUTONOMY 78(52) 63(42) 3(2) 4(3) 2(1) 150 E 49(29) 88 4(2) 24(14) 5(3) 170 N PROACTION 48(32)) 37(25) 11(7) 32(21) 22(15) 150 E 45(26) 37(22) 6(4) 31(18) 51(30) 170 N AUTHENTICITY 108(72) 39(26) 1(1) 2(1) - 150 E 104(61) 56(33) 3(2) 7(4) - 170 N COLLABORATION 95(63) 32(22) 10(7) 13(8) - 150 E 115(68) 26(15) 4(2) 17(10) 8(5) 170 N EXPERIMENT 30(20) 57(38) 10(7) 40(27) 13(8) 150 E 38(22) 25(15) 4(2) 64(38) 39(23) 170 N

INFERENCE:

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 Out of all dimensions of OCTAPACE, with (96%) “Authenticity Dimension” has occupied the First Position. This reveals that in UBI majority of employees are believable, genuine, trustworthy, reliable, truthful, and dependable.

 With 91% , “ Confrontation Dimension” stood in Second Position. Majority of the UBI employees are very open, and participative in problem solving situations. This is one more important feather in the UBI management cap, owing to the Employees ability of solving the problems amicably without any jeopardy.

 Autonomy at 88% and Trust with 87% and Collaboration with 84% could occupy the third and respective positions with marginal difference.

 Totally all most all the important dimensions of OCTAPACE have been prevailed in UBI. Freedom in work environment, believing the colleagues, maintaining good team spirit are the basic elements of autonomy, trust and collaboration. It is impossible to achieve organizational goals without the above cited five elements. Thus in UBI, both the Executives and Non executives unanimously agreed that Authenticity, Confrontation, Autonomy, Trust and Collaboration are the main pillars up on which a beautiful mansion of UBI is built in. CHAPTER VII: SUGGESTIONS AND RECOMMENDATIONS: Based on the Data analysis and interpretation the following suggestions are recommended:

1. There is an urgent need to improve the Openness element so that better Interpersonal relations and communication prevail in UBI.

2. Encouraging initiative, drive and sharing of departmental future plans with sub ordinates shall be given priority such that dimension of Pro Activity will be improved

3. Top management shall invariably look into aspects of the Creativity, New methods enabling to increase the Experimentation perspectives of OCTAPACE in UBI

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4. RECOMMENDATION ON IMPLEMENTATION OF HRD CONCEPT: Every Organization shall be given HRD certification by The Ministry of Human Resource Development , when all the processes are routed through the Integrated HRD system and when a congenital OCTAPACE climate prevails like in UBI CHAPTER VIII ANNEXURES/ BIBLIOGRAPHY Abbas, M. H. (july 2014). HRDC climate in the Indian Banking sector. pacific business review international , vol 7 issue 1. Abraham, E. (1988). HRD in Banks. newdelhi: oxford& ibh . chaudhury, D. N. (may2011). hrd climate and job satisfaction. international journal of computing research , vol 2 iss2. india, u. b. (2015). annual report2014-15. mumbai: union bank of india. M.Srimannarayana. (2008). HRD climate in banks. Indian Journal of Industrial relations . T.V.Rao. (1991). Readings in HRD. New Delhi: Oxford& IBH. tangirala, h. (2002). hr policies. international journal of management , 49-51. Tiwari, D. T. (2003). hrm practices concepts and cases. rohtak: prakashana. Tripathi, P. C. (2014). HRD. new delhi: sultanchandsons. VC, J. V. (1997). HRD CLIMATE IN INDIAN INDUSTRY. PRODUCTIVITY , 37(4)628-639. vidya, d. s. (2002). hrd in banks. kolhapur: omkar prakashan. Watkins & Marsick, 1. (1996). HRD aprofessional field of practice. sanfransisco: B K publishers. 8.1 : QUESTIONNAIRE PROFORMA: 1. Name of the Employee: Mr/Mrs 2. Age: 3. Designation: 4. Qualification: 5. Name of the Department: 6. Total No. of years of service:

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1.OCTAPACE CLIMATE DIMENSIONS IN UNION BANK OF INDIA ,VIZAG

Sl QUESTION/STATEMENT Always Usually Undecided Some Never No times

1 I do not hesitate to discuss my personal problems 5 4 3 2 1 with my superiors

2 I will discuss the official problems openly with my 5 4 3 2 1 superiors and try to solve rather than accusing

each other. 3 I trust my colleagues. When I commit any 5 4 3 2 1 mistake, my superiors help me to realize with

good understanding so that there will be no choice for reoccurrence. 4 When my senior delegates authority I will take it 5 4 3 2 1 as an opportunity for my development

5 I am encouraged to take initiative and perform 5 4 3 2 1 my new assignments without waiting superiors instructions 6 When I attend Training Programme, I will learn 5 4 3 2 1 and take the feedback in right spirit for career development

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7 My superiors will inform in advance and prepare 5 4 3 2 1 us about our department’s future plans 8 I will be encouraged by my superiors when I 5 4 3 2 1 experiment with new methods and creative ideas 9 Team spirit is of high order in our department. 5 4 3 2 1 [OCTAPACE DIMENSONS ARE 1) OPENNESS, 2) CONFRONTATION, 3) TRUST 4) AUTONOMY, 5) PROACTIVITY, 6) AUTHENTICITY, 7) COLLABORATION, 8) EXPERIMENTATION] 2.IMPACT OF OCTAPACE CLIMATE ON MANEGRIAL EFFECTIVENESS IN UBI ,VSP.

Sl STATEMENT/QUESTION Strongly Agree Cannot say Disagree Stro No agree ngly disa gree 1 Development of and belief in Sub-Ordinates are 5 4 3 2 1 seen as an important part of the Managers 2 Performance Appraisal Reporting is based on 5 4 3 2 1 objective assessment. 3 Objectives, Goals and Targets are shared with all 5 4 3 2 1 the concerned employees of the department for proper planning and execution of tasks

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4 Managers always Support, Guide and Encourage 5 4 3 2 1 sub ordinates and Counseling them is common in this Department 5 In case of difference of opinion, the Management is 5 4 3 2 1 always Open, democratic and participative to minimize the conflicts 6 Strict adherence of principles of Discipline is the 5 4 3 2 1 manager’s priority in our department 7 Implementing the customer relationship 5 4 3 2 1 programmes in true spirit is the main agenda our managers 8 Identifying the Training Needs in a scientific way 5 4 3 2 1 and conducting Post training performance appraisals are the important HR managerial functions of our Department 9 Communicating strengths and weaknesses of the 5 4 3 2 1 Employees by the Supervisors and Encouraging suggestions of Employees through the UP ward communication is common in our department. [DIMENSIONS OF MANAGERIAL EFFECTIVNESS ARE 1)BELIEF IN SUB ORDINATES, 2) TASK ASSESMENTS, 3) PLANNING & COORDINATING, 4) MOTIVATING, 5) CONFLICT MANAGEMENT, 6) COMMUNICATION AND DISCIPLINE, 7) CLIENT FOCUS, 8) TRAINING AND DEVELOPMENT]

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DIFFERENTLY ABLED YOUTH: CHALLENGES AND PROSPECTS OF EMPOWERMENT – A STUDY

Dr.P.Usha S.A.Durga Prasad (Siddu) Assistant Professor Post Graduate Student Dr.Durgabai Deshmukh Centre Dr.Durgabai Deshmukh Centre for Women’s Studies for Women’s Studies Andhra University Andhra University Visakhapatnam, AP Visakhapatnam, AP

“Strength does not come from physical capacity. It comes from indomitable will” - Mahathma Gandhi

Introduction

Disability is not just a health problem. It is a complex phenomenon. Crippled persons are differently abled and may also be called as physically challenged, because they have problem with their body that makes it difficult for them and challenge to do things that others can do easily. In brief, people with disablement are among the most marginalized groups in the world and have poorer health outcomes, lower education achievements , less economic participation and higher rates of poverty than people with abilities (WHO 2011). As per census 2011, in India, out of 121 crore people about 2.68 crore persons are disabled which is 2.2%of the total population. Out of 2.68 crores, 1.5 crore disabled are males and 1.18 crore are females. Majority (69%) of the disabled population resided in rural areas. Education is very important for every person regardless of his/her age, gender, race, economic status, as well as physical ability or disability. The literacy rates for persons with disabilities are much lower than that of the non-disabled population of the country .The overall literacy rate for persons with disabilities is 59 % compared to 74 % of the general population. The literacy level of women with disabilities in

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urban areas is 61%, which is 9% lower than their male counterparts . While women with disabilities in rural areas are worse with a literacy rate of 38% , 20% lower than disabled males . Their educational needs in terms of content, technology, training and supporting remain unfulfilled ( Census 2011).

Education is the most essential ingredient for empowering the people. The disabled persons without education may not have any prospects for their empowerment. Though some of them are studying in higher educational institutions, they are not in a position to get employment opportunities due to inadequate skills which are essential for gaining employment . In this context, the present study focused on factors which help to empower the physically challenged youth and thereby bringing them into the main stream of the society. Empowerment captures the sense of gaining control, participation and decision-making. Especially participation of youth in different situations enables them to shoulder responsibilities , thus leading to empowerment . Youth empowerment mainly concentrates on the growing opportunities for young people and their achievements in the society. Since it is a process of awareness and capacity building which leads to greater participation, decision-making power and control and to transform into action , people must have the facility to involve in the process. It is possible only through education which creates awareness and improves their capacities and helps them to transform into action . Due to disabilities , a considerable percentage of the youth are unable to enjoy even the right to access equitable and quality education.

Purpose of the Study

The main purpose of the study was to examine the problems being faced by physically challenged students studying in educational institutions with a view to find out the ways for their empowerment .

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Specific Objectives

More specifically , the main objectives of the study are as follows

1) Examine the socio-economic status of physically challenged youth with a view to understand whether the socio-economic factors are favourable for their empowerment.

2) Understand the nature and reasons of impairment in order to find out the possibility to reduce the extent of the problem.

3) Examine the physical challenges that are being faced by the disabled youth in public places with a view to focus on alternative arrangements for their convenience.

4) Highlight the required privileges or facilities of the physically challenged youth which help them to become empowered.

5) Review the government Acts and policies which encourage the physically challenged youth to pursue higher education and become self-dependent in the society.

6) Analyze the role of organizations/institutions/civic society in empowering the disabled youth.

Research Methodology

Primary data has been obtained from the physically challenged students both women and men , studying in various educational institutions in Visakhapatnam City. The sample consists of 75 differently abled students. Since the study was confined to the youth , the respondents in the age group of 15-24 years who are studying higher secondary to University education , are selected. As the purpose of the study was to examine the problems being faced by the physically challenged students, the data has been covered from respondents who have been suffering from physical impairments like physically handicapped, hearing impaired , speech disability and visual

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impairment. A well structured questionnaire was employed in order to analyze the socio-economic status of the respondents, nature and history of impairment, challenges, privileges /facilities they have or wish to have for their empowerment and peoples participation in empowering physically challenged youth. Focus Group Discussions were conducted with a view to identify their requirements for self- dependence. Simple statistical tools like averages and percentages are used to analyze the data.

Limitations

The present study has been limited to the respondents studying in Visakhapatnam city which is the district headquarters and nearer to the backward areas of North Coastal Andhra Pradesh. It was observed that the disabled not only from this region but also from the other places prefer to study in the educational institutions located in Visakhapatnam city as there are special boarding and lodging facilities to the differently abled students especially visually impaired which are run by the welfare societies. The other disabled students are residing in the hostels affiliated to the educational institutions.

Review of literature

Disability is an umbrella term, covering impairments, activity limitations and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual involvement in life situations (WHO). S.Ganesh Kumar, Gautam Roy and Sitan Shusekhar Kar (2012) in their article on ‘Disability and Rehabilitation Services in India; Issues and Challenges” stated that disability is an important public health problem especially in developing countries like India. The problem will increase in future because of increase in the trend of non-communicable diseases and change in age

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structure with an increase in life expectancy. The issues are different in developed and developing countries, and rehabilitation measures should be targeted according to the needs of the disabled with community participation. In India, a majority of the disabled resides in rural areas where accessibility, availability, and utilization of rehabilitation services and its cost-effectiveness are the major issues to be considered. Research on disability burden, appropriate intervention strategies and their implementation to the present context in India is a big challenge. The study concluded that research is essential for increasing public understanding about disability issues, informing disability policy and programmes, and efficiently allocating resources. Some of the important areas of research can be quality of life and wellbeing of people with disabilities; barriers to mainstream and specific services, and what works in overcoming them in different contexts; accessibility and universal design programmes appropriate for low- income-settings.

C.Gobala Krishnan (2013) in his article on “Problems faced by physically challenged persons and their awareness towards welfare measures” explained that there are four types of physically challenged, they are physically handicapped, Blind, Deaf, and Dump. The term disabled suggests a state of helplessness; something which falls short of the norm or standard viz., ’physical fitness’. Problems of the physically challenged are the existing transportation and infrastructural facilities available to disabled are hardly adequate. . Feeling of insecurity by the disabled while traveling in private buses. The disabled person is largely dependent on a family because they get, economically and emotional support from family, friends and relatives and also gets encouragement. The study concluded that the officials and other service providers must know the various welfare schemes of the physically challenged and that in turn help them to introduce the same to the beneficiaries. The new schemes should be given sufficient publicity and awareness campaigns

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should be conducted at various level , there by integrating this group into society’s mainstream. N. Janardhana, D. Muralidhar, D. M. Naidu, and Guru Raghevendra (2015); in their work on “Discrimination against differently abled children among rural communities in India: Need for action” argued that people with disabilities in India are subject to multiple deprivations and limited opportunities in several dimensions of their lives. Their families and caregivers also go through lot of stress and challenges in having a person with disability at home which ultimately leads to grave discriminating practices towards these people. The study concluded that during the last two decades, there has been a growing realization that institutional care for the disabled is not entirely suitable for their individual needs, dignity and independence. A movement towards community based rehabilitation has picked up pace and contribute toward greater independence and self sustainability of the disabled.

Government Acts , Policies and Schemes for improving the conditions of physically challenged persons.

The government enacted the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 , to ensure equal opportunities for people with disabilities. The Act aims to make the disabled self reliant and financially independent by offering education, rehabilitation guidance, vocational training, job reservation, employment, a special insurance scheme for disabled employees as well as an unemployment allowance. In addition it also provides for research and manpower development, creation of a barrier- free environment and construction of homes for persons with severe disability. The Government has also introduced a National Policy for Persons with Disabilities in 2006 which deals with Physical, Educational & Economic Rehabilitation of persons with disabilities. In addition the policy also focuses upon rehabilitation of women and children with disabilities, barrier free environment, social security,

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research etc.. This policy recognizes that people with disabilities are valuable human resources of the country. It aims to build an environment that offers them equal opportunities, protection of their rights and full participation in society. The policy also identifies non- governmental organizations as vital institutions that provide affordable services to the disabled, complementing government efforts. ( Govt. of India report, 2011 )

Convention on the rights of persons with disabilities (2006) lays down the following principles for empowerment of persons with disabilities,- (a) respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and independence of persons; (b) non-discrimination; (c) full and effective participation and inclusion in the society; (d) respect for difference and acceptance of persons with disabilities as part of human diversity and humanity (e) equal opportunity; (f) accessibility; (g) equality between men and women; (h) respect for the evolving capacities of children with disabilities and respect for the right of children with disabilities to preserve their identities;

Central Government Schemes for disabled persons in Education

- Financial assistance to the parents of students with disabilities for studying in the pre-matric and post-matric level .

- Reservation of seats to the students with disabilities in government aided educational institutions.

- Scheme of scholarships given by the National Handicapped Finance and Development Corporation for differently abled students for their studies in Indian Colleges/Universities to pursue graduate and post-graduate level technical and professional courses from govt recognized institutions.

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- Rajiv Gandhi Fellowship Scheme for persons with disabilities to pursue research in higher education.

Andhra Pradesh State Schemes for Persons with Disabilities

- Viklangata Pension contributed by State and Central government such as Indira Gandhi National Disability Pension scheme.

- The persons with vision impairment are entitled to utilize free bus journey in the city and in the suburban buses with escorts. In Rural areas these persons with disabilities are allowed 50% concession in normal fares.

- The State of Andhra Pradesh is providing financial support for the marriages taking place

between disabled and non –disabled,

- post matric scholarship and reimbursement of tuition fee to the eligible persons with disabilities for various courses.

- The Government of Andhra Pradesh has introduced the Scheme for Differently abled people known as SADAREM- Software for Assessment of Disabled for Access Rehabilitation and Empowerment with an objective to create a Dynamic Web enable system for comprehensive access, rehabilitation and empowerment, through automation, capacity building, assessment of persons with disabilities (PWDs) and maintaining Decision Support System . (Govt. of AP 2017)

The Central and the State governments provide numerous schemes for the education of disabled persons. But in practice there is a gap between government policies and its implementation due to lack of awareness among the officials and also the needy people .Hence the educational institutions should take steps to implement the schemes especially sanctioning of scholarships. In addition to this , the

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educational institutions should provide the facilities for improving the capabilities of the disabled through capacity building programmes, skill development and training programmes. The present study mainly focuses on the need based support of the educational institutions to the physically challenged youth which paves the way for their empowerment.

Analytical representation

A disability is a condition in which the function of a certain part of the body is quite impaired when compared to that of other people. A person may either be born disabled or may become disabled later in life due to an illness or accident. Broadly speaking, a person may suffer from mental, hearing, speech, visual or physical disabilities or a combination thereof.

For the purpose of the present study primary data has been obtained from the physically challenged youth studying in various educational institutions from higher secondary to University education. There are four types of physically challenged; they are Orthopedically Handicapped (OH), Blind, Deaf, and Dump. The data has been obtained from all these four types of respondents in different age groups. Table -1.1 presents the details. Out of total respondents 75 , the deaf and dumb constitute the major proportion of the sample. The data shows that Orthopedically Handicapped constitute major share of the sampling (40%) followed by hearing loss (31%) and speech disability (10%). The respondents with both hearing loss and speech disability constitute a considerable percentage of the sampling (9%). The respondents with visual impairment constitute a significant percentage. (18%). It reveals that , though the physical conditions of orthopedically handicapped is not supportive for going out for education, with a great difficulty they able to overcome the defects in getting education along with all other students. In case of hearing loss and speech disabled

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persons , the problem is different as they could not follow the normal teaching, so they need the trained teachers who are experienced in taking digital classes. The low proportion of visual impaired respondents need special attention in their education i.e reading ( braille language ) and writing ( scribe). So only a few visually impaired persons could study in schools and colleges.

Table-1.1

Distribution of the respondents by the nature of impairment

Sl.No Type of impairment Frequency Percentage 1 Orthopedically Handicapped 33 40 2 Visual impairment 15 18 3 Hearing loss 26 32 4 Speech disability 8 10 5 Intersection of 3 & 4 -(7) -(9) Total (82-7) 75 100 The present paper is mainly studied under five headings.viz 1) Socio- economic status of the respondents 2) Nature and History of impairment 3) Challenges faced by the disabled youth 4) Prospects for their empowerment and 5) Peoples Participation in empowering physically challenged.

[I] SOCIO-ECONOMIC PROFILE OF THE RESPONDENTS

Table-1.2 gives the details of the Gender-wise distribution of the respondents. Out of 75 respondents , male constitute the major proportion of the sample ( 80%) than female respondents ( 20%).It reveals that, only a few disabled women are studying higher secondary and University education. Without having education , the conditions of the physically challenged are miserable because of their dependency on others, both physically and financially and they may never come out of from the distress. Hence the government should take adequate steps to create awareness among the disabled women about the various

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government schemes and programmes available for them to be educated. Table-1.2 Gender-wise Distribution of the respondents

Sl.No Gender-wise Frequency Percentage 1 Female 15 20 2 Male 60 80 Total 75 100 Age is an important variable in the study of disability both because of the relation to chronic conditions and because, aside from the nature of the disability, it affects opportunities for and attitudes toward education and employment. Table-1.3 gives the details of the age of the respondents. The data reveals that majority of the respondents are in between the age group of 18 to 20 years (48%), followed by the age group of above 24 years (24%), and 21-23 years (21%). From the data it was found that , physically challenged people are lagging behind the academic programme as per the age respective to the normal students. Hence the age group of the respondents is higher than that of the normal students.

Table-1.3 Age-wise Distribution of the respondents

Sl.No Age of the respondent Frequency Percentage 1 15-17 yrs 5 7 2 18-20 yrs 36 48 3 21-23 yrs 16 21 4 above 24 yrs 18 24 Total 75 100 Disability may act as a major impediment in formal education. However, the educational attainment of disabled persons is important

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in improving their living conditions. Tables -1.4 (a) & 1.4 (b) present the details of educational status of the respondents. Interestingly it was found that, the differently abled students are studying in normal educational institutions along with normal students . Noteworthy point was a good percentage of the respondents are pursuing higher education (40%) , 35% of them are studying post graduation in University . A considerable percentage of the respondents are studying higher secondary education (29%),and secondary education (24%). A very insignificant percentage of the respondents are engaging in vocational / professional education. (5%) . Since education is the powerful weapon to fight against poverty and disability , the disabled persons must become educated by availing government schemes and programmes and should become economically independent.

Table-1.4 (a)

Details of levels of education

Sl.N levels of education Frequency Percentage o 1 Primary education 1 1.4 2 Secondary education 18 24 3 Higher Secondary education 22 29 4 Higher education 30 40 5 Vocational / Professional 4 5 education 6 any other - - Total 75 100

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Table-1.4 (b) Details of educational status Sl.No Details of education Frequency Percentage 1 VIII – X std 7 9 2 Intermediate 19 25 3 Under Graduation 21 28 4 Post Graduation 26 35 5 Research Scholar 2 3 Total 75 100 Disabled in lower social classes have greater difficulties than the higher social class. At the same time they may have double advantages of positive discrimination in education and employment. Table-1.5 presents the details of the social status of the respondents . It was noticed that majority of the disabled students belong to the back ward class (71%) , followed by downtrodden category viz.SC/ST (19%). Respondents who belong to OC category were insignificant in percentage.(11%). Majority of the respondents are Hindus (96%). It can be understood that the reserved community people were the advantageous group and getting opportunity to study in educational institutions, despite their poor economic conditions.

Table-1.5

Caste-wise Distribution of the respondents

Sl.No Caste-wise Distribution Frequency Percentage of the respondents 1 SC/ST 14 19 2 OBC 53 71 3 OC 8 11 4 Others - - Total 75 100

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Occupation pattern of an household reveals the economic status of the family which is the major component that helps to face any challenge in life including disability. Unfortunately it was found that majority of the disabled students are belong to lower income group which doubles the burden on the family.Tables-1.6(a), 1.6(b) & 1.7 present the occupation of the parents of the respondents. The data reveals that, majority of the fathers of the respondents are agricultural labours (75%) mothers also engaging in agricultural activities (53%) . An insignificant percentage of the parents of the respondents are government employees (5%) . and a very low percentage are private employees (4%) .

Table-1.6 (a)

Details of the occupation of parents (father)

Sl.No Occupation of respondents’ Frequency Percentage father 1 farmer 56 75 2 agricultural labour / daily 13 17 wage worker 3 working in shops/ malls - - 4 running petty trade 1 1 5 vegetable/fruits/fish vendor - - 6 private employee - - 7 govt.employee 4 6 8 not doing any work 1 1 Total 75 100

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Table-1.6 (b)

Details of the occupation of parents (mother)

Sl.N Occupation of o respondents’ mother Frequency Percentag e 1 agricultural labour / daily 40 53 wage worker 2 working in shops/ malls - - 3 domestic servant 3 4 4 vegetable/fruits/fish vendor 2 3 5 private employee 3 4 6 govt.employee - - 7 home maker 27 6 8 any other., - - Total 75 100

Tables-1.7 gives the details of family income of the respondents. The data reveals that, since majority of the parents of the respondents are working as agricultural labourers , where they could not find work throughout the month. Majority of the respondents’ family income is below Rs.3,000/- per month (93%) which is a meager amount to feed their family. Only an significant percentage of the respondents are earning above Rs.10,000/- per month (3%) .It can be understood that the disabled with low economic status badly need financial support from the government to continue their education. Here the noteworthy point is, despite of low family incomes , the respondents are continuing their education with the motive to gain employment opportunities.

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Table-1.8

Details of the family income of the respondents

Sl.No Family income Frequency Percentage 1 below Rs.3000/- 70 93 2 below Rs.5,000/- 3 4 3 below Rs. 7,000/- - - 4 below Rs.10,000/- 2 3 5 above Rs.15,000/- - - Total 75 100

II NATURE AND HISTORY OF IMPAIRMENT

An attempt was made to understand the nature , type and levels of impairment and also family history of disability in order to assess the reasons for their impairment. It was found that majority of the respondents are having complete disability because of the genetic disorders. A considerable percentage of the parents of the respondents are having disability which may be one of the reasons for the impairment of the respondents. Table-2.1 gives the details of type of impairment. It was found that the respondents with orthopaedically handicapped constitute more percentage (40%) followed by hearing loss and speech disability (32%) , and speech disability (10%) .The percentage of visually impaired respondents constitute less (18%) than the other disabled . It might be due to lack of encouragement as they need specialized books, materials and equipment for learning.

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Table-2.1

Distribution of the respondents based on the type of impairment

Sl.No Type of impairment Frequency Percentage 1 Orthopedically Handicapped 33 40 2 Visual impairment 15 18 3 hearing loss 26 32 4 speech disability 8 10 5 intersection of 3& 4 -(7) -(9) Total (82-7) 75 100 The data reveals that majority of the respondents are having the complete disability (73%) so that they need special attention for educational needs basing on their disability (Table-2.2).

Table-2.2

Distribution of the respondents based on level of impairment

Sl.No level of impairment Frequency ercentage 1 fully 55 73 2 partially 20 27 Total 75 100

Table-2.3 gives the details of the type of visual impairment . The data reveals that majority of the visually impaired respondents are having retinal detachment which is difficult to set right the defect.( 93%).

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Table-2.3

Details of the type of visual impairment

Sl.No Details of visual Frequency percentag impairment e 1 scratched cornea 1 7 2 scratches on the sclera - - 3 diabetics-related eye conditions - - 4 dry eyes - - 5 corneal graft - - 6 retinal detachment 14 93 Total 75 100

Table-2.4 presents the level of hearing loss and speech disability of the respondents. It was found that majority of them are totally disabled ( 81%) which cannot be rectified.

Table-2.4

Level of hearing loss of the respondents

Sl.N level of impairment Frequency Percentag o e 1 Partial 5 19 2 total disability 21 81 Total 26 100

An attempt was made to examine the reasons for disability with a view to assess whether there is any chance to set right the defect. Tables-2.5 & 2.6 give the details. The data reveals that majority of the respondents occurred prenatal disability (84%) due to

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genetic disorders ( 84%) . A considerable percentage of the respondents have got the problem during post natal period ( 16%) due to infections ( 9%). A significant percentage of the respondents had become disabled due to accidents ( 5%).

Table-2.5 Disability occurred during Sl.N Disability occurred Frequency o during Percentag e 1 prenatal disability 63 84 2 postnatal disability 12 16 Total 75 100

Table-2.6 Reasons for impairment Sl.N Reasons for impairment Frequency o Percentag e 1 Genital disorders 64 86 2 Infections 7 9 3 accidents - - 4 other illness 4 5 Total 75 100

From the data it can be understood that majority of the respondents did not go for any treatment to set right the problem (55%) due to financial problems (41%) and it is not curable (32%) . Most of the respondents are not having awareness about the treatment or alternative methods to overcome the defects. It can be understood that physically challenged persons have to face the challenge throughout their life (Tables-2.7 & 2.8).

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Table-2.7 Have you gone for any treatment to set right your disability Sl.N gone for any treatment o Frequency Percentage 1 Yes 41 55 2 No 34 46 Total 75 100 Table-2.8 If no, mention the reasons Sl.N reasons for not undergone o any treatment Frequency Percentage 1 It is not curable 11 32 2 No awareness 6 18 3 Financial problems 14 41 4 any other problems 3 9 Total 34 100

Table-2.9 & 2.10 reveal that a considerable percentage of the family members of the respondents are also suffering from the disability. (24%) Among them most of the members of the respondents family have hearing and speech disability (67% & 28%) . A significant percentage of them are having visual impairment. From the analysis it can be understood that the disability may pass on to the generations together due to genetic disorders. Table-2.9 Is your family members have any disability Sl.N Disability of family o members Frequency Percentage 1 Yes 18 24 2 No 57 76 Total 75 100

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Table-2.10 Details of the type of impairment of the family members Sl.N Details of impairment o Frequency Percentag e 1 Orthopedically handicapped - - 2 Visual 1 6 3 Hearing 12 67 4 Speech disability 5 28 5 intersection 3 & 4 -(9) -(33) Total -(27-9) 18 100

III CHALLENGES Social attitudes reflected the view that persons with disabilities were unhealthy, defective and deviant. For centuries, society as a whole treated these people as objects of fear and pity. The prevailing attitude was that such individuals were incapable of participating in or contributing to the society. This negative attitude toward disability is one of the potential barriers for the disabled to achieve social equality. An attempt was made to study the attitude of the family and society towards differently abled persons. Tables-3.1, 3.2 & 3.3 present the details. From the data it can be found that almost all the respondents are facing the ill treatment from the family members like bahaviours of negligence towards disabled children (31%). Sometimes they are exploited by the family (23%) , they face different attitude (21%) . Unfortunately some are excluded by the family members because of their disability (17%). Even they are facing the same ill treatment in the society ( 32%) , abuse ( 21%), attitude (19%) and they are marginalized (13%). A significant percentage of the respondents are facing the situation always (28%) .The data reveals that the differently abled persons are experienced the ill treatment not only in the family but also from the society which reminds them

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repeatedly that they are incapable of doing things and discourages them to work for their goal. Table-3.1 Do you ever face the following treatment at home Sl.N Do you ever face the o following treatment at Frequency Percentag home e 1 Abuse 6 8 2 Attitude 16 21 3 Behaviours of neglect 23 31 4 Exploitation 17 24 5 Excluded by the family 13 17 members Total 75 100

Table-3.2 Do you ever face the following treatment in the society Sl.N Do you ever face the o following treatment in the Frequency Percentag society e 1 Abuse 16 21 2 Attitude 14 19 3 Behaviours of neglect 24 32 4 Exploitation 9 12 5 Exclusion/marginalization 2 3 6 Any other, 10 13 Total 75 100 Table-3.3 If yes, how often Sl.No If yes, how often Frequency Percentage 1 Always 21 28 2 Occasionally 21 28 3 Rarely 33 44 Total 75 100

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An attempt was made to know the problems of the disabled in the public places. Table-3.4 gives the details. They are facing the problems of inadequate public transportation (49%) and infrastructural facilities (16%) like stair cases etc. which are not suitable for their individual needs and protects their dignity and independence . They even feel difficulty in using household appliances (20%). The disabled persons are largely dependent on family because they get physical , economic and emotional support from family, friends and relatives.

Table-3.4 Do you ever face the following problems ? Sl.N Do you ever face the following o problems Frequency Percentage 1 transportation 37 49 2 climbing stairs 12 16 3 using some house hold appliances 15 20 4 any other 11 15 Total 75 100 .. People with disabilities are subject to multiple deprivations and limited opportunities in several dimensions of their lives. Their families and care givers also go through lot of stress and challenges in having a person with disability at home which ultimately leads to grave discriminating practices towards these people. Table-3.5 present the emotional feelings of the respondents. The data reveals that, the respondents feel self-pity (27%) , lose self –esteem (11%) which deteriorates their self-confidence further. Most important one is feeling of missing social events and family gatherings.(37%). A considerable percentage of the respondents are having feelings which cannot be expressed (25%).

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Table-3.5 Do you feel the following emotions Sl.N Do you feel the following o emotions Frequency Percentag e 1 Self-pity 20 27 2 loss of self-esteem 8 11 3 feeling of missing social events / 28 37 family gathering 4 any other 19 25.3 Total 75 100 The data reveals that the differently abled persons also may have their own needs (41%) , they have inner qualities such as ability to do things (31%) , and have interest towards them ( 24%) . Table-3.6 gives the details. Table-3.6 Do you feel that you are having the following qualities in you Sl.N having qualities in you o Frequency Percentag e 1 ability to do things 23 31 2 ‘needs’ of your own 31 41 3 interest towards 18 24 4 any other 3 4 Total 75 100

Disability restricts the individuals’ involvement in life situations. The disabled persons require special devices in the learning process and more specifically in their public life. An attempt was made to study the different facilities that the respondents wish to have for their convenience. Table-3.7 gives the details . The data reveals that visually impaired students wish to have special devices in the learning process like operating computer systems with special key board just like brail language and the deaf and dumb students wish to improve

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their skills through digital classes (57%) . They also wish to have modifications in public transport like ramps, supporting rods etc. (17%) and use of digital technology while crossing the roads ( 13%) It can be understood that by providing alternative facilities or modifications in the existing facilities might reduced their problem to some extent. Table-3.7 Do you wish to have different facilities in the following aspects Sl.N wish to have different o facilities Frequency Percentag e 1 education 43 57 2 using public transport 13 17 3 crossing roads 10 13 4 disabled friendly toilets 2 3 5 when using stair cases 3 4 6 any other 4 6 Total 75 100

Educational institutes should take steps to introduce innovative programs to meet the needs of physically challenged students . Special programs like counseling in various aspects in order to strengthen their self-confidence and encourage them to move towards self-dependent life. An attempt was made to examine whether the educational institutions are providing counseling facilities to the differently abled students. Table-3.8 presents the details. Surprisingly it was found that the educational institutions are not taking any initiative to suppress their depression and not arranging any motivation classes to overcome their physical defects. Career guidance and skill development programmes encourage them to continue their education and they can compete to get better employment opportunities along with the others. But it was found

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that only a few educational institutions are providing career guidance (39%) , skill development (32%) motivating classes (21%) and counseling to avoid depression (8%). Table-3.8 Do your educational institutions / training centres are providing counseling in the following aspects Sl.N Providing Counseling o in the following aspects Frequency Percentag e 1 Career guidance 29 39 2 Motivating classes 16 21 3 Skill development 27 32 4 Counseling to avoid depression 6 8 Total 75 100

IV PROSPECTS OF EMPOWERMENT Empowerment of differently abled may be defined as ‘having a number of qualities like having decision making power , access to information and resources, a range of options to make choice, assertiveness, learning to think critically, feeling part of group learning skills, changing others perceptions of one’s competency and capacity to act. Among all, the most important one is increasing one’s positive self- image and overcoming stigma. ( Judy Chamberlin 2013, National Empowerment Centre). The present study made an attempt to find out the prospects of empowering physically challenged youth. Empowerment of differently abled students can be possible when they developed their own capabilities or strengths to achieve their goals. For this purpose data relating to the life ambition of the respondents , privileges / facilities they wish to have for their success , were obtained. Tables- 4.1 & 4.2 present the details. It was found that majority of the respondents aimed to crack administrative posts at higher level like Group-I / II (57%) . A good percentage of the respondents are having

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the ambition of teaching physically impaired students. A considerable percentage of the respondents aimed to compete to work in corporate sectors (12%). A significant percentage of the respondents wish to engage in petty trade as self-employment( 8%). A few of the respondents are ready to do any work (4%) . From the data it can be understood that the differently abled students are fixed their life goals and are making an effort to have self sustenance. Table-4.1 Details of ambition in life Sl.N Details of ambition in o life Frequency Percentag e 1 To crack Civils , Group-I or II 43 57 2 Teaching physically impaired 13 17 students 3 To work in corporate sector 9 12 4 Engage in petty trade( self- 6 8 empt) 5 To become an artist 1 1 6 Any other specify 3 5 Total 75 100

Almost all the respondents are trying to be self-dependent but they do not find means to achieve their goal. From the data it can be understood that no educational institution provided the privileges / facilities that are helpful to the disabled in achieving their goals. Table-4.2 presents the details. It was found that, only fifty percent of the respondents are getting the privilege of skill development. 40% of the respondents are participating in games and sports . Only 28% of them are using zim for physical fitness to strengthen their mental health 38% of the respondents are engaging in yoga and meditation to improve their self-confidence. 34% of the respondents are participating in stress relieving activities such as drawing and 44% in music. 35% of the respondents have participated in competitions at school/colleges.

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Only 27% of the respondents have been participating in family gatherings. All the respondents wish to have special programmes like skill development, special infrastructural facilities for participation in games and sports , special provision for physical fitness , yoga and meditation facilities , special arrangements for stress relieving activities like drawing/painting ,music/dance , participation in competitions among the physically challenged youth at School, College/University level. And also frequent gatherings help them to share their feelings and create awareness about the government schemes and programmes for their empowerment.

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Table-4.2 : Do you have / wish to have the following privileges/ facilities to empower Sl.No Do you have / wish to have the following Do you have the facilities wish to have the facilities privileges/ facilities to empower Frequency Percentage Frequency percentage 1 Skill Development including computers skills, communication skills a) Yes 51 68 75 100 b)No 24 32 0 0 2 Participation in games and sports a) Yes 40 53 75 100 b) No 35 47 - - 3 Use of zim for physical fitness to strengthen mental health a) Yes 28 37 75 100 b) No 47 63 - - 4 Engaging in yoga and meditation to improve self- confidence a) Drawing/painting a) Yes 38 51 75 100 b) No 37 49 - - b) music / dance a) Yes 44 59 75 100 b) No 31 41 - - 5 Participation in stress relieving activities such as a)Yes 34 45 75 100 b) No 41 55 - - 6 participation in competitions a) Yes 35 47 75 100 b) No 40 53 - - 7 Frequent gatherings / interactions a) Yes 27 36 75 100 b) No 48 64 - - Total 75 100 75 100

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( V ) PEOPLES PARTICIPATION IN EMPOWERING PHYSICALLY CHALLENGED

Empowerment makes people powerful, able and achieve to participate. (UNO) Peoples participation plays a crucial role in human development. The government officials, non-governmental organizations, social workers, students occupy an important place in empowering the differently abled persons. The present study made an attempt to examine whether the respondents have the experience of interaction with public , officials and non-officials which help to bring them into the main stream of society. Tables-5.1, 5.2 & 5.3 present the details. It was found that the students/ scholars have interacted with the respondents in their educational institutions (59%) with a view to share their feelings and to give moral support(57%) and some of them are for project or research work(21%). Since majority of the respondents are residing in welfare homes running by the charitable trusts or Non-Governmental organizations , the management used to interact with the respondents very rarely (47%). Unfortunately the corporate sectors are inactive in interacting with the disabled (3%).

Table-5.1 Do you have the experience of interaction with any one of the following groups Sl.No experience of interaction Frequency Percentage 1 With no one - - 2 NGOs 4 53 3 Social workers 20 27 4 Students/scholars 44 59 5 Govt. officials (PDs 5 7 6 Any Organizations - - 7 Corporate sectors 2 3 8 Any other - - Total 75 100

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Table-5.2 If yes, how often ? Sl.No The experience of interaction Frequency Percentage 1 Only once 21 28 2 rarely 35 47 3 Occasionally 9 12 Total 75 100

Table-5.3 If Yes, purpose of the interaction Sl.No Purpose of the interaction Frequency Percentage 1 as a part of internship/ project / 16 21 research 2 with a view to share your feelings 43 58 and to give moral support 3 to bring you into the mainstream of 9 12 getting education and employment 4 to give some pleasure and happiness 6 8 by entertaining you 5 any other. Specify 1 1 Total 75 100

Summary and Conclusion

The present study analyses the challenges that are being faced by the differently abled youth and understand their requirements to lead self-dependent life. From the data it was found that physically challenged youth are facing negative attitude from the family and the society which demoralizes them to feel a part of the society even though they have the ability to do things, having needs of their own and interest towards improving skills. They wish to have the improved methods in teaching and learning process i.e special devises and digital classes especially for deaf and dumb and visually impaired students. It was found that no educational institution is providing counseling facilities to the differently abled persons about career guidance, skill development and to avoid depression. It was

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observed that though they are having ambition in their life to gain employment in public or private sector .No special attention was given to arrange games and sports , physical fitness , yoga or meditation for the differently abled students. They are also far away to the stress relieving activities like drawing /painting and music, dance etc due to lack of special provisions. The physically challenged people are not participating in social or community gatherings and not having any interaction with NGOs, social workers, students or scholars or any organizations even as a part of the internship/project or sharing their feelings or pleasures. In other words they are marginalized in one way or the other. In public life , they need special facilities in public transportation such as railing and ramping etc. Especially at administrative offices such as collectorate, department of social welfare etc for the convenience of the disabled. Many reports reveal that due to lack of ramps and railing, the disabled are facing great difficulty to meet the concerned officials in their respective offices. It is better, if they are provided wheel chairs with caretakers. While crossing the roads they need special attention by giving oral instructions which can lead them without any ones support.

Prospects of Empowering Physically Challenged Youth

1) Family institution plays a very crucial role in building up the personality of any individual. But it was found that parents of the differently abled are treating their children as burden and not giving any moral support to overcome their defect. Hence, the parents need counseling in order to strengthen the family bond and give support to the disabled children. The differently abled never feel alone and effort for their self-sustenance having hope about the future.

2) Since most of the disabled are from rural areas, their parents are either engaged in agricultural activities or daily wage work

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for their lively hood . Hence, the disabled students need adequate and timely financial support from the government.

3) The government has been providing scholarships to the disabled persons those who have above 40% or 70% of disability. The rates of scholarship varies .Whereas whatever the severity of the disability, it causes inconvenience to the disabled person to perform the activities for their progress. Hence the government should provide scholarships to differently abled students irrespective of their levels of disability.

4) The government should provide the services to the differently abled persons with free of cost despite of the existing nominal subsidy rates.

5) The ratio of reservation for physically handicapped is limited in education and also in employment, If the quota for disabled increased irrespective of their proportion to total population, then more disabled persons will get the opportunity .

6) The teaching staff should be well trained and able to take up the digital classes which can be successful if they are dedicated and committed. The teaching staff should be preferably trained disabled persons, so that they could better understand their requirements of the sufferers.

7) The persons (scribe) who help the visually impaired students especially who are attending to the competitive examinations should have minimum qualification and technical knowledge to attend for the disabled.

8) In College and University education special tutorial classes should be arranged for the differently abled students in order to bring them on par with the other students.

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9) In each village there should be primary and secondary schools so that there will not be any dropout in lower classes and they will go for higher education.

10) In every educational institution there should be counseling centre for students especially for the differently abled in order to share their problems and take initiative to represent the problem to the concerned authorities. And also Counseling helps the disabled to overcome the depression and it motivates them to make an effort for future.

11) The importance of Skill development including communication and computers skills is recognized by the government and thereby the educational institutions are established skill development centres in their campuses. If separate time schedule and special attention is allotted to the differently abled students , then they can also show interest to learn the soft skills which are the most essential inputs for competing the demand for employment.

12) The educational institutions should identify the disabled students and take an initiate to conduct games and sports either in between inter college or interstate.

13) Since yoga and meditation are helpful for maintaining physical as well as mental health of the people , special provisions must be arranged for the disabled students.

14) Learning and Participating in drawing / painting and music and dance are the stress relieving activities of any individual. Hence, the educational institutions should provide such facilities to the disabled students.

15) The young engineers and technical professionals should focus more on the requirements of differently abled students

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especially special devices and equipment and create or innovate the technology which is useful for them. For instance, in computer system if the key board is arranged just like brail language , the visually impaired students can use computer systems at least for preparing documents or entering the data etc.

16) Frequent gatherings of the same kind of sufferers may boost them up and they may be able to face the difficulties with courage. Hence the differently abled persons must form into associations in the educational institutions itself and continue the same in future also as alumni. The management should provide them a room and other facilities for conducting such meetings.

17) Marriage is one of the most important social institutions which lays foundation to form the basic unit of family. It was found that the disabled persons are not getting married not only because of their disability but also due to their unemployment .The government has sanctioned an amount of Rs.50,000/- when the disabled get married either to disabled or normal person. If the government could provide employment also, it would further reduce the pressure to lead the family in future.

18) State level and National level sports competitions should be organized annually among the differently abled youth which encourages them to participate in the events and they can prove their talents and capabilities.

To conclude , despite of various efforts done by the government the disabled persons are still considered as marginalized groups . It is the responsibility of every individual to bring them into the main stream of the society . The Non Governmental organizations , social workers and students should take initiative to examine the

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challenges that are being faced by the differently abled persons and try to find out the solutions to meet the challenges. The corporate sectors should feel it as their social responsibility to help the differently abled students financially and train them to improve their skills and provide them employment opportunities. The young generation who are the innovators and creators of the technology should work for the facilities of the differently abled persons. But all these will remain just as dreams if we do not have the right attitude towards the differently abled and recognize that there must be enough space for them to overcome the hurdles they face.

References:

1) S.Ganesh Kumar, Gautam Roy and Sitan Shusekhar Kar (2012) ‘Disability and Rehabilitation Services in India; Issues and Challenges” Journal of Family medicine and Primary Care , Jan-Ju.1(1); 69-73 doi-10.4103/2249-4863.94458. 2) www.ijird.com April 2013 Vol.2 Issue 4 International Journal of innovative Research and Development. ISSN, 2278 – 0211 (on line). C. Gobala Krishnan ; “Problems faced by Physically Challenged persons and their Awareness Towards Welfare Measures”. 3) N. Janardhana, D. Muralidhar, D. M. Naidu, and Guru Raghevendra (2015); “Discrimination against differently abled children among rural communities in India: Need for action” Journal of Natural Science, Biology and Medicine ,doi; 10.4103/0976-9668,149070,2015Jan-Jun;6(1);7-11 4) Disabled Persons in India A Statistical Profile 2016- Govt. of India 5) Government of India press, minto road, new delhi–110002 and published by the controller of publications, delhi–110054. 6) The indianiris.com 7) http://www.mospi.gov.in.

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IMPACT OF MARKETING MIX ON CUSTOMER SATISFACTION TOWARDS THE MOBILE NETWORK INDUSTRY IN HYDERABAD -TELANGANA STATE

Dr. Sakru Ketavath Dept. of Commerce Councellor City College DR BRAOU Osmania University, Hyderabad Abstract One of the important factors for the success of any business organization is customer satisfaction. In present scenario marketing is known as the foremost target of every organization as due to customer satisfaction long run and successful survival of their organization is possible. In the business competition environment organizations should study about the marketing mix for the targeted consumer perception, preferences, brand awareness and expectations of the customer satisfaction. The study attempts to identify the impact of marketing mix on customer satisfaction towards the mobile network industry. The study covers that the correlation between product, price, place, and promotion among the gender satisfaction. Keywords: Customer Satisfaction, Mobile Network Industry, Marketing Mix (4P’s) 1.0 Introduction: Marketing mix is the combination of different marketing decision variables being used by the firm to market its goods and services. After identifying the market and gathering the basic information about it, the next step is the direction of market programming, is to decide upon the instruments and the strategy to meet the needs of the customers and the challenge of the competitors. It offers an optimum combination of all marketing ingredients so that companies can realize goals for example profit, sales volume, market share, return on investment etc. The marketing mix is grouped under four elements i.e., Product, Price, Place, Promotion. A profitable formula of marketing operations is that mostly marketing mix changes as per marketing conditions and also with changing environmental factors. The marketing mix is a set of controllable variables that the company can use to influence the buyers responses. Thus marketing

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manager decides the level of marketing expenditure in order to achieve marketing objectives of the firm and after finalizing the market budget it is decided that how to divide total marketing budget among various tools in the marketing mix. All the four variables of marketing mix are interconnected. By increasing the price of the product, the demand of the product will be lessened and lesser distribution points will be required. On the other hand, the product USP can be such that maximum concentration is on creating brand cognisance hence better pricing for a product. Finally, the overall marketing mix can result in dynamic modeling. 2.0 Marketing Mix 4ps 2.1Product Product refers to a physical product or service for a consumer is ready to pay. It includes tangible goods like furniture; garments, grocery items etc and intangible products like services are purchased by consumers. The product is the key element of any marketing mix. 2.2 Price Price is the amount the consumer must exchange to receive the offering. As the price of a product depends on different elements and hence it is changes constantly thus the pricing should be dynamic so that it can bear the changes over duration. The important factor in pricing is the deciding the cost of the product, strategy for marketing & its expenses related to distribution, advertisement expenses or any kind of price variation in the market. Nonetheless if there is change in all the variables then generally the pricing of the product may vary accordingly. 2.3 Promotion Promotion is one of the most powerful elements in the marketing mix . Sales promotion activities are publicity, public relations, exhibition and demonstrations etc. It is marketing manager who decides the level of marketing expenditure on promotion. Promotional activities are mainly intended to supplement personal selling, advertising and publicity. Promotion helps the trader and sales force to represent the product t the consumers in an effective manner and induce them to buy. Promotion consists of different blends of its components which are used to achieve the company’s marketing goals.

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Advertising is a powerful element of promotion mix. The main aim of the advertising is to create and develop the image of a product in the market. It is one of the important tools of competition which maintains the dynamism of industry. Promotion mix decides the positioning of the product in the target market. It should be considered as expenditure and hence added to the cost of a product. 2.4 Place It includes distribution channels, warehousing facilities, mode of transportation and inventory control management thus it is a mechanism through which goods and services are moved from the service provider and manufacturer to consumer. If the product is a business product then a business team is required to interact with different clients and ensure the availability of the product for them. Distribution has a huge effect on the profitability therefore a firm should have excellent supply chain and logistics management plan for distribution. 2.5 Customer Satisfaction

 Customer satisfaction is a psychological law based on perception and degree of satisfaction. For meeting customer’s requirement, high quality of products and services should be provided. A business term is there to measure how products and services supplied by a company meet or surpass customers’ expectations is known as customer satisfaction. Customer satisfaction is known as one of the perspective of balanced scorecard and seems as a key performance indicator. For surviving in this competitive marketing place and marking differentiation between satisfaction is seems to an important key element to make the business strategy. For successful marketing, five key steps are there:

 Target To Your Customers  Understanding Your Customers  Making Values For Target Customers  Communication of Values  Making Easy For Customers To Buy That Value

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2.6 Mobile Network Industry in India The Wireless Communication is the fastest growing segment of the Indian Telecom Industry. Through the development of wireless communication, it has become easier to transmit information between two or more points that cannot be connected by an electrical conductor. The wireless technologies being employed presently by the Indian Telecom Industry are Cellular (mobile) phones, Television, Radio etc. The private telecom operators now dominate the wireless market. However, this was not the case in the beginning. The changes in the market structure were mainly due to the changes in the National Telecom Policy of 1999. The Government of India is providing benefits to private players to grow in this sector. Mobile phone communication is one of the best known examples of wireless technology and is also known as cellular phone communication. The major operators in the wireless field are Bharati Airtel, Vodafone, Reliance Communications, Idea Cellular, Tata Indicom and BSNL/MTNL. The Wireline Communication focuses mainly on landlines. Fixed Telephones are facing stiff competition from mobile phones. The fixed telephones network quality has presently improved a lot and these phones are now available even in high density urban areas on demand. The Public telecome operators like BSNL and MTNL dominate the wireline market followed by the private operators India has the world’s second largest telecom network after China in terms of both fixed as well as mobile communication. India had a subscriber base of 1058.86 million till the end of March’16 in terms of fixed and mobile communication and with 462 million internet subscription as of July 2016. India stood third highest in terms of total internet users in 2016. As of march 2016 urban telecom density stood at 154.01 percent to rural density 51.17 percentages. 3.0 Review of Literature: Ehmke, Fulton, Lusk (2016) The price includes a fair assessment of the product, e.g., a good price for a good product. Pruskus (2015) "Marketing mix - a set of relevant factors and solutions that enable customers to meet the (national) needs and achieve the goals set by the company

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Rad, Akbari (2014) Marketing mix is a controllable part of marketing tools that affects the demand and increases it (Jonathan Ivy, 2008: 298). By the compound, mix, or a combination, it is meant that the four ps (product, price, promotion, place) should have an established and coordinated systematic approach in order to have effective influence on persuading the customers. In other words, the right product at affordable prices is accompanied by better distribution and use of appropriate communication techniques and they act together in costumers' views.

Sereikienė-Abromaitytė (2013) Marketing mix means the product, distribution, promotion and pricing strategies to produce and carry out exchanges and achieve the target markets. "Marketing mix - interrelated actions and solutions to meet consumer needs and to achieve the company's marketing goals, a whole" Owomoyela, Olasunkanmi, Oyeniyi (2013) The price is the amount that the consumer must pay, that would involve exchanges, so the price of the product depends on the different elements of change. The price is the only marketing element, on which income and all other elements are related to the cost. Thus, price is one of the factors affecting the consumer, because it helps him to understand the value of the product. Also, the price can be specified as an actual or valuable, giving value, and the price of companies to identify their products or services in the role as the regulation of its marketability. Singh (2012) Marketing mix is the combination of different marketing decision variables being used by the firm to market its goods and services. After identifying the market and gathering the basic information about it, the next step is the direction of market programming, is to decide upon the instruments and the strategy to meet the needs of the customers and the challenge of the competitors. It offers an optimum combination of all marketing ingredients so that companies can realise goals for example profit, sales volume, market share, return on investment etc. The marketing mix is grouped under four elements i.e., Product, Price, Place, Promotion. Riaz (2011) Marketing mix is defined as set of controllable marketing tools that a company uses to create a desired response in the targeted market. (Set of these tools is generally referred to as 4P’s of Marketing, being Product, Price, Promotion and Place.

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4.0 Research Methodology Sampling Design: The this study is based on the customer satisfaction of mobile network users of Airtel, IDEA, BSNL, JIO (reliance), selected form Hyderabad city, Telangana State. The population of sample size is 100 respondents. 4.1 Hypothesis Ho: there is no significant difference service provider and satisfaction level of customers marketing mix (4P’s) Ho: there is no association service provider and satisfaction levels of customers marketing mix (4P’s) 4.0 Data Analysis Table-1 Age Mobile Phone Network Below 25 25 - 35 Above 35 Service Users Years Years Years Total Airtel 18 16 5 39 (36.73%) (47.06%) (29.41%) (39.00%) JIO 25 16 9 50 (51.02%) (47.06%) (52.94%) (50.00%) IDEA 5 2 3 10 (10.20%) (5.88%) (17.65%) (10.00%) BSNL 1 0 0 1 (2.04%) (0.00%) (0.00%) (1.00%) Total 49 34 17 100 (100.00%) (100.00%) (100.00%) (100.00%)

The above table-1 reveals that the no of respondents of age group of below 25 years Airtel respondents were 18(36.73%), Jio respondents were 25(51.02%), IDEA respondents were 5 (10.20%) and BSNL respondents were 1(2.04%). age group 25-35 years Airtel respondents were Jio respondents were 16(52.94%), IDEA respondents were3 (17.25%) and BSNL respondents were 0(0.00%). age group above 35 years Airtel respondents were 5(29.41%), Jio respondents were 9(52.94%), IDEA respondents were3 (17.65%) and BSNL respondents were 0(0.00%).

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Table-2

Education qualification level Mobile Phone Network Service Primary Under Post Users Education Intermediate Graduate Graduate Total Airtel 14 11 11 3 39 (38.89%) (39.29%) (44.00%) (27.27%) (39.00%) JIO 20 12 11 7 50 (55.56%) (42.86%) (44.00%) (63.64%) (50.00%) IDEA 2 4 3 1 10 (5.56%) (14.29%) (12.00%) (9.09%) (10.00%) BSNL 0 1 0 0 1 (0.00%) (3.57%) (0.00%) (0.00%) (1.00%) Total 36 28 25 11 100 (100.00% (100.00%) (100.00%) (100.00%) (100.00%) )

The above table -2 reveals that the no of respondents of education qualification level Pramary education Airtel respondents were 14(38.89%), Jio respondents were 20(55.56%), IDEA respondents were 2 (5.56%) and BSNL respondents were 0(0.00%). Intermediate Airtel respondents were 11(36.29%), Jio respondents were 12(42.86%), IDEA respondents were 4 (14.29%) and BSNL respondents were 1(3.57%). Under Graduate respondents were 11(44.00%), Jio respondents were 11(44.00%), IDEA respondents were 3 (12.00%) and BSNL respondents were 1(3.57%). Post Graduate respondents were 3(27.27%), Jio respondents were 7(63.64%), IDEA respondents were 1 (9.90%) and BSNL respondents were 0(0.00%).

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Table-3 Mobil Occupation e Phon e

Netw ork Servic e Govt/PVT. Profession Business Users Employee al Student Man Others Total Airtel 9 7 9 9 5 39 (40.91%) (31.82%) (40.91%) (39.13%) (45.45%) (39.00%) JIO 10 12 11 12 5 50 (45.45%) (54.55%) (50.00%) (52.17%) (45.45%) (50.00%) IDEA 3 3 1 2 1 10 (13.64%) (13.64%) (4.55%) (8.70%) (9.09%) (10.00%) BSNL 0 0 1 0 0 1 (0.00%) (0.00%) (4.55%) (0.00%) (0.00%) (1.00%) Total 22 22 22 23 11 100 (100.00 (100.00%) (100.00%) (100.00%) (100.00%) (100.00%) %)

The above table-3 reveals that the no of respondents occupation Govt. employee Airtel respondents were 9(40.91%), Jio respondents were 10(54.55%), IDEA respondents were 3 (13.64%) and BSNL respondents were 0(0.00%). Professional Airtel respondents were 7(31.82%), Jio respondents were 12(54.55%), IDEA respondents were 3 (13.64%) and BSNL respondents were 0(0.00%). Students Airtel respondents were 9(40.91%), Jio respondents were 11(50.00%), IDEA respondents were 2 (8.70%) and BSNL respondents were 1(4.55%). Business Man Airtel respondents were 9(39.13%), Jio respondents were 12(52.17%), IDEA respondents were 2 (8.70%) and BSNL respondents were 0(0.00%). Others Airtel respondents were 5(45.45%), Jio respondents were 5(45.45%), IDEA respondents were 1 (9.09%) and BSNL respondents were 0(0.00%).

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Table-4 Mobile Customer satisfaction Level Products phone service Products HS S N DS Total Prepaid 34 43 9 1 87 (87.18%) (86.00%) (90.00%) (100.00%) (87.00%) Post 5 7 1 0 13 Paid (12.82%) (14.00%) (10.00%) (0.00%) (13.00%) Total 39 50 10 1 100 (100.00%) (100.00%) (100.00%) (100.00%) (100.00%)

The above table-4 reveals that the no of respondents customer satisfaction level of different products of mobile phone service providers Prepaid and Post Paid Highly Satisfied respondents were 34(87.18%) and 5(12.82%) , Satisfied respondents were 43(86.00%) and 7(14.00%), Neutral Respondents were 9(90.00%) and 1(10.00%) , Dissatisfied respondents were 1(100.00%) and 0(0.00%). Chi-Square Tests Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 28.570a 9 .001 Likelihood Ratio 21.601 9 .010 Linear-by-Linear 14.861 1 .000 Association N of Valid Cases 100 a. 10 cells (62.5%) have expected count less than 5. The minimum expected count is .01.

The above table chi-square test reveals that person chi-square value is 28.570 at degrees of freedom 9 at 5% the two tail significance level 0.001 is less than 0.05. Hence it concludes that there is a

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significant difference between the products of service provider’s satisfaction levels. Spearman Correlation Test Asymp. Std. Approx. Approx. Value Errora Tb Sig. Interval Pearson's by R -.022 .091 -.213 .831c Interval Ordinal by Spearman -.012 .096 -.119 .906c Ordinal Correlation N of Valid Cases 100 a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. c. Based on normal approximation.

The above table Pearson’s R value is -0.022 and Spearman correlation value is -0.012. at 5% the two tail significance level 0.831 is greater than 0.05. Hence it concludes that there is no association between the products of service provider’s customer satisfaction level.

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Table-5 Customer satisfaction Level Price Charges HS S N DS Total Airtel 22 16 1 0 39 (56.4%) (32.0%) (10.0%) (0.0%) (39.0%) JIO 15 30 5 0 50 (38.5%) (60.0%) (50.0%) (0.0%) (50.0%) IDEA 2 3 4 1 10 (5.1%) (6.0%) (40.0%) (100.0%) (10.0%) BSNL 0 1 0 0 1 (0.0%) (2.0%) (0.0%) (0.0%) (1.0%) 39 50 10 1 100 100.0% (100.0%) (100.0%) (100.0%) (100.0%)

The above table-6 reveals that the no of respondents customer satisfaction level of price charges of Airtel Highly Satisfied respondents were 22(56.4%), JIO respondents were 15(38.5%), IDEA respondents were 2(5.1%) and BSNL respondents were 0(0.00%) , Airtel Satisfied respondents were 16(32.0%), JIO respondents were 30(60.00%) , IDEA respondents were 3(6.0%) and BSNL respondents were 1(2.00%), Airtel Neutral Respondents were 1(10.00%), JIO respondents were 5(50.00%), IDEA respondents were 4(40.00%) and BSNL respondents were 0(0.00%) , Airtel Dissatisfied respondents were 0(0.00%), JIO respondents were 0(0.00%), IDEA respondents were 1(100.00%) and BSNL respondents were 0(0.00%).

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Chi-Square Tests

Value df Asymp. Sig. (2-sided) Pearson Chi- 28.570a 9 .001 Square Likelihood Ratio 21.601 9 .010 Linear-by-Linear 14.861 1 .000 Association N of Valid Cases 100 a. 10 cells (62.5%) have expected count less than 5. The minimum expected count is .01. The above table chi-square test reveals that person chi-square value is 28.570 at degrees of freedom 9 at 5% the two tail significance level 0.001 is less than 0.05. Hence it concludes that there is a significant difference between Customer satisfaction Level Price Charges. Spearman Correlation Test Val Asymp. Appro Approx. ue Std. Errora x. Tb Sig. Interval by Pearson's .387 .091 4.160 .000c Interval R Ordinal by Spearman Ordinal Correlatio .363 .093 3.853 .000c n N of Valid Cases 100 a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. c. Based on normal approximation.

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The above table Pearson’s R value is 0.387 and Spearman correlation value is 0.363 at 5% the two tail significance level 0.000 is less than 0.05. Hence it concludes that there is a no association between the products of service provider’s customer satisfaction level. Table-6 Customer satisfaction Level Network Connection at different Places HS S N DS Total Airtel 17 21 1 0 39 (53.13%) (36.84%) (10.00%) (0.00%) (39.00%) JIO 13 32 5 0 50 (40.63%) (56.14%) (50.00%) (0.00%) (50.00%) IDEA 2 3 4 1 10 (6.25%) (5.26%) (40.00%) (100.00%) (10.00%) BSNL 0 1 0 0 1 (0.00%) (1.75%) (0.00%) (0.00%) (1.00%) 32 57 10 1 100 (100.00%) (100.00%) (100.00%) (100.00%) (100.00%)

The above table-6 reveals that the no of respondents customer satisfaction level of Network Connection at different Places of Airtel Highly Satisfied respondents were 17(53.13%), JIO respondents were 13(40.63%), IDEA respondents were 2(6.25%) and BSNL respondents were 0(0.00%) , Airtel Satisfied respondents were 21(36.84%), JIO respondents were 32(56.14%) , IDEA respondents were 3(5.26%) and BSNL respondents were 1(2.00%), Airtel Neutral Respondents were 1(10.00%), JIO respondents were 5(50.00%), IDEA respondents were 4(40.00%) and BSNL respondents were 0(0.00%) , Airtel Dissatisfied respondents were 0(0.00%), JIO respondents were 0(0.00%), IDEA respondents were 1(100.00%) and BSNL respondents were 0(0.00%).

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Chi-Square Tests

Value df Asymp. Sig. (2-sided) Pearson Chi- 28.570a 9 .001 Square Likelihood 21.601 9 .010 Ratio Linear-by- Linear 14.861 1 .000 Association N of Valid 100 Cases a. 10 cells (62.5%) have expected count less than 5. The minimum expected count is .01. The above table chi-square test reveals that person chi-square value is 28.570 at degrees of freedom 9 at 5% the two tail significance level 0.001 is less than 0.05. Hence it concludes that there is a significant difference between network providers Customer satisfaction Level Price Charges. Spearman Correlation Test Asymp. Std. Approx. Approx. Value Errora Tb Sig. Interval by Pearson's R .387 .091 4.160 .000c Interval Ordinal by Spearman .363 .093 3.853 .000c Ordinal Correlation N of Valid Cases 100 a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. c. Based on normal approximation.

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The above table Pearson’s R value is 0.387 and Spearman correlation value is 0.363. at 5% the two tail significance level 0.000 is less than 0.05. Hence it concludes that there is a significant no association between the products of service provider’s and customer satisfaction level. Table-7 Customer satisfaction Level Promotions HS S N DS Total Airtel 39 0 0 0 39 100.0% 0.0% 0.0% 0.0% 39.0% JIO 0 50 0 0 50 0.0% 98.0% 0.0% 0.0% 50.0% IDEA 0 1 9 0 10 0.0% 2.0% 100.0% 0.0% 10.0% BSNL 0 0 0 1 1 0.0% 0.0% 0.0% 100.0% 1.0% 39 51 9 1 100 100.0% 100.0% 100.0% 100.0% 100.0% The above table-7 reveals that the no of respondents customer satisfaction level of promotions of Airtel Highly Satisfied respondents were39(100.00%), JIO respondents were 0(0.00%), IDEA respondents were 0(0.00%) and BSNL respondents were 0(0.00%) , Airtel Satisfied respondents were 0(0.00%), JIO respondents were 50(98.0%) , IDEA respondents were 1(2.0%) and BSNL respondents were 0(0.00%), Airtel Neutral Respondents were 0(0.00%), JIO respondents were 0(0.00%), IDEA respondents were 1(2.0%) and BSNL respondents were 0(0.00%) , Airtel Dissatisfied respondents were 0(0.00%), JIO respondents were 0(0.00%), IDEA respondents were 0(0.00%) and BSNL respondents were 1(100.00%).

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Chi-Square Tests Asymp. Sig. (2- Value df sided) Pearson Chi- 288.235a 9 .000 Square Likelihood 188.178 9 .000 Ratio Linear-by- Linear 96.860 1 .000 Association N of Valid 100 Cases a. 11 cells (68.8%) have expected count less than 5. The minimum expected count is .01. The above table chi-square test reveals that person chi-square value is 288.235 at degrees of freedom 9 at 5% the two tail significance level 0.00 is less than 0.05. Hence it concludes that there is a significant difference between Net providers and Customer satisfaction Level Promotions. Spearman Correlation Test Asymp. Std. Approx. Approx. Value Errora Tb Sig. Interval by Pearson's R .989 .011 66.595 .000c Interval Ordinal by Spearman .993 .007 86.151 .000c Ordinal Correlation N of Valid Cases 100 a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. c. Based on normal approximation.

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The above table Pearson’s R value is 0.989 and Spearman correlation value is 0.993 at 5% the two tail significance level 0.000 is less than 0.05. Hence it concludes that there is a no association between the Promotions of service provider’s and customer satisfaction level. 5.0 Conclusion: Form the above study the highest no of respondents using JIO network services and flowed by Airtel, IDEA and BSNL. The satisfaction level of consumers of 4ps Product, Out of 100 respondent’s 77 respondents’ satisfied prepaid products and 12 respondents satisfied by post paid service providers. Satisfaction level of Price charges Out of 100 respondents of 38 Airtel satisfied,45 JIO respondents satisfied, 5 IDEA respondents satisfied and one responded satisfied by BSNL. Satisfaction level of network connection at different Place out of 100 respondents 38 Airtel satisfied 45 JIO respondents satisfied, 5 IDEA respondents satisfied and one responded satisfied by BSNL., Satisfaction level of Promotion out of 100 respondents 39 Airtel satisfied, 50 JIO respondents satisfied, One IDEA respondents satisfied, and no responded satisfied by BSNL. 5.1Chi-Square Test: Impact of service provides and satisfaction level of customers of 4P’s there is a significant difference between the products of service provider’s satisfaction levels. There is a significant difference between Customer satisfaction Level Price Charges. There is a significant difference between network providers Customer satisfaction Level Price Charges. There is a significant difference between Net providers and Customer satisfaction Level Promotions. 5.2Correlation Test: Association service provides and satisfaction levels of customers of 4P’s there is a no association between the products of service provider’s customer satisfaction level. There is no association between the products of service provider’s customer satisfaction level. There is a significant no association between the products of service provider’s and customer satisfaction level. There is a no association between the Promotions of service provider’s and customer satisfaction level.

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References

1. Assael, Henry, and John Keon (1982), "Non-Sampling vs. Sampling Errors in Survey Research", Journal of Marketing, 46, 114-123.

2. Borden, Neil H & M. V. Marshall (1959). Advertising Management: Text and Cases. Homewood, III, Richard D. Irwin.

3. Culliton, James W (1948). The Management of Marketing Costs. Boston: Division of Research, Graduate School of Business Administration, Harvard University.

4. Ehmke, C., Fulton, J., Lusk, J. Marketing’s Four P’s: First Steps for New Entrepreneurs. Department of Agricultural Economics. ttps://www.extension.purdue.edu/extmedia/ec/ec- 730.pdf

5. Kotler, Philip (1971), Marketing Decision Making: A Model- Building Approach. New York: Holt, Rinehart and Winston.

6. Owomoyela, S.K, Olasunkanmi, O., Oyeniyi, K.O. Investigating the impact of marketing mix elements on consumer loyalty: an empirical study on negerian breweries PLC. Interdisciplinary journal of contemporary research in business. Vol. 4, no.11. 2013. http://journal-archieves30.webs.com/485-496.pdf

7. Pruskus, V. Politinė rinkodara komunikacijos kontekste: samprata, funkcijos irpriemonės. Vol. 23 Issue 2, p149-158. 10p. 2015.

8. Rad,H.S., Akbari, Z. The Role of Brand and Advertising in Marketing Mix (A Review of Marketing Mix). Interdisciplinary journal of contemporary research in business, 2014, Vol. 6., No.7., p.p.114-127/

9. Riaz, W. Marketing Mix, Not Branding. Asian Journal of Business and Management Sciences. 2011, Vol. 1 No. 11, p.p. 43- 52.

10. Singh, M. Marketing Mix of 4P’S for Competitive Advantage, IOSR Journal of Business and Management (IOSRJBM). 2012, Volume 3, Issue 6 (Sep,-Oct.). http://iosrjournals.org/iosrjbm/papers/vol3-issue6/G0364045.pdf?id=5454

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11. Sereikienė-Abromaitytė, L. Žiniasklaidos rinkodara. Vadovėlis. Klaipėda. 2013. 12. Singh, M. Marketing Mix of 4P’S for Competitive Advantage. IOSR Journal of Business and Management (IOSRJBM). 2012, Volume 3, Issue 6 (Sep,-Oct.). http://iosrjournals.org/iosrjbm/papers/vol3-issue6/G0364045.pdf?id=5454

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A STUDY OF PROMOTIONAL STRATEGIES ADOPTED BY LEADING BANKS IN INDIA Dr. Richa Singhal Assistant Professor S. S. Jain Subodh PG College Jaipur

Abstract

Promotional strategies are the ways to implement the promotional methods and promotional plans. There are plenty of important factors which affects promotional strategies such as industry influences namely product, product uniqueness, and technology orientation of the industry and cultural specificity of the product. The export market influence will include two factors; similarity of legal regulation and competitiveness of export market.

Message Strategy: Message strategy includes message content, message structure, messagesource etc. Message content includes appeal, theme, idea, or unique selling proposition(USP). The appeals are rational, emotional and moral.

Celebrity Endorsement: Celebrity endorsement has now become a path breaking strategy inadvertising to make the message noticeable. It is known as the source of message. Message source also play a significant role in message strategy. Messages delivered by attractive or popular sources achieve higher attention and recall.

Channel Strategy: Personal communication channels let two or more persons communicate face-to-face, person to audience, over the telephone, or through e-mail. In banking services telemarketing and personal contact of salesperson are the examples of personal communication channels. Non-personal channels are

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communications directed to more that one person and include media, sales promotions, events and experiences, and public relations. Marketers use to choose one or another channel strategy from time to time.

Communication Mix Strategy: communication mix is the mix of all promotional methods.Marketers allocate the marketing communications budget over all major modes of communication- advertising, sales promotion, public relations and publicity, events and experiences, direct marketing, interactive marketing, word-of- mouth marketing, and the sales force.

Integrated Marketing Communications Strategy (IMC): Integrated MarketingCommunication is a concept of marketing communication planning that recognizes the added value of a comprehensive plan that evaluates the strategic roles of a variety of communications disciplines – for example, general advertising, direct response, sales promotion, and public relations-and combines these disciplines to provide clarity, consistency, and maximum communications impact.

360 Degree Marketing Communication Strategy: 360 degree marketing frameworkconsists of designing and implementing marketing strategies with all angles. In present study the effort has been made to find out best promotional tools for promoting banking services. Promotion of banking services is significantly different from promotions of good and other services. Banking operations are related to financial aspects, so customers are more bothered about the service quality and security of their funds.

Key Words: Product Uniqueness,360 Degree Marketing,Integrated Marketing Communications, Communication Mix Strategy, Channel Strategy, Celebrity Endorsement.

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REVIEW OF LITERATURE

Das (2003) stated that the conventional 4 Ps framework seems to be less effective when it comes to marketing service. The unique characteristics of the services are discussed in this study, which indeed affects the promotion of the services also.

Grove, Carlson, Dorsch (2002) found that the services advertising differ significantly from product advertising. Service advertising stresses more upon tangiblizing the intangible service offerings. Their study also found that services also differ from each other like there must be different promotional strategies for Education, Banking and Retailing services. The aspect of service intangibility has been focused by number of researchers.

Mortimer and Mathews (1998) explored four roles of service marketers viz. tangibles the offerings, show the service encounter, encourage word-of-mouth communication and build a strong brand image.

Rust et al. (1996) recommended advertising as the most effective tool for services marketing specially for positioning a new service and also for reminding the customers. When a brand performs well advertising can give a multiple positive impact on the customers.

George and Berry (1981) revealed that making services tangible is very important. It reduces the risk when a person thinks about purchasing any service. Customer gets a clear idea about the service when service marketer give physical evidences to make the service tangible. He clarified that through effective contents in advertisement marketers can do it easily. The impact of advertisements can also be utilized in word of mouth communications also.

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OBJECTIVES OF THE STUDY

1. To know about the various promotional strategies for people, process & physical evidence of Private, Public sectors and foreign banks in India

2. To make a comparative analysis of customers' perception for promotional strategies with reference to people, process & physical evidence of private, public sector and foreign banks in India

3. To find out the key marketing tools for banking services on the basis of customers' responses.

4. To Analyze Customers‟ Bank Selection Criteria in Customers‟ and Executives‟ Opinion to Recommend Key Inputs in Banks‟ Promotional Contents.

5.To Make Analysis of the Various Promotional Tools adopted by Banks in India.

6.To Check the Customer’s Exposure and Experience for Different Promotional Tools adopted by the Banking Sector in India.

SCOPE OF THE STUDY

The survey has been conducted in Delhi and National Capital Region in which (5 major cities) Delhi, Ghaziabad, Faridabad, Noida and Gurgaon have been included in the study. The branches of banks were selected on random basis. 30 customers on judgement basis have been selected from each branch and a total number of 30 branches of 10 banks are includedin the study.

The leading banks for the study are selected on the basis of their total of „Total Income‟ of two subsequent years (FY 2014-15 and FY 2015- 16) out of all those 27 banks who have their Promotional Expenses average Rs. 10 crores per year or more in the mentioned two years.

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These all banks have shown their performance as true representatives of IndianBanking System. The total 10 banks is a good composition of 4 Public sector banks, 3 Private Sector Banks and 3 Foreign Banks. All these banks have a wide variety in their (Promotional Expenses) Advertising and Publicity Expenses. Some of the spend a huge amount on Promotional Expenses and have promotion as a part of their major activities but some banks, specially Public Sector Banks (Excluding SBI) still have a mindset to enjoy their goodwill of being Public Sector Enterprise.

SAMPLE SIZE- The total 10 banks is a good composition of 4 Public sector banks, 3 Private Sector Banks and 3 Foreign Banks.Study mainly focus on the views of customers and Executives on their Bank Selection Criteria, preferences for promotional methods, major promotional methods and other promotional strategies. Basically customers prefer usually those methods which are in their approach. As customers have a perception and mindset about goods and services they also have a perception about promotional methods. In customers viewpoint Advertisement on television is considered as most prestigious among all promotional methods.

The Executives have also been approached to get their preferences about Bank Selection Criteria and other responses regarding the promotional methods of their own bank and in banking industry.

RESEARCH DESIGN

The present study is descriptive in nature. It contains descriptions of phenomena or characteristics associated with the current subject population and basically answer the questions who, what when where and how of the topic. The estimations have been done in this study for proportions of a population that uses banking services. And the study

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tries to discover association among different promotional methods of promotion and criteria of bank selection.

The banks for the study have been shown in following table:

Public Sector Private Sector Foreign Banks Banks Banks State Bank of India HDFC Bank Standard Chartered Bank Punjab National Bank ICICI Bank HSBC Bank Bank of Baroda Axis Bank Citi Bank Allahabad Bank DATA ANALYSIS:

This is important to know that which are the advertising and promotional appeals being used in promotional campaigns as per the observations and experience of the customers. The analysis is highly focused to find out all critical factors for each and every aspect of the promotional strategies which may be useful in decision making. There are separate discussions on the various constituents of different methods of promotions such as Advertising is the major method of promotion and its constituents are advertising through newspapers, television, radio, outdoor advertising, internet advertising and so on. Similarly the analysis for other methods of promotion (Sales Promotion, Direct Marketing, Publicity/Public Relations etc.) has also been done with their constituents.

The analysis has also been done of the various aspects related to social, education and information aspects of advertising and the comparative discussions has been done for the same among customers and executives. Comparative analysis customers and executives give a different level and structure the think about the designing of

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Promotional Strategies of Banks in India. Customer’s responses are very important to know about their typical consumer behavior. The differences in consumers opinion about the same if differs from executive’s opinion, then the discussion gives a significant scope to the executives to rethink on their ongoing promotional campaigns.

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General Information about Respondents

Table 1-Demographic Profile of Customer Respondents Variable No. of respondents % age Gender Male 317 79.25 Female 83 20.75 Total 400 100 Age Below 25 97 24.25 25-40 192 48.00 Above 40 111 27.75 Total 400 100 Income (per month) Below 20,000 60 15.00 20,000-40,000 209 52.25 Above 40,000 131 32.75 Total 400 100 Education Below Graduation 48 12.00 Graduation 122 30.50 Above Graduation 230 57.50 Total 400 100 Occupation Business 104 26.00 Service 262 65.50 Student 34 8.50 Total 400 100 Table 1 Respondents in the present study have mixed demographic characteristics. Thereare 79.25% males and 29.75% female respondents. Most of the (48%) respondents are from the age group of 25-40 followed by the age group of above 40 and below 25 almost equally with 27.25% and 24.25% respectively. In the category of income, the maximum is the 20,000-40,000, i.e. 52.25% which is followed by Above 40,000 with 32.75% and Below 20,000 with 15% only. Most of the respondents

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(57.5%) come under Post „Graduation or above in the level of education which is followed by Graduation with 30.5% and Below Graduation with 12%. In the occupation category, Maximum respondents are in Service and salaried people (65.5%), which are followed by business class with 26% and very less strength of students with 8.5%

Figure 1-Demographic Profile of Respondents – Gender z Source of the Information Response % Age Through Advertisement 37 09.25 Through Sales Person of the bank 61 15.25 Through Friends/ Relatives/ Family Member/Colleagues 85 21.25

Through your Employer/ Employers‟ Choice/Salary Account 144 36.00 Through Telephonic Call 47 11.75 Through Internet (Bank Website) 12 03.00

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Through E-Mail 14 03.50 Total 400 100 Table 2- Source of Information for Customers before availing the Services of Particular Bank

Availing the Services of Particular Bank

Table 2 presents the sources of information about the bank for the customers beforeselection of a particular bank to avail the service. Maximum number of customers are availing the service of a particular bank because it is the choice of their employer (36%) which is followed by the recommendations of friends/relatives or family members/colleagues with 21.25% and Through sales person of the bank, 15.25% rest of the information sources are collective accountable for 26.5% in attracting customers for a bank.

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Table 3 - Various Banking Services Availed By Customers

Services Response Total % Age Saving Account 358 400 89.50 Current Account 59 400 14.75 Personal Loan 38 400 9.50 Housing Loan 63 400 15.75 Car Loan 102 400 25.50 Demat Account 2 400 0.50 Credit Card 192 400 48.00 Money Transfers 12 400 3.00 Demand Draft 271 400 67.75 Custodial Services 23 400 5.75 Fixe d Deposits 55 400 13.75 Mutual Funds 6 400 1.50

Figure 3 - Various Banking Services Availed By Customers

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Table 3 reveals the variety of services. The services have been listed which are availedmaximum by the banking customers. As one customer can avail a variety of services so multiple choices were valid in the question. Saving account customers has come out to be the maximum availed service by 89.5% of the customers, followed by Demand draft by 67.5% and Credit Cards with 48%. Car Loan, Housing Loan, Current Account and fixed deposit are the other major services availed by the banks‟ customers with 22.5%, 15.75%, 14.75% and 13.75% respectively. However a little number of respondents also avail the other services like Personal loan, Demat Account, Money transfers, Custodial Services and Mutual Funds.

Demographic profiles of Executive Respondents

Bank executives have been defined for present study as the employees of bank senior and operational level, who are compulsorily on the roll of the organization. Table 5.4 presents the demographic profile of executive respondents. Out of a total of 160 executive respondents, 76.25% are male and rests 23.75% are female respondents. Regarding the age of the respondents, most of the executives were in the age group of 25-40 (60.62%) followed by Above 40 (25%) and Below 20 group 14.37%. Below 25 groups represents most of the sales executive of private sector banks.

In the category of education a good number of executives are Post Graduate and above (85.62%), followed by the graduates with 14.37%. The employees were selected on the judgment basis in the banks, based on the person with 3 or more years’ experience in the banking industry. The responses reflect that 38.12% of the employees are of 5-10 years of experience, which is closely followed by the group of above 10 years with 34.37% and 3-5 years with 27.5%.

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Variable No. of respondents % age Gender Male 122 76.25 Female 38 23.75 Total 160 100 Age Below 25 23 14.37 25-40 97 60.63 Above 40 40 25.00 Total 160 100 Education Graduation 23 14.37 Above Graduation 137 83.63 Total 160 100 Experience in Banking Industry 3-5 Years 44 27.50 5-10 Years 61 38.12 Above 10 Years 55 38.38 Total 160 100 Table 4 - Demographic profiles of Executive Respondents

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Figure 4 - Demographic profiles of Executive Respondent Promotional Methods Adopted By Leading Banks

The study has its main objective to find out and anlayse the promotional strategies adopted by leading banks in India. Executives were asked the question about 17 promotional tools under the 5 major methods of promotions (Advertising, Sales Promotion, Publicity/Public Relations, Personal Selling and Direct Marketing). The responses have been captured on a 5 point likert scale for the extent to which the tools are being adopted by banks in India.

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Descriptive Analysis of Promotional Methods Adopted by Leading Banks

Table 5 - Descriptive Analysis of Executive’s Responses for the ,Extent to which promotional tools are being adopted by banks

Descriptive Statistics N=160 Variable Mean Std. Promotional Methods Codes Deviation Advertising on T V ATV 4.69 0.46 Ads through Hoardings, Banners, Posters AOOH 4.51 0.67 Advertising in Newspapers ANP 4.11 0.86 Advertising in Journals/Magazines AJM 3.7 0.93 Gifts on availing Specified Services GSS 3.66 1.18 Interest Rate Variations IRV 3.67 1.09 E-Mail EML 3.57 1.28 Direct Mail/ Catalogs/ Letters etc. DM 3.49 1.21 Cash Back on Credit Card CBCD 3.39 1.33 Personal Contact by Sales Person of Bank PCS 3.31 1.21 Internet Advertising INTA 3.26 0.98 Tele Calling TC 3.21 0.98 Seminars and Events Organized by Banks SE 3.20 1.07 Advertising in FM Radio/ Other Radio ARD 3.05 1.17 News about banks in TV or Newspaper NNP 2.79 1.37 Reports and Brochures SRB 2.78 1.18 SMS Marketing SMS 2.44 1.38

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Indian banks are adopting the major traditional tools. As per the responses of Executives and Employees we can trace out from Table 5 that „Advertising on Television and Out ofHome Advertising is being used by leading Indian banks maximum with a weighted meanvalue of 4.59 and 4.51 respectively. These are closely followed by Advertising inNewspapers (Mean Value 4.11).

The promotional tools such as Advertising in Journals and Magazines (3.70), Gifts onAvailing Specific Services (3.66), Interest Rate Variations (3.67) and E-Mail Marketing (3.57) have adopted by leading Indian banks as their prime promotional tools.

Customers‟ Exposure to Promotional Methods Adopted by Banks

Customer’s Exposure or experience regarding promotional tools is analyzed to know that which are the promotional tools most seen or experienced by the customers. Basically this in an effort to compare the promotional methods adopted by banks and they are experienced and seen by customer so that the differences can be traced out. The another purpose of analysis of Customer Exposure and Experience towards Promotional tools is that Bank marketers should concentrate more on those tools only which are maximum experiences by customers, The methods which have maximum and most convenient reach and visibility. For the purpose descriptive and factor both the analyses have been done. Factor analysis is followed by the descriptive analysis of customer’s exposure and experience towards promotional methods.

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Descriptive Analysis of Customer’s Exposure to Advertisement and Promotion

Table 6- Descriptive analysis of Customer’s Exposure towards Promotional Methods

Descriptive Statistics N=400 Std. Promotional methods Mean Deviation 1 Advertising on T V ATV 4.48 0.71 2 Cash Back on Credit Card CBCD 4.05 1.11 3 Advertising in Newspapers ANP 3.99 0.88 4 Ads through Hoardings, Banners, Posters AOOH 3.93 1.19 5 Internet Rate Variations IRV 3.81 1.14 6 Direct Marketing DM 3.77 1.05 7 Internet Advertising INTA 3.70 1.07 8 Personal Contact by Salesperson PCS 3.67 1.18 9 Tele-Calling TC 3.66 1.13 10 Advertising in Journals/Magazines AJM 3.59 0.97 11 Gifts on availing specified services GSS 3.57 1.28 12 E-Mail EML 3.50 1.25 13 News about Banks in TV or Newspaper NNP 3.35 1.16 14 SMS Marketing SMS 3.28 1.45 15 Seminar or Events Organised by Banks SE 3.01 1.34 16 Seen Reports and Brochures SRB 2.90 1.19 17 Advertising in FM Radio/ Other Radio ARD 2.90 1.16 Table 6clearly identifies about the extent of exposure regarding various advertising andpromotional tools adopted by leading banks in

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India. The most important has been identified as Advertising on Television with a very good weighted mean value of 4.48 out of 5 which is followed by Cash Back on Credit Cards and Advertising in Newspapers and Out ofHome advertising with a weighted mean value of 4.05, 3.99 and 3.93 however it is less thanthe first one as well as the standard deviation is also high of these three variables but their exposure is certainly very high over other variables. Interest Rate Variations and Direct Mail closely follow the other most preferred variables with a weighted mean value of 3.81 and3.77.

Comparative Analysis of Promotional Methods Adopted by Banks and Customers Exposure/Experience towards them With the help of descriptive statistics about promotional methods adopted by leading banksin India and customers‟ exposure towards the same we find that out of top 6 promotionaltools from both sides, 4 tools match. However the differences in the promotional toolsadaptation and exposure of customers exists but the points manly to focus are those wherethe tools are adopted by banks but the exposure is comparatively less. In this context thepromotional tools such as „Out of Home Advertising‟, Advertising in Journals andMagazines and Gift on Availing Specific Services are most important. These tools are widelyused by banking industry but customers have comparatively less exposure of them. Howeverother promotional tools have very little differences in the comparative analysis

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Table 7 - Comparative look on promotional tools adopted and exposure thereof

Customer’s Responses Executive’s Responses Variables Mean Rank Variables mean rank Advertising on 4.49 1 Advertising on 4.69 1 Television Television Cash Back on Credit 4.10 2 Ads through 4.52 2 Cards Hoardings, Banners, Posters Advertising in 3.99 3 Advertising in 4.12 3 Newspaper Newspaper Ads through 3.93 4 Advertising in 3.70 4 Hoardings, Banners, Journals and Posters Magazines Interest Rate 3.82 5 Gift on Specific 3.67 5 Variations Services Direct Mail 3.77 6 Interest Rate 3.67 6 Variations

While comparing the results of factor analysis, we can trace out few differences in the Promotional methods adopted by Banks and the exposure and experience of customers towards them with the help of the results of factor analysis. The major difference is in the formulation of Factor from the variable/components. The purpose of this analysis is to make an effort to find the differences that what is executive by banks and what is experienced by the customers. Basically e.g., the clubbing of Radio Promotion is same in both and in descriptive statistics this variable in both the responses is in bottom 5, which means that this should require less attention by banks in execution of promotional methods and Integrated Marketing Communication.

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FINDINGS:

Promotional Methods Adopted By Leading Banks

Descriptive Analysis of Promotional Methods Adopted by Leading Banks Indian banks are adopting the major traditional tools. As per the responses of Executives andEmployees we can trace out from Table 5 that Advertising on Television and Out of Home Advertising is being used by leading Indian banks maximum with a weighted meanvalue of 4.59 and 4.51 respectively. These are closely followed by Advertising in Newspapers (Mean Value 4.11). The promotional tools such as Advertising in Journals and Magazines (3.70), Gifts on Availing Specific Services (3.66), Interest Rate Variations (3.67) and E-Mail Marketing (3.57) have adopted by leading Indian banks astheir prime promotional tools.

Factor Analysis of Promotional Methods Adopted by Leading Banks Factor analysis has reduced 17 variables in 6 factors related to the promotional tools adoptedby leading banks in India. Itcan be observed from the above table that that six variables namely, Cash Back on Use ofCredit/Debit Cards, Gifts on availing specified services, Direct Mail/ Catalogs/ Letters etc,Personal Contact by Sales person of Bank, News about banks in TV or Newspaper, Reportsand brochures load on Factor 1 which has been titled as the “Sales Promotions and DirectMarketing”. This factor explains around 20.703 of the total variance. Factor 2, is acombination of three important variables of Internet Advertising, E-mail (Sending E-Mails toCustomers), Tele- Calling and SMS Marketing. These explain 14.646% of the total variance.It has been suitably titled as “Innovative Promotional Tools” Factor 3 has been named “Mass Media and Public Relations” which explains 9.011% ofthe total variance and includes four important variables namely, Advertising in Journals /

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Magazines, Ads through Hoardings, Banners, Posters, Seminars and Events organized by banks. Factor 4 is of one variable i.e., Advertising in FM Radio/ Other Radio and explains .284% of variance. This factor has been named “Radio Promotions”. Factor 5 explains 7.237% of the variance and combines only one variable „Advertising and Television‟ and the factor has been named „Television Advertising‟. Factor six also includes one variable i.e., Advertising in Newspaper and the factor has been named “Newspaper Advertising” and it explains 7.136% of the total variance.

Customers‟ Exposure to Promotional Methods Adopted by Banks

Descriptive Analysis of Customers‟ Exposure to Advertisement and Promotion

In the analysis of extent of exposure regarding various advertising and promotional tools

adopted by leading banks in India we find that the most important has been identified as Advertising on Television with a very good weighted mean value of 4.48 out of 5 which is

followed by Cash Back on Credit Cards and Advertising in Newspapers and Out of Home advertising with a weighted mean value of 4.05, 3.99 and 3.93 however it is less thanthe first one as well as the standard deviation is also high of these three variables but theirexposure is certainly very high over other variables. Interest Rate Variations and Direct Mailclosely follow the other most preferred variables with a weighted mean value of 3.81 and 3.77.

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Factor Analysis of Customers‟ Exposure to Advertisement and Promotion

For finding the exposure to advertisement and promotion Factor analysis has also been applied. Factor analysis has reduced 18 variables in 5 factors. It can be observed from the said table that that five variables namely, Advertising in Journals/Magazines, Ads through, Hoardings, Banners, Posters, Internet Advertising, E-mail, SMS Marketing represent Factor 1 which examines the “Mass Media and Innovative Promotions”. This factor explains around 19.379% of the total variance. Factor 2, is a combination of three important variables of Promotional Exposure, namely, Personal Contact by Sales person of Bank, Seminars and Events organized by banks, Seen reports and brochures. These explain 14.966% of the total variance. It has been suitably titled as “Personal Selling and Public Relations” Factor 3 has been named “Electronic Media, Sales Promotions and Direct Marketing” which explains 13.575% of the total variance and includes four important variables namely, Advertisement on TV, Tele- Calling, Interest Rate Variations, Direct Mail/ Catalogs / Letters etc. Factor 4 is combinations of three factors; they are Advertising in Newspapers, Gifts on availing specified services and News about banks in TV or Newspaper and explains 13.428% of variance. This factor has been named “Newspapers and Specific Promotions” “Factor 5 explains 8.234% of the variance and combines only one variable Advertising in FM Radio/Other Radio. The factor has been named “Radio Promotions”

Comparative Analysis of Promotional Methods Adopted by Banks and Customers Exposure/Experience towards them - While comparing the results of factor analysis, we can trace out few differences in the Promotional methods adopted by Banks and the exposure and experience of customers towards them with the help of

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VOLUME 6, ISSUE 9(3), SEPTEMBER 2017 the results of factor analysis. The major difference is in the formulation of Factor from the variable/components. The purpose of this analysis is to make an effort to find the differences that what is executive by banks and what is experienced by the customers. Basically e.g., the clubbing of Radio Promotion is same in both and in descriptive statistics this variable in both the responses is in bottom 5, which means that this should require less attention by banks in execution of promotional methods and Integrated Marketing Communication.

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nd Coakes, J., Sheridan, Steed, Lyndall, &Dzidic, Peta. (2006). 2 edition. SPSSVersion 13.0 for Windows, Analysis without Anguish, Wiley Student Edition, WileyIndia Publications.

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India‟s Best Marketed Banks: An Exclusive ICMR-4Ps B&M Survey-2010, 4 Ps:Business and Marketing, Vol. V, Issue 10, P. 54.

India‟s Best Marketed Banks: An Exclusive ICMR-4Ps B&M Survey-2010, 4 Ps:Business and Marketing, Vol. V, Issue 10, P. 56.

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A REVIEW ON PSYCHO-SOCIAL PROBLEMS OF ADOLESCENTS AT HIGHER SECONDARY EDUCATION LEVEL Dolly Kumar Chayanika Bordoloi Guest Faculty Research Scholar P.G. Department of Law Gauhati University Gauhati University Assam, India Assam, India

Chandan Bordoloi Practicing Advocate Guwahati, Assam, India Abstract: Education is essential for everyone. Students represent the society’s investment for future. Their mental health and well-being is important not only because it is their right but also due to the factor that it contributes to the larger interest of the society. Education plays a significant role in transforming one’s life globally. Students all over the world face a number of problems. In India, the pressure of the educational system has taken its toll on the children. Children who are barely out of their infancy are made to identify various objects and display courtesy for admission into kindergarten. As adolescents are the vital constituents of a country, they have a great responsibility. It is rightly said that youth can make or mar the future of the nation. Youth is the backbone of society. They are full of vigor and enthusiasm, but if they are not properly guided and educated, they can prove to be a disaster. The present study focusses on various aspects related to stress, its causes, consequences, sources, symptoms etc.by reviewing the literature in this aspect. The study further attempts to review the impact of stress of higher secondary school students on the human right to education which is guaranteed as the fundamental right under the Constitution of India. Keywords: Education, Human Rights, Constitution, Stress Introduction: ‘‘Education is not preparation for life, education is life itself’’ John Dewey.

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Education plays an important role in one’s life. It forms the basis for lifelong learning and inspired confidence to face challenges of life. Education provides a skill to individual to act productively and to play a greater role in economic life and earn a better living. Education has been a major factor for progress of human civilization. But in today’s modern world the role of education has diversified to a great extent and its importance has also increased considerably. The role of education is much significant for the development and growth of human being. Education has been regarded as a human right and as a right it is recognized both at the international and national level. The right to education is enshrined in Article 26 of the Universal Declaration of Human Rights (UDHR) 1948 and Article 14 of the International Covenant on Economic, Social, and Cultural Rights (ICESCR) along with other declarations and regional conventions. Under the Indian Constitution the right to education is protected by virtue of various articles such as Articles 15, 21, 29, 30, 41, 45, 46, etc. After the 86th Constitutional Amendment in 2002, right to education is being regarded as a fundamental right under Article 21-A and it is free and compulsory for the age group between 6 to 14 years. Thus education system all over the world try to give best possible opportunities to the children of all ages to get the fruit of education and enjoy the education as a right.

However only providing education as a right without solving the problem that exists in the system will not give the students the scope they need to enjoy education as a right. Students all over the world face lots of problems which affect them not only physically but also psychologically and in this regard India is not an exception. The students today are facing new challenges in education and simultaneously heavy demands are made by the society to perform various roles, sometimes undefined and unachievable, causing heavy stress on students mainly the high school students. Students in their teens are in their transitional phase which is an intermediate of childhood and adulthood. At this stage teenagers sometimes get trapped while making decision as to which route to follow, which rules

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and order to obey or whether to be simply free and discover the world like they should. Teenagers in the previous days were trained for things that were suitable with their age so that they can use it to manage their lives. But now teenagers have to follow their parents’ desires which are preparing them to compete in the social system where the society is scrambling towards modernization so that they are not left behind. If it is not managed well, stress can ignite psychological disturbances among them when they are grown up. These disturbances will cause stress to the teenagers in the future if they are not overcome now. The term stress is derived from the Latin term stringere which means to draw tight. And it was first coined by medical researcher Setye(1984). He defined stress as the non-specific response of the body to any demand. It is a person’s adaptive response to a stimulus that places excessive psychological demands on that person. In other words, stress is a state of mind reflecting certain biochemical reactions in the human body and is projected by a sense of anxiety, tension and depression and is caused by such demands of environmental forces or internal forces that cannot be fulfilled by the resources available to the person. During the teen years, a lot of biological, physical, mental and emotional changes occur as well as the changes in responsibility and role. In order to stabilize these changes, the students are always confronted with problems and conflicts (Asri, 2002). For some students who are not capable of dealing with it, the changes will create stress and tension to them. If it is not dealt with in the early stages, the student may experience mental problems (Newman, 2005). High secondary students cite day to day stresses of school (e.g. tests, grades, home work, academic and achievement expectations) among their greatest stressors (Crystal et at., 1994; de Anda et at. 2000; Ohman and Jarvis, 2000) Types of school- related stresses include, interactions with teachers and balancing one’s leisure time with. Causes of stress:

 Academics: Alphabetically first among the causes of stress on students is academic pressure. Simply tackling more difficult assignments can demand stress management techniques. It

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might be wise for teachers to introduce students to this stress with an assignment such as a “Causes of Stress on Students Essay”. Requiring students to interview older students and educators, as well as research the Internet on the subject, could help them prepare for the stresses of academic challenges.

 Environment: The school environment itself can be a cause of stress on students. Students moving into secondary education find it challenging to constantly move around to classes. Those matriculating to tertiary education are challenged with leaving home and establishing a new life in new setting. Both can cause stress on students.

 Extra Co-curricular: Colleges pressure high school students to engage in extracurricular activities such as choirs, clubs, sports, band, or volunteer work. The presence of these on a student application can go far toward acceptance. Hence in college, extracurricular activities still cause stress on students, once their presence on a job application is also an asset.

 Peers: Peer relationships can provide estruses or distress. As peers apply pressure in regard to dress, behavior, choice of friends and many other areas of life, that pressure can become a huge presence of stress on students.

 Parental Pressure: Finally, students at either level experience stress from parental pressures. Parents want their children to succeed in school. They want to see good grades, but they also want to see success in life’s other areas. In their attempts to guide their children, parents can become one of the major causes of stress on students. It is wise for parents and others who work with students to take time to recognize the stresses students face, if they then provide stress management techniques, they will do much to relieve and encourage their students. Consequencesof Stress: Stress may produce behavioral, psychological and medical consequences in individuals.

 Behavioral Consequences of stress may harm the person under stress as well as others around him. The possible behavioral

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consequences of stress include indecision, poor concentration, inability to think with clarity, impulsiveness, violence, inability to relax physically, problems with interpersonal relationships, excessive drinking, smoking or eating and inability to cope with frustrating situations.

 Psychological Consequences of stress relate to person’s mental health and well-being. Some of these include worries, anxiety, irritability, depression, agitation, boredom, feelings of failure and self-destruction, lack of sleep, low self-esteem, to lose temper, feeling of rejection, pre-occupation and so on.

 Medical Consequences of stress affect a person’s physical wellbeing. It includes heart disease, headaches, blood pressure, ulcers, insomnia, stomach and intestinal disorders, dizziness, excessive fatigue, skin problems such as rashes, muscle tensions, difficulty in breathing, gum disease. Three Faces of Stress:

A. Eustress (positive stress): It is positive and pleasurable form of stress that accompanies positive events or appears when an individual faces an exciting challenge. Examples. Challenge, Opportunity, Achievement, Creativity Promotion, Progress, Success, Affection, Excitement, Stimulation.

B. Distress (Negative stress): It is the negative and the unpleasant stress that accompanies negative events. It comes from pressure situations, unpleasant encounters and professional demands. Examples. Conflict, Crises, Change, Criticism, Issue, Problem.

C. Stress (Neutral stress): It is one which initially evokes negative feelings but if handed properly; it can lead to positive experiences. Sources of Stress: Studies have led to the finding of the following sources of stress which is either psychological or philosophical.

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A. Psychological Sources: Adaptation, Frustration, Self - perception, Overload, self- perception, Behavior, Anxiety, lack of control.

B. Physiological Sources: Nutrition and vitamin deficiency, Over- eating and under-eating, smoking, noise, techno-stress Symptoms of stress: Stress is associated with physiological symptoms, characteristic of sympathetic nervous system activity. These symptoms relate to the flight response and are summarized below, together with the psychological summarized below, together with the psychological symptoms of stress, both the subjective (how a person feels) and the behavioral (how a person acts) although there is some overlap in these areas, the symptoms vary among individuals because of the differing sensitivities of organs to the experience of stress. Physiological Symptoms:

 Raised heart rate,  Increased blood pressure,  Sweating,  Raised blood coagulation rate,  Increased ventilation,  Subjective Symptoms. Physiological  Tiredness and/or difficulty in sleeping  Muscle tension particularly in neck and shoulder muscles,  Indigestion, constipation, diarrhea Behavioral Symptoms:

 Increased consumption alcohol, tobacco food etc  Loss of appetite or excessive eating.  Restlessness Study of related literature on stress:

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Endler et. al, 1994, Chona, (1995) stated that, Stress makes a significant contribution to the prediction of subsequent performances and acts as a negative predictor of academic performance in school children. We react to our environment with different degrees of intensity; in 20th century with anxiety and in the present century with stress. In an academic situation, such as school, a student reacts in the form of mental distress to an anticipated frustration associated with failure in annual examination or even to the awareness of the possibility of such failure (Gupta & Khan, 1987). Academic Stress among students have long been researched on, and researchers have identified stressors as too many assignments, competitions with other students, failures and poor relationships with other students or lecturers (Fair brother & Warn, 2003). Academic stressors include the student's perception of the extensive knowledge base required and the perception of an inadequate time to develop it (Carveth et. al, 1996). Assessment is very important aspect of understanding and managing stress and its complications. Being a subjective experience, stress can be better assessed through self-report of the concerned individual. In his study an effort has been made to develop a self-administered scale for assessing academic stress and to standardize it on high school student population.Lazarus & Folkman, (1984) viewed thatstress is a consequence of a person's appraisal process i.e., whether personal resources are sufficient to meet the demands of the environment. So it is determined by Person - Environment Fit.According to Zulkifli (1988), teenagers always face problems in adjusting. Teenagers especially those who are students always face learning problems, career management and also problems in solving personal and social matters. These are the factors that contribute to stress in life. Students are starting to shift from a life that is dependent on others to a life that needs them to release the dependency and start carrying their own responsibilities. Morris (1990) stated that teenagers always face stress in school and they compete each other to get better grades. Levine (1970) and Dobson (1980), explained that stress has a relationship with aspecific situation like a learning environment in school and the inability to do work perfectly andthe failure to achieve anything that is desired. The issues of students doing things like punchingteachers, cursing, slandering and

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hurting teachers, prostitution and others calls for researchers to see that the mentioned phenomena is connected to the stress situation among teenagers. A supportive family environment with parenting behavior is positively related to the academic achievement and less of stress in adolescence according to the work of Gonzales, Cauce, Friedman, Mason (1996). Adams (1983) and Kamaruddin, (1997) stated that the biggest problem among schooling teenagers is the matters associated with their schooling. Other than that, problems that female students have to deal with are communication and family problems. For the male students, their side problems are problems with getting involved in sports, recreation and also financial matters. A number of responsibilities and pressure cause stress to the teenagers like the need to achieve good academic grades, character building and also good attitude besides trying to comprehend with their personal needs. Research based on the stress levels that are experienced by student have been done by Chin (2005) on students from Tunku Abdul Rahman (TAR) College, Malaysia. Meanwhile, Gadzella (2006) conducted a research on the stress levels in female students in a university. Although past researches have been on the stress phenomena, the findings of these researches is hoped to be able to assist directly or indirectly in managing students who are dealing with stress. With that, it is hoped that an effort or a program that can prevent stress among students will be planned out. Information about the stress that is experienced by students can also help the more authorized group like parents, school and society in giving guidance to students on handling the stress that exist in them. Fariza (2005) who conducted a research on the stress among teenagers found that this age group has to deal with the academic world. Therefore there exists demand and hope for themselves, their parents, teachers and the society to see them succeed. This is parallel to the research by Mates and Alisson (1992) which finds that among the academic factor that contribute to the stress in teenagers is their achievement in academics. This research is also conducted to detect the difference of stress level with rural students. The reason is the same as the research that was conducted by Muhammad Shah (1993) and Asri

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(2002) which was about stress among urban and rural secondary school students. The researchers felt that further research should be done to review the conclusions of previous researches so that other methods or ways can be designed to overcome this problem. Researches on the difference of stress levels between sexes are usually conducted directly or indirectly. Therefore, the purpose of this research is to verify the results of previous researches that concluded female students experience more stress compared to the male students. Gadzella and Baloglu (2001) found that female students experience stress during changes in their life. While Muhammad Shah (1993) found that there is a significant difference between the stress experienced by male and female students and the research by Mohd Jafri (1991) shows that female students experience more stress when faced with problems compared to the male students. Dr.N.Santhosh Kumar, S.Sujatha, Jahira Parveen(2011) analysis of stress among higher secondary school students the purpose of this study is to determine the relationships between stress level and academic achievement among students in rural secondary schools. A study of stress, especially an approach towards measuring level of stress among adolescents is quite new in Tamil Nadu. So, an attempt to study this condition, starting with normal adolescents, is the purpose of this study. The results clearly indicated that the stress level differs among the genders.This means the methods of overcoming stress cannot be the same for boys and girls. The methods should be based on the factors causing stress among the boys and girls rather than any other basis. This is where the parents – teachers associations in the schools can play a lead role. By identifying the students who are under stress, they must periodically counsel the children, apart from discussing with the parents and teachers of these children. Academic Stress and Emotional Maturity among Higher Secondary School Students of Working and Non Working Mothers by Rosa, M.C and Preethi (2012) -a study undertaken on higher secondary school students of working and non-working mothers. A sample of 240 higher secondary students from Palakkad and Trissur districts were selected. Academic stress Scale and Emotional maturity Scale were employed to collect the requisite data. The result of the study leads to the understanding of psychological factors that may influence students

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studying at higher secondary schools. This may help to improve the level of Emotional maturity as well as to reduce the level of depression, anxiety and stress. M. Mohamedayupkhan and S. Mani (2012), the study aims to find out the level of Students Personal Problems, Study Involvement and Academic Achievement among the higher secondary school students of Usilampatti education district of Madurai region, Tamilnadu in selected schools. Sampling techniques that was used for the selection of the sample in this case was random sampling.The present study shows that the girls are experiencing morepersonal problems, so the teachers can provide supportive. Krishan Lal (2014), works on academic stress among adolescent in relation to intelligence and demographic factors. Study reveals that all students of high school suffer from equal level of academic stress. However, a variety of teaching method may be used which are likely to accommodate all the style under reference. Other major implications for teachers are that they should try to remove unnecessary academic stress from high and average I.Q students by using various techniques; this will help them to enhance the level of academic. Students are counseled for stress factor by trained guidance worker/counselor. Further, teachers should try to remove academic stress generating factors from learning environment by taking necessary steps. S. Menaga, V. Chandrasekaran, a study on academic stress of higher secondary school students. The purpose of the present study was to reduce the Academic Stress of higher secondary studentsand find out the differences if any in terms of Gender, Type of Family, Type of SchoolManagement, Family Income and Stream of Study. The samples for the study comprised of 250higher secondary school students in Thiruvannamalai District. Survey method was adopted andhas used descriptive and differential statistical methods for analyzing the collected data. It wasfound that there is significant difference in the Academic Stress of higher secondary students in relation above mentioned factors. The findings could be useful for the students to know theirlevel of stress and they can take up necessary and sufficient practices to reduce their Academic stress.

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Perceived stress, coping and adjustment by P. Hampel and Franz Peterman investigate age and gender effect on perceived interpersonal stress coping with interpersonal stressors and psychological adjustment among early and middle adolescents. “Academic related stress among private secondary school students in India” was examined by Sibnath Deb, Esben Strodi, Jiandong Sun (2015). Their study show the prevalence of academic stress and exam anxiety among private secondary school students in India, as well as the association with socio-economic and study related factors .Findings of the study revealed that 35% to 37% reported high or very high levels of academic stress and exam anxiety respectively. They found that most of the students felt pressure because of academic pressure, while some get pressure from their parents for better performance. ‘Family Environment and academic achievement of adolescent students of Jorhat District, Assam’ by S. Borah. The result of the study reveals that family environment plays a vital role in student’s life. It has a positive effect on academic achievement of the students and its relation with academic achievement of adolescent students. S. K. Das, U.K. Halder and B. Mishra (2015) conducted a study on academic anxiety and academic achievement on secondary level school students in Lakhimpur District of Assam- ‘A stress perception of higher secondary students’. Conclusion: Adolescence can be a stressful time for children, parents and adults who work with teens. Many also worry about moving from a middle or junior high school to secondary school level. Academic problems of students include study difficulties, examination anxieties, actual or apprehended achievement, difficulty in concentration, difficulty in remembering, unable to study properly, easily distractible unable to understand the language, difficulty or affinity towards a particular subject, no interest in studies. Other problems of students related to academics include, ineffective study methods, despite investing a great deal of time in studies, one cannot manage to get the information to stick. The study revealed that the stress among the adolescents is creating negative impact over the body and mind of the individual. Past years

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have shown increase in the death rates among the teenagers by way of suicide. It seems like that the ultimate option left with the over stressful students is to commit suicide. This ultimately is creating violation of the fundamental rights like right to life, right to education which are recognized rights both internationally as well as nationally. Thus as a citizen of India and most importantly as a human being it is our responsibility also to help these sections of students to overcome their stressful situations in a constructive way, help them to face their challenges properly so that they are not led by stressful situations. We should join our hands together to save these children who are going to build the future world. References: Allen, S., and B.Heibert, ‘Stress and Coping in Adolescents.’ Canadian Journal of Counseling, 25(1991), pp. 19-32 Abouserie, R, Sources of levels of stress in relation to Locus of control and self esteem of university students. Educational Psychology, 14, 323-330. 1994 Best and Khan: Research in Education-Sixth Edition. New Delhi: Prentice Hall of India Pvt. Ltd., 1992. Colten, M, E, and S. Crove, Adolescent Stress: Causes and Consequences. New York: Aldine de Gruyter, 1991. Cheng kai-wen. (2006). A study of stress among college students in Taiwan. Journal of Academic and Business Ethics, 1, 1-8. 2006 Deb S, Strodl E, Sun J. Academic- related stress among private secondary school students in India. J Asian Educa Develop Studies. 2014 3: 118-34. Elliot, H., Dictionary of Psychology. New Delhi, Cosmo Publications, 1993. Jayanthi, P., Thirunavukarasu, M and Rajamanickam, R., academic stress and depression among adolescents: a cross-sectional study. Journal of IndianPediatrics, Vol -52, 2015 Kothari, C.R., Research Methodology: Methods and Techniques, 2nd Revised Edition, New Age International Publishers. 2004

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Koul, Lokesh, Methodology of EducationalResearch. 4th Ed., New Delhi: Vikas Publishing House Pvt.Ltd. 2010 Manikandan . K, Nirmala.S, A Study on stress among adolescent learners, Scholarly Research Journal for Interdisciplinary Studies. Myneni, S.R., Legal Research Methodology, Allahabad Law Agency, 1997. Mangal, S. K., Statistics in Psychology and education. New Delhi: Prentice Hall of India, 2002 Supreet. K and Vandana. S, (2014): Depression among Adolescents in Relation to Their Academic Stress. Indian Journal of Applied Research, Vol, IV Sharma, B.A.V.et al., Research Methods in Social Sciences, New Delhi: Sterling Publishers Pvt. Ltd., 1983. Shukla, V.N., Constitution of India, 12TH Edition, Eastern Book Company. Lucknow Sidhu, K.S., Methodology of Research in Education. New Delhi: Sterling Publishers Pvt. Ltd., 2005. Dissertation Ching Mo Chan., Academic stress and health outcomes among college students: A comparative study between Hongkong and china students .City University, Hong Kong, Dept. of Applied Social Studies, 2009. Juan Xiao, Academic Stress, Test Anxiety, and Performance in a Chinese High School Sample: The Moderating Effects of Coping Strategies and Perceived Social Support. Georgia State University, Department of Counseling and Psychological Services, 2013 Yumba Wycliffe, Academic Stress: A Case of the Undergraduate students, Linkoping University, China 2008

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ACCORDING TO BAGAVATH GITA - LIFE STYLE

Dr.A.Padmaja Post Doctoral Fellow – ICPR Department of Philosophy Andhra University Visakhapatnam Introduction

The major problem in the present world is the management of stress. The breakdown of human personality leading to ethical and moral decay is a result of uncontrolled stress in our lives. This is a contagiousphenomenon spreading from individual to family, family to society, society to nation and finally international.There is an urgent need for us to switch over from our present Rajasic and Tamasiclife styles to Sattvic lifestyle to lead a happy and peaceful life.

According to Gita the whole humanity

According to Gita the whole humanity is classified into three categories based on their gunas liketamasic, rajasic andSattvic.A guna is one of three "tendencies" of the mind, body and consciousness. These categories have their own charesteristicsof diet, health, thinking and behavior pattern.

Rajas is the quality of energy, movement and transformation that creates imbalance in life, while tamas is the quality of solidity, heaviness and stagnancy that creates inertia. If we want to become healthy or to maintain good health, moving towards a sattvic life is a key element in this process.

A highly rajasic person is extremely focused on doing, achieving and getting places, their lifestyle typical of modern fast-paced society. Over time, too much energy is expelled and this type of lifestyle causes stress, burnout and often pain from overdoing. A highly tamasic

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person, on the other hand, is slow moving, heavy, lethargic and often depressed. Mental dullness and a lack of energy exist, caused by a lifestyle of either too much inertia or too much overdoing that eventually results in exhaustion. Therefore, rajas can sometimes lead to tamas.

So we aim for sattva to balance, harmonise ourselves with nature, and to stay energised and healthy. A sattvic person has mental clarity and is pure in thoughts, words, and actions. They don’t over work like the rajasic person and aren’t lazy like the tamasic person. Yet as human beings and part of nature, we all have all three gunas within us.

Without Tamas we would not sleep and without Rajas we would lack dynamism and without Sattva life would be uninspiring and without the higher human qualities.

It really depends on which we decide to cultivate, along with our natural tendencies according to our own body type. Vata and pitta types can tend towards rajas, while kaphas can have some tamasic tendencies. But we can all aim for sattva.

The food that we eat naturally also contains the three qualities of nature and therefore is the biggest factor which influences us physically, mentally, emotionally and spiritually. A serious person conscious of health and happiness aims to increase SattvaGuna though all aspects of life and diet plays a major role in progress on his spiritual path. The scriptures do not dissect food into proteins, carbohydrates or fats, instead it classifies them according to the effect they have on the body and mind, into three types.

Sattvic foods are those which purify the body, alert and calm the mind they stimulate the body and mind into action. These foods will raise our consciousness, inspire us to positive action, deeper meditation and unleash our hidden potential and creativity and lift our energies.

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A Sattvic diet is pure vegetarian nourishment and includes fresh fruit and vegetables, fruit and vegetable juices, wholemeal bread, pulses, grains and sprouts, nuts, seeds, honey, herbs, milk and dairy products which are free of animal rennet.

Rajasic foods can cause hyperactivity, restlessness, anger, irritability, and sleeplessness. These foods may give us a lift in energy but ultimately we experience a low or increased stress. A predominatelyrajasic diet destroys the mind-body equilibrium, feeding the body at the expense of the mind and causes discomfort,depressin and illness.

A rajasic person will eat on the run, rush food and experience poor digestion and health as a result.

A Rajasic diet is one which is bitter, sour, salty, overly spicy or hot,pungent, drug and burning includes food with onion and garlic, coffee, fizzy soft drinks, tea, sugary foods and too much chocolate.

Tamasic food are those which dull the mind and bring about inertia, confusion and disorientation. These foods and substances do nothing to lift our energy and consciousness, if fact they pull us downward into laziness and inertia. Living on tamasic food and substances will lead to complaints such as obesity, diabetes, heart and liver disease. We will feel unmotivated, be careless, unaware of ourselves and others.

A Tamsic diet consists of half cooked, flavourless, smelly, stale left over by others and dead food such as meat, fish, poultry, eggs, stale food, processed food full of chemical additives, take away fast foods, reheated food, alcohol, cigarettes and drugs of addiction.

‘Isn’t it enough just to practice the Yoga asanas/ poses, do I have to regulate my food?’ wonder many. In itself, practicing Yoga asanas is one of the most beneficial regimes, but when complemented with the

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healthy food habits, it can really create wonders. In fact, eating the right food is an essential part of living a sattvic life.

Food that is cooked and eaten after 3 hours is food that is cooked and kept in refrigerator and takes after one day is tamasic.

Not just the right kind of food, it is vital to eat the proper quantity of food at the right time. Overindulging leads to lethargy while under eating will not provide enough nourishment. Most of the times we know that our stomach is full but tempted by the taste buds we tend to indulge. The right amount of food cannot be quantified into cups or grams, when we listen to our body attentively we will know when exactly to stop!

We might eat the right kind of food in the right quantity but if we are irregular with our timings then the whole system goes for a toss and the natural rhythm of the body is hampered. Therefore it is of prime importance to eat food at the same time everyday and eat it at regular intervals.

It is said that the state of the mind of the person cooking/ eating also affects the food. The energy in the food cooked by someone while he/she was angry will definitely be lower than that of someone who cooked it with a feeling of love, contentment and gratitude. Listening to some soothing music or chanting while cooking and eating can help retain the Prana (life force energy) in the food.

It is definitely worthwhile to pay some attention to the food that we eat as the ancient Indian texts say that we are what we eat!

Here are simple ways that you can start to move towards a more sattvic life:

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Nourishment:

If you feel over-stimulated, stressed or anxious, start to be mindful of the amount of rajasic food and drinks consumed and see what you can replace with sattvic options: fresh, local, organic real foods that you enjoy, for maximum nourishment.

On a tamasic day rajasic food can help, or in the morning when tamas pervades, caffeine can be useful to some (kaphas) but too much will create rajas. Aim for as much sattvic food as is possible, eating only what you need.

Physical activity:

Yoga is a sattvic practice that can help to balance the body if practiced mindfully, with different styles available to suit all body types and to balance both rajas and tamas. Rajasic pitta types need to be mindful of overdoing it in any physical activity, including yoga. All movement is good for counteracting tamas or a kapha imbalance.

Work-life balance

Are you an over-working, over-achieving type? This rajasic quality can be a tricky one to change but by starting to look at where you spend most of your energy and recognizing your limits you can start to make small changes. Creating time to enjoy life or to experience the beauty of the world is not selfish or a waste of time. It’s vital to your health and well being to take some time to appreciate life. A sattvic lifestyle is certainly not all work and no play.

Spiritual practice:

Connecting to that which is greater than us can cultivate peace, calm and clarity within – all sattvic qualities. The key is to find a practice that resonates, which doesn’t become another chore on the to-do list, but something that feels good and is sustainable. Pranayama or simple

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breath work is a wonderful way, if practiced correctly, to calm the mind and bring it back to sense of peace. Others finding sitting practices beneficial, or a combination of yoga with pranayama, meditation, chanting, time in nature or mindfulness etc. Find what works for you and do it consistently with heart to see results.

Attitude:

If there is one simple way to cultivate sattva it is to develop a sense of gratitude, a practice that can take a matter of seconds each day. A tamasic nature is one that is lacking in motivation, clarity and will, all of which a rajasic nature has, but it is also lacking, in it’s constant desire for more. Gratitude for what we have now eradicates lacking and the need for more, it recognizes the wealth we have and in turn inspires caring and compassion for others, which are truly sattvic qualities.

Even as we work daily towards a more sattvic life it’s important not to get attached even to that goal or to take things too seriously in the process, as this may only result in bringing more rajas back by being too goal-focused or more tamas by giving up. The key is to cultivate sattva little by little every day by what we eat, how we move, practice, think and speak. Over time this naturally results in the moving towards a life of more balance, peace, purity and clarity.

Self-less action:

Bhagavad Gita illustrates various items and actions by their three guna. For example

Karmanyevadhikaraste ma phaleshukadachana.

Ma karma phalahethurbhoo mate sangotsvakarmani !

Action that is virtuous, thought through, free from attachment, and without craving for results is considered Sattvic; Action that is driven purely by craving for pleasure, selfishness and much effort is Rajasic;

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Action that is undertaken because of delusion, disregarding consequences, without considering loss or injury to others or self, is called Tamasic.

Similarly, knowledge that is attached to object of action, without concern for understanding the cause, without concern for purpose or significance, is Tamasic knowledge; knowledge that is segregated, that considers everything unconnected, individualistic and meaningless is Rajasic; knowledge that sees one being in all beings, that seeks the whole, a unity in diversity, and similarities in the divided components is Sattvic.

Conclusion :

The interplay of three gunas affect an individual’s values,and these values affect individuals actions, as well as static and set.

To enjoy health and happiness by everybody in this busy, multicultural world one needs to adopt Sattvic lifestyle to achieve balanced life. Food, work, entertainment and sleep are important factors in one's life in all cultures. Bhagavad Gita says

“ yuktaharaviharasyayuktachestasyakarmasu.

Yuktasvapnavabodhasyayogobhavatidukhaha” (vi-17)

It means “He whose food and enjoyment are balanced, whose movements in actions are balanced, whose sleeping and waking are balanced, his yoga becomes the eliminator of sorrows”. The message is relevant even today, validated by modern scientific research and analysis. If these are regulated one’s life will be very happy. In the garb of civilization many around the world do not discipline these things and as a consequence lead miserable life without knowing the cause of misery.

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By proper understanding of the teachings of our ancient scriptures like Bhagavad gita, Patanjali’s yoga darshan, Upanishads one can easily switch over to Sattvic life even in the present highly stressful world.

Thus by this approach one can become more humane and can turn the earth into a beautiful living place for all cultures and traditions of the world leading to vasudhaikakutumbakam-one family of the whole world.

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FINANCIAL AND NON-FINANCIAL PROBLEMS FACED BY THE ENGINEERING GOODS EXPORTERS IN SOUTHERN STATES OF INDIA

Dr. S. Karpagalakshmi Dr. A.Muthusamy Teaching Assistant Professor Department of International Department of International Business Business Alagappa University Alagappa University Karaikudi, Tamil Nadu Karaikudi, Tamil Nadu

Abstract

Indian financial system has a well-developed and integrated mechanism of offering financial assistance to exporters. The commercial banks are actively engaged in financing genuine and need based short-term requirements of the borrowers. The export financial assistance is provided by government agencies to promote export business. This financial assistance to exporters varies from country to country and depends upon their policy adopted from time to time. Financial support to exporters up to 90% of FOB value of exports is provided by most of the banks based on the instruction of the government to boost exports. . Financial support to exporters up to 90% of FOB value of exports is provided by most of the banks based on the instruction of the government to boost exports. Some of the banks extend a financial support of 100% export value, with a narrow interest rate fixed by government from time to time. The researcher conducted a survey to identify the important sources of export finance availed by the sample exporters.

Keywords: Export finance, Export incentives scheme, Infrastructure facilities and Government measures

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INTRODUCTION

Export refinance mechanism from RBI takes care of the augmentation of their resources, besides contributing to their profitability. The Export-Import Bank of India and ECGC of India are the other two institutions launched for export promotion. Export credit is the most vital instrument for promoting a country’s exports. Banks extend credit to exporters at concessional rates of interest specified by RBI which are much lower than that of the interest rate by domestic lending. The difficult foreign exchange position in many countries makes it imperative for importers to ask for credits of varying durations and the credit terms offered after influencing the buyers choice of supplier and that the source of supply. The main focus of the present study is financial and non-financial problems faced by the engineering goods exporters in southern states of India. The researcher has analysed export finance, sources of information about ECGC, Duty Drawback, Subsidies, and Infrastructure facilities and presented in this chapter.

STATEMENT OF THE PROBLEM

The major problems faced by the engineering industries are threat of entry of foreign competitors who will be selling products at cheaper rates, the excise duty, sales tax and high interest charges that have placed the domestic sector in a disadvantage position. Hence, governments faced constraints in extending incentives to exports. In this study the researcher has examined the financial and non-financial problems faced by the engineering goods exporters of southern states of India such as Tamilnadu, Karnataka, Andhra Pradesh and Kerala.

REVIEW OF LITERATURE

Ahmed et al., (2004), interviewed 61 exporters and non- exporters to identify export barriers. Five factors are highlighted in

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their study’s conclusion: lack of government assistance, competition from firms in overseas markets, pricing and promotion policies, high foreign tariffs and lack of financial capital.

Shri Asherf Illiyan (2006) The study found that Indian engineering exports have shown phenomenal growth over many years and are making distinctive contribution to the overall export effort. It reflects the increased acceptability of Indian engineering products in international market, aggressive marketing strategy, entry into new market, promotional role of Engineering Export Promotional Council and more liberal policies of the Government especially after 1991, etc. The importance of capital goods and management and consultancy services has gone up while those of non-ferrous metals and consumer durables have declined.

The major problems of engineering exports are: stiff competition, technological problems, high cost of industrial inputs, high transaction cost, trade barriers, infrastructural bottlenecks and so forth. Setting up of engineering export processing zones, focused approach in terms of identified thrust products and thrust markets, up gradation of technology, sales promotion effort, prompt delivery and after sales services, support to small-scale units, more involvement of large-scale units, setting up of joint ventures, attraction of foreign direct investment, establishment of free trade area or preferential trade agreements, etc. are a few suggestions emanating from the study.

Anupam Shah (2014) in his article has mentioned that engineering exports from the country can surpass the $70 billion target in 2014-15, if 3 per cent interest subvention is extended for the entire financial year. Engineering exports in 2013-14 aggregated $62 billion. The US alone accounted for about 15 per cent of the shipments. He said that the current budgetary allocation on this account is Rs 1,200 crore and an additional amount of Rs 500 crore will cover the entire sector.

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He added that exporters across different manufacturing lines are receiving orders due to an impressive revival of the US in the second quarter of the year, they must get working capital at competitive rates, so that their zeal for higher shipments become pronounced and maintained. Once enabled, there is no reason, engineering exports cannot exceed $70 billion and emerge among the top sectors in the export basket of the country

IMPORTANCE OF THE STUDY

The exporter may be able to meet the financial needs of an export transaction through the advance payment he secures from the overseas buyer and the credit allowed to him by his suppliers, supplemented by his own funds to a limited extent. However, the major portion of export finance required for the execution of sales contracts or orders need to be provided by the commercial banking system and other financial institutions. The manufacturing and power industries are estimated to contribute to the development of the engineering goods industry. The reasons for selecting the study are:

 For an intensive study, it is advisable to select a southern region which is an important export thrust area in the state of Tamilnadu, Karnataka, Andhra Pradesh and Kerala, because most of the engineering industries are located in this area.

SCOPE OF THE STUDY

A sample engineering goods exporters in the southern states of India, Tamilnadu, Karnataka, Andhra Pradesh, and Kerala, is interviewed and surveyed to ascertain the level of satisfaction of engineering goods exporters towards export incentive schemes and export finance schemes.

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OBJECTIVES OF THE STUDY

 To measure the extent of finance and non-finance problems faced by the engineering goods exporters in southern states of India and provide suitable solutions.

HYPOTHESES OF THE STUDY

 There is no significant difference between the types of exporter and the level of satisfaction about export credit scheme.

 There is no significant difference between types of subsidies and the level of satisfaction about subsidies which is equal to the hypothesis level of the exporters

METHODOLOGY OF THE STUDY

This study is both descriptive and analytical method. This study is based on primary data. The sample selection is based on proportionate sampling followed by random technique. The researcher has collected the Engineering goods exporters addresses from EEPC office at Chennai. The primary data was collected through structured questionnaire in person and 250 samples of Engineering Goods Exporters were collected. Out of the 250 sample exporters, 220 exporters had responded and gave their opinion on level of satisfaction about export of engineering goods in Southern States of India. The researcher has collected the primary data through schedule from 65 out of 80 exporters and from rest of the 155 exporters through questionnaire method.

TOOLS OF ANALYSIS

The statistical tools such as Garrett Ranking, Chi-Square test, t- test, and Factor analysis are used in this study.

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TYPES OF EXPORT CREDIT SCHEMES

Engineering goods exporters require huge amount of finance. Their requirements are fulfilled by financial institutions through different types of export credit schemes. The following table shows various types of export credit schemes used by sample exporters.

Table 1 : Types of Export Credit Schemes

Types of Export Garrett Mean 1 2 3 4 5 Rank Credit Schemes Total Score Garrett Table 75 60 50 40 25 - - Value No. of 107 72 19 8 3 209 Exporters Packing 67.30 I Credit Garrett’s 8025 4536 1026 368 111 14066 Score No. of 13 65 74 43 14 209 Exporters ECG 50.93 III Garrett’s 975 3900 3700 1720 350 10645 Score No. of 5 7 10 36 151 209 Exporters EPCG 31.14 V Garrett’s 375 420 500 1440 3775 6510 Score Duty No. of 76 67 42 16 8 209 Draw Exporters back 60.57 II Garrett’s Credit 5700 4020 2100 640 200 12660 Score Export No. of 7 20 57 91 34 209 Credit Exporters Interest 43.37 IV Garrett’s subsidy 525 1200 2850 3640 850 9065 Score Source: Computed Data

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Table 1 reveals the types of export credit scheme selected by the exporters. It is observed from the table that Packing Credit was ranked first by exporter with the mean score of 67.30, Duty Drawback Credit was ranked as second with the mean score of 60.57, ECG was ranked third with the mean score of 50.93 and Export Credit Interest subsidy was ranked as fourth with the mean score of 43.37 respectively. Finally EPCG was ranked as fifth, with the mean score of 31.14 respectively. The majority of the exporters’ preferred packing credit among various types of credit scheme availed.

OPINION ABOUT SATISFACTION LEVEL OF EXPORT CREDIT SCHEME

The following table 2 reveals the opinion of exporters about the satisfaction level of export credit scheme.

.Table 2

Types of Exporter and Export Credit Scheme

Level of Satisfaction Neithe Chi r - Types of Exporter Sati Satisfie Dissat Tota squ P- sfied d nor isfied l are value Dissati val sfied ue Count 45 74 60 179 % within 25.1 100. Manufacturer 41.3% 33.5% Row % 0% Exporters 3.2 % within 91.4 85.0 0.522 83.1% 82.2% 18 Column % %

Merchant Count 2 5 6 13 Exporters % within 15.3 38.5% 46.1% 100.

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Row % 0% % within 3.4 6.8 6.7% 9.6% Column % % Count 3 8 6 17 Manufacturer % within 17.6 100. cum 47.0% 35.3% Row % 0% Merchant Exporters % within 5.2 8.2 10.1% 8.2% Column % % Count 50 87 72 209 Total % within 26.4 100. 40.5% 33.2% Row % 0% Source: Computed Data

*Significant at 5% level

The Hypothesis has been tested with the help of chi-square test. The calculated value of Chi-square value is 3.218 and P- value is 0.522. Since the calculated P-value is more than 0.05, the null hypothesis is accepted at 5% per cent level of significant. Hence it is concluded that there is no significant difference between the types of exporters and the level of satisfaction about export credit scheme. Further it is remarked that the majority of the exporters belonged to the packing credit, followed by unsatisfied and finally the need to improve the export credit scheme. So there is a necessity of initiatives required to improve the export credit scheme of the exporter to run a business. PROBLEMS FACED BY THE EXPORTERS AT THE TIME OF AVAILING EXPORT FINANCE Finance is the life blood of any organization. Finance is a very important factor for the determination of markets. Export credit is the most vital instrument for promoting a country’s exports. In the survey conducted by the researcher, the problems faced by the exporters at the time of utilization of Export credit are presented in the table 3.

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Table 3 Opinion about Export Finance-Garrett Score Garrett Mean Export Finance 1 2 3 4 5 Rank Total Score

Garrett Table Value 75 60 50 40 25 - - No. of 123 56 13 9 8 209 Exporters 66.00 Highest Interest Rate I Garrett’s 9225 3360 650 360 200 13795 Score No. of 7 13 80 98 11 209 Delay in Processing Exporters 45.45 IV of Loan Application Garrett’s 525 780 4000 3920 275 9500 Score No. of 8 35 88 46 32 209 Delay in sanctioning Exporters 46.60 III Loan Garrett’s 600 2100 4400 1840 800 9740 Score No. of 58 102 21 16 12 209 Credit Period is Very Exporters 59.61 II short Garrett’s 4350 6120 1050 640 300 12460 Score No. of 12 25 35 42 95 209 Delay in Processing Exporters 39.25 V letter of Credit Garrett’s 900 1500 1750 1680 2375 8205 Score Source: Computed Data

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It is clear from the forgoing analysis of the survey data that “High Interest Rate” was the main problem in utilizing Export finance, which was ranked first (66.00) in the overall rating of all the factors, “Credit Period is Very short” was the second ranked (59.91) important factor in availing export credit, “Delay in sanctioning Loan” of the bank officials was the third ranked (46.60), “Delay in Processing of Loan Application” was the fourth ranked (45.45), closely followed by “Delay in Processing letter of Credit” was the fifth ranked(39.25) problem for availing export finance.

TYPES OF SUBSIDIES

Different types of subsidies are provided to the exporters like raw materials subsidies, machinery and equipment subsidies, innovation goods subsidies and exportable goods subsidies.

Table 4

Level of Satisfaction about different types of Subsidies

Size Mean S.D ‘t’ P - Types of Subsidies Satisfaction value value Score Raw material 3.94 0.750 18.524 0.000 subsidies Machinery and 3.96 0.816 17.523 0.000 Equipment subsidies 80 Innovative goods 3.99 0.709 20.740 0.000 subsidies Exportable goods 3.75 1.134 9.748 0.000 subsidies Source: Computed ** Significant at 1 % level

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Since P- value is less than 0.01, the null hypothesis is rejected at 1 percent level of significant, hence it is concluded that the level of satisfaction of exporters is not equal to hypothesised level. Based on mean score, the level of satisfaction about government subsidies provided to ‘Raw Material’, ‘Machinery and Equipment’, ‘Innovative Goods’ and ‘Exportable Goods’ are above the hypothesised level.

SATISFACTION OF THE SOUTHERN REGION EXPORTERS TOWARDS INFRASTRUCTURE FACILITIES

In this study, the researcher has identified five variables to measure their satisfaction about the infrastructure facilities among the southern region exporters in the study area. Exporters have given their level of satisfaction in a Likert five point scale viz., strongly satisfied, satisfied, neither satisfied nor dissatisfied, dissatisfied and strongly dissatisfied towards infrastructure facilities, attaching weights of 5,4,3,2 and 1 assigned in order to give several expressions, the direction of the weight age, being determined by the favourable and unfavourable selection of the variables.

The researcher was interested to test whether any significant difference between southern region exporters and their level of satisfaction about the infrastructure facilities. The result of the Chi- square test has been presented in Table 5

H0: There is no significant difference between southern states of exporters and the level of satisfaction about the infrastructure facilities.

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Table 5

Satisfaction about Infrastructure Facilities and Southern States of Exporters

Infrastructure Chi-square Southern Facilities Total value P- States High Moderate Low value Tamilnadu 46 30 49 125 Karnataka 5 20 15 40 Andhra 9 16 5 30 12.39 0.053 Pradesh Kerala 13 5 7 25 Total 73 71 76 220 Source: Computed

* Significant at 5% level

The Hypothesis has been tested with the help of Chi-square test. The calculated value of Chi-square value is 12.39 and P-value is 0.053. Since the calculated P-Value is less than 0.05, the null hypothesis is rejected at five per cent level of significant. Hence it is concluded that there is a significant difference between southern states of exporters and the level of satisfaction about infrastructure facilities.

FACTOR ANALYSIS PROBLEMS ENCOUNTERED BY THE ENGINEERING GOODS EXPORTERS

Factor analysis is carried out for reducing the dimensions of the variables. The variables that determine the problems of engineering goods exporters like financial availability, pricing structure, language and cultural difference, rules and regulations, competitiveness, and fluctuating exchange rates etc., this kind of problems may affect the

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satisfaction level of the exporters. In this section the researcher has tried to identify the problems faced by the engineering goods exporters, and 14 important problems will be identified with the help of factor analysis. Before making factor analysis the researcher has tested sampling adequacy with KMO test. The result of the KMO test has been presented in the Table 5.48.

Table 6

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling 0.772 Adequacy Bartlett's Test of Sphericity Approx. Chi- 703.047 Square Df 105 Sig. .000 Source: Computed Data

From the Table 6, it can be understood that the KMO value is 0.772 which is considered as good value. Hence it is concluded that sampling adequacy is there for factor analysis with these variables.

ROTATED FACTOR MATRIX

The researcher carried out factor analysis and made an attempt to extract specific factors and define the variables which constitute each factor based on the strength and direction of factor loading in problems. The following table 5.49 shows the rotated factor loading

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Table 7

Rotated Component Matrixa

Component S.No Problems 1 2 3 4 Difficulty in finding reliable foreign .650 .137 .086 .219 F1 distributor Lack of knowledge about available .630 -.081 .160 .007 F2 export assistance Problem of capital to finance .626 -.004 .003 .417 F3 expansion into foreign markets Need to modify pricing and promotion .619 .109 -.194 .103 F4 policies Competition from firms in foreign .530 .277 .278 -.258 F5 markets Difficulty in collecting payment from .038 .730 .135 .126 F6 customers abroad Problem of quoting price with .233 .665 .156 .016 F7 fluctuating exchange rates - .644 -.149 .395 F8 Risks involved in selling abroad .015 F9 Confusing foreign import regulations .186 .071 .762 -.034 F10 Difficulty in face after -sale -service .064 .060 .694 .255 - .424 .508 .363 F11 Language and cultural differences .114 Currency value of export markets are .142 .136 .092 .655 F12 high F13 High costs for selling abroad .447 .110 .117 .605 Lack of capacity dedicated to - .166 .467 .584 F14 continuing supply of exports .071

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Source: Computed Data a. Rotation converged in 12 iterations.

Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization

Table 7 exhibits the rotated factor loading for fourteen variables relating to problems encountered by engineering goods exporters in the study area. It is clear from the Table that all the fourteen variables have been converted into four factors. The factors with identified new names are discussed in the table 8

Table 8

Challenging Factors of Exporters Satisfaction

Factor Name of Newly Selected Factor Extracted Statement Loading Factor [Variable]

Pricing and Foreign F1,F2,F3,F4,F5 0.650 Policies Distributor

Customers F6,F7,F8 Exchange Rates 0.730 Abroad

Language and Rules and F9,F10,F11 0.762 Cultural Regulation

F12,F13,F14 Level of Capacity Export Market 0.655

Source: Compiled from the Table 7

It is inferred from the Table 8 that the “Difficulty to finding reliable foreign distributor” with the factor loadings of 0.650, “Difficulty to collecting payment from customers abroad” with a factor loading of 0.730, “Confusing foreign import regulations” with a factor loading of 0.762, and “Currency value of export markets are high” with

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factor loadings of 0.655, are the variables with the highest factor loading under the factor F1, F6, F9 and F12. Therefore, these are the identified major problems faced by engineering goods exporters. Hence in this area exports have to improve for increasing the exporter’s satisfaction in the study area. It is concluded that, Pricing and Policies is the main problem for exporters in foreign markets, problem of fluctuating exchange rates, variation of language and cultural and level of capacity to sale the product are other factors which occupy second, third and fourth important problems exporters face in the study area unit.

GOVERNMENT MEASURES TO IMPROVE EXPORT BUSINESS FOR ENGINEERING GOODS EXPORTERS

The variables that determine the Government Measures to improve export business for Engineering Goods Exporters like increase export incentives, simplify tax procedures, refund of duty drawback with short span of time, providing fund for technical training, infrastructure facilities and improve innovation and technology etc., this kind of government measures to improve the satisfaction level of exporters. In this section the researcher has tried to identify the government measures to improve export business for engineering goods exporters, 14 important measures will be identified with the help of factor analysis. Before making factor analysis the researcher has tested sampling adequacy with KMO test. The result of the KMO test has been presented in the table 9

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Table 9

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy 0.817 Bartlett's Test of Sphericity Approx. Chi-Square 938.408 Df 91 Sig. .000 Source: Computed Data

From the Table 9, it can be understood that the KMO value is 0.817 which is considered as good value. Hence it is concluded that sampling adequacy is there for factor analysis with these variables.

ROTATED FACTOR MATRIX

Table 10

Component S.NoGovernment Measures 1 2 3 M1 Very low foreign tie up the business .786 .131 .011 M2 Increase export incentives .661 .117 .181 M3 Liberalise compliance norms .630 .389 -.258 M4 Provide development finance at high .590 .307 .338 interest M5 Lack of support to industrial clusters .554 .012 .446 M6 Insufficient innovation & technology .506 .302 .283

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M7 Simplifying customs rules and .439 -.028 .434 regulations M8 Simplify tax procedures .141 .816 .038 M9 Reduce time taken to refund duty .104 .730 .196 drawback M10 Increase funding for technical -.061 .633 .524 training M11 Lack of adequate Financial records .320 .533 .004 M12 Measures to estimate overseas .389 .517 .262 demand M13 Inadequate port and other .106 .125 .733 infrastructural facilities M14 Inadequate research and .133 .207 .687 development facilities Source: Computed Data a. Rotation converged in 10 iterations.

Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization

Table 10 exhibits that the rotated factor loading for fourteen variables relating to government measures by engineering goods exporters in the study area. It is clear from the table that all the fourteen variables have been converted into four factors. The factors with identified new names are discussed in the Table 11

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Table 11

Driving Factors of Exporters Performance

Selected Name of Newly Factor Factor Statement Extracted Factor Loading [Variable] M1, M2, M3, Innovation and M4, M5, M6, Foreign Business 0.786 Technology M7 M8, M9, M10, M11, Overseas Demand Tax Procedures 0.816 M12 Infrastructure M13, M14 Development 0.733 Facilities Source: Compiled from the Table 10

It is inferred from the Table 11 that the “Very low foreign tie up the business” with the factor loadings of 0.786, “Simplify tax procedures” with a factor loading of 0.816, and “Inadequate port and other infrastructural facilities” with a factor loading of 0.733, are the variable with the highest factor loading under the factor M1, M8, and M13. Therefore, these are the identified major government measures by engineering goods exporters. Hence in this area exports have to improve for increasing the exporter’s satisfaction in the study area. It is concluded that, Innovation and Technology is the main problem for exporters in foreign country, reduced time taken for duty drawback and development of infrastructure facilities are other factors which occupy second, third and fourth important measures of government by engineering goods exporters in the study area.

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CONCLUSION

It also analysed the problems faced by engineering goods exporters relating to export finance scheme utilization, export documentation process, infrastructure facilities and international trade fairs and buyer-sellers meet. It has reviewed the problems of engineering goods exporters in southern states of India. The researcher hopes that this research study will be useful to the Export of Engineering goods.

. To frame engineering goods development schemes

. To design incentive schemes for engineering goods exporters

. To take necessary steps to increase the export of engineering goods, and

. To create necessary infrastructure for engineering goods production and export.

REFERENCES

 Ahmed, Z.U., Craig, J.C., Baalbaki, I., and Hadadian, T.V., “Export Barriers and Firm Internationalization: A Study of Lebanese Entrepreneurs”, Journal of Management and World Business Research, Vol.1, No.1, 2004, pp.11-22.

 Shri Asherf Illiyan “Progress and Prospects of Indian Engineering Goods Exports (1956-2005)” Journal of Indian Institute of Foreign Trade, Vol XL, No.4, Jan-Mar 2006.

 Khushpat S. Jain.”Export Import Procedures and Documentation”, Himalaya Publishing House, 2010

 Gupta S.P.”Statistical Methods”, Sultan Chand &Sons Publishing, New Delhi, 2010

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 Kneller, R., and Pisu, M., “Barriers to exporting: What are they and who do they matter?” The World Economy, Vol 34, No. 6, pp 893-930,2011

 Anupam Shah, “Engineering Exports can Cross $70 Billion this Fiscal: EEPC India”, SME Times, Mumbai July 07, 2014

 Centre for Monitoring Indian Economy, Indian Industrial Sector, January P- 12, 1996.

 Koksal, M.H., and Kettaneh, T., “Export problems experienced by high- and low-performing manufacturing companies: A comparative study”, Asia Pacific Journal of Marketing and Logistics, Vol 23, No. 1, pp 108-126,2011.

 Indian Engineering Exports,EEPC,2014-15

 Export Credit Guarantee Corporation of India, Annual Reports from 2010-11 to 2014-15

 Department of Industrial Policy and Promotion(DIPP) Statistics, 2014-15

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A STUDY ON INTEREST IN MATHEMATICS OF IX CLASS STUDENTS

Dr.M.Soundara Rajan Manda Naveen Professor and Head Research Scholar Department of Value Education Department of Value Education Tamil Nadu Teachers Education Tamil Nadu Teachers Education University University Chennai Chennai

Abstract

To arise and to maintain the student’s interests is a major problem of any mathematics teacher. We know that lack of interest is one of the principle cases of backwardness in mathematics. There is a feeling that mathematics is a dull and dry subject. Students work most efficiently at task in which they are genuinely interested students, as a rule readily become interested in things which are new or exciting for which involve puzzle elements or elements of mystery. Their interest students in their work then it are to keep them interested after novelty of the work has worn off. The elements of novelty, usefulness and sheer intellectual curiosity are the Primary stimuli for the awakening of interest. The primary aim of this research is “a Study on Interest in Mathematics of IX class students”. Hence the survey method is chosen for the present research. By considering the time factor the researcher delimited sample to 100 IX class students from 10 secondary school. Suitable descriptive and inferential statistical techniques were used to draw out a meaningful picture of results.

Key words : Interest,curiosity,survey method.

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INTRODUCTION

The history of human civilization reveals of counting, measuring, weighing, and drawing in all aspects of environment. Mathematics is integral part of the universe, whose every aspect is quantitative. Mathematics has not become important only today but it occupied and kept this important place from the earlier times and is perhaps the only subject who merits this destination. It is an admitted fact that widespread is the application of mathematics an enormous is its practical value. The use of mathematics on our daily life is Immense. It has bread and butter value. A house wife is in need of mathematical knowledge in the form of measurement of milk, rice, vegetables, budgeting the house hold expenditure ect. Right from the morning till the night of every day. Every a coolie has to calculate his wages and buy things. He could do without knowing how to read and write but he cannot pull on without learning to count. In every vocation like tailoring, carpentry, house building, banking, etc, a working knowledge of mathematics is required. Mathematics has played a decisive role in building up our civilization.

The National policy an Education 1986 also highlights the important role of Mathematics as mathematics should be visualized as the vehicle to train a child to think reason analyze under to articulate logically. Apart from being specific Subject it should be treated as concomitant to any subject involving analysis and reasoning. Earlier the education commission (1964-66) “Kothari Commission” clearly pointed out that we cannot over stress the importance of mathematics in relation to science education and research. It is important that deliberate efforts are made to place India in the world map of mathematics. No science can be nobler, more excellent, more useful and more demonstrative for man than mathematics. Locke strongly endorses this view saying “Mathematics is a way to settle in the mind, a

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habit of reasoning”. Thus Mathematics is essentially a programme of education with fastest higher order mental processes of questioning, reasoning, analyzing, inducting and logical thinking. Hence the teaching mathematics attains utmost importance in any school curriculum.

NEED OF THE STUDY

The teaching of mathematics presents numerous day-to-day problems for the teacher of mathematics. Due to inefficient and stereotyped methods of teaching, the subject is sometimes decried as dull and dry. At most of the students there fear about mathematics may main / purpose is to know how create interest in mathematics among afford. If a teacher continuous teaching or asks students to work on problems etc. Continuously for a long time, the work will become monotonous and tiring. The students’ interest will be lost similarly the same method or aid will be lead to the loss of interest. The teacher should try to bring some novelty in his day to day teaching.

OBJECTIVES OF THE STUDY

1 To find the level of interest in mathematics for IX class students,

2 To find and compare the level of interest in mathematics of Boys and Girls students of IX class.

3 To find and compare the level of interest in mathematics of rural and urban school students of IX class.

4 To find and compare the level of interest in mathematics of residential and non-residential students of IX class.

5. To find and compare the level of interest in mathematics of government and private school students of IX class.

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HYPOTHESES OF THE STUDY

1. IX class students do possess high level of interest in Mathematics.

2. There is no significant difference between the level of mathematical interest of Boys and Girls students.

3. There is no significant difference between the level of mathematical interest of rural and urban school students.

4. There is no significant difference between the level of mathematical Interest of residential and non-residential school students

5. There is no significant difference between the level of mathematical Interest of government and private school students.

METHODOLOGY OF THE STUDY

Descriptive research has been used in the present study.

TOOLS USED IN THIS STUDY

The researcher personally administrated the mathematical interest inventory .In the selected schools after satisfying the facilities. Before giving the test to the sample students, necessary instructions have been clearly given, the researcher supervised answering activity of the students by taking all precautions to be taken at the time of examination.

SAMPLE

This tool researcher administered to a tryout sample of 100 students. Random sample technique is followed to draw the sample Gender, Locality, Type of management and Medium adequately represented in the sample.

STATISTICAL TECHNIQUES USED

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For the analysis of data, the investigator has applied the following statistical techniques.

1. Mean

2. Standard Deviation

3. t-test

ANALYSIS AND INTERPRETATION

Hypothesis-1: IX class students do possess high level of interest in mathematics.

To test the validity of the above hypothesis, the mean value and the Standard deviation of the whole sample were calculated and the results were tabulated as follows.

Table 1

Level of mathematical interest possessed by the whole sample:

Sample Sample Size Mean S.D Whole Sample 100 65.11 8.966 As per the mean value of the whole sample it is clear that the IX class students are possessing high level of interest in mathematics. As per the S.D value of the whole sample the dispersion of scores from the mean is moderate. So the hypothesis that, IX class students do possess high level of interest mathematics” can be accepted.

Hypothesis-2: There is no significant difference between the level of mathematical Interest of boys and girls students.

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Table 2: Comparison of the mathematical interest of Boys and Girls at IX class level.

Variable Sample Size Means S.D t-value Boys 50 60.17 8.730 0.132 Girls 50 61.11 8.966

To be significant at 0.05 level the value of “t” for df 98 must be 1.99 or more but the value of “t” obtained is 0.132, which is not significant at 0.05 level .Hence, The null hypothesis is accepted. In other words, there is no significant difference between the level of mathematical interest of boys and girls students.

Hypothesis-3: There is no significant difference the level of mathematical interest of Rural and Urban students.

Table 3 :Comparison of the Mathematical Interest of Rural and Urban students.

Variable Sample Size Means S.D t-value

Rural 50 58.75 10.523

Urban 50 60.76 6.0324 0.125

To be significant at 0.05 level the value of “t” for df 98 must be 1.99 or more but the value of “t” obtained is 0.125, which is not significant at 0.05 level .Hence, The null hypothesis is accepted. In other words, there is no significant difference the level of mathematical interest of Rural and Urban students.

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Hypothesis-4:There is no significant difference the level of mathematical interest of Residential and Non-Residential Students.

Table 4 :Comparison of the mathematical interest of Residential and Non-Residential Students.

Variable Sample size Means S.D t-value

Residential 50 58.84 6.155

1.0635 Non-Residential 50 59.2 10.53

To be significant at 0.05 level the value of “t” for df 98 must be 1.99 or more but the value of “t” obtained is 1.0635, which is not significant at 0.05 level .Hence, The null hypothesis is accepted. In other words, there is no significant difference the level of mathematical interest of Residential and Non-Residential Students.

Hypothesis-5:There is no significant difference between the level of mathematical interest of Government and Private school students.

Table 5:Comparison of the mathematical interest of the Government and Private school Students

Variable Sample size Means S.D t-value

Government 50 42.61 8.65 1.0535 Private 50 41.42 7.35

To be significant at 0.05 level the value of “t” for df 98 must be 1.99 or more but the value of “t” obtained is 1.0535, which is not significant at 0.05 level .Hence, The null hypothesis is accepted. In other words, there is no significant difference between the level of mathematical interest of Government and Private school students.

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FINDINGS:

1. IX class students do possess high level of interest in Mathematics.

2. There is no significant difference between the level of mathematical interest of Boys and Girls students.

3. There is no significant difference between the level of mathematical interest of rural and urban school students.

4. There is no significant difference between the level of mathematical Interest of residential and non-residential school students

5. There is no significant difference between the level of mathematical Interest of government and private school students.

CONCLUSION

The present study has resulted in drawing the following conclusions.

1. IX class students have more mathematical interest. Now a day’s mathematical knowledge is necessary in all sectors like computers, business, engineering, banking etc. So, students are giving more preference to mathematics.

2. In olden days the society neglected the women education. Now–a– days the society is giving much importance to the women education. Government also providing women reservations in education. Parents also having awareness. So there is a rapid change in women education in the present society. That’s why there is no difference between boys and girls towards the mathematical interest.

EDUCATIONAL IMPLICATIONS OF THE STUDY:

1. Interests towards their mathematics have great influence on students as well as their effectiveness.

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2. Interests of students towards their mathematics influence every aspect of educational system including classroom interaction.

3. A teacher, who have interest towards teaching mathematics work dedicate and can develop the students to desirable levels in all aspects.

4. Students interest towards, mathematics lead them to effective performance of their role, which leads to attainment of educational objectives.

REFERENCES

1. Burns P.K. and W.C.(1981) Mathematics achievement: Is there a relationship Educational technology.

2. Borg,W.R & Gall,D.M.(1971).Educational Research An Introduction (2ndEd) London:Longman.

3. Costello,J.(1991).Teaching and Learning. Mathematics 11- 16.London:Routledge.

4. Kiragu,F.W.(1986).Achievement in mathematics.An investigation of the factors that contribute to mass Failure in KCSE.

5. Sindhu,K.S.(1983).The teaching of mathematics.New Delhi.Sterling publishers PVT LTD.

6. Ying,W.N and Ching,C.S(1991).”Attitudes towards learning mathematics among secondary school students in Hong Kong”Educational Journal”.

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COLLEGES NEED MORE MANAGERS THAN TEACHERS

Dr.Puspa Patra Lecturer in Education Udala College Udala, Mayurbhanj Odisha Abstract

Teaching knowledge or we may say ‘Professional Preparedness’ of the teachers in India still lacks that kind of multinational wholesome attitude of imbibing knowledge of critical pedagogy; where, teacher is taken to be an Instructor who is expected to develop conceptual knowledge in order to manage content of learning activities in pedagogical setting. But what about institution management? Any school or college or any other pedagogical settings need true leaders who have a vision for importing quality and learning outcomes. Mostly they are expected to be effective at ongoing management tasks of the institution itself. Hence any teaching personnel, either a teacher at a school or a lecturer or professional at a college (UG & PG), including his teaching knowledge needs more his management skill in both the science and art of teaching.

Thus, teachers, as institution managers can positively contribute to institutions (schools/colleges) effectiveness when they are prepared and also to use extensive leadership knowledge to solve complex institution based problems. By this they are able to build trust through working relationships with staff, parents, students and community as a whole. But now is a time, when the ability of teachers in colleges is sandwiched in between organizing classrooms and managing the behaviors of the students and other human-resources therein. This has become critical for achieving positive educational outcomes. This leads most of the college teachers to be least capable of management and organization. What is challenging a task which needs

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more the ‘management skill’ within teachers. This skill is a radical overhead of the existing regulatory framework, which can only makes one successful both as a ‘professional’ and a ‘manager’. But how much of the working college teachers know; management as a practical skill required on their part for smooth functioning of a pedagogical setting? Let’s bring an awareness among them that the institution at present needs something more than they think the nature of their performance to be. Hence, management skill among college teachers and in pedagogy is a timely need.

Keywords: Professional preparedness, pedagogy working relationship, radical overhaul performance, clientele.

INTRODUCTION

Colleges, now a days, have become more an industry less a setting for imparting teaching to many students. Teachers at any moment find themselves in an indecisive set. “Whether to do this or that” is a common confusion among teachers. Students admitted in most of the colleges are in a stressful time, because time in college is stressful time. Campus life is overwhelming and it is very common for students to become indecisive and undisciplined and depressed. Campus health is in hazard because where is the managers here to manage all these tit bits of an institutions?

Teens are less likely to believe in the literal translation of any epics or classics with regard to achieve a clear understanding of all goods, and all values. For this, adolescents are found becoming more or less problems for family, friends and foes. On their part, it becomes difficult to manage themselves in the social milieu and here comes blaming; parents blame teachers, teachers blame colleagues, teachings personnel to community and this goes on.

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CONCEPT

Yes, it is fact, that teens become problems everywhere, either at home or at the campus to manage with their differential attitude towards righteousness, faith, justice, love and peace. Who knows not in campus; that, problems of adolescent culture will continue to soar if they don’t learn respect and justice from, those, who are there to teach them all goods? They are rigorously looking for them, from whom they can find their courageous models. But who are they? Are they really those, who are engaged in our schools and colleges as teachers? If this would be truth, why teens when asked of their models, look into the bollywood, the sports world and world of glamours and celebrities of so called Materialism Oriented personalities? What is the reason behind this? In campus, not to be a courageous model, even to be a true guide to the teens, seems to be critical task on the part of the teachers. Because the teacher with his own experience training and knowledge has to bring change in his attitude that Institutions need their assistance in many other activities other than teaching and learning. Then what to do? Will they get away of the track of teaching learning and dive into the various facts of Institution Management? Or will they blame each other for mismanagement in the educational institution or the planners and designers who have assigned them the kinds of the activities that the educational setting needs more as a farm of producing excellent adults? Who, other than they themselves can make them aware that they, only they are the sole personnels to accomplish the predetermined objectives of an institution through coordinated use of human and material resources by aptly working their share in planning, organizing, directing, controlling and evaluating the multinational function of that farm?

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NEED OF THE ARTICLE

(i) LEARNING ABOUT MANAGEMENT AND LEARNING TO BE AN EFFECTIVE MANAGER:

Most of the teaching professionals are still unknown theoretically the two most important factors of management education; viz, ‘learning about management’ and ‘learning to be an effective manager,” Both aspects are not always appreciated by many of us who are involved in teaching in most of the institutions of higher learning. A significant body of research also affects to the fact that classroom organization and behaviour management competencies significantly influence the persistence of new teachers in teaching career. (Ingersoll & Smith, 2003). We teachers claim that a much broader range of intentions exists which goes beyond what “pure” managers are expected to deal with. Most of us concentrate on contents to be transacted in class rooms and strategies to complete the syllabus and the objective assessment of students attainment. Are these the only functions that the efficient teacher performs? Perhaps not. Because to have more complete assessment of our teaching effectiveness , we require certain skills which are of concern to many of us in managing students differential attitudes as well as to maintain sound institutional spirit in campus.

(ii) UNDERSTANDING MANAGERIAL SKILLS IN EDUCATION:

Management skill is a kind of team leadership which is vital in Educational Institutions. This can contribute a lot for the scholar function in college development and focusses on the essential personal and practical management skills needed to instill a ‘positive team culture’ and support collegues effectively. As written by Jeff Jones, “Whether at the level of department, the curriculum area or at the key stage, the phase of in term relationship to pastoral teams, the team

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VOLUME 6, ISSUE 9(3), SEPTEMBER 2017 leader must be skillful in creating cultures of success, and personal management skills are at the heart of getting the best”

(iii) TYPES OF MANAGEMENT SKILLS: The teachers who function in educational sector first need to understand ‘Managerial Skill’ in every educational setting before acquiring those. Such skills are,

(a) Skills facilitating Learning Managerial skill of teachers takes into account the task to facilitate students learning in both formal and informal situations; in class room and outside classroom. This includes-organization of class room inputs, management of curricular activities, management of classroom and outside classroom activities etc.

(b) Skills-Organising subjects matter. Organization of class room inputs include organization of subject matters in such a ways as to enable the students to understand it. Here the teachers must take care of creating classroom environment most conducive to students learning.

(c) Skills-emphasizing co-curricular activities Education today is concerned not only with the development of cognitive skill or mastery over a subject it is expected to lead to overall development of a student and therefore, in addition to curricular aspects colleges emphasizes co-curricular and extracurricular aspects as well. Hence the teachers present in campus must ask them self of the possession of such managerial skill within themselves.

(d) Skills-managing group. Whether it is managing admissions or examination, sports or time table, library or laboratory or a classroom he/she has to have mastery skills such as management skills for handling classroom teaching,

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management of self-learning, management of time available to her/him, management of skills, management of large and small groups – adolescent groups, mixed groups of students of varying intellectual abilities, enthusiastic and less motivated students, fast and slow learners handicapped learners, different age groups with deterrent socio-economic background.

CAUSES OF MIS-MANAGEMENT IN COLLEGES

Do we all have the capabilities to create such skills within ourselves to organize curricular and co-curricular activities? Doesn’t it matter more to know that skills on teachers part are required for team functioning leadership, conducting meetings, maintaining interpersonal relationship and managing troublesome students in classroom and outside classroom?An educational organization is in many ways unique and different from an industrial organization and here the elements are less material but more non-material in nature. For this, mismanagement is quite a factor to be found all possible. Hence, management is all time questionable matter.

WAYS OF MANAGING ORNAINZATION ATTRIBUTES IN COLLEGES:

In most of the cases on observable phenomenon it is found that some of the teachers possess the above mentioned managerial skills, still they sound that its application is impossible. But practically it will be possible on the part of those few, who have truly mastered those skills by knowing the ways they can manage the following organization attributes; Like,

- Managing Groups Behaviour

- Managing communication skill

- Managing academic process

- Managing students problem

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- Managing human relation

 Management of group behavior will be possible intentionally or unintentionally if the teacher contribute to the development of group process by being influensive. It is the teacher’s influence that helps in developing a congenial climate of group living.

 Communication skill does not mean only verbal or oral communication. It includes non-verbal written models. Let teacher’s competencies be projected by this very faculty of non- verbal ways, in their behavior and manner. All should know inputs are processed and they come out as products. If adult authorities be well communicative then human behavior can be processed.

 In most of the institutions of higher learning, the teachers as managers usually do not possess the qualities required of a good manager, because they never trained to be so. It is generally found here that the good academician, who excels in his or her performance get a managerial position. It has been observed that an academic assuming managerial functions, often gets alienated from academic activities since he/she gets preoccupied with the administrative responsibilities. But this needs to be readjusted with teacher’s managerial skill-in managing academic process-because teachers primarily meant for taking classes and managing groups in classroom.

 Every academic should poise for managing student, and she/he should remember that managing student is different from managing employees. Students are in their formative stage, a stage ever-changing, where future is dependent to some extent, on what they actually do in colleges, where guidance of teachers plays a crucial role-is noteworthy for every college teacher as a manager to manage students problem.

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 In educational institution, now a days, teachers deal with a different clientele than was the case earlier. Demanding students, suspicious parents, challenging society, fastchanging technology, completing information sources, changing values and threatening employees, envious colleagues are some of the differences.

CONCLUDING COMMENT

Despite all the obstacles, every teacher in an educational farm should stand stick in his mind that a generation committed to excellence is the need of hour. Today there is a renewed of thrust toward attaining the highest qualification and the best specialization available. Degrees are useless as long as excellence in academics is not translated into excellence in job. It is time to think over it.

REFERENCES:

1. Laurence C. James, “Educational Problems’,” Rajat Publication, New Delhi, 2010.

2. Ingersoll, Richard M. and Smith, Thomas, M., “The Wrong Solution to the Teacher Shortage”, Journal article, May 2003.

3. Braucer, C. (2013), Just sustainability?

4. Davis, Michael and Ardrew Stark, “Conflict of Intersects in the Professions” Vol-VI-The Oxford Series, Oxford University Press, 2001.

5. Sharma, S and Rao, U, 1983, “The Effects of Self-esteem, Test Anxiety and Intelligence and Academic Achievement of High School Girls”, Personality Study and Group Behaviour, Vol-B.No.2.

6. Agarwal, J. C., “theory and Practice of Education”, Second Edition, New Delhi, Vikash Publishing House Pvt. Ltd., 1981.

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MODELING AND STATIC ANALYSIS OF THE PISTON BY USING COMPOSITE MATERIELS FOR FINDING OUT MAXIMUM, MINIMUM AND SHEAR STRESS DEFORMATIONS

G. Vijay Prakash Dr. A. V. Ratna Prasad Mechanical Engineering Prof of Mechanical Dept, and University College of Engineering Principal and Technology, Anu V. R. Siddhartha Engineering Nagarjuna Nagar College, Kanuru, Vijayawada. .

Abstract

In internal combustion engines piston place a mojor role and in resiprocation engines pumps,so many pneumatic applications the piston plays a extraordinary role that’s why I was done the static analysis on the piston . Pistons that are usually made up with alloy steels that show the grate resistant against so many loads. If the combustion gasses will be produced inside the cylinder the high pressurized gasses will be produced ,then the piston have high withstanding capacity of static and dynamic loads .Now by the static analysis on the piston what are the maximum stresses and strains will developed by applying different loads on the piston.. . Pistons that are usually made up with alloy steels that show the grate resistant against so many loads. In the project we design a piston by using solid works design software and we did the structural load analysis and static analysis by applying various materials such as composites on piston in ansys workbench software.

1. Introduction

We almost take our Internal Combustion Engines for granted don’t we? All we do is buy our vehicles, hop in and drive around. There is, however, a history of development to know about. The compact, well- toned, powerful and surprisingly quiet engine that seems to be purr

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under your vehicle’s hood just wasn’t the tame beast it seems to be now. It was loud, it used to roar and it used to be rather bulky. In fact, one of the very first engines that had been conceived wasn’t even like the engine we know so well of today.

1.1 Piston Piston is one of the main parts in the engine. Its purpose is to transfer force fromexpanding gas in the cylinder to the crankshaft via a connecting rod.Since the piston is the main reciprocating part of an engine, its movement creates an imbalance. This imbalance generally manifests itself as a vibration, which causes the engine to be perceivably harsh. The friction between the walls of the cylinder and the piston rings eventually results in wear, reducing the effective life of the mechanism. The sound generated by a reciprocating engine can be intolerable and as a result, many reciprocating engines rely on heavy noise suppression equipment to diminish droning and loudness. To transmit the energy of the piston to the crank, the piston is connected to a connecting rod which is in turn connected to the crank. Because the linear movement of the piston must be converted to a rotational movement of the crank, mechanical loss is experienced as a consequence. Overall, this leads to a decrease in the overall efficiency of the combustion process. The motion of the crank shaft is not smooth, since energy supplied by the piston is not continuous and it is impulsive in nature. To address this, manufacturers fit heavy flywheels which supply constant inertia to the crank.

1.2 An oil ring It is the piston ring located in the ring groove closest to the crankcase. The oil ring is used to wipe excess oil from the cylinder wall during piston movement. Excess oil is returned through ring openings to the oil reservoir in the engine block. Two-stroke cycle engines do not require oil rings because lubrication is supplied by mixing oil in the gasoline, and an oil reservoir is not required.

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Figures 1: Cut section of channel and piston.

1.3 Introduction to composites: Composite materials have been widely used to improve the performance of various types of structures. Compared to conventional materials, the main advantages of composites are their superior stiffness to mass ratio as well as high strength to weight ratio. Because of these advantages, composites have been increasingly incorporated in structural components in various industrial fields. Some examples are helicopter rotor blades, aircraft wings in aerospace engineering, and bridge structures in civil engineering applications. Some of the basic concepts of composite materials are discussed in the following section to better acquaint ourselves with the behaviour of composites.

2. Literature survey

The cast iron pistons were superseded by aluminum alloy piston around the year 1920 (Sarkar 1975). Cole G.S. and Sherman A.M.(1995) explained that a considerable interest had been grown in replacing cast iron and steel in automotive component like piston with light weight aluminum alloy casting to improve the performance and efficiency. Haque M.M and Young J.M. (2001) referred the low expansion group of aluminum–silicon alloy as piston alloy, since this group of alloy provides the best overall balance of properties. Near eutectic aluminum silicon piston alloy exhibit complex fatigue behavior due to their multi component microstructure 12 (Moffat et al 2005). Aluminum alloys are ready to cast by all common casting techniques (Budinski 2001). In order to improve the wear performance, a metal based insert is

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reinforced with the base alloy. Cast iron and steel inserts normally reinforced with the light weight alloy during the casting process.

3. Introduction to Solidworks

A Solid Works model consists of parts, assemblies, and drawings.

1.Typically, we begin with a sketch, create a base feature, and then add more features to the model. (One can also begin with an imported surface or solid geometry).

2.We are free to refine our design by adding, changing, or reordering features.

3.Associatively between parts, assemblies, and drawings assures that changes made to one view are automatically made to all other views.

4.We can generate drawings or assemblies at any time in the design process.

5.The Solid works software lets us customize functionality to suit our needs.

3.1 Drafting image of Piston

Figure-2: Drafting image of Piston.

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3.2 Model of Piston in solidworks

Figure-3: 3D model image in solidworks.

4. Introduction to ANSYS

ANSYS is general-purpose finite element analysis (FEA) software package. Finite Element Analysis is a numerical method of deconstructing a complex system into very small pieces (of user- designated size) called elements. The software implements equations that govern the behaviour of these elements and solves them all; creating a comprehensive explanation of how the system acts as a whole. These results then can be presented in tabulated, or graphical forms.

5. Static analysis images in ANSYS

5.1 Grey cast Iron

5.1.1 Imported modal

Figure-4 Imported model in ANSYS.

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5.1.2 Meshed modal

Figure-5 Meshed Modal in ANSYS.

Material properties

Density: 7.9 g/cc

Modulus of Elasticity:110000 Mpa

Poisson Ratio: 0.28

Yield strength: 240 Mpa

5.1.3 Stress

Figure-6 Result of stress for Grey cast Iron.

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5.1.4 Displacement

Figure-7 Result of Displacement for Grey cast Iron.

5.1.5 Strain

Figure-8 Result of strain for Grey cast Iron.

5.2 Aluminum Alloy

Material properties

Density: 2.7 g/cc

Modulus of Elasticity:71000 Mpa

Poisson Ratio: 0.33

Yield strength: 310 Mpa

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5.2.1 Stress

Figure-9 Result of stress for Aluminum Alloy.

5.2.2 Displacement

Figure-10 Result of Displacement for Aluminum Alloy.

5.2.3 Strain

Figure-11 Result of strain for Aluminum Alloy.

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5.3 Al-Sic-Graphite

Material properties

Density: 2.7114 g/cc

Modulus of Elasticity:74000 Mpa

Poisson Ratio: 0.34

Yield strength: 193.38 Mpa

5.3.1 Stress

Figure-12 Result of stress for Al-Sic-Graphite.

5.3.2 Displacement

Figure-13 Result of Displacment for Al-Sic-Graphite.

5.3.3 Stain

Figure-14 Result of strain for Al-Sic-Graphite.

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5.4 Aluminum Oxide

Material properties

Density: 3.72 g/cc

Modulus of Elasticity:300000 Mpa

Poisson Ratio: 0.34

Yield strength: 2100 Mpa

6. Results

Material Maximum Total Maximum Maximum stress deformation strain shear stress

Grey cast 37.999 0.034804 0.00066503 18.363 iron Aluminum 35.905 0.036491 0.00069221 18.476 alloy Al-sic- 35.499 0.024202 0.00046895 20.15 graphite Aluminum 41.098 0.009154 0.0001503 22.436 oxide Table-1: Results table.

7. Conclusion

Modeling and analysis of piston is done

Modeling of piston is done in solid works 2016 design software by using various commands

The solid works part file is converted into IGS file and imported to ansys workbench.

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First Static structural analysis is carried out on piston at 1.5MPa pressure with four different materials, such as grey cast iron, aluminum alloy and al-sic graphite and aluminum oxide in ansys workbench.

Maximum stress, deformation, maximum strain and maximum shear stress are noted and tabulated

7. References

1. Kanniga E., Selvaramarathnam K., Sundararajan M., "Embedded control using mems sensor with voice command and CCTV camera", Indian Journal of Science and Technology, ISSN : 0974- 6846, 6(S6) (2013) pp.4794-4796. 2. R. Bhagat, Y. M. Jibhakate, Thermal Analysis and Optimization of I.C. Engine Piston Using Finite Element Method, International Journal of Modern Engineering Research (IJMER), Vol.2, Issue.4, pp.2919-2921, 2012. 3. Das M.P., Jeyanthi Rebecca L., Sharmila S., "Evaluation of antibacterial and antifungal efficacy of Wedelia chinensis leaf extracts", Journal of Chemical and Pharmaceutical Research, ISSN : 0975 – 7384, 5(2) (2013) pp.265-269. 4. R.S.Khurmi,J.K.Gupta, A Text Book of Machine Design, S.Chand& Co., pp. 1132-1144, 2004. 5. Subhashini V., Ponnusamy S., Muthamizhchelvan C., "Growth and characterization of novel organic optical crystal: Anilinium d- tartrate (ADT)", Spectrochimica Acta - Part A: Molecular and Biomolecular Spectroscopy, ISSN : 1386-1425, 87() (2012) pp.265- 272. 6. P. Carvalheira1, and P. Gonçalves, FEA of Two Engine Pistons Made of Aluminium Cast Alloy A390 and Ductile Iron 65-45-12 Under Service Conditions, 5thInternational Conference on Mechanics and Materials in Design Porto-Portugal, 24-26, pp .1-21, 2006.

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GEO-FENCING: A STUDY OF GEOSPATIAL SOLUTION

M. Laxminarayana Dept. of Geoinformatics Telangana University Nizamabad-T.S

Abstract

A Geo-fence is a virtual perimeter for a real-world geographic area. It will be dynamically generated—as in a radius around a store or point location, or a geo-fence can be a predefined set of boundaries, like school attendance zones or neighborhood boundaries. The last decade has created two generations of Location Based Services. The first one was coined by Cell-ID positioning, while the driving force behind the second one was the emergence of GPS-enabled smart phones. While this second generation still dominates the market, device manufacturers and standardization are preparing new features that enable geofencing and background tracking. While today’s and earlier LBSs only determine the location of a user while he is active in a service session, geofencing allows to detect the entering and leaving of pre-defined geographic areas so-called geofences. The main objective of this paper is to present the conceptual framework that offers a perspective of geofencing in public consultation and its emerging Trends & challenge’s in geofencing with special reference to India. The conceptual framework aims to strengthen the capacity of developing countries in applying technologies that can capture, store, process, communicate and display opinions from citizen engagement during public consultation that improves access to information as well as promotes participation in policymaking for the empowerment of the individual citizen and for the benefit of society as a whole.

Keywords : Geofencing , Cell id Positioning and Global Positioning System.

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Introduction:

Geofencing is a technology used to monitor mobile objects(vehicles, persons, containers…), located by GPS. The geographic coordinates of the tracked object are automatically and regularly sent to a control centre, via mobile phone networks. In parallel, another set of geographic coordinates is used to constitute a virtual boundary (geofence) around a geographic area. The system determines whether the tracked object is located inside or outside the geofenced area. An alert is generated when the tracked object crosses the geofence. This technology can also allow the detection of spatial proximity between tracked mobiles and a specific geofenced area.

Figure 1: The systems detects a vehicle exiting a geofenced area

GEOFENCING TECHNIQUES:

Geofencing can be of benefit in numerous domains and has many functions: the monitoring of mobile assets and people within geographical areas, intrusion detection and protection against theft are examples of use. Various geofencing techniques have been developed to meet different pragmatic needs. The main techniques are discussed here.

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GPS TECHNOLOGY:

The Global Positioning System (GPS) is a system based on Global Navigation Satellite System(GNSS) that provide reliable location and time information at all time in any whether condition on earth. It is composed of a network of 24 satellites of the united state which are previously used in military services, and later allowed for commercial use. The satellite emit radio signal of short pulses to GPS receiver periodically. A GPS receiver receives the signal from at least four satellites to compute its three dimension position that is latitude, longitude and altitude. Therefore GPS is a key technology for finding a device location.The GPS was launched in the United States in 1973 to overcome the limitations of previous navigation systems, integrating ideas from several predecessors, including a number of classified engineering design studies from the 1960s.

STRUCTURE OF GPS:

The current GPS consists of three major segments. These are the space segment, a control segment, and a user segment.The U.S. Air Force develops, maintains, and operates the space and control segments. GPS satellites broadcast signals from space, and each GPS receiver uses these signals to calculate its three-dimensional location (latitude, longitude, and altitude) and the current time.

Space segment:

The space segment (SS) is composed of 24 to 32 satellites in medium Earth orbit and also includes the payload adapters to the boosters required to launch them into orbit. The space segment (SS) is composed of the orbiting GPS satellites, or Space Vehicles (SV) in GPS parlance. The GPS design originally called for 24 SVs, eight each in three approximately circular orbits, but this was modified to six orbital planes with four satellites each. The six orbit planes have approximately 55° inclination (tilt relative to the Earth's equator and

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are separated by 60° right ascension of the ascending node (angle along the equator from a reference point to the orbit's intersection). The orbital period is one-half a sidereal day, i.e., 11 hours and 58 minutes so that the satellites pass over the same locations or almost the same locations every day.

Control segment:

The control segment (CS) is composed of

1. A master control station (MCS),

2. An alternate master control station,

3. Four dedicated ground antennas, and

4. Six dedicated monitor stations. User segment:

The user segment (US) is composed of hundreds of thousands of U.S. and allied military users of the secure GPS Precise Positioning Service, and tens of millions of civil, commercial and scientific users of the Standard Positioning Service. In general, GPS receivers are composed of an antenna, tuned to the frequencies transmitted by the satellites, receiver-processors, and a highly stable clock (often a crystal oscillator).

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Figure 2: GPS Modem

GSM MODEM:

A GSM (Global System for Mobile) MODEM is a special type of modem that accepts a SIM card and operates over a subscription to a mobile operator just like as a mobile phone. GSM modem is a wireless modem which sends and receives data through radio waves. A GSM modem requires a SIM card from a wireless carrier in order to operate just like as a GSM mobile phone. GSM modem support standard AT Commands as well as extended set of AT Commands. With the standard AT Commands and extended AT Commands, you can do things like:

 Sending SMS message

 Reading, Writing and Deleting SMS message

 Monitoring the signal strength

 Reading, Writing and Searching phonebook entries

 Real time clock

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Figure 3: GSM Modem

SHOCK/VIBRATION SENSOR:

A Shock sensor is capable of measuring shocks or vibration. When somebody or any obstacle hits the car, the sensor sends a signal indicating the intensity of motion. Depending upon the severity of intensity of shock, we use this sensor as for security purpose warning beep or sound or to monitor the accident for medical help. More advanced sensors send different information depending on how severe the shock is. The sensor to detect the vibration has a mechanical displacement to generate the alarm signal. There are two major detection methods to detect the vibration, one is mechanical detection. It works as ON/OFF switch using the mechanical movement of metal contact to detect true physical vibration. Other is acoustic sound detection may trigger false alarm by high noise car from the car.

GEOFENCED AREA:

This technique provides automatic monitoring of mobile objects moving around or inside a geofenced area. Alarms are generated when mobiles respectively enter or exit the boundary. The size of the area can range from a few tens of meters to several kilometres. The shape of the

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geofence can be a simple geometric figure, like square or rectangle, or a more complicated one, like complex polygon. Coordinates from characteristic points of the shape are necessary to define the geofence perimeter. These coordinates are supplied to the calculation algorithm, along with the inclusive or exclusive nature of the geofence, which enables the computing of alerts.

Figure 4: Showing different areas with Georeference

PROXIMITY POINT OF INTREST:

This technique is intended to detect the proximity of a vehicle in relation to a point of interest (POI). In practice, the geofence is a circle, and the POI is located at the centre. The radius is parameterized according to the distance that is regarded as "proximity" to the POI, from a few meters to several tens of kilometers. This method is the simplest way to implement geofencing, because it only needs two parameters, coordinates of the center and value of the radius. The algorithm calculates the distance between the mobile object and the center of the circle. According to whether this distance is lower or higher than the value of the radius, the mobile object will respectively be considered inside or outside the geofence.

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Figure 5: Detection of a proximity with a circular geofence

In figure, a truck is heading to a factory, which represents the POI. Detection occurs when the truck crosses the circle, and is thus located by the system at a lower distance from the POI than the value of the radius.In this configuration, the geofence has been matched with time slots. This means that the nature of the geofence will evolve during the day. For example it can be active during certain time slots and inactive the remainder of the time.

ROUTE ADHERENCE:

This technique relates to the monitoring of a mobile object throughout a journey, from the departure point to the final destination. Geofencing makes it possible to ensure that a vehicle does not deviate from its allocated route.

In practice, a route is created with a set of coordinates, and is recorded in the software application before the departure of the vehicle. A set of circular geofence is applied along the entire route, one after the other, as shown in figure.

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Figure 6: Route adherence control via geofencing.

If the vehicle deviates from the route, it may cross one of the geofence. Depending on a preset deviation tolerance, an alert is then generated and sent to the control centre, with the location where the vehicle has exited the assigned route.

ROUTE AND SCHEDULED ADHERENCE:

In specific cases, classical geofencing techniques have to beenhanced to meet user requirements. This leads to new functionalities, like route and schedule adherence. This technique is used in particular to follow a mobile object’sprogression on an assigned route, in relation to a schedule.

Figure 7: Route and schedule adherence monitoring via geofencing

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In figure, a pre-planned route has been assigned to avehicle. The journey along this route is split into stages, which represent a sort of check point. Each one is associated with a time slot for passage, corresponding to where the vehicle has to be at a given moment. Each check point is covered by a circular geofence,associated with a set of coordinates. Throughout the journey, the system checks if the vehicle has entered the geofence of each check point area at the planed time.

Applications based on Geofencing:

Geofencing can be applied to various fields related to the monitoring of people and mobile assets. Solutions have mainly been developed for the transport sector, but others applications also exist for civil safety, security or public works.

1) Transports & Logistics:

The Transport & logistics sector uses geofencing to provide improved and more flexible services to their customers. Heavy goods vehicles or delivery vehicles are generally assigned to reach particular points, such as warehouses or customer facilities. These points are called points of interests (POI).Geofencing enables a better organization of goods movements, by monitoring the location of vehicles in relation to these points of interest. An alert is sent to the POI when a vehicle is within proximity.

2) Fleet management:

Some professional vehicle fleets (commercial vehicles, public transport vehicles) are by nature captive fleets, i.e. they operate within given geographical areas, for example a city or a

wide area. Geofencing is used here to automatically monitor these vehicles and ensure that they remain inside their designated area.

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3) Defence & Security:

Defence & Security solutions based on geofencing are essentially governmental applications, created a few years ago, especially in the United States, Sweden or Singapore. Some R&D programmes have studied Geofencing, with the particular aim of preventing potential terrorist attacks using highly hazardous goods transport (fuel, radioactive materials, toxic waste…) as weapons of destruction or contamination.

Tracking & Tracing system description:

Tracking & tracing systems are mainly composed of four linked segments, which constitute an information chain between tracked mobile objects and the control centre.

These four segments are:

 A spatial segment: signals from Global Navigation Satellites Systems, GPS, GLONASS and EGNOS.

 A telecommunications segment: mobile phone networks or satellite communications for remote areas.

 An application segment: interface solutions area available on a virtual private network or with a secured connection directly onto the web.

 A user segment: comprising both an on-board unit and the control centre. Others mobile devices can also be used for monitoring, such as PDA or smart phones.

CONCLUSION

Geofencing is a highly advanced precision technique. It can adapt co- modal transport requirements. Many emerging applications based on Geofencing are also foreseen in developed countries, like HGV electronic toll collection, theft protection on public car parks, or

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statistical data production for studies. In the same manner in developing countries it is an emerging trend. This shows the great advancements in the space technology.

And further, future applications based on Geofencing should benefit from satellite navigation services, where great improvements are also expected in location precision, thanks to new global navigation satellite systems.

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7. Anton A. Huurdeman, The Worldwide History of Telecommunications, John Wiley & Sons, 31 juli 2003, page 529.

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WEBSITES :

1. “wiki.gis.com/wiki/index.php/Geofence”

2. “https://www.gislounge.com/geofencing”

3. “geospatial-solutions.com/tag/geofencing”

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6. “https://www.gsma.com/aboutus/gsm-technology/gsm”

7. “https://en.wikipedia.org/wiki/Tracking_system”

8. “https://en.wikipedia.org/wiki/Radio-frequency_identification”

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CAN SHAKESPEARE BE INDIAN? YES IT CAN BE: “RETH – SONGS OF THE SAND” IS A PLAY AN ADAPTATION OF “MERCHANT OF VENICE” P.Kondal Reddy Theatre arts Potti Sreeramulu Telugu University Hyderabad

Introduction:

In the time of Shakespeare (16thcentury), kings , ministers , businessmen, poets, formers, thief’s…, every one likes the Shakespeare plays . These plays are still increasing the popularity of Shakespeare because of(1) theme of the plays (2)poetry (3)characterization …...

When English came to Calcutta, the Englishmen brought with them the reverence for Shakespeare. In 18th century the formation of Calcutta Theatres initiated the practice of regular English play performance. Shakespearean plays like Hamlet and Richard III became quite popular. In India Shakespeare plays are mostly performed in folk theatre of India.

This articlefocusing on an analysis of “RETH: songs of the sand”, a contemporary folkloric adaptation of the Merchant of Venice.

In this play shylock has been re-interpreted as a women and interesting amalgamation of a women’s beautiful nature and revengeful shylock creates an increasingly tense theme. Moreover given the convention of female protagonists on the Indian stage as domesticated women, a manipulative and greedy Shylock can be seen as a feminist intervention. I see this is a parallel narrative where the women is not only given a significant role and is prominent but also the economic power, which Shylock/ Rani Bhawari has.

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RETH –SONGS OF THE SAND:

“Roth – songs of the sand” is Indianized version of merchant of Venice. Written and directed by dr.satyabrata rout (Professor in theatre arts department Hyderabad central university). In this play the Indian social structure is discussed more strongly and powerfully. Along with various bright colors of the Indian cultures in the backdrop of the desert of Rajasthan, the rage and frustration of women for unjust social structure is given space through a critical directorial interpretation.

STORY OF “RETH –SONGS OF THE SAND”PLAY:

The story, which I am going to tell, is very similar to the folklores. Once, There lived three witches who adopt a small girl and (nurture) her as their own. The girl who has already filled her heart with hatred and vengeance towards all men due to the injustice happened to her mother by her evil father. As days pass By, The small girl adopted by witches grows up as Rani bawari a ruthless Business women who rules the water in all the area and also gives money to needy people with high

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scene from“RETH –SONGS OF THE SAND”Directed by dr.satyabrata rout

Courtesy : AGP World , NCPA – Bombay .

Interests, the friendship between Bishnu and phursi blossoms into love as they grow.

As a sudden shock to the lovebirds, Jallu pradhan father of phursi openly states that whoever gives the gold equal to his weight, his daughter would be married off to them.

As Bishnu comes to know about the news, he goes to his childhood friend antu. Antu is happy to help but all of his 400 camels have gone to far country on business work. So he reluctantly goes to Rani bhawari for a loan and she offers the loan, but on two conditions, The two conditions are:

1. He has two pay twice the amount taken as loan. If he fails to repay the loan, she says.

2. He has to eat he powder of the marbles made by Ranibhawri own hands, which he won during a match with bishnu. Antunehar accepts the two conditions.

The gold given by antu is taken by Bishnu and goes to jaipur for phursi, but as a twist of events a old business man already gives Jallu pradhan the gold he asked for. Jallu pradhan who is in the favour of the old man sketches a plan to frame Bishnu and to remove him from the competition. So, Jallu makes a second condition.

The condition is there will be 7 grails in which four are filled with wine and other three with scorpion poison, The one who drinks 3 glasses and stays alive will be the winner and will marry phursi, they both agree to the conditions. Finally bhishnu win the condition.

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On the other side, All camels owned by Antu are lost in a desert storm, now unable to repay the loan Ranibhawri captures him. Phursi knows his capture and goes to Ranibhawri and she reminds her the condition that she has to powder the marbles with her own hands. Finding the task impossible she realize her mistake and unites with Antuneher. The rich

Elements infused in the play are – attracting music, colorful rajasthani costumes, turbans,rajasthani dance, dialects and folklore. The backdrop is chosen as rajasthan to bring out the colors of its music,rhythm, visuals and the patterns and contours of the desert into the play.

Characters inRETH –SONGS OF THE SAND:

PURSI a.k.a Portia: pursi is a beautiful princess who is the apple of her father eye. She has been waiting with bated breath for her childhood sweetheart bishnu, to marry her and take her with him. But when circumstances demand, she becomes strong and powerful and rescues her childhood friend antu and her sweetheart bishnu from claws of rani bhavri.

Portrayed by Alefia kapadia .

Bishnu a.k.a bassanio: madly in love with pursi and is aromatic fool .he is very true to his emotion .if he decide to do something he can go to any lengths to achieve his wishes. He goes to antu for some money so that he can go and marry pursi but it all turns very quickly.

Portrayedby Vikram kochhar.

Antu nahar a.k.a. Antonio:He’s childhood friend of bishnu.he’s a very good trader as he as group of 400 camels that want to Kandahar for trade. Antu’s aim was to build more wells and provide free water to the villagers. When bishnu came for help he decided to go to rani bhawari for some money and lost all his wealth in the game of gamble.

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Portrayed by Manwendra Tripathi.

Male shylock in Merchant of Venice:

Shylock is the antagonist and a tragic character in William Shakespeare's The Merchant of Venice. A Jewish merchant living in a Christian city, he comes across as greedy, jealous and vengeful. As opposed to his anti-Semitic nemesis and fellow businessman, Antonio, Shylock charges interest on his loans.

Female shylock in “reth –songs of the sand”:

When Rani Bhawari is in her mothers womb, her father exiles her Saying she (wife) is not beautiful and sends her to the woods. Rani who is born in the woods is adopted by the witches. She swears vengeance towards all the men by learning about her mother. She grows to be a landlord and controls all the water in the area and she also offers loans to people on high interests.

female shylock rani bhawari in Reth –songs of the sand.

Portrayed by Swetha shetty .

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She loves Antunehar but Antu rejects rani bhawari . She believes that if she controls the water all men including antu will come to her feet then she can give them the water with her poisoned hands and by doing so, she can kill all the men.

The example of how Ranibhawari reacts when someone needy comes to her for loan.

Man: long live Ranibhawri! Long live live Ranibhawari!

Rani: looks like a maledog has lost its route.

Witches: maybe he needs some money.

Man: my camel’s ill. Please help me! My blessings will always be there for you.

Rani: No, No, No, I don’t want your blessings, I want love, I will give you loan at the interests of 50 rupees, but if you fail to repay you have to work in my farm for the rest of your life.

Man: (The man reluctantly agrees and signs on the bond).

Conclusion:Male writers in India create women characters are basically modeled after Savitri and Anasuya who are the epitomes of the Indian woman. The women characters are weak, dependent, pure, and sacrificial. These texts have influenced male writers creating stereotyped female characters.

Woman as a protagonist has been presented in Indian plays since the classical Sanskrit drama. On the one hand woman was worshipped as Durga or Kali figures in these works, and on the other hand woman oppressed and fretted as liability also comes to the surface in them.

Women, oppressed socially, politically and culturally were ignored or feebly represented in INDIAN drama .The ironical treatment of women in Indian society could be understood from many Indian plays' depiction of women.Similarly portrayal of women by modem Indian

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playwrights like Rabindranath Tagore, Vijay Tendulkar, Girish Kamad, Mahesh Elkunchwar, Mahasweta Devi, Mahesh Dattani, provide interesting dimensions of Indian women like the oppressed woman, woman fighting social and racial discrimination, Dalit woman, woman asserting her individuality, woman as a victim of sexual abuse, and so on. Shylock, a male and dominative character in the original script of Shakespeare shares all the shades and passions of these women characters. By given a female body to Shylock, it turns to be a revengeful interpretation of all these women. The presence of a lady in the character of Shylock opens the window for a global discussion on this contemporary gender discourse.

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ISSUES RELATING TO HEALTH CONDITIONS IN TRIBALAREAS: A STUDY OF VIZIANAGARAM DISTRICT IN ANDHRA PRADESH

Srinivasarao Sahukari Abstract In spite of the series of development programmes, still tribals in India are in lowest rung of the ladder in terms of health conditions are concerned. Against this background an attempt is made in this paper to discuss about the available health facilities in tribal areas with special reference to the tribals in the Vizianagaram district of Andhra Pradesh while adopting following methodology. The overall picture regarding health and nutrition indicate that the health and nutrition rate is very high among medium and large farms of both the tribes those who are living in plain areas. At the same time the health conditions are comparatively low among marginal and small farms of Gadaba tribe who are living in hilly and remote areas. This is very important point on which the policy makers can give serious thought as part of overall improvement in the levels of living of the tribal people. The analysis of family planning practices of the tribal households reveal that still the Gadaba tribe and marginal farms needed more emphasis to promote family planning practices. Much emphasis may be given by the governmental and non-governmental agencies on providing more formal and informal learning facilities to Gadaba tribe and marginal farms live in the hilly and remote areas to make more conversant with the health centers. The further promotion of health facilities will improve their levels of living. The extent of available health facilities in the G.L.Puram mandaI reveal that all the major indicators regarding health are showing a positive trend. However, in the G.L.Puram mandaI the health facilities are far less than that of the district. However the analysis relating to the developmental activities under taking by the ITDA indicates that ITDA is putting strenuous efforts to promote the health facilities to the tribals in the scheduled areas of Vizianagaram district. Key Words:PTGs :( Primitive Tribal Groups), ITDA : (Integrated Tribal Development Agency) , Desiguru, Native Medicine, Sub-Plan Area, ICDS: (Integrated Child Development Scheme), Nutritional Deficiency.

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Introduction: The tribals generally have peculiar life style, crude and primitive technologies and their tendency to inhabit the isolated areas have led them to economic misery, underdevelopment and seclusion for the mainstream of national life. Therefore, after independence special policy initiative were taken towards the improvement of their all round development. Economic Planning since First Five Year Plan, recommended that a positive policy for assisting the tribals should be formulated in order to develop their natural resources and evolve a productive life, which can prevent exploitation by more organized economic forces. In the Second Plan it was emphasized that all welfare programmes should be made in the context of tribal culture reviewing their psychological and economic problems. In the Third Plan, it was accepted in principle that in facilitating the development of agriculture, communication, health and education services, the tribal people should able to develop their own traditional culture without pressure or imposition from outside. Under the Fourth Plan six pilot projects for tribal development known as Tribal Development Agencies were taken up in central sector. The Fifth, Sixth and Seventh Plans saw the emergence of the Tribal Development Strategy in the country in a minimum scale. The tribal Sub-Plan envisaged pooling of all available physical and personal resources. The Eighth and Ninth Plans emphasized a total integrated effort for all round tribal development. For future planning for tribal development, the study of the past endeavors seems to be essential. The planning process for tribal development in Andhra Pradesh can be broadly divided into pre-independence and post-independence periods. In both the periods the approach adopted and schemes implemented are based on certain events happening in various tribal areas of the country and the consequent approach enunciated for time to time on and all India basis. Again, the two approaches in the two periods can be broadly be characterized as development oriented taking the basic objective and nature of measures introduced. In-spite of much emphasis on tribal development, the benefits of plan development have not fully percolated in to the tribal areas. The tribal people remained backward regarding the availability of Health infrastructure is concerned. Though none deny that development has taken place in tribal areas, when we analyze the expenditure incurred

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during the different Plans Vis-a-vis the changes brought into the quality of socio-economic life of tribals, the results are not very encouraging. Still tribals in India are in lowest rung of the ladder in terms of health conditions are concerned. Against this background an attempt is made in this paper to discuss about the available health facilities in tribal areas with special reference to the tribals in the Vizianagaram district of Andhra Pradesh while adopting following methodology. Methodology and Collection of Data: Multi stage stratified random sampling method is used in the present study. The selection process is carried out in four stages, they are relating to district, MandaI, villages and households. The Vizianagaram district is selected for the study due to the fact that the district has drawn worldwide attention through the tribal movement in the political up heavel of 1969 - '71. The G.L. Puram MandaI is selected for the study because it is the only tribal MandaI that is having a high proportion of) tribal population. The villages are selected depending upon the higher concentration of specific tribes. With a stratification procedure based on the specific tribe population concentration, the Panchayats are classified into three categories. From the Gadaba tribes concentrated Panchayats two are selected from very interior hill areas. From the Savara tribe concentrated Panchayats two villages are selected and from Jatapu tribe concentrated Panchayats another two villages are selected. The Gadaba, Savara and Jatapu tribes are equally proportioned in the G.L.Puram MandaI. To examine the inter tribe variations in their education levels and health conditions 60 households are selected from each tribe form their concentrated selected villages based on the random sampling procedure. The selected 180 households are further classified into the stratification of size class groups in accordance with their proportion in total tribal population of the district. Information relating to the selected households is collected while canvassing a prely designed and structured household schedule in the selected villages during April 2003 March 2004 in different visits. The secondary data has been collected from the offices of ITDA Seethampeta, Chief Planning Officer Vizianagaram, MRO G.L.Puram MandaI and selected Village Panchyats.

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An attempt is made to present the salient features of tribal Sub- Plan area of Vizianagaram district and also to give a brief note on the profile of G.L.Puram mandaI. . The ITDA of Vizianagaram district is located in Parvatipurm. The various developmental programmes taken by the Parvatipuram ITDA are agriculture, horticulture, sericulture, soil conservation, fisheries, education, animal husbandry, irrigation, engineering works, electricity, health and effective implementation of Land Transfer Regulation Act to prevent exploitation under land alienation. The sources of funds to implement the above activities are provided by the central and state governments through special central assistance MADA., PTG. DT and IF AD schemes. Health Conditions prevailed in the Study Area: Health is an essential human resource which is a prerequisite for the development of the economy. In spite of good personal hygienic conditions among tribal population health conditions found to be deteriorating due to inaccessibility of medical and health facilities. In modern times the traditional herbal medicines are being discouraged by agents of change and allopathic medicines and services are not available to them as these primary health centers are not catering to the needs of tribals living in interior hilly tracts. The tribals scantily dressed up because of their grinding poverty. Some of the PTGs do not possess second dress for change. As they are not able to change their clothes regularly they are likely to be afflicted with skin. diseases. In view of scarcity of water, the tribals are not able to take bath regularly. They sleep on the floor without any kind of mats during nights, some times sharing the space with goats, sheep which are considered as immovable property to them. In view of high incidence of maternity and infant mortality in tribal areas full-fledged maternity hospitals with a minimum 30 beds have to be started in every I.T.D.A. districts of the State. Most of the earlier studies identified that health requirements of different regions differ depend upon the stage of development. Also even in the same region we can find inter-tribe variations among the tribals, particularly among the tribals living in the interior hill tracts (primitive tribes) and tribals living in plains. Against this background an attempt is made in this study to examine the different dimensions of inter-tribe variations in health and nutrition levels among the tribes in Vizianagaram district of Andhra Pradesh.

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The ITDA G.L.Puram is trying its level best to prevent high mortality rate, malnutrition, separate health plan was taken up for the year 1996 to 1998. The survey was conducted to identify the chronic diseases and steps were taken up to provide infrastructural facilities like vehicles to PHC, medicines and construction of ANM centers and training, community health workers taken up. The community health workers can taken up primary aid in tribal villages which are interior and inaccessible. The data reveal that in the study area there is one Government Hospital in the headquarters of G.L.Puram mandaI, two Primary Health Centres . There are more than 75 integrated child development centers scattered all over the mandaI. All the family welfare centres are managed by health inspectors, A.N.Ms. and voluntary workers. There are three maternity and child welfare centres, one government aurvedic dispensaries servicing in the study area. Health and Nutrition levels of the Selected Households: The survey conducted about the existing health facilities in the tribal area indicate that the governmental and non-governmental agencies have been trying to intensify health facilities in the tribal areas during last few decades. In spite of the facilities the native doctor (Desiguru) and medicine are still playing an important role in the health care of tribal people. Particularly tribals are prone to a variety of diseases due to their unhygienic living conditions. Drinking water is a serious problem in all-tribal villages. They have to drink highly contaminated water, which is with calcium deficiency and causes anemia and other chronic diseases. Many tribals in the hill tracts reported that they use herbs and leaves for their diseases. The Primary Health Centers (PHCs) in these areas are under utilized due to its distance from villages and also due to non-availability of medicines in the centers. However 35 percent of the households in plains reported that they are taking medical care from government PHCs and at their village health camps. The village health camps are creating awareness about the medical care among the tribal. Immunization of children against TB, BCG and small pox diseases is also not following by the tribals in the hill tracts only (22 percent) responded positively for the immunizations care in these areas. The numbers of children vaccinated are found high in plain areas (43 percent) rather then hill areas. These ANMs are performing

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excellent job in immunization of children. ANMs and other medical staff are propagating about medical care for children and pregnant women in the tribal villages. TABLE-1 AWARENESS AND ADOPTION OF FAMILY PLANNING BY SAMPLE HOUSEHOLDS Awareness Not S.No. Tribe & Responded Total Adoption Responded I Tribe: 49 II 60 18 01. Gadaba ( I (81.17) (18.33) (30.00) 00.00) 55 5 60 32 02. Savara ( I (90.67) (8.33) (27.45) 00.00) 58 2 60 32 03. J atapu (96.67) (3.33) (100.00) (53.33) 162 18 180 77 All Tribes (90.00) (10.00) (100.00) (42.78) Note: Figures in the brackets are percentages to total The presented data on adoption of family planning by heads of households presented in table –1 shows that, family planning has not become more popular in the traditional and remote hilly tribal areas. It is noticed that all most all the tribes in plains use some kind of native medicine, which is derived from herbs to control their size of families. However there is good feeling in the tribal plains regarding family planning. There are midwives and health workers posted in the villages who were trained to propagate the family planning programmes in the tribal areas. Though the family planning programmes are intensively campaigned in the tribal areas by ANMs and others, the tribals are not showing interest in the family planning. Table 5 indicates that though 90 percent of the family members are aware of family planning only 42.77 percent adopted it, 77 percent of the tribals in the hill tracts are still using a native medicine as a preventive alternative. The adoption is

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very limited among the Gadaba tribe and marginal farms. However nearly 40 percent of Jatapu and major proportion of medium and large farms responded positively to the family planning programmes. There is need to presented. A size class group - wise analysis of calories intake and protein consumption is examined. The unit of enquiry for this diet survey is family and the data were presented per consumption unit. Various consumption coefficients as stipulated by nutrition expert group of the Indian Council of Medical Research are adapted. Consumption co - efficient as per age groups as given by ICMR have been taken into consideration in order to standardized a family consisting of different age groups. Various coefficients are applied, to the different age and sex groups. Diet surveys are carried out through various methods such as oral questionnaire, weighment of raw foods, weighment of cooked foods and checking of stock by inventory. Sukhatue refers to two methods of conducting such surveys under Indian conditions. Inter – viewing households on the quantities of foods obtained or consumed with the help of a recall list and weighing all food stuffs before preparation of meals. The first method is employed in this study by interviewing with the help of a recall list to collect data on different consumer items for the preceding day to the data of enquiry or for the proceeding week, because it is difficult to collect the data for a year or even for one month as there are the difficulties of recall of all sundry items, which the individual households normally consume. Whenever it is found home produced or collected items are consumed, the quantities are specified in terms of local measures . Then by actual measurement the equivalence is worked out in standardized measures such as Kilos and Grams. This method is found to be necessary because the tribals are not conversant with standardized universally used measures of weighing. combination of the two methods. In effect at the operational level a slight variation the Generally we define under nutrition as the inadequacy in the quantity of the diet. It is understood to mean inadequacy in calories intake. Mal nutrition is defined as the inadequacy in the quality of the diet. Energy is required by the body for basal metabolize for performing essential functions such as respiration, circulation, excretion, etc., and an additional supply of energy to perform work related to various types of work. The basal energy requirement differ for different persons

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depending upon their age and sex, and these differences are eliminated by expressing the energy requirements in terms of an average adult male with use of scale of coefficients. Different occupations require different degrees of activity, which can be classified as sedentary, moderate and heavy. Normally the energy requirement or intake is expressed in the calories units. For a reference man the calorie requirements vary from 2,800 calories per day for sedentary type of work to 4,400 calories per day for heavy work. The Indian Nutrition Advisory Committee had recommended different daily allowances of calories for men and women according to their weights and type of activity and for adolescents and children according to their ages. The calories requirements of 3,900 as stipulated for a balanced diet for an adult man (consumption unit) is adopted as the basis for calories intake of a tribal. In this study calories intake for heavy work (3900 calories) of an adult male is adopted. The calorie value of various items of food per consumption unit is worked out on the basis of the calorie values given in recommended dietary intakes of Indians by Indian Council of Medical Research, New Delhi and the results are presented in Table 2. TABLE - 2 Calorie intake per consumption unit and percenta1?:e of deficiencv Mutto

Leaf n %of y Vege Into pork, Total - xi- Cerea Puls tableOil Suga cant calori Deficie deficie Tribe vege- beef, ls es s s r s es ncy ncy in Tabl Chicke calorie es n, s 26 Gadaba 1292 123 16 19 138 163 106 3900 2124 54.46 7 . 16 1181 121 28 24 176 196 123 3900 2012 51.58 Savara 3 Jatapu 1440 103 33 26 73 191 91 81 3900 2038 52.25

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The percentage of gap in calorie intake and calorie intake per consumption unit is also shown in the same table. From the Table we can find that all the size class groups are deficient in their calorie intake indicating that all the tribals by this standard fall below the poverty line. Also it indicate that as the size class group increased the deficiency in calorie intake has declined. But on an average there is deficiency in calorie intake. It is an indication of under nutrition and this is not uncommon feature of any size class group. The magnitude of the gap varies from group to group and this is greater for Marginal and small farmers of both the tribes. A major proportion of the calorie intake is derived from cereals like Rice, Ragi, Sarna, Uda, etc., and this can be seen from Table 3, TABLE -3 Percentage of calorie intake of various Farms

Mutto

n Leafy V pork,' Intoxi- ege- Pulse Tribe Cereals vegetables Oils Sugar beef, cants Total s Chicke tables n, 100.0 Gadaba 70.36 5.32 2.07 1.67 2.63 8.26 6.07 4.63 0 100.0 Savara 72.62 5.46 1.37 1.21 1.72 8.13 5.12 4.72 0 100.0 J atapu 57.53 6.01 1.26 1.16 7.52 7.26 11.31 5.27 0 which presents the percentage deficiency in calorie intake for each item of food. More than 80 per cent of the intake in marginal farmers of both tribes is secured from cereals. More than 70 per cent of the calorie intake in the small farms is due to cereals like Rice, etc. About 60 per cent of the calorie intake in the remaining two farms is due to cereals.

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Calorie intake is further supplemented by items like pulses, oils, non- vegetarian food, etc. In the case of marginal farmers of both tribes pulses contribute very insignificant proportion of calories. Regarding Medium and large farmers more than 25 per cent of the calories are contributed by oils mutton & beef, chicken, pork and jaggery. About 5 per cent of the calories is secured by Intoxicants. Marginal farmers get 6 to 7 per cent of calories from non-vegetarian food and 6 per cent from intoxicants. Small farmers of both the tribes secured 10 to 15 per cent of calories from oils, mutton & beef, chicken, pork and jaggery. Broadly the calorie distribution patterns are varying among different farms across both the tribes. An attempt is also made to examine the Protein intake of different farms. Protein is necessary to provide amino acids and nitrogen for the synthesis of body proteins and other biologically important nitrogenous constituents. Among adults dietary protein is needed to replace the endogenous loss consequent on passing of urine, excretion, body sweet, etc,. This endogenous loss is a minimum protein requirement for maintenance of the body is its normal condition. Growing children and pregnant and locating women and need additional protein to meet their increased requirements. The I.C.M.R. nutrition expert group in had recommended 1.0 grams protein/Kg body weight for an adult, the protein being derived from mixed vegetable source. The protein value of various items of food per consumption unit is worked out on the basis f the protein values given in "Recommended dietary intake for Indians" as recommended by the Indian Council of Medical Research New Delhi. The results are presented in Table 4. TABLE - 4 Protein intake and percentage excess in proteins Mutto Total Leaf n Perce Sugar Total Pu y Veg lnto protei Exces ntage pork, is e- xi- n s in Cere protei excess Tribe vege- tabl Oils & can requir protei als beef, n in es ts e n es table Jagge intak protei Chike s y e ment n n, Gada

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ba 33.7 5.4 2.1 2.1 1.0 2.80 0.14 15.23 62.70 55.00 7.70 12.28 2 6 6 2 7 Savar 41.3 7.6 2.2 0.7 1.3 2.63 0.17 16.17 72.2 55.00 17.20 23.82 a 6 2 1 2 2 Jatap 40.2 8.1 2.1 10. 1.7 2.52 0.19 16.26 81.35 55.00 26.35 32.39 u 1 3 7 16 1

All the groups consume proteins more than what they require. Besides the proteins the tribals get from cereals they are accustomed to eat beef and mutton, chicken, boar, pork etc., which supply a substantial proportion of more proteins. Marginal and small farmers of both the tribes secured proteins in very insignificant more proteins from oil. There is an indication of variation in protein consumption across farms and tribes. Excessive consumption of protein i.e., found in the case of the top people consisting of medium and large farmers in comparison to the bottom layer consisting of marginal and small farmers. The percentage intake of protein from each item of food size class group - wise is presented in Table 5. Table - 5 Percentage of protein intake of various items of food Mutton Leafy Intoxi Vege- pork, - Pulse Tribe Cereals vegetables Oils Sugar beef, cants Total s Tables Chiken, Gadaba 50.17 9.72 4.36 3.03 3.12 0.31 28.16 1.03 100.00 Savara 54.39 10.41 3.51 2.58 1.28 0.27 23.87 1.37 100.00 Jatapu 44.86 9.16 2.67 2.26 14.64 0.40 23.23 1.84 100.00

About 40 to 50 per cent of protein intake is secured by cereals for all the groups except marginal farmers. In case of marginal farmers of both the tribes more than 60 per cent of proteins is secured from cereals. For all the groups about 25 per cent of proteins is secured by non - vegetarian food i.e., mutton and beef, chicken and pork, etc.

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About 1.0 per cent of proteins is secured by pulses. In the case of medium and large farmers the percentage of proteins contributed by oils is more than 14 per cent. All the tribals get proteins mainly from cereals and non - vegetarian food. It is very interesting to note that the calorie intake of tribals by any size class group is far below that of non - tribals in the plains area. Summary and Conclusion: The overall picture regarding health and nutrition indicate that the health and nutrition rate is very high among medium and large farms of both the tribes those who are living in plain areas. At the same time the health conditions are comparatively low among marginal and small farms of Gadaba tribe who are living in hilly and remote areas. This is very important point on which the policy makers can give serious thought as part of overall improvement in the levels of living of the tribal people. The analysis of family planning practices of the tribal households reveal that still the Gadaba tribe and marginal farms needed more emphasis to promote family planning practices. Much emphasis may be given by the governmental and non-governmental agencies on providing more formal and informal learning facilities to Gadaba tribe and marginal farms live in the hilly and remote areas to make more conversant with the health centers. The further promotion of health facilities will improve their levels of living. Basic knowledge of health and hygiene have to be imparted to tribals through voluntary organizations in every village. As the tribal people including children and women suffer with a number of Nutritional deficiency diseases, ICDS schemes have to be introduced in all tribal villages / hamlets, settlements irrespective of their location, distance, size etc. The criteria and rules have to be relaxed in extending special nutrition programme to tribal children, pregnant and lactating mothers. The culinary habits and dietary pattern of all tribal communities have to be properly studied, analyzed and items or areas of nutritional deficiencies have to be carefully identified. Local dietary patterns, availability of low cost food items have to be taken into consideration while recommending nutritious diets to tribal clients. The extent of available health facilities in the G.L.Puram mandaI reveal that all the major indicators regarding Health are showing a positive trend. However, in the G.L.Puram mandaI the Health facilities are far less than that of the district. However the analysis

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relating to the developmental activities under taking by the ITDA indicates that ITDA is putting strenuous efforts to promote the health facilities to the tribals in the scheduled areas of Vizianagaram district. REFERENCES: 1) Action Plans of different years , ITDA, Paarvatipuram. 2. District Hand book, Vizianagaram, Chief Planning Officer, Different years. 3) Vidyarthi & Ray, "Tribal Culture of India", concept publishing Company, New Delhi, 1977. 4) Nag, D.S., "Tribal Economy - An Economic study of the Baiga", Bharatiya Adimajati Sevak Sangh, Kingsway Camp, New Delhi, 1958. 5) Sexena, R.P., "Tribal Economy in Central India", Calcutta. Ramaiah, P., "Tribal Economy of India": Light Life Publishers, New Delhi, 1981. 6) Pradeep Kumar Bose, "Stratification among tribals of Gujarat". 7) Chinnalabudu, "A Socio - Economic Survey of a Multi - tribal Village in Araku Valley Visakhapatnam Districts", AER Centre, Andhra University, 1970. 15) Gopala Rao, Ram Gopal, N., "Chinnalabbudu Resurveyed", AER Centre, Andhra University, 1983. 8) Patnaik, N., "Tribals and their Development" National Institute of Community Development, Hyderabad, 1972. 9) Singh, S.K., "Economics of the Tribals and their Transformation", New Delhi, 1982. 10) Raghava Rao, D.V., "Indebtedness in a Tribal Society" Journal of Social Research. 11) Jain, L.C., "Emancipation of Schedule Castes and Tribes: some suggestions", Economical Political Weekly, February, 28, 1991. 12) Government of India, Report of the Commission for SCs and STs "Note on Developmental Activities in the Agency Areas of Visakhapatnam District", 1983.

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भगवगीता – पारमािमकोपनषत ्

आचाय वेदातं ीवणुभाचायुलु आगमवभागः राियसंकृतवयापीठम,् तपत दूरवाणी संया

अमाकं जीवनशैल ानवानसमवयपा आयािमकगुणोपेता आदशपा अनवचनीयानदपा परंयोतः वेशनमागगामी भविवत भगवता परमामना उपनषदः मसूाण भगवगीता इत थानयं ुतसारवेन अमयः समुपदटं वतते।

गीता तावत ् सरलया भावयया सरलया पया ेठया ववृतसरया योग- कम-ान-आमशुसाधनदया च सवयाप लोकय समातं साधयतीत नैव सदेहलेशः।

इयं गीता वापरयुगे भगवता ीकृणेन उपदटा। इयं सतशतलोकािमका अटादशायायपरमता सादगुणोपेता मनोरमा माधुयगाभीयसरलवपा सवजनसया च भवत।

पारमािमकोपनषत ् भगवतः परमामनः ीमनारायणय उवासनःवासपा पचोतरशतमसहता एकादशानुवाका परमामनः ीमनारयणय वैशयतपादनपरा कृणयजुवदतैितरयशाखासबुा च वतते।

पारमािमकोपनषत ् भावः भगवगीतायां कशः अित ?तय वपं कशं ? उभयोः केषां अंशनां कु सायं वतते ? मानवजीवनशैयामुभयोः भावः कः ? इत वचारः

भगवगीता – पारमािमकोपनषत ् इयिमन ् शोधपाे यथामत तोतुमछाम। त

वभूतयोगः

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परमामा बहु धा वराजत आकाशामा – वावामा – अयामा – आपोऽतरामा – पृथयतरामा – मनतवामा – बुतवामा – आहकारामा – कृयामा – मायामा – लादामा – कामामा – कारणामा – मोहामा – दशावतारामा – मामा – वेदातरामा – सवामा – सयामा – कमलामा – सवकारणामा – अमृतामा इत भनभनपा भवत।

यो वा गवठः१

यो वा वायुवगुणोऽतरामा२

वमने गुणो वरठः३

वं जीववमापः४

भूमेवतवन५ ्

मनतं भूवा६

वं बुभूतानां७

यसूमान८ ्

कामो भूवा९

सयो योतः१ ०

तमसवभूतः१ १

इयादभः नैकैः मैः परमामनः तवं पटं वयते पारमािमकोपनषद। गीतायां तावत ् दशमायाये वभूतयोगे-

वेदानां सामवेदोऽिम१ २

ाणां शकरचािम१ ३

महषणां भृगुरहं१ ४

अवथः सववृाणां१ ५

आयुधानामहं वं१ ६

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अनतचािम नागानां१ ७

अराणामकारोऽिम१ ८

इयादलोकेषु सववपः परमामा सवकारणभूतः सवातयामी वभूतपः इत उपनषत ्उितरया पटं ववयते परमामनः वपं गीतायाम ्।

ववपः

रयीणां पतं बृहतं रारागमुतं गुं सनीकं

तं रायोपं रयभूत भूतं रयमत ्सुरमे वाहा१ ९ ।।

ऐवयाणां पतः समषागुयपरपूणऐवयपः सववयवान ् ऐवयायप ऐवयपः परमामा इत अय मय अथः।

अय मय अनुप एव

ययवभूतमसवं ीमदूिजतमेव वा

ततदेवावगछवं मम तेजऽशसभवम२ ् ० ।। इययं लोकः।

यत ् यं वैभवेन लया भावेन तेजसा यवहरत तत ् सवमहमेव भवाम इत उपनषममनुसरत असौ गीतालोकः।

एतावानय महमा

अतोयाग˚ ् च पुषः।। इत ुया समिवतसन ् वभूतयोगः सरलया पया गीतायामुपदटमभूत ्।

ववं ववं सदधानः तववं।

वणवे ववपाय वाहा२ १ ।।

परमामा तावत ् चदचदामकपचपः सवभूतामकवपः ववपः सवयापी ववं सदधानः जगूपः भविवत उपनषवायमनुसृय

अनेकवनयनमनेकाुत दशनम ्।

अनेकदयाभरणं दयानेकोयतायुधम ्।

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दयमायाबरधरं दयगधानुलेपनम ्।

सवाचयमयं देवमनतं ववतोमुखम२ ् २ ।।

इत भगवतः दयपं सुपटमभवणतं भगवगीतायां ववपसदशनयोगे।

भितयोगः

ये तु सवाण कमाण मय सयय मपराः।

अनयेनैव योगेन मां यायत उपासते।। ......

मयेव मन आधव मय बुं नवेशय।

नवसयस मयेव अत ऊव न संशयः२ ३ ।।

ये तावत ् मय सवकमाण समय मत ् परायणसतः अनयेनैव योगेन मां पूजयित ते मृयुसंसार सागरात ् समुताः भवित। मय मनः थापयतु मय बुं नवेशय तेन मयेव नवसयस इत परमामना उपदटान यान वायान सिततान सवाण तमागानुसारणी एव। पारमािमकोपनषद तावत ्

यं यैमुनयो जुषित यं देवाः परमं पवं

भवययातषु णताः धाना इत२ ४ ।।

इयुतरया मुनयः यैः परमामानं संपूय शरणागतबुया पुषाथान ् साधयतुं यतमानाः भवित चेत ् ते परमामानं सूमानसाधनैः पयित दशयित च इत ुतसारं मनस नधाय आलयनमाण- उयानकरण – जावतन – दपारोपण – माजनायुण – उपलेपन – पुपाहरण – पूजावतन – नामसंकतन – दण – तुतनमकारादभः कमभः समवायास इत गीताभायय मूलपः यः स एव भितयोगः इत वतुं शयते।

गुणयवभागयोगः

सवं सवामकं वा रजो रजस आमकम ्।

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तमतमस आधारः साकृ तं तं नरवरमीवराय२ ५ ।।

सवामानं तदतयामणं रजोपं तदतयामणं तमोपं तदतयामणं नवापथानं साकृतं नरवरं गुणयामक ईवरं परमामानं नमकरोम इयय परमािमकोपनषमाथय ववरणपः

उदासीनवदासीनो गुणैय न वचायते।

गुणावतत इयेव योऽवतठत नेगते२ ६ ।।

यः गुणातीतः उदासीनसन ् भितयोगेन मां सेवते स च सव-रजः – तमोगुणान ्ववय मथानं समधगछत इत गुणयवभागयोगसारांशः।

आमनः अजरवम ्अमरवम ्अवनाशवं दशनानां सारभूतमत च।

अजो नयः शावतोऽयं पुराणो

न हयते हयमानो शररे २ ७ ।। इत वयते गीतायाम ्।

वासांस जीणान यथा वहाय

नवान गृणात नरोऽपराण।

तथा शरराण वहाय जीणान

अयान संयात नवान देह२ ८ ।

इयिमन ् लोके मृयुना शररय नाशः न तु आमवनाशः। जीणववसजनं नववधारणं यथा भवत तवत ् अयजमधारणं जीवय सयतीत उपदयते गीतायाम ्। आमसमपणय आमाितसाधकवं

मापणं महवः मानौ मणाहु तम्।

मैव तेन गतयं मकम समाधना२ ९ ।।

इयिमन ्लोके उपदटं वतते।

ानमेव परमपावनं सवदुःखवनाशनं सवसुखयोगनदानभूतं च भविवत,

न ह ानेन सशं पवमह वयते।

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तत ्वयं योगसंसः कालेनामन वदत३ ० ।।

इयनेन लोकेन ातुं शयते।

अयासात ् ानं ानात ् यानं यानात ् कमफलयागः कमफलयागात ् शाितः साधनीया इत।

ेयो ह ानमयासात ्ानायानं वशयते।

यानात ् कमफलयागः यागात ्शाितरनतरम३ ् १ ।।

सवकमपरयागजीवने य – दान – तपसां अपरहायवं अवयं कतयमत एतैरेव जीवनय पावनवं साधयतुं शयते इत।

यदान तपः कम न यायं कायमेव तत ्

योदानं तपचैव पावनान मनीषणाम३ ् २ ।।

अनेन लोकेन ातुं भवामः।

गीतायामुपदटाः वशटाः अंशाः यथा

कमयेवाधकारते३ ३

िथतधीमुनयते३ ४

वधम नधनं ेयः३ ५

न ह ानेन सशम३ ् ६

ावान ्लभते ानम३ ् ७

मां भया नययुता उपासते३ ८

तत ्कुव मदपणम३ ् ९

मम तेजऽश सभवम४ ् ०

नवरः सवभूतेषु यः समामेत पाडव४ १

सवारभपरयागी गुणातीतस उयते४ २

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ईवरसवभूतानां ेशेऽजुन तठत४ ३

मयाजी मां नमकु४ ४

जातय ह ुवो मृयुः ुवं जम मृतय च४ ५

हतो वा ायस वग िजवा वा भोयसे महम४ ् ६

पं पुपं फलं तोयं यो मे भया यछत४ ७

यतु कमफलयागी स यागीयभधीयते४ ८

इयेभः अंशैः गीता तावत ् ृतमागानुसार मानवजमसाफयतां ातुं उपदेशपा मनोचाचयनवारणी आयािमक – आधभौतक – आधदैवकेत तापयदुःखजालभेदनी आषवामयसववपा भवतीत राातः। एतान उपदटवायान यान सित तान सवाण उपनषत ् सारपायेव भवतीयुवा वतरभयात ्वरमाम।

इत शम ्

१ पारमािमकोपनषत ्-2.1 २ तैव – 2.2 ३ तैव-2.3 ४ तैव-2.4 ५ तैव-2.5 ६ तैव-2.6 ७ तैव-2.7 ८ तैव-2.8 ९ तैव-3.2 १ ० तैव-4.10 १ १ तैव-10.4 १ २ भगवगीता -10.22

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१ ३ तैव-10.23 १ ४ तैव-10.25 १ ५ तैव-10.26 १ ६ तैव-10.28 १ ७ तैव-10.29 १ ८ तैव-10.33 १ ९ पारमािमकोपनषत- ् 7.9 २ ० भगवगीता – 10.4 २ १ पारमािमकोपनषत ्-5.5 २ २ भगवगीता-11.10,111 २ ३ तैव-12.6-8 २ ४ पारमािमकोपनषत- ् 1.10 २ ५ भगवगीता – 10.6 २ ६ तैव-14.23 २ ७ तैव-2.20 २ ८ तैव-2.22 २ ९ तैव-4.24 ३ ० तैव-4.38 ३ १ तैव-12.12 ३ २ तैव-2.85 ३ ३ तैव-2.47 ३ ४ तैव-2.56 ३ ५ तैव-3.35 ३ ६ तैव-4.38 ३ ७ तैव-4.39

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३ ८ तैव-9.14 ३ ९ तैव-9.27 ४ ० तैव-10.41 ४ १ तैव-11.55 ४ २ तैव-14.25 ४ ३ तैव-18.61 ४ ४ तैव-18.65 ४ ५ तैव-2.27 ४ ६ तैव-2.37 ४ ७ तैव-9.26 ४ ८ तैव-18.11

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STATUS OF DIFFERENTLY ABLED PERSONS IN GUNTUR DISTRICT OF ANDHRA PRADESH

B.Venkata Durga Prasad Dr.P.Venkata Rao Research Scholar in PhD Assistant Professor in Social Work Department of Social Work Acharya Nagarjuna University Acharya Nagarjuna University Ongole Campus, Ongole Ongole Campus, Ongole

Disability’ can no longer be confined within the views expounded by various definitions that attempt to narrow its scope to physical or pathological abnormalities. Though terms such as handicapped, disabled, physically challenged and crippled are used to address persons with disability, it is mainly characterized by a pathological view.

Disability can therefore be said to be the state of an individual, who faces limitations in the activities he/she can pursue, or who cannot freely participate in the workings of day to day life and who suffers from some form of impairment.

Excluding ‘morbidity’ from the scope of ‘disability’ does not negate the need of such an individual for disability assistance for the duration until which morbidity persists.

Disability is difficult to define since it varies in type, form and intensity. Understanding disability will require understanding these differences. According to the World Health Organization “Disability is any restriction or lack (resulting from an impairment) of ability to perform in a manner or within the range considered normal for a human being”.

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analogous concepts, that is ‘impairment’ specify that, ‘loss of function’, disability means ‘loss of ability to perform specific tasks’ and handicap indicate that, ‘social and economic disadvantage’. The World Health Organization (1980), in its International Classification of Impairments, Disabilities and Handicaps, makes a distinction between impairment, disability and handicap. These three concepts are defined by it as follows:

The term ‘Physically disabled or physically challenged’ frequently used synonymously with impairment and disability. According to WHO (1980), these terms have three diverse meanings, but related to analogous concepts, that is ‘impairment’ specify that, ‘loss of function’, disability means ‘loss of ability to perform specific tasks’ and handicap indicate that, ‘social and economic disadvantage’. The World Health Organization (1980), in its International Classification of Impairments, Disabilities and Handicaps, makes a distinction between impairment, disability and handicap. These three concepts are defined by it as follows:

Impairment is "any loss or abnormality of psychological, physiological, or anatomical structure or function". Impairments are disturbances at the level of the organ which includes defects in or loss of a limb, organ or other body structure, as well as defects in or loss of a mental function. Examples of impairments include blindness, deafness, loss of sight in an eye, paralysis of a limb, amputation of a limb; mental retardation, partial sight, loss of speech, mutism.

Disability is a "restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being". It describes a functional limitation or activity restriction caused by an impairment. Disabilities are descriptions of disturbances in function at the level of the person. Examples of disabilities include difficulty in seeing, speaking or

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hearing; difficulty in moving or climbing stairs; difficulty in grasping, reaching, bathing, eating, and toileting.

A handicap is a "disadvantage for a given individual, resulting from an impairment or disability that limits or prevents the fulfilment of a role that is normal (depending on age, sex and social and cultural factors) for that individual". The term is also a classification of "circumstances in which disabled people are likely to find themselves". Handicap describes the social and economic roles of impaired or disabled persons that place them at a disadvantage compared to other persons. These disadvantages are brought about through the interaction of the person with specific environments and cultures. Examples of handicaps include being bedridden or confined to home; being unable to use public transport; being socially isolated.

The present research work seeks to explore socio economic profile of differently abled persons and their influencing factors.

Research Methodology:

The main objective of the present study is focussed on the socio- economic characteristics of the differently abled persons in Guntur District of Andhra Pradesh.

The present study is confined to Guntur District of Andhra Pradesh. The respondents for the study selected from three mandals covering all the three revenue divisions of Guntur district. The three Revenue divisions are Guntur, Tenali and Narsaraopeta. The respondents were selected from all the three mandals of Guntur, Tenali and Narsaraopeta. Apart from this the respondents were selected from four categories of disabilities such as Locomotor, Visually Impaired Speech Impaired and Hearing Impaired. As per the information of disabled source list is available at the disabled welfare department, Guntur and the respondents were selected. By using Multi-stage random Sampling method, around 300 respondents were selected for intensive survey.

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Findings of the study: Socio-economic background of the respondents affects their opinions on various issues which are brought before them for discussion. Opinion of a child is different to that of an adult and likewise the opinion of an adult may be quite different from an old aged person. In the same way gender, education, income level, community category, profession one has chosen also influence their opinions. Therefore, under this section, socio-economic background of the respondents has been analyzed.

Figure -1: Type of Disability

25.0 20.0 20.0 20.0 20.0 20.0 20.0

15.0

10.0

5.0

0.0 Percent

Locomotor Visual Hearing Speech Multiple

Disability is the consequence of an impairment that may be physical, cognitive, mental, sensory, emotional, developmental, or some combination of these. A disability may be present from birth, or occur during a person's lifetime.

The figure 1 depicted that, the sample size and the type of disability indicate that, out of 300 differently abled respondents, about 96 (27.43%) are multiple disability followed by hearing disability respondents are about 71 (2 4.00%), disability in speech are about 64

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(18.29%) and visually disabled respondents were about 84 (24.0 0%) respectively.

Table- 1: Distribution of sample respondents by age

Age Frequency Percent

< - 20 68 22.7

21 - 30 81 27.0

31 - 40 54 18.0

41 - 50 51 17.0

51 - > 46 15.3

Total 300 100.0

Mean Age ( x) = 34.0263 years Age is a crucial factor in socio-economic status of a person. A matured person is an experienced person who has seen many ups and downs in his life. He has a matured critical ability and can comprehend the things in a right way than a child or adolescence. Childhood bears no responsibilities. A mature person has the ability to influence the decision and opinions of the persons who are younger to him. Advices of the old people in the society is always welcomed.

It is clear from the table 1 that out of the sample of 300 disabled persons, 68 disabled persons i.e. 22.7 percent are below the age of 20 years. While a total of 81 disabled persons i.e. 27.0 belong to the age group of 21-30 years, a total of 54 disabled persons i.e. 18.0 percent of the disabled persons of the sample belong to the age group of 31-40 years and 51 disabled persons i.e 17.0 percent are belong to 41 – 50 age group. Remaining 46 disabled persons i.e. 15.3 percent of the respondents are found to be more than 51 years old. Thus, more respondents are found to be between the age group of 21-30 years.

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Table-2: Distribution of the respondents by their Gender and Marital Status

Sex Frequency Percent Male 246 82.0 Female 54 18.0 Total 300 100.0 Marital status Frequency Percent Married 115 38.3 Unmarried 185 61.7 Total 300 100.0

Figure-2: Gender wise distribution

Sex and Marital status of a person affects his/her opinion. A male person has different types of expectation from the society, government or his family than in case of a female. Married person has different outlook than that of a unmarried. Married person has many responsibilities to bear while an unmarried person is free and little to shoulder.

It is evident from the table 2 that out of the sample of 300 respondents, there are 246 i.e. 82.0 percent male while the remaining 54 i.e. 18.0 percent of the respondents are females.

Out of the total 300 respondents, a total of 115 i.e. 38.3 percent are unmarried while 185 i.e. 61.7 are married. Thus, more than half of the respondents are found to be male while a few more than half of the respondents found to be married. It means that the number of disabled men is more than the female disabled persons. This is due to the fact that they move frequently outside of their homes for employment and

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other activities comparing to female persons and thus they are more prone to hazards and accidents than their female counterparts.

Table- 3: Distribution of sample respondents by caste

Caste Frequency Percent

OC 60 20.0

BC 176 58.7

SC 56 18.7

ST 8 2.7

Total 300 100.0

Figure -2: Sub Caste of the Respondents

SC ST OC 19% 3% 20%

BC 58% Caste-system is a unique characteristic of Indian Hindu society. The caste-system imposes certain restrictions on its members in the matter of occupation as well as social intercourse. After Independence,

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Government of India has tried to improve the situation of the underprivileged sections, officially termed as Scheduled Castes (SC), Scheduled Tribes (ST) and Other Backward Classes (OBC) through several affirmative actions. The caste of the sample respondents describes that 58.7 percent belong to Backward Caste and respondents belonging to Other Caste (OC such as forward caste) and Scheduled Caste groups constitute 20.0 percent and 18.7 percent respectively. Whereas 2.7 percent are belonging to Schedule Tribe caste community. It is indicating that the majority people who belongs to Backward Caste, Scheduled Caste and Schedule Tribe are marginalized sections in India and they are more backward with compare to other groups.

Table- 4: Distribution of sample respondents source of assistance to avail education by Education

Source of assistance to avail education Education NGO Total Vs. Govern-ment Family NA Sponsor 0 0 0 73 73 Illiterate .0% .0% .0% 100.0% 100.0%

1st - 28 1 2 0 31 5th class 90.3% 3.2% 6.5% .0% 100.0%

6th - 63 5 4 0 72 10th class 87.5% 6.9% 5.6% .0% 100.0% 66 8 1 0 75 Inter 88.0% 10.7% 1.3% .0% 100.0% 37 3 9 0 49 Graduate 75.5% 6.1% 18.4% .0% 100.0% 194 17 16 73 300 Total 64.7% 5.7% 5.3% 24.3% 100.0%

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2  =3.202 df= 12, P < 0.000, Significant at 0.01 level The above table 4 depicts that the source for their education. Among the sample of 300 respondents, about 194 i.e. 75.5percent are getting education by sponsoring the government while the rest 17, i.e. 5.7 percent studied by meet their own family support 16 i.e. 5.3 percent sponsored by NGOs are supported and remaining 73 i.e. 24.3 percent are illiterate. Thus, majority respondents are studied under the support of government.

The chi-square table shows “that education for persons with disabled are provided through various sponsorship programmes sponsored by government and other organisations. So, there is an association between the education and source of assistance.

Table- 5: Distribution of sample respondents by occupation

Occupation Frequency Percent Govt. Employed 17 5.7 Private Employed 45 15.0 Self employed 10 3.3 Unemployed 132 50.7 Studying 76 25.3 Total 300 100.0

For the disabled persons, the profession becomes very important. Due to their nature of disability, they have to choose among limited professions to earn the livelihood. It can be made out very clearly from the table 5 that out of the total sample size of 300, a total of 17 i.e 5.7 percent of the respondents are employed in government jobs while merely 45 i.e. 15.0 percent are employed in private organizations. 10 i.e. 3.3 percent of the respondents are self-employed. A total of 76 i.e. 25.3

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percent are students who are not doing any economic activity. Remaining 152 i.e. 50.7 percent are unable to do any economic activity either due to their disablement or they don’t find any work due to commensurate with their disability.

It is very strange that only a few persons are employed in Government and Private employment. It is due to the reason that private organisation are very much concerned about profit and they find it very difficult to adjust disabled person in their organisation thinking him less productive.

Table- 6: Distribution of sample respondents by monthly income

Income Frequency Percent < - 5000 17 5.7 5001 - 10000 36 12.0 10001 - > 19 6.3 NA 228 76.0 Total 300 100.0 Table 7 shows that majority (12.0percent) of the respondents fall below the income of 5001 to 10,000 per month. This shows the low economical status of the respondents. Only 6.3 percent of the respondents fall between an income of Rs.10,001 and above per month. Only 5.7 percent of the respondents belong to the level of Rs.5000 and below income level group. Out of 300 respondents, 228 respondents i.e., 76.0 percent of the respondents belong to unemployed and studying group who struggle more for their survival. So most of the respondents are the under lower middle class category.

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Figure – 3: Ownership of House

Rented 37%

Own 63%

Own Rented

The majority (63.3 percent) respondents were found living in their own house and however a few were 36.7 percent living in the rented houses (figure 3).

Table- 7: Distribution of sample respondents by type of house

Type of house Frequency Percent Thatched 82 27.3 Pucca 117 39.0 Semi-Pucca 101 33.7 Total 300 100.0

It can be seen from table 7 that a majority (39.0 per cent) of the respondents are staying in pucca houses followed by 33.7 per cent are living in semi- pucca houses and it is made with mud by walls and the roof with asbestos. Only 27.3 percent are staying in thatched houses.

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Further, it can be observed that most of pucca houses were constructed under Indira Awas Yojana Scheme. The type of house in which the respondents were staying is generally related to the extent of land holding which determines the economic status. However, the housing conditions are pathetic since they lack basic facilities.

Table- 8: Comfort of toilet facility at home by their gender

Comfort of toilet facility at home Gender Total Yes No 26 210 236 Male 11.0% 89.0% 100.0% 5 59 64 Female 7.8% 92.2% 100.0% 31 269 300 Total 10.3% 89.7% 100.0%

2  =0.558 df= 1, P < 0.313, Not Significant at 0.05 level The chi-square table depicts that whether the toilet facility is comfortable or not. By gender wise both the male and female revealed that no comfortable as long as the problem is similarity in the case of two categories.

Table- 9: Distribution of sample respondents by reasons for disability

Reasons for disability Frequency Percent Congenital 249 83.0 Injury 21 7.0 Diseases 30 10.0 Total 300 100.0

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Figure – 4: Reasons for disability

Diseases 10.0

Injury 7.0

Congenital 83.0

0.0 20.0 40.0 60.0 80.0 100.0 Table 9 and figure 4 presents the distribution of the respondents by reason of their disability. The above table 9 indicates that out of a total of 300 respondents, 249 i.e. 83.0 percent of the respondents are disabled by congenital while a total of 30 i.e. 10.0 percent of the respondents became disable by the onset of some sort of disease. A total of 21 i.e. 7.0 percent of the respondents got it through some sort of accident became disabled during the course of their life as a natural process.

Thus, nearly one third of the respondents found to have become disabled by the onset of the congenital, a few 10 percent 7 percent of the respondents became disabled due to the diseases and accidents responsibility. Thus, accident is found to be the dominant cause of disability. Disability occurring through the normal course of life as a natural process is also an important reason.

Table- 10: Distribution of sample respondents by their health status

Health status Frequency Percent Moderate health 102 34.0 Occasionally not 71 23.7 well

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Always feel 96 32.0 sickness Always fine and fit 31 10.3 Total 300 100.0 The table 10 explains the health status of physically challenged persons in the study area. Among the 300 physically challenged respondents, majority of them about 34.0 percent are moderate health, followed by 32.0 percent of them are always feel sickness even though they are physically challenged. While about 23.7 percent respondents are reported that they are occasionally not well by ill health condition and facing problems to maintain good health condition.

Table- 11: Distribution of sample respondents by good rapport

Good rapport Frequency Percent Yes 208 69.3 No 92 30.7 Total 300 100.0 Figure – 5: Good rapport with their relations

No 31%

Yes 69%

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Table-11 and figure 5 shows majority (69.3percent) of the respondents are in good rapport with their family circle. Only 30.7 percent are unable to maintain, such relationship.

As Aristotle puts it, Man is a social animal; persons with disability tend to confine themselves within smaller boundaries when it comes to socializing. Isolation is the biggest punishment that could be imposed on any human being. When the social circle of the person with disability broadens and when they reach out to a lot of people they gain immense confidence.

Figure – 6: Are there free mingle with their relatives

80 69.3 70 60 50 40 30 21.7 20 9.0 10 0 Able to mingle Partially able to mingle Not able to mingle The figure 6 shows majority (69.3 percent) of the respondents are able to mingle with their family members. The study reveals that about 21.7 percent of the respondents are partially able to mingle 9.0 percent are totally unable to mingle with their relative circle.

Conclusion:

The study results indicate that, majority of the respondents are belongs to the age between 20 to 40 years and suffering from locomotor disability followed by visual, hearing, speech and only few of them are suffering from multiple disorders. The caste based analysis reveals that, high number of respondents is from schedule caste.

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Society is such a medium in which people will live with some kind of values and regulation. The people who are living with physical disability are facing some kind of discrimination from the normal people due to their everyday dependency on others. Due to disability, they maintain poor relations within their family circles.

References:

1. Government of India, (2003), Disabled Persons in India, 58th Round National Sample Survey Organization, Ministry of Statistics and Programme Implementation, Report No.485 (58/26/1).

2. Singh, J.P., (2005), “Disability Development in India” Kanishka Publication, New Delhi.

3. United Nations (1992), World Programme of Action Concerning Disabled Persons, General Assembly, Resolutions.

4. Ustun TB, Rehm J, Chatterji S, et al., WHO/NIH joint project CAR study group, (1999), Multiple-informed ranking of the disabling effects of different health conditions in 14 countries. Lancet 354:111-15.

5. World Health organisation (1980), International classifications of impairment, disabilities, and handicap, Geneva, 1980.

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HUMAN TRAFFICKING AND HUMAN RIGHTS VIOLATION: AN ANALYSIS

Dr. Jayanta Baruah Associate Professor & HoD Department of Political Science THB College, Jamugurihat Sonitpur, Assam Abstract

Human trafficking is regarded as the modern day slavery. Many people across the world become victims of this unjust and unlawful act. The trafficked people lose everything of their life. It has been observed that in most of the cases the trafficked are sexually exploited and are used as bonded labour. The trafficked people are also used for forced labour, forced marriage etc. which violate the basic rights of the people and the people fail to live with dignity which is every human being is entitled naturally. In our paper we will try to make an indepth study of how human trafficking violates human rights.

Key words: Rights, Violation, Trafficking, slavery.

Introduction:

Human Trafficking is a global problem. This problem makes the life of many, mostly women and children miserable. Though it is a very serious problem of our society, many people fail to realize its existence. Human trafficking violates basic human rights. It takes away the freedom and security of men, women, and children worldwide. A human rights approach to trafficking means putting victims at the centre of anti-trafficking policies by prioritizing the protection of their rights. By taking such an approach, whether the person is trafficked for sex work or another form of forced labour becomes irrelevant, because the victim’s rights become vulnerable regardless of why they have been trafficked. Trafficking considered as the contemporary form of slavery. It has been observed that human beings are trafficked for bonded labor,

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forced labor, child labor, and prostitution and sex work. They should be considered as the victims of the criminal activities of others rather than offenders. While the link between human rights and human trafficking has long been established, human rights concerns have not always been at the center of responses to trafficking. In our paper we shall try to make an indepth study of to what extent of human trafficking violates human rights.

Objectives of the Study:

Human trafficking is a heinous act. It is an unlawful and unjust activity. Human trafficking makes the life of the individual miserable. Hence we will try to examine how human trafficking violates rights of the individual.

Methodology:

This paper is mainly a descriptive one; hence the paper is mainly based on secondary data. Data have been collected from National Crime Record Bureau (NCRB), police reports, reports of various news papers etc. Both qualitative and quantitative methods have been applied for the data analysis.

Understanding Human Trafficking:

Human trafficking is the third largest organized crime after drugs and the arms trade across the globe, which is now called the ‘modern day’s slavery’. It has been identified as the fastest growing criminal industry in the world. As a global phenomenon it impacts all countries: destination, transit and of course origin. According to the United Nations Office on Drugs and Crime (2004), human trafficking comes under the category of transitional crime which is plaguing the nations and countries towards illicit outcomes. A good number of researches completed on human trafficking and most of them have been focused on trafficking in women and children for sexual exploitation. The other

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purposes of this heinous act are forced labor, begging, cheap labor, forced marriage, bonded labour etc. Tightened migration policies of destination countries also contribute to increase in trafficking in human beings.

Human trafficking is an unjust and unlawful act against the mankind. Human trafficking is also an issue of human rights. According to the definition of the United Nations – “trafficking is any activity leading to recruitment, transportation, harbouring or receipt of persons, by means of threat or use of force or a position of vulnerability”. Recent empirical evidences reveal that human trafficking, particularly related to women and children. About 800,000 people are trafficked each year worldwide for forced labour, domestic servitude or sexual exploitation. The largest number of victims trafficked internationally still come from Southeast Asia; over 225,000 each year. India and Pakistan have now become the hotspots of human trafficking. The low status of women in some societies as well as the growth of sex tourism contributes significantly to the phenomenon. The Global Alliance against Trafficking defines 'women trafficking' as: "All acts involved in the recruitment and/or transportation of a woman within and across national borders for work or services by means of violence or threat of violence, abuse of authority or dominant position, debt-bondage, deception or other forms of coercion.” Although the strongest factor of human trafficking appears to be harsh economic and social conditions, other factors include romanticized views of work abroad, domestic violence, perceived marriage opportunities and coercion from parents, colleagues, friends and acquaintances. This paper will try to throw light on the magnitude of the problem and will try show how human trafficking violates human rights. It will also try to explore the causes of the problem. On the basis of our banalysis we shall also try to suggest some measures to deal with this burning problem.

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Understanding Human Rights:

Human rights are understood as inalienable fundamental rights. These fundamental rights are called human rights because without these rights no individual can live in the society as human beings. The rights are inherent to all human beings, irrespective of our nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status. Human rights are for all human beings and there should be no any discrimination in enjoying these rights. These rights are all interrelated, interdependent and indivisible. The term 'human rights' which has been used since World War II, gained momentum in contemporary debates and became a universal phenomenon. The adoption of the Universal Declaration of Human Rights (UDHR) on December 10, 1948 by the United Nations can be regarded as the golden day of human history and it was seen by many as a sign of optimism for the better protection, promotion and enforcement of human rights.

The UN defined human rights as those rights which are inherent in our state of nature and without which we cannot live as human beings. Human rights belong to every person and do not depend on the specifics of the individual or the relationship between the right-holder and the right-guarantor. Human rights are the rights that everyone has equally by virtue of their humanity. Christian Bay defined human rights as any claims that ought to have legal and moral protection to make sure that basic needs will be met. Human rights can be defined as those minimum rights which every individual must have against the state or other public authority by virtue of his being a member of the human family. P. P. Rao defined human rights as ‘the inherent dignity and inalienable rights of all members of the human family recognizing them as the foundation of freedom, justice and peace in the world.’ It is to be noted that although 69 years have passed since its enforcement by the UNO,still human rights violation remains uncurbed and rampant.

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Human rights violations have become a serious matter for every nation today.

Some examples of fundamental human rights include:

 The right to life

 The right to liberty and freedom

 The right to the pursuit of happiness

 The right to live your life free of discrimination

 The right to control what happens to your own body and to make medical decisions for yourself

 The right to freely exercise your religion and practice your religious beliefs without fear of being prosecuted for your beliefs

 The right to be free from prejudice on the basis of race, gender, national origin, color, age or sex

 The right to grow old

 The right to a fair trial and due process of the law

 The right to be free from cruel and unusual punishment

 The right to be free from torture

 The right to be free from slavery

 The right to freedom of speech

 The right to freely associate with whomever you like and to join groups of which you'd like to be a part.

 The right to freedom of thought

 The right not to be prosecuted from your thoughts Human trafficking is an unjust and unlawful act. It is clear from the discussion of the concept of human rights that human rights are

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inherent rights of every individual to live in the society as human beings.Researches have shown that trafficking in women and children are essentially for sexual exploitation. The other purposes of this heinous act are for forced labor, begging, cheap labor, forced marriage, bonded labour etc. Trafficked people have to live like slaves and slaves cannot enjoy human rights. Hence it is clear that human trafficking violates human rights of individuals.

Indian scenario:

India is considered as the hub of human trafficking in Asia. According to government data, every eighth minute, a child goes missing in India. The National Human Rights Commission (NHRC) reveals almost 40,000 children are kidnapped yearly, out of which 11,000 could never be traced. Further, it is also important to note that only 30 percent of the total cases are reported, so the actual number is pretty high. Again, it was focused in the data of the National Human Rights Commission of India that only 10 percent of human trafficking in India is international; the remaining 90 percent operates inter-state. Human trafficking in general has expanded to almost every state in the country. As per the Ministry of Home Affairs report, between 2009-13, Tamil Nadu, Andhra Pradesh and Karnataka led the ranks in the states of India in human trafficking cases. But the situation has changed and at present according to NCRB findings West Bengal is the hub of human trafficking. The name of Rajasthan also comes to the forefront for women trafficking. According to an article published in Firstpost, Delhi is the hub of human trafficking trade in India and half of the world’s slaves live in India. Delhi is the hotspot for illegal trade of young girls for domestic labour, forced marriage and prostitution.

A leading National daily reported that almost 20,000 women and children were victims of human trafficking in India in 2016, a rise of nearly 25 percent from the previous year. The Minister of Women and

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Child Development of India placed the data in the parliament that 19,223 women and children were trafficked in 2016 against 15,448 in 2015, with the highest number of victims recorded in the eastern state of West Bengal. The National Crime Records Bureau in its data of 2016 showed that almost equal numbers of women and children were trafficked. Figures showed there were 9,104 trafficked children in 2015 ,a 27 percent increase from the previous year. The number of women trafficked rose by 22 percent to 10,119 in 2016. The National Crime Records Bureau reported that the number of crime registered in 2014 was 5466.The above analysis clearly shows that there is a continuous increase in human trafficking cases in India. It is also worth mentioning that no case of human trafficking was reported in Jammu and Kashmir, Tripura, Nagaland, Dadra and Nagar Haveli, Lakshadweep and Puducherry in2016.

A Sketch of North East India:

North East India comprises namely Assam, Meghalaya, Manipur, Nagaland, Tripura, Arunachal Pradesh, Mizoram and Sikkim. This region covers a geographical area of 2, 62185 sq.kms which is nearly 8 percent of the total geographical area of the country. According to 2011 census report, the region has a total population of 4,54,86,784 which is 3.76 percent of the total population of India. Although the region has plenty of natural resources with bio-diversity, hydro-potential, oil and coal reserves and wealthy forest covers, still the North –East of India is lagging behind in all concerns as compared to other states of India. It is important to note that human trafficking is continuously increasing in North-East India at present. Reports highlight a whopping 250 percent jump in human trafficking cases in Northeastern states last year as compared to 2015, with most being reported from Assam. Of the total 1,539 human trafficking cases registered in 2015, as many as 1,494 were from Assam, 20 from Meghalaya, 16 from Tripura, 6 from

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Nagaland and 3 from Arunachal Pradesh. The total number of such cases reported in these states in 2014 were 435, while just 186 in 2013.

The problem in the North East is quite distinct from the rest of India. The region shares more than 90 percent international borders, most of which are open and unmanned. These points provide an easy passage in and out of India for organized human trafficking syndicates to operate undetected. It is also to be noted that among all the North Eastern states Assam becomes the hub of all unsocial activities. Most of the cases of human trafficking in Assam occur in the area of tea estates where people are illiterate and alcoholic. The most identifying places of Assam for human trafficking are Mushalpur, Baska, Dumni chaki, Lakhimpur, Dhubri, Sonitpur etc. The Central Bureau of investigation Office (CBI), Ulubari, Assam, has reported that during the period 2005- 2010, 42.03 percent children were trafficked to the states of Haryana, Uttar Pradesh, Rajasthan, Maharashtra and West Bengal, where as 31.88 percent children were sent to metro cities such as Delhi, Mumbai, Kolkata and 14.49 percent children were sent to unknown destinations. Women and children continue to remain unsafe in the state. More than 20,000 cases of crime against women were reported in 2015. Similarly, till October,2015, about 1, 386 minors including girls were reported missing from across the state, in the preceding year a total of 1,577 children went missing. Due to open national and international border and loose security condition of North East India, human trafficking problem remains unsolved. The eclectic North East has highlighted the grim situation of the problem that with 1,494 cases, Assam accounts for 22 percent of the total reported cases of human trafficking across India. The state has also recorded most child trafficking cases-1,317- which accounts for 38 percent of the national figures. The experts also suspect that the actual number of trafficking cases in Assam could easily be doubled of what is recorded by the National Crime Records Bureau (NCRB).

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Violation of Human Rights through Human Trafficking:

Human Rights are fundamental rights for all to live as human beings. But human trafficking compels man to live like slave, hence it is termed as modern day slavery today. Human trafficking violates human rights in different ways. The following discussion will reflect the truth.

Right to Life:

Every human being has the inherent right to life. This right shall be protected by law. No one shall be arbitrarily deprived of his life. Article 3 of the Universal Declaration of Human Rights declares that everyone has the right to life, liberty and security of person. The Constitution of India also conferrs the Right to life, liberty and security of person. Article 21 of the Indian Constitution reads :“No person shall be deprived of his life or personal liberty except according to a procedure established by law.”According to some eminent jurists of our nation Article 21 is “the procedural magna carta protective of life and liberty.”

The right to life is undoubtedly the most fundamental of all rights. All other rights add quality to the life in question and depend on the pre- existence of life itself for their operation. As human rights can only attach to living beings, one might expect the right to life itself to be in some sense primary, since none of the other rights would have any value or utility without it. There would have been no Fundamental Rights worth mentioning if Article 21 had been interpreted in its original sense.

But it is unfortunate that human trafficking deprives people right to life. Reports highlight that about 800,000 people are trafficked each year worldwide for forced labour, domestic servitude or sexual exploitation. The largest number of victims trafficked internationally still come from Southeast Asia; over 225,000 each year. Sex trafficking violates women’s right to life, liberty and security of person. Sex trafficking is often referred to as modern-day slavery. Many countries

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have ratified various international conventions that create obligations to prohibit slavery and slavery-like practices. Many organizations and governments worldwide focus on improving the status of women and girls. According to the International Labour Organization, 11.4 million women and girls are victims of forced labor in different forms – including debt bondage, trafficking and forced prostitution. Inspite of attempts made by most of the governments and organizations across the globe to develop the conditions of the women and children,no remarkable change is noticed so far due to this problem . Finally, we can say that a trafficked person is made to loses all rights conferred to him as human beings including right to life.

Right to Freedom:

The Constitution of India provides the Right to freedom conferred by the articles 19, 20, 21 and 22 which guarantee individual rights that were considered vital by the framers of the constitution. The right to freedom in Article 19 guarantees the Freedom of speech and expression. These rights are considered as the pillarsof s Indian democracy. The Charter of Article 2 of the Universal Declaration of Human rights also declares that everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self- governing or under any other limitation of sovereignty. It should be mentioned here that the life of the trafficked people become like slaves. They cannot express their views; they cannot speak what they think.Often,even they fail to convey any information to get rid of troubles they face or to seek legal protection. So they are deprived of

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enjoying freedom of speech and expression. Hence, they are deprive from enjoying right to freedom.

Right Against Exploitation:

The right against exploitation is another vital fundamental right conferred by the Indian Constitution. These rights aim at protecting citizens from being subjugated to environmental, domestic and work hazards. Articles 23 and 24 of the Indian Constitution safeguard women and children and others against exploitation of various forms. Article 4 of the Universal Declaration of Human Rights also declares, “No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.”

Article Against Human Trafficking And Forced Labor:

The first provision in the Article that mentions the Right against exploitation, states the ‘eradication of human trafficking and forced labor (beggar)’. Article 23 declares slave trade, prostitution and human trafficking a punishable offence. There is, however, an exception here in the form of employment without payment for compulsory services for public purposes. Compulsory military conscription is covered by this provision.

Article Against Child Labor:

Article 24 of the Indian Constitution prohibits employment of children below the age of 14 years in dangerous jobs like factories and mines. Child labour is considered as gross violation of the spirit and provisions of the constitution. The parliament has also passed the Child Labor act of 1986, by providing penalties for employers and relief and rehabilitation amenities for those affected.

Although Articles 23 and 24 lay down definite provisions against trafficking and child labor, the weaker sections of the society still face

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such grave problems. Punishable by law, these acts are now legitimately bound by legal actions of the Parliament in the form of Bonded Labor Abolition Act of 1976 and the Child Labor Act of 1986, along with the ground rules and provisions stated in the Right against Exploitation act.

The heinous act of human trafficking violates right against exploitation conferred by the constitution of India and Universal Declaration of Human Rights. Though both the declarations prohibit slave trade, prostitution and human trafficking, human trafficking still continues unabated in our society. Researches completed on human trafficking have focused that globally almost 80 percent of the human trafficking is related to sexual exploitation. Forced labor constitutes India’s largest trafficking problem; men, women, and children in debt bondage— sometimes inherited from previous generations are forced to work in brick kilns, rice mills, agriculture, and embroidery factories. The majority of India’s trafficking problem is internal, and those from the most disadvantaged social strata,the lowest castes, Dalits, members of tribal communities, religious minorities, and women and girls from excluded groups are most vulnerable. Within India, some are subjected to forced labor in sectors such as construction, steel, and textile industries; wire manufacturing for underground cables; biscuit factories; pickling; floriculture; fish farms; and ship breaking. Thousands of unregulated work placement agencies reportedly lure adults and children under false promises of employment for sex trafficking or forced labor, including domestic servitude.

According to a report of the U.S. State Department, globally approximately 20 million people are victims of forced labour. International Labor Organization (ILO) found that out of these 55 percent victims are women and 26 percent are children. The situation in India is also worst. The U.S. State Department in its 2013 report focused that in India almost 65 million citizens are victims of forced

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labour. Illegal Procuration of Minor Girls for sexual exploitation and/or bonded labour rose drastically by 416 percent between 2009-13. It was 237 in 2009, while the number increased to 1224 in 2013. The 2016 data from the National Crime Records Bureau show that almost equal numbers of women and children were trafficked. The number of women trafficked in 2016 was 10,119. Rajasthan recorded the second highest number of trafficked children in 2016. So it is cleared that human trafficking violates the right against exploitation of the people of India.

Dignity of Individuals:

After the World War II, International community concentrated on Human dignity as a core element for protection of human beings. The conceptual dimensions of human dignity were established in 1948 as the foundational concept of the UDHR. The preamble of UDHR says, ‘where as recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world’. Human dignity mentioned at the outset of the Article 1 of the Universal Declaration of Human Rights 1948, which is the most important document in the world. The Universal Declaration of Human Rights provides the preliminary work out for protection and development of right to life with human dignity in the various constitutional laws of various countries in the world. Every person has inalienable right to live with dignified life without discrimination.

The Constitution of India guarantees fundamental rights for its citizens. The framers of Constitution were aware of the importance of human dignity and worthiness and therefore they incorporated the word human dignity in the preamble of the Constitution of India. The provision of fundamental rights preserve and protects the human dignity. The Judiciary has also emphasized dignity as a fundamental right in number of cases.

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All citizens of India will live and enjoy peaceful, dignified life without any disturbances. Right to life is inalienable basic right of man. It is most important, human, fundamental, inalienable, transcendental rights. Naturally and logically this right requires the highest protection. It denotes the significance of human existence for this reason it is widely called the highest fundamental rights. Everyone has the right to life, liberty and security of person. Article 21 is the important provision of the Indian Constitution and occupies a unique place as a fundamental right. The government of India is also giving top priority on preservation of human dignity. Prime Minister Mr. Modi has proudly said recently that, dignity of women is our collective responsibility and there should not be any compromise in this regard. We must pay respect and honour to them and try to maintain their dignity. Though everybody is trying to eradicate this unsocial and unjust activity from our society still this act is continuing in our society. It has come to light that through trafficking innocent human beings are used for sexual exploitation, bonded labour, forced labour, forced marriage, debt bondage etc. which violate their dignity.

Conclusion:

Any kind of human trafficking is a serious threat to humanity. Trafficking violates all known standards of human rights and dignity of man. It has many a times been mentioned that human trafficking is regarded as the modern day slavery. Hence, slaves cannot enjoy human rights and dignity. Again, women have been victims of various forms of cultural and customary exploitation in our society from years together. Young girl or women are facing a number of problems in every sphere of life. This is nothing but exactly against the nature and the constitutional provisions such as the right to live with dignity. Hence human trafficking must be ended and the world be freed from such an unjust and unsocial activity. ‘Stand up for someone’s rights today” -it was made the slogan for Human rights day this year

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keeping in view the gravity of this problem. We may conclude our discussion with the comment of former Secretary General of UNO,Ban Ki-moon, “let us reaffirm the inherent dignity of all men, women and children. And let us redouble our efforts to build societies in which slavery truly is a term for the history books”.

References:

1. United Nations Office on Drugs and Crime. United Nations Convention Against Transnational Organized Crime And The Protocols Thereto. (Online) 2004 (Cited 2011 Sep 5.

2. Miko FT. Trafficking in Women and Children: The U.S. and International Response. Washington, DC: The Library Congress; Congressional Research Service; 2004.

3. ADB 2002 lombating traficking of women and children in South Asia:Nepal report Asian developement . Bank-combating trafficking of woman and children in South Asia .

4. Central social welfare Board 1996 Prostitution in metropolitan cities of India New Delhi CSWB.

5. Centre for women and development 1996 , survey of organizations working on the issues of girl trafficking.

6. Baruah, Dr. Jayanta (ed)(2017): Perspective on Social and Cultural Practices of North East India, Krantikaal Prakashan, Nagoan, Assam.

7. "Programmes for Women", Ministry of Women and Child Development, 2007-08, Pg. 30.

8. Hodge, D.R. (2008). Sexual trafficking in the United States: A domestic problem with transnational dimensions. Social Work, 53(2), 143-152.

9. www.google.com

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10. wikipedia

11. National Crime Records Bureau Data from 2010, 2011, 2012, 2013, 2014.

12. Singh Uma Kant: ‘Modern Essay’, Arihant publications(India) limited.

13. The Telegraph, Friday , December 16 , 2016

14. The Assam Tribune, Dated January 8, 2016, Friday

15. The Assam Tribune, Dated December 21, 2015, Monday

16. The Telegraph: Police Rescue 18villagers, 12minors and other bound to Bihar with job promise, Tuesday, Nov15, 2011.

17. The Sentinel: Women Traffickers nabbed by locals, Guwahati, Tuesday, March19, 2013.

18. The Telegraph: Two missing girls rescued, Wednesday, March 13, 2013

19. Baruah Dr. Jayanta (ed)(2012). Socio-Economic Development in North-East India: A Comprehensive Approach, Krantikal Prakashan, Nagaon, Assam.

20. Baruah, Dr. Jayanta (ed)(2015), Women in the North-Eastern States: An Exclusive Study of the Issues of Women, APPOCCUS, Cotton College, Guwahati, Assam.

21. Goswami, Dr. Moromi, Das, Babita.(2016). Emancipating Women, Women Cell, ACTA, Guwahati.

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INDIVIDUAL AND SOCIAL MORALITY: BUDDHIST PERSPECTIVE Dr.Radha Rani.P Pravitha.R Assistant Professor Research Scholar Dept. of Philosophy Dept. of Philosophy University College University College Trivandrum Trivandrum

Abstract The very foundation of peace and harmony has being greatly affected due to various problems faced by society and man is passing through a very crucial stage. Fights and deaths are a regular feature due to ideological differences, various beliefs and caste-ism. Buddhism is able to solve these problems to a great extent by bringing not only peace and joy but also kindness, generosity and lovingness to all its people. Buddhism has certain principles to be followed both by the individual and society which are part of this world. Buddhism does not give any explanation about the unknown but only gives facts of life. Therefore Buddha’s teachings are able to provide one an idea about how to deal with daily life. Furthermore he even taught how one can attain eternal bliss due to purification of the mind. His teachings are of paramount social value. Keywords: Shila-morality, Prajna-wisdom, Samadhi-concentration, Avidya-ignorance, Ahamkara-egoity, Karma-action, Niyama-rule, Attupanayikadhamma- self-comparing principle, Paramattahasacca- ultimate truth, Sammuttisacca-relative truth, Dukkha-suffering. Introduction Recently a number of debates took place all over the world regarding the real meaning of ethics. According to certain religious thinkers ethical action can help greatly to cause social change, whereas for others, ethics is a moral necessity or can be seen as a life style. Many reasons can be given for the application of ethics and values of life. If ethical life has values, only then can it be constructive. All major religions teach ethics as if it is the base for life and helps in unifying mankind. Several reasons show that the use of ethics creates values in

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life which are constructive. All major religions teach ethics as a base of life which brings about unity of mankind. Ethics should not be looked up as a set of principles that all should follow but should guide and act as a realistic agent in society. An important fact is that ethics though it is not a scientific study, still scientific study comes under ethical analysis. Ethics cannot be regarded as a scientific study as there is no demonstration or proof as is used in science and mathematics. Simultaneously, ethics is above science as value judgments are passed on discoveries and inventions in science. The general belief is that, if knowledge is not scientific or provable, then it is of no use. But ethics breaks this belief. Scientific discipline inevitably calls for ethical orientation. But that does not show that ethics is a code of constraints. In the beginning of the modern period theologians used to use ethics as a dominant tool but it has changed greatly in modern times. With the advancement of modern society the scope and definition has been widened and ethics has been given great importance. As society tends to change with time so also ethics changes its views.Ethics refer to rules provided by an external source; which means,codes of conduct in workplaces or principles in religions. Whereas morals refer to an individual’s own principles regarding right and wrong. Traditionally, moral philosophers engaged in analyzing moral connotations and other problems in meta-ethics. The Buddha himself who was a great philosopher through his Four Noble Truths called AryaSatyas and the AstangaMarga created a feeling of happiness. Buddhist philosophy clearly shows that man can overcome his problems only if he abandons his desires. The Buddha protested against superstition and agitation. He laid stress on values such as honesty, decency and charm. When the whole society was disintegrating, it was Buddha who offered a firm bedrock for morality. The positivity seen in ancient Buddhism is that it shifted the importance of worship of God to that of service of man. The Buddha infact started a religion that is free of dogma and priesthood, sacrifice and sacrament which would lead to a change of heart and create self- culture. Inorder to attain salvation, according to the Buddha, one has to become perfect in character and be good rather than be doubtful about dogmas and indulge in evil deeds. The Buddha was moved by the difficulties and suffering man faces like disease, old age and death. Thus Buddha realized that it

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was of no use to discuss philosophical concepts about self or the universe and create a religion that no one could understand. S. Radhakrishnan says, “It was his privilege to start a religion independent of dogma and priesthood, sacrifice and sacrament, which would insist on an inward change of heart and a system of self-culture. He made it clear that salvation does not depend on the acceptance of doubtful dogmas. It depends on the perfection of character and devotion to the good.” (Radhakrishnan 357) Buddhist ethics brings about a close link with ethics and the philosophy that leads one to a worthy life. The Buddha accepted the comparative impartiality of moral judgments and advocated a middle path between the thought that different and that beliefs can be justified on facts and values. People can have different views on ethical truths. Buddhist ethics by its nature is practical ethics, although some of the problems are more modern but practical ethical dialogue was not considered then at the time of the Buddha. The way the Buddha generally agreed upon a comparative impartiality for moral values, they were considered as appropriate within a circumstantial and sensible framework. The Buddha was also aware of the facts that were appropriate for putting down values but had no reasonable consequences. Though the Buddha encouraged rational and detracting concerns about moral quests, they were taken as a moral means of improving life that would lead to freedom from suffering and not compromise as an end. Therefore, generally, there is no effort to change ethical analysis towards excessive meta-ethical considerations regarding facts and values and such other issues. Objective: The objective of the study is to expose the aspects of individual and social morality and their relationship with Buddhist morality. Methodology: The methodology adopted in this work is descriptive and analytic. Both primary and secondary sources are used to prepare this article. Buddhist Ethics In Buddhist philosophy, one can empirically study ethical concepts and theories along with their positive instructions, inorder to lead a way of life, which is accepted by both human and the world, for what they are. It justifies human beings’ place in the universe. Whether

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the way of life is personal or cosmic in dimension it helps one to attain good either in this life or in the next as it helps one to achieve ‘the wellbeing or happiness of the multitude or of mankind as a whole’ (bahujana-hita-bahujana-sukha). The wellbeing humans aim for, is considered to be of supreme value in the Buddhist texts and for both the material as well as spiritual benefit. Buddhist ethics is closely connected to social philosophy which has greatly developed. The Buddhist texts contain the nature and origin of society and the reasons for social change as well as nature and functions of government and of how an ideal social order can be formed. Buddhist ethics does not deal with authoritarian standards set by man for his own use nor are they imposed from outside and do not take into account of the laws and customs laid down by the humans. The style of dress is more a matter of social custom as it depends on the weather of a region, time or culture and the taste of the person and hence cannot be considered ethical. Thus various social customs are confused with ethical principles. The ethical values of Buddhism, depend on the laws of nature and the unchanging laws of cause and effect, which is greatly accepted by the modern world. Even though the Buddhist ethical code was planned more than 2500 years ago it does not draw away from its eternal character. “The Buddha advised men on the conditions which were most wholesome and conducive to long term benefit for self and others. Rather than addressing sinners with such words as ‘shameful’, ‘wicked’, ‘wretched’. ‘unworthy’, and ‘blasphemous, he would merely say, ‘you are unwise in acting in such a way since this will bring sorrow upon yourselves and others.” (DharmasiriGunapala 27). The theoretical ethics in Buddhism, finds its practical expression, in the various laws that are only guidelines to show the Buddhists the path to salvation. Even though their rules are expressed negatively, the Buddhist morality refrains from evil along with doing good. Although Buddhism put stress on personal vows, it may appear self-centred but it actually promotes personal improvement on life and beliefs that are for the common good. A follower of Buddhism tries to live a disciplined life as ethics in Buddhism comes from within as one is aware of the result of one’s action. This is achieved when one follows the First Noble Truth: All is Suffering (Sarvamdukkham). The Buddhist is able to understand the root causes for his suffering by

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acknowledging the delicate and quickly disappearing nature of reality. This then makes one to introspect and then correct oneself. One is able to adapt an ethical Buddhist lifestyle when one reaches a point of maturity and then does not seek to gain pleasure but only understands oneself. In this process one is able to have concern for others. Even though Buddhist ethics is based mainly on the ability to understand one’s own actions, still its abstract and logical discourse has to be accepted. There is detour from the typical approach that looks at ethics as a complicated inventory of the psychological device that looks into the experience and identity of the person, not taking into account the importance of self. Both consciousness and mental phenomena have to be taken into account for ethical reflections and inorder to correct oneself.AbhidhammaPitaka, clings onto an external philosophy, as it searches within an individual for a basic righteous judgment. In a straight way this indicates the ‘ought from is’ solution. The Buddhist work to create an affable society. The Buddhist stress on the supremacy of duties over right inorder to create individual liberation. In South East Asia, the Buddhist give great importance to the community which is governed by cultural philosophy. Three Jewels in Buddhism The three ways of practice of the eight fold path are (1) Shila or morality (2) Prajna or wisdom (3) Samadhi or mental development. Out of the three ways of practice, the first is practice of morality- it teaches good conduct through right speech, right action and right livelihood or right living. Morality being the foundation for further personal development, it has positive qualities. The practice of wisdom (prajna) is through right resolve and right view. The practice of mental development (samadhi) is through right effort, right mindfulness and right concentration. A very important aspect of right conduct is right speech. Effective communication can influence a person either for good or for bad, hence it is very important to control and develop one’s speech in helpful ways. In right speech there are four aspects that should be avoided. They are (1) lying (2) backbiting or slander (3) use of harsh words (4) idle talk. The Buddha once said, “In man’s moutha hatchet grows, with which fools will cut themselves, when they utter evil

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words.” ( SamyuttaNikaya I.149)Hence one should try not only for one’s good but also for the good of others to cultivate right speech. Right action can be cultivated by respect for property, respect for life and also respect for personal relationship. The third step towards further personal development is the right livelihood. One should earn one’s livelihood without going against basic moral values. When one practices morality one attains a sense of tranquility, stability, security and strength. Once inner peace is obtained the other paths can easily be followed. When one is in the state of Avidya or ignorance, one’s mind is worried, intellect dazed, and one’s inner most being soiled, one has to be purified from the state of Avidya towards the state of mental peace and in that process ahamkara (egoity) has to be destroyed before acquiring the final state of prajna (wisdom). Buddhism has been characterized by some people as an ascetic religion. But actually it is religion for both lay men and monks. A Buddhist monk must live in constant contact with the lay people. Buddhist monks only form part of the Buddhist community and their ethics forms one element of the Buddhist ethics. Even though Buddhism gives more attention on the cultivation of certain mental qualities, it also accepts the fact that the human can exists only with mind and body and that some material wellbeing is necessary for spiritual progress. Buddhist ethics consists of both doctrine (dhamma) and discipline (vinaya). Without these two one cannot grasp the idea of Buddhist ethics. While dhamma deals with ideals and principles, vinaya deals with the rules and regulations which make these ideals and principles to be put to practice and realized. Individual and Social Morality in Buddhism The Buddhist system of morality is agent-based. That means morality is based on the individual as an agent. According to Buddhism when a certain action is deemed to be immoral, then the personal worth of that individual is lowered and when the action is good, the individual worth of that person is raised.Buddhism is of the belief that human beings are controlled by natural law known as niyama. Among the five niyamas prescribed in Buddhist teachings, one is closely connected to morality that is Kammaniyama or the law of karma.The law of karma

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is a natural law which has ethical and moral value and governs human action. This law determines the result that certain actions will produce. The natural law Kamma-niyama governs the deeds of all individuals. If the action done by an individual, no matter when or where, but has some ethical or moral value, that action will be recorded by kamma and the result (vipaka) will be given at an appropriate time. This system of giving results is similar to a natural cause and result process. Buddhism sees the process just like the cause and result process that takes place in nature, just as physical cause and result. For example, over eating will lead one to obesity and some other diseases. This is a natural law. The process of Kamma is a natural law just like the natural law governing over eating. Nature is following a system and human action and its result is also one of nature’s systems.The Buddha, when preaching on dhamma, gave kamma an important part. Eventhough the law of kamma is a very wide subject, it can be summarized in the following passage: Whatever seed a person plants, that is the fruit he receives. One who does good receives a good result, one who does bad receives a bad result. (15/903) In essence, Buddhism gives all people the status of an individual. So each individual has to take responsibility for his or her action. Each person conducts his life, controlled and supervised by the law of karma. If any action by an individual whatever or wherever they do it will inevitably be recorded at that time by the law of kamma and will give a proper effect according to the quality of the deed. If the deed is a good one, the result will be favourable and if it is bad, a disturbing result. Within the deed itself there can be different levels of good and evil of resultant effects, all depend on the nature of the deed. Since individual morality is based on the law of karma, which is an unchanging and absolute law. Hence this moral system has no relaxation or compromise what is fixed to be wrong, will be wrong and so also what is right, will be right, there being no exceptions to the law. Buddhism looks at individuals not only as individuals but as components of society. Hence human beings are not separate individuals but members of society. The Buddha’s teachings are infact guidelines that can be made use of as a ‘handbook’ for living in society.

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The most notable among them is the six directions. (Dighanikaya 11/198-204) This teaching of the six direction, essentially means in Buddhism that every individual in society must relate to six directions of relationships. They must have parents, grandparents, senior relatives, teachers, children, wives or husbands, friends, subordinates or superiors and last being the monks they revere, since no one lives alone. Every person may not have all the six directions of relationships but will have atleast a few. They are not alone. According to the Buddha, all the six directions represent relationships between two individuals and it is to them that he taught the code of conduct to be followed. Since one lives in a complicated society one definitely meets and interacts with many people but on analyzing one’s relationship it has been brought down to six relationships.The six directions are: Parents, including grandparents and senior relatives; are compared to the forward direction; Teachers and mentors are compared to the rightward direction; Wife and children are compared to the rearward direction; Friends and associates are compared to the leftward direction; Servants, employees or subordinates are compared to the nadir; Religious men or monastics of the religion one upholds are compared to the zenith. Thus the six directions infact describes the moral obligations an individual has for society. Social morality is very different from individual morality since it is a law of supervising social behavior, whereas individual morality is a law for supervising individual behavior. Social morality is different from individual morality because it is based on social convention and not kamma-niyama. Since social morality changes from time to time and place to place, it is not fixed like natural law. Looking at the example of the teachings of the six directions given in the Tripitaka on the relationship between servant and employer, it is mainly based on the social situation of that time. Today, the relationship between servant and employer has come a long way from being more complex and abstract. Servants are expected to work efficiently and more diligently. Buddha’s teachings on the six directions is very useful and suitable, being broad enough to be adapted by Buddhists of later

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generation in societies that are different from Buddha’s India. Buddha’s teachings were infact open to change and adaptation of the then social conditions, depending on the social morality of its members. At first the Buddha established the social morality on his own authority but later it became a collective issue where all people bring about conventions, suitable to the situation. This is clearly seen in the statements he made just before the parinibbana (final passing away) where he permitted the sangha (monastic order) to modify the smaller regulations which were against any of the current social conditions. (10/141) The law of karma, as stated previously, has the authority to record the actions of each person and give an appropriate time, an appropriate result, even if the actions are performed secretly or openly. The Buddha seeing the effects of fruition of karma taught this to others. Buddhism sees the law of karma as being beneficial as one practices according to the law. Thus those who understand the law of karma are compared to those who understand the medicinal use of plants and benefit from that knowledge by choosing medicinal plants that are useful and avoiding plants that are harmful, because they are able to gain benefit from the law. Wrong doers are punished in a perfect way by nature but it is a different thing in the formulation of the vinaya rules. The main reason why vinaya rules were established by the Buddha was more social. The Buddhism prescribes training rules for the monks with the following objectives:“ 1.For the virtue of the Order; 2. for the well-being of the Order ; 3. for the restraint of shameless ones; 4.for the comfort of monks of pure morality;5. for the prevention of evil from arising in the present; 6. for the destruction of any evil that will arise in the future; 7. for the arising of faith in those as yet without faith; 8. for the increase of faith in those who have faith; 9. for the firm establishment of the true teaching and 10. to serve as a model for fine and graceful ways. (VinayaPitaka 1/20) The vinaya is a written moral code for the order. According to the kamma any action that is stated to be evil will also be an evil to man. This is because certain deeds are looked upon as wrong both to the individual as well as social morality.

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Man possesses two kinds of status, one to the individual and the other to society. Therefore he has two responsibilities both personal as well as social.If a society wants to establish a system for social responsibility and some of its actions are a disturbance to the community, then it is the duty and responsibility of that society to frame a code for itself. Buddhism has a number of moral principles that act as guidelines for designing this system. It is based on these principles that the society gets its details. People in a community are able to determine the principles that act as foundations for the community. The Buddha gave the following teaching, known as the seven attupanayikadhamma which would be of help to family members who are part of a society.“……A noble disciple in this Teaching and Discipline, householders, considers thus, “I wish to have life, I do not wish to die; I want happiness, I abhor suffering. If anyone were to kill me, I who wish to have live, who does not want to die, who wants happiness and abhors suffering, that person’s actions would not be pleasing to me. And if I were to kill someone else, one who wanted to live, did not want to die, who wanted happiness and abhorred suffering, my action would not be pleasing to that person. If someone were to take something I had not given commit adultery with my wife..lie to me... slander me...... utter harsh words to me.. utter frivolous speech to me, that person’s actions would not be pleasing to me. And if I were to take something another person had notgiven…commit adultery with his wife..lie to him.. slander him.. utter harsh words to him... utter frivolous speech to him, my actions would not be pleasing to that person”. (SamyuttaNikaya 19/1458-1465) People in a community are able to observe and respect each other based on the Buddha’s attupanayika-dhamma. This principle is based on empathy, how one would feel if the same thing happened to oneself. The seven actions that the Buddha mentioned are bodily as well as verbal actions. The three bodily actions being killing, stealing and committing adultery and the four verbal actions being lying, slandering, harsh speech and frivolous speech. The Buddha pointed that nobody would be pleased if the seven actions were done to them. The attupanayika-dhamma principle is also known as the self-comparing principle. According to this principle, all

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these actions are infact wrong doings. Many actions that people commit are wrong. The teachings of the Buddha in attupanayika-dhamma are not only rules of a personal ethic but are a social ethic as well. The Buddha explained this clearly by saying that one has no right to violate the precepts of Abstinence from taking life (non-violence), Abstinence from theft (non-possession),Abstinence from adultery (chastity), Abstinence from telling lies (truth) and Abstinence from taking intoxicants. No one has the right to take the life of someone because that life belongs to that person, also no one can commit adultery because the partner, the one commits adultery with, belongs to someone else. Hence no one has the right to violate these actions as they do not belong to one. Therefore they form part of a social ethic. Inorder to lead an individual from suffering, the Buddha brought about the above said precepts, but it also serves as a social responsibility. According to personal ethics one is not allowed to kill animals, steal, commit adultery or hurt anyone with false speech as it will bring one down in life and so also it is applicable under social ethics. The Buddha’s teachings in attupanayika- dhamma can be used as a guide. It is helpful for individual and social ethics. In Buddhism the same principles may be applied both for individual morality and social morality. Interms of kamma-niyama, violation against any principle, is a violationagainst society, as any kind of wrong doing when looked deeply is a violation of other peoples’ rights. Some principles are wrong according to kamma-niyama but not socially wrong and some principles may be wrong socially but not according to kamma-niyama.So the Buddhist morality consists of two systems- individual morality and social morality. Two levels of teaching occur in Buddhism, one level deals with ultimate truth (paramattahasacca) and the other which deals with the relative truth (sammuttisacca). Both levels of truth are equal but in different senses. Relative truth appears through the senses whereas ultimate truth comes only after an analysis of any given thing and the eventual reality is seen. According to Buddhism, if the question arises as to whether two individuals were a compound of five aggregates or were individuals with their own peculiar characteristics, the answer would be from the perspective of ultimate truth, they are actually two sets of khandhas

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with same kind of nature having three characteristics like impermanence (anicca), stressfulness (dukkha) and no-self (anatta). From the perspective of relative truth, the two individuals, have their own peculiar features. Both these perspectives are true. The Buddha looked down upon taking advantage of the masses that were discriminated due to communal animosity. Eventhough inequalities exist in society, no one is to be discriminated. Social justice must step in for every individual to realize his true nature and develop it for the good of the community. The sangha was founded based on the principle that everyone was admitted not taking into account their colour, caste or creed. Collective prayer and practice was given importance in the life of an individual, according to Buddhism, so as to spread love and compassion among all. The root cause of all suffering is ignorance, and one can attain love only by true understanding. Conclusion Buddhist teachings deal with individual morality from the perspective of paramatthasacca and social morality not from the perspective of paramatthasacca but another perspective,sammuttisacca. Buddhism accepts both levels of truth, giving importance and equality to not only higher philosophy but also social philosophy. Buddhism believes that both levels of world perceptions are equally good for the wellbeing of human beings that is why it neither gives much importance to the world view that goes deep into the source of things instead of the world view based on common sense nor does it give importance to seeing the world with common sense instead of or seeing the world view on an ultimate level. Buddhism stressed the point that minimal amount of responsibility to oneself for betterment and perfection is required of all individuals and at the same time they must maintain an appropriate degree of social responsibility. It is a natural impossibility that at any given time all people can be found at the same level of maturity or stage of development, but it is a fact that people are educable. Accordingly, all people should have the opportunity to be educated and they should be allowed to develop according to their education and their individual effort toward perfection. The Buddhist community consists of monks, nuns and lay people. Monks on the one hand and lay people on the other lead different daily lives with different responsibilities and duties

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and enjoying different kinds of satisfaction. Monks and lay people should be seen as complementary sides of a single moral community. A moral community is diversity in unity. Harmonious diversities make a complete whole. Monks and lay people are intended to continue in harmony as necessary components of a society; it is with their continuity that a good society is maintained.

References

1. Dhammika, S (trans.). , (2013), Gemstones of the Good Dhamma: Saddhamma- maniratana, Sri Lanka. Access to Insight. (Legacy Edition), ( http://www.accesstoinsig ht.org/lib/a uthors /dhammika/wheel342.html)

2. Gunapala, Dharmasiri., (1989), Fundamentals of Buddhist Ethics. Antioch. Calif. Golden Leaves.

3. Radhakrishnan, S., (1977), Indian Philosophy. Vol. 1, London. George Allen Unwin LTD.

4. SamyuttaNikaya. (http://www.access toinsight.org/lib/ autho rs/dha mmika/wheel342.html)

5. Tendulkar, D. G., (1951), Mahatma: Life of Mohandas Karamchand Gandhi. Vol.2, Bombay:Vithalbhai K. Jhaveri and D.G. Tendulkar.

6. VinayaPitaka(http://www.accesstoinsight.org/lib/authors/dham mika/wheel342.html)

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LITERATURE SURVEY ON JOB SATISFACTION OF SCHOOL TEACHER FROM 2015 – 2017

M.Sridevi T.G. Amuthavalli Research scholar Professor Department of Education Department of Education Sri Padmavati Mahila Sri Padmavati Mahila Visvavidyalayam Visvavidyalayam Tirupati, Andhra Pradesh Tirupati, Andhra Pradesh

Abstract

The review of related literature is one of the first and foremost important step in the research process. The search for related literature is a time consuming but fruitful phase of any research programme. In this article, the researchers have made an attempt to present the findings from the collected literature from 2015 to 2017 on job satisfaction of school teachers. The main motto behind this article is, the review of related literature provide meaning to research work. It will be helpful in the formulatia of objectives and hypothesis clearly and carry out the research activity systematically to bridge the gaps to a great extent.

INTRODUCTION:

Teaching is a highly Nobel profession and Teachers are always a boon to the society. The ultimate process of Education could be simplified as a meaningful interaction between the Teachers and taught. Teacher thus plays a direct and crucial role in moulding a pupil towards Education. So, Teachers’ satisfaction plays an important role in all the educational institutions, particularly school level.

One of the critical challenges faced by teachers is how to improve the quality of teaching and learning in schools. A key factor associated with quality of Education relates to quality teaching and learning that is feasible through teachers’ job satisfaction. Improving

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teachers’ job satisfaction in schools can retain quality teachers, which helps to improve their teaching skills and abilities. The qualities of nation depends upon the qualities of its schools and qualities of schools depends considerably on the qualities of the teachers as well as interaction of collective internal and external forces that intervene in the fulfilment of the purpose of the schools.

JOB SATISFACTION:

Job satisfaction is a widely accepted psychological aspect of functioning in any profession and is a sum total of positive favourable and pleasant attitude possessed by an employer towards various job factors which helps in general adjustment and satisfaction with his job life. A simple or general way to define it therefore is an attitudinal variable.

According to Encyclopaedic Dictionary of Psychology, job satisfaction means the attitude of a worker towards his job, sometimes expressed as a hedonic response of liking or disliking the work itself, the rewards (pay, promotions, recognition) or the context (working conditions, benefits).

Hoppock (1935) describes job satisfaction as any combination of psychological, physiological and environmental circumstances that cause a person truthfully to say, “ I am satisfied with my job”.

Locke (1976) defined “ job satisfaction as a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences”.

The concept generally refers to a variety of aspects of the job influence, a person’s level of satisfaction with it.

Research in any field will be fruitful only when the researcher is aware of the previous studies. Research should be a continuous process. The required insight into the problems can be developed as a result of a

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survey of previous research. Contemplating on the importance of reviews on the current burning topic or research on job satisfaction of school teachers, researches between 2015 – 2017 are quoted below for the purpose of the reviewer and readers.

Ms. Ruchika (2017)Studied Job Satisfaction amongst Government and Private School Teachers in Delhi. The researcher found that the teacher working in the Government schools was more satisfied on all the parameters as compared to the teachers working in the private schools. From the independent t- test and one way ANOVA the demographic factors like gender, designation, age and work experience has no significance difference in the level of job satisfaction while only one factor of category has significant difference in the satisfaction level. The researcher concluded that the level of job satisfaction was more in govt. schools than private schools.

Dr. Kamlesh Dhull and Dr. Manju Jain (2017) conducted a study on the relationship between teaching profession and job satisfaction among secondary school teachers. A sample of 120 (60 male + 60 female) senior secondary school teachers was randomly selected. The analysis - Mean, Standard Deviation and 't' test was used to analyse the data. The findings of the study revealed that the: (i) Female teachers possessd more favourable attitude towards teaching than male teachers; (ii) Highly job satisfied secondary school teacher have better teaching attitude than low job satisfied senior secondary school teacherstowards their profession; and (iii) a significant positive relationship between teaching attitude and job satisfaction of secondary school teachers was found.

K. Agha, F. T. Azmi, and A. Irfan (2017) studied on Work-Life Balance and Job Satisfaction: it is an Empirical study focusing on Higher Education Teachers in Oman. Findings of the study revealed that while work interferes with personal life and personal life interferes with work

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had a negative relationship with job satisfaction, work and personal life enhancement had a positive relationship with job satisfaction.

T.N. Rama and Dr. P. Renuka (May - Jun. 2016) Conducted a study on Job Satisfaction of Post Graduate Teachers Working in A.P.Model Schools. The present study was undertaken in April 2016 using the survey method. The sample of the study was 50 Post Graduate Teachers of six A.P. Model Schools in Chittoor District, Andhra Pradesh, India. They were selected by purposive sampling method. The tool used in the study for data collection was a 65 item questionnaire developed by the researchers. The results of the study the overall Post Graduate Model School Teachers were satisfied with the job. The overall sample of post Graduate Model School teachers did not show same level of job satisfaction. A significant difference was found in the subgroups regarding job satisfaction scores. Job satisfaction of Post Graduate Model School Teachers not differs with respect to age. Teaching Experience and qualification has significant influence on job satisfaction of Post Graduate Model School Teachers.

Ali Yassin Sheikh Ali (January 2016) noted that the Teacher Motivation and School Performance, the Mediating Effect of Job Satisfaction: Survey from Secondary Schools in Mogadishu. The samples of the study were 80 teachers from secondary schools in Mogadishu. The convenient sampling technique was used. The findings of the study that there is a significant relationship among the teacher motivation, job satisfaction and school performance. Overall the strong correlation among teacher motivation, job satisfaction and school performance of secondary school teachers.

Ajay Kumar (2016) under took a study on Job Satisfaction among Private School Teachers of Khanna Tehsil. The Job satisfaction scale by Singh and Sharma (2005) used to collect the necessary data. In all, a sample of 100 private school teachers was drawn from the different

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schools of Khanna Tehsil. The result of the study shows no significant difference exists in the job satisfaction of the private school teachers on the basis of gender and areas. The result of the study also shows that there is no significance difference in the job satisfaction of the private school teachers on the basis of marital status

Pranjal Buragohain and Mukut Hazarika (May to June 2015) examined the happiness Level of Secondary School Teachers in Relation to their Job Satisfaction. Normative Survey method was used in the present study. The researcher selected 36 schools as sample school by using stratified random sampling technique. Tools of the study were Happiness Scale and Job Satisfaction Scale developed and standardized by Anju Mehrotra (2005) for the present study. The findings of the study were significant difference was found between Female and Male Secondary school teacher of Dibrugarh district as far as their job satisfaction is concerned. Significant difference was found among the Government; Non-Provincialised and Private Secondary school teachers of Dibrugarh district. The study also showed significant difference between Government and Private, NonProvincialised and Private, Regular and Contractual Secondary school teachers of Dibrugarh district as far as their job satisfaction are concerned. The study showed that territory of the schools, type of management of the schools, and nature of appointment of the teachers has significant role on the level of happiness of the Secondary school teachers. However gender did not play any significant role in the level of happiness of the Secondary school teachers. Whereas gender, type of management of the schools, and nature of appointment of the teachers has significant role on the level of job satisfaction of the Secondary school teachers. The study further showed that happiness is closely associated with job satisfaction. A happy teacher possesses high job satisfaction and a teacher having high job satisfaction is happier.

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N. Nomika Devi (2015) proposed job satisfaction of teachers of elementary school in the valley districts of Manipur. Job satisfaction questionnaire was administered to 600 elementary school teachers of Manipur. The results showed that the type of management have significant effect on job satisfaction of elementary school teachers. The Government teachers were most satisfied in terms of job content and management attitude. The private school teachers were most satisfied in student receptivity as compared to Government and Aided school teachers. Interestingly, Aided school teachers were most satisfied in working conditions and social predisposition.

Mohammad Taghi Mahmoody (2015)investigated job satisfaction and motivation to leave the job among Teachers: relationships with school situation, feeling of belonging, and emotional burnout. The participants were 256 Iranian teachers in elementary school and secondary school. The data were calculated by means of SEM analyses. All six school situation variables were correlated to job satisfaction and motivation to leave the job. These relationships were mainly indirect, mediated by feelings of belonging and emotional burn out. The analysis suggests that belonging and emotional burn out are key variables in mediating the impact of school variables on job satisfaction and tendency to leave the job. Teachers’ feeling of belonging was also negatively related to their tendency to leave the job. The relationship between these variables was mediated through work satisfaction and emotional burnout. It is especially vital to note the negative relationship between belonging and emotional burnout. Though the present study does not prove causal directions, a possible explanation is that belonging works as a obstacle against burnout. This is consistent with the notion of belonging is a fundamental psychological need.

Priyanka Anand and Dr Puja Chhabra Sharma (2015)stated that job Satisfaction & Socio Demographic diversity in Indian Organizations.The research aims at studying effect of socio

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demographic characteristics like age, gender, region, educational qualification, designation of employees, work experience and its effect on job satisfaction. The main objective is to analyze how these factors enhance or decrease the feeling of contentment amongst employees the findings reveals that job satisfaction was considerably affected by age, educational qualification and region whereas gender, experience and designation did not have a considerable impact of level of job satisfaction.

Dr. P. Selvam and Dr. S. Chamundeswari (2015) reported that motivation, job satisfaction and performance of teachers at the secondary level. Survey method is used to select a sample of 303 teachers at the secondary level. Maddux Employee Performance Appraisal Model (Maddux, 2004) is used to study the performance of teachers, Teacher Motivation Scale (Jothismathi, 2011) is used to study teachers’ motivation and Minnesota Satisfaction Questionnaire (Weiss, Dawis, England and Lofquist, 1967) to assess job satisfaction. The results of the statistical analyses show a significant correlation between motivation, job satisfaction and performance of teachers. A significant difference is found between teachers in different categories of schools pertaining to motivation, job satisfaction and performance of teachers.

Bhim Chandra Mondal(2015) have analyzed that job satisfaction of secondary school teachers in relation to gender, educational level and residence. Stratified random sampling technique has been used to draw 499 samples from population. Job Satisfaction Scale (JSS) as developed by Mondal (2014) is used for data collection. Three way ANOVA and ‘t’ test has been determined using SPSS version -16 to test the null hypotheses. The results show that teacher’s level of job satisfaction is average. The effect of gender, level of education and residence is insignificant on the level of job Satisfaction.

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K. Anuradha & C. Kalapriya (April – 2015) described that job satisfaction of secondary school Teachers. The sample comprised 64 secondary school Teachers (32 female and 32 Male) teaching in municipal schools and Private schools in Tirupati town. Multi – stage random sampling technique was used to collect data from 4 municipals school and 8 Private schools giving equal consideration to gender and thus 16 teachers from municipal schools ( 8 male and 8 Female) and 48 teachers (24 male and 24 female) from schools managed by private institutions constituted the sample. Two tools – the general information schedule and job satisfaction inventory (Mishra, 1993) – were used to collect the data. Results revealed that the job satisfaction of secondary school teachers differed significantly according to their age, gender, income and length of service as a teachers. It was found that there was positive correlation of these variables with the teacher’s job satisfaction score. However, teacher’s educational qualification, family type and family size were found to have significant relationship with their job satisfaction score.

Dr. Rabindranath Nayak (2015) in his study on job satisfaction of secondary school teachers in relation to their teaching experience and school management in Odisha” a sample of 120 secondary school teachers (60 male and 60 female) were selected randomly from 12 secondary school. The findings of the study revealed no significant difference between both 10 years experienced and less than 10 years experienced male and female secondary school teachers, There is significant difference between male and female teachers of both private and government secondary schools in job satisfaction.

Mr. Pathan Md Wasim Md Shabbir (2015) found that teaching interest and job satisfaction: A study of correlation. The sample of the study was 170 teachers from 13 secondary schools of Aurangabad city. As sample of the study by using probability simple random sampling technique, the tools of data collection Meera Dixit teachers job

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satisfaction scale and S.B. Kakkar’s inters in teaching scale. The findings of the study were the level of job satisfaction of male secondary school teachers is high. There is no significant difference between the level of job satisfaction of male and female secondary school teachers. There is negligible positive correlation between teaching interest and job satisfaction of secondary school teachers.

Van Dat Tran1 & Minh Tuan Lam Le1 (2015) examined the School Environment Factors as Predictors for Teachers’ Teaching Efficacy, Teacher Stress and Job Satisfaction. The samples of the study were 387 teachers from junior high schools. The results obtained from statistical analyses show that teachers had highly favourable and positive perceptions of school environment, teaching efficacy, job satisfaction, and highly negative stress. The results from multiple regression analyses also indicated that the factors of school environment as the predictors for teachers’ teaching efficacy, teacher stress and job satisfaction. Of the seven school environment factors investigated, teachers’ perception of principal leadership, mission consensus, professional interest, affiliation and student support had the most powerful effect on outcome variables. Among the outcome variables, sense of teaching efficacy positively related to job satisfaction, while both types of teacher stress negatively related to job satisfaction and teaching efficacy. The findings indicate that, in general, high school teachers favourably perceived their school-level environment. It also shows that factors of school-level environment have both positively and negatively significant relationships with teachers’ teaching efficacy, tress, and job satisfaction. The best predictors of teachers’ job satisfaction were principal leadership, and professional interest factors, while the best predictors of teachers’ teaching efficacy, and stress were professional interest, student support, and affiliation factors. The results provide a strong confirmation of the importance of teachers’ perceptions of school-level environment for their work experiences.

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GebrekirosHagos and Kebede Abrha (January 2015) suggested that Study on factors affecting Job Satisfaction in Mekelle University Academic staff at Adi-Haqi campus. The research design was conclusive design method and data were collected through a questionnaire consisted of the Job Satisfaction Index. The survey reveals that demographic factors such as age, academic rank, and degree no significant impact on job satisfaction; which implies that based upon age, total years of teaching, and academic rank of the academic staffs are stable with regard to their overall level of job satisfaction

Eithne Reilly, Katie Dhingra and Katie Dhingra (2015) in this article Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction.A sample of 121 primary school teachers in Irish. The Survey data were collected from teachers from eight primary schools. The statistical analysis using a comparison of means, correlations, and multiple regression. The results of the study were that the predictor variables 22 per cent of variance in teachers’ job satisfaction. The stress has unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction

Shahzada Khurram Khan Alwi, Maroof Bin Rauf and Kamal Haider( February 2015) conducted Teachers’ Job Satisfaction and the Role of Principles for Effective Educational System in Secondary Schools of Karachi, Pakistan.’ the sample of the study was 40 male and female teachers by convenient random sampling. The findings of the study were Administrators have significant impact on the school environment, and the type of environment that they create is highly predictive of the level of job satisfaction for the teaching staff. Healthy school cultures correlate strongly with both increased student

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achievement and with teacher productivity and job satisfaction, while low levels of satisfaction and morale can cause decreased productivity and can ultimately result in teacher dissatisfaction.

Mr.V. Senthil kumar (2015) suggested that A Study on Job Satisfaction of Higher Secondary School Teachers at Trichy. The findings of the study were gender has a bearing on the level of job satisfaction of higher secondary school teachers. There is no significant difference between in the job satisfaction of rural and urban schools. Age has no influence on the level of job satisfaction of higher secondary school teachers.

From the review of related studies on job satisfaction of Teachers working in school level, it was observed that the

 Job satisfaction is more in Government schools than Private schools.

 Highly job satisfaction of secondary school teachers have better teaching attitude.

 Marietal status does not influence job satisfaction of school teachers.

 Work experience has influence on job satisfaction of school teachers.

 Gender, type of management, nature of appointment of teachers has influence of level of job satisfaction.

 Happiness of the teachers is related to job satisfaction.

 Age does not have influence on job satisfaction.

 There is correlation between teaching interest and job satisfaction of secondary school teachers.

 Locality has influence of job satisfaction of school teachers.

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The above survey findings of review of related literature on job satisfaction of school teachers revealed varied findings. It projects that a requirement and continuous study of job satisfaction of school teachers.

References:

 Ajay Kumar (2016) ‘Job Satisfaction among Private School Teachers of Khanna Tehsil’ Paripex - Indian Journal of Research, Volume : 5 | Issue : 6 | June 2016, ISSN - 2250-1991 | IF : 5.215 | IC Value : 77.65V  Ali Yassin Sheikh Ali (January 2016) ‘Teacher Motivation and School Performance, the Mediating Effect of Job Satisfaction: Survey from Secondary Schools in Mogadishu’ International Journal of Education and Social Sciencewww.ijessnet.com, Vol. 3 No. 1; January 2016, ©Research Institute for Progression of Knowledge . www.ripknet.org  Bhim Chandra Mondal(2015) ‘Job satisfaction of secondary school teachers in relation to gender, educational level and residence’ International Journal of Secondary Education 2015; 2015; 3(1): 14 19 http://www.sciencepublishinggroup.com/j/ijsedu  Dr. Kamlesh Dhull and Dr. Manju Jain (2017) ‘A study of attitude towards teaching profession in relation to job satisfaction among secondary school teachers’. International Education & Research Journal [IERJ] E-ISSN No : 2454-9916 | Volume : 3 | Issue : 1 | Jan 2017  Dr. P. Selvam and Dr. S. Chamundeswari (2015) ‘Motivation, job satisfaction and performance of teachers at the secondary level’. IJMSS International Journal in Management and Social Science. Vol.03 Issue-07, (July, 2015) ISSN: 2321-1784  Dr. Rabindranath Nayak ( 2015) ‘Job satisfaction of secondary school teachers in relation to their teaching experience and school management in Odisha’. Journal of research and innovations in social science. (Vol. Ii, Issue – I). June 2015. ISSN : 2394 – 0123  Eithne Reilly, Katie Dhingra and Katie Dhingra (2015) ‘Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction’. International journal of Educational Management. 10.1108/IJEM-04-2013-0053 The current issue and full text archive of this journal is available at

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www.emeraldinsight.com/0951-354X.htm Vol. 28 No. 4, 2014 pp. 365-378 r Emerald Group Publishing Limited 0951-354X DOI 10.1108/IJEM-04-2013-0053  GebrekirosHagos & Kebede Abrha (January 2015) ‘Study on factors affecting Job Satisfaction in Mekelle University Academic staff at Adi-Haqi campus’. International Journal of Scientific and Research Publications. Volume 5, Issue 1, January 2015 1 ISSN 2250-3153, www.ijsrp.org  GilmanJackson Nyamubi (2017) ‘Determinants of Secondary School Teachers’JobSatisfactioninTanzania’. Hindawi Education Research International. Volume 2017, Article ID 7282614, 7 pages https://doi.org/10.1155/2017/7282614  K . Anuradha, C. Kalapriya ( 2015) ‘Job satisfaction of secondary school teachers’ EDUTRACKS, Vol. 14, No. 8, April 2015  K. Agha, F. T. Azmi, and A. Irfan (2017) ‘Work-Life Balance and Job Satisfaction: An Empirical study Focusing on Higher Education Teachers in Oman’. International Journal of Social Science and Humanity, Vol. 7, No. 3, March 2017, doi: 10.18178/ijssh.2017.7.3.813  Khurram Khan Alwi, Maroof Bin Rauf and Kamal Haider (February 2015) ‘Teachers’ Job Satisfaction and the Role of Principles for Effective Educational System in Secondary Schools of Karachi, Pakistan’ Research Journal of Educational Sciences , ISSN 2321-0508 Vol. 3(2), 1-5, February (2015) Res. J. Educational Sci.  Matsuoka, Ryoji (2015) ‘School Socioeconomic Context and Teacher Job Satisfaction in Japanese Compulsory Education’. Educational Studies in Japan: International Yearbook No. 9, March, 2015. pp. 41–54  Mohammad Taghi Mahmoody (2015) ‘Job satisfaction and motivation to leave the job among Teachers: relationships with school situation, feeling of belonging, and emotional burnout’. IJMSS International Journal in Management and Social Science (Impact Factor- 4.358)  Mr. Pathan Md Wasim Md Shabbir ( 2015) ‘Teaching interest and job satisfaction : A study of correlation’ National journal of Extensive education and interdisciplinary research , Vol.1II, Issue . I , January 2015 , ISSN : 2320 – 1460

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 Mr.V. Senthil kumar (2015) “A Study on Job Satisfaction of Higher Secondary School Teachers at Trichy” IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p- ISSN: 2319-7668. Volume 17, Issue 7.Ver. III (July. 2015), PP 12-16 www.iosrjournals.org DOI: 10.9790/487X-17731216 www.iosrjournals.org  Ms. Ruchika (2017). A Study of Job Satisfaction amongst Government and Private School Teachers in Delhi. Asian journal of Management. Volume No. 8, No. 8 IssueNo.1. ISSN Print: 0976- 495X ISSN Online : 2321-5763  Mukadder Boydak Özan(2017)The effects of social capital eleme nts on jobsatisfaction and motivation levels of teachers;.European J ournal of Education Studies, Volume 3, Issue 4, 2017  N. Nomika Devi (2015) ‘Job satisfaction of teachers of elementary school in the valley districts of Manipur’.IJMSS International Journal in Management and Social Science (Impact Factor- 4.358) Vol.03 Issue-12 (December, 2015) ISSN: 2321-1784  Pranjal Buragohain and Mukut Hazarika (May to June 2015) ‘Happiness Level of Secondary School Teachers in Relation to their Job Satisfaction’. SSRG International Journal of Humanities and Social Science (SSRG-IJHSS) volume 2 Issue3 May to June 2015. ISSN: 2394 - 2703 www.internationaljournalssrg.org  Priyanka Anand and Dr Puja Chhabra Sharma (2015) ‘Job Satisfaction & Socio Demographic diversity in Indian Organizations’. IJMSS International Journal in Management and Social Science. Vol.03 Issue-11 (November, 2015) ISSN: 2321- 1784  T.N. Rama and Dr. P. Renuka (2016). ‘A Study on Job Satisfaction of Post Graduate Teachers Working In A. P. Model Schools’. IOSR Journal of Research & Method in Education (IOSR- JRME) e-ISSN: 2320–7388, p-ISSN: 2320–737X Volume 6, Issue 3 Ver. III (May. - Jun. 2016), PP 43-48 www.iosrjournals.org DOI:10.9790/7388-0603034348  Van Dat Tran1 & Minh Tuan Lam Le1(2015) ‘School Environment Factors as Predictors for Teachers’ Teaching Efficacy, Teacher Stress and Job Satisfaction’. International Education Research. Volume 3, Issue 2 (2015), 28-46 ISSN 2291-5273 E-ISSN 2291-5281

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GENDER DISCRIMINATION IN VARIOUS STAGES OF WOMEN’S LIFE IN INDIA Kongala Rama Rao Research Scholar Depart of Sociology & social Work Acharya Nagarjuna University Guntur Introduction

The Male dominated system of high technology, rather than offering relief, has contributed to the intensification of discrimination of against women. Parents can now detect the sex of a foetus within the first trimester, and, upon learning that the sex of the unborn child is female, many women choose or are forced to abort. Girl children are feed less and for shorter periods and are not given foods like butter or milk, which are reserved for boys. Boys are sent to schools, girls often stay home to look after young siblings and to help with household chores. Most Indian girls are married below the age of 18.Marriage is almost arranged by parents or brothers .the young bride must be obedient to her elders, loyal to her husband and his family, and never discus her marital problems with outsiders. The model wife is taught she ready to scarify her life for the honour of her husband and his family name. A major impediment to the human rights of women in India is the fact that laws relating to the marriage, divorce, adoption, and inheritance are based primarily on religious law and tradition with different laws for Hindus, Muslims and Parsis. Any demand for equality based on sex is met with resistance on the grounds that such demands amount to interference with the right to freedom of religion.

CONCEPT OF GENDER.

The concept of gender cannot be fully explicated without reference to the concepts of ‘gender role’ and ‘gender identity’ Gender roles may be

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described in two ways: established gender roles of a culture or gender roles of an individual.

In terms of culture, it may be described as a social norm or standard which summarizes the culturally constructed characteristics that define feminine and masculine may cover such diverse features as physical attributes, appearances, covert attributes including feelings, attitudes ,motives ,and beliefs .Gender roles typically include but are not confined to domestic, vocational, reproductive and erotic roles. Gender identity, broadly speaking indicates the degree which an individual regards herself or himself as feminine or masculine. It includes an individual sense of belonging to one sex or the other but is more complicated in that it may include characteristics that are both masculine and feminine by cultural definitions.(Kamalesh Mohan).

Gender Discrimination in feeding:

The girl child is viewed as an economic burden and social responsibility ,she was unwanted and her arrival is not considered as a joy and discrimination begins immediately after birth ,with respect to feeding practices ,health and medical care .various reports on the duration of Brest feeding indicate preference for longer feeding for boys; the interval between births is shorter after the birth of a girl than after the birth of a boy, indicating a shorter period of Brest feeding for the female child.(Helder and Bhattacharya 1969)

Gender discrimination or inequality from womb to tomb is a patent fact in the traditional cultures of the developing countries .in India too; discrimination on the basis of sex often starts at the earliest stages of the life. The Vedic era, however, was the golden era as far as equality of status and freedom are concerned. In gurukulas women studied with men and many women were well versed in the Vedas. Women were free to select their grooms. They were actively associated with men in every

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social and religious ritual and ceremony. She could move freely out of her house and enjoyed freedom of movement by attending fairs and festivals, sabhas and assembles of learned persons. A Woman had an absolute right over her .thus, in this era women was considered an equal partner and enjoyed equal status and prestige in society. The couple was called Dampati which means that the husband and his wife are two the joint owners of the household (Neetha Tapan).

MALE, FEMALE DIFFERENCES IN EDUCATION.

Male literacy rate is higher than the female literacy rate. The inadequacy of education to reach out to girls and women can be analysed from four different aspects namely supply, access, and demand and participation .Factors like distance, of girl schools having toilet facilities, privacy to girls as they move to upper primary level are important for girls participation in education .Other social factors hindering female literacy are parental attitude; social norms related to women’s education ,employment potential as return of education ,expensive involved in schooling ,health and sanitation facilities in schools ,etc.

FEMALE CHILD LABOUR:

Boys and girls participate in productive activities despite the expectation that they will be attending school and despite laws against chid labour .for the female child, induction into adult activities, both house hold work and other production related works begins early .day by day female child labour is increasing but male child labour is declining. Millions of female children do not get the opportunity of even acquiring a modicum of basic education.

According to Ishrat Ali Siddiqui, a study by two experts from the Indian institute of sciences, Bangalore shows that average girl child spent 29 percent of the total time gathering fuel-wood and 20 percent fetching

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water. In utter Pradesh where women spend between one and four hours daily on house hold work in addition to a back –breaking day in the field at least 30 percent of the household burden is shared by girls between the age group of six to eleven years .And in a country where women share 45.57 percent of the agriculture worker, more than 20 percent is shared by girl children (Ishrat Ali Siddiqui 1985:4)

PREFERENCE FOR MALE CHILDREN

In India most of the parents son preferred to a daughter. The desire for a son sometimes becomes an obsession even now while education, science and culture have taken big strides; the craving for a male child in people has not changed. This sort of propensity is strong even with middle class and the poor .unmindful of their strained circumstances; these people go on producing a series of daughters for the ultimate glory of a son. Reason? They calculate that the son will receive dowries on his marriage, earn and support the family and look after his parents in their old age .the daughter is a ‘Parayadhan’(others property) who leaves her parents for good ,taking a good chunk of their resources in the shape of dowry. Besides, the Hindus believe that a man’s soul will not attain peace if he does not have a son to perform the required obsequies and other rituals following it for him. This is an important sphere where a woman cannot slip into a man’s shoes.(Pridhvi nath tikoo )

Constitutional Provisions for Gender Equality.

On 15 august 1947, India kept her tryst with destiny, and the constitution of the free nation was implemented from 26 January 1950 as a vehicle of social transformation to realise the goals of the freedom movement. The Preamble declares India as a sovereign, democratic republic, the words secular and socialist were added later in 1976.It recognise the principles of social, economic and political justice. The

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Fundamental Rights as guaranteed by the constitution tries to remove the inequalities which Indian Women had suffered .Article 14 promises equality before the law and equal protection by the laws. Article 15 prohibits discrimination on grounds of religion, race, caste, sex, or place of birth. And also provides that the state make special provisions for women and children. Article 16 guarantees equality of opportunity in public employment .Article 23 prohibits traffic in human beings as well as force labour .Apart from the important provisions in the fundamental rights, some guidelines are given the Directive Principles of the state policy which are non justicible .Article 39 directs the state to adopt a policy of equal for equal work for both men and women, and asks the state to ensure that the health and strength of men and women workers is not abused. It further seeks protection of children and youth from exploitation and from moral and material abandonment .Article 42 directs the state to make provisions for ensuring just and humane conditions of work and maternity relief .Article 44 wants the state to endeavour to secure for the citizens a uniform civil code .Article 51 inserted in 1976 by 42nd constitutional amendment imposes a fundamental duty on every citizen to renounce practices derogatory to the dignity of women.(Neera Desai& Usha Thakkar).

MAHATMA GANDHI VIEWS ON GENDER DISCRIMINATION

Mahatma Gandhi commented that “womanhood is not restricted to the kitchen” his opined and felt that “only when the women is liberated from the slavery of the kitchen, that her true spirit may be discovered”. It does not mean that women should not cook .but only that household responsibilities be shared among men, women and children. He wanted women to outgrow the traditional responsibilities and participate in the affairs of nation .he criticized Indians passions for male progeny. He

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said that as long as we don’t consider girls as natural as our boys our nation will be in a dark eclipse.

CONCLUSION:

Women have played a key role in the Indian society, national economic growth and development. Discrimination was start from birth to death, like feeding, schooling, dressing, recognition.Female education is the key tool to break the different types of gender discrimination Education is a powerful weapon to the eradicate the gender discrimination from top to bottom. Education of girls has a positive impact of on socio- economic well being of women and their families and society. Indian government has introduced different schemes and programmes to women, especially equal status. The programmes and schemes was implemented successfully .But most of the people was not change their mind set on discrimination on women. The Non Governmental Organisations also playing vital role in the equal status to women .Most of the Non Governmental Organisations has organising special awareness Programmes in rural and urban areas on Gender discrimination.

References.

1) Neera Desai & Maithreyi Krishna raj,(1990) Women and society in India. Page no-65.

2) Prithvi Nath Tikoo (1985) Indian women .Page no 23-38. 3) Helder and Bhattacharya (1969) gender discrimination in India .Page No-112-119

4) Siddiqui ,I.A.,focus on the girl child paper presentation at NMC(national media centre) UNICEF Media workshop on the Girl child ,New Delhi,12-14 October 1985.

5) Neera Desai& Usha Thakkar, Women in Indian society, page No-1-15. 6) Sribas Goswami, American International Journal of Research in Humanities, Arts and Social sciences. http://www.iasir.net

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AN ANALYSIS OF THE ETHNO SOCIO IDENTIFY CRISIS OF THE CHUTIYA COMMUNITY OF ASSAM Rekhamoni Chutia Research Scholar Department of Sociology Enrollment No-1406085844 Singhania University Singhania, Rajasthan Abstract The world ethnic aspiration is a global phenomenon, it cannot be confined many of the ethnic group today fees the crises of ethnic identity. Ethnicity, generally robbers to certain residule affiliations like the common traits in life style dress language religion and manners and traditions etc. The ethnic identity is an emergent phenomenon to the people of whole of the North East India, more specially the state of Assam. In the recent years a series of ethnic movements come to front in Assam. Among them the movement of Ahom, Chutia, Moran, Matak, Konchrajbanshi and Tea and ex-tea garden communities are prominent, likewise the Chutiya’s and indigenous come unity of Assam to have launched several series of agitation to assert their separate identities by enlisting themselves in the scheduled tribe list of Assam. In this research exercise, an attempt have been made to study about the present socio–Economic status and the growing ethnic identity assertion of the Chutiya community of Assam. Key word: ethnicity, identity, crisis, assertion

1. Introduction: According to Aristotle the best way to know my matter is that the enquiry about the matter should be made from its origin. The Chutiyas Community is one of the most aboriginal royal race of the North –Eastern India. The Chutiyas Community belonged to have been of the tribe to Burmese group of Mongolids. It is earlier maintained that before the Ahom entered to the region of North-East India. But in the beginning of the 16th century according the Ahom Buranji.

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So far as the origin of the Chutiyas is concerned most simplified and naïve view was that they were the branch of the Bodo Mongolians. The British Historian wrote everything on the Chutiyas on the basis of on this unverified hypothesis. The British Historian made no systemic studies eighter of the physical characteristics or of cultural aspects of the Chutiya’s. Divorced from anthropology the history of tribes who not kept their historical records in writing is likely to be incomplete. In respect of the limitation of the sources of complaining history, Sir Edward Gait had to say in these word in his book A history of Assam’ “Prior to the advent of the Mahmedans the inhabitants of other parts of India had no history and our knowledge of them is limited to what can laboriously pieced together from old inscriptions, the accounts foreign invaders or travelers, an incidental reference in religious, writings. On the other hand the Ahom conquerors of Assam had a keen historical sense! And they have give us a full and details accounts of their roll, which bats from early part of the 13th century for compiling the history of Chutiya’s. The British historian had to depend on the cursory notes in the Ahom History which were record from the beginning of their arrival in Upper Assam which they call Mungdunsunkhan (A land of full of golden paddy field. More over the British Historian had to depend on the Ti Ahom Pandits for the explanation of some points. The Chutiya’s since the loss of their kingdom suffered operation and humiliation caused to them by the Tai Ahoms. A great many of service had either to fill far and away jungles and hilly tracts of the Arunachal Pradesh or to masquerade as Tai Ahoms to save their lives. Benudhar Sarma a noted Assamese literature an historian opined that the inhabitant on the bank of the swaty lake situated at the upper course of the Subansiri river come to be known’s Swateea and in course it was corrupted in to Chutiya. But it is the most improbable that there was any lake named Swat at the upper course of the Subansiri river historical period while writing a preface to the book ‘Deori Sanskriti’ by Dambarudhar Deori, Benudhar Sarma is found to have view while he maintained that a section of the Aryans entered Assam through the North-east route. History is replayed with facts that from time immemorial the entire North-east and South-east Asia has been a land of the Mongolians. According to Rajmohan Nath, an Engineer and archaeologist, there was kingdom named Chutiya in the

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North-east region of India and the inhabitants of Chutan come to known as Chutiya as people living in Bhutan are known as Bhutia. That there was kingdom named Chutan in the North-east is not authentic. But his view in respect of the religion and culture of the Chutiya’s has some realiability when he held the view that the religion and culture of the Chutiyas were more influence by the west Asian and Mediterranean countries. In the ancient time Chutiya’s have been conferred precious contribution history and culture of Assam for foundation. But at present time there is no scientific special study of them. All of works consists with Ahom both economically and socially. In main fact that the Chutiya’s had no written history. So the history of Ahom are found about their description. The Chutiya’s held areas to north from Brahmaputra from Parasuramkund in the east to Vishwanath in the west which represent the areas of Dhemaji, Lakhimpur, Sonitpur district of present Assam. The Chutiyas are one of the more backward communities of Assam. So, it is earlier mentioned that before the Ahom entered to the region the Chutiyas ruled over the upper eastern region of North –east India. But in the beginning of the 16th century (1523 AD). They were completely crushed by the Ahoms. After annexation of Chutiya kingdom to Ahom Kingdom the Chutiyas were deported and forced to settle in different parts of the Assam that they cannot be united again and revolt against Ahom authority. The Chutiyas however did not readily accept their subordinate status under the Ahom. The greatly resented their downfall the loss of their kingdom and over all, the over throw of their ruling, dynasty from power and prestige.

2. Importance of the Tropic:- In this research exercise, an attempt have been made to study about the present socio Economic status and the growing ethnic identity assertion of the Chutia community of Assam. The Chutiya is one of the indigenous tribes of Assam and it belongs to the tribe to Burmese group of Mongoloids. The Chutiya community is one of the aboriginal of Assam and they have certain and distinct ethnic characteristics. The Chutiya has a royal legally as they had a kingdom in upper Assam. Significant to noted that the Chutiya kingdom was one of the domain tribe in Assam till the advent of the Ahom in 1228.

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However, the community could continue their rule even often establishment of Ahom rule in Assam. As a result of the overwhelming rule of Ahoms the Chutiya kingdom was annexed index the Ahom kingdom consequently, the Chutias had to survive under the Ahoms and gradually they had been lost their royal traditions and ethnic features. Of late the Chutiyas and scattered in different areas of the state of Assam. Though they hove royal legally and ethnic identity but due to the subsequent socio-economic and political circumstance community has been facing same several crisis. They have become marginalize as well as deprived Majority of population of the community have been found living under Ailapidated Socio-economic condition even thought they are belonging to a royal race. However as a result of the impact of globalization small ethics tribes in the world have been Jeopurdised. In fact the globalization has effected upon small ethnic groups at large scale consequently such ethnic groups has gradually been loosing ethnic cultural structures. As such the chutiyas of Assam are also have found to be lost their distinctive socio-cultural traditions as because of the impact of globalization and cultural assimilation with other communities of Assam. Due to changes of time, new changes occur in the context of all initures in emitablely, change itself is a dynamic process. As the case of chutiyas but such changes has bought a kind of cultural insecurity to the community. As a result of such changes came in to the community, the chutiyas have lost their own dialect tradition and ethnicity. In course of times, new questions have been raised whether the chutiyas is a ethnic tribe or in what extent the chutiyas are tribal? Significantly, the chutiyas of Assam have been organized under the bannea of All Assam Chutiyas Jati Sanmilon and started to assert their demands for separt constitutional recognition as scheduled tribe (ST) undoubtedly though the chutiya was a royal ethnic group of Assam but to some extent they are tribal according to their culture and racial feathers. Along with other five members of ethnic community of Assam including Ahom, Konches, Mottaks, Moran and Tea Tribes, The chutiyas are also demanded for the recognition of ST in order to achieve their socio economic and political empowerment. The common Masses as well felt that they would not be able to enjoy ST status.

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Under such socio political comparison the chutiyas have been started to move for the demand of tribal recognition alone with such deprived community of Assam so in this academic exercise an attempt have been made to undertake the study the about the present socio economic scenario and ethnic identity consciousness of the chutiyas of Assam. However there is an urgent need to study about the matters whether the chutiyas are eligible for the recognition of scheduled tribes a how far the community have lost its ethnic identity? 3) Review of literature :- (Present and Past Status) Professor K. B. Deka of Tihu college in an article entitled lost kingdom of North-East, Published in the Assam Tribune, July 22, 1990 has offered different view with the opinion that the chutiyas were the people who lived on the bank of swat a tributary of the indus. In another news report as published in the North-East Times dated March 20, 1998 under the caption “study in to origin of Jaintia tribe of Meghalaya”. Prof, Phathak of North-East Hill university recently conducted a research on Jaintia tribe of Meghalaya along with B. Pakem, vice chancellor of NEHU. According to the result available they located the origin of Jayantia in the South Western turkey. Koshewar Boruah Ex-President of the all Chutiya Jati Sanmilan in his presidential addresses used to show that the Jaintias were not different from the chutiyas. Rajmohan Nath in his book “The background of Assameses Culture, chapter VIII is entirely allotted for the discussion of patter chutiyas’ role in Jaintia. Dr. N. Boruah and Dr. S. Boruah (2007) is their book “Assam History discuss about the chutiyas is a group of Mongolian stock who had originally migrated into Assam from china of Tibet long back there are various types of chutiya mainly Hindu Chutia, Boriha Chutiya, Deori Chutiya, Ahom Chutiya, Miri Chutiya. Shakespear L.W. History of Apper Assam P II Sarbananda Rajkumar however doubts the existence of the written language

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amongst the chutiya in the ancient days mainly due to the non discovery any book or plate written in that language an the absence of any script for that language spoken by the Deoris of today. Deodhai Assam Buranji PP 18-19 Ahom Buranji P. 58 Sir Edward Gait refers to Phuklomung as a chieft of one of the neighbouring hill tribes (History of Assam) Buranji definely refers to him us the Nara King. The description of the battle alone with the name of the places and rivers support this statement. Dr. Dambarudhar Nath – 2009 in his book Assam Buranji analysis this chutiya kingdom was in the North-East corner of Assam i.e. Near Sodiya According to chutiya tradition the bounder of the Chutiya kingdom of the 13 century Ad was Birpala. Dr. P. Phukan and Mr. S. Kalita 2012 in his book “A history of ethnic groups in Assam.” Publication K. B. Road, Lakhimpur.” His book is analysis The Chutiya belong to a great Bodo Kachari race and had different cognate groups within them. Only a section of the chutiya has a separate caste identity. But linguistically however they belong to the china Tibetan family. (Page No. 80) Mrs. L. Devi in her book “Ahom Tribal Relation Published by K. N. Dutta Boruah, Panbazar, Guwahati, 1992 Assam his discussed mainly the from the economic point of view also the annexation of the chutia kingdom a great gain for the Ahoms Sadiya, the capital of the chutia kingdom was the only place in the plains of Assam which produced slat. Chow lokeswar gogoi in his book “Assam Folk Culture “Published by Kailash Kumar Rajkhowa Krantikal Prackashan M.S. Road, Nagaon, Assam. His discussed about various folk culture in chutiya community. These are Hunting system of chutiya community flock culture of food system, flock culture of medicine system, flock culture Religious factors organisation of flock culture of festival, flock culture marriage system etc. The North-East Devi Prasad chitopadhy in his book ‘Lakayat’ has observed (page 381) “This placing of the original home of the sankhya in the North-Eastern regions of the country is significant. Dr. Purnanda Saikia a vaisnava scholar of Assam has identified the chutiyas to be of Asura origin. Assamese he was written (Asur

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chutiya sankriti in is the basis of indigenous culture of Assam. He arged the Chutiya Jati Sanmilan to begin research on Asur Chutiya Sanskriti with inediate effect. The truth about the Gita V.R. Narla- This article was prepared for the souvenir proposed to be published on the occasion of the opening ceremony of the Sadhani Bhawan in Guwahati opening ceremony was solemnized by Dr. Monmohan Sing. E.T. Dalton, “Tribal History of Eastern India. According to Dalton write with exception of all of them (miris) take them back to the valley of Dibong. Gohain (2001) express his views in his paper on “Reflection on” ethnicity and ethnic movement that the backwardness of the tribal masses, coupled with decades of deprivation and poverty have made it easy for the educated leadership to manipulated them on anagreassive chauvinist platform. Gogoi (1998) critically discussed in his article issues of ethnicity and nationality in socio economic development processes of North-East India. Ratha C. N. (2002) in his paper “Migration into Assam the past history. The present realities and future implications” has analysed the burning problem of Assam ie. Illegal migration by tracing its past history and how the fear of reducing natives of Assam to a minority in their home land has developed ethnic problem. Gohain (2001) expresses his views in his paper in “reflection on “Ethnicity and Ethnic Movement” that the backwardness of the tribal masses, coupled with decades of deprivation and poverty have made it easy for the educated leadership to manipulate them on an aggressive chauvinist platform. Nath (2001) in his article “Ethnicity in Assam: Roots in History” focused historical evidence of the problems of different ethnic identity in Assam. Hazarika (2001) in his article concentrates on an understanding of a least spoken frontier of ethnicity in Assam that centres around the migrant tea ex-tea labour of Assam. Sarkar (2006) in his article on Formation of Ethnic Identity Cultural Symbol and Socail unrest. A prelude “highlights some issues related to forma of ethnicity and ethnic identity vis-à-vis regionalism

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which is an out come of ethnic formation cultural symbols through which a social group articulates a common general issue of a particular territory and ultimately it leads to some unrests. Subba (1998) explains in his article that development an irrespective process and ongoing phenomenon is often contested by ethnicity itself. These often compete with other. Kar and Sharmah (1990) dealt with the issues of ethnic identity among the tea-garden labours of Assam. Athaparia’s (2003) paper dealt with the Karbis who have attracted a lot state’s attention due to the violence unleashed by some of their militant organisation in the Karbi Anglong district of Assam. Biswas (2004) made an attempt to study inter ethnic relations of emerging ethnicity in the hill state of North-East India and to find out their implications for social stratification in the region. Das (2004) examined the issues of regionalism, ethnicity and nationalism in North-East India with special reference to evolution of ethnic nationalism and consolidation of national democratic polity, which have been increasingly reflected augmentation of electoral politics in the North-East frontier India. 4) Research Methodology The present study is mainly based on Historical and analytical method. The Historical method will be used in course of the study and different records, information and documents etc. Will be form the basis of the study. Analytical method will help to analyses the various facts critically. Moreover, the field also be used to understand the socio- Economic status of the respondents. 5) To Analysis of the ethno-socio identity: There are many ethnic indicators which characteristics, Such as, race, colour, language religion, customs, geographical origins and so on. These indicators are only symptomatic and not necessary or constitutive elements of ethnic collectivity. On the most obvious and greatest in portent in the presents demographic scenario on Assam , as or the North east of India, in all a past studied in history is the mongoloid-caucasoid divide on other side of this divide there again are quite a due ethnic identities.

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The long due aspiration of development the identity crisis of the chutiya’s in the identity crisis of the chutiyas in the independent India, the belong of socio-ethno deprivation be the power group, poor attention towards their demands by the ruling group together with the ethnic awareness acquired through long process of ethnic activities be the chutiea’s under various banners during various times gave birth to the necessity of a common identity of a common identity for all the chutiyas of Assam and thus appeared the “Chutiya identity”. Through the long process of political mobilization chutiya identity slowly come up as ethnic identity of Assam, evident through the establishment of Sodou Chutiya Jati Sanmilan, Assam Chutiya Jati Mahila Sanmilan, Assam Chutiya Jati Yuba Chatra Sanmilan, Assam Chutiya Jati Santha, Assam were represented. These organization recently they ten to maintained their distinct identities an various front as follows.

1) The term ‘Chutiya’s is use as the surname by many of the Chutia’ people to literate there independent ethnic identity.

2) Wanted to review some of there original socio-religious practices, viz- Kuber’ Puja.

3) Celebrated ‘Sati-Sadhani Divas’ in memory of last queen of the Chutia’ kingdom in 7th the month Bahag in the every year.

4) Embalmed of the flag of the Chutia’s is ‘Cat’ sward and shield. The material gifted by the God of Wealth Kuber. It is related to origin of the Chutia Kingdom, as claimed by the Chutiya’s. The discussion in the presents studies reveals that the Chutiya’s have emphasized on revising and reinterpreting their old religion and culture as well as the demand for inclusion in to the list of scheduled tribe. Since 1980 the; Chutia Jait Sanmilan’ submitted memorandum to the state and central Government demanding to fulfill their long standing demands. Apart from the demands of scheduling as tribe some other relevant demands reflected in their agitations as follows.

1) Reservation of seat in parliament (Lokasabha and in Rajya Sabha)

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2) The Bogibil Bridge (the Bridge is under construction on Brahmaputra river) is to be named as ‘Sati Sadhani’ Setu’.

3) To select atleast one member to the APSC and different Autonomous body and Local bodies of the district.

th 4) ‘Sati Sadhani’ Anniversary day (20 April) declared as state holiday. From the above discussion, it is Apparent that the main objectives of the sanmilan is to re-established their distinct identity in the greater Assamese Society. In 1972 government of Assam recognized the Chutiya Community as more other Backward Classes for the purposes of education fallacy along with some other communities. The leaders of the sanmilan were not satisfied and they demanding more reservation by enlisting as scheduled tribe. In 1980, they submitted memorandum to the Prime Minister and Home Minister demanding inclusion of Chutiyas in the list of Scheduled tribe, In it rally many orthodox Chutiyas expressed their displeasure for such demands of the sanmilan in the fear of losing their Socio-Ethno status in the Assamese Hindi Social fold. But the leaders of the sanmilan logically cleared the confusion on the people that scheduling as tribe does not imply giving up of present religious practices. Therefore there is no fear of losing their acquired socio-ethno status within the Hindu Social fold the leaders sanmilan fa ther pointed out that to safeguard certain right and for protections against social disabilities. It is most important for scheduling the Chutiyas as a tribal group the sanmilan’s campaign for realignment of the community in the Assamese Hindu Society culminated in early 1980. From 1980 onward uptil now the members of the sanmilan has urged upon the government an India to include the Chutiyas in the list of scheduled tribe. A conference on the Sadau Chutiya Jati Sanmilan was held on 3, 4 and 5th Feb, 2012 at Gahpur of Sonitpur District of Assam. Socio-Economic profile are the Chutiya Comminty (Rituals Relating to agriculture) :- The Chutiyas are basically agriculturists. They mainly engaged in “Sali” paddy cultivation. Paddy is always recognized as ‘Lakhimi’ and therefore the whole process of cultivation is followed with some

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religious rituals. The paddy grannery or Individual house is the venue for holding this as a household worship. The rituals connected with agricultural activities are as follows-

1) Gooch Lowa or ritual to co-oencetransplantation of paddy seeding.

2) Nangldhowa or ritual in connecting with finishing of the cultivation work.

3) Aag Ana or Lakhimi Ana. 4) No-Khowa etc. Festival :- Bihu Festival is central to the Assamese Hindu Socio-Cultural life Chutiya History reveals that Bihu culture aeclaimed it’s peak in the Chutiya Kingdom. These are three different Bihus viz- Bohag or Rongali Bihu, Kati or Kangali Bihu and Magh or Bhogali Bihu observed in different seasons. Which are intimately connected with agriculture based economy of the Assamese Hindu society. It is to be noted that though there are three different Bihu the Assamese bolk culture is mostly centres round the Bohag or Rongali Bihu. Along with the Bihus the Chutiyas also celebrate the Doul or Faqua (festival of colour) and some other festivals which are observed by all Assamese people. Religion of the Chutiya Community :- The Chutiyas had their own distinct religion. According to Bendudhar sarma (1974) the Giva-Girachi which are worshipped by the Deuri-Chutiyas are the original bod and oddess of the Chutiyas of Pre- Budha era they originally worshipped a goddess called ‘Kesai Khati’. According to tranticrites and propitiated her even with humans crifice the rulling class of the chutiyas got hindused in very early times but their community long continued their animisticrites. They have build up for her a temple with copper roof for which the goddess was also known as tameswari mandeer. The favorite form in which they worshipped this deity was that of kesaikhati the eater of raw flesh to whom human sacrifices were offered till a recent date but laderly; the Ahom kings gave for the purpose male factors who has been sentenced to capital punishment.

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It is clear from above discussion that though the Chutiyas were worshipper of different Hindu Goods, Goddess, and deuties, they were infect followers of Hinduism. Family :- Family is an important institution of the human society. So it is observed that the family as a social unit that has ever existed among the Chutiyas. The Chutiyas Since their Past have been maintaining partrilineal and patriarchal form of joint family system. At present time the most of the households are unclean family is found in society. It is observed that there is a goring tendency in the percentage of nuclear family. This is found to happen due to resorting do multiple means of profession. Such as, Service, business, other than agriculture and desire for freeness of couple influence of modern education etc. It is observed that the senior most male member of a household is the head of a chutiya family. This family tradition is still prevalent among the Chutiyas. Conclusion :- Ethno-social identity is unusually contextual and situational because it derives from social negotiations. When one declares an ethnic identity and them demonstrates acceptable and acknowledged ethnic grub. One’s ethnic declaration often is open to the scrutity of others who many validate or invalidate consciousness that is closely aligned with the social element of ethnic group with which they affiliate the ultimate form of ethnic consciousness of group and indivisdul is the association of one’s personal identification with a communal one. References:- 1) Shapkespear. L.W., History of Upper Assam. P. 11. Sarbananda Rajkumar, however,m doubts the existence of the written language amongst the Chutiyas in the ancient days mainly due to the non- discovery of any book or plate written in that language and the absence of any script for that language spoken by the Deoris of today. (Refer his article on Chutiya-Rajya; inserted in the book Chutiya, Bhuyan Aru Matak Rajya. 1965). 2) Report on the census of Assam. 1891. P. 233. 3) Gait. Sir Edward. History of Assam. P. 40.

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4) Ahom Buranji. P. 49: Tamuli Phukan, Kasinath, Assam Buranji p. 14; Deodhai Assam Buranji. 5) Assam Buranji S.M.. pp. 9-10. 6) Ahom Buranji. P. 57: According to Deodhai Assam Buranji three thousand men and three elephants were sent. 7) R.S. Endle, op.cit.., p.4; L.Devi, ‘Conquest of the Chutiyas by the Ahoms’ Jouenal of the University of Guwahati, vol.vii.., 1956:, pp. 63-66. 8) R.M. Nath, Chutiya jatir Puratattava, p. 34: Compre, vol. iii, p.259. 9) D.F. Pocock, ‘The Movement of Castes’, man, 1955, p.71f. 10) W. Hunter, A Statistical Account of Assam, Vol. l, Delhi, 1982 11) Jogesh Das, ibid, p. 63-70; Chutiyar Khatha, in DAB,p.198

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f}rh;d L=ksr gksxsa] ftlds vUrZxr~ fofHkUu iqLrdkas] “kks/k&ys[k] baVjusV vkfn dk mi;ksx fd;k tk;sxkA Lora=rk iwoZ vkfne tutkfr;ksa ds fodkl dk bfrgkl vR;ar fiNM+k gqvk FkkA vkfnoklh ;krk;kr ds lk/kuksa ls nwj chgM+ taxyksa esa fuokl djrs FksA os lkekU;r% euq"; tkfr ls fHkUu izdkj dk fp= izLrqr djrs FksA ,d vksj dqN {ks=ksa esa budh l?kurk Fkh rks nwljh vksj dqN {ks=ksa esa mudh tula[;k fojy :i esa fo|eku gSA buds thfodksiktZu ds Hkh fHkUu vk;ke gSA dqN vkfnoklh [kk|&lkexzh laxzg.k dh voLFkk esa gSA rks dqN m|ksxks esa dk;Z djus yxs gSA vr% muds fodkl ds fy, dksbZ Hkh ;kstuk lQy ugha gks ikrh gSA u;s e/;izns'k cuus ds ckn igyh ckj 1960 esa izFke tux.kuk gqbZ] 1961 esa u;k tux.kuk iqfLrdk ¼lsUll½ dk izdk'ku gqvkA lHkh e/;Hkkjr dh fj;klrksa dk foyhuhdj.k u;s jkT; esa gqvkA lHkh Hkkjr dh ;g igyh o`gn tux.kuk iqfLrdk ¼lsUll½ FkhA e/;izns'k esa 70]414 ¼70037½ xkWao vkSj ¼219½ 'kgj dk foLr`r fooj.k FkkA 1 lu~ 1951 esa izFke ckj vuqlwfpr tkfr ,oa tutkfr dh Hkkouk lafo/kku ds vkns'k 1950 ds vk/kkj ij dh xbZA bls ckn u;s jkT;ksa dk xBu gqvk ftlesa vuqlwfpr tkfr o vuqlwfpr tutkfr vf/kfu;e esa la'kks/ku fn;k x;k vkSj u;k vf/kfu;e 1956 esa vfLrRo esa vk;kA 1961 ds lsUll esa vuqlwfpr tkfr ,oa vuqlwfpr tutkfr dh x.kuk izfdz;k dk n`<+rk ls ikyu fd;k x;k ftlesa ljdkj }kjk 'kqf)i= ftldk lwpuk dzekad 13@25@5656 lsDlu 2] rkjh[k 20 tuojh 1957 FkhA2 orZeku e/;izns'k esa lafo/kku ds 1950 vuqlwfpr tkfr o tutkfr ds vkns'k o vuqlwfpr tkfr o vuqlwfpr tutkfr ds la'kksf/kr 1956 ds vkns'kkuqlkj budh lwph esa la'kks/ku fd;k x;k] tks bl izdkj gSA3 e/;izns'k esa vuqlwfpr tutkfr] xksM] Qksjdw] lgkfj;k] fHk.M] Xokfy;j] eqjSuk] f'koiqjh] xquk] jk;x<+] 'k=kiqj] mTtSu] eanlkSj] fofn'kk] bankSj] nsokl] /kkj] >kcqvk vkSj if'peh fuokM+ esa ik;h tkrh gSA fHkylk] fHkyklkvkSj budh mi tkfr;ka /kkj] >kcqvk] cM+okuh] jktiqj] [kjxkSu] egs'oj vkl&ikl ds ekyok {ks= esa ik;h tkrh gSA vka/k] cSxk]HkSuk] Hkkfj;k] Hkwek] ikvksa vkSj Hkhy cLrj] ujflagiqj] fNanokM+k] flouh] ek.Mw] jk;x<+] ljxqtk] eSgj] ckyk?kkV] cSrwy] ckalnsgh] fcykliqj vkSj dV?kksjk esa QSyh gSA Hkrjk] Hkqft;k] fc>koj] fcngqy] /kuokj] xM+ok] xMcw o xkSaM dh mitkfr;ka] fHkek;k] HkwVk] Qyksck] csgjk] ckblu] Hkkfj;k] NksVk Hkkfj;k] /kkekSuh] ekfj;k] xanjk] Qyaxk] [kVksyw] [kksgj] dks;k] [kh[kkj o [kh[kkjk] dqapk ekfj;k] eqapkdh] ekfj;k] ekafM;k] ekuk eaukoj] ;ksxk;k] ekuk] eukoj] ;ksfx;k] eksxjkph] eaxokph] vks>k] jk;] lksmBkjh] cM+k ekfj;k] cSM+k] ekfj;k] cVksyk] Hkhek] dcwjk] Qkyhvlwjh cgj] fpluVku efV;k] NksVk ekfj;k] /kkefu] ekfj;k] bVok] nksok fHkYyk] Mksfj;k] xkbd bR;kfn tutkfr;ka e-iz- esa ik;h tkrh gSA cLrj ujflagiqj] fNanokM+k]

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VOLUME 6, ISSUE 9(3), SEPTEMBER 2017

flouh] eaMyk] ljxqtk] cSgj] rglhy ¼ckyk?kkV ftyk½ cSrqy] cklnsgh] rglhy ftgyk cSrqyk] fcykliqj dV?kksjk] nqxZ] laxsjh] eqjokjk] iVuk] flgkSjk] ftyk tcyiqj gks'kaxkckn] gjnkSl] rglhy ¼fuekM+½ /kerjh] egkleqan ¼jk;ijq½ esa ik;h tkus okyh vuqlwfpr tutkfr;ka xsVVh] xks;jk] xksaM+] thokjh fgy ekfV;k] danjk] dyaxk] [kVksyk] dSVj] dks;k] [kSjokj] dwp] ekfj;k] ewpkdh] ekfj;k] eksfgek ¼ekfj;k½] ekuk] ekusoj] xksfx;k] ;k ekSft;k] FkkfM+;k] cM+k] ekfj;k ;k ckM+k ekfj;k] gyok] gyoh] dqekj] Dokaj] dkSj] pS[kk] jfFkr] ruokj ;k Nrjh] [kSjokj] [kSfj;k] dksaM] dkSa/k ;k [kkSM] dkus vjkSuh] Hkkud] /kux<+] ij/kku] iFkjh] vkSj ljkBh] ikj/kh] ogysfj;k ;k cgySj] ftyk&ikj/kh] cgySfj;k ;k cgySj] ftyk ikj/kh yaxkM+h] ikj/kh il] ikjFkh] f'kdkjh] Vkdudj] h] ekWoklh] uV uokM+hxj] lisjk] dcwrj] ikfudk] iko] lBkfj;k] lkSj] lkSM+] vuqlwfpr tutkfr ik;h tkrh gSA ftyk&jk;lsu] lkBkSjk esa ik;h tkus okyh vuqlwfpr tutkfr Hkhy] fHkyyk] ;kSM+ dkSjdw] dhj] ;ksfx;k] ikj/kh] lgkfj;k] lkSfl;k ;k lkSj gS fljkSe vkSj Fksylk] Hky]Hkhy] Hktuk] MekSj] Mekfj;k] xjkfl;k] jk;iqj xjkfl;k] ehuk] lgfj;k] lBkfj;k gSA4 ;fn Hkkjr o"kZ esa tutkrh; tula[;k dk foLr`r ,oa rqyukRed v/;;u fd;k tk, rks ;g Li"V gksrk gSA fd e/;izns'k esa tutkrh; tuoa';k dlk lcls cM+k Hkkx fuokl djrk gS tutkrh; tula[;k dh n`f"V ls fcgkj vkSj mM+hlk dze'k% nwljs ,oa rhljs 2-03 xquk vf/kd fcgkj ls 2-06 xquk vf/kd egkjk"Vª ls 2-03 xquk vf/kd xqtjkr ls 2-47 jktLFkku ls 2-86 vka/kzizns'k ls 3-77 xquk ,oa m0iz0- ls 51-52 xquk vf/kd gSA5 vius bu fudVorhZ jkT;ksa ls tutkrh; tula[;k ckgqY; ds vfrfjDr e/;izns'k ds tulkaf[;dh losZ{k.k ;g Li"V djrs gS fd ;gka tutkrh; tula[;k esa fujUrj o`f) gksrh nh x;h mnk- ds fy, 1961 ,oa 1971 dh tulkaf[;dh x.kuk uhps nh x;h rkfydk dzekad 1%2 esa Li"V gSA rkfydk dzekad 1-1 tula[;k o`f) nj o"kZ dqy tutkfr dqy Tutkfr 1961 32]372]408 6]678]410 28-67 25-59 1971 41]654]119 8387403 25-27 42-92

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VOLUME 6, ISSUE 9(3), SEPTEMBER 2017

L=ksr%& lsUll vkWQ bf.M;k 1961 ,oa 19716 mijksDr rkfydk ls Li"V gS fd 1961 esa lekIr gksus okys n'kd esa e/;izns'k dh tutkfr;ksa dh tula[;k 25-59 izfr'kr dh nj ls ns[kh tk ldrh gS ogh 1971 esa lekIr gksus okys n'kd esa e/;izns'k dh tutkf;rksa dh tul[;k esa 1]708]995 vFkkZr 42-92 izfr'kr dh o`f)nj Li"Vr% vafdr gSA 7 tutkfr;ksa dh bl o`f) dk izeq[k dkj.k ;g Fkk fd Hkkjrh; lafo/kku dh /kkjk 342 esa 1957 esa vusd tutkfr;ksa dks lfEefyr fd;k x;k FkkA dkj.k] Hkkjrh; jk"Vªifr dh 29 vDVwcj 1956 dh vf/k ?kks"k.kk Js.kh esa lfEefyr fd;k x;kA8 1461&1971 tux.kuk ds le; bu tutkfr;ksa dks Hkh lfEefyr fd;k x;kA e/;izns'k dh vkfnoklh tula[;k dks lkaLd`frd lkekftd ,oa vkfFkZd n`f"V ls fuEufyf[kr {ks=ksa es aoxhZd`r fd;k x;k gSA9 rkfydk dzekad & 1-2 dza- {ks= ftys vkfnoklh tkfr izfr'kr 1 nf{k.k cLrj&nqxZ] jk;iqj eqfj;k] Hkkfj;k] xkSaM] gYck] 32-22 Mksjykl 2 iwohZ jk;x<+] ljxqtk] dFkkj] Msjko] xkSaM+] xkuSfl;k] 14-73 fcykliqj ?kkcj 3 e/;orhZ 'kgMksy] e.Myk] xkSM+] cSxk] dksjdw] ij/kku] 20-63 fNanokM+k] flouh dkSy] ikvksa] Hkkfj;k 4 if'peh [kjxkSu]/kkj] lyke] Hkhy] fHkyky] cjsyk ,oa vU; 32-48 >kcqvk

bu pkjksa vkfnoklh lkaLd`frd {ks=ksa esa lu~ 1961 dh tux.kuk ds vuqlkj 48-94 vkfnoklh fuokl djrs Fks tks jkT; dh dqy tula[;k dk 75 izfr'kr FkkA10 tulkaf[;dh n`f"V ls e/;izns'k ds vkfnokfl;ksa ij fogxe n`f"V Mkys fcuk bu fofHkUu tutkfr;ksa dh tula[;k dk lw{e ljdkjh vkadM+ks ds vk/kkj ij izdk'k Mkyuk vko';d gSA nf{k.k vkfnoklh {ks= %& nf{k.k vkfnoklh {ks= esa cLrj] ftyk nqxZ ftys dh ckyksn rglhy rFkk jk;iqj ftys dh fcUnzkuokx<+ rglhy vkrh gSA bl {ks= dh dqy tula[;k 17]70]586 Fkh ftlesa ls 11]01]017 vkfnoklh tula[;k FkhA dqy tula[;k dk 62-60 izfr'kr vkfnoklf;ksa dk Fkk 11 ckyksn ,oa fcUnzkuokx<+ rglhyksa esa dqy tula[;k dk dze'k% 45] 44

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,oa 37-88 izfr'kr tutkrh; tula[;k dk FkkA 12 cLrj esa dqy tula[;k dk 72-27 izfr'kr vkfnokfl;ksa dk FkkA 13 bl {ks= dk dqy {ks=Qy 18]838 oxZehy gSA 14- bl {ks= ds rhuksa ftyks cLrj] jk;iqj ,oa nqxZ ds tutkrh; {ks= feys gq, gSA cLrj ftys dh tula[;k QSyh gqbZ gSA rFkk tula[;k dk ?kuRo 77 izfr oxZehy FkkA 15 ijUrq bl ftys esa dqN {ks= ,sls Hkh gS tgka tula[;k dk ?kuRo cagqr de gS mnkgj.kkFkZ bl ftys dks dksVk rglhy esa tula[;k dk ?kuRo 55 O;fDr izfroxZ ehVj FkkA vkSj chtkiqj rglhy esa tula[;k dk ?kuRo 65 O;fDr izfr oxZehy FkkA 16 lcls de tula[;k dk ?kuRo 28 O;fDr izfr oxZ ehy cLrj ftys dh ukjk;.kiqj rglhy esa FkkA 17 fcUnzkuokx<+ ,oa ckykSn rglhyksa esa tula[;k dk ?kuRo izfr oxZ ehy dze'k 126%195 O;fDr FkkA 18 vr% Li"V gS fd nf{k.k vkfnoklh {ks= esa tula[;k dk ?kuRo cgqr de ,oa fcLojk gqvk gSA de tula[;k dk ?kuRo ,oa fc[kjh gq, tula[;k ds dkj.k vkfFkZd ,oa lkekftd lq/kkj ds dk;Z ds dk;kZfUor esa vusd ck/kk,a vkrh ghSA 1961 dh tula[;k x.kuk ¼lsUll½ ds vuqlkj rkfydk dzekad 1-3 esa bl {ks= ds ftyksa esa xkaoks ,oa tula[;k dk js[kkafdr fd;k x;k gS & 19 rkfydk dzekad & 1-3 ftyk@rglhy dqy xkaoks ,sls xkao dkye 3 ,sls xkaoksa dh dkye 5 ds dh tgka dh ds xkaoks tula[;k xkaoksa dh tula[;k tula[;k dh ftudh dqy 200 ls de tula[;k tula[;k tula[;k gS 200 ls vf/kd ijarq 500 ls de gSA rg- cykSnk 1]012 382 30]469 39 1]32]226 ftyk nqxZ 3]18]267 ftyk cLrj 3]240 1468 1]48400 1]075 3]43]450 11]65]501 ftyk 621 261 26]730 207 66]948 fcUnzkuokx<+ 2]21]818 ;ksx 4]873 2]111 2]14]599 1]672 5]42]624 17]70]586

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mijksDr rkfydk ls Li"V gS fd xkaoks dh tula[;k vf/kdka'kr% fc[kjh gqbZ gSA vf/kdka'kr% xkaoksa esa 500 ls de tula[;k dh rjg leL;k iSnk djrs gS pqus x;s v/;;u dky esa fodkl laca/kh ;kstukvksa dks bu NksVs vkdkj ds xkaoksa esa ykxw djus esa vusd dfBukb;ksa vkrh jghA bl dky esa ;krk;kr ,oa lapkj ds lk/kuksa dk leqfpr fodkl ugha gks ldk FkkA cgqr de tula[;k ds ?kuRo okys {ks=] tSls cLrj ftys dh ukjk;.kiqj rglhy fodkl dk;Zdze ds lqpk: :i ls dk;kZUo;u esa ck/kd jgs gSA iwohZ vkfnoklh {ks= % bl {ks= ds varZxr~ fcykliqj]ljxqtk]vkSj jk;x<+ ftys vkrs gSA bl {ks+= esa iwjk ljxqtk ftyk]jk;x<+ ftys dh jk;x<+]/keZt;x<+]/kjxksMk]t”kiqj rglhy vkrh gSA 20 ljxqtk ftys esa 21 dqy tula[;k 43-60% vkfnoklh tula[;k dk FkkA bu ftyksa ¼fcykliqj vkSj jk;x<+½ dh “ks’k rglhyksa esa vkfnokfl;ksa dh tula[;k ds izfr”kr esa dkQh vUrj ik;k x;k FkkA mnkgj.k&dV?kksMk rglhy ¼fcykliqj½ esa dqy tula[;k dk 52-87% rFkk t”kiqj rglhy 22 ¼jk;x<+½ esa 67-31% vkfnoklh tula[;k dk FkkA ;fn fcykliqj vkSj jk;x<+ rglhyksa dks vyx dj fn;k tk, rks bl {ks= dh dqy tula[;k vkSj vkfnoklh tula[;k dze”k% 19]89]925 rFkk 11]42]190 FkhA blizdkj ]bl {ks= dh dqy tula[;k dk izfr”kr 57-4 vkfnokfl;ksa dk FkkA23 bl {ks= esa tula[;k ds ?kuRo esa dkQh vUrj ns[kk x;kA ljxqtk esa tula[;k dk ?kuRo 122 O;fDr izfr oxZehy FkkA jk;x<+ dh /keZt;x<+ rglhy esa tula[;k dk ?kuRo 194 O;fDr izfr oxZehy FkkA fQj Hkh ;g ik;k x;k fd ljxqtk ftys esa tula[;k ds ?kuRo esa Hkh cgqr vf/kd vUrj FkkA mnkgj.kkFkZ cgqr de vkcknh okyh rglhyksa Hkjriqj vkSj iky esa tula[;k dk ?kuRo dze”k% 24 rFkk 77 O;fDr izfr oxZehy FkkA 24 lk/kkj.kr% iwohZ vkfnoklh {ks= esa xk¡o NksVs vkSj foLr`r {ks=ksa esa fc[kjs gq, FksaA rkfydk dzekad & 1-4 bl {ks= dh tula[;k ,oa xk¡o dh fLFkfr dks iznf”kZr djrh gSA25

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rkfydk dzekad & 1-4 ftyk@rglhy dqy xk¡oksa dh ,sls xk¡oksa dkye 3 ds ,sls xk¡oksa dkye 5 ds tula[;k tgk¡ dh xk¡oksa dh tgk¡ dh xk¡oksa dh tula[;k tula[;k tula[;k dqy 200 ls de 200 ls tula[;k gSA vf/kd ijUrq 500 ls de gSA 1 2 3 4 5 6 dV?kksMk 786@3]33]438s 219 25]488 350 1]12]310 ¼fcykliqj½ /keZt;x<+¼jk;x<+½ 299@1]76]893 59 6]706 105 36]371

?kj?kksMk ¼jk;x<+½ 319@1]36]751 87 11]118 141 46]826

Tk”kiqj¼jk;x<+½ 654@3]06]105 147 20]184 295 97]549 ftyk ljxqtk 2397@10]36]738 729 78]784 979 3]25]158

;ksx%& 4455@19]89]925 1241 1]42]280 1870 6]18]214

L=ksr%&lsUll vkWQ bf.M;k]e/;izns”k 1961 okY;we VIII Hkkx V ( 1) mijksDr rkfydk ls Li’V gS fd bl vkfnoklh {ks= ds 70 izfr”kr xk¡o NksVs vkdkj ds Fks] vkSj izR;sd xk¡o dh tula[;k 500 ls de FkhA bl {ks= dh 38 izfr”kr turk bUgha xk¡oksa esa jgrh FkhA bl {ks= ds tks cMsa xk¡o gS muesa vkfnoklh]xSj vkfnoklh nksukas gh fuokl djrs gSA bu xk¡oksa esa vkfnoklh tula[;k nqxZe ,oa nwjLFk LFkkuksa esa jgrs gSA bl {ks= ds xk¡oksa ds vkdkj vleku gSA dqN rglhyksa esa cgqr cMh tula[;k cgqr NksVs xk¡oksa esa fuokl djrh gSA dqN xk¡oksa esa tula[;k ?kuRo cgqr de FkkA e/;orhZ vkfnoklh {ks= % e/;orhZ vkfnoklh {ks= ds vUrxZr 6 vkrs gSaA bl {ks= esa “kgMksy vkSj eaM+yk ftys]ckyk?kkV dh cSgj rglhy]flouh ftys dh y[kuknkSu rglhy]fNanokMk ftys dh fNanokMk ,ao vejokM+k rglhysa rFkk cSrwy vkSj HkSlnsgh rglhysa vkrh gSA bl {ks= esa dqN

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rglhysa Hkh gSA ftuesa vkfnoklh tula[;k dqy tula[;k dk 50% ls de gSA bl Js.kh esa fNanokMk ftys dh fNanokMk ¼32-62%½ rglhysa rFkk “kgMksy ftys dh ck/kksax< ¼42-85%½ vkSj cqgkjh ¼48-96%½ rglhysa vkrh gSA fNanokMk ,ao vejokM+k rglhysa vuqlwfpr lwph esa j[kh x;h gSA bl dkj.k] budk e/;orhZ vkfnoklh {ks= esa egRroiw.kZ LFkku gSA “kgMksy ftys dh pkjksa rglhysa bl vkfnoklh {ks= esa vkrh gSaA ;gk¡ dqy vkfnoklh tula[;k dk 51-44% vkfnoklh tula[;k dk FkkA e/;orhZ vkfnoklh {ks= dh “ks’k rglhyksa esa dqy tula[;k 50- 11% ¼cSrwy½ ls ysdj 70-28% ¼fuokl½ vkfnoklh tula[;k dk FkkA e/;orhZ vkfnoklh {ks= dk {ks=Qy 20]109 oxZehy rFkk tula[;k 28]18]110 FkhA ,slk gksrs gq, Hkh bl {ks= dh 13 rglhyksa esa ls 11 rglhyksa esa tula[;k dk ?kuRo 150 O;fDr izfr oxZehy ;k mlls Hkh de FkkA26 lk/kkj.kr% bl vkfnoklh {ks= esa tula[;k cM+h la[;k esa NksVs xk¡oksa esa fuokl djrh FkhA tks fd foLr`r :i ls QSys gq, FksA bl {ks= esa cM+s xk¡o vkSj uxj cgqr NksVh la[;k esa FksA rkfydk dzekad &1-5 bl {ks= dh tula[;k ,oa xk¡o ds fooj.k dks iznf”kZr djrh gSA27 rkfydk dzekad & 1-5 ftyk@rglhy dqy xk¡oksa dh ,sls xk¡oksa dkye 3 ,sls xk¡oksa dkye 5 tula[;k tgk¡ dh ds xk¡oksa dh tgk¡ dh ds xk¡oksa dh tula[;k tula[;k tula[;k dqy 200 ls de 200 ls tula[;k gSA vf/kd ijUrq 500 ls de gSA ftyk “kgMksy 1974@8]29]649 710 78]860 769 2]50]547 ftyk eaM+yk 2088@6]84]503 731 91]719 1]086 3]48]452 y[kuknkSu 804@1]92]733 413 50]244 351 1]04]364 ftyk flouh cSgj ¼ckyk?kkV½ 471@1]52]148 192 21]124 192 62]877 ftyk fNanokMk 1]896@4]06]803 742 83]937 822 2]63]911 vejokj+k 556@1]72]409 223 26]437 259 83]820

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¼fNanokMk½ ftyk cSrwy 512@1]92]824 192 21]576 239 76]227 HkSlnsgh ¼cSrwy½ 149 18]716 153 48]976 376/1,37041 ;ksx %& 8]677@28]18]110 3352 3]92]613 3]817 7]39]174

L=ksr%&lsUll vkWQ bf.M;k] 1961 okY;we VIII lsUll vkWQ e/;izns”k Hkkx V -A ( 1) mijksDr rkfydk ;g n”kkZrh gS fd bl vkfnoklh {ks= 40 izfr”kr tula[;k xk¡oksa esa jgrh FkhA ,sls xk¡o dh tula[;k 500 ls de FkhA vkfnoklh tula[;k igkMksa vkSj taxyksa esa okl djrh gSA tgk¡ xk¡o cgqr NksVs gSA bu xk¡oksa esa bl {ks= 75 izfr”kr tula[;k fuokl djrh gSA bu fLFkfr;ksa esa ljdkjh lqfo/kk,¡ ,oa vU; iz”kklfud ykHk vkfnoklh {ks=ksa esa dkQh dfBukb;ksa dk lkeuk djuk iM+rk FkkA ;krk;kr ,oa lapkj lk/kuksa dh deh ljdkjh]lgk;rk dks bu vkfnoklh {ks=ksa esa igq¡pkusa esa ck/kd jgh gSA if”peh vkfnoklh {ks= % if”peh vkfnoklh {ks= ds vUrxZr /kkj ]>kcqvk][kjxksu vkSj jryke ftys ds vkfnoklh {ks= ¼Hkkx½ vkrs gSA bl {ks= esa iwjk >kcqvk ftyk] /kkj ftys ds ljnkjiqj] /kkj]dqD”kh rFkk euoj rglhysa] if”peh fuekM+ dh egs”oj]jktiqj cM+okuh lsa/ok][kjxksu]ehdkxk¡o rglhysa]rFkk jryke ftys dh lSykuk rglhy lfEefyr gSA /kkj ftys dh /kkj rglhy rFkk if”peh fuekM+ dh egs”oj rFkk [kjxksu] rglhyksa esa dqy vkfnoklh tula[;k dk 50 izfr”kr fuokl djrh FkhA ,slk gksus ij Hkh tc ls bu rglhyksa dks Hkkjrh; lafo/kku ds vuqlwfpr {ks= ?kksf’kr fd;k x;k FkkA bu rglhyksa ds vfrfjDr dqy tula[;k 50-32% vkfnoklh tula[;k if”peh fuekM+ dh feduxk¡o rglhy esa FkhAif”peh vkfnoklh {ks= dh dqy tula[;k 19]51]111,oa vkfnoklh tula[;k dze”k% 12]02]064 FkhA bl {ks= dk {ks=Qy 10]070oxZehy gSA28 vU; vkfnoklh {ks=ksa dh rqyuk bl {ks= esa tula[;k leku :Ik ls forfjr FkhA vr% Li’V gSA fd bl {ks= ds xk¡oksa esa tula[;k ds ?kuRo esa cgqr vf/kd vlekurk ugha FkhA lk/kkj.kr% bl {ks= ds xk¡o NksVs vkSj fc[kjs gq, FksA blds ihNs dk ewy dkj.k ;g Fkk fd Hkhy tutkfr ds yksx vU; yksxksa ls nwj vius gh [krksa esa ?kj cukdj jgrs FksA rkfydk dzekad &1-6 bl vkfnoklh {ks= ds xk¡oksa ,oa tula[;k ij izdk”k Mkyrh gSA29

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rkfydk dzekad &1-6 {ks= dqy tula[;k ,sls xk¡oksa dkye 3 ,sls xk¡oksa 1961 esa xk¡o ds xk¡oksa dkWye tgk¡ dh tgk¡ dh tula[;k dh tula[;k 6 dh 200 ls tula[;k 200 ls tula[;k de gSA vf/kd ijUrq 500 ls de gSA >kcqvk 1331 5]14]384 474 52]604 570 1]89]780 ftyk lSykuk 442 72]357 351 32]001 77 22]426 rglhy ¼jryke½ N% rglhy 1316 7]96]985 292 32]041 515 1]73]603 [kjxksud1 pkj 1258 5]67]385 511 51]507 466 1]52]571 rglhy /kkjd2 ¼d1½ egs”oj] jktiqj cM+okuh] lsa/ok] [kjxksu] ehdkxk¡o ¼d2½ ljnkjiqj] /kkj] dqD”kh rFkk euoj L=ksr%&xoZesaV vkWQ e/;izns”k], LVsMh vkWQ n VªkbZCky fi;wfiy ,M VªkbZCky ,fj;k vkWQ e/;izns”k] e/;izns”k] lsUll vWkQ bfM+;k]1961] e/;izns”kA

mijksDr rkfydk ;g n”kkZrh gS fd bl {ks= ds 37-4% xk¡oksa esa izfr xk¡o 200 ls de FkhA mrus gh izfr”kr ,sls xk¡o Fks tgk¡ izfr xk¡o 500 ls de FkhA blizdkj] bl vkfnoklh {ks= ds 74-9%,sls xk¡o Fks tgk¡ izfr xk¡o 500 ls de tula[;k okys FkhA ;fn uxjksa rFkk cM+sa xk¡oksa dks tgk¡ xSj vkfnoklh tula[;k jgrh gks]vyx dj fn;k tk;s rks Li’V :Ik ls ;g fu’d’kZ fudkyk tk ldrs gS fd vkfnoklh tula[;k dk 60% ,sls xk¡oksa esa jgrs FksA tgk¡ izfr xk¡o 500 ls de tula[;k FkhA Hkkjr o’kZ esa nl o’khZ; tulkaf[;dh; v/;;u ,d fu;fer vk/kkj ij 1872 ls izkjEHk gqvkA yacs o’kksZa dh vof/k esa tux.kuk dh vo/kkj.kk dks Li’V fd;k x;k ,oa

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tux.kuk laca/kh vLi’Vrk Fkh mls nwj fd;k x;k ,oa tux.kuk laca/kh i}fr esa lq/kkj fd;k x;kA Qyr% O;fDr;ksa dh x.kuk laca/kh tks =qfV;ksa FkhA muesa lq/kkj fd;k x;kA Lora=rk izkfIr ds Ik”pkr~ tks tulkaf[;dh; v/;;u gqvkA e/;izns”k dk izFke lsUll 1951bZåesa cukA 1951bZåesa izFke ckj vuqlwfpr tkfr vkSj vuqlwfpr tutkfr;ksa dh tux.kuk gqbZA u;k e/;izns”k cuus ij 1960 eas izFke tux.kuk gqbZA lu~ esa 1961 ubZ tux.kuk iqfLrdk ¼lsUll½ dk izdk”ku gqvkA lu~ 1961 ds lsUll vuqlwfpr tutkfr;ksa ,oa vuqlwfpr tkfr;ksa dk {ks=okj vkdM+k izLrqr fd;k x;kA tgk¡ rd vuqlwfpr tutkfr;ksa dh tula[;k dk iz”u gSA e/;izns”k Hkkjr o’kZ dk lcls cM+k vuqlwfpr tutkfr;ksa okyk jkT; gSA jkT; dh vkfnoklh tula[;k dk ,d frgkbZ Hkkx Hkkjrh; lafo/kku }kjk ?kksf’kr vuqlwfpr {ks= esa jgrk gSA vuqlwfpr {ks= ds vfrfjDr ,sls Hkh foLr`r HkwHkkx gSA tgk¡ izeq[k :Ik ls vkfnoklh tula[;k fuokl djrh gSA ;gh dkj.k]gS fd vkfFkZd] lkekftd ,oa lkaLd`frd n`f’V ls e/;izns”k ds tutkfr; HkwHkkx dks pkj vkfnoklh {ks=ksa esa foHkDr fd;k x;k gSA bu vkfnoklh {ks=ksa dk tulkaf[;dh; v/;;u djus ls ;g ckr izdk”k esa vk;h fd vkfnoklh xk¡o futZu ,oa nwjLFk LFkkuksa esa gSA ,sls xk¡oksa esa tula[;k cgqr de gSaA vr% de tula[;k nwjLFk LFkkuksa esa fuokl ,oa ;krk;kr ,oa lapkj lk/kuksa dh deh ds dkj.k ;s vkfnoklh vk/kqfud vkfFkZd ,oa lkekftd ykHk ls oafpr jgsA Lora=rk izkfIr ds Ik”pkr~ vuqlwfpr tkfr vkSj vuqlwfpr tutkfr ds yksxksa dks jktuhfrd iztkrkaf=d O;oLFkk ds ykHk ¼O;Ld erkf/kdkj½ rks feyrs jgs ijarq os leLr ljdkj }kjk iznÙk leLr vkfFkZd ykHk dk mi;ksx ugha dj ldsA bl dkj.k]mudh v/;;u dky ¼1956&66½ esa vkfFkZd] lkekftd fLFkfr dk v/;;u vko”;d gSA lanZHk xzaFk lwph %& 1 ”kqDyk],på,yå %& VªkbCky gsfjVst vkWQ ,eåihå fnYyh]1982]i`å2&3A 2 e/;izns”k ljdkj ds e/;izns”k ds vkfnoklh VªkbCl fjlpZ baLVhV;wV fNnokMk ]1961]i`å1&5A

3 lsUll vWkQ bfM+;k]1961]okY;we viii] e/;izns”k ikVZ I-A tujy fjiksZV&1974 e/;izns”k i`å¼i½A 4 ogh i`å¼ii ½A 5 e/;izns”k ds vkfnoklh] vuqla/kku gks”kxkCkkn izdk”ku dzaekd&2 Hkksiky “kklu]eqnzk.kky;]1981]i`å37A 6 e/;izns”k ljdkj ]iwoksZDr] i`å1&5A

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7 lsUll vWkQ bfM+;k]1961] iwoksZDr] i`å¼i½A 8 e/;izns”k ds vkfnoklh] iwoksZDr] i`å37A 9 e/;izns”k ljdkj ]iwoksZDr] i`å1&5A

10 ogh i`å¼ii ½A 11 e/;izns”k ds vkfnoklh] iwoksZDr] i`å37A 12 e/;izns”k ljdkj ]iwoksZDr] i`å1&5A 13 xoZesaV vkWQ e/;izns”k], LVsMh vkWQ n VªkbZCky fi;wfiy ,M VªkbZCky ,fj;k vkWQ e/;izns”k] Hkksiky 1966] i`å51A 14 ogh] i`å51A 15 ogh] i`å51A 16 ogh] i`å51A 17 ogh] i`å51A 18 ogh] i`å51A 19 ogh] i`å51A 20 ogh] i`å51A 21 ogh] i`å51A 22 xoZesaV vkWQ e/;izns”k], LVsMh vkWQ n VªkbZCky fi;wfiy ,M VªkbZCky ,fj;k vkWQ e/;izns”k] Hkksiky 1966] i`å 67A 23 mijksDr i`å67A 24 mijksDr i`å67A 25 mijksDr i`å79A 26 mijksDr i`å79A 27 mijksDr i`å97A 28 mijksDr i`å97A

29 mijksDr i`å97A

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IMPORTANCE OF KARMA-YOGA IN VIVEKANANDA’S PHILOSOPHY

Shinamol.J Research Scholar in Philosophy Kerala University Library University of Kerala Thiruvananthapuram

Introduction

Swami Vivekananda’s pre-monkhood name was Narendra Nath Datta or Naren for short. The Dattas belonged to an aristocratic Section of the Ksatriya caste of Bengal. Naren’s Father Visvananth Datta, a Solicitor in the Calcutta High court, was known for his own superior Position in the society, he exhibited a broad outlook on social and cultural matters, including a feeling of indifference to caste. Naren’s mother Bhauvaneswari Devi, was a highly educated women of regal majesty, whose heroic spirit had been nurtured on the great Hindu epics. During private conversation with his disciples in America, Vivekananda later acknowledged the deep influence of his mother and said, “It is my mother who has been the constant inspiration of my life and work” (The Life of Ramakrishna, P. 222).

Vivekananda’s assessment of the social problems of India was realistic, rather than academic, because he wandered all over the country for years, with a staff and a begging bowl in his hand. After a couple of years spent on such visits, he turned his gaze to the common people for whom the struggle for survival itself was the basic reality. Through all these journey provided him with a first – hand knowledge of the poverty, ignorance, disease and misery of the masses. He wandered free from plan, caste, home, constantly alone with God. And there was no single hour of his life when he was not brought into

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contact with the sorrows, the desires, the abuses, the misery, and the feverishness of living men, rich and poor, in town and field, he become one with their lives the great book of life revealed to him what all the books in the libraries could not have done (for after all they are only collections).

What bothered Vivekananda even more than the poverty itself, was the gulf between the rich and the poor, between the strong and the weak, and further , the ugly sight of the strong dealing a death blow to those who are comparatively weak, without any standard of morality. With such a wide gulf between the rich and poor, asked Vivekananda, how can we have unity and fellow- feeling which are the secret of national greatness? Born, as it were, a disunited mob, we cannot combine. All these dissensions pained Vivekananda and he remarked that if one of our countrymen stand up and tries to become great, we all try to hold him down but if a foreigner comes and tries to kick as, it is all right. We have become used to such slavery, have we not? We are intensely selfish. Not three of us can come together without hating each other, without being jealous of each other why should the Hindu nation with all its wonderful intelligence and other things have gone to pieces? I would answer you, Jealousy. Because of this we also lack organization and co-ordination of wills.

IMPORTANCE OF KARMA YOGA

According to Swami Vivekananda, in spite of the greatness of the Upanishads, in spite of the boasted ancestry of sages, compared to many other races, I must tell you that we are weak, very weak. First of all is our physical weakness. That physical weakness is the cause of at least one- third of our miseries. We are lazy, we cannot work. What we want is vigor in the bloods, strength in the nerves, iron muscles and nerves of steel, not softening namby – pamby ideas.

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By January 1897 when Vivekandanda returned from the west to India, he had made up his mind to initiate a plan of action based on an harmonization of Spirituality and social Service. The Underlying views of Vivekananda can, in the terminology of the Gita, he also called the ‘Karma – Yoga – based Socio spiritual approach to India’s Problems’. Swamiji says that we have the right to only work as the Gita says, without looking for results Vivekananda made it clear that his plan represented on harmonization of Vedanta and Karma – yoga or ‘Practical Vedanta’ as he called it.

One of the ways in which Vivekananda brought out the distinction between the monastery based Vedanta and practical Vedanta was how he identified the roof cause of misery. Whereas in the former (monastery based Vedanta) the root cause misery is only ‘ignorance’, Vivekananda, (Explaining practical Vedanta) specified ‘ignorance’ as well as ‘wickedness’ as being equally responsible for human bondage and suffering. Vivekananda says that “you must be pure and help anyone who comes to you, as much as lies in your power. And this good karma. By the power of this the heart becomes pure (Citta – Suddhi) and then Siva who is residing in everyone will become manifest. If there is dirt and dust on a mirror, we cannot see our image. So ignorance and wickedness are the dirt and dust are on the mirror of our hearts”(The Complete Works of Swami Vivekananda, P. 142).

Practical Vedanta according to Vivekananda meant theoretical knowledge as well as practice. Vivekananda said that throw away everything, even your salvation, and go and help others. Ay, you are always talking bold words, but here is practical Vedanta before you. The first part of this is that you should go to the sinking millions of India, and take them by hand, remembering the words of Lord Krishna. Even in this life they here conquered relative existence whose minds

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are firm fixed on the sameness of everything, for God is pure and the same to all, therefore such are said to be living in God. (Gita, V. 19)

Action in itself is neither good nor bad. It has no inherent moral qualities. It becomes good or bad in accordance with motives from which it springs. When the aim of our action is selfish, it is bad; when the motive is wholly unselfish and un attached the action is good. Thus Karma – Yoga teaches the performance of actions without any attachment. It is the method of spiritualizing every action by cultivating the attitude of perfect detachment. One of the greatest causes of misery is that we are attached to the work we do. Swamiji said that “man alone will be able to get the best of nature, who having the power to attaching himself to thing with all his energy, has also the power to detach himself when he wish to do so”(The Complete Works of Swami Vivekananda, Vol. II, P. 3). According to him the aim of Karma Yoga is the attainment of perfect self – abnegation and utter unselfishness. If one attains complete self abnegation one will be perfect. For such a man his mind will be under control and the whole World will appear to him like heaven itself and full of blessedness. He held that all selfish work is slave’s work, which brings only bondage and misery. But we should work through freedom and love. Real love makes us unattached. Non- attachment to work can be achieved only when we work without expecting any return. Unattachment is the corner stone of Karma Yoga. He said, “He works best who works without any motive, neither for money nor for fame, nor for anything else, and when a man can do that, he will be a Buddha, and out of him will come the power to work in such a manner as will transform the World. This man represents the very highest ideal of Karma Yoga” (Ibid, Vol. I, P.P. 117-118).

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The idea of Karma Yoga is applicable to everyone in the society. Everyone should take up one’s own work and Endeavour to accomplish it. Each is great in his own place. Man must first show that he has done the duty of his own position, and then higher duties will come to him. No man is to be judged by the mere nature of his duties, but all should be judged by the manner and the spirit in which they perform it. Vivekananda viewed that working for others should not be looked upon as helping others. We must think only of serving and not helping others, which then becomes worship.

Vivekananda Characterized unselfishness as the test of religion. Selfishness is the chief sin, thinking of ourselves first. He who thinks, ‘I will eat first, I will have more money than others and, I will posses everything’, is the selfish man. Similarly, he who thinks, 'I will get to heaven before others, I will get mukti before others,’ is the Selfish man. The unselfish man says, ‘I will be the last, I do not care to go to heaven, I will even go to hell if by doing so I can help my brothers’. The unselfishness is the test of religion. He who has more spiritual, whether he is learned or ignorant he is nearer to Sivan than anybody else.

Vivekananda Stressed the importance of self- help and self confidence. Commenting on the Gita verse VI-5, he called ‘Self – help’ as the ‘greatest lesson’. The Gita Says, “Thou thyself art thy only friend, thou thyself thy only enemy. There is no other enemy by this self of mine, no other friend but myself.”( B. G. VI. 5.)

Vivekananda constantly reminded his brother disciples that the only way to help the poor was through the spirit of nishkama karma of the gita: Why should we expect anything in return for what we do? Be grateful to the man you help, think of him as God. In it not a great privilege to be allowed to worship God by helping our fellowmen? If we were really unattached, we should escape all this pain of vain

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expectation, and could cheerfully do good work in the world. Swamiji says that man is the conscious agent of his destiny.

Vivekananda also followed the ideas of renunciation in Gita. According to Swamiji, the real aim of sanyasa is “atmano moksartham jagaddhitaya ca, that is, for one’s highest freedom and for the good of the world”( Complete Works of Swami Vivekananda, P. 504). Highest love for God can never be achieved without renunciation. Renunication is the word. Nanyah panthah vidyate ayanaya, that is, there is no way other than this.

The Bhagavad – Gita had a very significant role in the life and work of Vivekananda. He did not write a verse- by – verse commentary covering the Gita as a whole, he quoted and explained selected verses from it. In fact, in his short opening address at the Parliament of Religions in Chicago in September 1893, he quoted a verse from the fourth chapter of the Gita, “whosoever comes to me, through whatsoever form, I reach him, all men are struggling through paths which in the end lead to me.”( B. G. IV, 11.)

The most significant elements from the Teachings of the Gita, which Vivekananda explained to his followers and readers, and himself utilized in his work, are contained in the 1896 Publication entitled ‘Karma Yoga’ Various aspects of Karma including the secret of work, what is duty? We help ourselves, not the world and so on, are discussed by Vivekananda, not only from theoretical angle but also in relation to life in modern times. One of the main messages which he wants to convey is the supreme importance of being ‘ready to sacrifice himself for others’ ‘expecting no personal gain in return.’

Vivekananda spoke about Sri Krishna and the Gita, again in the course of four lectures delivered in April – May 1900. He described Sri. Krishna as ‘the most rounded man’ he knew of wonderfully developed

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equally in brain and heart and hand. Every movement of Sri Krishna, said Vivekananda, was alive with activity, either as a gentleman as a scholar as a poet.

This tremendous activity of the man (Sri Krishna), said Vivekananda, and then that heart Vivekananda recognized Sri. Krishna as ‘the first man, way before Buddha, to open the door of religion to every caste.’ Swamiji practiced what he preached in the Gita. He who in the midst of intense activity finds himself in the greatest Calmness, and in the greatest peace finds intense activity, that is the greatest Yogi as well as the wisest man.

Another section of the Gita highlighted by Vivekananda was the one containing the Lokasamgraha - verses of the third chapter (III 20- 26). He trastated Lokasamgraha as working for the good of others, and citing the example of Sri. Krishna Himself, Vivekaananda asked men of knowledge to help the ignorant and gradually bring them up.

CONCLUSION

Even if you have known the secret that you have no duty, that you are free, says Sri. Krishna, still you have to work for the good of others. Because whatever a great man does, ordinary people will do also. If great man who has attained peace of mind and freedom, ceases to work, then all the rest without that knowledge and peace will try to imitate him and then confusion would arise. Behold Arjuna, says Sri. Krishna, there is nothing that I do not posses and nothing that I want to acquire. And yet I continue to work. If I stopped work for a moment, the whole universe would be destroyed. That which the ignorant do with desire for result and gain, let the wise do without any attachment and without any desire for results and gain.

Vivekanda characterized this as “a very powerful idea – which has become the ideal in India”(The Complete Works of Swami

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Vivekananda, P. 468). Undoubtedly one of the powerful forces that had inspired him when he started the Ramakrihna Mission in 1897.

References:

1. Agarwal P. Satya. The Social Role of Bhagavad Gita How and Why. New delhi: Mortilal Banarsidas, 1993.

2. A Kendra Worker. Karma Yoga of Sri Krishna. Madras: Vivekananda Kendra Prakasan Trust, 1995.

3. Chinmayananda Swami. The Art of Man Making 1984; rpt. Bombay: Central Chinmaya Mission Trust, 1978.

4. Das Gupta Surendranath. A History of Indian Philosohy. Cambridge: The University Press, 1961.

5. Vivekananda Swami. The Complete Works of Swami Vivekananda, Vol. I and Vol. II. Calcatta: Advaitha Ashrama, 1963.

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CONFLICT BETWEEN BOURGEOIS AND UNDERDOGS IN KESAVA REDDY’S THE LAST HUT Venkat Yadav Avula Associate Professor of English Dept. of Humanities and Sciences VBIT, Hyderabad

“Novel becomes the epic of the world from which God has departed.” - George Lukacs.

Telugu soil has produced many famous novelists, namely Vattikota Alwar Swami, known for his Matti Manishi, the very first novel in Telugu from Telangana. Dasarathi Rangacharya, a revolutionary writer created waves across the nation with his Chillara Devullu which deals with the lives of the innocent Telangana people who were almost reduced to the status of slaves by Telangana Doras (Landlords) in the 1950s, 60s, 70s, and up until the 80s. Ampasaya Naveen, who shot into fame with his highly acclaimed novel Ampashayya depicts the life of a university student, Ravi. The emphasis is on the psycho-economic factors of the times. This novel portrays a period of sixtenn hours in the life of the protagonist who stays at a hostel. The writer has employed the stream of consciousness technique in it. Peddinti Ashok Kumar’s novel Jigiri narrates the story of an animal, a bear. The bear is treated as a family member by a Muslim sub-caste, fakirs, for whom it is a breadwinner. This is almost similar to the novel of Dr. Kesava Reddy’s Athadu Adavini Jayinchadu (He Conquered the Jungle). It is the story of a pregnant swine lost in the forest. This novel is also written in the stream of consciousness technique. These two stories are centered on animals which constitute the key characters. Dr. Kesava Reddy is one among these reputed Telugu novelists. There are still many more novelists in Telugu literature worthy of mention.

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By profession a medical doctor, Dr. Kesava Reddy (1946-2015), was a prolific Telugu novelist. He is popularly known as a writer with human touch rather than a practicing doctor who served thousands of lepers till the last breath of his life. An established truth about him is that he was a great humanist, because he healed the hearts of not only human beings but also animals, trees and inanimate objects. He completed his education in S.V. University, Tirupathi; received MBBS degree from Pondicherry University; thereafter, he completed his Post-Graduate diploma in dermatology in C.M.C. Medical College, Vellore. He served as Medical Officer in Victoria Hospital, Dichpally of Nizamabad, as dermatologist healing many lepers. There is really no need to introduce him to the lovers of Telugu literature in both the Telugu speaking states, Andhra Pradesh and Telangana.

Most of Dr. Kesava Reddy’s novels deal with the lives of the downtrodden, who are located at the bottom of the social ladder. Whether it is Athadu Adavini Jayinchadu, Chivari Gudise, Smashanam Dunneru or Ramudunnadu Rajyamundaadi in every one of them his characters represent people who are looked down upon as low caste people. The settled opinion about him is that he is as great as Mahaswetha Devi of West Bengal, a Jnanapith Laureate, who wrote and fought throughout her life for the rights of the unorganized people living in forests, and on the margins of cities, towns and villages. The theme in the writings of both these humanists is the plight of people ignored by the mainstream society.

As an author, Dr. Reddy had done a tremendous job by creating unforgettable novels. Despite being busy with his routine work, he wrote ten novels. Of these nine are written in Telugu and the one named Mugavani Pillana Grovi of Ontillu is written in English. His novel, Atadu Adavini Jayinchadu (1986), is often compared to Ernest

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Hemmingway’s The Old Man and Sea, because in the works of both Hemmingway and Dr. Reddy the aged protagonists fight against nature to accomplish their self-appointed mission. Whether or not both the old men conquer the sea and the jungle, as the case may be, is immaterial. But by challenging the forces of nature they become a source of inspiration for others, and pave the way for adventure. Atadu Adavini Jayinchadu was also rendered into English by C.L.L. Jayaprada and made into a film by the documentary filmmaker Dulam Satyanarayana.

Dr. Reddy’s style of writing is unique because he employs the dialect of his native district of Chittor. Although he spent much of his productive life in Nizamabad of Telangana, where the Telugu language vastly differs from his native dialect, he was not influenced by the local variety of the language. In his writings he addresses several important social issues such as discrimination, injustice, suppression, humiliation meted out to people, disadvantages suffered by nomads, poverty, prejudice and superstitions. Besides these, he encourages calls upon people to be socially and morally responsible. At the end of every one of his novel, he shows the direction for one’s life and offers a ray of hope for the underdogs since they can also question and press for their rights if they choose to.

The Last Hut (Chivari Gudise, 1986) is the second best novel of Dr. Kesava Reddy dealing with the lives of nomads, who are not considered part of the mainstream; there is no permanent shelter, food and clothes; and even they do not have recognizable names of their own. They may be called either by their caste or profession, or remembered by their profession. However, this is not uncommon in the caste based system of India; it has been in vogue for many generations. But what is important is that Dr. Reddy’s writings portray what is in vogue even in

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the 21th century. It is very intolerable and shameful on the part of the so called educated citizens. In the words of Mark Twain:

India is the cradle of the human race, the birthplace of human speech, the mother of history, the grandmother of legend, and the great grandmother of tradition. Our most valuable and most constructive materials in the history of man are treasured up in India only. (Document this quote)

Here the writer, with a bleeding heart, questions every one of us, if we are living according to the norms of Mark Twain on India.

The protagonist of this novel Mannugadu lives with his son Chinnodu. Chinnodu is an unfortunate boy who loses his mother when he is very young. Since the death of his mother, his father assumes a dual role as father and mother and brings him up teaching him their family profession of catching rats, squirrels, hares and small animals in the forests and paddy fields. In fact, it is not a profession to be pursued for survival. But as there is no land, no house, no permanent address, and no social recognition, the community of Mannugadu and Chinnodu follow such a profession to eke out a living. Their hunting tools and a few belongings such as a net, a hammer, sling and nails of wood are all they have.

‘Mannugadu’ is not a name and ‘Chinnodu’ is also not a name. The word ‘Mannugadu’ stands for a person who always does his job with soil. ‘Chinnodu’ means a person who is very young. Through these two names it is clearly discernable as to how society is cruel towards some people who are at the bottom in a predominantly caste based society. In the words of Rousseau the French philosopher: “Man is born free, but is in chains everywhere.” (Document source) Mannugadu and Chinnodu were also born free like any other human beings, but on account of their caste both of them are chained everywhere and are required to live on the margins of the village society. Humiliated and

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kept away from mainstream society, they forget that they are also human beings like others. In this novel, the writer subtly exposes the Indian societal structure through distinct characters - Mannugadu, Chinnodu, Bairagi and Raji, the faithful hunting dog. Mannugadu is a symbol for the oppressed society; Chinnugadu represents fear. He is scared of everything but for reasons unknown. “In soothe, I know not why I am so sad,” are the words uttered by Antonio in Merchant of Venice by Shakespeare which encapsulate the plight of Chinnodu. But the reason for his timidity is undoubtedly known to the rest of the world – society!

Bairagi is a symbol of change and revolution. Maniam, who grabs the lands of innocent people, is a feudal representative. Raji is a faithful animal who kills Maniam, for killing Mannugadu, his master. Raji, in fact, is the name of Mannugadu’s deceased wife. Raji died of a prolonged illness, when her fourth child, Chinnodu, was about three years old. Not to forget his dear wife and his love for her, Mannugadu named his dog after her.

Bairagi, in search of alms, happens to meet Mannugadu and his son Chinnodu at their hut on the outskirts of the village, because they belong to the tribal community – Yanadi. On the request of Mannugadu and his son, Bairagi, an aged person, who has put in around thirty years of experience in roaming around the world in search of truth and humanity, agrees to stay with them in their small hut. Although the hut is small, their hearts are broad enough unlike those of the privileged people. These privileged few own more property than they need, but they never share it with other people; and they never hesitate to confiscate the property of others. Maniam, the village landlord, in spite of being the owner of many acres of land, confiscates the lands of twenty tribal families, including Mannugadu. Thus, he becomes the owner of 40 acres of land.

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In India what usually happens is that the talent of people is recognized by others rather than the group to which one belongs; it is only thereafter that this talent is honored one’s own people. Continuing this tradition, the talent of the Yanadi community is identified by the British Indian Collector, George. People call him ‘Dora’ as a mark of respect. This Britisher, by using his office as Collector, allocates 40 acres of land to twenty Yanadi families. Each family is allotted two acres of land. Land has always been a mark of social status in India; it also lends people self-esteem means of livelihood. Since the writer himself belongs to a land owning family, he has elaborately narrated the view of the paddy fields of Maniam.

Maniam, using his power and influence with the officers at the helm of affairs, propagates the view that Yanadies are born thieves; they do not live in villages; and they do not cultivate the lands that are allocated to them by the government. They have left the village as they are habitual offenders indulging in many thefts. Many times the innocent tribals are arrested by the police and are put behind the bars for no fault of theirs. They are also severely beaten up by the police for no reason. Maniam is one who instigates the police to file false cases against the tribals his intention being to grab their lands. He succeeds in doing so, finally. The tribals leave their habitation and scatter into the forests, except of course Mannugadu. In course of time, Mannugadu is also implicated in the false case of stealing goats of Maniam. Subsequently, his land is grabbed by Maniam. Mannugadu becomes landless and lives his life by hunting of rats, squirrels, hares and other small animals. Thus, Maniam drives away all the tribal families from their ancestral habitations – the huts. After they have left, the tribal habitation wears a deserted look, and nobody knows where have gone. Elimination of people from their homes by powerful people is inhuman. It is a naked truth not only in the novel The Last Hut but is still witnessed in some Indian villages. As a doctor Dr. Reddy used to examine patients

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carefully and with similar diligence he also studied society. He has thus been successful in exposing the discrimination perpetrated by the upper castes on the lower castes of India.

Since the profession of Mannugadu and his son Chinnodu is hunting rats and squirrels, they are employed to catch rats in the forty acres of paddy fields of Maniam ready for harvesting. They catch all the rats in the paddy fields. While digging holes to catch rats, they also get some paddy that is horded by rats inside their holes. After completing their assignment, Mannugadu, Chinnodu and Bairagi feast on the dead rats as if it were their first ever meal in life. But they do not imagine that that very night will be their last night. During that season, almost half an acre of Maniam’s paddy is stolen and Mannugadu is accused of stealing it, and severely beaten by Maniam. Bairagi and Chinnodu are present when Mannugadu is being tortured. But they do not protest. It is easy to understand their silence – people are suppressed by the landlords and anybody raising voice against their atrocities is cruelly dealt with.

Bairagi plays an important role in the novel. He is the alter ego of the novelist. He takes revenge on Maniam, who kills Mannugadu. Although Bairagi does his best to bring about change in Chinnodu, it does not yield positive results. Since Chinnodu is timid and scared, he fails to understand the support being extended to him by Bairagi. He is incapable of facing the system, and he commits suicide by hanging himself. The death of Chinnodu should not be treated as suicide. It is a murder committed by society at large, since it does not allow him, and people like him, to live a life of honour and dignity. As he has been chained everywhere, on account of his low birth, he has learned nothing, including the courage to protest.

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Bairagi prompts Raji to kill the landlord, who is responsible for ruining the lives of his friends. Bairagi roamed innumerable villages for almost thirty years, but never got sympathy and solace from any family. He is given alms by people everywhere, but nowhere is he shown any empathy and affection. He feels deeply hurt because of people’s indifferent attitude toward him: “… thirty years of life his spent on the pavements of village streets, in inns, in front of temples, under the shades of trees beside streets” (53). He receives empathy, human touch and the spirit of healing from the tribals, who are themselves looked down upon by the mainstream society. This makes him take revenge against society. He therefore instigates Raji, the faithful animal, to kill Maniam. Raji jumps on Maniam and splits his head with its sharp and powerful jaws, and tears him into pieces. His head is detached from his trunk. Blood gushes out of his neck like water from a tap. Blood is certainly a symbol for revolution in this context.

The killing of Maniam implies the destruction of evil in society. This is the motto of the writer. After killing the landlord Bairagi leaves the dog alone and boards a train without a specific destination in mind. The train trudges on, passing rivers, valleys, hills, mountains, forests and villages.

The thick black smoke that emanates from the chimney of the train goes up and up and tries its best to meet the clouded sky (my translation, 135).

The moving train is a symbol of optimism. The way the train crosses several stages on its journey, Bairagi too, having experienced many vicissitudes in life, proceeds towards a new world where there is no suppression, and no humiliation. Searching for a society that ensures equality for all is the final aim of the novelist. Bairagi is a symbol of transition and a new spirit to revive life afresh.

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People might forget the help they receive from others. But animals are different. Raji, the faithful dog, is the best example. After the death of Maniam, Mannugadu and Chinnodu, Bairagi leaves the place, but unable to forget his Master Raji suffers the pangs loneliness and old age.

Day and night the dog moves around the premises of the hut for hours together and disappears abruptly and with the same abruption he reappears surprisingly. Every night he keeps barking from the bottom of his heart in front of the hut, keeping his head straight up and looking up at the stars in the sky. He does like this at least four to five times every night. The barking of Raji creates fear among people during night. Sometimes people get irritated… (my translation, 136).

Education and civilization should inculcate humanity among people and teach them to treat everybody equally irrespective of caste, colour, region, religion and creed. This is the message of the writer. The writer’s stance is that animals are better than human beings, because animals show gratitude to their masters while human beings do not have kindness towards their own fellow beings because of the artificial divisions obtaining in society.

Raji becomes weaker and weaker going without food for days on end and loses his mental balance worrying about his masters – Mannugadu and Chinnodu. In a fit it bites a villager which enrages the villagers. They chase him, labeling it as a mad dog, and kill him with sticks. In symbolic terms, it is not the dog that is killed here, but humanity itself. At the end of the novel, the hut too disappears. The disappearance of the hut is a sad commentary on human values, human bonds and human touch of healing and solace. Further, the disappearance of the traces of the hut, including its walls, implies the destruction of the oppressed. However, the journey of Bhairagi to an unknown destination

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represents continuation of the struggle between the rich/powerful and the poor/weak, and the oppressors and the oppressed.

References

1. Banisalu-Bhagavanuvacha - (2 long stories published in one volume) - (1975)

2. Incredible Goddess or Kshudra Devatha (1979)

3. Smasanam Dunneru (1979)

4. Atadu Adavini Jayinchadu (1986)

5.RamudunaaduRajjaymundaad (1982)

6. City Beautiful (1982)

7. Chevari Gudise (1986)

8. Mugavani Pillana Grovi (1996)

9. Munemma (2008)

10. Mugavani PiIllava Grovi Ballad of Ontillu (2013 –English)

(Give full publication details)

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