Volume 9, Issue 6(9), June 2020 International Journal of Multidisciplinary Educational Research

Published by Sucharitha Publications Visakhapatnam Andhra Pradesh – India Email: [email protected] Website: www.ijmer.in

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

EDITORIAL BOARD MEMBERS

Prof. S. Mahendra Dev Prof. Igor Kondrashin Vice Chancellor The Member of The Russian Philosophical Indira Gandhi Institute of Development Society Research, Mumbai The Russian Humanist Society and Expert of The UNESCO, Moscow, Russia Prof.Y.C. Simhadri Vice Chancellor, Patna University Dr. Zoran Vujisiæ Former Director Rector Institute of Constitutional and Parliamentary St. Gregory Nazianzen Orthodox Institute Studies, New Delhi & Universidad Rural de Guatemala, GT, U.S.A Formerly Vice Chancellor of Benaras Hindu University, Andhra University Nagarjuna University, Patna University Prof.U.Shameem Department of Zoology Prof. (Dr.) Sohan Raj Tater Andhra University Visakhapatnam Former Vice Chancellor Singhania University, Rajasthan Dr. N.V.S.Suryanarayana Dept. of Education, A.U. Campus Prof.R.Siva Prasadh Vizianagaram IASE Andhra University - Visakhapatnam Dr. Kameswara Sharma YVR Asst. Professor Dr.V.Venkateswarlu Dept. of Zoology Assistant Professor Sri.Venkateswara College, Delhi University, Dept. of Sociology & Social Work Delhi AcharyaNagarjuna University, Guntur I Ketut Donder Prof. P.D.Satya Paul Depasar State Institute of Hindu Dharma Department of Anthropology Indonesia Andhra University – Visakhapatnam Prof. Roger Wiemers Prof. Josef HÖCHTL Professor of Education Department of Political Economy Lipscomb University, Nashville, USA University of Vienna, Vienna & Ex. Member of the Austrian Parliament Dr.Kattagani Ravinder Austria Lecturer in Political Science

Govt. Degree College Prof. Alexander Chumakov Chair of Philosophy MuluguTelangana Russian Philosophical Society Moscow, Russia Dr.B.S.N.Murthy Department of Mechanical Engineering GITAM University,Visakhapatnam Prof. Fidel Gutierrez Vivanco Founder and President Dr. Mustapha Inul Manuha Escuela Virtual de AsesoríaFilosófica Institute of Indigenous Medicine Lima Peru University of Colombo, SL. Dr.S.V Lakshmana Rao Dr.Ton Quang Cuong Coordinator Dean of Faculty of Teacher Education A.P State Resource Center University of Education, VNU, Hanoi Visakhapatnam Prof. Chanakya Kumar

Department of Computer Science Dr.S.Kannan University of Pune,Pune Department of History Annamalai University Prof. Djordje Branko Vukelic Annamalai Nagar, Chidambaram Department for Production Engineering University of Novi Sad, Serbia Dr. B. Venkataswamy H.O.D.,& Associate Professor Prof.Shobha V Huilgol Dept. of Telugu, P.A.S. College Department of Pharmacology Pedanandipadu, Guntur, India Off- Al- Ameen Medical College, Bijapur

Dr.E. Ashok Kumar Prof.Joseph R. Jayakar Department of Education Department of English North- Eastern Hill University, Shillong GITAM University Dr.K.Chaitanya Hyderabad Department of Chemistry Nanjing University of Science and Prof. Francesco Massoni Technology Department of Public Health Sciences People’s Republic of China University ofSapienza, Rome

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

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

Dr.T.V.Ramana Department of Economics, Andhra University Dr.NiLuh Putu Agustini Karta Campus, Kakinada Department of Tourism TriatmaMulya Institute of Economy Bali, Indonesia

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

Volume 9 Issue 6(9) June 2020

S.No Page 1. Consciousness and Mind of Yogic Methods in Relation to 1 Christian Thought Ch.Mahesh and D.Jeevana Sri 2. LEAP - A Model for Eudaimonic Wellbeing 5 Padmakali Banerjee and Amita Puri 3. Teaching Practices and Implementation of Teaching 16 Methodology in Early Childhood Education Berhanemeskel Tena, Bekalu Atnafu and Yosef Beco 4. Effect of Yogic Breathing Practice on Vital Capacity of Football 33 Players Bhaskar Shukla 5. Impact of Plyometric Practices on Physical Wellness Port Speed 39 in Volleyball Players Chiranjivi M.S 6. Indian Federal Policy System of Smart Cities: World Heritage 43 City of Warangal Dasari Nageswar Rao 7. Exploring The Working Condition of Female Paid Domestic 58 Workers in Kerala: A Case Study of Rural Areas of Palakkad Rejimon P.M and Sreejagopal 8. 66 पूवमीमांसाशाािभमत शपिवमशः T.Umesha 9. To Compare the Absorbance Capacity of Hydrangea Mother 70 Tincture and 3xpotency Under UV- Visible Spectrophotometer Aarti Khatal,M.P. Gajendragadkar and Arun Bhargav Jadhav 10. Consumer Spending Pattern in India: Lessons for Marketers 75 Divya V.Gakhar Lkedkyhu lnaHkZ esa ykWdMkmu dk izoklh etnwjksa ds thou ij izHkko ^Hkkjr ds 11. 85 fo”ks’k lanHkZ esa^ M‚0 fu”kk pkSgku 12. Sighting of King Cobra Ophiophagus Hannah A Deadliest 91 Snake from District Doda in J&K Sakshi Koul, Pawandeep Kour and D. N. Sahi

13. The Theme of Freedom in The Selected Plays of John 95 Millington Synge K.V.Ratna Kumar and D.V.Raghuvamsi 14. Correlation between Perception with Health Status wnd Weight 98 Status of Physical Education Teacher Trainees Girish Kumara C.M 15. Relationship of Arm and Leg Strength with Spiking Ability of 103 High School Volleyball Players of Mysore District Suman Nova 16. Contrast of Tradition and Modern in Ladies Coupe 106 Rakshitha Gowda 17. Hypertension Risk Factors among Adult: A Community based 109 Study in Mizoram Gitumoni Konwar and Lalengzami Fanai 18. A Study of Stress Creating Elements among the Women 117 Professionals in it Sector Nitya Sharma and V.V. Kulkarni 19. Human Development Progress in Andhra Pradesh 128 Kambapu Surya Rao 20. Fluoride Studies in Drinking Water of Umarban Block, Dhar 145 District, Madhya Pradesh, India Navin Rathore, Birjesh Singh and Pradeep Paliwal 21. Competency Framework for Faculty Members of Higher and 155 Technical Education Institutions - A Tool for Strategic Human Resource Management Pratibha Bundela Gupta 22. Lack of Literacy towards Technical Competency Due to 166 Secondary Language in Tribal Peoples, Due to Which Lagging Behind Taking Advantages of Digitization in Lower to Higher Secondary Education in Chhattisgarh Raj Kumar Deshmukh and Deepika Dhand 23. 179

Rajendra 24. 185

25. Improvement of the Digital Library at Bangalore University 193 Library: Difficulties and Prospects Satheesha H

ISSN : 2277 – 7881 Dr. K. VICTOR BABU Impact Factor :6.514(2020) M.A.,M.A.,M.Phil.,Ph.D.,PDF, (D.Lit) Index Copernicus Value: 5.16 Associate Professor, Institute of Education & Editor-in-Chief International Journal of Multidisciplinary Educational Research (IJMER) & Sucharitha: A Journal of Philosophy and Religion Mettu University, Metu, Ethiopia.

Editorial……

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

Dr.K.Victor Babu Editor-in-Chief

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CONDCIOUSNESS AND MIND OF YOGIC METHODS IN RELATION TO CHRISTIAN THOUGHT

Ch.Mahesh Lecturer in Sanskrit,VSM College, ,Ramachandrapuram Dr.D.Jeevana Sri Reader in Sanskrit, VSM College,Ramachandrapuram

The word “Yoga” was derived from the Sanskrit root “YUJ” means to bind, join, attached and yoke. It also means union or communion. The true union means the union of our will with the will of God. The true meaning of yoga means the deliverance from contact with pain and sorrow work alone is your privilege. Never the fruits there of never let the fruits of action be your motive and never cease to work. Work in the name of lord, abandoning selfish desires, is not affected by success or failure. This equip rise is called yoga. According to Patanjali, Yoga means “Chittavrutti nirodhah”. This may be translated as suppression of the fluctuations of consciousness. So many applications are found in that part. Union with wife and husband; union with parents and children; union with man and God. Every sastra has two aspects one is theoretical and another is practical. For example “Brahma vidya” is a subject which transforms life. When applied to life it is Called “Yoga sastra”. An efficient man is otherwise called as yogi. Bhagavad Gita Consists of 18 chapters each chapter is a type of yoga the function of the yoga is to train the body and the mind. The very first poem of the seventh chapter of Bhagavad Gita i.e. मयासतमना: पाथ योगं युजमदाय: | असंशयं समं मां यथा ायस तछृणु || 1||

Krishna expressed his opinion to Arjuna that clinging of the mind gives perfect, doubtless knowledge.

Clinging means oneness.

Many incidents are resembled in Sanskrit literature which express the importance of unity in Upanishads the famous Sanskrit ruk i.e.

ॐसह नाववतु । सह नौ भुनतु । सह वीय करवावहै । तेजिव नावधीतमतु मा ववषावहै । ॐ शाितः शाितः शाितः ॥

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Meaning:

1: Om, Together may we two Move (in our Studies, the Teacher and the Student), 2: Together may we two Relish (our Studies, the Teacher and the Student), 3: Together may we perform (our Studies) with Vigour (with deep Concentration), 4: May what has been Studied by us be filled with the Brilliance (of Understanding, leading to Knowledge); May it Not give rise to Hostility (due to lack of Understanding), 5: Om Peace, Peace, Peace. This ruk explained the importance of unity between teacher and student. The perfect knowledge is brought out by the communion of the teacher and student. Another illustration i.e. in the beginning of Raghuvamsam i.e. वागथावव संपृतौ वागथतपतये। जगतः पतरौ वदे पावतीपरमेवरौ॥

This sloka denotes the salutation of kalidasa to unseprable parvati and parameswara for the knowledge of both sound and sense. Sound and sense plays a prominent role in the poetry. The famous proverb Ikamatyamevabalam denotes the unity as the strength. All the above instances express unity. The unity was explained with reference to Bible as follows.

1. UNION WITH GOD AND CREATION

The human creature is substantially similar to its creator. In Genesis 1;26 and implicit throughout the rest of the Bible is the idea that human being were created in the image of God. It take a strong in interpretation of image here, in the sense of sharing a similar substance.

2. UNION WITH GOD AND CHRIST

Many incidents in the Bible reveals the unity of father, son and spirit i.e. Trinity. Father and son are nothing but Jeoah and Christ. Philip, the disciple of Christ asked him to show him the father i.e. God then jesus replied that those who has seen him has seen the God. The above jesus words reveals unity of God and Christ (John 14:8,9)

3. UNION WITH GOD AND HIS DISCIPLES:

In the gospel of John chapter17 the second part of the 22nd verse that is ‘that they may be one’ just as we are in one ‘again in the 23rd verse i.e. “I in them and you in me”. It concludes the Jesus Christ opinion i.e. Man and God are in one. In the chapter 15 of the gospel John he coded an wonderful example of vine and vine dresser, vine and vine

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In acts 17:28 “for in him we achieve and more and have our being as also some of your poets have said, for we are also his offspring”. This verse also shows the oneness of God and his disciples.

4 UNION WITH GOD AND WORD OF GOD

The very first verse of the gospel of John indicates the oneness of God and word of God. “In the beginning was the word was with God, and the word was God” (John 1:1) this verse shows the union of God with word of God . Word of God means the verse in the Bible.

5 UNION AMONG PEOPLE: “Unity” Plays a prominent role in the Christianity. The main purpose of the Christian doctrines is to unite sinful man with God. Unity in Diversity and unity in the Uniformity are the two ways in the doctrines of Unity.

In the Old Testament God ordered Moshe to prepare the Anointed Oil. God explained Moshe how to prepare the Anointed Oil with various spices those have scented smell. This preparation of Anointed Oil shows the unity in diversity.

Another Example was in the New Testament is that “The vision of Peter” Peter saw a sheet descending from heaven to earth. All kinds of four footed animals, wild beasts creeping things, and birds are resembled in that sheet. A voice came to him and said “Rise Peter Kill and eat”. Peter Replies I have never eaten common and unclean things. Again the voice spoke to him God has cleansed you must not all common. This was repeated thrice and the sheet Ascended to heaven. Peter wondered about the vision. After seeing the incidence that occurred. Later he realized nothing is unholy in the view of God; All are equal. This incident shows the phenomena of unity in diversity.

Another best example is the Old Testament i.e. in psalms 133 chapter deals about the Beauty of Unity. Unity was explained as good thing, Pleasant thing like the precious due of Herman; blessing; eternal life. These examples stressed the importance of the unity.

CONCLUSION:

Unity now a days is an integral of mankind. As the famous proverb says “Birds of same feathers flock together”. Now days there is unity among casts and religions and this dividing the society on caste and religion basis.In olden days there was “Vana

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Bhojanas” to mingle with different types of people. But now a days “Vana Bhojanas” transformed into “Varna Bhojanas”.

REFERENCES:

1.OPEN BIBLE:Thomas nelson 2.BIBLE DICTIONARY:King james verssion 3.BHAGAVADGITA:A.C.Bhakti vedanta 4.RAGHUVAMSA(kalidasa):N.PUnni 5.TAITTIRIYA UPANISAD:swami.chinmayananda

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LEAP - A MODEL FOR EUDAIMONIC WELLBEING

Padmakali Banerjee Pro Vice Chancellor and Dean Academics,Amity University Haryana, Gurugram, India

Amita Puri Clinical Psychologist, Director, Optimus Center of Well Being, Gurugram, India

Abstract

This article elucidates upon the scientific interventions which have grown around the model of PEROMA© and OAM – Optimism Attitude Model addresses the aspects of from developing awareness about the positive aspects of life to realization of resilience building leading to self-efficacy and positive self-worth. The individual can develop enlightenment through these insights about self and can consciously rebuild his sense of wellbeing. The constructLEAP focuses on the practice ofEudaimonicwellbeingwhich helps inthe phenomenological experiences derived from such living including personal expressiveness, vitality and creating a larger purpose in life. This dimension of wellbeing is flourishing interest across varied scientific community which sees the individual as striving, meaningfully engaged in negotiating the uncertainties in life. Scientific research evidence is overwhelmingly in favour of the fortifying features of well-being in diminishing the vulnerability in developing the risk of mental and physical distress and promoting quality of life and happiness. Aristotle believed that true happiness is found by leading a virtuous life and doing what is worth doing. Implications for further research and scientific practice are elucidated.

Key Words: Eudaimonicwellbeing, LEAP, Optimism,Optimism Attitude Model (OAM). Oamian, COVID 19 Pandemic, Stress, despair

Introduction

Academia, the world over has been in the quest of trying to make sense of the elusive Elysium happiness and what makes people relish joie de vivre. This quest takes them back to the writings of the old seers Aristotle and Plato.

Aristotle propounded the concept of eudaimonia in the 4th century B.C. in his famous document Nicomachean Ethics. The term eudaimonia is etymologically based in the Greek words of (good) and daimon (spirit). Simply put, it says that good living according to one’s daimon(character& virtue) signifies a life well lived. Aristotle understood the constant striving within the human heart to be driven towards what is moregood. In his Book I of the Nicomachean Ethics, Aristotle clarifies his perfectionism concept: "Every craft and every line of inquiry and likewise every action and decision, seems to

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Aristotle believed that individuals are constantly striving towards perfection and yet it’s a potential which needs to be realized to be satiated. Inherent in each person is a unique set of potentials which needs right soil and sunlight to be fertilized well in order to reap in regal harvest. Aristotle opined that as human beings, we are driven to pursue our full potential – to be the best version of our own selves which can be. For us, it may a painter, a musician, an athlete, an artist, a singer an architect or simply a homemaker. In the Aristotelian world man is in constant pursuit of happiness and theeudaimonic life can be had whenever he is in the throes of fulfilling his potential. This way, more meaning and purpose is added in our life. His concept of “golden mean” stands true even today. After a certain stage we do not really need more goods to keep us happy.

Modern day thinkers are taking these ideas of old philosophers to find meaning and sonata in the presentday maddening scenario.wherein people seek materialistic pleasure and joy in the mistaken belief of finding a meaningful purpose in life. The million dollar question is if we can actually practice Aristotle’s philosophy. The simple answer is that yes, we can.

All we need to do is learn the difference between real goods and apparent goods, i.e. to seek the "golden mean" in our lives, and thus, turn our attention to what actually matters—becoming the best version of ourselves that we can be. And yes, one can work on this and achieve this elusive Elysium.

Unlike happiness, eudaimonia is not just a state of mind, nor is it simply the experience of joys and pleasures. According to Aristotelian viewpoint, happiness is a subjective concept, while Eudaimonia, in contrast, is supposed to be an objective standard of 'happiness,' guiding us as to how can a life be well lived. Our inner wellbeing is more merely a state of mind. The good news is that we have this ability to change our sense of wellbeing. This means we have the choice to make ourselves happy. In the modern context, Dr. Ronald D. Siegel, assistant clinical professor of psychology at Harvard Medical School. Opines that “It turns out that, just like for weight, we have genetically determined happiness set-points. So, if we’re not taking steps to improve our sense of well-being, we tend to gravitate back to the same level”. Hence, our happiness is in our hands only and nobody else’s. It’s not the situation but our response to the situation which determines how much happy we are going to be.

There are multitudeways to define happiness. Eudaimonia is not only one of the oldest, but it is time tested and authenticated in a very special way. The dimension of subjectivity is there which makes it a virtue to be imbibed and felt from within. In this article, the focus has been on Aristotelian, Socrates’ and Plato’s perspectives on

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Eudaimonia and how the concepts of happiness and well being are viewed in this perspective.

Let’s find out more about this “science of happiness”

Eudaimonia: Historical Perspective

As discussed earlier, the concept of Eudaimonia is associated with the famed Greek philosopher Aristotle’s Nicomachean Ethics. Earlier on, however, Athenian philosophers such as Socrates and Plato (Aristotle’s mentor) were also enumerating these thoughts.

Socrates on the concept of Eudaimonia

Socrates,perceived eudaimonia as an ‘ultimate’ virtue which needs to be imbibed and absorbed within.Like Aristotle after him, Socrates focuses on the concept of “pursuing” forever‘flourishing’ in the mental faculties. His teachings include a persistent asking to ourselves about what is good for our happiness, our souls, our well being (Cooper, 1996).

His belief was that that eudaimonia was ‘justly living well’, and virtues lead us to a good and happy life (Cooper, 1997; Bobonich, 2010; Brown, 2012).Socrates, as also like Plato,opined that virtue (or arête, the very idea of virtue) was indeed some aspect of knowledge focusing on what is god and what is bad or wicked/evil (Bobonich, 2010). He felt that this knowledge will help us eschew what is evil and help us move towards the virtues of courage, justice, piousness.

Socrates perceived this knowledge to be acquired by us as humans so that we can achieve the momentous virtue of eudaimonia. This will lead to the ultimate happiness and well being in the life of an individual. (Waterman, 1993; Deci & Ryan, 2006).

Plato and Eudaimonism

Plato, in fact did not actually refer to eudaimonia by this word. He, actually speaks of Republic (Amazon), which portrays his views on justice. In this, he talks about three friends who mention in their conversation what it would be like to have a ‘just’ republic and what kind of life would people lead in this. (Bhandari, 1999; VanderWeele, 2017): His thoughts had following four dimensions:

 Temperance (moderation) – This means regulating oneself to avoid the evils of indulgence or excesses.

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 Courage (or fortitude) – This is the strength from within to be able to take a stand on issues which may be challenging and intimidating.  Justice – signifies a sense of socialconsciousness which is important if the societal orderhas to be maintained.  Wisdom (practical wisdom, or prudence) – indicates the sagacity and erudition which comes with pursuit of knowledge.

He opined that happiness was all aboutliving a life which is in pursuit of these virtues, and thus virtue is the main life song for any individual for flourishing. He genuinely felt that people will feel unhappy once they realize that what they are doing, or thinking may be considered a vice/ wrong and not in accordance with social consciousness. (Price, 2011). Eudaimonia, in Platonian viewpoint was the supreme andultimate aim which may be achieved by selfless thought and behavior.

Plato did seem to expunge on the subject yet did not give any specific explanation for it,as with Socrates, he saw virtue as an important integral part of what we understood by eudaimonia.

One interesting thing worth dwelling upon at this point is the similarities between eudaimonia and Maslow’s (1968) concept of self-actualization (Heintzelman, 2018).

As we know that Aristotle was mentored by Plato, let’s look at Aristotelan perspective of Eudaimonia.

Aristotlean Eudaimonia

His eudaimonia reflects “pursuit of virtue, excellence, and the best within us” (Huta& Waterman, 2014: 1426). That is, he believed eudaimonia was a fully rational activity which is aimed at pursuing ‘what is worthwhile in life’.

Aristotle viewed the concept of eudaimonia as different from the other thinkers like Socrates and Plato. The latter viewed virtue asenough which is required for achieving the status of ultimate happiness that is eudaimonia. But, for Aristotle, he considered virtue ass important, but it was not ‘enough’ or ‘sufficient’ for him. (Annas, 1993). He felt that being virtuous is good but the intend to be virtuous is more important.

A Look at Aristotle’s Concept of Happiness and Well-Being

“…Some identify happiness with virtue, some with practical wisdom, others with a kind of philosophic wisdom, others with these, or one of these, accompanied by pleasure or not without pleasure; while others include also external prosperity…it is not probable

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Aristotle, Nichomacean Ethics, Book I, Chapter 8 (excerpt from Nothingistic.org, 2019)

Modern Psychology and Eudaimonia

Interestingly, after a couple of millennia later, even now the perspectives given to us by the teachings of Socrates, Plato, and Aristotle do hold good in the present scenario of the world in terms of the concept of flourishing and well-being. Modern conceptions of Eudaimonic Well-being (EWB) are, Subjective wellbeing (SWB) or psychological wellbeing (PWB)

EWB is defined by Waterman and colleagues (2010: 41) as:

“quality of life derived from the development of a person’s best potentials and their application in the fulfillment of personally expressive, self-concordant goals (Sheldon, 2002; Waterman, 1990; 2008)”

In their work, certain examples of EWB have been evinced (Norton, 1976; Waterman et al., 2010). Here are a few:

1. “Knowing who you really are” – The journey towards discovery of self include introspecting on one’s own beliefs, reflecting upon one’s personal development and the things which one holds are significant. 2. “Developing these unique potentials” – This requires long term persistent and committed efforts towards self improvement 3. “Using those potentials to fulfill your life goals” – A person who does the above two is bound to engage in meaningful tasks which will help him in accomplishment of virues which he considers as ‘good’

Overview of Psychological Research on Eudaimonia

Various aspects of Eudaimonia have been studies in the discipline of psychology and related fields in today’s scenario and some of the studies are quite interesting.

 Definition – The understanding of the concept in terms of well being, happiness and contentment as it is seen in today’s world (e.g. Waterman, 1993; Ryan & Deci, 2001; Keyes, 2002; Bauer et al., 2008; Ryff& Singer, 2008; Waterman et al. 2008);  Measurement – Various attempts at measurement have been made to quantify the experiences of eudaimonia. Somescales of measurement have also been developed.

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Some choose to call it psychological wellbeing (PWB), made famous by Professor Ryff (1989) and Subjective well being scale in the Indian context ( Verma& Verma 1990)  Eudaimonia has also been studied alongside hedonia (Ryan & Deci, 2001; Huta& Waterman, 2014);  This was followed by empirically trying to study in terms statistical analyses to understand the concept better (Chen et al., 2013); and  Work has also been done to find relation of eudaimonia with PWB and SWB (e.g. Chen et al., 2013).

This aspect of study has become multidisciplinary and more and more research into this will surely bring in interesting and encouraging results. Many researches are being conducted to understand the concept better,

More specifically, Banerjee (2017) has brought this interesting concept of developing Optimism which brings into play all the Five factors into the orbit of happiness and wellbeing, namely – Positive Emotions, Engagement, Relationship Network, Meaningfulness and Achievement. Application of in a popular model OAM – Optimism Attitude Model wherein the individual’s optimism and sense of wellbeing lies in one’s own hands and is in charge of his/her destiny.

Let’s examine this concept in detail

Seventh Sense and the Optimism

Banerjee (2017) opined that an individual has the capacity to build on his seventh sense which is Optimism and optimistic intelligence. The development of which steersan individual to resilientliving. Similarly Banerjee also elucidates in the book on “ The Power of Positivity” that optimistic Intelligence can be cultivated which gives a soulful purpose n life and helps the individual in accomplishing ones goals, and Eudaimonic well-being ( EWB) , the phenomenological experiencewhich includes self-actualization, personal expressiveness, and vitality is also related to this concept of developing seventh sense for achieving happiness in life.

LEAP: A model for Eudaimonic Well Being Banerjee (2018) while elucidating the construct of OAM (Optimism Attitude Model) believes quite firmly that one can focus on happinessthrough a meaning purpose in life and that is the secret of one’s wellbeing i.e. To practice LEAP. When we relate with spirituality, our present concerns and challenges we start revolving in the orbit of optimism. And herein lies the secret of an Eudaimonic Well Being.

When the individual learns to merge his needs with the larger goals of global needs and works towards them as his mission, vision, mission, profession merge together in a

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 L-What you loves  E-What you Excel in/ Expertise  A-Adaptability for a sustainable world/what the world needs  P-What is your Profession/ Earning

Building up of Optimistic intelligence helps one to Love what one does, yearn to Excel in their endeavors, adapt to the changing scenarios and challenges of tasks undertaken leading on to the professional growth for their Eudamonic Well Being ( EWB). The leaders who excel in their chosen fields of expertise, follow LEAP in their daily lives which helps them to develop, maintain and sustain their energetic enthusiasm towards all the tasks they undertake / Such people are able to put heart and soul in their work and accomplish what other people see as“miracles”.

As shown above, when the world of spirituality enters into our vision and mission towards our professional commitments. When the individual starts working towards ameliorating global distress and adapts his needs to suit the global needs, this adaptability leads to making a more beautiful life for the individual.

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With an admixture of love and passion in our profession, vocation and mission in life, one tends to spiral into the higher realms of being – the steps towards attaining EWB (Eudaimonic Well Being). It’s the individual who chooses to create his own goals, develops his core strengths including seventh sense for attaining meaning in his work. When the individual starts thinking about how he can be of use to the world.

Optimistic Intelligence and Success

The lives of all the eminent world leaders in whichever field they excelled in, is an evidence that they had developed this seventh sense. Studies also reveal that corporates with high optimistic intelligence were actually practicing the model of LEAP effortlessly. Researches indicate that Optimistic intelligence leads to success which in turn translates into high well being and satisfaction in leaders) Banerjee 2018). It is evinced that their love and passion in their chosen profession became their mission to merge their need for achievement with global needs and as a result they attained meaning in their life and works. Like magnet they were able to draw goodness from their environment as their own lives were infused with zeal to bring meaningful change in the lives of people around them. This is the essence of the mission of optimism…. To make the world a better place.

Let’s have a look at these equations

Love + what we are good at is: Passion

Love + what we get paid for is: Profession

Love + Profession + passion + mission leads to Global Peace and harmony.

Banerjee (2018) exhorts individuals to opt for optimism. Whatever we do, wherever we are, let’s make it our mission to opt for optimism always and forever. So if one is an artist, painter, musician, sales person, corporate professional, CEO, political leader – all can make the world a better place to live in by opting for optimism. Building up of optimistic intelligence helps the individual to improve his attitude and converges his thinking to seeing the positive side of everything.

Thus, practitioners ofOAM become Oamians. Being an Oamiangives one the intrinsic power for creating reasons to celebrate life. A life well led, an ideal life happens when we are able to touch souls with the love & passion in our work. Consistent efforts in practice of Optimism eventually becomes the inner drive within the individual which becomes an intrinsic motivation to achieve meaningful things in life. His every action becomes an offering at the deity of life and all living organisms. This self-aware person tends to be mindful of every action which is taken in the pursuit of bringing deeper meaning into the very elixir of life.

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This self-awareness, intrinsic behavior ultimately becomes their motive – the drive within. Add the dimension of OAM into this and a beautiful human product is created. One of the steps in OAM – achievement of self-efficacy, which can be wondrously achieved with constant and concise practice. Thus, a generous dose of divinity is added in the practice of OAM.

The science and practice of being an Oamian is achieved through LEAP.

It’s a very simple, yet effective means of developing Eudamonic Well Being.

LEAP helps one to put spring in one’s heart and soul. The world needs such individuals today who are Oamian at heart. Practice of LEAP principles become reasons of happiness and add real purpose in life. It’s so simple, yet so amazing. Practicing LEAP leads to Eudemonic Well Being.

For Oamians- people who practice OAM with LEAP, they bring zing in their life and lives of those around them.

Stress, distress, despair, catastrophic thinking are another aspect of the continuum EWB/ We need to understand that life is full of uncertainties. Individuals who engage in meaningful tasks andare able to accomplish are the ones who are able to practice LEAP in their lives on a daily basis. Such persons will be able to handle stressful life events by pursuing cheerfulness other than despair. Yes, the pursuit of LEAP has its own distinct advantages.

How does one practice LEAP As an Oamians, it’s the attitude to be ingrained in our heart and soul. Simply put, it’s as below  What you love  What you Excel In  All-encompassing global Adaptability (Environmental/ world)  Profession

Adaptabilityhere is to be understood here as the ability to adapt itself efficiently and fast to changed circumstances according to changes in its environment. So, what an individual loves, excels in, he should learn quickly to adapt himself to the needs of the environment and bring all these ingredients of love and excellence along with adaptability into his chosen profession. This is the way to leap into EudamonicWellbeing. These core beliefs guide us to give meaning to our existence and help develop our own unique potential. Eudaemonia is the pursuit of such virtues and brings out the best within us. The individuals with high EWB tend to derive genuine enjoyment from the

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 steps involved in our journey rather than the destination per se. External rewards bring happiness but the journey within brings immense joy in the pursuit of our goals. Thus, the persistent practice of LEAP will help the individual transcendence towards human flourishing and Eudemonic Wellbeing. Indubitably,LEAP leads to EWB. And this as a life skill needs to be taught from the childhood during school years to higher education and even in continuing life skills education at all stages of one’s life in various institutions and organizations. This will definitely lead to competency development and sustainability in today’s global scenario of distressful life events impacted by COVID 19 pandemic. An Oamian, practicing LEAP will be able to handle this life threatening stressful event with emotional valour and help combat the fear of COVID 19 pandemic in people’s hearts and minds. So, Practice LEAP Be an Oamian and embark on the pursuit of Eudaimonic Well Being.

References

Allport, G. (1961). Pattern and growth in personality. New York: Holt, Rinehart, & Winston. Banerjee, P and AmitaPuri., et al. “Addressing Concerns of Gifted Adolescents through Optimism Attitude Model and Optimism AttitudeTherapy”. EC Psychology and Psychiatry 5.4 (2017): 134-139. Banerjee and Puri, A. “Healthy Aging in the Geriatric Population: AnExploration with OAM”. EC Psychology and Psychiatry 1.6 (2017): 210-216. Banerjee, P and Puri,A (2016). The symphony of OAM (Oam Attitude Model)Impacting Performance and Mental Health. EC Psychology and Psychiatry, 1.4,149-157 Banerjee, P(2018) The Power of Positivity: Optimism and the Seventh Sense. Sage Publications Banerjee, P andPuri A. “The symphony of OAM (Oam Attitude Model) ImpactingPerformance and Mental Health”. EC Psychology and Psychiatry 1.4 (2016):149-157. Banerjee, P and AmitaPuri ( 2018) Enhancing health and transforming lives through optimism attitude model(OAM): Panacea in 21st century The Business and Management Review, Volume 9 Number 4 July 2018 8 th International Conference on Restructuring of the Global Economy, 9-10th July 2018, University of Oxford, UK 135 Banerjee, P and Puri A. “Construction of a test on Optimism Index: PEROMA© perspective”. Journal of Psychology and Clinical Psychiatry 5.6 (2016): 00310. Banerjee,P and Puri, A.. “Healthy Aging in the Geriatric Population: AnExplorationwithOAM”. EC Psychology and Psychiatry 1.6 (2017): 210-216. Banerjee, P, Sharma, A and Puri,A ( 2020). Hypnotherapy as an intervention in mental health distress. International Journal of Multidisciplinary Educational Research. Vol 9, 5(4) 19-22

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Banerjee, P, Sharma, V. and Puri, A ( 2020) Optimism Attitude Model and Seventh Sense Hypnotic Therapeutic Intervention leading to self efficacy : A case study of an individual with borderline personality disorder. International Journal of Research in Social Sciences. 10 (6). Buhler, C. (1935). The curve of life as studied in biographies. Journal of Applied Psychology, 19, 405–409. Buhler, C., &Massarik, F. (Eds.). (1968). The course of human life. New York: Springer. Erikson, E. (1959). Identity and the life cycle. Psychological Issues, 1, 18–164. Galbraith, G., Strauss, M., Jordan-Viola, E., & Cross, H. (1974). Social desirability ratings from males and females: A sexual item pool. Journal of Consulting and Clinical Psychology, 42, 909–910. https://positivepsychology.com/eudaimonia/ https://study.com/academy/lesson/what-is-eudaimonia-in-aristotelian-ethics.html https://www.health.harvard.edu/blog/your-well-being-more-than-just-a-state-of-mind- 201303065957 Jahoda, C. (1958). Current concepts of positive mental health. New York: Basic Books. Joseph, S. (2017). Authentic. How to be yourself and why it matters. Piatkus, Little Brown. Nafstad, H. (2015), ‘Historical, philosophical, and epistemological perspectives’, In S. Joseph (ed.), Positive Psychology in Practice: Promoting Human Flourishing in Work, Health, Education and Everyday Life (pp. 9 - 29), Hoboken, NJ: Wiley. Maslow, A. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand. Neugarten, B. (1968). The awareness of middle age. In B. Neugarten (Ed.), Middle age and aging (pp. 93–98). Chicago: University of Chicago Press. Neugarten, B. (1973). Personality change in late life: A developmental perspective. In C. Eisdorfer& M. Lawton (Eds.), The psychology of adult development and aging (pp. 311–335). Washington, D.C.: American Psychological Association. Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin. Ryff, C. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069– 1081. Ryff, C., & Keyes, C. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69, 719– 727 Sharma, V., Banerjee,P. and Puri,A. (2020). Systematic analysis of clinical hypnotherapy for the enhancement of health and well being. International Journal of Multidisciplinary Educational Research vol 9, 5(2) Verma, S.K., & Verma, A. (1989). Manual for PGI General Well-being Measure. Lucknow: Ankur Psychological Agency.

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TEACHING PRACTICES AND IMPLEMENTATION OF TEACHING METHODOLOGY IN EARLY CHILDHOOD EDUCATION

Berhanemeskel Tena, Bekalu Atnafu and Yosef Beco Email:[email protected], [email protected] Addis Ababa, Ethiopia

Abstract: The main purpose of this research is to assess the teaching practices and implementation of teaching methodologies in selected pre-primary education of Addis Ababa schools. Mixed research design was employed (both quantitative and qualitative). For the quantitative strand, six hundred seventy seven pre-schools teachers were randomly selected from a total number of both the government and private schools. Questionnaire, semi-structured interview, observation, focused group discussion and document analyses were used to collect both quantitative and qualitative data. The quantitative data were analyzed using both descriptive and inferential statistics whereas the qualitative data were analyzed using the verbatim accounts of the participants. The findings of the study showed that most private pre-primary schools employ staffs who are not specialized in education-related fields of studies. Instead of using play-oriented and Montessorian teaching methods, private pre-primary schools have been focusing on literacy and numeracy skill developments, western-driven ideology and language-based pedagogy which are reflecting the demands of the parents. Teachers need to get a pre-primary education training with all teaching passion, interest, methodology and capability fit into place of pre-primary education for the children who could not be treated in a proper manner along with their formative development.

Keywords: Preschool, Teachers, Montessorian, Teaching Method

Introduction

Ethiopia has a long and rich tradition of indigenous education most notably associated with the Coptic Church, which has been a powerful institution in the area of contemporary Ethiopia for over thousand years (Pankhurst, 1974). That is, before the introduction of modern education in Ethiopia at the end of the last century, there have been educational institutions which focused on the teaching of moral and religious instructions. Along these religious institutions, boys around age 4 were required to drill rote learning and alphabets in order to read and recite religious texts so that they could give faith-based services when they grew up. Prior to the introduction of modern Westernized pre-school education in Ethiopia, there has been a home-grown pre-school- like education system in the country. It was in such educational way that contemporary education was introduced in Ethiopia in the beginning of the twenty century (Ephraim, 1971).

In relation to the Westernized pre-school education, the first formal and secular kindergarten, established to cater to the children of French consultants who came to

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In view of this, in the first year of ESDP IV, the government established a Strategic Operational Plan and Guidelines for Early Childhood Care and Education and the Strategic Plan encourages private investors, faith-based organizations and Non- Governmental Organizations (NGOs) to involve in the delivery of ECCE (MoE, 2015). Due to this, the ECCE services have been almost entirely offered by private, non- governmental and faith-based providers. ECCE services have been available in urban centers and some rural areas, delivered primarily by the private sector (Rossiter, 2016). To this effect, ECCE is predominantly accessible to urban children and more often provided by private schools.

The prevalence of preschool education in the traditional Ethiopia has been started at the beginning of the twenty century; however, the pre-school education system has suffered from a failure to deal with the proper development of children. Hence, early Childhood Care and Education in Ethiopia has faced a number of problems.

Although studies have made special contribution for early childhood care and education, none of these studies addresses the practices and challenges of early childhood care and education in Addis Ababa at a larger scale. Thus, this research is going to make a modest attempt to fill the apparent gap in the practices of the government and private pre-school education in Addis Ababa in a wide-range of comportment.

To this end, this study tries to answer the following research questions:  What are the existing practices of teaching in the pre-primary education?  What are the challenges in implementing effective teaching methodology in early childhood education?

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 What lessons could be withdrawn from the current practices in order to render future directions?

Methodology

In assessing the trends of teaching practices and implementing teaching methodologies, mixed research design was employed (both quantitative and qualitative). Six hundred seventy seven pre-schools institution were randomly selected from a total number of both the government and private schools. Questionnaire, semi-structured interview, observation, focused group discussion and document analyses were used to collect both quantitative and qualitative data. The quantitative data were analyzed using both descriptive and inferential statistics whereas the qualitative data were analyzed using the verbatim accounts of the participants. This design was selected to get a fuller understanding of the practices of teaching and implementation of teaching methodology in Addis Ababa. By using the quantitative tool, wide spectrum of data were gathered regarding the practice of pre-primary education.

3.1 Sampling Techniques

The total number of pre-primary teachers in Addis Ababa six hundred seventy-seven teachers took part in filling out the questionnaire using the following sample size formula: Z 2 P (1-P)/e2 P= 0.5 Z= 1.96 e= 0.04 n final= n/1+ (N-1) n= sample N= total population e= margin error P= probability Furthermore, Dornyei, (2007) noted that in qualitative research, the main goal of sampling is to find individuals who can provide rich and varied insights into the phenomenon under investigation so as to maximize what we can learn and this goal is best achieved by means of purposive sampling. Thus, in selecting samples for the focus group discussion, and the interview, purposive and snowball sampling techniques were used. With regard to the sampling techniques in qualitative approach, Flick (2002) stated that the appropriateness of the selected sample can be assessed in terms of the degree of generalizability which is striven for; and generalizability is not in every case the goal of a qualitative research. Rather, a well-designed qualitative study requires a relatively small number of respondents to yield the rich data that is needed to understand subtle meanings in the phenomenon under study. The number of parents- FGD group was five. In addition to the teachers, supervisors and instructors from higher learning institution took part in the interview sessions.

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Early childhood care and education in Ethiopia

Ethiopia is one of the twenty six countries in Sub-Saharan African which has developed ECCE Policy Framework in 2010 in collaboration with UNICEF and other non- governmental organizations (NGOs). In addition to the ECCE strategic operation plan and guidelines, the new ECCE framework has also been developed that consists of four pillars (Yigzaw & Abdirahman, 2017; Orkin et al., 2012). The first two pillars parental education and a comprehensive program of early child health and stimulation focus on children from the prenatal period to age three and fall under the Health Ministry and it refers to parental education and a comprehensive programme of early child health and stimulation (Rossiter, 2016). The third pillar – non-formal school readiness – consists primarily of the initiation of Child-to-Child initiatives, through which Grade 6 children act as facilitators in a program of play designed to improve school readiness. The fourth pillar is the establishment of pre-schools of various kinds, including community-based preschools, private pre-schools and pre-schools attached to primary schools. In sum, the new ECCE framework aims to address children’s needs for education, health and nutrition in an integrated fashion through collaboration between the Ministries of Women, Youth and Children’s Affairs, Education, and Health (MoE, 2010).

The concept of ‘Early Childhood Care and Education’ is not restricted to the education sector. Early childhood care and education supports children’s survival growth, development and learning – including health, nutrition and hygiene, and cognitive, social, physical and emotional development – from birth to entry into pre-primary school in formal, informal and non-formal settings (UNESCO, 2006 cited in Teka and Belay, 2015). Teka and Belay (2015) further noted that Early Childhood Care and Education‟ is an umbrella term used in the Jomtien declaration, the Dakar framework of Action, and the EFA GMR Strong Foundation (UNESCO, 2006) for all interventions with children up to eight years (Britto et al., 2012 in UNESCO, 2002) and it specifically encompasses (1) education related to basic learning skills (like pre-reading, pre-writing, pre-counting, and pre-arithmetic), (2) basic life skills (such as hand washing, good eating habits), (3) health care services (like supplementary nutrition, immunization), (4) monitoring growth and development of children with the participation of health workers, teachers, parents/care givers, and (5) protection services for children from various types of violations and abuses (Delaney, 2012; UNESCO, 2006, 2010 cited in Teka and Belay, 2015).

Thus, ESDP V leads national planning and implementation in the education sector and highlights pre-primary education as a priority, with the goal: “to provide all children with access to pre-primary education for school preparedness” (Rossiter, 2016). Due to this, students are enrolled across Child-to-Child schemes, multi-year kindergarten programmes, Accelerated School Readiness courses and a one-year O-Class ‘reception’ year. Along with this, various studies are ongoing; to understand the effectiveness of these different approaches (Rossiter, 2016).

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Measured against the quality framework, the ECCE in Ethiopia has suffered a lot. In this regard, Fantahun (2017) stated that the major challenges of the Ethiopian ECCE are environment and physical space, curriculum content and pedagogy, early childhood educators and caregivers, partnership with families and communities and access to young children with special needs. Demeke (2007) cited in Teka and Belay (2015) stated that most private preschools used curricula and books borrowed from other countries (like India, England, and America) and none of the elements reflected the Ethiopian culture and tradition. In furthering the discussion Teka and Belay (2015) asserted that quality is defined in terms of external standards and ECCE does not give recognition to traditional schools. Teaching methods, materials and supplies The global financial constraints impacted the entire school provisions due to the visibly rising households demand for education and increasing unit cost of service provision including teaching materials and supplies that help to implement effective teaching methodologies (ESDP V, 2016-19). In the case of Ethiopia, enabling environment for the provision and establishment of pre-schools is responsibility of the Ministry of Education. This includes training teachers, developing a curriculum, providing play and teaching materials, providing supervision and quality assurance, and registering pre- schools at the regional level (Orkin, K. et al 2012). The government has to provide policy guidelines on ECCE, develop the curriculum including play and teaching materials; and provide learning and play-equipment that effect appropriate teaching methods through Woreda education office.

Creating a durable and enabling environment can be secured if teaching and learning materials are secured both for the preschool teachers and learners. A report of ESDP V, (2016-19) showed that standards for learning materials in O-Classes and a specific curriculum are under development, along with the preparation of a one-year certificate training curriculum. As a pragmatic way of addressing the lack of teaching and learning materials of activity learning, all stakeholders need to conduct indigenous research on local production of instructional materials and homegrown teaching methodology, supported by relevant government agencies. Through research and training, developed materials would be mass produced for pre-school children or produced as instructional materials for the teaching and learning process in teacher training Institutions UNESCO-IICBA (2010).

As a result, this process would not only ensure effective teaching methods with teaching materials that are locally available and affordable, but also build local capacity for writing and producing culturally and environmentally friendly teaching aids and materials, generate more employment opportunities and create a system of economic integration and higher value of the sector to national development.

Teachers and training institutions Preschool teachers have to be trained or have a very qualified training from designated teaching institutions. Although teacher education has a long history of teacher training

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 and education, unlike other levels of education, the idea of formal preschool teacher training is a relatively recent phenomenon. In this regard, steps have to be taken in order to address problems related to preschool teachers. Training of preschool teachers is carried out as a shared responsibility between the government, nongovernmental organizations and the private sector.

The majority of the existing personnel working at the different echelons of the education system related to ECCE had irrelevant or only slightly relevant qualifications. Most of the personnel have qualifications in unrelated disciplines at either the bachelor’s or master’s level—all of which have very little or no specialization related to children’s development and early years education (Tsegia, 2015).

Haile and Abdirehaman, (2017) reviewed researches conducted before 2014 in Addis Ababa and they stated that the presence of challenges to meet desired quality in ECCE in terms of ECCE Curriculum, teachers’ qualification, teaching and learning process, inadequacy of indoor and outdoor materials. The research identified that inadequacy of qualified teacher, availability of enough playing ground and materials, child sized table and chairs, classroom space per child , separate rest room for the children, practicing different teaching method safe environment were most challenges faced by the preschool in the study areas. In general, the existing personnel working at the different echelons of the education system related to early childhood education had irrelevant or only slightly relevant qualifications.

Discussion and Analysis

Practices related to teachers

In the pre-primary education, teachers are the primary workforce whom their role is important to ensure quality of education. In the education progression teachers consider children as active learners and they should offer effective educational activities by supporting their independent experiences (Pianta, Le Paro, 2002 as cited in Veziroglu- Celik and Acar (2018, p. 235). Teachers’ educational practices determine their behaviors, discipline techniques, social emotional climate in the classroom, child-centered or teacher- centered activities, teacher-child interaction. In addition, teachers should be receptive to children’s interests and needs in order to plan the educational process with appropriate teaching methodologies and activities in accordance with children’s development and learning levels to provide productive lessons during the activities. Teachers' child-centered approach in education practices increases children’s motivation to learn, develop their skills to take responsibility as an active learner, increase their ability to start a task, maintain and complete it. According to Zimmerman & Cleary, 2009 as cited in (Veziroglu-Celik and Acar (2018, p. 236), it is important that offer an effectual education in early childhood should be developmentally appropriate which can be seen as supportive of children's holistic developmental domains. Teachers should generate insightful and intuitive interactions that involve effective stimuli that are supported by child-centered classroom situations.

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Academic background of teachers

From the analysis of the quantitative data, it was repeatedly noted that the teaching staffs at pre-primary school handle courses which are unrelated to their field of specializations. In this regard, the following graph shows the case at hand. The following cross tabulation shows the case. Table 1: Course handling in relation with field of specialization

A critical examination of the table uncovers that most private pre-primary schools employ staffs who are not specialized in pre-primary education- or related field of specialization. The data depicted that the problem is more pronounced in private pre- primary schools. The major reasons for this occurrence may include lack of qualified teachers in the area. Although trained preschool teachers are the first responsible persons for the program and the children's progress, it seems pre-primary education may not receive the necessary attention. This may also create great challenge to pre-primary education.

As indicated in the table, the Chi-squared test is significant at (p-value =0.002). This showed that the way the teaching staffs handle courses in relation to their field of specialization is associated with the school type.

With regard to the academic background of teachers, the qualitative findings of the study confirm the case. Participants of the study noted that lack of proper academic background seems to create a gap in handling the teaching-learning process. A discussant in FGD stated the issue as follows: It is by far better to get kindergarten teachers being qualified in children psychology, children pedagogy and related fields than simply assigning someone who does not have knowledge about these details (FGD, 1).

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According to the discussant most teachers are not trained in the relevant field of specialization. In view of a similar matter, an informant said, “Most teachers in private pre-primary education are coming other fields other than education; there are engineers, environmental specialist and the like (Int.3). Moreover, it was verified that teachers teach unrelated subjects to their field of specialization. Consequently, what children learn may not fit to the level and understanding. This has a say to the paramount problems in the process of teaching and learning as a respondent during an interview reinforced the point: Most teachers teach based on their experience, not on their education or research or proved ways to develop students skills, I talk to most of teachers and most of them are a- grade twelve-complete or they only have certificate, they are not properly trained on childhood development and I think this is the main challenge (Int.1). It is evidenced that teachers are not qualified to teach pre-school children. Teachers do not seem to have appropriate childcare and education experience and how children yearn to learn. Owing to this, Satu (2014) suggested that one essential aim in developing early childhood education is to strengthen the pedagogy of learning and the curriculum contents. As per the responses of Sara, some of the graduates are engineers that shed light on the low level of attention people have on the profession. Fantahun (2016) stated in his finding of research on practices of preschool education that it is not uncommon to see graduates of unrelated areas such as agriculture so long as they speak English while teaching children in kindergartens. Sharing the Finland experience, Satu (2014) stated that at least one-third of staff must have a post-secondary level university degree (i.e. Bachelor of Education, Master of Education, or Bachelor of Social Sciences). Since we do not have enough number of teachers trained for pre-primary schools, pre-primary schools are forced to employ anyone coming from any other profession with good English. Regarding the quality of kindergarten human resources, the program has faced a lack of qualified and trained human resources. Similarly, Haile et al (2017) noted that teachers assigned in pre-school were not qualified in the field. More specifically, the qualitative findings also indicated that the background of teachers is a point raised by the participants of the study. In this regard, A participant also addressed the issue below: Sometimes we take picking someone unemployed to be a teacher in our school as a favor for her or him…we know that this person is not qualified in teaching children but he/she is assigned as if the profession does not require any training at all (FGD 1). As noted from the above excerpt, the pre-school teaching profession seems to be reserved for those who do not have better academic caliber or those who are drop-outs. This shows that the pri-primary education is sidelined at the echelon of the government status quo and the public perception at large. This has gradually led childhood education in Ethiopia to be a last resort profession, as compared to teaching at a higher level (Kassahun, 2013). If people are assigned to the field of studies or profession that they are not interested, they could be demotivated to carry-out their tasks successfully. It has been suggested

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 that students are highly motivated to learn if they are engaged in their chosen field of study. The way teachers recruited was also an issue of discussion and it was stated: The trend of recruiting teachers with academic achievement is far below what the actual teaching profession expects. Like we do for the doctors, the teacher we recruit has to be from a better academic background instead of picking those with lower achievements (FGD 1). As per the excerpt, low academic achievers are assigned in the teaching profession. It is wrong to let people join the pre-school when they are not ready to do so. Here, it would also be relevant to question the way trainees are recruited and who is recruiting them. Anecdotal evidence in Ethiopia shows that trainees join preschool institutions when they do not have options or opportunities to pursue higher education studies in other professions or fields of study (Kassahun, 2013). Even after getting some experience, they consider the teaching profession as a stepping-stone. Most of the pr-school teachers are already pursuing training different from teaching such as law, accounting and other fields that help them gain more income and status’.(Tirussew, et al., 2007). Training for pre-primary school teachers

Teacher’s tendency to upgrade themselves through various ways such as seeking on job- training and other important courses appear to be limited due to the low status of the profession. The following table clearly shows the frequency of training given in government and private schools.

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As it can be seen from the table, the private and government schools happen to give training for the pre-primary school teachers once in a year, twice in a year, once in three years and even some do not give. Compared to government schools, private pre-primary schools seem to give regular training for their teaching staff mostly twice and once in a year. This might happen due to the fact that private pre-primary schools have employed staffs from non-teaching professions or to fill the apparent gap in the process of teaching and learning. The government schools appear in less position of training rate of recurrence when compared to private preschools. According to the Chi-square test, giving training for pre-primary school teachers has no association with school type. Behaviors of pre-primary teachers

Emotional and social changes that children develop in schools are determined by the behavior that teachers demonstrate towards them. The participants of the study stated that the behaviors of pre-school teachers appear to be weak in handling the children and to have less interest to their profession when he said, “A person assuming the responsibility of teaching children must be interested in his work as a professional care taker or teacher” (FGD1).

In a similar manner, discussant contended that she has a serious uncertainty on the passion of teachers to teach the children when she says:

I could not see a big source of responsibility with an intention of bringing about a new and competent generation. I could not see that passion on the part of kindergarten teachers in general (FGD 2). From the aforesaid excerpts, pre-school teachers may lose interest for the profession and they develop less passion for it. The recruitment process does not take into account ‘better achievers, and their interest and passion; rather pre-school teachers are assigned to teach pre-school children when they run out of choice. In such scenario, the right person who has the passion, interest and capability to teach children does not join the profession. Owing to this, it was reported that teachers teaching in the pre-school level are careless and negligent which have been the result of not being assigned in their chosen field of study. According to the responses from focused group discussion, regarding the negligence of teachers: Teachers are mostly negligent; in fact you could find one, two or three, tactful enough in doing their jobs. Most teachers are short-fused, impatient (FGD2). Our children are not well-attended by teachers while they are playing. They bump each other while playing and I have seen many children suffering injury in such a way just because they are not well-attended by caretakers in playground (FGD 2). Regarding the teachers’ level of commitment a supplementary idea was forwarded by a respondent from the same group as follows: Teachers of kg are quite fade-up these days and unable to shoulder this responsibility. They never care about the children; what they like to see is to

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make sure that their working is serving as a stepping stone for another profession (FGD 2). As it can be seen from the excerpts above, pre-school teachers are found to be fade-up, negligent and careless. Being fade-up, negligent and careless are symptoms which are seen upon those individuals who are dissatisfied in their career. This in turn leads to the unchosen field of the pre-school teachers. As per the words of the participants of the study, some teachers move to the extent of insulting students which make students suffer from psychological instability. Disrespect, insults and warnings could make student’s emotions run high and students experience unpleasant feelings. Moreover, all of these factors threatened the student’s capacity to come to school. The quotes below showed the case at hand: Sometimes we hear our children speaking some bad words at home. When we ask them where they picked those bad words, they say ‘we heard it from our teachers’ (FGD 2) The relation between the teacher and the students would turn sour; the moment you set your foot out after complaining about the way the teacher handles your child, your child starts to feel low because the teacher insults him just the way she does to a grown-up person(FGD 2). In a similar manner a participant advised the points below: Teachers should mind the words coming out of their mouth while chatting with their adult friends or each other when children are in their vicinity (FGD 2). As per the episodes stated above, there might be some teachers who insult students. It has been unprofessional to insult students; it has also been unkind to be hostile and insult a child. Whatever reasons the teacher might have, such verbal abuses let children down. The nature of the utterances teachers produced made students perceive the classroom as a threatening environment and they became unwilling to go to school. Such treatment might turn the whole personality of the children upside down. The formation of personality or behavior is a collaborative task between teachers and parents. For the formation of pro-social traits upon the behavior of children, good rapport should be maintained between parents and teachers to sort out the problems children face whether it is at school or at home. Both parties have to be positive about comments given from either side. Still more, there are some teachers who could not arm themselves with professional ethics. Citing the practical experience she faced, a participant in the FGD session described the teacher’s unprofessional act as follows: There was this experience that the teacher was asking her students about the movie aired in ‘Kana TV’. This is alarming. Instead of protecting them from watching this unnecessary movie, she asks the students if they had had seen the episode in the previous night stating that she missed that part owing to power outage. Sometimes my child insists that she should be allowed to watch ‘Kana’ because she would like to report it to her teacher the next day (FGD 2). Furthering the discussion, the following account showed the point clearly:

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For instance there was one teacher who played mobile game with children in the class time. This is quite irresponsible and it really needs to be taken care of (FGD 2). According to the data above, children do not seem to be exposed to a conducive environment. In particularly to the cases revealed children were not getting pleasant surroundings that enhance the development of their personality; rather they face a threatening environment. It has been really ridiculous and unprofessional to talk about ‘Kana’ in the classroom. Teachers should be responsible enough in figuring out what they should do and what they should not in front of and with children. The school environment is a place where children gets the base, it is the place where children learn, loves school and hates school; it is a place where children’s personality is formed; so teachers need to focus on what they say and do in front of children. Teachers as well as parents need to be a model from whom children imitate behavior or personality. In this regard, a discussant has addressed the points below: The children learn from their teachers not only a formal academic education; they also learn discipline and life skill (FGD 1). Moreover, a discussant added the following suggestion: The teacher has a lot to impart to the children at the kg level; it could be in a way she talks, walks, dresses up, takes action etc… children learn through imitation and what they see at school is a source to imitate. Children at the KG level are often seen dressing up the European style and acting like them in this level (FGD 1). Children start building character by imitating their significant others. Teachers are supposed to take care of the language they use and the acts they show in front of children. Most of the time, children spend a lot of time with their teachers and they copy what they hear and see; the words the use, the hummer they crack and the conversation they make simply go to the children’s mind. As long as their teachers said it, children don’t hesitate to use it freely. In such an imitation, children carelessly acquire bad words and expression, which is unfortunate. Teachers teach children, give them lesson and send them home school and that is all they do as a matter of obligation. These are not, of course, the only things which make the children good enough. The teachers should know what children are, what they need and what they can be provided with. They need to give time to the children. Most teachers are chatting with friend in a staff, spending time in the classroom and doing their personal activities instead of assisting the children in a proper manner. Attention is not given to children. Everyone has their own share in depriving children from their good move into the future. Teacher-student rapport

Children learn from the relationship they have with their teachers at different level. As it can be seen from the table below, the Mann-Whitney test showed that there was statistically significant difference between private and government schools in terms of encouraging students to develop the spirit of enquiry, artistic and creative skills. This

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 showed that children learning at private schools appear to have more freedom and they could be encouraged to raise issues and discuss issues with teachers and with their parents as well.

Table 3: Children’s development in regard to the spirit of inquiry, artistic and creative skills

Mann- Asymp. Mean N Whitney Sig. (2- Rank U tailed) Children are Private 429 402.33 22892.5 .000 encouraged to develop the Government 144 342.52 spirit of inquiry artistic Total 573 and creative skills

From the above table, it is possible to record that private schools seem to have higher rating (402.33>342.52) than the government schools. From the Mann-Whitney U test, there is a significant difference between the patterns of opinion of the teachers about issue across the categories of school types at five percent level of significance.

Moreover, the Mann-Whitney U test also showed that there was statistically significant difference in the distribution of children regarding the opportunities to develop linguistic skills. Methods of teaching

Children’s development through acquisition of knowledge and understanding is determined by the decision of teaching methods suitable for the group. The table below shows how often the private and government schools use ‘playing’ as a method of teaching. Table 4. Playing as a teaching aid Someti Rare Always Total School Type mes ly Private pre-primary schools use playing 1.60 100.00 78.10% 20.20% as a teaching aid % % Government pre-primary schools use 8.10 100.00 58.10% 33.80% playing as a teaching aid % %

As shown in the table above, both private and government schools used various method of teaching. The majority of private pre-primary schools (78.10%) used ‘playing’ as a method of teaching much better than the government schools (58.10%). It has been noted in most professional literature that learning at pre-schools is based on playful activities stemming from children’s individual development level, which will also promote children’s linguistic development and their potential to learn new things

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(Finnish National Board of Education, 2010). The gap between two groups seems apparent from the playing materials provisional differences. The focal person of AACA confirmed during the interview period that most private schools are better in school facilities than government schools. He added to the point:

Issues related to standardization of playing facilities are quite difficult. In our supervision, preschools that qualify even level II and level III are few in number. The problem is the standard itself is strict and does not middle ground with the current status of the city. For example, many schools have no adequate playing ground.

As far as the underlying principle that children need to learn their environment by playing is in place, there has to be play centers that aid playing as the main methods of teaching. Nevertheless, based on the standard set for preschool, there is inadequate facility to employ diverse teaching methods that children take part and teachers use appropriate methods of teaching and learning. In addition to this, the participants of the study were also asked about the types of teaching methods used in teaching pre-school children and the following table shows the case clearly. Table 5. Instructional Methods Used by Teachers Instructional Methods Used by Teachers Private Government Teachers use dictating and reciting as instructional 31.0% 23.0% methods Teachers make children’s work in group as instructional 41.6% 39.2% method Teachers use flashcards and other materials as teaching 71.3% 77.7% aids Teachers use demonstrating experiments as teaching 41.6% 33.1% methods Teachers let children freely play and guide every moment 54.0% 42.6% of a child as a learning moment Teachers use teaching and writing alphabets, words, etc. 70.8% 53.4% as teaching methods Teachers use Montessorian teaching method 44.8% 33.8% Teachers provide computer-assisted teaching 14.0% 11.5%

As per the data above, the majority of teachers both at private (71.3%) and government schools(77.7%) use ‘flashcards’ and other materials as teaching aids. In a similar manner, a sizeable number of teachers from private (70.8%) and government schools (53.4%) also used ‘teaching writing alphabets’ as methods of teaching. But it can be observed from the table that most pre-school teachers both at private (44.8%) and government (33.8%) schools did not use the ‘Montessorian teaching methods’. Montessori approach or methods of teaching is an approach to education used predominantly in the pre-school

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 field. The Montessori approach to education requires that children are placed in a well- planned and structured environment which would meet their individual educational and cultural needs. In such a method, children are free to follow their own interests within this planned environment, rather than being forced to learn something that is inappropriate to their developmental stage. Regardless of this hard fact, teachers who teach in preschools may not have understanding of Montessorian teaching methods or how to implement it. The qualitative findings also corroborate with the findings of the quantitative study. In the FGD and Interview sessions, participants of the study forwarded similar themes about methods. In this regard, Lelise said, “I did not see any wise methodology to teach the children from the teachers. They just stick to the traditional and least productive way of teaching (FGD 2)”. Teachers adhere themselves to business as usual, that is teaching children without considering their age. In regard to this view, a respondent also puts her idea forward as, “The methods used do not take into account the ages of children; most teachers do not use methods like Montessori (Int.3). With regard to the status of teaching and learning method, a preschool facilitator commented as follows: Kids should learn through playing instead of writing 1+2 is 3; why don’t they bring for them like toys and tell them to count them, instead of teaching(Int. 1). Play-oriented pedagogy needs to be used at this level but as it can be seen from the excerpts above that most teachers in pre-school education are not trained to do so. Considering the situation in the pre-school environment, Kassahun (2013) stated that children in Ethiopian kindergartens are being placed in very structured programs, which is in contrast to the theoretical arguments and research evidence on the value of play for their physical, social, and intellectual development. In a similar manner, Sisay (2016) underlined that play is not only the business of the child but also an essential medium of instruction for the preschool education program. The value of play for the children’s physical, social, and intellectual development is quite vital. In spite of all this, the teachers at the pre-school level appear to use the traditional methods of teaching which is being used for adult learners. Taking the situation into account, Fantahun (2016) conclude that the method could be considered as developmentally inappropriate. Children are being placed in very structured programs, which is in contrast to the theoretical arguments and research evidence on the value of play for their physical, social, and intellectual development. Among the reasons, this might happen due to parental pressure. Parents expect children to show some progress in terms of linguistic and arithmetic ability. The finding of Kassahun (2016) confirmed that parents’ demand and expectation is one factor that drives kindergarten practices towards more work on literacy and numeracy rather than skills associated with social and emotional development. If parents do not see any piece of writing on their copy-books every day, they feel that learning does not take place. For parents, learning equated with literacy works.

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Conclusion

Early childhood education and care lay the foundation for success in later life but much care was not given for teachers who would mould the personality of children. The study found out that most pre-primary schools did not have qualified teachers who were arming themselves with pedagogical skills and about the holistic development of children. Instead, pre-primary schools simply employ teachers who speak English very well. Both the quantitative and qualitative findings of the study noted that most private pre-primary schools employ staffs who are not specialized in education-related field of specialization. However, it was found out that, compared to government schools, pre- primary schools seemed to give regular training for their teaching staff. At pre-primary schools, learning through play is indispensable. It is through playful engagements that children acquire basic social, emotional, cultural and academic skills. Through play- oriented learning, children would develop enthusiasm for learning and understand the significance of peer group in learning. However, the findings of the study showed that due to parental demands, in some schools teacher-centered forms of instructions are rampant. Contrary to play-oriented methods of teaching, the demands of the parents made pre-schools focus on literacy and numeracy skill developments.

References

AACAEB. (2015/16). Education statistics Annual Abstract, Addis Ababa: ELMES Printing press. Dornyei, Z (2007). Research Methods in Applied Linguistics: Qualitative, Quantitative and Mixed Methodologies. Oxford: Oxford University Press.. Ephraim Isaac (1971). Social Structure of the Ethiopian Church. Ethiopian Observer: 14(1), Addis Ababa. Fantahun Admas(2017). Early Childhood Education in Ethiopia: Present Practices and Future Directions. The Ethiopian Journal of Education Vol. XXXVI No. 2 December 2016 Finnish National Board of Education (2010). National Core Curriculum for Pre-Primary Education. Opetushalittus: Basic Education Act, sections 14 (amend. 477/2003). Flick, U. (2002).An Introduction to Qualitative Research. London, SAGE Publications. Jack Rossiter (2016).Scaling Up Access to Quality Early Education in Ethiopia.Retrieved from www.younglives.org.ukG Kassahun Tigistu (2013) Professionalism in Early Childhood Education and Care in Ethiopia: What Are We Talking About? Childhood Education, 89:3, 152-158, DOI: 10.1080/00094056.2013.792641 Kate Orkin, WorknehAbebeYadete and Martin Woodhead(2012). Working papers in Early Childhood Development. Delivering quality early learning in low-resource settings: Progress and challenges in Ethiopia. MoE, (1994). The National Education and Training Policy, Addis Ababa, Ethiopia. MoE (2010). MoWA (Ministry of Women‟s Affairs), and MoH (Ministry of Health),. Strategic operational plan for early childhood care and education (ECCE) in Ethiopia, Addis Ababa, Ethiopia. MoE (2015).Education Sector Development Programme V. (ESDP V). 2008-2012 EC/2015/16-2019/2020. Orkin, K. Workineh, A. Yadeta and Woodhead, M. (2012). Delivering Quality Early Learning in Low Resource Settings: Progress and Challenges in Ethiopia. Bernard van Leer Foundation. Pankhurst, R. (1974). Education, Language and History: An Historical Background to Post-War Ethiopia. The Ethiopian Journal of Education, 7(1): Educational Research Center. H.S.I University. Rossiter, J. (2016). Scaling Up Access to Quality Early Education in Ethiopia: Guidance from InternationalExperience. University of Oxford, DFID. ukwww. younglives.org.uk

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Satu, U., Iiris,H. and Kaarina, M. (2014 ) Challenges and Strengths of Early Childhood Education in Sparsely Populated Small Provinces the Case of Lapland, Finland. British Journal of Education, Society & Behavioral Science, 4(5): 562-572. Sisay Awgichew (2016). The practices and challenges of kindergarten education in Addis Ababa city administration: Multidisciplinary Journal of School Education, 1(9). Teka Zewdie and Belay Tefera (2015).Early Childhood Care and Education in Rural Ethiopia: Current Practices, New Initiatives, and Pilot Programs. The Ethiopian Journal of Education, 35(2).111-161. Tsegai geta (2015). Early child care and education attainment in Ethiopia: Current status and challenges. Department of Educational Planning and Management, Mekelle University, Ethiopia.

Tirussew Tefera, Teka Zewdie, Belay Tefera, Belay Hagos and Demeke Gesesse. (2007). Status of Early Childhood Care and Education in Ethiopia. Ministry of Education in Collaboration with UNICEF UNESCO-IICBA. (2010). Country-case studies on Early Childhood Care and Education in selected Sub- Saharan Africa countries: some key teacher issues and policy recommendations, a summary report: I-35. Addis Ababa UNESCO (2006) Education For All Global Monitoring Report: Strong Foundations Early Childhood Care and Education, Paris: UNESCO. The Ethiopian Journal of Education Vol. XXXV No. 2 December 2015. UNESCO International Bureau of Education (2006). World data on education, Nigeria. http://www.ibe.unesco.org/fileadmin UNESCO-IICBA (2010). Country-Case Studies on Early Childhood Care and Education (ECCE) in selected sub-Saharan African Countries 2007/2008: Some Key Teacher Issues and Policy Recommendations. Veziroglu-Celik, M., Acar, I. (2018). Teaching Approaches and Practices of Student Teachers in Early Childhood Education: A Convergent Mixed Methods Study. Journal of Education and Training Studies, 6(11), 234-242. Yigzaw Haile, and Abdirahman Mohammed. (2017). “Practices and Challenges of Public and Private Preschools of Jigjiga City Administration.”International Journal of Research - Granthaalayah, 5(12), 17-32. Retrieved at https://doi.org/10.5281/zenodo.1133562.

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EFFECT OF YOGIC BREATHING PRACTICE ON VITAL CAPACITY OF FOOTBALL PLAYERS Dr.Bhaskar Shukla Assistant Professor H.N.B. Government Pg.College Naini, Prayagraj Abstract Vital capacity (CV) is the maximum amount of air a person can expel from the lungs after maximum inhalation. This is equal to the sum of the reserve volume of inspiration, the tidal volume and the reserve volume of the expiration. Total 40 soccer players under the age of 21-26 were voluntarily involved in this study from Prayagraj. The subjects were randomly divided into two groups as Experimental group (N-20) and Control group (N-20) soccer players each. The experimental groups underwent eight weeks yoga breathing training. The control group was not allowed to participate in any of the training programme. They were asked to do yoga 30 minutes a day under the guidance of a qualified yoga teacher. Parameters such as vital capacity (VC) were assessed before and after two months of yoga. The parameters were measured using a wet spirometer. The data were analyzed statistically by using ANCOVA Analysis of Covariance. Level of significance considered at P ≤ 0.05. The SPSS software is used for all statistical analyzes. On the basis of results of the study we can conclude that, by practicing yogic breathing exercises for eight weeks improvement in the Vital Capacity was found more in treatment group of Soccer players.

Key Words:- Vital Capacity, Yoga Breathing Practie

INTRODUCTION Vital capacity (CV) is the maximum amount of air a person can expel from the lungs after maximum inhalation. This is equal to the sum of the reserve volume of inspiration, the tidal volume and the reserve volume of the expiration. A person's vital capacity can be measured with a wet or conventional spirometer. In combination with other physiological indicators, vital capacity may help diagnose underlying lung disease. A normal adult has a capacity of 3 to 5 liters. The critical ability of a person depends on age, gender, height, weight and ethnicity. The volume of the lungs refers to the amount of air associated with the various stages of the respiratory cycle. Lung volume is measured directly, and lung volume is measured by volume. Pranayama improves the overall performance of the body. Regular practice of pranayama leads to an increase in the chest wall and almost all lung functions. The beneficial effects of various pranayamas are well described and have a solid scientific basis (LN Joshi, VD Joshi, LV Gokhale 1992). Pranayama effectively uses the muscles of the abdomen and diaphragm and improves the respiratory tract (K Makwana, et al.,1988). Yogasana strengthens the breathing muscles, causing the chest and lungs to swell as little as possible and the muscles to work more and more. (LN Joshi et al., 1992, NK Subbalakshmi et al., 2005)

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Sports have been shown to increase maximum oxygen consumption, improve the heart's respiratory function and oxygen transport capacity, increase blood supply to muscles, and improve oxygen use (Doyle et al., 1997). Some studies showed that intense physical training made on impact for increasing the respiratory parameters (Acıkada, 1982; Gelecek et al., 2000; Tulin et al., 2012; Shivesh et al., 2007). Many researchers have found that the respiratory system can affect the strength and physical performance of trained athletes (Butelier et al., 1992; Harms et al., 2000). Previous studies in this area have shown that athletes have higher lung function values than their control counterparts who do not exercise regularly (Mehrotra et al., 1997; Singh et al., 2012). Retaining these ideas in this study, we investigated the effects of yoga breathing exercises on the critical ability of football players.

METHODOLOGY Total 40 soccer players under the age of 21-26 were voluntarily involved in this study from Prayagraj. The subjects were randomly divided into two groups as Experimental group (N-20) and Control group (N-20) soccer players each. The experimental groups underwent eight weeks yoga breathing training. The control group was not allowed to participate in any of the training programme. They were asked to do yoga 30 minutes a day under the guidance of a qualified yoga teacher. Parameters such as vital capacity (VC) were assessed before and after two months of yoga. The parameters were measured using a wet spirometer. The data were analyzed statistically by using ANCOVA Analysis of Covariance. Level of significance considered at P ≤ 0.05. The SPSS software is used for all statistical analyzes.

ASSESSMENT OF PARAMETERS

Nadisuddi: Close the right nostril with the right thumb. Now inhale slowly through the left nostril and fill your lungs. After inhalation, close the left nostril with ring finger of right hand. Open the right nostril, exhale slowly. After complete exhalation, again inhale through right nostril and close it with right thumb. Open the left nostril, breathe out slowly. This is one round of Nadisukthi Pranayama. Students were given Nadisuddi training for 5 mins daily for two months. Kapalbhati: Kapalbhati Pranayama is a type of breathing exercise that helps you rid of various ailments over a period of time. "Kapal" means forehead and "bhati" means shining. Kapalabhati is done in a sitting posture. Focus on "exhaling". Inhale as normal. Exhale and simultaneously contract the abdomen muscles with each exhalation. Students were given Kapalbhati training for 5 mins daily for 2 months. Bhastrika: Bhastrika is a Sanskrit word which means bellows. In Bhastrika pranayama, the breathing pattern resembles the blowing of bellows. Bhastrika pranayama is all about inhaling and exhaling completely so that your body gets maximum amount of oxygen. Students were given Bhastrika training for 5 mins daily for 2 months.

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Bramhari: The word "Bramhari" comes from the Sanskrit name bhramar which is humming black bee. The practice of bramhari breathing calms the mind, reduces the stress or fight - flight response. In this pranayama one needs to create a sound while exhaling and inhaling in the throat. The sound is similar to chanting of Om, especially the long mmm. in Omkar. The sound should be deep, steady and smooth. Students were given Bramhari training for 5 mins daily for 2 months. Pranava Pranayama: The Pranava is the full cosmic Om (or AUM), represented as the three distinct vibratory sounds of 'A' (ah), 'U' (oh) and 'M' (mm). The 'Ahh' sound originating from the solar plexus is related to lower lung breathing . The 'Ohh' sound originating from the chest region corresponds to mid-chest breathing. The 'Mmm' sound, as it moves upward and transcends its auditory character is associated with upper lung breathing. Students were given Pranava Pranayama training for 5 mins daily for 2 months. RESULTS Descriptive Statistics of vital capacity for pre –post and Adjusted Post test group Mean Std. 95% Confidence Interval Deviation Lower Bound Upper Bound Pre-test Control 3435.950 231.967 3327.385 3544.514 3468.400 161.800 treatment 3392.675 3544.124 Post-test Control 3400.200 300.966 3259.343 3541.056 3544.000 132.074 treatment 3482.187 3605.812 3436.028 Control 56.171 3322.215 3549.841 Ad- post a 3623.172 treatment 56.171 3509.359 3736.985 a Table revealed that mean and standard deviation of Soccer player for the variable of Vital Capacity. Pre-test mean and standard of control group was (3435.950 + 231.967) and treatment group was (3468.400 + 161.800), Post-test mean and standard of control group was (3400.200 + 300.966) and treatment group was (3544.000 + 132.074), and Adjusted Post-test mean and standard of control group was (3436.028 + 56.171) and treatment group was (3623.172 + 56.171). Table also revealed that the 95% confidence interval (Lower bound and Upper bound) of the mean.

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ANCOVA between Experimental Group and Control Group on Vital Capacity of Soccer Players Sum of Squares df Mean Square F Sig. Contrast 239383.311 1 239383.311 4.754 .036 Error 1863073.870 37 50353.348 *Significant at 0.05 level. df: 1/37=4.12 Table no. (3) Indicates that the obtained ‘F’ value of 4.754 was found to be significant at 0.05 levels with df 1, 37 as the tabulated value of 4.12 required to be significant at 0.05 level. The same table indicated that there was a significant critical difference was found in adjusted means of Vital Capacity of Soccer players between experimental group and control group. .

DISCUSSION OF FINDINGS In the present study the selected vital capacity for soccer players and age matched control subjects have been evaluated. This study indicates the significant differences between soccer players and controls. The results of this study clearly indicated that soccer players had higher values of Vital Capacity as compared to the controls, it was confirmed from this study that practice of yoga breathing exercises has a significant effect on the vital capacity. These findings are in line with the study conducted by Adegoke and Arogundade (2002), they reported greater pulmonary functions in players when compared to controls. Similar results have been obtained from others reports (Mehrotra et al., 1997; Singh et al., 2012).The findings of the present study are not in line with the findings of Hagberg (1988), who observed no significant differences between players and controls. Previous studies showed that pulmonary function can be

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 improved by bodily exercise (Suryawanshi et al., 2012), as well as the fact that it is influenced by the type of the sport (Doherty & Dimitriou, 1997; Mehrotra et al., 1998). Focusing on breathing provides the brain with oxygen, improves clarity of mind, focus, focus and focus. Breathing allows us to engage higher order thinking skills to help organize thinking make the right decisions and plan skills. Deep breathing also calms and soothes the nervous system, promoting rest, relieving stress and also helping with physical exertion and sleep hygiene in the body. Pranayama exercises can contribute to a person's wellbeing by helping to develop the ability to control the physiological response to breathing capacity.

CONCLUSION On the basis of results of the study we can conclude that, by practicing yogic breathing exercises for eight weeks improvement in the Vital Capacity was found more in treatment group of Soccer players.

REFERENCES

Acıkada, C. (1982). Physiological characteristics of Turkish athletes. Sport Hekimligi Dergisi., 17(2): 29-40 Boutellier, U., Buchel, R., Kundert, A. & Spengler, C. (1992).The respiratory system as an exercise limiting factor in normal trained subjects. European Journal of Applied Physiology and Occupational Physiology, 65(4):347-353. Doherty, M., & Dimitriou, L. (1997). Comparison of lung volume in Greek swimmers, land based athletes and sedentary controls using allometric scaling. Br J Sports Med., 31(4):337-341 Doyle, J.A. (1997). The exercise and physical fitness web page: Master of Science program in exercise science in the department of kinesiology and health at Georgia State University. Gelecek, N., Baskurt, F. & Akyol, S. (2000). Physical fitness of elite female volleyball players. Sports Araştırmaları Dergisi., 4(1):45–51. http://www.healthandyoga.com/html/pran/nadishudhi.aspx. http://yogafitnessedu.com/yoga-sutras-kapalbhati-pranayama/ Jain Nidhi, RD Srivastava, As Singhal. (2005) the effect of the right and left nostril breathing on the cardio respiratory and the autonomic parameters. Indian J Physiol Pharmacol.49 (4):469–74. K Makwana, et al. (1988) Effect of short term yoga practice on ventilatory function tests. Indian J Physiol Pharmacol. ; 32(3):202–08. LN Joshi, VD Joshi, LV Gokhale. (1992) Effect of short term Pranayama on Ventilatory functions of lung. Indian J Physiol Pharmacol. 36:105–08. LN Joshi, VD Joshi, LV Gokhale. (1992) Effect of short term Pranayama practice on breathing rate and ventilatory functions of lung. Indian J Physiol Pharmacol. ; 32:105–08.

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Mehrotra, P.K., Varma, N., Tiwari, S., & Kumar, P. (1998). Pulmonary functions in Indian sportsmen playing different sports. Indian J Physiol Pharmacol., 42 (3): 412-416. Mehrotra, P.K., Verma, N.S., Yadav, R.K., Tewari, S. & Shukla, N.(1997). Study of pulmonary functions in swimmers of Lucknow city. Indian J Physiol Pharmacol., 41(1): 83-86. NK Subbalakshmi, SK Saxena, Urmimala, JA Urban. (2005) Immediate effect of nadi - shodhana pranayama on some selected parameters of cardiovascular, pulmo- nary and higher functions of brain. Thai Journal of Physiological Sciences; 18(2):10–16. P Grover, VD Varma, D Pershad, SK Verma. (1998) Role of yoga in the treatment of psychoneuron’s bull. PGI. ; 22(2):68–76. Rao Nani. (2013) How to practice surya namaskar the right way. The health site. S Bhattacharya, US Pandey, NS Verma. (2002) Improvement in oxidative status with yogic breathing in young healthy males. Indian J Physiol Pharmacol. ; 46:349– 54. Saraswati, (2000) Lab manual health and physical education. Saraswati House Pvt Ltd. Tetracycline Teratology. 79 Singh, K., Gaurav, V. & Singh, M. (2012). A comparative study of lung functions test between athletes and non-athletes. International Journal of Current Research and Review, 4 (12):145-152. Spiritual energy draws prana to preservation, The Jakarta post. 2012 Suryawanshi, M.K., Shinde, A.V., & Patil, M. (2012). Effect of physical training on cardio respirtory parameters in adults. Indian J Res., 1(7):56-58. Tulin, A., Pelin, A. & Mehmet, C. (2012). Comparison of respiratory functions of athletes engaged in different sports branches. Turkish journal of sports and exercise, 14(3):76-81. Yoga sutras: 2014 Kapalbhati pranayama, Yoga fitness.

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IMPACT OF PLYOMETRIC PRACTICES ON PHYSICAL WELLNESS PORT SPEED IN VOLLEYBALL PLAYERS

Chiranjivi M.S Physical Education Director RV Institute of Legal Studies Jayanagar, Bangaluru Abstract

For this examination, twenty men Volleyball players were picked as subjects. They were looked over at RV Institute of Legal Studies, Bengaluru, Karnataka, India. The age of the issues went from 18 to 28 years. The examination was arranged as an authentic, unpredictable get-together diagram. The subjects (n=20) were subjectively designated into two proportional social occasions of ten (men) volleyball playerseach to be explicit, the test bundle I and Control total II. Exploratory social opportunity experienced plyometric rehearses step by step four days and for ten weeks. The data was accumulated already; at that point afterwards, the planning period; t-test was used. The degree of centrality for the assessment was picked as 0.05. The necessary disclosures revealed that a ten weeks plyometric program has improved speed execution of test collect when differentiated and control gathering.

Introduction

The word Plyometrics starts from the Greek word Polio which expects to augmentation and metric essentialness estimation. This sort of vitality getting ready- created back in the mid-1960s, where one of its pioneers Yuri Vershanski from Russia began to investigate various roads concerning frameworks for open limit. After extensive examination, it was found that not only did Plyometrics make exceptional contractile quality and force in the muscle tissue, be that as it may, it also influenced the whole neuromuscular structure comparatively. Like this, we were preparing for another thought of embellishment rivals in numerous games, especially in eastern square countries at that point. Plyometric preparing includes and utilizes rehearsing plyometric developments to improve tissues capacities and prepare nerve cells to animate a particular example of [muscle contraction], so the muscle produces as solid a constriction as conceivable in the most limited sum o time. A plyometric compression includes initial a quick muscle stretching development (flighty stage), trailed by a short resting stage (amortization stage), at that point an unstable muscle shortening development (concentric phase), which empowers muscles to cooperate in doing the specific movement.

Plyometric preparing draws in the myotatic reflex, which is the programmed withdrawal of muscles when their extend tactile receptors are invigorated. Reliable power and dependable quality are two unique things. Stable condition alludes to how much energy can be connected (The capacity to lift a heavier one).Strength alone is an

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 excellent characteristic of speed. Even though muscle quality is associated with dash execution, inquire about has demonstrated that joining both protection preparing and polymeric preparing will effectively affect preparation. While Plyometrics aids quick power improvement (control), weight preparing aids adage al compel yield (quality).

Power alludes to the joined components of speed and quality. Execution in many games depends on various sorts of energy. In American volleyball, a lineman and a recipient may have similar power, yet they have diverse confinements in how their energy is conveyed. The lineman would be speed-constrained, though the recipient would be quality restricted. The motivation behind plyometrics is to stress speed-based power. One action that requires speed-favoured power is high bouncing: eventually, hop tallness is resolved not to have remarkable leg quality, but instead, they can create it at outstanding rates. Studies have demonstrated that preparation a plyometric movement, for example, drop hop enables the competitor to expand the reactivation and pre-extend of the muscles. It allows the mentor to survey landing strategies that are essential to the generation of power with the expansion of power creation, and a competitor progresses toward becoming mineral intense unstable and stable when performing errands diminishing danger of damage and expanding general execution on the playing field.

Speed is the execution pre essential to do engine activities under given conditions in the least of time. Rate is the briskness of development of an appendage, regardless of whether this is the legs of a sprinter or the arm of the shot putter. Speed is a vital piece of each game and can be communicated as any of, or blend of, the accompanying: most extreme speed, and speed perseverance.

Methodology The inspiration driving the examination was to choose the effect of the plyometric practice on 50 yards continues running for volleyball players. The subjects of the investigation were 20 men volleyball players from the RV Institute of Legal Studies, Bengaluru, Karnataka, India. The items were discretionarily distributed into two social affairs that are a preliminary amass with ten understudies each get-together. The exploratory experienced plyometric getting a ready program in a plan of 45 minutes for four days in seven days, for ten weeks. Plyometric practice work out joins Lateral elevated requirements, Hurdle jumps, Lateral obstacles ricochets, Split squat bounces, Split Squat jumps, Bounding with Rings, Zig-Zag Hops, Depth bounces. The control bundle did exclude from any work out system. Fifty yards run was estimated by a stopwatch. All of the subjects were attempted in 50 yards seek after prior and ten weeks of plyometric getting ready.

Result and Findings The mean, standard deviation and t-test were employed to analyze the significant difference in the mean value of pre and post-test of experimental and controls and are presented in tables.

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Table I: Significantly difference between pre and post-test values of the experimental group

Variables Test Mean Standard 'T'

deviation Value

50 Pre- 7.05 0.209517 5.23527*

yards test

run

Post- 6.513 0.072

test

*Significantly at 0.05 level of confidence ‘t’ 0.05 (22) = 2.072

The experimental group pre and post-test mean, standard deviation and t-values are presented in table-1, and it reveals the significant level in the effect of plyometric exercise on the experimental group. The t-value of the selected variable is above the table value of 2.072. Hence the study indicates that plyometric training is useful for the significant improvement of physical fitness variable speed.

Table 2: Significant difference between pre and post-test values of the control group

Variables Test Mean Standard 'T' Value deviation 50 yards Pre- test 7.01 1.001211 0.054621 run Post- test 7.04 0.16410

He controls group pre, and post-test mean, standard deviation and t- values are present in Table- 2. The result indicates that there is no significant difference in speed.

Discussion All of the subjects of the preliminary assemble were experienced ordinary plyometric getting ready, which were given out to them. From the assessment unmistakably under 50 yards run fundamental changes were seen following twelve weeks of different plyometric getting an available program. Nevertheless, the control gather didn't show any changes in the 50 yards run timing. The arranging reduced due to the plyometric getting ready. The examination reveals that the test total is inside and out than the control gathering. As such, the hypothesis has been recognized.

Conclusion

1. The result of the study indicates that plyometric exercise is useful for the development of speed.

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2. The plyometrics exercise has an impact on the improvement in physical fitness.

3. In the control group, there is no significant improvement found out.

References

1. Adams K, Climstein M. The effect of six weeks of squat, plyometric and squat- plyometric training on power production. Journal of Strength and Conditioning Research. 1992; 6:36-41.

2. AAHPERD. Physical best activity guide. Elementary Level. Human Kinetics, Champaign, IL. Arthur, M. and Bailey, B. (1998) Conditioning for Cricket. Human Kinetics, Champaign, IL, 1999.

3. Chu DA. Jumping into Plyometric, Champaign, IL Human Kinetics, 1996.

4. Delecluse CH, Van Coppenolle E, Willems M, Van Leemputte M, Diallo O, Duche P. Effects of plyometric training followed by a reduced training programmeon physical performance in prepubescent soccer players. Journal of Sports Medicine and Physical Fitness. 2001; 41:342-348.

5. Faigenbaum A, Bellucci M, Bernieri A, Bakker B, Hoorens K. Acute effects of different warm-up protocols on fitness performance in children. Journal of Strength and Conditioning Research. 2005; 19:376-381.

6. Herriman MG, Michael TJ. The effect of a 6-week Plyometric training program on agility, Journal of sports science and medicine. 2006; 5:459-465.

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INDIAN FEDERAL POLICY SYSTEM OF SMART CITIES: WORLD HERITAGE CITY OF WARANGAL

DASARI NAGESWAR RAO Lecturer in Political Science, Government Degree College, Dubbak, Medak Dist, Telangana State

ABSTRACT OF THE PAPER

Smart city not as a status of how smart a city is but as a city's effort to make it smart. The connotation of a smart city represents city innovation in management and policy as well as technology, since the unique context of each city shapes the technological, organizational and policy aspects of that city, a smart city can be considered a contextualized interplay among technological innovation, managerial and organizational innovation, and policy innovation. However, only little research discusses innovation in management and policy while the literature of technology innovation is abundant. This paper aims to fill the research gap by building a comprehensive framework to view the smart city movement as innovation comprised of technology, management and policy. We also discuss inevitable risks from innovation, strategies to innovate while avoiding risks and contexts underlying innovation and risks .smart city is an emerging concept. This concept is being used all over the world with different nomenclatures context & meanings. A smart city is a city that is well planned, and it provides the cost efficient services, environmental efficiency, and technological sound services for the welfare of the citizens. Smart solutions can be helpful in controlling the ever increasing population in the cities. There are three issues that are crucial to advancing our academic understanding of smart cities: (1) contextual conditions, (2) governance models, and (3) the assessment of public value. This research article analyze A brief review of recent literature and the analysis of the included papers provide support for the assumption that cities cannot simply copy good practices but must develop approaches that fit their own situation (contingency) and concord with their own organization in terms of broader strategies, human resource policies, information policies.

Keywords: Smart Cities, Infrastructure, Urbanization, Urban Development, City Planning Rich Heritage, Driven Technology, Renewable resources

Introduction Smart City project would also us to bring together our outstanding of urban development…. preserving heritage and attract tourism for such places – Francois Richer, French Ambassidor

Smart City is a booming international phenomenon. Smart city word originated back in 1998, but the first funding for smart city came in the year 2000.The six dimensions of a smart city are Smart Economy, Smart Mobility, Smart Environment, Smart People, Smart Living and Smart Governance. Every city can become smarter by focusing on any of the above dimensions. A smart city is a community that is efficient, Sustainable & livable. The term smart city has become more and more popular in the field of urban planning. Smart cities can work as a tool for controlling the rapid urbanization and various problems caused by the ever increasing urban population. The implementations of the smart technologies can increase the value of the city. Smart city concept introduces new practices and services that highly impacts policy making & planning. The concept is not without challenges, especially in India. For instance, the success of such a city depends on residents, entrepreneurs and visitors becoming actively involved in energy saving and implementation of new technologies. There are many ways to make residential, commercial and public spaces sustainable by ways of technology, but a high percentage of the total energy use is

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 still in the hands of end users and their behaviour. Also, there is the time factor — such cities can potentially take anything between 20 and 30 years to build. The 21st Century is facing major challenges for humanity. Due to population growth the resources are under constant threats and always falling short of needs and demands. Hence now cities have to address various issues such as Urban planning, climate change, environmental matters, non-renewable resources, social and economic development, increasing populations, city infrastructures, Governance & Funding etc. Greater emphasis on cities needs cities to think independently for economic growth and sustainability of various infrastructures. This has resulted into need for smart cities, where resources can be effectively shared and good governance achieved for smooth citizen empowerments. Thus in a determined bid to recast the urban landscape of the country to make urban areas more livable and inclusive besides driving the economic growth.

Smart city concept (AMRUT) The Union Government has approved the Smart Cities Mission and the Atal Mission for Rejuvenation and Urban Transformation of 500 cities (AMRUT). The ‘smart city’ concept is explicitly conceived as an instrument for accelerating economic growth in a region. ‘Smart’ is a term associated with technologies like smart cards. In this sense, smartness refers to a system’s ability to detect information, recognize patterns, analyze implications and trends, predict system behaviour and operate in a network involving other systems. Smart technologies are already in operation in parts of everyday life in different ways, and especially in urban management in the developed world. In theory, the smart city concept offers conditions for everyday work and life that lubricate business processes and technical innovation, and thus investment. Currently an aspirational concept in urban, it lacks a single definition. But there is actually a single determining ingredient without which a city cannot claim to be ‘smart’ easily at least for the Government of India’s Ministry of Urban Development’s website (www.moud.gov.in) which believes that, ‘a smart city is one that uses information technology to solve urban problems’ . Such technology is ¹ expected to make a variety of urban management and governance processes speedier, more efficient, and responsive to changing conditions in real time. While other desirable values gather around this core in the supportive discourse, they are neither decisive nor necessary for a city to be called ‘smart’. For instance, some observers claim that smart cities reveal a concentration of high value (smart) workers, sometimes called the ‘creative class’. Enhanced livability is also often argued to be a characteristic feature of these cities, which are also claimed to be potentially more sustainable because their embedded ICT infrastructure can allow energy and resources to be managed and consumed efficiently. Many such claims refer sometimes to the actual achievements of a few pilot ‘smart cities’ (e.g. Singapore, Barcelona, Rio de Janeiro), and at others only to potentials

The Importance of Smart Cities in India

India’s urban population is currently around 31 per cent of the total population and it contributes over 60 per cent of India’s GDP. India’s is urbanizing at an unprecedented rate, so much that estimates suggest nearly 600 million of Indians will be living in cities by 2030, up from 290 million as reported in the 2001 census. With about 30 village dwellers moving every minute from villages to become city dwellers, not many villages will be left India at the end of this century. Today’s cities face significant challenges – increasing populations, environmental and regulatory requirements, declining tax bases and budgets and increased costs. Moreover, the cost of Information and Communication Technologies has plunged making it economical for the government to implement them. Citizens are increasingly getting instant, anywhere, anytime, personalized access to information and services via mobile devices and computers. And they increasingly expect that same kind of access to city services.With increasing urbanization and the

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 load on rural land, the government has now realized the need for cities that can cope with the challenges of urban living and also be magnets for investment. The announcement of ‘100 smart cities’ falls in line with this vision. The 2012 Smart Cities and Communities agenda of the European Union followed the wider agenda 21 of the United Nations and yet brought much clarity to the approach by seeing the task as a partnership of energy, transport and information and communication technologies (ICT) in urban areas. The solutions conceptually include applied innovation, better planning, a more participatory approach, higher energy efficiency, better transport solutions, intelligent use of Information and Communication Technologies (ICT), etc. After analyzing the initiatives globally, certain common themes do emerge for formation of smarter cities and communities, namely: Energy, transport and information and communication technologies (ICT) seen as parallel and interdependent factors for smartness in urban areas. World over, technologies are enabling smarter solutions. Technology innovation is helping better collection, processing and analysis of data through conventional and crowd/social media methods. Interpreting 'Smart Cities' in the Indian context, following prima-facie impressions emerge: Although not within the urban local jurisdiction, energy is very much an urban concern. While fossil fuel fed mechanized transport remains the biggest head in energy consumption in cities. Increasing and inefficient electricity usage is also a cause of concern. Moreover, the fast growing cities of India also consume tremendous amounts of energy through real estate construction and infrastructure expansion activities. Cities, globally, use more energy than the industrial and rural hinterlands, implying that energy efficiency is not just a regional but also an urban responsibility. Particularly in India we all suffer from scheduled and unscheduled power cuts. Contributing to peaking of grid loads and fossil fuel needs is our erratic usage pattern where a few hours of use trumps the overall consumption across a day. This impacts the overall urban economy, having direct impacts on the revenues of any city and its potential for growth. It’s a city outfitted with high-tech communication capabilities. It uses digital technology to enhance performance and well being, to reduce costs and resource consumption, and to engage more effectively and actively with its citizens.The idea of smart city came into formulation owing to the need to accommodate rapid urbanization of the age. Interest in smart cities continues to grow, driven by a range of socioeconomic and technological developments across the globe. It is due to the increasing number of smart cities that established suppliers from energy, transport, buildings, and government sectors are moving into the smart city market, while startups are addressing a range of emerging opportunities in the same field. A city equipped with basic infrastructure to give a decent quality of life, a clean and sustainable environment through application of some smart solutions.

Mission of Smart City:

Across the world, the stride of migration from rural to urban areas is increasing. By 2050, about 70 per cent of the population will be living in cities, and India is no exception. It will need about 500 new cities to accommodate the influx. Interestingly, urbanisation in India has for the longest time been viewed as a by-product of failed regional planning. Though it is inevitable, and will only change when the benefits of urbanisation overtake the costs involved, it is an opportunity for achieving faster growth. With increasing urbanisation and the load on rural land, the government has now realised the need for cities that can cope with the challenges of urban living and also be magnets for investment. The announcement of ‘100 smart cities’ falls in line with this vision. A 'smart city' is an urban region that is highly advanced in terms of overall infrastructure, sustainable real estate, communications and market viability. It is a city where information technology is the principal infrastructure and the basis for providing essential services to residents. There are many technological platforms involved, including but not limited to automated sensor networks and data centres. Though this may sound futuristic, it is now likely to

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 become a reality as the ‘smart cities’ movement unfolds in India. In a smart city, economic development and activity is sustainable and rationally incremental by virtue of being based on success-oriented market drivers such as supply and demand. They benefit everybody, including citizens, businesses, the government and the environment.

The concept of smart cities originated at the time when the entire world was facing one of the worst economic crises. In 2008, IBM began work on a 'smarter cities' concept as part of its Smarter Planet initiative. By the beginning of 2009, the concept had captivated the imagination of various nations across the globe. Countries like South Korea, UAE and China began to invest heavily into their research and formation. Today, a number of excellent precedents exist that India can emulate, such as those in Vienna, Aarhus, Amsterdam, Cairo, Lyon, Málaga, Malta, the Songdo International Business District near Seoul, Verona etc. India is drawing on the development of smart cities at the global level. Prime Minister Narendra Modi’s vision ‘Digital India’ has a plan to build 100 smart cities across the country. Modi in his speech said, “Cities in the past were built on riverbanks. They are now built along highways. But in the future, they will be built based on availability of optical fiber networks and next-generation infrastructure.” Digital India envisages making India a leader in digitally delivering services in the health, education, banking sectors. Modi announced an investment of $1.2 billion in smart cities with more funding coming from private sectors and abroad.

Under the Smart Cities Mission, each selected city would get central assistance of Rs.100 crore per year for five years. Smart City aspirants will be selected through a ‘City Challenge Competition’ intended to link financing with the ability of the cities to perform to achieve the mission objectives. Each state will shortlist a certain number of smart city aspirants as per the norms to be indicated and they will prepare smart city proposals for further evaluation for extending Central support. This Mission of building 100 smart cities intends to promote adoption of smart solutions for efficient use of available assets, resources and infrastructure with the objective of enhancing the quality of urban life and providing a clean and sustainable environment. Special emphasis will be given to participation of citizens in prioritizing and planning urban interventions.

It will be implemented through ‘area based’ approach consisting of retrofitting, redevelopment, pan-city initiatives and development of new cities. Under retrofitting, deficiencies in an identified area will be addressed through necessary interventions as in the case of Local Area Plan for downtown Ahmedabad. Redevelopment enables reconstruction of already built-up area that is not amenable for any interventions, to make it smart, as in the case of Bhendi Bazar of Mumbai and West Kidwai Nagar in New Delhi. Pan-city components could be interventions like Intelligent Transport Solutions that benefits all residents by reducing commuting time. Under smart cities initiative, focus will be on core infrastructure services like: Adequate and clean Water supply, Sanitation and Solid Waste Management, Efficient Urban Mobility and Public Transportation, Affordable housing for the poor, power supply, robust IT connectivity, Governance, especially e-governance and citizen participation, safety and security of citizens, health and education and sustainable urban environment. Smart City Action Plans will be implemented by Special Purpose Vehicles(SPV) to be created for each city and state governments will ensure steady stream of resources for SPVs.

Challenges of Smart City Mission

1. Providing clearances in a time bound manner: it will be crucial for the smart city dream to come true. For timely completion of project, all clearances should use online

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processes and should be cleared in a time bound manner. A regulatory body should be set up for all utility services so that level playing field is made available to the private sector and tariffs are set in a manner that balances financial sustainability with quality.

2. Financing smart city: finance will play a crucial role the success of the smart city mission. One needs to be see how these projects need to be financed as majority of project would move through complete private investment or through PPPs (public private partnership). Both the central government as well as state governments would be interested only in Viability Gap Fund (VGF).

3. Reliability of utility services: For any smart city in the world, focus is on reliability of utility services be it electricity, water, telephone and broadband services. Similarly, municipal services such as water supply, drainage, solid waste management need to be of high quality and should be available.

4. Capacity building program: Building capacity for 100 smart cities is not an easy task and most of the ambitious projects get delayed due to lack of quality manpower both at the center as well as states. Investment in capacity building programs have a multiplier effect as it helps in time bound completion of projects and also helps in designing programs, developing faculty, building databases as well as designing tool kits and decision support systems. And all these have a lag time so capacity building needs to be strengthened right at the beginning.

5. Extensive usage of ICT: An extensive use of ICT enabled services will need a sound communications backbone and the best example for this is Singapore. Cities to become smart, it is essential that the governance structure is also smart. Therefore, urban local bodies would need to make effective use of ICTs in public administration to connect and coordinate between various departments.

Need of Smart Governance

This aspect is the backbone of smart solutions. Smarter governance is enabled through more informed decision making and participation of disparate opinions and agendas towards overall betterment of cities and communities. There is a tremendous scope for real smartness in the decision- making and governance processes in cities. If smartness can be seen as an ability to govern intelligently and fairly, including an ability to sense issues, study and analyze them, identify systemic responses to the same, link resource sensibilities to prioritization, effective implementation and contracting systems, supervision and assessment of programmes in terms of outputs and outcomes; build and learn from the links in the ecosystem; smartness is the need of the hour. It is also an attribute that is increasingly getting lost in a clamor of competitive stakes and processes and in an emphasis on techniques rather than genuine expertise. We need smartness in urban governance desperately. Such smartness would refrain from instant solutions and utopias that sell dreams and generate despair. A key attribute of smart governance would be the simultaneous engagement of technical knowledge and traditional wisdom through a people- centered process of participation and institution building. Most of our cities in India are characterized by auto-construction and it is only through respect for these processes on the ground accompanied by an awareness of forthcoming challenges that we may be able to deal with emergent challenges such as climate change and sustainability. Diverse local solutions informed by a global sensibility rather than homogenous global solutions that exclude local complexity may

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 be the -need of the hour. These can help to generate opportunities that local people can participate in. Smart urbanization before smart cities

It is undeniable that urbanization is an emerging reality for which one needs to prepare. Such planning includes gaining realistic estimates of patterns of migration, their location, educating and skilling people and freeing them from distress, enabling infrastructure development at the growth centers and fostering institutions that are democratic, decentralized and engaged in smart decision making. The current pattern of developing smart cities is evidently not aimed at creating an opportunity structure for a ‘neo- urban class (distinct from an as paritional neo middle class) but rather excludes it and may create more barriers for urbanization.

New cities might be necessary but not as bracketed, exclusive developments but those that give genuine opportunities for employment and are livable. The case for new cities has not yet been made systematically. We don’t know for sure, for instance, that the old cities cannot accommodate current and medium term future needs within their (sometimes already expanded) boundaries. However, assuming that there is a need for new cities, these must be seen as opportunities for doing much better than existing cities on key fronts: equitable allocation of land and infrastructure for housing and livelihoods for all sections of society, based on the needs existing (not idealized) realities suggest; systematic integration of the most. Policy must protect all rural land performing essential functions from predatory urbanization under the smart cities initiative. The smart cities proposal clearly envisages big changes of land use from non-urban to urban and industrial uses. It is imperative that this be regulated scientifically as suggested by the Draft ‘National Land Utilization Policy’, Government of India. This document recognizes the competing claims on land, especially those of economic production, agriculture as well as the sustenance of natural water systems. It notes that India has 17% of the world’s population on 2.4% of the global land area.

Making of smart cities

The Government of India has identified 98 urban locations to be converted as smart cities, covering 13 crore people (out of 1.2 billion population) and accounting for over 35 per cent of the country’s total urban population. The idea is to ensure high quality of life comparable with any developed European city and fulfilling the aspiration of the vast middle-class city dwellers to avail the best quality urban life. To build smart cities, India allocated Rs 6,000 crore ($962 million), and this huge investment is expected to transform existing cities into high-class urban areas, with adequate clean water supply, 24/7 electricity supply, proper sanitation system, efficient mobility and public transport, affordable housing for the poor, robust IT connectivity and digitalisation, besides good governance and citizen participation. However, the key question and debate, making headlines in the country is whether the vast poor or lower middle-class population in the country would be able to afford to stay in these smart cities. So, what should the government do to make these new smart cities more inclusive so that all classes, irrespective of their financial status will afford to stay and enjoy quality services? It is thus extremely crucial to carry forward the objectives of smart cities along with crafting public policy to retain the distinct socio-cultural identity of the marginalised and deprived groups by ensuring dignified living space along with sustained source of income. High Indian population is setting the groundwork to become a knowledge around 31% of the total population, it contributes more s GDP. It is projected that contribution will increase to nearly 75% of the From global experience, it is ascertained that a country’s urbanis relatively slow but the pace of urbanis up thereafter, till it reaches about 60 cue from this, India is at a point of transition and needs to plan its urban areas well. While urban population is, currently, arou s GDP. It is projected that contribution will

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 increase to nearly 75% of the national GDP in the next 15 years. From global experience, it is ascertained that a country relativ up thereafter, till it reaches about 60 cue from this, India is at a point of transition and needs to plan its urban areas well. Among the top ten mega single Smart City appears in the list of first four mega Chennai. These cities, especially Greater Mumbai, contribute a significant share to country it is probable that converting these mega Smart Cities may yield a higher contribution to the current GDP.

To prepare cities to cope with the challenges of urban living and also attract investment, the Government of India (GoI) announced a ‘100 Smart Cities 15 for the development of end technology infrastructure that includes comprehensive IT infrastructure, a network of sensors, cameras, wireless devices and data centers for efficient and effective delivery of essential ser sanitation, recycling, managing traffic, transportation systems, etc. Broader elements to be incorporated into a smart city include Smart Energy, Smart Environment, Smart Communications, Building and Smart Governance. The main focus of government behind the development of smart cities is to transform India into a digitally empowered economy.The cities with ongoing or proposed smart cities include Kochi in Kerala, Ahmedabad in Gujarat, Aurangabad in Maharashtra, Manesar in Delhi NCR, Khushkera in Rajasthan, Krishnapatnam in Andhra Pradesh, Ponneri in Tamil Nadu and Tumkur in Karnataka. Many of these cities will include special investment regions or special economic zones with modified regulations and tax structures to make it attractive for foreign investment. This is essential because much of the funding for these projects will have to come from private developers and from abroad.

Promoting mixed land use in area-based developments — planning for ‘unplanned areas’ containing a range of compatible activities and land uses close to one another in order to make land use more efficient. The States will enable some flexibility in land use and building bye-laws to adapt to change;

Housing and inclusiveness — expand housing opportunities for all; iii. Creating walk able localities — reduce congestion, air pollution and resource depletion, boost local economy, promote interactions and ensure security. The road network is created or refurbished not only for vehicles and public transport, but also for pedestrians and cyclists, and necessary administrative services are offered within walking or cycling distance;

Preserving and developing open spaces — parks, playgrounds, and recreational spaces in order to enhance the quality of life of citizens, reduce the urban heat effects in Areas and generally promote eco-balance;

Promoting a variety of transport options — Transit Oriented Development (TOD), public transport and last mile para-transport connectivity;

Making governance citizen-friendly and cost effective — increasingly rely on online services to bring about accountability and transparency, especially using mobiles to reduce cost of services and providing services without having to go to municipal offices; form e-groups to listen to people and obtain feedback and use online monitoring of programs and activities with the aid of cyber tour of worksites;

Basic infrastructure of Smart Cities Assured water and electricity supply, sanitation and solid waste management, efficient urban mobility and public transport, robust IT connectivity, e-governance and citizen participation, safety and security of citizens. Public information, grievance redressal, electronic

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service delivery, citizens’ engagement, waste to energy & fuel, waste to compost, 100% treatment of waste water, smart meters & management, monitoring water quality, renewable source of energy, efficient energy and green building, smart parking, intelligent traffic management system.It is part of the US-based Smart Cities Council, which is a consortium of smart city practitioners and experts, with a 100-plus member and advisor organizations operating in over 140 countries. After government announces the guidelines, states will be asked to nominate names of cities for a ‘City Challenge Competition’ and the chosen ones will get Central fund of Rs 100 crore each year for 5 years.

The basic criteria for selection of a city/municipal area

Area-based development 1. Retrofitting 500 acres: Planning in an existing built-up area in a municipal ward, preparing plan with citizen participation (example: Connaught Place in Delhi, Bhendi Bazar in Mumbai). 2. Greenfield 250 acres: Introduce smart solutions in a vacant area using innovative planning (example: land pooling/land reconstitution in Outer Delhi, GIFT city in Gujarat). 3. Redevelopment 50 acres: Replacement of existing built-up area and preparing a new layout plan with enhanced infrastructure by way of mixed land use (example: Kidwai Nagar in Delhi). 4. Globally, the population is increasing at an alarming rate accompanied with citizen’s demand for basic amenities such as infrastructure, energy and clean environment. The trend of urbanization is accelerating and it is straining the resources of our cities. A large part of the world’s population live in urban areas due to improved livability and a higher quality of life by 2050, it is estimated that about half of the country’s population will reside in urban areas. Hence, there is a great need for augmenting the infrastructure capacity of the city so that it is able to sustain the pressure exerted by the increase in population. In the light of this, the government has recently introduced the plan to develop 100 smart cities in India. These cities promise us to offer world class facilities

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and infrastructure. But will these cities be able to tackle the social issues that our cities are facing today? Our society is facing issues of social exclusion due to which individuals are not able to participate in all realms of their life with full dedication and capacity. The most vulnerable groups are the women, elderly and the physically disabled. Therefore, we need to plan cities that that are smart as well as inclusive, the cities that take care of its infrastructure as well all its citizens. 5. Inclusive City Inclusive city refers to improvement in the living standards of all residents of the city and infusion of varying aspects such as poverty alleviation and sustainable environment development, which lead to growth of all individuals of society into the development process with special emphasis on women, elderly and disabled friendly infrastructure and financial planning. 6. There are many parameters of an inclusive city. An inclusive city has governance which is fair and takes into account interest of all sections of society before arriving at a policy. It shall have inclusive sustainable development which shall not harm the environment and shall conserve resources for the future generations. To direct growth on sustainable manner, Environmental Impact Assessment should be essential part of development plans and projects. This city shall have access to healthcare and education for all the members of the society. Infrastructure plays an important role in growth and development of cities. It also promotes inclusivity in the society by means of easy access to services. For inclusive development of society, special attention to disadvantaged groups should be paid. Disabled and old-age friendly infrastructure is integral factor for improvement in quality of life of individuals. Women shall be promoted as agents of socio-economic growth and while including in decision making they should be provided autonomy. Poverty alleviation shall be the main goal of the city so that each individual can contribute towards the progress of the country.

Smart City Sustainable Development

There is no definition of Smart city as such. However, it can be presumed that these cities would mobilize the Information and Communication to deliver better services, reduce the carbon foot print, create a sustainable environment, provide better job opportunities and living conditions.

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Given the fact that the existing cities, which accommodate a bulk of the population, waste a lot of resources and are energy-inefficient, Smart city is a concept where life is technologically driven with efficient use of energy and resources. For example, if you have forgotten to turn off a light in your house and you are in train to your workplace which is 40km away, you can still switch it off remotely. This is called smart grid technology. Technical progression at global scale has put more pressure on developing countries to improve their infrastructure and progress in other important areas for prosperity. Indian Prime Minister Mr. Modi has vision to make smart cities in India to enhance the living of populace. The Prime Minister Narendra Modi wants to build 100 smart cities in India therefore .government has made "comprehensive plan" for the management of urban green spaces. The NDA Government under Prime Minister Narendra Modi is committed to develop smarts cities across India. In his election campaign in May 2014, Mr. Narendra Modi made promise to construct 100 smart cities all over India. This focus of his urban programme intends to help fast development of remote cities and major urban centres to become the attractions of overseas investment and jobs.

In various news report and documents it is demonstrated that the guidelines to recognize a city as the smart city will be prepared by the department of industrial policy and promotion. The standards for being recognised as a smart city must have three of the five infrastructure requirements such as energy management, water management, transport and travel, safety and security and solid waste management. Prime Minister Narendra Modi had strongly raised the issue of unemployed youths migrating from their home States to technologically developed cities such as Delhi, Mumbai, Surat, Ahmedabad, Chennai and Bangalore to improve their lifestyle and gain prosperity which is causing huge economic problems. Such migration is greatly putting burden on the public facilities available in these cities as well as there is an issue of getting jobs to needy people. News reports revealed that India will need about 500 new cities to hold the huge arrival of population from rural or semi developed areas to the urban area. Visualizing the need for speedy urbanisation, the Government has made the vision to build hundred smart cities to make India manufacturing centre and for the rapid economic development.

The concept behind developing the smart cities is to create highly advanced urban regions in terms of overall infrastructure, sustainable real estate, communications and market viability. When reviewing earlier literature, it has been found that the urbanization of the universal population is executed but a major trend which started centuries ago and will persist in the future. Presently, people are facing new challenges as the urban population becomes richer, enthusiastic to travel and more demanding in terms of happiness such as the lessening or control of pollution due to increasing activity, balancing the ease of individual transport and its consequences on traffic blockage, the need for security while preserving privacy, the need for instant information on any situation all within the land of a reduced taxation system. There is an effective plan to develop smart cities. Essential services to the people living in these cities will be given through information technology. In developing smart cities, government players and other parties have to face many challenges. Main requirement is on part of residents, entrepreneurs and visitors who are required to be vigorously involved in energy saving and execution of new technologies and also to make residential, commercial and public spaces sustainable with the help of technology. If this magnificent project to develop of smart cities becomes triumphant, it will bring positive change and assist in growth of Indian economy.

Regardless of numerous factors that must be taken into consideration, Smart Cities offers feasible business prospect to the environment such as utilities, real estate companies and public sector which are active in today's projects. To fulfil this vision, the Smart Cities task is offering to city people, workers and visitors, the most current and viable telecom and non-telecom services

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 and systems. As part of setting up Smart City services, a variety of business models and approaches to provide, supply, operate and manage the Smart City services will be explored. Prime Minister Narendra Modi has the determined smart cities project which he wants to execute in order to provide great facilities to people. He wants chosen cities, after their identification, to take up some easily doable items and a few smart solutions rather than taking up a mega wish list as it was earlier visualized in the draft concept note. Numerous reports indicated that the PM also wants such cities to recognize people living below poverty line and jobless so that targets for poverty mitigation and unemployment can be acknowledged.

World Heritage city of Warangal

Replacing the actual city infrastructures is often unrealistic in terms of cost and time. However, with recent advances in technology, we can infuse our existing infrastructures with new intelligence, digitize and connect our systems, so they can sense, analyze and integrate data, respond intelligently to the needs. Thus keeping a bird’s eye-view and better data analysis leads to better decisions. For example-The high concentration of mobility during the rush hour underlines the importance of a better utilisation of existing infrastructural networks in an innovative way. In the years ahead there will be more and more traffic on the roads. Road widening and new roads cannot compensate for the growth. To permanently improve circulation, the entire infrastructure must be better utilised. One strategic approach to reducing congestion is to apply collected data and a systems view to encourage increased use of public transport.

Telangana has become the 29th state of India and city of Hyderabad is its capital. Hyderabad, known for its heritage with modernity like “Ganga Jamuna Tahjeeb” has several tourist attractions like the Charminar, Mecca Masjid, Golconda Fort, Hussainsagar Lake, Birla Mandir, Chowmahalla Palace, Salar Jung Museum., Birla Temple etc. Hyderabad also has a rare distinction of being ranked as the 2nd best place in the world to visit in year 2015 by the National Geographic Traveler magazine December 2014 issue. Other important tourist places in Telangana include, Warangal from where the Kakatiyas ruled has tourist attractions such as Warangal Fort, Thousand Pillar Temple, Kakatiya Kalathoranam, Ramappa Temple, Laknavaram Lake etc. Bhongir Fort, Nagarjunsagar Dam and Yadagirigutta Temple located in Nalgonda District also attract many tourists. Adilabad District known for its pristine nature also has Gnana Saraswati Temple at Basar, Kuntala Waterfall and Kawal Wildlife Sanctuary. (Now Tiger Reserve) Other famous temples Vemulawada Temple, Kondagattu are located in Karimnagar District which also has Lower Maner dam (boating). Sri Sita Ramachandra Swamy Temple at Bhadrachalam, Medak Church Pillala Marri (Largest Banyan Tree) at Mahabubnagar are some other places a tourist can visit Alampur Jogulamba Temple in Mahbubnagar Dist. Which is 5th shaktipeetas of 18 well known shaktipeetahs in India.

After discussing the theoretical framework of planned urban development and international standard of cities we find that India is lacking in long term planning. Our cities are in dole drums. In the present chapter the basic components of urban issues i.e. drainage, sewerage, water supply, roads, solid waste management and street lights related to Aligarh city have been discussed at length. Before that an insight about location, geography, topography, population and problems faced by Aligarh city has been discussed. As Greater Warangal Municipal Corporation (GWMC) has added another cap in its feather by winning the competition to become eligible for Smart City Mission (SCM), immense development in terms of improving civic life and infrastructure is expected to take place under the Corporation limits. The Warangal city has already selected for ‘National Heritage City Development and Augmentation Yojana’ (HRIDAY) and Atal Mission for Rejuvenation of Urban Towns (AMRUT) Scheme. While the Corporation

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 limit is spread over 471 square kilometres, the jurisdiction of Kakatiya Urban Development Authority (KUDA) extends to 1,805 kilometres. Though cities under HRIDAY scheme are automatically selected under SCM, e-governance initiatives proposed by the Corporation, clean city drive and others helped the city get Smart City Mission, official sources informed. Speaking to The Hans India here on Thursday, Municipal Commissioner Sarfaraz Ahmad expressed pleasure over the GHMC getting selected for the Smart City Mission.

Warangal, which is the second biggest city in Telangana after Hyderabad in terms of size and history, is in fact much older than the State capital. Warangal has got a history of 1,200 years with a rich heritage left by Kakatiya rulers. The GWMC, KUDA and district administration would work together for a visible change. ‘When a person enters the city, he or she should not feel like entering just another city. The place has to be developed a real Kakatiya City, it is what we visualise, Warangal as a ‘City of Lakes’, he said there are about 40 tanks in and outside the Corporation. There is a possibility to develop them as entertainment zones.

Warangal district in the Indian state of Telangana. It is located 148 kilometres (92 mi) northeast of the state capital of Hyderabad and for administrative purposes comprises the Warangal, Hanmakonda and Kazipet areas. The city is included in Amrut project and smart city by central government. The city is known for its heritage and in late 2014 was included in the Government of India's proposed HRIDAY - Heritage City Development and Augmentation Yojana, along with eleven other Indian cities.A few months earlier, the national government listed it among the 100 proposed smart cities that will be eligible for additional investment to improve urban infrastructure and industrial opportunities. Warangal is the second fastest-growing city in Telangana state, after Hyderabad. After taking control of 42 gram panchayats, its population has exceeded 1 million and this growth, plus its historical significance, caused the government to authorize the prefer Greater to the name of Warangal Municipal Corporation in early 2015.Warangal has been chosen as one of the heritage cities for HRIDAY - Heritage City Development and Augmentation Yojana scheme of Government of India

Hyderabad, Warangal among smart cities Aiming at improving the quality of urban life, the Union government on Thursday unveiled a list of 98 cities in the country for the Smart City Mission (SCM). Union Urban Development Minister M Venkaiah Naidu has officially launched the mission which includes five cities in the two Telugu States. The cities are Visakhapatnam, Tirupati and Kakinada in AP and Hyderabad and Warangal in Telangana. Elaborating on the concept of Smart City Mission, Naidu said: “A smart city would ensure core infrastructure needed for decent living in urban areas.” We are not aiming at making our urban landscape look fanciful and flashy.

It is the financial capital of Telangana state (Southern India). With an estimated population of 7 million, the city is the biggest contributor to Telangana state GDP, state tax and excise revenues. Hyderabad is now the seat of many businesses including trade, transport, commerce, communication and IT. Current socio-economic trends suggest that – in order to successfully meet these challenges – the number of cities in India will have to increase drastically. (By way of comparison, China has over 160 cities with a population over one million whereas India has less than 40). To support these new cities as they strive to address the challenges of urban transport and mobility, water distribution, waste management, etc, India must develop a comprehensive, supportive policy framework for new urbanization that establishes key, guiding principles and identifies the enablers – like technology, financing and talent attraction – that will be crucial to the implementation of new, live-able and sustainable urban spaces. The various concepts of city developments up till now.

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Warangal is one of those cities which are poised to move in smart direction, its a booming metropolis tempting to manage the chaotic forces of growth to evolve from commercial business order town to a leading Hitech-Hub.

1. Travel by public transport should be made more attractive and people will be more inclined to leave their car at home. Real time transport displays can provide visibility and information on availability of public transport, condition of traffic, parking, alternative route via matrix-sign, smartphones 2. Intelligence traffic-signal, smart surveillance, predictive data analytics, communications and situational awareness through CCTV cameras, computers collect information for analysis in real-time thus providing centralized and integrated security surveillance and improve emergency-response time. 3. Sensors for real-time monitoring can be installed throughout the water treatment process and combine with mobile technology workers can receive alerts regarding water-quality level and leakage through their smart devices pones or laptops. 4. Solid Waste management can be effective through wireless sensors to measure and forecast the fill-level of waste containers and generates smart collection plans using the most efficient schedules and routes. 5. Online Health portal, Electronic Health records and Patient portal, Tele-medicine, GIS enabled Emergency Medical Services are essential for smart healthcare. It enables appropriate access to healthcare data for better quality of care, early disease detection and prevention.

Why proposed ideas important for the city 1. As cities in rapidly developing economies continue to mature, talent becomes an increasingly valued resource, especially when combined with technological innovation.6 Demand for highly skilled, creative workers is expected to almost double by 2020 in mature economies 2. The management and operation of transport systems have an important influence on the economy of cities. Well-managed, easily accessible public transportation attracts workers into cities, brings commuters to and from work, and moves goods from where they are produced to where they are consumed. Congestion negatively impacts the quality of life in a city by decreasing personal and business productivity, lowering air quality and creating noise pollution. 3. Cities with lower crime and better emergency services find it easier to attract and retain a diverse and higher-quality skilled workforce. 4. A strong education system focused on lifelong learning is critically important in a city’s efforts to attract and retain skilled and diverse workers. 5. Smarter healthcare supports a more productive workforce as it reduces risks to health and improves general well-being.

Conclusion

The prime objective is to enhance the quality of urban life by addressing deficiencies in the core infrastructure. Expectations in various quarters may be high but the Mission is very practical and realistic in its intentions and objectives.” "There are 13 cities from Uttar Pradesh, 12 from Tamil Nadu, 10 from Maharashtra, seven from Madhya Pradesh and three each from Bihar in the list," Naidu said. However, the competition is far from over as the Centre proposes to take up the development of 20 out of the 100 as smart cities in the first phase, with the remaining cities will be taken up thereafter. All the 100 cities will be given Rs 2 crore each for preparation of the master plan and the same has to be submitted to the Union government within 100 days of the

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 notification. Based on the merit of the master plans, each of the selected 20 cities will be given Rs 100 crore initially. In all, each city will be funded to the extent of Rs 500 crore in a phased manner. While Telangana is confident that Hyderabad and Warangal will make it to the first list of 20 cities, AP is banking on Vizag and Tirupati, but is doubtful about Kakinada. According to sources, the Centre could not issue the notification on Thursday as there was a tie between two cities from the same state in a few instances. The entire country has been divided into nine regions for the smart city initiative. Andhra Pradesh, Telangana, Karnataka and Goa fall in the eighth region. To help the contenders with the preparation of the master plans, the Centre has appointed 11 consulting firms. Each city was accorded points based on various parameters like tax collection, online grievance redressal system, the financial health of the municipalities, etc. Among the southern states, Tamil Nadu secured the highest number by bagging 12 cities in the list of 100, while Kerala secured only Kochi. Overall, UP bagged the highest number of 13 cities to make it to the list of 100. Telangana government wants to promote Warangal as a heritage site fit for the United Nations Educational Scientific and Cultural Organisation (Unesco) approval.Warangal will enter the race for Unesco’s world heritage site tag in 2016, Hyderabad with its Qutb Shahi tombs, Charminar, Badshahi Ashurkhana and other heritage sites had battled for the World Heritage Site tag for over three years. With Warangal attracting more tourists than the capital city of Telangana, the Tourism Department is all set to prepare the district and its heritage sites to fit the Unesco bill. In Warangal, a variety of sites ranging from Mughal architecture to Kakatiya single stone structures can be showcased, said tourism officials on the sidelines of national conference on strategic development opportunities in tourism and hospitality industry held at National Institute of Tourism and Hospitality Management (NITHM). The district, with its archeologically relevant historic sites, including temples, forts and caves had a tourist footfall of 1.3 crore during the last two years as against 1.1 crore tourist footfall in Hyderabad during the same period. The erstwhile Shaivaite kingdom ruled by the Kakatiya dynasty from AD 12 to 14 century, will showcase its majestic Thousand Pillar temple and Warangal fort in the Unesco dossier, an official said.Other heritage attractions in Warangal, include Pandavalu Gutta and Mailaram caves. Districts, including Nalgonda, Mahbubnagar and Karimnagar too will be promoted by the Tourism Department in the future, officials said. Eco- tourism, spiritual tourism and heritage tourism will be given a fillip in the coming years, the Minister stressed.Telangana State Tourism Development Corporation (TSTDC) is currently in the process of setting up cottages near Laknavaram lake and also developing Ramappa lake. Smart city concept can be used for transforming any city into a smart city. Smart city have various overwhelming benefits & it a win -win situation for both, government & the citizens.

References 1. Anuj Tiwari and Dr. Kamal Jain, “GIS Steering Smart Future for Smart Indian Cities.” International Journal of Scientific and Research Publications, Volume 4, Issue 8, August 2015. 2. Sejal S. Bhagat, Palak S. Shah and Manoj L. Patel, “Smart cities in context to Urban Development.” International Journal of Civil, Structural, Environmental and Infrastructure Engineering Research and Development, Volume 4, Issue 1, February 2014, 41-48 3. Charbel Aoun, “The Smart city Cornerstone: Urban Efficiency. “Schneider Electric White Paper, 2018 4. Raman, Veena (2020) : Examining the ‘e’ in government and governance: A case study in alternatives from Bangalore City, India in Journal of Community Informatics 5. TCS (2020): White Paper on E governance initiatives in India 6. Rodríguez-Bolíva, 2015, Transforming City Governments for Successful Smart City 7. T.M. Vinod Kumar, 2013: Geographic Information Systems for Smart Cities. Ghaziabad : Copal Publishing Croup

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8. Ministry of Urban Development, 2014: Urban and Regional Development Plans Formulation And Implementation, Volume 1, Draft Report Version, 44-60. 9. A Report on Development activities of Kakatiya Urban Development Authority, 1982-85. 10. Annual Administration Reports of Kakatiya Urban Development Authority, Warangal. 1982- 83, 1983-84, 19845-85, 1985-86, 1988-89, 1989-90. 2013-14. 11. Report on Developmental Activities in Warangal Municipal Corporation 2013-2014. 12. Area Plan Report from Kakatiya Urban Development Authority, Warangal. 13. Report of the Committees of Boundaries Reforms in Municipal Administration, Government of India, New Delhi, 2015. 14. Report of the Committee on the training of Municipal Employees, Ministry of Health, Government of India, 2018. 15. Report of the Committee of Ministers on Augmentation of Financial Resources of Urban Local Bodies, Ministry of Health, Central Council of Land Self Government, 2020.

Web-sites http://indiansmartcities.in/Site/about.aspx

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EXPLORING THE WORKING CONDITION OF FEMALE PAID DOMESTIC WORKERS IN KERALA: A CASE STUDY OF RURAL AREAS OF PALAKKAD

Dr Rejimon P.M Associate Professor, Post Graduate Research Department of Economics Mar Dionysius College,Pazhanji,Thrissur,Kerala

Ms.Sreeja Gopal Assistant Professor, Dept. of Economics, NSS College Ottapalam, Palakkad, Kerala

Abstract

Domestic workers lack respect and recognition from their employers and are mostly underpaid, prevailing in a state of dependency. This paper, based on a qualitative study, aims to find out the nature of work and work related problems of women domestic workers, and to uncover the factors which contribute to their entry into paid domestic work.The study investigates the plight of female domestic workers in Kerala with special reference to Palakkad District. A purposive and convenient sampling method was used for the study. The sample comprised of total 60 female respondents, covering 30 full time respondents and 30 part time respondents. The data was gathered by using a self prepared questionnaire. This questionnaire had two parts: one part dedicated for workers and the other part dedicated for employers. The objective of the study was to know the plight offemale domestic workers in rural area. To know whether they enjoy decent workconditions or not .This study also attempted to know the attitude of employers towards their domestic workers. It concludes that none of them have a membership in any domestic workers organisation. The findings of the study will help to identify vulnerability in paid domestic work and frame a strategy for organising and globalising domestic workers in the context of the International Labour Organisation’s latest efforts in promoting decent work for domestic workers.

Key Words :Unorganized Sector, Domestic Workers,Invisibility, Full Time And Part Time Workers, Decent Work.

Introduction:

Everyday tens of millions of people throughout the world clean other people’s homes, cook meals for others, and watch over their children. Their work contributes to national economies and labour markets by enabling others to carry out their own jobs (ILO, 2013). The situation is not different in the Palakkad District, where the domestic workers are mainly from poor and socially backward sections, working in other people’s homes, usually that of the rich and middle class. Apart from working in their own home, they have to work from morning to evening or even later, without proper recognition. Domestic workers are in a state of dependency, exploitation and quasi bondage and the

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 biggest problem facing domestic workers across the country is their non-recognition as workers (Geetha and Malarvizhi, 2014). A recent study indicates that more than 90 per cent of the working women in India are engaged as wage labourers in the unorganised sector, many of them belonging to the economically poor, socially backward and oppressed sections of the society (Parveen, 2014). Paid domestic workers are those who are doing domestic chores like cooking, cleaning, washing, gardening etc within an employer- employee relationship. They are paid with remuneration for their work (ILOconvention 189, 2010, p.15). But their main workplace is in private house so they remain invisible to the economy. Actually they are working in the labour market but their work is unaccounted. This recordical absence makes them invisible. Is there any problem with this invisibility? We can see that domestic workers are contented with what they have because they are unskilled, uneducated and above all unorganised. But this contentment does not guarantee decent work. Global statistics of domestic workers: ILO data provides the number of domestic workers in various countries. ILO data shows that in 2013, 67.1 million people were employed as domestic workers. Table 1 Distribution of domestic workers:

Countries Percentage Arab States 6 Africa 14 Latin America &Caribean 27 Industrialised Countries 10 Eastern Europe & CIS 2 Asia & the Pacific 41

Source: ILO, 2015 The above table shows that among total 67.1 million domestic workers 41 % are from Asian & pacific regions and 27 % are from Latin America&Caribbean regions. Among industrialised and European countries their percentage is comparatively less.In developed countries their education level is higher than underdeveloped countries. Many of them become domestic workers due to their illiteracy and lack of education. The above data consider only the workers in working age category. It does not consider workers below 15 years of age. In many countries most of the domestic workers are child labourers. If we include them too the number of domestic workers will further increase. So it shows that the global estimates underestimate the number of domestic workers. The great majority of the domestic workers are women - 81% (ILO Report -2013). They are greatly exploited by their employers. ILO, NGO’s, Domestic workers organisation etc work for improving the condition of domestic workers.

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Underprivileged and vulnerable section of the society: It is estimated that globally 90 % of domestic workers are not included in any social security coverage (SOCPRO 2016, ILO). A domestic worker may work on a full time or part time basis ; may be employed by a single household or multiple employers ; may reside in the house of the employer or in his/her own house . Domestic work includes works such as cleaning,cooking, washing, gardening, taking care of children, elderly and sick people of family (ILO2011, Convention 189). The domestic workers are forced to work under poor working conditions, with low wages, long hours of work, with no social protection and they are working under decent work deficits. The present study covered themes such as condition of female domestic workers in rural areas, types of work they are doing, nature of services, access of social security, attitude of employers towards domestic workers etc. Objective of the study: Adequate literature is not available on domestic workers, especially in the Indian context. There is a dearth of studies in Kerala on this topic. Most of the available studies are quantitative in nature and often fail to capture the real experiences of domestic workers. The authentic lives of paid domestic workers in their place of employment and the circumstances which cause the entry of thousands of women into this job need to be scientifically investigated for any interventions and efforts to mainstream this vulnerable sector. The present study aims to know the type and nature of work of female domestic workers, the social and living condition of this group and the attitude of employers towards workers. The study includes female domestic workers belonging to low income group. Methodology:

Sample selection: This paper is based on a qualitative study to explore the nature of work and work related problems of paid domestic workers in the Palakkad District. The total number of sample respondents was 60 out of which 30 were part time workers and 30 were full time workers. All of them are female workers and they are from Palakkad district. All were approached from three areas of Palakkad district: Palakkad, Ottapalam and Pattambi. The age group of respondents covered young adults (20-40 years) and middle adults (40-60 years). Tools for data collection: In the present study the type of research method applied is descriptive research. A self prepared questionnaire was used for this study. It included two sections. First section included questions for domestic workers and second section included questions for their respective employers. If one domestic worker works in more than one household then data from that employer was taken where she has more experience. Results and Discussions: It is very important to analyse the social characteristics of domestic workers. The following table provides the age wise distribution of respondents.

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Table 2:Age wise distribution Age Respondents 20 - 30 4 30 - 40 13 40 - 50 15 50 - 60 28 Total 60 Source: Primary Survey From the table it is clear that the highest age group of respondents was between 50 – 60 years. The young adults were less in number. Young adults are now much more educated and they try to find out other occupations. Table 3:Educational status: Education Respondents Illiterate 0 1 -5th std 7 5- 9th 33 SSLC 15 Pre Degree 5 Degree 0 Total 60 Source: Primary survey The educational backgrounds of women domestic workers are much more deprived. Out of 60 respondents 40 respondents educational qualification is below SSLC. According to them their parents do not give much importance to their education but they gave importance to their marriage. Table 4: Marital Status:

Marital status Respondents Unmarried 3 Married 48 Widow 9 Total 60 Source: Primary Survey The table 4 shows that 48 respondents are married and 9 respondents are widows. Married women engaged in paid domestic work because they need to support their husbands because he gets very meagre income and many of them are casual labourers. They do not get any regular employment. So even though they have low education women are forced to do paid domestic work to make ends meet. Table 5: Work Experience Work experience(Years) Respondents Below 5 8 5 – 10 31 Above 10 years 21

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Total 60 Source: Primary Survey The above table shows that 31 respondents have 5 to 10 years of work experience. The respondents who have more than 10 years of experience are full time workers. This shows that once they enter this field they will not prefer other jobs or they did not get other jobs. Table 6: No of leaves taken in yearly basis Work experience(Years) Respondents No leaves 15 Less than 15 days 40 More than 15 days 5 Total 60 Source: Primary Survey In Table -6 the leave taken by domestic workers in yearly basis have been shown. It can be said that most of the respondents do not take much leaves because they get wages only on their working days. So they will take leave only during emergencies. Table 7: Decent work deficits: Decent work deficits Respondents No paid leave 60 No Organisational membership 60 Very low wages 53 Mistreatment from employers 34 No government help 28 Source: Primary Survey Table 7 shows the decent work deficits of employees. All domestic workers said that they did not get any paid leave and they did not belong to any domestic workers organisation. Membership in any domestic workers organisation is very essential to improve their status and condition. But they did not recognise its importance and they consider it as pure waste of time. Majority believe that their wage rate is very low and gender inequality also exists. They had difficulty in managing their living conditions with the wages they received. Thirty four complained about the mistreatment of employers but nobody faced any sexual harassment. They talked about the verbal abuse of employers and many of the time they won’t allow taking a leave. Many of them opined that government does not provide any help to them. All of them are under BPL category so they receive rice; pulses etc from ration shops at a discount rate. But that is not enough for their livelihood. While considering their credit facilities 52 of them have some kind of credit facilities. Majority of them undertook credit from some informal agencies rather than government agencies. It is difficult for them to receive any type of credit facilities from government agencies due to its stringent rules.Governments’ rules and regulations make these groups outside the society’s structure. They are still excluded from our financial sector.

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Table 8 Average monthly wage rate: Average monthly wage rate Respondents Below 2000 0 2000-4000 23 4000-6000 27 6000-10000 10 Above 10000 0 Source: Primary survey The above table shows the average monthly wages of respondents. Part time workers average monthly wage rate is comparatively high than full time workers. Part time workers work in many households and demand different wages for different types of work. All of them are doing all kinds of domestic chores like cooking, cleaning, washing, gardening etc.But employers prefer domestic helpers for cleaning and washing.Another interesting fact is that the workers opined that they get very low wages but almost all of them are satisfied with what they get. They consider that they get low wages because they are unskilled and uneducated.

Domestic workers and Employers: Survey conducted on employers revealsthat most of them do not aware of the basic minimum requirements that need to be provided for domestic workers. If any of the domestic workers demanded higher wages employers will discard them and recruit a new worker. This survey is conducted in rural areas of Palakkad district. In rural areas it is easy for them to find a new domestic worker instead of an old worker. But the situation is slight different in urban areas. Study shows that employers prefer to employ workers of same castes for jobs like cooking. Employers are not much bothered about workers castes when they are employed for cleaning, washing etc. Employers especially women employers admitted that domestic workers contribute a lot to reduce their burden.Without domestic workers their life will become miserable and tiresome.Still employers show disrespect towards them.Employers are under wrong assumption that they are doing a favour to workers by providing them job.Mostof the time employers provide low wages and give yesterday’s food, old clothes, old vessels etc. Employers consider it as their great generosity. But in the case of workers who have more than 10 years of work experience in same household always build a bond between their employers. Employers also treat them as their family member.

Conclusion: The study captures the situation of paid domestic workers in our society. The exclusion of domestic workers from the framework of an exclusive law and the age-old reluctance of society in acknowledging domestic work as “work” makes the life of millions of domestic workers arduous, and forces them to work in isolation, leaving them with low self-worth. The unfavourable working conditions experienced by domestic workers coupled with the negative attitudes of employers towards domestic workers make their lives even more miserable. Since the attention paid to the problems of domestic workers

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 is minimal, the findings of the study have special relevance. It may illuminate the numerous dark areas of paid domestic workers and attract more scientific research into various aspects of domestic work. The study was conducted in rural areas of Palakkad district but we can generalise it to the rural areas of whole Kerala. It can be concluded that despite the efforts put forward by government and other NGO’s there is still a lot of changes to be made. Their work is undervalued and underpaid. They have been exploited by employers, society and government. Government have started some attempts to improve their status but proper awareness needs to be given for workers and to employers.Public awareness of the abuse and exploitation suffered by domestic workers has contributed to policy-makers’ greater awareness of the urgent need to develop and implement international and national regulation on domestic work. Domestic workers’ miserable conditions arise from various factors. Their workplace is a private home, not a factory or an office, and in most cases their employers are private individuals. Both the domestic workers and their employers do not consider their relationship as an employment relationship and thus they are not aware of the rights and obligations. The tendency to undervalue paid domestic work is borne out that by the fact that domestic workers are one of the least paid workers in any labour market (Oelz, 2011) The standards for domestic workers’ remuneration set out in Convention No. 189 and Recommendation No. 201 address two broader issues: minimum wage coverage as a tool to ensure fair and adequate levels of remuneration; and wage protection, i.e. measures to ensure that wages due are actually paid to the worker ( ILO Convention 189 and Recommendation No 201 ) . India agreed the recommendations of this convention and some states passed minimum wages act for domestic workers. Still we can see that their condition remain poor and miserable. So in order to ensure a decent living and working condition a great effort is needed from the side of government, NGO’s, and from domestic & employers organisations.`Decent work for domestic workers’ is the slogan echoed all over the world in the last two decades. Efforts were taken by various national and international organisations, including ILO, to ensure the dignity and rights of domestic workers. But still many countries, including India, are reluctant to ratify the Convention 189 and its recommendations 201. An exclusive law for domestic workers is still a dream for domestic workers.The study will help to raise the voice in support of domestic workers and bring these issues to the attention of the social work profession.

Bibliography: 1. Albin, E., &Mantouvalou, V. (2012). The ILO convention on domestic workers: From the shadows to the light. Industrial law journal, 41(1), 67-78. 2. Boris, E., &Nadasen, P. (2008). Domestic workers organize!. WorkingUSA, 11(4), 413-437. 3. Boris, E., & Fish, J. N. (2014). “Slaves No More”: Making Global Labor Standards for Domestic Workers. Feminist Studies, 40(2), 411-443. 4. Blackett, A. (2012). The decent work for domestic workers convention and recommendation, 2011. American Journal of International Law, 106(4), 778- 794.

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5. Geneva. Domestic Workers across the World: Global and Regional Statistics and the Extent of Legal Protection. International Labour Office, 2013. 6. Geetha, K., and Malarvizhi, V. (2014). Problems faced by domestic women workers in informal sector in Coimbatore city. ZENITH International Journal of Business Economics & Management Research, 4(8), 180–196. 7. ILO. (2013). Snapshot: ILO in Action, Domestic Workers. Geneva: International Labour Office. Retrieved from http://www.ilo.org/travail/info/WCMS_155773 8. Mantouvalou, V. (2006). Servitude and forced labour in the 21st century: the human rights of domestic workers. Industrial law journal, 35(4), 395-414. 9. Neetha, N., &Palriwala, R. (2011). The absence of state law: Domestic workers in India. Canadian Journal of Women and the Law, 23(1), 97-120. 10. Neetha, N. (2008). Regulating domestic work. Economic and Political Weekly, 26-28. 11. Oelz, M. (2011). Remuneration in domestic work. ILO. 12. Palriwala, Rajmi, Neetha P. Paid Care Workers in India: Domestic Workers &Anganwandi Workers. Unpublished Report, Geneva: UNRISD, 2009. 13. Parveen, S. (2014). Women workers in unorganised sector: Case study of Aligarh City. ZENITH International Journal of Multidisciplinry Research, 4(7), 31–44. 14. Ray, R. (2000). Masculinity, femininity, and servitude: Domestic workers in Calcutta in the late twentieth century. Feminist Studies, 26(3), 691-718. 15. Social protection for domestic workers: key policy trends and statistics / International Labour Office, Protection Department (SOCPRO). - Geneva: ILO, 2016 (Social protection policy paper: No .16) 16. Souza, A. D. (2010). Moving towards decent work for domestic workers: An overview of the ILO's work. 17. 2011 Adecent work for domestic workers: Convention 189 and Recommendation 201 at a glance. Geneva.

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286

पूवमीमांसाशाािभमत शपिवमशः Dr T.Umesha Asst Professor HOD of Vedanga Sastra S.V.Vedic University, Tirupati

इहख िनिखलपुमथानथसाधनौ धमाधम साोपावेदायनसमिधगौ। त िवचारमरोण न िसित इित हेतोः तदशनाय परमकािणको भगवान ् जैिमिनराचायः सकलिवोपकािर धममीमांसाम ् “अथातो धमिजासा”1 इार ”अाहायच दशनात” ् 2 इैः सूैः ादशाायाकपूवमीमांसाशाे ितपादयामास। धमाधमिनपणमेव शाा िवषयः। धमाधमानमेव शाायनयोजनम ्। अधीतवेदवेदा एव शाायने अिधकारी। योजनेन सह शा अ सासाधनभावपसः। त शाानुबचतुयं मुं ोकवाितके कुमािरलभपादैः वाितकारे यथा – अथातो धमिजासा सूमािमदंकृतम्। धमां िवषयं वुं मीमांसायाः योजनम ्।।3 इित शाारे ”ाायोऽेतः”4 इयनिवनुसारं गुकुलवासपुररं सावेदायनानरं वेदायन अथानपफलकात ् हेतोः वेदाथप धम िवचारः कतः इुपिदः। तसात ् को धमः िकं लणम ् इित िजासायां ”वेदबोिधतेयाधनताको धमः”5, ”वेदेन योजनमुिय िवधीयमानोथ धमः”6, ”वेद बोिधते सित ेयाधने सित अथं धमम” ् इेवं धमपः ितपािदतः। त सूितं ”चोदनालणोऽथ धमः”7 इित भगवता जैिमिनना धमलणािधकरणे। मीमांसकमते ”यागािद ियापः धमः”। वेदबोिधत अिहोादेः धमम, ् चैवनादेः अधमम ् इित धमप िवशेषिसिः। अलौिकके धम िकं माणम इित ् िजासा वृे मीमांसकैः अीकृतेषु माणेषु न ं माणं भवित। त िनिपतं लणम – ् ”इियाथसिकषजानं म” ् 8, ”संयोगे पुष इियाणां बुिज तम” ् 9 इित। ं तु अिवमानिवषये, अलौिककिवषये. पािदरिहतिवषये च ानं न उादयित। िवमानोपलात, ् वतमानवुमाायकसामात ्  घटपटािदष, ु इियिवषयेषु एव ं माणं भिवतुमहित इित सारः। धमु अलौिककः, अतीियिवषयकः, पािदरिहतः अतः त उ माणं न भवित इित धम ागािधकरणे िनिपतं भगवता जैिमिनना। अनुमानादीनां मूलकात ् न तािप धममाणािन भवि इित ेयम ्। इं िवचािरते तिह अलौिकके धम िकं माणम इित ् िनणयावसरे ”धम सामातः िसे माणं चोदनोते”10 इािदना धम चोदनैवमाणम, ् चोदनामाणमेव इवधारणयं कितं वतते। त चोदनैव माणम इनेन ् शप

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286

वेद श एव माणिमित ीकारेण ामाणानां िनरासः कृतः। चोदना माणमेव इवधारणकनेन अामायकरणानां मसंशयादीनां िनरासः अिप कृतः। त चोदना श िवधायकं वाम इथः ् , ”चोदनाचोपदेश िविधैकाथवािचनः”11 इित वाितकम ्। चोदनेित ियायाः वतकं वचनमाः इित ोवाच भगवान ् भाकारः। अतः सासाधनेितकततािविशः िविधः पुषवतने समथः, तदंशपूण च वाेन भवित। अतः वामेव वतकं चोदना इित िसं भवित। तथा चोदना च शपा इित िनयेन शप वेद मायं िसं भवित। ननु अ माणारपरतेन ादे श िनं तमाणात ् कथं चोदनैव माणम ् इािते चेत त ् समाधं वाितके यथा – अासिप ानमथ शः करोित िह। तेनोग िते त दोषाभावामाणता।।12 इित अतः शमाण औिगकात ् अासेिप शशिवषाणादेः ानमुादयित इित हेतोः धमानजनकेन उगतः ां ामायं दोषाभावात अनपोिदतं ् भवित। त उं वाितके – चोदना जिनता बुिः माणं दोषविजतैः।13 इािदना इदान धम चोदनामायम इीकारे ् चोदनायाः शपात सः ् शः िनो वा अिनो वा इित िवचारः अपेितः। त शिनािनिवषये मतारेष ु िववादः वतते। त वैयाकरणाः ूयमाणवणसमूहितिरं ोटनामकं पदाथ ीकुवि। तेषां मते वाोद एव शः। स च ूयमाणैः वणः अिभत इित त िनमिप तैः अीकृतम ्। नैयाियकाु वैयाकरणमतरीा ोटपदाथ नाीकुवि। तेषां मते उो गकारः, नो गकारः इित तीितबलात ् श उिनाशयोः िसौ शाः अिनाः जात ् इानुमानेन श अिनं ितपादयि। त मीमांसकाः बिभः पुषैः ेकं बकृोिरते गो शे त एव इमे गकारादयो वणाः इित अबािधतिभाबलात ् वणानां िनं साधयि। त वेदवाानामथिनणये वृेऽिन शाे ् परममाणभूत वेद िनम, ् अनािदम, ् अपौषेयम, ् वेदामायापन मीमांसकानां परमं लम ्। यतो िह श अिने वेदवाािन अिनािन भवि। तदा अिन वेदवा िवचारसिरेव न सवित। अत एव पूवमीमांसाशाे थमााय थमपादे वणानां िनम, ् वणसमूह पद िनम, ् पदसमूह वा िनम, ् पदपदाथयोः सािप िनम ् इेवमादयः सात ितपािदतं ् यते। इदान यथासवं शाबरभा, वाितक, भादीिपकािद मीमांसाानुसारेण शिनं पूवरपां सादियतुं यः िवधीयते। त सूकारः भगवान जैिमिनः ् वणाकानां शानां िनं पूवरपाां उप िसाे शिनं समथयामास। तदनुसारमेव मीमांसाभावाितकािदेषु शिनिवचारः अ दयते।

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त पूववत ् केचन नैयाियकादयः वणाकानां शानाम ् अिनम ् इिभयि। यतो िह यानरं शोपलिभवित य यानरम ् उपले स च अिन एव ः। तेदम ् अनुमानम ् – ”शः अिनः कठताािदापारजात ् घटािदवत” ् इित। यथा – कुकारयानरम ् उपलोघटः अिनः तथा शोिप कठताािदापारजः अिनः इित ोिः। त सूितं भगवता जैिमिननािप शिनािधकरणपूवपे – ”कमके त दशनात” ् 14 इित। आेपा समाधानं भगवता जैिमिनना – ”समु त दशनम” ् 15 इित िसासूेण पिरतम ्। यथा – शः कठताािदापारारा न जते िकि शः अिभते इित ीकारे शिनमेव िसित। अनेन शानामिनिनपणे पूवपे उहेतुः अिप अपाः भवित। न च यानर उपलिपेण हेतुना वणाकशानामिनसाधनेिप ंिसहेतुना शानामिनम ्। यते िह उिरत श णमिप िितः न यते। तेन उो गकारः िवनो गकारः इव शानामिनमेव इित न च वाम ्। त भगवता जैिमिनना ”अानात” ् 16 इनेन सूेण अिरपहेतुना श अिनं दय तिरहाराथ ”सतः परमदशनम, ् िवषयानागमात” ् 17 इित सूं सूितम ्। यतो िह िवमानािप श संयोगिवभागपअिभिसाधक हेतोरभावेन शोपलिन-भवित। अतः अिरहेतुना ंिसम, ् तेन च अिनम शानां ् साधियतुं न शते। अतः शः िन एव नािनः। एव लोके शं कु, शं करोित इेवमादयः योगाः ये। अ यथा घटादीनां कृितिवधेयेन अिनं तथैव शािप कृितिवधेयेन अिनं ”करोितशात” ् 18 इित आिते चेत ् त शं कु इािदष ु गोमयं कु इािद योगवत ् शयोगं कु इित योगाथकीकारे न पूवदोषः सवित। तथाच महिषणीत ”योग परम” ् 19 इनेन सूेण शिनम उ ् आेपपिरहारारा सािधतं भवित। एव नानादेशेषु युगपपलशानाम ् अनेकम, ् अिन ”सरे च यौगपात” ् 20 इित सूेण यििपतं तािप पिरहारः ”आिदवौगपम” ् 21 इित सूारा कृतं वतते। अतः युगपदनेकदेशेषु उपलशानामनेकं तेन च अिनं साधियतुं न शते। एकैव युगपदनेकदेशे आिदवत ् उात ् श िनम इित ् ेयम ्। त पुनः ”कृितिवकृो”22 इनेन सूेण ”द” इािदष ु कृितिवकृितभावपेण हेतुना श अिनं साधियतुम ् उपमते चेत ् त मीमांसकैः ”शारमिवकारः”23 इनेन सूेण इकार अकारयोमे कृितिवकृितभावं पिर यकार उपदेशः वणारागमनम इीकुवि। ् अ बुेः िवपिरणाम एव उपिदयते। न तु श िवकारः इित सािधतम ्। तथा च ”वृि कतृभूा”24 इित सूेण शोारियतृ बाेन शवृिः, के शास दशनेन ासवृििविश श अिनम ् इित आपादनम ् अिप न उिचतम ्। यतो िह अ न श ासवृििविशम ्। िकु शोारियतृबाे नादैव वृिः, शोारियतृ अे च नादैव ासः इित

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”नादवृिपरा”25 इित सूाधारेण ितपािदतं भगवता जैिमिनना शिनािधकरणिसाे। तदेवम अिन ् -साधकानां हेतूनां हेाभासेन तडनारा िनसाधकहेतुदशनपूवकं शिनं सािधतं शिनािधकरणिसाे। तथा च शानां िने भगवती ुितरिप माणं भवित। त िनिपतं ”वाचा िवप िनया”26 इािदना। अ च िवपा च सा िना इित िवहः। पयतीित पं कता, िवगते पं य इित कतृरिहता इथः। अत एव कतृरिहतेन िनवािगित ुितवा तायाथः। एव मीमांसाशाोकारेण शपिनपणसात ् िसं वणाकानां शानां िनम, ् एक।

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TO COMPARE THE ABSORBANCE CAPACITY OF HYDRANGEA MOTHER TINCTURE AND 3XPOTENCY UNDER UV- VISIBLE SPECTROPHOTOMETER

Dr. Aarti khatal1, Dr. M.P. Gajendragadkar2, Dr. Arun Bhargav Jadhav3 1Post Graduate Scholar, Department of Homeopathic Pharmacy, Bharati Vidyapeeth (Deemed to be University) Homeopathic Medical College and Post Graduate Research Centre, Pune, Maharashtra, India 2H.O.D. Department of Homoeopathic Pharmacy, Bharati Vidyapeeth (Deemed to be University) Homoeopathic Medical College and Post Graduate Research Centre, Pune, Maharashtra, India 3Head of Institute, Bharati Vidyapeeth (Deemed to be University) Homeopathic Medical College and Post Graduate Research Centre, Pune, Maharashtra, India

Abstract In this experimentation comparing the absorbance capacity of Hydrangea Mother Tincture and its further potencies under the application UV- visible spectrophotometer. To comparing the concentration of homoeopathic medicine in various potencies. homoeopathic medicines are generally prepared by the process of potentiating through which converting the mass particles into the mass less particles. UV-visible spectrophotometer is a spectroscopy is mainly used for the determination of concentration in homoeopathic medicine with respect of the absorbance capacity in perspective of wavelength. The absorbance capacity of any liquid medium is depending upon the two main factors such as; path length and concentration of any liquid medium. Hence, comparing the absorbance value in our homoeopathic medicine from mother tincture to further potencies.

Key words: UV-visible spectrophotometer, absorbance capacity, wavelength, concentration.

Introduction The UV- spectroscopy is used for detection some changes during the dynamization processing in pharmacy. The spectra from dynamized solution is different from inert solution the set, which is prepared under the condition of cleanness with no difference in no. of potencies.[3] There is a statistical analysis and effect of our homoeopathic preparations. To analysing the physical properties of our homoeopathic medicine with use of UV-Visible spectroscopy.[7]The experiment in the mother tincture of whole part in the Hydrangea was chemically analysed with setting of control group ethanol. Hence, there is an application of UV study.[1] Homoeopathic medicine is largest therapies which are practicing in the world Here, the potency of our medicine is highly diluted due to the process of a potentisation. This will reduce the quantitative aspect as compare to their qualitative aspect of the medicine. During the process of our potentisation these mass particles is converted into the massless particles at every stage of potentisation, in other language we can say the force in acceleration converted these particles from one state to another state of medicine.

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The decrease in size with increasing in potency has been verified by scanning electron microscopy and dynamic light scattering studies. Increasing in potency of our medicine will also increases in the membrane fluidity. The change in potency will also be detected by our UV-spectra.Hence, there are several techniques used for detecting some particles, which are present in homoeopathic medicines at further potencies [4]. Ultra-molecular dilutions of Homoeopathically potentised drugs are proved by clinical efficacy in various disease conditions.same potencies are going to failed for reproducing of some standard test in the conventional Medicine. detection of drugs cannot be appeared in the potencies but changes are seen in physiochemical dimensions.According to Beer- lambert law the concentration of medicine gives a absorbance capacity of medium. Hence, potencies show a Non-linear phenomenon at 210 nm while it comparing with serial dilutions of same drugs and dispensing alcohol at standard control.[10]Homoeopathic medicine is to be potentised in a serial logarithmic dilution, there is a application of UV spectroscopy and NMR, calorimetry or thermoluminescence to find out the physical property of medicine.[6]Absorbance is a measure of the quantity of light absorbed by a sample. It is also known as optical density, extinction, or decadic absorbance. ... If all light passes through a sample, none was absorbed, so the absorbance would be zero and the transmission would be 100%. There are different techniques are using to overview the electrochemical phenomena and their detail study. Where we are going to use the measuring of current potential response of electrochemical system.In recent years this spectroscopies technique gets developed which combined with the electrochemical perturbations to the understand the complex system.This coupling of spectroscopies technique such as UV/Vis/NIR spectroscopy, to an electrochemical experiment, which give us information about potential, time and mass transport of such medium [8].In a liquid medium the optical properties play an important role in our science. For this thermodynamic state of liquid is mainly depending upon the factors of temperature, pressure, mass, volume. This will be concluded to the concentration of any liquid medium. Refractive index is a basic property of any liquid state for detecting the concentration of solid materials in the various liquid state. Here, temperature (T), pressure (P), Mass (M), volume (V) are the basic components of regulating the thermodynamic property of any liquid state, medium. In a study of liquid medium by reflectometry,there are so many problems regarding to dense liquidgets strongly absorb but not scattering of light.UV-VIS range is the electric field interaction with liquid phase, which plays an important role for analysis. This interaction of liquid electric field is mainly neglected in any optical metrology.Theelectric charges of molecules in liquid medium formed a Colombian interaction.Hence, light passes to such medium is differentiating the polarity of liquid medium.These polarities of a liquid medium formed by the charge molecules, which are present in such liquid states.[9]

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On other hand UV-VIS for the absorbance within dilutions level compared among the various starting materials, so statistically significant difference is seen in between the various potencies’ analysis.[5]The spectroscopies play an important role in an analysis of the various elements of the matter. Here, spectroscopies give an influence view of effect of antibiotic and various other medicines in correspondence to their life time. variations in their chemical, Diabetic tablet melmet, expired for a one year, to check the variations in their chemical and physical properties. So, there are certain new peaks, shifted by XRD, UV. [2] Key words: UV-VIS, Spectroscopies, Electrochemical System, Absorbance. Methodology  Brief of procedure

In measurement we taken a 3- 4ml of two different samplingHydrangea mother tincture and Hydrangea-3x potency collected in a quartz or glass tube passingunderthe UV- light in spectrophotometer. To showthe graphical presentation where concentration is taken on X-axis and absorbance value is taken on Y-axis and calculate theabsorbance value of given sample. On other hand to prepared a baseline sample with ethyl alcohol is used in corresponding to themain sample.  Samples used-

1. Hydrangea mother tincture. 2. Hydrangea- 3x.  Site of study-

Sheetal Analytical laboratory  Types of graph taken-

Main sample graph.

Result The absorbance value of Hydrangea mother tincture and its further potencies 3x show variation at certain wavelength under UV-visible spectrophotometer, given in Table. No.1.

Conclusion This experiment show that UV-visible spectrophotometer is one of the methods for the standardisation used in homoeopathic medicine at lower trituration, while it does not shown any variation in further potencies. Discussion To see the absorbance value of potentised homoeopathic medicine with the furtherpotencies byapplication of UV-visible spectrophotometer. passing the UV- light through the diluted form of our homoeopathic medicine so, particles which exist in our

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 medicine gets absorbed this light and emitted itat different wavelength. there will be changes in absorbance capacity at various potencies. the concentration and path length of any liquid medium is going to decreased out. Hence,variation seen in the absorbance capacity in homoeopathic medicine. Acknowledgement Authors are thankful to Bharati Vidhyapeeth (Deemed to be university) Homoeopathic Medical College and research Centre for providing necessary infrastructure and research facilities. Authors would like to extent there for most By-line to Dr. Anita Sardar Patil (PG Co - Ordinator) for the unmatched support, Dr. Manisha Prashant Gajendragadkar for constant check on the progress of the project, for minor detailing and correction, Dr. Tejas P. Gosavi for his relentless guidance.

References 1. Subramanian P, Rajan S, Kumar S. Physico-chemical profile of Ammi majus. Ancient science of life. 1996 Oct;16(2):142. 2. Kayalvizhi, R., Rubini, M.S.V., Ferdinand, A.C. and Meenakshi, G., 2012. Spectroscopic Analysis of Expired and Pure Melmet. Journal of Minerals & Materials Characterization & Engineering, 11(4), pp.427-435 3. Zacharias CR. Implications of contaminants to scientific research in homoeopathy. British Homeopathic Journal. 1995 Jan;84(01):3-5. 4. Nandy P. A review of basic research on homoeopathy from a physicist’s point of view. 5. Klein SD, Wolf U. Comparison of homeopathic globules prepared from high and ultra-high dilutions of various starting materials by ultraviolet light spectroscopy. Complementary therapies in medicine. 2016 Feb 1;24:111-7. 6. Gupta, H.C., Subramanian, P., Rao, P.P., Kushwaha, D.S. and Nayak, C., 2010. Standardization studies on Cuscuta reflexa Roxb.-A new homoeopathic drug. 7. Marschollek, B., Nelle, M., Wolf, M., Baumgartner, S., Heusser, P. and Wolf, U., 2010. Effects of exposure to physical factors on homeopathic preparations as determined by ultraviolet light spectroscopy. The Scientific World Journal, 10, pp.49-61. 8. Gale, R.J. ed., 2012. Spectroelectrochemistry: theory and practice. Springer Science & Business Media. 9. Räty, J.A., Peiponen, K.E. and Asakura, T., 2004. UV-visible reflection spectroscopy of liquids (Vol. 92). Springer Science & Business Media. 10. Gosavia, T.P., Ghoshb, P., Gholec, V.S. and Bodhankarb, S.L., Comparative Study of Ultra Molecular Homeopathic Dilutions and Potentised Preparations by UV Spectroscopy in Relation with Beer’s Law

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Table. no. 1.To show the Absorbance capacity of Hydrangea Mother Tincture and its further potencies.

S.NO. WAVELENGTH ABSORBANCE METHOD OF TEST 1). Hydrangea 434.0 nm 1.406 UV-VIS mother tincture 980.0 nm 0.108 2). Hydrangea- 3x 436.0 nm 0.020 UV-VIS 980.0 nm 0.020

Figure.no.1Absorbance value of Hydrangea Mother Tincture:

1.6

1.4

1.2

1

0.8

0.6

0.4

0.2

0 434.0 nm 980.0 nm

Figure.no.2.Absorbance value of Hydrangea 3x: 0.025 0.02 0.015 0.01 0.005 0 436.0 nm 980.0 nm

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CONSUMER SPENDING PATTERN IN INDIA: LESSONS FOR MARKETERS

Dr. Divya V.Gakhar Assistant Professor University School of Management Studies, Guru Gobind Singh Indraprastha University, Dwarka, New Delhi, India

Abstract

This paper discusses about consumption expenditure pattern of households in India. Data was collected for 797 respondents using a structured questionnaire. The study analyses relationship between demographic variables like age, gender, work experience and nature of employment on expenditure pattern of Indians. The results reveal that there is significant difference in demographics wise expenditure pattern of respondents. It can be concluded that entertainment expenses, educational expenses, grocery and holiday are affected by most of the demographic variables of individual.

Introduction

Consumer behaviour in India is complex and fast-changing. Indian economy is changing very fast in terms of standard of living, lifestyle, priorities, culture, relationships and buying behaviour. Globalisation and digital revolution has also made an impact on an average Indian household.Indian consumers market is majorly driven by millennials, which form the largest consumer base. More and more women are joining the workforce and becoming independent, also affect income levels and expenditure pattern of households.

Franco Modigliani and Richard Brumberg in 1950s gave the life-cycle hypothesis (LCH) as an economic theory that explains spending and saving habits of people over a lifetime. As per this theory individuals try to have smooth consumption throughout their life by borrowing when they have low income and saving when they have high income. LCH shows a hump shaped pattern of wealth accumulation that is low during youth and old age and high in the middle age. People tend to prefer relatively stable level of consumption during their life, to maintain that they borrow when they are young, save during middle age and spend their savings after retirement. Life cycle hypothesis operates due to lack of self-control in individuals.

Online shopping is another trend that is picking up with Indian consumer due to technological advancements, improved safety and trust in online transactions, increasing mobile and internet reach and convenience it offers.

In the present scenario, where the world is facing a recession like situation because of global pandemic COVID-19, consumer consumption pattern needs to be studied deeply. During a situation which is similar to recession, with lot of fear in mind and changing

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 priorities, increased unemployment, lockdown of economy brought an interruption in earning, saving and spending flow, understanding consumer expenditure pattern and major factors that drive it, in large consumer market like India is essential. During such a phase, consumers set their priorities and reduce their spending. This can impact the sales, reduced prices, less production, unemployment and less capital formation. Marketing and advertising expenses of companies should go up during such times and choice of advertising medium can also be redefined in the light of the consumer base. Expenditure pattern during such national crisis are not only dependent on product quality, advertising and marketing but depends on disposable income, confidence level, trust in business, lifestyle and values that encourages consumption. The present study explains expenditure pattern of Indians and the role of demographic factors in consumption expenditure. The study provides insights to marketers to design strategies for the Indian consumers.

Review of Literature

Gregg, Paul et al. (2005), studied changes in expenditure pattern and ownership of durable goods by high and low income families. The data was taken from the Family Expenditure Survey. The results show that reforms have helped children from low income families to catch upto children of high income families. Blundell, R. and Etheridge, B. (2009), have analysed trends in inequality across income, earnings, and consumption in Britain since 1978. They concluded that there has been variations in inequality growth in UK Income and consumption inequality both rose in 1980 and then was growing at a slow rate in 1990s.

Lawson and Douglas (2009), women drives purchase decisions in families. After the women who have joined the workforce there is increase in family income so it will further promote consumer demand

Foster, Jim (2011), realised that shopping is treated as a social event by women. So marketers should try to create a shopping experience which is similar to a social experience so that customers come back again to get that.

Bakshi (2012), analysed males and female purchase behaviour in India. He concluded that women connect more to others, do information search and are intuitive. They value emotional connect and long term purchase decision.

Mallik and Pradhan (2012),found that there is high correlation between per capita consumption expenditure and personal disposable income.

P.Sridevi (2012), studied consumer’s perception towards life Insurance policies. The study found that firm’s image, service quality and CRM activities affects consumers’ choice of buying insurance.

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Dash(2013) and Deb(2013) explained that consumers buy insurance policy because of tax benefits and savings. They are also influenced by agent’s advice while buying the product (Rajkumar (2014)). Methodology of the Study The main objective of the study is to analyse the expenditure pattern of Indian household respondents belonging to different demographic characteristics. For the purpose of this study a structured questionnaire has been administered to a sample of 797 respondents from pan-India basis. Analysis and Interpretation Indian families/individuals majorly spend on self, kitchen, kids, spouse and parents. General household monthly expenses of any family includes expenditure on grocery, educational expenses of kids or self, clothes, purchasing big assets like home utility, vehicles and electronic items for use, medical bills, kids expenses, utility bill payments, entertainment expenses and holiday expenses. In this study, we have inquired respondents about their pattern of monthly expenses they incur on these items as a percentage of their total expenditure. This section explains expenditure pattern of respondents. Table 1: Summary of Average Expenditure incurred by Indian Household Mean Std. Deviation Grocery 16 20.127 Educational Expenses 14 20.406 Clothes 12 17.664 Big Asset 10 17.424 Medical Expenses 9 16.331 Kids Expenses 7 12.987 Utility Expenses 10 15.024 Entertainment Expenses 11 16.677 Holiday Expenses 11 17.405

Table 1 explains the monthly expenditure of household respondents (in percentage). Grocery expenses on an average are 16 per cent of total expenditure which is the highest with a standard deviation of 20.127. Further, 14 per cent of total monthly expenses go in spending on education of children or self (std. deviation 20.406). Expenditure on buying clothes is 12 per cent with standard deviation of 17.664. Big asset takes 10 per cent of the total expenditure of a household. Medical expenses contribute 9 per cent in total budget spending of a family. Utility expenses contribute to 10 per cent of the total monthly expenditure of a household. The expenditure on entertainment and holiday spending of household is 11 per cent each of the total expenditure (std. deviation of 16.677 and 17.405 respectively).

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Table2: ANOVA Results of Monthly Household Expenses based on Gender

Sum of Squares df Mean Square F Sig.

Between Groups 257.479 1 257.479 0.635 0.426 Grocery Within Groups 286546.189 707 405.299 Total 286803.667 708

Between Groups 6209.214 1 6209.214 15.243 0 Educational Expenses Within Groups 260289.382 639 407.339

Total 266498.596 640

Between Groups 759.322 1 759.322 2.439 0.119

Cloths Within Groups 214832.441 690 311.351

Total 215591.763 691

Between Groups 699.989 1 699.989 2.312 0.129

Big Assets Within Groups 147750.011 488 302.766

Total 148450 489

Between Groups 1988.515 1 1988.515 7.535 0.006 Medical Expenses Within Groups 162563.791 616 263.902

Total 164552.306 617

Between Groups 870.089 1 870.089 5.205 0.023

Kids Expenses Within Groups 79243.094 474 167.18

Total 80113.183 475

Between Groups 596.091 1 596.091 2.648 0.104 Utility Expenses Within Groups 143643.909 638 225.147

Total 144240 639

Between Groups 14.435 1 14.435 0.052 0.82 Entertainment Expenses Within Groups 176599.559 634 278.548

Total 176613.994 635

Between Groups 2.002 1 2.002 0.007 0.935 Holiday Expenses Within Groups 157228.575 518 303.53

Total 157230.577 519

Table 2 explain ANOVA results of differences in expenditure pattern of respondents based on gender. Out of all expenditure items, educational expenses, medical expenses and kids’ expenses of males and females are significantly different. For rest of the expenses, there is no-significant difference in spending behaviour of males and

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females. So, the null hypothesis H01 is partially rejected as gender affects spending on education, medical and kids’ expenses.

Table 3:ANOVA Results of Monthly Household Expenses based on Nature of Employment

Sum of Mean Duncan's Post Squares df Square F Sig. Hoc Test Between Groups 4028.927 4 1007.23 2.508 0.041 Not employed Grocery and government Within Groups 282774.7 704 401.669 employee and non-corporate Total 286803.7 708 sector employee Between Groups 5002.253 4 1250.56 3.042 0.017 Educatio corporate nal Within Groups 261496.3 636 411.158 employee and Expenses government Total 266498.6 640 employee Between Groups 1159.595 4 289.899 0.929 0.447 Cloths Within Groups 214432.2 687 312.128

Total 215591.8 691 Between Groups 2811.201 4 702.8 2.34 0.054 Big Within Assets Groups 145638.8 485 300.286 non-corporate and self Total 148450 489 employed Between Groups 1048.91 4 262.228 0.983 0.416 Medical Within Expenses Groups 163503.4 613 266.727

Total 164552.3 617 Between Groups 285.329 4 71.332 0.421 0.794 Kids Within Expenses Groups 79827.85 471 169.486

Total 80113.18 475 Between Groups 922.839 4 230.71 1.022 0.395 Utility Within Expenses Groups 143317.2 635 225.696

Total 144240 639 Between Groups 3591.523 4 897.881 3.275 0.011 government Entert employee and ainment Within Groups 173022.5 631 274.204 non-corporate Expenses and self Total 176614 635 employed Between Groups 1210.215 4 302.554 0.999 0.408 Holiday Within Expenses Groups 156020.4 515 302.952

Total 157230.6 519

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Table 3 analyses employment-wise differences in expenditure pattern of households. Grocery expenses are significantly different between not employed, government employee and non-corporate sector individuals as ANOVA results are significant. Similarly, educational expenses with F value of 3.042 and sign = 0.017 shows that there is significant difference in educational expenses of corporate employee and government employee. Purchase of big assets is also significantly different between non-corporate and self-employed respondents. ANOVA results shows that there is significant difference in entertainment expenses of government employee, non- corporate employee and self-employed. Thus the null hypothesis H02,that expenditure pattern is not affected by employment sector, is partially rejected.

Table 4: ANOVA Results of Monthly Household Expenses based on Work Experience Mea n Sum of Squ Duncan's Post Squares Df are F Sig. Hoc Test 1.91 Between Groups 2317.419 3 772.47 4 0.126 Grocery Within Groups 284486.248 705 403.52

Total 286803.667 708 2.63 Educatio Between Groups 3264.374 3 1088.1 3 0.049 nal Expense Within Groups 263234.222 637 413.24 1-5 years and 10- s 15 yearsof Total 266498.596 640 experience 1.07 0.3 Between Groups 1004.621 3 334.87 4 6 Cloths Within Groups 214587.142 688 311.9

Total 215591.763 691 0.13 Between Groups 126.188 3 42.063 8 0.937 Big Assets Within Groups 148323.81 486 305.93

Total 148450 489 0.14 0.9 Medical Between Groups 119.497 3 39.832 9 3 Expense Within Groups 164432.809 614 267.06 s Total 164552.306 617 0.50 Kids Between Groups 256.45 3 85.483 5 0.679 Expense Within Groups 79856.733 472 169.18 s Total 80113.183 475 0.09 Between Groups 62.088 3 20.696 1 0.965 Utility Expense Within Groups 144177.912 636 226.69 s Total 144240 639 Entertai 2.33 1-5 years and 10- nment Between Groups 1936.059 3 645.35 5 0.043 15 of experience

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Expense s Within Groups 174677.935 632 276.38 Total 176613.994 635 1.56 Holiday Between Groups 1417.725 3 472.57 5 0.197 Expense Within Groups 155812.852 516 301.96 s Total 157230.577 519

Table 4 elaborates ANOVA results of comparing monthly household expenses on the basis of work experience. There is statistically significant difference between expense on education and entertainment of people having 1-5 years of experience and 10-15 years of work experience. The null hypothesis H03,is partially rejected as only educational expenses and entertainment expenses are significantly affected by work experience.

Table 5: ANOVA Results of Monthly Household Expenses based on Age Sum of Mean Sig Duncan’s Squares Df Square F . Post Hoc 20-30 years Between and 45-60 Groups 6721.58 3 2240.527 5.64 0.001 years Grocery Within Groups 280082.087 705 397.28 Total 286803.667 708 20-30 years Between and 45-60 Groups 2313.555 2 1156.777 2.794 0.042 Educationa years l Expenses Within Groups 264185.041 638 414.083 Total 266498.596 640

Between Groups 1164.54 3 388.18 1.245 0.292 Clothes Within Groups 214427.223 688 311.667 Total 215591.763 691

Between Groups 549.76 2 274.88 0.905 0.405 Big Assets Within Groups 147900.24 487 303.697 Total 148450 489

Between Groups 1184.47 3 394.823 1.484 0.218 Medical

Expenses Within Groups 163367.836 614 266.071 Total 164552.306 617 Between Groups 274.338 3 91.446 0.541 0.655 Kids Expenses Within Groups 79838.845 472 169.15 Total 80113.183 475

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Between Groups 89.171 3 29.724 0.131 0.942 Utility

Expenses Within Groups 144150.829 636 226.652 Total 144240 639 20-30 Between years and Entertainm Groups 683.369 3 227.79 0.818 0.044 45-60 ent years Expenses Within Groups 175930.625 632 278.371 Total 176613.994 635 20-30 Between years and Groups 145.715 3 48.572 0.16 0.024 Holiday 45-60 Expenses Within years Groups 157084.862 516 304.428 Total 157230.577 519

Table 5 exhibits relationship of age with expenditure pattern of respondents. Spending of respondents in age group of 20-30 years and 45-60 years is significantly different as per ANOVA results with respect to grocery, educational expenses, entertainment and holiday expenses. This result clearly explains that Gen Z has more inclination of spending on entertainment and holidays as compared to millennials. Also millennials have more spending with respect to grocery and education because a person in age group of 45-60 years has college going children as well has have more dependents than an individual of 20-30 years of age. The null hypothesis H04, is partially rejected and shows that age has an impact on expenses of an individual.

Lessons for Marketers

Consumers based on any categories would usually prioritise their consumption expenditure into four different categories: essential products, immediate justifiables, postponables and unnecessary purchases. Marketers should focus on understanding consumer psychology, based on age, gender, income and life experiences.

 Marketing efforts should focus the long term.  More spending on marketing research to identify, which brands consumers use, their view about substitute products and innovative products.  Reach through the social media.  Based on changing demands, companies should streamline product portfolios.  Keep prices affordable and focus on building brand trust.  Businesses should look for a long-term shift in consumers’ values and attitudes

Even marketers can focus on targeting these products for various categories of individuals based on demographics like age, gender, income, education, work experience, etc. As savings have direct relationship with sources of income and consumption, so the understanding of consumption pattern will help investment consultant understand investment objective of their clients and will also be able to

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 understand his behaviour in terms of motivation, self-control, mental accounting bias and other observable behavioural patterns.

Borrowing behaviour of people should also be focused as it is also influenced by nature of employment, work experience, income and education. So banks and NBFCs can look at this aspect of people while targeting them for loans. This can help them design their sales strategy based on customer profiling.

Conclusion

It can be summarized that, most of the respondents spend money on grocery, clothes, educational expenses, utility payments, entertainment expenses and medical expenses. The highest expense of an Indian household is on grocery, education, clothes, entertainment, holiday, utility payments, big assets purchase, medical bills and lowest on kids’ expenses in rank. The null hypotheses which states that there is no significant difference in demographics wise expenditure pattern of respondents is partially rejected. It is highlighted that educational expenses, medical expenses and kids expenses of males and females are significantly different. There is employment sector wise significant difference in educational expenses, grocery, big assets and entertainment. There is statistically significant difference between expense on education and entertainment of people having 1-5 years of experience and 10-15 years of work experience. Spending of respondents in age group of 20-30 years and 45-60 years is significantly different for grocery, educational expenses, entertainment and holiday expenses. Spending pattern varies for demographics between males and females, employees in government or corporate sector or self-employed, work experience and age group of 20-30 years and 45-60 years. It can also be concluded that entertainment expenses, educational expenses, grocery and holiday are affected by most of the demographic variables of individual. Companies need to study the evolving consumption patterns and fine-tune their strategies accordingly. This can be done by understanding the consumer segment according to demographics and behavioural patterns.

References

 Bakshi, S. (2012). Impact of Gender on Consumer Behavior. ABHINAV Journal of Research in Commerce &Manangement.issue 9, vol. 1.  Blundell, Richard&Etheridge, Ben (2010). Consumption, income and earnings inequality in Britain. Review of Economic Dynamics. 13(2010) 76-102.  Chavare, D. (2012). A study of brand loyalty with special reference to Life Insurance Corporation of India. International Journal of Marketing, Financial Services and Management Research. Volume 1 (issue 2), P.73-88.  Dash, G., &Sood, T. (2013). Why Should One Invest in a Life Insurance Product? Journal of Arts, Science & Commerce. Volume IV (Issue 1), P.36-45.  Deb, B. (2013). Consumer Preference In life Insurance- A case study of Guwahati. Indian Journal of Applied Research , Volume 3 (issue 2), P. 173- 177

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 Foster, Jim (2011). Men vs. Women: How women Shop.daily deal media, syndicated research agency.  Lawson, Sandra, Douglas B. (2009). The Power of the Purse: Gender Equality and Middle-Class Spending. Report by Gilman Goldman, Sachs & Co.  Mallik, Lingaraj&Pradhan, KalandiCharan (2012).Per Capita Consumption Expenditure and Personal Disposable Incomein India-An Econometric Analysis. Int. J. Eco. Res., 2012, vol.3, issue2, 96-102.  Paul Gregg, Jane Waldfogel, Elizabeth Washbrook (2006). Family expenditures post-welfare reform in the UK: Are low- income families starting to catch-up? Journal Labour Economics. 13 (2006), pp721-746.  Rajkumar, P. A., & N. K. (2014). Factors Affecting Customer’s Preferences for Selection of Life Insurance Companies: An Empirical Study with Reference to Tamilnadu. International Journal of Accounting and Business Management. Volume 2 (issue 1), P. 19-27.  Sridevi, P. (2012). A Study of Buying Behaviour of ConsumersTowards Life Insurance Policiesin Perambalur District. International Journal of Research in Management, Economics and Commerce. Volume 2 (issue 5), P.84-108.

Acknowledgement – The author is thankful to Indian Council for Social Science Research, ICSSR for providing funding for conducting this research as a part of Major Research Project.

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Lkedkyhu lnaHkZ esa ykWdMkmu dk izoklh etnwjksa ds thou ij izHkko

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 xqtkj djuk muds fy, dfBu lk gks x, gSA ns”k ij vk;s bl ladV dh /kM+h us izoklh etnwjksa ds thou dks u dsoy izHkkfor fd;k cfYd nks oDr dh jksVh ds fy, Hkh etcwj dj fn;kA izns”k ds djksM+ksa izoklh vU; jkT;ksa esa etnwjh] ukSdjh] dke&/ka/kk djus ds fy, o’kkZs ls iyk;u djrs vk, gSA ykWdMkmu ds vlj ls ,sls yk[kksa etnwj o Lojkstxkj esa yxs gq, yksx izns”k ls vius /kj ykSVus ds fy, etcwj gq, gSA /kj okilh ds dkj.k u dsoy izns”k ds etnwj dh vk; o thou Lrj esa deh vk;h] cfYd xkao&dLcksa esa vpkud vkcknh dk cks> c<+us ls lkoZtfud lqfo/kkvksa ds izfr O;fDr dh miyC/krk ij Hkh vlj iM+sxkA csjkstxkjh] xjhch o valrks’k ds dkj.k lkekftd fLFkjrk o “kkafr ij Hkh cqjk izHkko iM+k jgk gSA vkS|ksfxd ØkfUr ds igys rd O;fDr dh xfr”khyrk cgqr de Fkh mlds fy, ml le; /ku dk cgqr vf/kd egRo ugh FkkA og rks lnSo lknk vkSj lk/kkj.k thou O;rhr djus esa vius dks HkkX;k”kkyh le>rk FkkA —f’k o Ik”kqikyu djuk eq[; O;olk; FkkA dgus dk rkRi;Z ;g gS fd cnyrs le; ds lkFk cnyrh ekuoh; vko”;drkvksa dh iwfrZ us ,d cM+h la[;k esa xzkeh.k etnwjksa dks uxjksa dh pdkpkSa/k vFkok lkekftd&vkfFkZd lqfo/kkvksa us vR;f/kd :Ik;ksa dks vftZr djus ds fy, LFkkukUrj.k dks izksRlkfgr fd;kA ftlls O;fDr dh xfr”khyrk esa fnu nquh vkSj jkr pkSxquh dh xfr ls o`f) gksus yxhA vkS|ksfxd ØkfUr ds Ik”pkr~ euq’; dks thou O;rhr djus ds fy, vkfFkZd :Ik ls LokoyEch cuus gsrq vusd fodYi mlds le{k vk,A uxj o egkuxjksa esa dkj[kkuksa] fey] QSDVh] vkfn rsth ls [kqyus yxsA tg‚ ,d vksj /ku dk egRo c<+k ogha nwljh vksj egRokdka{kk;sa Hkh vleku Nwus yxhA viuk rFkk ifjokj dk Hkj.k&iks’k.k djus ds fy, vf/kd ek=k esa izoklh vkS|ksfxd uxjksa esa nks oDr dh jksVh dekus ds fy, ,d uxj ls nwljs uxj iyk;u djrs gSA ;s fey] QSDVjh vkSj dkj[kkusa esa dk;Z djrs gS ogha nSfud Jfedksa dh rjg vusd LFkkuksa ij dke djrs gS tSls & Qy] lCth ds Bsys yxkrs vkSj fjD”kk o VSEiksa pykrs gSA izoklh etnwj & O;fDr ds ,d LFkku ls nwljs LFkku esa LFkkukUrj.k pkgs og xkWo] dLck ;k uxj esa gks rks mls izokl dh laKk nh tk,xhA bl izoklh dh xfr”khyrk dh i`’BHkwfe esa vuds ,sls iks’kd rRo gSA tks LFkkukUrj.k djus ds fy, dHkh O;fDr dks izksRlkfgr djrs gS rks dHkh foo”k HkhA dqN O;fDr viuh vk; esa o`f) djus ds fy, vFkok viuh egRokdka{kksa dks iw.kZ djus ds fy, rks dHkh ifjokj ds lnL;ksa dh c<+rh gq, t:jrsa] dHkh csjkstxkjh] jkstxkj dh lqfo/kk,a O;fDr dks iyk;u djus ds fy, cscl djrh gSA ykWdMkmu dh O;oLFkk dk izoklh etnwj ij izHkko dksfoM&19 us nqfu;k vkSj Hkkjr dks Hk;Hkhr dj fn;k gS ;g ekuo fufeZr izy; gSA ;g egkekjh oSf”od ekuoh; ladV gSA ykdWMkmu ds dkj.k diauh esa dke dj jgs gtkjksa yk[kksa izoklh etnwjksa ls QSDVh can gksus ds dkj.k muds gkFkksa ls dke fNu fy;k x;kA nwljh vksj ekfydksa ds )kjk osru u fn, tkus ds dkj.k iSls ds vHkko esa Hkkstu ds fy, rjk”k jgs] Hkw[ks isV ifjokj vkSj cPpksa ds lkFk cl] Vªsu u pyus ds dkj.k gtkjksa fdyksehVj iSny pykus ds fy, etcwj gq, A xko¡ ls ykpkj gksdj yksx “kgjksa dh rjQ vk, FksA mUgsa “kgjksa esa csgrj volj] lkekftd] vkfFkZd vkSj LokLF; dh lqj{kk dk ,d cM+k ra=] flD;ksfjVh usV fn[kkbZ nsrk Fkk] ysfdu “kgjh yksHk] ykyp us flD;ksfjVh usV dks [kRe djds ,d Xykscy bdksukWfed usV [kM+k dj fn;kA ;g usV ykHk dh izfr;ksfxrk dk usV gSA bl usV us yksxksa dh lkekftd] LokLF;xr~ vkSj Ik;kZoj.kh; lqj{kk u’V djds dsoy vkfFkZd lqj{kk dks gh lc dqN cuk fn;k gSA vc “kgj esa jgus okys xzkeh.k fQj xkaoksa esa gh lqj{kk ns[k jgs gSA ysfdu og‚ Hkh vc lqj{kk cph ughaA fo”o Hkj esa dksjksuk ok;jl ds izlkj us izoklh etnwjksa ds thou dks dbZ rjg ls izHkkfor fd;k gSA Hkkjr ds l[r ykWdMkmu us >qXxh cfLr;ksa esa jgus okys etnwjksa ds fy, vkfFkZd ladV dks c<+k fn;k gSA D;ksafd ;gka ds vf/kdka”k yksx valxfBr {ks= esa dke djrs gS tSls&fngkM+h etnwj]

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Qsjh okys] Äjsyw dkexkj] vkWVksa & fjD”kk pkykd vkfnA ifjokj pykus ds fy, ;s jkstejkZ dh dekbZ ij fuHkZj gSA vr( jkstxkj ds vHkko esa u dsoy jksth&jksVh] Nr dh dfBukbZ] fnu jkr [kkyh jgus dh ihM+k >syh cfYd vusd ifjokjksa ds lnL;ksa dh vko”;drksa dh iwfrZ djuk muds fy, eqf”dy lk gks x,A lqLr vkfFkZd xfrfof/k;ksa us bueas ls vusd ifjokjksa dks vfuf”prrk dh fLFkfr esa ejus ds fy, /kdsy fn;kA dksfoM&19 dk vlj xjhc vkSj /kuh vkcknh okys “kgjh {ks=ksa esa lcls vf/kd fouk”kdkjh gksxk] [kkldj nqfu;k Hkj dh valxfBr vkSj efyu cfLr;ksa esa jgus okys yksxksa ds fy,A dksfoM & 19 vkSj ns”kO;kih ykWdMkmu ds dkj.k vius Äjksa dks ykSVs jgs yk[kksa izoklh etnwjksa dh Nfo;ka iwjs fo”o ds lkeus yacs le; rd ntZ jgsxha ftlus thou ds vudFk laÄ’kZ dks lgkA ,sls esa ljdkjksa dh xkaoksa dks Lokoyach cukus ds fy, dqN dk;Z djus pkfg,A ljdkj dks feV~Vh ty taxy ds laj{k.k] gj xkao vkSj Äj esa [kqn dk [kk| vkSj chp cukus vkSj izk—frd ltho [ksrh dks c<+kok nsus dk dke djuk pkfg,A bu lHkh dk;kZs ds fy, vkfFkZd enn dh t:jr gksxhA iqjkus tekus esa Hkkjr ds xkao Lo;a x.kjkT; FksA xkao viuh feV~Vh] ikuh] [kkn] chp dh O;oLFkk djds viuh iSnkokj ls Lokoyach FksA ijUrq vkt xkao dk og Lokoyacu VwV x;k gSA vc xkao Hkh “kgj ds jkLrs ij py iM+s gSA ,slh fLFkfr esa ljdkj dh ;g Hkwfedk gksuh pkfg, fd og vfodflr xkaoksa dks Lokoyach cuus esa viuk lg;ksx nsaA Hkkjrh; xzkeh.k leqnk; ,d l”kDr] lLadkjoku lekt jgk gS tks gj ladV dky esa ,d nwljs dh enn djrk FkkA xzkeh.kksa dks feydj xkao esa lHkh lkeqnkf;d lalk/kuksa ds izca/ku esa tqVuk pkfg,A iwjs Hkkjr esa vktknh ds ckn ,sls gtkjksa xkao gS tks viuh le> vkSj laxBu dh “kfDr ls nqckjk iquoZflr gq, gSA egkRek xka/kh Hkh ;gh rks pkgrs Fks fd Hkkjroklh fdlh ij fuHkZj u jgsA dksfoM&19 ds ckn ;g volj gS fd Hkkjr ds xzkeh.k lekt dks iquoZflr gksdj iquthZor gksuk gksxkA gekjh igyh ljdkj Hkkjr ljdkj] nwljh ljdkj jkT; ljdkj vkSj rhljh ljdkj xzke iapk;r] o uxjikfydkA bu lHkh dks viuh&viuh Hkwfedk le>dj mDr dkeksa esa tqVkuk pkfg,] rkfd ge vius xkaoksa vkSj vFkZO;oLFkk dks iquthZfor dj ldsaA Lkjdkj ds )kjk fd;s x;s iz;kl & ykWdMkmu ykxw gksus ds dkj.k vusd izn”kksa o jkT;ksa esa Q¡ls yk[kksa izoklh etnwjksa ds fy, ljdkj ds )kjk vusd iz;kl fd;s tk jgs gSA ns”k ds fofHk™k LFkkuksa ij Qals izoklh Jfedks dks lqjf{kr Äj igqWpkus ds fy, 2600 Jfed Lis”ky Vsªu] cl] Äjsyw mM+kus “kq: dh x;h rkfd Jfedksa dks muds Äjksa rd igq¡pusa esa dksbZ ijs”kkuh u gksA bl le; lekt dks Hkh iquthZfor gksus dh vko”;drk gS rFkk yksxksa ds izfr vc ljdkj dh cgqr lkjh ftEesankfj;ka c<+ xbZ gS D;ksafd mUgsa ,d vksj dksfoM&19 ls yM+kbZ tkjh j[krs gq, vkfFkZd xkfrfof/k;ksa dks xfr nsuh gS rks nwljh vksj vius Äj ykSVs jgs yk[kksa izoklh etnwjksa ds LokLF; dk Hkh /;ku j[kuk gS dgha mudh otg ls laØe.k u QSysA blesa dksbZ “kd ugha gS fd dksjksuk egkekjh rFkk vfuf”prrk ds dkj.k Äj tkus ds fy, cSpsus gq, yk[kksa Jfedksa ds nnZ dks ns[krs gq, ljdkj us ;FkklaHko lgk;rk ,oa fj;k;rksa ds dne mBk,A fo”o LokLF; laxBu ds lkFk vusd ns”kksa us [kqydj Hkkjr ds )kjk bl egkekjh ls fuiVus ds fy, mBk, x, dneksa dh ljkguk dh gSA ljdkj us izoklh etnwjksa dks jkstxkj nsus ds fy, izoklh vk;ksx ds xBu dk tks QSlyk fd;k gS og Lokxr;ksX; rks gS gh ;g nwljs jkT;ksa dks Hkh jkLrk fn[kkus okyk Hkh gS etnwj jkstxkj dh ryk”k esa [kklrkSj ls egkuxjksa dh rjQ :[k djrs jgs gS buesa cM+h la[;k mÙkj izns”k vkSj fcgkj tSls jkT;ksa ls gksrh gSA dsaæh; vkokl ,oa “kgjh xjhch mUewyu rFkk “kgjh fodkl ea=ky; dh 2017 dh fjiksVZ ls us”kuy liSy loZ us fn[kk;k Fkk fd ns”k dh jkt/kkuh fnYyh dh 43 Qhlnh vkcknh izokfl;ksa dh gS ;gh gky eqacbZ vkSj vU; egkuxjksa dk gSA ljdkjh vkadM+ks ds eqrkfcd ns”k esa djhc pkj djksM+ etnwj dke ds fy, Äj ls nwj jgrs gSA ykWdMkmu ds ykxw gksus ds ckn fiNys nks eghuksa ds nkSjku yk[kksa izoklh egkuxjksa vkSj nwljs jkT; ls ykSV pqds gSA mudh okilh us Je ds

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{ks= dh folaxfr;ksa dks mtxkj fd;k gS ftlus irk pyrk gS fd bu etnwjksa dks fdl rjg ls csgn eqf”dy vkSj vDlj vekuoh; ifjfLFkfr;ksa esa vius Äjksa ls gtkj&Ms<+ gtkj fdyksehVj nwj jgdj dke djuk iM+rk gSA ljdkj izoklh vk;ksx ds xBu ds tfj, izoklh etnwjksa ds fgrksa dks lqjf{kr djus ds fy, nhÄZdkyhu j.kuhfr ij dke dj jgh gSA ,d vksj rks izoklh vk;ksx etnwjksa ds dS”ky ds vuqlkj mudk iath;u djsxk] nwljh vksj ;g lqfuf”pr djsxk fd mUgsa muds dkS”ky ds vuqlkj jkstxkj feys ldsA ;gha ugha] nwljs jkT;ksa ls etnwjksa dks dke ij vius ;gka ys tkus ds fy, igys jkT; ls eatwjh ysuh gksxh] ;kuh bl rjg ls vkf/kdkfjd :Ik ls irk gksxk fd jkT; ds etnwj dgka x, gS] rkfd muds lkFk vU;k; u gksA D;ksafd izoklh etnwjksa dks Hkh lEekutud <+x ls jkstxkj gkfly djus dk mruk gh gd gS] ftruk fdlh vkSj dksA oSf”od egkekjh ds chp ykWdMkmu ds djk.k vius izns”kksa vkSj jkT;ksa esa ykSVus okys izokfl;ksa ds fy, ljdkj ds )kjk nks ekg rd eq¶r jk”ku nsus dk Hkh bratke fd;k x;k gSA rFkk xzkeh.k {ks=ksa esa py jgh eujsxk ;kstuk etnwjksa ds fy, dkQh ennxkj lkfcr gks jgh gSA ykWCd ds fjdkMksZ ds vuqlkj 64 xzke iapk;rksa esa 7 gtkj 200 etnwj 201 :Ik;s izfrfnu dh fngkM+h esa dke dj jgs gSA 20 vizSy ls pyh eusjxk ;kstuk ds rgr 32]576 yksxksa dks 1-68 djksM+ :Ik;s [kkrksa esa tek gks pqdk gSA eusjxk ;kstuk ds rgr dPpk vFkZodZ fd;k tk jgk gSA ftlesa lM+d] ukyh] rkykc] ukyh fleu] fjtkZt fiV] Ik”kqokM+k] Ik”kq lsaV] Ik”kqokn vkfn dPps dk;Z Jfedksa ds )kjk fd;s tk jgs gSA rFkk dke djus okys etnwjksa ds [kkrs esa 201 :Ik;s izfrfnu dh etnwjh lh/ks tek dh tk jgh gSA ftlls Jfedksa dks ljdkj dh rjQ ls FkksM+h jkgr fey jgh gSA ;qokvksa dks nksckjk [ksrh ls tksM+us ds fy, —f’k foHkkx us iz;kl “kq: dj fn, gSA fjolZ iyk;u dj jgs ;qokvksa ds fy, —f’k foHkkx fdlku ØsafVM dkMZ ls fofHk™k _.kksa esa NwV vkSj [ksrh ls tqM+s izf”k{k.k nsus dh rS;kjh dj jgh gS bl –f’V ls ns[kk tk, rks vf/kdak”k fdlku ifjokjksa ds vf/kd ek=k esa ;qok [ksrh ckaxksjk] eMqvk] vkfn ds mRiknu ij fo”ks’k /;ku fn;k tk,xkA ;s lHkh Qlysa o’kZ ij vk/kkfjr ioZrh; —f’k ds fy, mi;qDr gS vkSj yxkr Hkh cgqr dke vkrh gSA izns”k esa ,d ls c<+ dj ,d vkS’k/kh; ikS/ks izk—frd :Ik ls fofHk™k ÅapkbZ okys {ks=ksa esa ik, tkrs gSA izokfl;ksa dks vkS’k/kh; Qlyksa liZxa/kk] v”oxa/kk] lQsn ewlyh] rqylh bR;kfn dk Hkh izf”k{k.k eqgS;k djk;k tk,xk rkfd ljdkj dh Hkkxhnkjh ls izoklh fofHk™k jksxksa mPp jDrpki] “kaxj vkfn ds bykt esa dke vkus okyh vkS’k/kh; Qlyksa dks O;olkf;d Lrj ij mxk ldsaA blds vykok mUgsa Ik”kqikyu] eRL; ikyu] e/kqeD[kh ikyu] e”k:e mRiknu vkfn dk Hkh O;olkf;d izf”k{k.k fn;k tk,xkA ns”k dks vius lokZxh.k fodkl ds fy, ,d u;k vkfFkZd ekxZ cukuk gksxk] ftlesa izfrO;fDr vk; ls vf/kd egRo lHkh izoklh etnwjksa dh larqf’V o izlUurk dks fn;k tk,A blds fy, lcls t:jh gS —f’k o blls tqM+h vU; vkfFkZd xfrfof/k;ksa] Ik”kqikyu] Lojkstxkj] dqVhj o y|q m|ksxksa rFkk lsok {ks= dks Hkjiwj lglksx o lja{k.k nsukA xzkeh.k vFkZO;oLFkk dks rkdr nsus ds fy, gLrf”kYi fodkl cM+k {ks= gSA —f’k mRikn izlaLdj.k o gLrf”kYi ls tqM+s dqVhj o yÄq m|ksxksa dks xzkeh.k {ks=ksa esa LFkkfir djus ij fo”ks’k izksRlkgu nsus ls vf/kd ek=k esa gks jgs xzkeh.kksa dk iyk;u Hkh :dsxk vkSj mUgsa Äj ds vklikl gh jkstxkj fey ldsxkA ysfdu rqajr vko”;drk ds :Ik esa eusjxk ds varxZr LFkk;h fuekZ.k dk;kZs dks izkFkfedrk nsdj xkaoksa ds vk/kkjHkwr

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 dks jksdus ds fy, ljdkj dks “kgjh {ks=ksa dh rjg xzkeh.k {ks=ksa ds fodkl ij Hkh fo”ks’k /;ku nsus dh vko”;drk gSA izns”k ls vU; jkT;ksa esa iyk;u jksdus ds fy, o ukxfjdksa ds fy, csgrj f”k{kk] LokLF;] vkokl] vkokxeu o jkstxkj dh lqfo/kk,a miyC/k djokus ds fy, izns”k dks vkRefuHkZj “kgj dh rjg fodflr djuk gksxkA fu’d’kZ & nqfu;k Hkj esa QSys dksfoM&19 us lEiw.kZ fo”o dks Hk;Hkhr lk dj fn;k gSA ;g ekuo ds }kjk fufeZr izy; gSA iz—fr ds Øks/k vkSj ekuo ds yksHk] ykyp vkSj ykHk dh izfr;ksfxrk us ;s gkykr iSnk fd, gSA ftlls vkt iwjk ns”k yM+ jgk gSA dksfoM&19 us ns”k dks gh ugh cfYd fons”kksa dks Hkh dkQh gn rd izHkkfor fd;k gSA dgus dk rkRi;Z gS fd dksjksuk ok;jl dk dgj lEiw.kZ fo”o Hkj esa ns[kus dks feyk jgk gSA ;g ok;jl rhoz xfr ls yksxksa esa QSy jgk gSA ftlls laØfer yksxksa dh la[;k fnu izfrfnu c<+rh tk jgh gSA rFkk ns”k esa dksfoM&19 ls laØfer yksxksa dh la[;k vkSj T;knk u cqfXx;ksa dk QSyko gksrk gSA ;gka ds yksxks dks vDlj ikuh vkSj LoPNrk dh deh ls tw>uk iM+rk gS vkSj vlqjf{kr vkoklh; fLFkfr dk lkeuk djuk iM+rk gSA bl l[r ykWdMkmu us >qXxh cfLr;ksa esa jgus okys yksxksa ds fy, vkfFkZd ladV iSnk dj fn;k gSA ,sls esa izR;sd jkT; vkSj izns”k dks viuh Hkwfed lksp&le>dj vnk djuh pkfg,A ljdkj dh ns”k ds yksxksa ds izfr cgqr lkjh ftEesnkfj;ka gS lcls igyh ftEesnkjh gS fd dksfoM&19 ls cpus ds fy, ,oa lHkh yksxksa ds LokLF; dh lqj{kk dh O;oLFkk djuh pkfg, ns”k ds fofHk™k fgLlksa esa Qals yk[kksa izoklh etnwjksa dh dksjksuk ok;jl dh tkap djds mudks lqjf{kr vius Äjksa rd igq¡pkusa dh O;oLFkk djuh pkfg,A rFkk lHkh yksxksa dh t:jrksa dks iwjk djus dk iz;kl djuk pkfg, o mudh leL;k,a dks nwj djus esa mudh lgk;rk djuh pkfg,A lUnHkZ lwph & 1- vej mtkyk uSuhrky] jfookj 24 ebZ] 2020] ist u0&8A 2- www.bbc.com 3- https; //m.economictimes.com 4- vej mtkyk uSuhrky] eaxyokj] 19 ebZ] 2020] ist u0&6A 5- vej mtkyk uSuhrky] jfookj] 24 ebZ] 2020] ist u0&8A 6- M‚-oh-,u-flga] M‚- tuest; flga] uxjh; lekt”kkL=] foods izdk”ku] ist u0&167]168A 7- vej mtkyk uSuhrky] “kqØokj] 5 twu] 2020] ist u0&6A

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8- vej mtkyk uSuhrky] jfookj] 31 ebZ] 2020 ist u0&12A 9- vej mtkyk uSuhrky] lkseokj] 25 ebZ] 2020] ist u0&8A 10- vej mtkyk uSuhrky] jfookj] 31 ebZ] 2020] ist u0&12A 11- vej mtkyk uSuhrky] eaxyokj] 26 ebZ] 2020] ist u0&6A 12- vej mtkyk uSuhrky] jfookj] 31 ebZ] 2020] ist u0&8A 13- vej mtkyk uSuhrky] c`gLifrokj] 4 twu] 2020] ist u0&3A 14- vej mtkyk uSuhrky] jfookj] 24 ebZ] 2020] ist u0&8A 15- vej mtkyk uSuhrky] “kfuokj] 30 ebZ] 2020] ist u0&4A

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SIGHTING OF KING COBRA OPHIOPHAGUS HANNAH A DEADLIEST SNAKE FROM DISTRICT DODA IN J&K

Dr. Sakshi Koul, Dr. Pawandeep Kour and Dr. D. N. Sahi School of Sciences Cluster University of Jammu, Jammu

Abstract:

The present piece of work documents the rare sighting of King Cobra Ophiophagus hannah from Doda district in Jammu and Kashmir state. Presence of King Cobra signifies a range extension for this species with respect to habitat reported for this northern state.

Keywords: King Cobra, distribution and range.

Introduction:

Snakes are integral part of our ecosystem by maintaining balance and play “key ecological roles” in controlling rodent pest (Fitch, 1949 and Gibbons, 1988). Amongst 3150 species of snakes living on earth, 275 species are known from India, whereas, 102 species of snakes have been recorded from Northeast India (Ahmed et al., 2009). Terrifying status or we can say perhaps the most dangerous snake in the world the “King Cobra”, is generally a shy and solitary animal, avoiding confrontation with people as much as possible. The world's longest venomous snake “King Cobra” under the word "Cobra" in its common name, this species does not belong to genus Naja but is the exclusive member of its own. King Cobra belongs to the monotypic genus “Ophiophagus” having order Squamata and family Elapidae, whereas other species of cobras are members of the genus Naja. This monotypic genus of the family Elapidae is considered as a species complex by Das (2002), as the species varies in coloration, scalation and body proportion. This species was first described by the Danish naturalist Theodore Edward Cantor in 1836. The species is distributed throughout the Indian sub-continent and prefer to live mostly in undisturbed areas with a thick forest cover so that they can’t be easily identified. King Cobra is considered extremely rare and is listed under CITES Appendix II and IUCN Red List of Threatened Species 2013.2 as Vulnerable.

Study area:

Total area of District Doda is 11691 Sq. Kms. Doda District has been carved out from the erstwhile District Udhampur in 1948, and is the third largest in terms of area after Leh and Kargil. Lying in the outer Himalayan range in J&K State, the district falls between 32º 53' and 34º 21' N latitude and 75º 1' and 76º 47' E longitude. On its north is Doda District of Kashmir while south-west and south are bordered by the districts of

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Udhampur, Kathua and Chamba area of Himachal Pradesh. From east and south-east is Leh District. Climate of the area is not uniform due to variation in altitude from place to place and the climate of the district is almost dry and in general enjoys temperate to sub-tropical type of climate with very scanty rainfall. The geomorphic forms in this area are structural hills, erosional hills, plateaus, river terraces and hill slopes. The soil in the district is generally loose and sandy with very low moisture. Major part of Doda district comprises hill slopes of various gradients and soils have therefore formed only on the gentle slopes of hills with podsols as dominant group of soils in this area.

Physical features:

King Cobra is also called as hamadryad (is a Greek word meaning “wood nymph”) belonging to family Elapidae. The feature which differentiates the king cobra from other cobras is the presence of 11 large scales on the top of its head. The fully grown adults have yellow, green, brown, or black coloration. The back is typically highlighted by yellowish or whitish crossbars or chevrons, and the underneath may display a single colour that may or may not be ornamented with bars. The throat is light yellow or beige. Juvenile king cobras are smaller and black. The unique feature of King Cobra is that they are the only snakes that build nest for laying and protecting their eggs or hatchlings. King cobras are usually larger than other members of cobras in terms of their body size and hood having the ability to lift one third of its body from the ground and has inverted V-shaped stripes on the neck. Owing to semi-xeric conditions prevalent in the present study area, the coloration of King cobra was observed to be grayish with dull black rings which was in variation to that of dark colored individuals present in Western Ghats having wet and dense forest range with extremely heavy rainfall. So, this variation in their color will have got established with course of time in order to camouflage with the surrounding which in turn gives indication about the presence of population in this part J&K which is in fact a healthy sign.

Habit and Habitat:

King Cobra Ophiophagus hannah, is predominantly a forest dwelling species and also occurs in rainforest, bamboo thickets and mangrove swamps as well as other habitats with dense undergrowth and heavy rainfall. It lives in dense highland forests, Mehrtens (1987) and Miller (1980) preferring areas dotted with lakes and streams. King cobra populations have dropped in some areas of its range because of the destruction of forests and ongoing collection for the international pet trade. It is listed as an Appendix II animal within CITES. The presence of King Cobra in the present habitat which is generally dry, shows that this poisonous snake is adapting with the drier conditions of this area and the area being less disturbed might be providing protection to their population. Chandra et al., (2014) also reported presence of this species from dry Central Highland province of Deccan Peninsula biogeographic zone, Chattisgarh.

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Distribution

Found predominantly in forests in Philippines and Indonesia, Bangladesh, Bhutan, Cambodia, China, Laos, Malaysia, Myanmar, Nepal, Philippines, Singapore, Thailand and Vietnam. It is reported from Bali, Bangladesh, Borneo, Cambodia, China, India, Java, Laos, Malaysia, Philippines, Singapore, Sulawesi, Sumatra and Thailand (Iskandar and Colijn, 2002).

In India it has been recorded from Goa, Western Ghats of Karnataka, Kerala and Tamil Nadu; east coastline of Andhra Pradesh and Odisha, Sunderbans mangroves, Himalayan foothills from Uttarakhand, Uttar Pradesh, Bihar, northern parts of West Bengal to most of the north-east and Andaman Islands. (Das, 2002; Whittaker and Captain, 2004) reported its patchy distribution covering the Western Ghats, Shiwalik and Terai regions of Uttarakhand and Uttar Pradesh, Karnataka, Bihar, Odisha, West Bengal, North-east India and the Andaman Islands.

Earlier, it was reported in the year 2017 by Wani et al., (2018) from the same district. While on the visit to Baderwah & Doda, King Cobra was sighted from, Tehsil Thathri in District Doda of Jammu and Kashmir. Although, king cobra is reported from the southern part of India but it was quite interesting to see this rare species in the north part of J&K state at an altitude of 662 meters above sea level and the habitat lying in the middle and outer Himalayan ranges of Jammu and Kashmir State with a hilly terrain. And surrounded by district Anantnag of Kashmir Division on its North, district Kishtwar in the North-East, Chamba area of Himachal Pardesh in the South, district, Kathua in the south, district Udhampur in the South-West and district Ramban in the West and this may indicate potential habitat for flourishing in this area. It is quite interesting to look its distribution range from Western ghats and eastern Himalayas (both have wet climatic conditions) to Central Himalayas and then to J&K state in western Himalayas which exhibits that this species can tolerate a wide range of climatic conditions for their survival and get themselves adapted according to a particular habitat and can go a long way in terms of migration from one part of country to other. But lack of awareness among the local people could be a disadvantage for the protection of king cobra as its status and distribution has not been fully recorded.

Conclusion:

Presence of deadliest snake from the study area i.e. Doda district which lies in the western himalayan zone must be harboring some population of this species which is a healthy sign for carrying out detailed study and can go a long way in helping to formulate various conservation and management strategies needed to protect this threatened species.

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References:

Ahmed, M.F., A. Das and S.K. Dutta (2009). Amphibians and Reptiles of Northeast IndiaA photographic Guide. Aaranyak, Gauhati, India.xiv+167p. "CITES List of animal species used in traditional medicine". Archived from the originalon 30 September 2007. Retrieved 1 September 2007. Chandra, K., Raha, A., Majumder, A. and Sing, V. (2014). The First Record Of The King Cobra Ophiophagus hannah (Cantor, 1836) (Reptilia: Elapidae) from Chhattisgarh, Central India. Rec. zool. Surv. India : 114 (Part-3) : 519-521. Das, I. (2002). A photographic guides of snakes and other reptiles of India. New Holland Publishers Ltd. London, UK., 144pp. Fitch, H. (1949). Study of Snake Populations in Central California, American Midland Naturalist, 41: 513-579. Gibbons, J., 1988. The management of reptiles, amphibians and small mammals in North America: the need for an environmental attitude adjustment, U.S. Department of Agriculture, Forest Service, GTRRM-166. Mehrtens, J. (1987). Living Snakes of the World. New York: Sterling. Miller, H. (1970). "The Cobra, India's 'Good Snake'". National Geographic. 20: 393– 409. Wani, A.A., Agarwal, S. and Ahmed, I. (2018). King Cobra reported from gullar nallahs (marmat) of district Doda (J&K). Life Science Bulletin., 15(1): 99-100.

Fig. Map showing the study area

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THE THEME OF FREEDOM IN THE SELECTED PLAYS OF JOHN MILLINGTON SYNGE

Dr.K.V.Ratna Kumar Assistant Professor,,Department of English & Humanities MVGR College of Engineering (Autonomous),Chintalavalasa

Dr.D.V.Raghuvamsi Senior Assistant Professor,Department of English &Humanities MVGR College of Engineering (Autonomous),Chintalavalasa

Abstract: The paper entitled “The theme of freedom in the selected plays of John Millington Synge studies the importance of freedom and individuality as reflected in the plays, The Shadow of the glen, ThePlay boy of the Western world, and “Deirde of Sorrows”. The protagonists of these plays are the champions of freedom, maintain their self-esteem and dignity. They seem to advocate the philosophy of life in terms of free thinking and individual choices that one makes in life. They seem to stick to their emotions with an uncompromising nature in the course of realising their dreams or objectives. They even rebel against their respective familiesor authorities to meet the required challenges.

Key Words: Protgonist – fight – freedom – opposition - realization – dreams

The play, ‘Shadow of the Glen’ reflects the attitude of some Irish people towards marriage. Marriage was almost like a business transaction and involved selling and buying. Women were sold like goods during Synge’s Ireland, this especially holds good to those subjected to acute poverty. Women were, in most of the cases deprived of their rights and preferences and merely had to succumb to their parents’ wishes. They were almost sold like cattle. Moreover men used to get married at an advanced age, which adds fuel to fire. Obviously, the elderly people were less agile and became almost sterile and incapable of love. The central character of this play, Nora Burke is subjected to this kind of suffering. However, she rises above all the predicaments and emerges successful in pursuing her choices as dictated by her conscience. Nora Burke was wedded to an old, rich farmer named Dan Burke. Being a pure business transaction, their marriage entailed no loving relationship and compatibility. The conversation between Nora and her lover Michael Dora illustrates this fact: Nora: What way would I live and I am old woman if didn’t marry a man with a bit of a farm and comes on it and sheep on the black hills? Michael: That’s true Nora, and may be its no fool you were, for there’s good grazing on it, if it is a lonesome place, and I’m thinking it’s a good sum he’s left behind. The complete plays of John M.Synge, Page 112. Nora Burke lives in the glens which are deserted and lonely which deprivejoy of the people who are often haunted by the loneliness. Added to this natural trait, Dan Burke’s

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Christy was admired by all the people of Mayo surprisingly. Instead of handing him over him to the police, they tried to protect him. This is due to the hatred developed by them towards the government authorities including the police men. His fight against his father symbolizes their fight for freedom against the British Government Revenge attitude was deeply ingrainedin the minds of the Irish people.

Patricide is a sin and it should be punished on the other hand, it is glorified by the people of Mayo. They, instead of condemning his act, began to admire him. Even the women folk lacked a sense of morality in this aspect. The people became anti- government and anti-authorities and detested all ideologies and may have foolishly believed in immorality. Perhaps, the idea of freedom was deeply ingrained in their minds. The play also undervalued morality of the Irish women. So several protests were made by the audience as they could not accept what was shown on the stage. Lady Gregory wrote in her book, ‘Our Irish Theatre: a chapter of Autobiography” that: There was a battle of a week. Every night the protestors, with their trumpets came and some of them off to the police courts. Our Irish Theatre:(A chapter of Biography, page 115)

Deirdre, the central character of the play, ‘Deirdre of sorrows’ upholds dignity and self- respect.She and Naisi loved each other and escaped to the Alban forests when Concubhor, the king of Emain posed a threat. The great king desired and expressed his wish to marry the beautiful lady but, she declined and went away with Naisi. She rejected his offer of making her the Queen and didn’t surrender. She was passionately in love with Naisi and resolved not to leave him. That bespeaks her inner strength and beauty. At last the wicked king conspires against Naisi and killed him. Deidre still didn’t accept his proposal of marriage. She killed herself to escape from his clutches. She didn’t compromise as she believed infree thinking and individuality. She did not become slave to her wishes and didn’t yield to temptations. This bespeaks her morality and

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Conclusion

All these characters, Christy Mahon, Nora Burke and Deirdre crave for freedom to the extent of even risking their lives. Christy kills his father with a loy (spade) and flees to Mayo. He is afraid of the police. He knew pretty well that the police would arrest him and he would be imprisoned. He was prepared for all those circumstances. He did so because, he perhaps thought that individual freedom was essential and could not be sacrificed. He could not tolerate his father’s interference in his personal matters. He could not accept servitude and broke all shackles. Afterall, who does n’t know that patricide is a sin? Having known this only, he committed it. The thought of freedom perhaps was burning and churning within him over the years which culminated in this treacherous act. However, his father’s death was only symbolic of the destruction of tyranny. It represents the destruction of the tyrant British. It suggests the revolt of the Irish people against the despotic rule of the British. Nora Burke, the central character also accepts the challenges offered by her life. She was courageous enough to violate the norms of the then Irish society. She could not restrict herself in matters of exercising free will and remains uncompromising to break the chains she was held in. She, not having tasted the loving relationship with her aged husband, dared to break the ties of marriage and go with the man she chose. This may be due to her obsession with freedom and individuality. She proved to be a great champion of freedom who pursued her interests as against society. Deirdre goes even beyond this. She sacrifices her own life to confer to her integrity and morality. She was courageous enough to face the mighty ruler of E-main. This is due to her consistent belief in freedom and individual thinking. She failed to surrender to Concubhor. She was a free soul with independent ideas. She acted according to her conscience and emerged successful in opposing the king’s authority. She remained as a master of her emotions and had undergone a lot of trouble to face the situation. But did not swerve form the path of honesty and loyalty. She even killed herself to protect these virtues. Thus, in spite of all adds, she proved herself to be a champion of freedom. John Ruskin says, ‘Shakespeare has no heroes, only heroines’.Essays: English and American.These words may very well be applied to the character of Deidre. She plays a dominating role in the play. Her voice and action prevail through out and surpass those of all male characters including Naisi. She displayed her heroic nature in fortitude. She encountered hardships and bore them with patience and perseverance.

References 1. The complete plays of John M.Synge, Newyork, Vintage Books, 1960. Page 112. 2. Lady Gregory, our Irish theatre A chapter of Autobiography, The Knicker bocker press, Newyork. 1913, Page 115. 3. John Ruskin, Essays English and American, series: The Harvard classics, Edited by Charles W.Eliot, Newyork, F.F. Collier and son.

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CORRELATION BETWEEN PERCEPTION WITH HEALTH STATUS AND WEIGHT STATUS OF PHYSICAL EDUCATION TEACHER TRAINEES

Girish Kumara C.M Head Coach, PET Aquatic Center, Mandya

Abstract:

Cognitive psychology deals with the perception of information it deals with understanding it deals with through and it deals with formulation and production of an answer you may say,” cognitive psychology is the study of thinking, cognition touches all parts of the perceptual, memory, and thinking process and is a prominent characteristic of all people. To achieve the purpose of studying the relationship of Intelligence with health status and weight status of physical education teacher trainees, fifty male students ( N=50) who were undergoing bachelor of physical education course during the year 2107-18, in the department of studies in physical education and sports sciences ,university of mysore, subjects for the present study ,were tested through Dolmans depth perception test, General Health questionnaires and BMI ,and measured. The data collected through measurement of selected variables , were statistically analysed using Pearson’s product moment correlation to find out of any relationship existed between the selected cognitive variables and health status and weight status. None of the cognitive variables were found to have significant relationship with health status of the subjects selected for the study. The hypothesis formulated in the study was therefore, rejected. keywords: Cognitive, Perception, Mullerlyer, General Health,correlation,weight status,Teacher trainees

Introduction Modern cognitive psychology freely draws theories and techniques from twelve principle areas of research cognitive neuroscience, perception, pattern recognition attention, consciousness, memory, representation of knowledge, imagery, language, developmental psychology, thinking and concept formation, and human and artificial intelligence. STATEMENT OF THE PROBLEM The purpose of the present study was to find out the relationship of selected cognitive variables with health status and of physical education teacher trainees.

HYPOTHESIS For the purpose of the present study, it was hypothesized that selected cognitive variables would show statistically significant relationship with health status of physical education teacher trainees.

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SIGNIFICANCE OF THE STUDY Literature reviewed makes the investigator believe that cognitive factors would be influenced by health factors. The selected variables or important for physical education teacher trainees, as they have to posses ideal body and health status that may promote their effective participation in physical activity. may be inter-relationship between health status, and cognitive variables, that may enhance student learning of physical activities. These factors together may help students participate in physical activities and also learn plenty of motor skills during training. The investigator was, therefore, interested in knowing the relationship selected cognitive variables with health status.

METHODOLOGY The purpose of the present study was to find out the relationship cognitive variables with health status of physical education teacher trainees. In this chapter, the selection of subjects, sample of the present study , selection of variables, tests/tools selected, procedure of administration of test, description of tests/tool, data collection procedure and statistical technique employed, have been presented. SUBJECTS The subjects for the present study were drawn from the Department of studies in physical education and sports sciences. The subjects were male students who were undergoing physical education teacher training course during the year 2107-18, who volunteered to act as subjects for the present study.

SAMPLE The sample consisted of fifty male (No=50) Physical Education Teacher trainees studying in the B.P.Ed course, during the year 2107-18.

Variables selected for the present study The following variables with the corresponding tools/devices were selected for the present study.

Variable: Depth Perception (Dolmans depth perception test) Health status (General health questionnaire) Weight status (BMI)

PERCEPTION TEST Materials: Dolman’s depth perception Box: it has got two straight lines side by side. One has arrow heads on both the extremities and the other line has feather heads on either extremes. 2. Meter scale 3.Writing materials.

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Plan Conduct the experiment in two series. 1. Ascending method and 2. Descending method. Compare the extent of illusion of the two series and discuss the individual differences.

Procedure: I. Ascending Method: Hold the variable line definitely shorter than the standard Line. The line between the two arrow heads is the standard line and its length remains constant. The line between the two feather heads is the variable line and its length will be varied by manipulation. With this arrangement hold the Mullerlyer illusion board parallel to the S's eye (at the front) at a distance of 2 feet from the S's eye .Pointing at the two lines ascertain, whether the S sees that the variable line is definitely shorter than the standard line.

Then instruct him thus: “will slowly increase the length of the variable line. Keep on observing the line and tell me when it appears equal to the standard line." with this instruction say 'ready' and gradually increase the length of the variable line until the S reports that it is equal. Measure and note down the length of the variable adjudged equal to the standard.

II. Descending Method: Adjust the length of the variable line definitely longer than the standard line. Ascertain whether the S sees that the variable is definitely longer than the standard. Then instruct him thus: "Now I will slowly and gradually decrease the length of the variable line. You report me when it appears equal to the standard “With this instruction say 'ready’ and gradually decrease the length of the variable line until he reports that it is equal. Note down its length.

Note: The difference in length, between the standard and the variable adjudged equal to the standard is the extent of illusion (error). 1. If the length of the variable line adjudged equal to the standard, when it is actually shorter than the standard, the standard line is said to be 33 underestimated. 2. On the other hand, if the longer variable is adjudged equal to the standard, the standard is said to be overestimated.

The data were collected as per literature and instructions in the manual. The data collected were statistically analysesd to find correlation coefficient and to find if any significant relationship existed between selected cognitive variables and health and weight status of subjects. The analysis of data revealed the following which are presented in tables 1 and 2.

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Table-1 “Correlation coefficient between health status and Perception” Correlation V1 V2 Coefficient

GHQ +VE PERCEPTION .142 48 .327

GHQ -VE PERCEPTION .081 48 .574

Table 1 clearly reveals that perception were not significantly related to health status.The correlation coefficients obtained between health status and health status and positive perception ( health status and negative perception

( have all failed to reach the significance level criterion of .05 . In other words the cognitive variables were independent of general health status. Hence, hypothesis formulated, that the selected cognitive variables would show statistically significant relationship with health status of physical education teacher trainees is rejected, as all the observed correlation coefficient were found to be non- significant. Table-2 “Correlation coefficient between weight status and perception” Correlation V1 V2 Coefficient df significant (r) BMI +VE perception -.095 48 .511

BMI -VE perception -.192 48 .182

From the table 2 it is clear that weight status of the respondents was found to be independent of selected cognitive variables (perception) of +veperception ,-ve perception. Pearson’s product moment correlations obtained between weight status and +ve perception weight status and –ve perception were all found to be non-significant. In other words, weight status of the respondents was not at all determined by selected cognitive variables. Hence, hypothesis formulated for present study, that selected cognitive variables would show statistically significant relationship with weight status of physical education teacher trainees, Was rejected as none of the observed correlation coefficient between

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SUMMARY CONCLUSION To achieve the purpose of studying the relationship of selected cognitive variables with health status and weight status of physical education teacher trainees, fifty male students ( N=50) who were undergoing bachelor of physical education course during the year 2107-18, in the department of studies in physical education and sports sciences ,university of mysore , who volunteered as subjects for the present study ,were tested through Dolmans depth perception test, General Health questionnaires and BMI.The data collected through measurement of selected variables , were statistically analysed using Pearson’s product moment correlation to find out of any relationship existed between the selected cognitive variables and health status and weight status. statistical analysis of data have revealed the following conclusions.

CONCLUSION

None of the cognitive variables were found to have significant relationship with health status of the subjects selected for the study. The hypothesis formulated in the study was therefore, rejected. Reference: I. Charles P. Vega, MD(2012). “Visceral Adiposity, High BMI May Promote Cognitive Decline in Adults” News Author: Pauline Anderson CME Author. II. Chomitz, et al., 2009. “The Relationship between Physical Activity, Weight, and Academic Achievement”. III. Cournot M, Marquié JC, Ansiau D, Martinaud C, Fonds H, Ferrières J, Ruidavets JB. “Relation between body mass index and cognitive function in healthy middle-aged men and women”. IV. Hylok, M. J. (2011). “Exploring student perceptions to explain the relationship between physical activity and academic achievement in adolescents: A mixed methods study.” V. Ignacio Jáuregui-Lobera, Patricia Bolaños-Ríos, María José SantiagoFernández, Olivia Garrido-Casals, and Elsa Sánchez. “Perception of weight and psychological variables in a sample of Spanish adolescents” Demography. 2009, May; 46(2): 281–301.

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CONTRAST OF TRADITION AND MODERN IN LADIES COUPE

Rakshitha Gowda D/o Dasharath K H, Kantenahalli Villege, Kadanur Post, konanur Hobli, Arakalgud Taluq, Hassan District

Anita Nair was born in Kerala. She is prominent short story writer, and poet of the 20th century. Nair has her best in creating different sort of women life based on Psychology. Through the whole novel she won by upholding the female biological rights as pregnancy, abortion and other aspects of marriage, psychology, divorce, social and cultural issues. She is writer of ‘the better man’ published in 1999 and mistress is her important work done in 2005.All over the world India is well known for its huge respected tradition and culture. But the postcolonial literature proves colonisation changes and updates are going on in tradition due to the effect of colonialism and wider spread of feminism.

In ‘Ladies Coupe’ also we can sense the fragrance of both modern and tradition. Anita Nair produced this work as complete package of female sensibility, selfconsciousness, Struggling journey of women, Womenhood and going on. Her novel ‘Ladies Coupe’ turned most successful novel among all her previous published novel because it is done by the blend of both modern, tradition, responsibilities, social restrictions, women miseries and releasing from all restricted clutches. Anita Nair’s all an inspiring characters are proving both modernity and traditional roots in their actions, ideology and their an optimistic way of treating their life. Anita speaks in producing a children’s book on myths and legends but in ‘Ladies Coupe’ she throws light on social relations which are ruling in all aspects. So we can call it as ‘Mature novel’. This concept is an essential to go through the novel same as concept of feminist. Switching to the concept while novel inspires readers to point out modern technology. Ideology like novel starts and ends with help of train major symbol of modernism. One hand protagonist 45 years old Akhilandeshwri and another hand Janaki Prabhakar, Sheela Vasudevan, Prabha Devi, Margaret Paulraj, Marikolantu starts the journey of life in ladies coupe by words.

When Akhilandeshwari’s mother refuged to start music class as a music teacher by giving reason as this tradition will not encourage in our family and dealing with all sortof caste children , but when Akhila started her work in income tax office clerk she broke all the barriers and she stands as symbol of modernity by taking care of her an entire family.

“When Akhila’s father died, two things happened , Sundays become just another day of the week and Akhila became the man of the family”

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Dealing with another character named Janaki Prabhakar she is very homely and typical woman of Indian woman as society expected. But she is completely contrast to the life of Akhila in all aspects. Usually Akhila’s mother judging women by

“A true wife is she whose virtues match her home” So she constantly concentrating 0n beauty and kolam of home. “That’s how a home is judged”

According to Akhila’s mother Janaki would be a ideal women by representing tradition but not Akhila because she is the part of modern society. The youngest character Sheela is very mild both in her body and nature. All over the life of Sheela controlled and instructed by her modern coated traditional grandmother, who is wishes to address her as Ammumma to show she is not aged enough. Conveying a message of Drinking and smoking , eating meat done by woman means she is not ideal girl according to Indian tradition but in reality Katherine Webber who is Anglo-Indian is just following her way of food culture. With the help of Katherine author shows a beautiful pair of eastern and western combining culture and friendship, Half of the novel Akhila thinking about her life without man in the root state of tradition. Margaret giving twist by questioning

“The truth as I know it and as I live it is that a woman needs a man but not to make her feel whole “

Even though it is very shocking statement because married woman talking of not needing a man.

In India husbands are treated like well respected and well mannered but in Margaret case she changed the old concept by taking revenge of her an arrogant husband, and she finally succeeded in questioning the mandatory necessities of man in women life. Usually most of the cases marriage giving full stop to career and encouragement except family building in everyone’s life according to old Indian tradition but Prabha Devi taking everything in challenge and she achieved her goals both as good daughter, wife an career achiever by becoming swimmer. She is directly giving advice to modern women to how to lead their life with managing both personal and professional. Directly Marikolantu says how her life spoiled by man’s one night of list and she is still struggling from dark night’s effect.

After hearing multiple struggles by multiple women and their life Akhilandeshwari understands the reality that she is never less than anyone in the coupe. In Kanyakumari evolving with nature and wast sea she understands the philosophy and flexibility of life with the help of modern and bold ideas. She met a person physically breaking all barriers of traditions to tranquility and realised the needs of body and mind both inside and outside. Now 45 years old Akhila started to explore her fullest life. Hari finally put full stop to her traditional thoughts.

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Akhila here bridge between Eastern and Western way of life by securing everyone and at the end she became the model for herself to pushing herself into modern ideologies. Most of the scenarios deals with the fluid of modern and tradition. Akhilandeshwari understands the reality of life by an experienced women and their ideologies. She concludes her life with the blend of whole he feelings of inner and experience of outer..

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ASTUDY OF STRESSCREATING ELEMENTS AMONG THE WOMENPROFESSIONALS IN IT SECTOR

1Nitya Sharma and 2 Prof. Dr. V.V. Kulkarni 1Research Scholar, Bharati Vidyapeeth Social Sciences Centre,Pune 2Dean, Faculty of Arts, Social Science and Commerce, Bharati Vidyapeeth Social Science Centre,Pune

Abstract: The occupational stress is becoming a stumbling block for all types of organizations. Information Technology based organizations are not an exception in this regard. Pune, which is also known as IT hub and among the top ten workplaces in India, where stress levels due to work are very high. Extended exposure to such stressful situations prompt to a draining and exhaustion of resources in the mind and body, with deterioated effects on job performance and overall organizational effectiveness. This situation is grueling for IT employees and they are not able to cope with the new rapid changes in this sector which results in stress. This study explores the influence of stress creating elements among women information technology (IT)professionals in Pune, India. In the current lifestyle of utmost complexities, the stress level is raising at a remarkable rate. The factorsthat contribute to stress not only differ between cultures, but also within the culture itself, from a sophisticated toa conventional, the ultimate necessity is the job, may it be a business or a salaried job. The result of the study shows that there are innumerable causes of stress in spite of the efforts made to reduce occupational stress among the IT employees. This study indicates that, majority of employees faced physical as well as psychological stress due to heavy workload.

Keywords: Stress, Depression, Women IT professionals, Occupational stress, IT companies

Introduction Information technology (IT) industry in India has played a huge role in putting India on the global map. ITindustryhas been one of the most significant growth contributors for the Indian economy. Theindustry has played anoutstanding role in launching India as a global player in providing world class technology solutions and business services and established India’s image from a passive bureaucratic economy toa land of innovative entrepreneurs. Software job is stressful job and require different sets of knowledge and skills from understanding of clients‟ requirement to the maintenance phases. Hence, multiple workforce are involved in a cycle, like business developers, project managers, system analysts, programmers, coders, and quality assurance people; apart from other consultants who provide the insight into the domain knowledge of the area in which software is developed. Work efficiency of employees is the most significant factor in the growth and development of any organization. The work performance is concerned with physical and psychological well-being of the employees. The IT sector

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Stress Stress at work is a relatively new phenomenon of modern lifestyles. The word, STRESS” has been derived from Latin word, “Stringere” which means to draw tight. The term is used to refer to hardship, strain, adversity or affliction. Various terms have been synonymously used with stress such as anxiety, frustration, and pressure. Hans Selye (1936), who defined it as “the non-specific response of the body to any demand for change”whileKellie Marksberry (2017) defined Stress is not a useful term for scientists because it is such a highly subjective phenomenon that it defies definition. Occupational Stress Occupational Stress is stress at work. Stress is defined in terms of its physical and physiological effects in a person. Stress is mental, physical or emotional strain or tension or it is a situation or factor that can cause distress. Occupational stress occurs when there is a discrepancy between the demands of the workplace and an individual’s ability to carry out and complete these demands. Often a stressor can lead the body to have a physiological change which in turn will cause physical as well as mental strain. Review of literature The literature cites the various studies conducted in this area. The some of the studies arevery important. Praveen (2009) investigated occupational stress experienced by working and non- working women of Hyderabad city. A sample of 180 working women was taken out of which 90 were married and 90 were unmarried. These two groups were analyzed by organisational stress scale. Five-point Likert scale was used. It was found that unmarried working women experiences low stress as compared to married women. It was concluded that household responsibilities, marital adjustment, child caring issues and family relationship are the sources of stress for married working women. Uma Devi T. (2011), has highlighted the wide spread silent problem by name ‘stress’ which caused for, acute dysfunctions, diseases and other harassments. Author has observed that, the occupational stress is found in IT employees because they are highly target driven and highly pressured on results. Through this study author has focused on the stress level of IT employees, identified stress management programs, Physical functions included in job design and life style modification programs, Spiritual programs. Author has concluded that, occupational stress problem become contemporary, being an occupational hazard in fast pacing IT profession needs to be addressed promptly. Gladies J. J. & Kennedy V.(2011)-study revealed a significant correlation between Organizational Climate and Job Stress among the women working in IT companies of India. According to him, learning how to manage stress is a very crucial issue that should be developed in IT companies so that they can reduce or eliminate the causes of stress and poor working environment.

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Sharma S., Sharma J. & Devi A.(2012)- The level of stress within a role varies because of individual differences in mindset, age, gender, and their performance in job. However, various factors that influence stress are age where the younger employees are more stressed as compared to other employees, level of qualification, pay, authorities of control, awards, word of praise, improved designations and working couples. The study recommended a reinforcement approach that should be positive in nature so as to reduce the degree of stress at the workplace. Srivastav A.K. (2010)– The articles focus on the nature of role that causes stress. It says role performance encountered the problems of stress so they should be tried to reduce or eliminated. The nature of role stress was found to be heterogeneous which cannot be dealt with one uniform solution or intervention as a whole. Hence, specific problem related solution or interventions should be adapted for better organizational performance and effectiveness. Michailidis M. and Georgiou Y. (2005)- The author focus on the degree of occupational stress that is influenced by the factors like level of education, various patterns of their relaxation and any other habits like drinking or smoking. The implications say that consuming alcoholic drinks is the main factor that determines the degree of occupational stress in an individual. Bhatti N. ,Shar H. A., Shaikh F. M. &Nazar M. S.(2010)- He has classified stressors broadly into two main types-a) Extra-Organizational and b) Intra-Organizational Stressors. According to his study he predicted that the major causes of stress are firstly workload that causes 25% of stress, secondly timings that results 16% of stress, thirdly climate that causes 11% of stress.11occupational stress and job satisfaction. It is suggested that conduct of seminars and presentations, open door policy, feedback system and periodical review of occupational stress should be adopted to reduce stress. The above studies have touched the various aspects relating to occupational stress among working women in the different countries of the world but only few studies seem to have touched the area relating to occupational stress among working women at the regional or State level. The present study proposes to fill the gap in existing literature. Chatterjee and Amitava 2002), According to themit is difficult to note how demand characteristics alone qualify as stressors. In some circumstances time pressure and workload would initiate anxiety or frustration that might further distract or interfere with performance. However, it is not important that this would necessarily be so in most of the situations. They also punctuated that the direct and indirect stressor carry significant role in influencing an individual stress level. Pestonjee D.M 1992) defined occupational stress as a condition arising from the interaction of people and their jobs and characterized by changes within people that force them to deviate from their normal functioning. Aziz (2004)15 investigated the intensity of ORS among women IT professionals in the Indianprivate sector and found differences in the level of stress between married and unmarriedemployees on several role stressors. Another substantial factor is the fact that stress causes a high cost on individual health and wellbeing. In the same direction the study of Cooper, Dewe& O’Driscoll, ( 2001)lg. , Wirtz et al. (2013) and Ramya, P. and Mallika, N. (2014)also identified the various factors related to stress creation and also the relief of the stress.

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Methodology Methodology is the systematic, theoretical analysis of the methods applied to a field of study. It comprises the theoretical analysis of the body of methods and principles associated with a branch of knowledge. Research methodology is the specific procedures or techniques used to identify, select, process, and analyze information about a topic. The methodology section allows the reader to critically evaluate a study's overall validity and reliability. Research Design The study explores the elements of stress anddepression among women employees in the IT industry based on their age and experience. The study uses a descriptiveresearch design. A survey was conducted among the womenIT professionals with the help of a structured questionnaire. Sampling Framework The study was conducted in Pune, India. Pune has the maximum number of software concerns in India. The software industries in Pune have extended their business in all areas, namely, software testing, development, programming, and maintenance of projects. Accordingly, Pune is the most suitable place to conduct this research in India. In this study, the researcher adopted a random samplingtechnique for selecting the sample. Sampling Technique In this study, the researcher adopted a random sampling technique for selecting the sample.Random sampling refers to a variety of selection techniques in which sample members are selected by chance, but with a known probability of selection. Most social science, business, and agricultural surveys rely on random sampling techniques for the selection of survey participants or sample units. There was no bias in the responses in using the random sampling since the respondents voluntarily participate in the survey. As the respondents show interest in completing the questionnaires, the error rate will be minimal. Many Internet surveys are conducted with volunteer respondents. Data collection The primary data (the respondent’s opinion about theirrole stress and depression) were collected by questionnaire. Face to face questionnaires are conducted by an interviewer asking questions of a respondent in person. Some companies has their strict protocols for their employees on providing information and entry of outsiders in their office premises where interviewer has handover the hard copies to the respondents and requested to respond back by mail. The tools used were the structured questionnaire, in-depth case studies. For this qualitative methodologyis deployed. Universe of study  Universe comprises all IT industries located in different part of Pune city and enlisted in NASCSOM. (National Association of Software and Services Companies).  Total No of companies 1700  No of companies deployed more than 350 women workers are 85.

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 Out of 85 companies 4 companies were selected, where more than 350 women are employed. Co- operation of the company was the base for random selection.  For selection of company Random Sampling Method was used. Criteria for Selection of the Respondents  Women employee working in IT industry.  Minimum 3 year of work experience in IT Industries.  Age ranging between 25- 40 years.  Employee must be engaged in: a. Software development b. Computer application field. c. Generation of data or data management, data storing or data mining. d. Image processing or software testing. e. Any other aspect related to software development. f. Working in shifts Tools of Data Collection:  Structured questionnaire distributed among the women employees through management.  Data is collected through self-administered inventory.  Adopted inventory by making some modification

Data Analysis and Interpretation Table-1Age wise distribution of selected respondents N= Company <30 31-40 41-50 % N 66 32 8 TCS % 62% 30% 8% N= 56 48 6 Infosys % 51% 44% 5% N= 51 52 2 Persistent % 49% 50% 2% N= 35 40 4 Cognizant % 44% 51% 5% N= 208 172 20 Total % Total 52% 43% 5%

In this research studyage of the respondents are grouped into three categories: (l) less than30 years, (2) 31-40 years, (3) 41 – 50 years.About half of the respondents are below 30 years of age group followed by 43% between 31 to 40 years and hardly 5% above 41 years. In TCS (Tata consultancy services) the proportion of the respondent below 30 years of age group is 60 to which the years as compared to rest of the three followed by

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31% in Infosys and almost 49% in Persistent The proportion is observed in Cognizant that is 44%.

Age of the respondents

100% 62% 51% 51% 50% 49% <30 44% 44%

50% 30%

8% 31-40 5% 5% 2% 0% 41-50 TCS Infosys Persistent Cognizant

Table-2 Domestic responsibilities that affects the work performance N= Hardly Company Never Sometimes Often % ever N= 15 31 52 8 TCS % 14% 29% 49% 8% N= 24 28 53 5 Infosys % 22% 25% 48% 5% N= 27 24 54 0 Persistent % 26% 23% 51% 0% N= 22 20 34 3 Cognizant % 28% 25% 43% 4% N= 88 103 193 16 Total % 22% 26% 48% 4%

It is seen from the table above that there are 22% of the respondents who have reported that this stress created due to family level doesn’t affect their work performance in office however 26% of the respondents have reported that hardly it affects their work performance no large variations have been absurd between various companies under study however 48% of the respondents have reported that sometimes it creates the major problem and it creates the major problem in performance of the work at family level naturally they cannot perform the duties and complete that task as per schedule given by the company. In TCS 49% followed by Infosys 48% have reported sometimes it creates the problem. In Persistent and Cognizant about 51% and 43% respectively have reported that they find more difficulties in completing the task in the office. There are about 4% of the respondents were reported that quite frequently it creates the problem for their performance. The overall situation shows that about 75% of the respondents have

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reported that it creates the major problem in performing their day-to-day duties at office level. In brief it is to state that there is an association of level of stress and the performance at office level. Table-3 Frequent feeling of fatigue Hardly Company Sometimes Often Always ever N= 6 44 45 11 TCS % 6% 42% 42% 10% N= 8 40 44 18 Infosys % 7% 36% 40% 16% N= 5 38 46 16 Persistent % 5% 36% 44% 15% N= 5 30 33 11 Cognizant % 6% 38% 42% 14% N= 24 152 168 56 Total % 6% 38% 42% 14%

It is seen from the table above that about 80% of the respondents have feeling that they feel that they have fatigue sometimes or quite often. Only 6% of the respondent have reported that they have feeling but there is a hardly any fatigue. There are 38% of the respondents were reported that sometimes they feel they are tired. In TCS 42% followed by Cognizant 38%, Infosys 36% and Persistent 36% have reported that there is a feeling of fatigue sometimes. Due to the workload various tensions that they are experiencing in day-to-day life, 42% of the respondent have reported that they feel they have the fatigue. No large variations have been absurd between various companies and respondents reported that they feel fatigue quite often. In brief it is to state that about 80% of them are of the opinion that they feel fatigue whereas only 6% are there who do not think that they experience any fatigue due to workload or working condition at the office level. Table-4 Symptoms of pressure of workplace and family Pain Excess Gastrointestinal Delayed Nausea Company fatigue complaints menstrual cycle N= 47 46 26 25 12 TCS % 44% 43% 25% 24% 11% N= 54 54 25 19 24 Infosys % 49% 49% 23% 17% 22% N= 55 56 24 13 16 Persistent % 52% 53% 23% 12% 15% N= 37 35 12 14 13 Cognizant % 47% 44% 15% 18% 16% N= 193 191 87 71 65 Total % 48% 48% 22% 18% 16%

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Table-4 Symptoms of pressure of workplace and family

Quickene Dry Faintin Perspiratio Fast Delayed d heart mout g n breathin conceptio Company rate/ h g n Chest pain N= 11 8 5 3 5 5 TCS % 10% 8% 5% 3% 5% 5% N= 15 13 13 8 8 4 Infosys % 14% 12% 12% 7% 7% 4% Persiste N= 13 15 7 6 6 5 nt % 12% 14% 7% 6% 6% 5% Cogniza N= 9 5 7 7 5 2 nt % 11% 6% 9% 9% 6% 3% N= 48 41 32 24 24 16 Total % 12% 10% 8% 6% 6% 4%

It is seen from the table above that about 48% of the respondents from all the companies have reported that pain is the symptom that they observe when there is a very heavy workload or work pressure at office or at family level. Respondents have also reported that the excessive fatigue is also one the symptom. Theyhave work overload either at family level or at office level.Pain and the excessive fatigue these are the two symptoms that one can realise that can create particularly the major health problems in every individual.

As all the respondents are the female,gastrointestinal tract complaints and delayed menstrual cycle or disturbance in menstrual cycle is one of the major symptom of work load and work pressure they experience. Due to work pressure they are not been able to take the adequate rest, they are not been able to take the food on time, they are not been able to perform the day to day exercises.

There are some individualswho has experienced other various symptoms such as chestpain, abdomen pain, dry mouth, increase in weight, fast breathing, such as there are several symptoms which is visible either on theirface or on body. For this purpose, they have to take adequate care to prevent these symptoms by ultimately reducing their workload. Even though there is a workload one has to accept it as a part of their daily routine and daily life otherwise a small thing can create the major pressure on the minds of the working women. Particularly when there are the family responsibilities and at the office level responsibilities it becomes very difficult to manage all these activities at the same time.

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Table-5 Action management should take to improve the workplace environment

Retirement Social Counseling Remuneration Company /Joining Security Services for Extra Work Bonus

N= 99 55 54 70 TCS % 93% 52% 51% 66% N= 100 62 53 86 Infosys % 91% 56% 48% 78% N= 88 62 63 88 Persistent % 84% 59% 60% 84% N= 65 62 63 60 Cognizant % 82% 59% 60% 76% N= 352 216 214 304 Total % 88% 47% 51% 76%

76% 84% Remuneration for Extra Work 78% 66% Cognizant 60% 60% Counseling Services 48% 51% Persistent 59% 59% Infosys Retirement /Joining Bonus 56% 52% TCS 82% 84% Social Security 91% 93%

It is seen from the table above 88% of the respondent have reported that they need more social Security. There are several dimensional is of the Social Security. Social Security includes the insurance policies, health policies, accidental policies or any other social aspect of the life. Retirement benefit of the planning benefit is one of the emerging Social Security major in IT sector. When the person is retiring apart from his dues such as Provident fund etc. there should be some incentive to be given at the time of retirement for the services he or she has rendered for longer time and served the company. About 45% of the respondent have reported that they need the retirement bonus facilityin their company. In TCS 52% of the respondents followed by Infosys 56%, Persistent and cognizant same59% respondent have reported that there should be the retirement and joining bonus. Counselling services are needed is reported by about 51% of the respondent in all the companies. It is one of the most important aspect in the company as far as work culture

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 and stress is concerned. The individuals those who has more stress and the strain they need counselling services. Counselling services would definitely help in understanding the problem in a proper prospective and finding the appropriate solution to relieve from the stress. There are several individuals those were working more thanworking hours. Even after working hours in the company they have to work from the home also. Those who are working from the home in extra hours they are not getting any benefit. Hence most of the respondent that is 67% of the respondent have reported that there should be the remuneration for the extra work that is carried out after hours of the work. About 66% respondents from TCS,78% from Infosys, 84% from Persistent and 76% of Cognizant have reported that there should be remuneration policy for extra work hours. In brief it is to state that Social Security retirement benefits planning, bonus, counselling services, remuneration for extra work these are some of the facilities they are expecting from the management that they should undertake which will help to develop the work culture.

Conclusion The daily impact of IT on our lives continues unabated. As innovations and computer capacities increase this influence will continue to grow in the coming years at an increasing rate. As technology advances, there is also increased stress that is associated with it called as “technology stress.” IT is here to stay. This brings extra pressure on people to adapt to new advancements and update their knowledge in their field. From the study as observed most of the employees feel stress because of the untimely extra working hours and due to this also they should to be able to avail a free time for relaxing and spending their quality time with their children and family. The employees are quite satisfied about their stress managing situation from the management during the study still they think yet many facilities are needed for the employees. Stress management programs like yoga, meditation and other distressing activities like aerobics, dance etc., would prevent or reduce risk of disease due to stress in IT people which in turn will produce a healthy community. Healthy employees mean better performance by employee that in turn produce a healthy community.

References (Parveen, N., (2009). “Investigating Occupational Stress among Married and Unmarried Working Women in Hyderabad City” Bahria Journal of Professional Psychology. Vol. 5, pp. 21-37) Uma Devi .T., (2011), A Study on Stress Management and Coping Strategies with Reference to IT Companies. Journal of Information Technology and Economic Development 2(2) 30-48 Mrs. J. Juliet Gladies, Dr.Vijila Kennedy (2011), Impact of Organizational Climate on Job Stress for women employees in Information Technology sector in India, Volume 2, Issue 6 (June, 2011),Asia Pacific Journal of Research in Business Management. Suparn Sharma, Jyoti Sharma, Arti Devi (2012), Role Stress Among Banking Sector Employees: A Logit Approach, Vol. XI, No. 3, 2012, The IUP Journal of Organizational Behavior.

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Avinash Kumar Srivastav (2010), Heterogeneity of role stress, Vol. 18 Issue 1, June 2010, Research and Practice in Hunnan Resource Management Maria Michailidis and Yiota Georgiou (2005), Employee occupational stress in banking, Work 24 (2005) 123–137 Dr. Nadeem Bhatti, Amir Hussain Shar, Faiz.M.Shaikh and Muhammad Suhail Nazar (2010), Causes of Stress in Organization, a Case Study of Sukkur, Vol. 5, No. 11 ; November 2010, International Journal of Business and Management Chatterjee and Amitava (2002), Commitment,Cognitive appraisal and occupational stress productivity Vol 3, Oct-Dec 2002, Pp.89. Pestonjee D. M, (1973), Organizations Structures and Job Attitudes, Work Paper Submitted at the Minerva Associates, Calcutta Aziz M.2004 Role stress among women in the Indian information technology sector. Women in ManagementReview. 2004;19(7):356-363. Cooper, C.L., Dewe, P.J., & O’Driscoll, M.P. (2001). Organizational stress. A review and critique oftheory, research, and applications. London: SAGE Wirtz, P.H., Ehlert, U., Kottwitz, M.U., &Semmer, N.K. (2013).Occupational role stress is associated with higher cortisol reactivity to acute stress, Journal of Occupational Health and Psychology.18(2), 121-31. Siu, O.-L. (2002), Occupational Stressors and Well-being among Chinese Employees: The Role of Organisational Commitment. Applied Psychology: An International Review, 51, 527–544. Ramya, P., and Mallika, N., (2014). “The Impact of Yoga Practices on Occupational Stress Among Working Women”. Indian Streams Research Journal, Vol. 3, No. 12, pp. 1-6. Narayan, G.S. (2005), “Women in Management and Occupational Stress”, Agenda Feminist Media, Vol. 65, pp. 83-94.

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HUMAN DEVELOPMENT PROGRESS IN ANDHRA PRADESH

Kambapu Surya Rao Assistant Professor of Economics, Kakatiya Government Degree College, Hanamkonda, Warangal Urban District, Telangana State

Abstract of the Paper

In the modern context of development, Human Capital forms the base of economic growth. Therefore, in order to achieve state of Andhra Pradesh’s vision to become ‘Social & Knowledge Capital’ of the country and leapfrog into a knowledge economy to attain exponential growth – the need for an efficient, resilient and healthy social sector in the state is indispensable. The objective of this research paper is to underscore the industrious efforts undertaken by the present government for systematic transformation of Education, Health and Social Welfare in the state. The Human Development approach puts people at the center of development agenda, where economic growth and wealth are considered a means to development, not an end by itself. Essentially, the purpose of development is to improve human lives by not only enhancing income but also expanding the range of things that a person can be and can do i.e. to be healthy & well nourished, to be knowledgeable, to be athletic and to actively participate in community life. In the state of Andhra Pradesh with 50% of its population under 25 years of age, the present population demographics provides a huge opportunity as well as responsibility for human and social development progress in the state. This research paper is critically analysed human development process and progress in Andhra Pradesh.

Key Words:Human Development, Economic Enrolment, Infrastructural facilities, Higher Education, Economic inputs, Economic research

Statement of the Problem

In the long run, your human capital is your mainbase of competition. Your leading indicator of where you’re going to be 20 years from now is how well you’re doing in your education system.

---Bill Gates.

The Human Development approach puts people at the center of development agenda, where economic growth and wealth are considered a means to development, not an end by itself. Essentially, the purpose of development is to improve human lives by not only enhancing income but also expanding the range of things that a person can be and can do i.e. to be healthy & well nourished, to be knowledgeable, to be athletic and to actively participate in community life. In the state of Andhra Pradesh (according to census 2011) with 50% of its population under 25 years of age, the present population demographics provides a huge opportunity as well as responsibility for human and social development progress in the state. Therefore, under Social Empowerment and Knowledge Mission, the present government has undertaken the responsibility to invest necessary resources required to improve health & social welfare, to improve sports facilities, to provide quality education and to provide skill enhancement opportunities in the state.

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• An inclusive, quality and affordable Education – Education (School & Higher) in every sense is one of the fundamental factors of development and to achieve sustainable economic development, substantial investment in Education is a must.

• Presence of Skilled Human Capital in the State - Globalization, knowledge, and competition have intensified the need for a highly skilled workforce in the developing nations as it enables them to accelerate their growth rate towards a higher trajectory. Therefore, to achieve sustainable economic and human development in the state, sustained efforts are undertaken to develop skilled human capital in the state.

• Healthcare, Welfare, and Nutrition for all – Better health is central to human happiness and well-being. It makes an important contribution to economic progress as a healthy population contributes more productively in the development of the state. Therefore, the present government has put the special impetus on building a sprawling primary healthcare infrastructure in the state through 7548 Sub Centers, 1147 Primary health centers, 28 area hospitals, and 13 district hospitals to ensure quality healthcare to every citizen in the state.

• Excellence in sports for all citizens - The State of AP has the vision to develop a sports culture that celebrates and promotes participation and excellence in sports for all citizens of AP. The bifurcation of the State of Andhra Pradesh presented an opportunity to embark on a new journey with new goals and inclusive philosophy under the vision to provide every citizen a Right to play, perform and peak.

Unfortunately, the difficulties which ensued after bifurcation in 2014 –

• With 67.66 literacy rate, Andhra Pradesh was at 31st position out of 35 states and union territories, as per census in 2011 • National Achievement Survey (NAS) 2014 & 2015 put Andhra Pradesh at 13th, 14th and 23rd in 3rd class, 5th class, and 8th class respectively. • More than 80% of students studying in Govt schools were located in rural areas • Comparatively higher dropout rates of 6.27%, 5.47% and 3.81% in Primary, Upper Primary & Secondary in 2015-16 • Lack of educational & research institutions of excellence in the state • Lack of large-scale industrial base and employment avenues to the students • Absence of reputed central institutions in the state • Low employability levels of graduates from state institutions • More than 70% of the total population (4,93,86,799) residing in rural areas • Delays in Implementation: Due to a multitude of factors including non/partial computerisation, delay in the release of funds, lack of tracking and monitoring mechanism there were delays in scheme implementation & schemes spilled over to the subsequent financial years. • Fragmented Deployment of I.T.: Deployment of technology, wherever made, was not end to end & thus ineffective, leading to poor outcomes. Lack of Convergence: The lack of convergence of schemes, for various initiatives in the context of tribal, rural and urban for nutrition specific and nutrition sensitive programs. Bifurcation had drastically reduced the state’s capabilities to provide essential development infrastructure to its citizens, leaving an arduous task for the present government to turn around the condition of Education, Healthcare, Welfare and Sports infrastructure in the state of Andhra

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Pradesh. In 2015, Government of Andhra Pradesh adopted Social Empowerment Mission and Knowledge Mission with the vision to transform the state into ‘Social & Knowledge Capital’ by systematic transformation of Education, Health & Welfare in the state.

EDUCATION ENROLMENT

Several enrolment drives such as Mana Vooru, Mana Badi, Badi Pilushondi were launched in the state to improve enrolment and retention of students. As a result, Gross Enrolment Ratio (GER) for Primary, Upper Primary and Secondary has improved to 85.61%, 83.96% and 79.15% (an increase of average 3-4%) respectively as per the Unified District Information on School Education (U-DISE) data of Andhra Pradesh for 2017-18. To improve student retention and reduce dropout rates, Interventions such as Vidyarthi Nestham which included data analysis to identify dropout influence factors, AP-GER mobile application for ground truthing of household and UDISE data and mainstreaming through Residential & Non-Residential Special Training Centres (RSTCs & NRSTCs), Madrasas and Seasonal Hostels were undertaken and as a result, there has been a significant reduction in student dropout rates in 2017-18. Student dropout rates in 2017-18 have come down to 0%, 0.43% and 3.44% at Primary, Upper Primary & Secondary compared to rate of 6.27%, 5.47% and 3.81% in 2015-16. The Teacher Pupil Ratio (TPR) in Andhra Pradesh is above the National average at Primary Level and 1:27 at Secondary Level against the norm of 1:30 and 1:35 at Primary and Secondary levels respectively. Efforts have been taken to ensure School and Class level TPR through appropriate rationalization and consolidation of schools and better teacher deployment. Teacher recruitment has been taken up in 2014 whereby 9862 teachers were recruited and is proposed to recruit 7,729 teachers during 2018-19.

IMPROVING LEARNING OUTCOMES OF STUDENTS

Special efforts have been put on improving Learning Outcomes for Elementary and Secondary education as measured in Andhra Pradesh State performance ranking in the National Achievement Survey (NAS). There has been a significant improvement in AP rank and performance in NAS–2017 as indicated below. In Class 10, NAS, AP State performance is 1st in Mathematics 2nd in overall performance in all subjects. SSC pass % has increased from 91.16%in March – 2014 to 94.48% in March – 2018. SSC pass % has increased from 91.16% in March – 2014 to 94.48% in March – 2018. In Annual Status of Education Report (ASER), 2016, performance in Mathematics improved with at least 48.10% students able to do subtraction in 2016, against 39.70% in 2014. Furthermore, measures such as the Online Student Performance Tracking System is put in place and assessment results are widely disseminated. Interventions aimed at improvement of Student Learning Outcomes, specific remediation and improved teaching-learning methods are being implemented at scale and impact monitored, as discussed below:

 Gnana Dhara is a systematic Summer and Yearlong Remedial Programme designed to support poor performing students identified class wise in secondary schools. Summer Residential Remedial programme for students moving from Grade V to Grade VI and from Grade IX to Grade X was conducted covering over 46,000 students. Its focus is to strengthen basic concepts in the subject and pave way to raise interest among the learners to engage actively during the regular schooling. Low performing students are identified based on their performance in the Continuous Comprehensive Evaluation (CCE) and special remediation program is extended to them.

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 The Ananda Lahari Abhyasana – a Multi-Grade-Multi Level teaching-learning program is being implemented in partnership with the Rishi Valley Education Resource Centre in 1342 Schools @ 2 Schools per mandal covering over 25,000 primary school students in two teachers primary schools.  The Teaching at Right Level (TaRL) program is being implemented in partnership with Pratham, the internationally reported NGO that conducts the ASER Survey for primary school students to improve learning levels in Language and Mathematics. In all, 7746 schools and 2,75,702 students are covered in three (3) low performing districts – Anantapur, Kurnool, & Vizianagaram.  In partnership with Isha Vidya Foundation in 3000 schools in Chittoor district, covering 1,57,763 children and 14,240 teachers, three (3) interventions - Happy Classroom, Magic English and Remediation programmes are being implemented for improving learning outcomes among slow learners.  Quality Teacher Training modules are designed keeping in view the gaps identified in student learning levels as analyse by the various assessments tracked subject wise. Online teacher training programs are being provided.  Abhinandana – Based on SSC examinations performance, 5480 School Head Teachers received Appreciation letters from Hon’ble CM, Hon’ble Minister for HRD, Sp. Chief Secretary & Commissioner, School Education. The Abidnadana initiative motivated and propelled the Head Teachers to make special efforts to improve the SSC examination performance of their respective schools.

In order to encourage student performance, number and scale of Pratibha Awards for meritorious students in SSC Examinations have been enhanced 339 Medals @ of 30/District to 4026 @ of 6 Medals/Mandal. The scholarship amount is increased by 100% from Rs.10,000 given in 4 installments to Rs.20,000 given in one installment along with a Tablet, Merit Certificate, and Gold Medal

TECHNOLOGY IN SCHOOL EDUCATION

Harnessing technology to improve the quality of education and classroom pedagogy has been one of the key priorities of the present government. In the last 4 years, 3640 Digital Classrooms have been set up. Also, 1217 Virtual Classrooms have been established with the aim to provide top quality education in schools in distant and remote areas. Digital Content, aligned to School Education Curriculum is being made available free of cost to all Government school students and teachers Integrated Data Management Systems and other technology initiatives have been implemented in the School Education Department since 2014, such as:

• 100% Aadhar seeding of student enrolment and Teacher data • Aadhaar enabled biometric attendance of Teachers in 41,601 schools covering over 1,78,000 teachers. • Real time monitoring of Mid-Day Meal attendance covering about 35,00,000 students in 45,528 schools; enhanced quality of MDM by way of introducing serving of Egg for 5 Days, centralized supply of Dal, Oil etc. • School Information Management System to support enhanced access information, services and dashboards for monitoring.

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• Text Books with QR codes have been distributed. • Computer Based Online Tests for admission, Teacher Eligibility, Recruitment Tests. • Online Teacher Transfer System & AP e-Knowledge Exchange Portal is established for teacher professional development with online courses, forums and digital content repository.

Several Additional Class Rooms, Thousands of School Toilets were constructed supported by Corporate Social Responsibility initiative. Furnoture is provided in 100% High Schools which are identified as SSC Examination Centers. Hybrid Annuity Model is being implemented at an estimated value of Rs.4848 crores for enhancing school infrastructure by way of Additional Class Rooms (33,145), Toilets, Furniture (40,665 schools), major and minor repairs to Government School buildings, etc. Large scale construction of school compound walls (Target - 21,249) and improvement of School Play Grounds is underway in convergence with Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGS). Rs.100 crores have been allocated for School Toilet Maintenance.

TEACHERS SERVICES

Teachers are key to ensuring quality education to all students. In the last 4 years the Government has taken several policy initiatives to enhance and improve teacher service conditions, motivate and build their knowledge and skills and extend benefits to Teachers working in Government Schools, including:

 Upgraded 15.474 posts of Language Pandits and Physical Education Teachers to School Assistant (Language) and Physical Directors.  Long pending grievance of Special Teachers appointed with Honorarium of Rs.398/- during 1996 are covered under Automatic Advancement Scheme with a additional budget commitment of Rs. 22 crores.  Long pending grievance of “Haami Pathralu” teachers of DSC 2008 addressed and pay revision approved with financial benefit.  Best Teachers awards selection systematised. The award amount is increased to Rs.20,000/- from Rs.3,000. A shawl, Tablet and Gol Medal are awarded to the Best Teachers.  Performance Based Objective, transparent Teacher Transfer System is established.  Inter-district transfers based on Spouse and Mutual basis approved benefiting a several hundreds of teachers.  Rationalisation norms for teacher deployment improved giving 5 teachers for 80 and above enrolment in primary schools, minimum 9 teachers for High Schools with 50 to 240 enrolment, etc.  Andhra Pradesh eKnowledge Exchange Portal (APeKX) is established for teacher professional development with online courses, forums and digital content repository.

“Ammaku Vandanam” Programme is being celebrated in every school, on Vasantha Panchami Day from the Academic year 2017-18 onwards, as declared by the Hon’ble Chief Minister, Govt. of AP at the National Women’s Parliament held at Amaravati with main intention to pay tribute to mothers and respect motherhood.

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INTERMEDIATE EDUCATION

• The Department provides free textbooks to students in Government junior colleges so as to make Intermediate Education more accessible. In 2018-19, over 15 lakh books were distributed to nearly 2.9 lakh beneficiaries.

• Govt. has sanctioned 248 works/Projects under RIDF 18,19,20,22 and 23 with an estimated cost of Rs.254.72 crores under RIDF NABARD Assistance to the Intermediate Education.

• Efforts are being made to introduce Digital Class Rooms and English Language Laboratories Govt. Junior Colleges in the State for the benefit of students.

• Steps are taken to distribute sanitary napkins to girls students in all Government/ Aided Junior Colleges in the State

HIGHER EDUCATION

To make higher Education inclusive, quality and affordable following policies and schemes were undertaken in Higher Education by the present government. To encourage performance among students and teachers, Pratibha Awards and Best Teacher Awards are given. 9125 Pratibha Awards have been awarded to Meritorious Students and 295 Best Teacher Awards have been given to teacher for excellence.

The state government has put the special impetus on the establishment of national institutions and reputed private institutions in the state. The government, on its part, provided 2912 acres of valuable land and released Rs.131.33 crores for land acquisition and construction of 11 national institutions such as IITs, NITs, AIIMS etc. Till Academic Year 2018-19, Ten national institutions have started operations. To facilitate the establishment of high quality, research oriented and industry relevant private universities, the present government enacted Andhra Pradesh Private Universities Act in 2016. Since then, Department of Higher Education has issued 11 Letter of Intents (expression of interest) to private institutions of good reputation in India and abroad such as VIT, SRM, Centurion, KREA etc to establish greenfield private universities in the state bringing quality education in technology, medicine and liberal arts to the students of Andhra Pradesh. The initiative is expected to bring investments worth Rs.11,360 crores with the student strength of over 1,72,982 in 10 years. Six Institutes of Eminence (IOE) have been allotted to the state which will be provided with required autonomy and support to evolve into world class institutions in due course of time. Foundation stone has been laid for the construction of Cluster University at Kurnool and Cluster University Act has to be passed by Government. About 7 new Government Degree College and a Polytechnic College have been sanctioned.

Andhra Pradesh government envisions to utilize technology and state-of-the-art infrastructure to improve access to quality education, evolve classroom pedagogy and provide teachers and students an easier, faster and more affordable way to access learning resources. As a result, the present government undertook the initiative to build digital and virtual classrooms in every college and polytechnics in the state. While there was no digital infrastructure in classrooms in 2014-15, Government due to its progressive policies and persistent efforts have equipped 46 Government Degree Colleges and Sixty two (62) Government Polytechnics are provided with Virtual Class rooms.. Industrial Seminars have been initiated through virtual class rooms. Polytechnics located in remote and non-Industrial areas are benefitted from these seminars. In the

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 span of two months 20 Industrial seminars have been hosted by eminent Industrialists benefitting 7432 students from various branches in the Polytechnics. All the Government Polytechnics are equipped with Digital Class rooms. Availability of quality teachers in remote areas has been the biggest impediment to the accessibility of quality Education in rural areas. Therefore, to combat this problem, Government has built 191 virtual classrooms in Government Degree Colleges which enable teachers to virtually teach students residing in distant or remote geographic locations. For the first time in 2018-19, online admission have been taken up for Government and Aided Degree Colleges across the state making it easier, cost effective and transparent for student seeking admissions for UG courses.

CAPACITY BUILDING FOR HIGHER EDUCATION FACULTY

During the year 2018-19, about 400 faculty members in GDCs have trained at NIT Warangal on Massive Open Online Courses MOOC/MOODLE/Kahoot/ Plickers and Open Educational Resources (OER) to equip them to use these advance tools of teaching/learning. During training, content generation and course development is also being taught. This 400 faculty member will act as Master trainers and further teach other faculty and students across the state.

Faculty Recruitment: GOs have been issued –

1. State Universities: Total 1385 teaching posts ( Professor – 100, Associate Prof – 175, Assistant Professors - 1110)

2. Collegiate Education: 361 lecturers have been recruited (during 2018) and an induction training for 2 weeks have been arranged at APHRDI. And about 308 faculty members’ notification is going to be issued shortly by APPSC.

3. Technical Education: 406 Lecturer posts.

RASHTRA UCHHATAR SHIKSHA ABHIYAN (RUSA)

For strengthening infrastructure in the higher education under RUSA I, Rs. 247 crore were sanctioned as Infrastructure Grants. Under RUSA II Rs.128 crores were sanctioned as Infrastructure Grants to GDCs. There has been an increase in amenities for students with additional seminar halls, waiting room, toilets and sports facilities. As part of developing ‘Green Campus’, renewable energy source has been utilized by installing ‘Solar Equipment’ in 47 colleges out of 56 which adds value to RUSA project in making eco-friendly campus. Other achievements include improvement in attendance by introducing biometric system in all RUSA colleges, setting up of Fibre Grid Network with 10 Mbps leased line & 100 Mbps Wi-fi Campus etc. RUSA initiatives: i. 6 new model degree colleges with an outlay of Rs. 12 Crores. ii. One Cluster University at Kurnool with an outlay of Rs. 55 crore has been sanctioned. iii. Under RUSA phase II Rs. 128 crore has been sanctioned to various degree colleges iv. Andhra University and Sri Venkatswera University have been sanctioned 100 crore each and Rs.50 crore to Acharya Nagarjuna University and 20 crore to SPMV University

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CREATING A WEALTH OF TRAINED HUMAN CAPITAL IN THE STATE

8.66 Lakh beneficiaries have been covered over the last 4 years and 1,78,649 students and unemployed youth have been placed till now in the following training programmes conducted by APSSDC and Education Department –

• 131 Jawahar Knowledge Centres (JKCs) are established in the degree colleges across the state providing 250 hours of job-oriented training to students. In the various job fairs conducted, 18,727 of trained students have been offered placements.

• 40 Siemens Centres (6 Centers of Excellence + 34 Technology Skill Development Institutes) are established in polytechnics & vocational colleges training 67,246 students till now. Exclusive job fairs for Siemens trained ITI students have been conducted and 458 students have been placed till now.

• Cisco academies are established in 70 polytechnics providing technical training to students and teachers.

• Compulsory apprenticeship programs, internship opportunities, and skill development has resulted in drastic improvement in employability levels and employment opportunities for students.

• For Communication & Employability Skills, Andhra Pradesh Government partnered with the British Council to provide English Communication skills to 86000 students and 2000 teachers across the state. As a result, companies such as Concentrix have preferred trained students offering them better packages

With a vision to transform Andhra Pradesh into a knowledge hub and to create a wealth of skilled human capital within the State, Hon’ble Chief Minister of Andhra Pradesh, Sri. N Chandrababu Naidu has visited various Higher Education Institutions to address ultimate beneficiaries of our education system i.e. the students and sensitize them towards the evolving role of Higher Education in improving the quality of life for the citizens of Andhra Pradesh.

The visit amongst other things aims at (i) Spreading awareness among the students regarding the state government’s initiatives with respect to higher education, (ii) Gaining feedback from the students on the existing state of higher education and deliberating on a roadmap for the future, (iii) Promote a holistic development of students with emphasis on sports and extra- curricular activities, (iv) Create greater awareness among students about the social and economic return on investment in higher education, (v) Promoting a spirit of entrepreneurship among students. Five state universities namely, Acharya Nagarjuna University (Guntur), Andhra University (Visakhapatnam), Krishna University (Krishna), Sri Venkateswara University (Chittoor) and Yogi Vemana University (Kadapa) have successfully organised the program with participation from 2,563 faculty members and 57,260 students.

HUMAN RESOURCES

To provide an ecosystem to the students and the faculty to develop their scientific temperament and creative thinking “AP POLY TECH FEST “ is introduced from 2018-19. At the District level 2771 projects were displayed and from among them 309 best projects were selected

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 and displayed at State Fest held in Vishakapatnam on 23rd and 24th Sept-2018. Efforts have been made to introduce new systems to improve the learning experience of Students. AP State is the first state to introduce Choice based Credit System in India in 2015-16. This give wide choice and freedom to students to acquire more credit and skills. This will encourage multi-disciplinary learning. Furthermore, the burden of studying has lessened with the introduction of semester system in the academic year.

25 new Market oriented restructured courses were designed and introduced in autonomous college from 2017-18 academic year onwards. Some of the prominent courses are Data Science, Internet of things, Aquaculture Technology, Seed Technology and Functional English.

Polytechnic Curriculum has been revised and made Industry relevant from 2017. Six months compulsory Industrial Training has been introduced in the new curriculum.

In 2017 and 2018, 3-day Transforming Education Conference for Humanity (TECH) was held in Visakhapatnam in 2017-18, organised by UNESCO MGIEP, and supported by the State Government of Andhra Pradesh and the MHRD, GOI under the theme - Digital pedagogies for building peaceful and sustainable societies. During the conference, a Partnership Agreement was signed between UNESCO MGIEP and Government of Andhra Pradesh for creation of AP Intelligent Global Hub for Digital Pedagogies (IGHDP) at Kummaripalem, Visakhapatnam. During 2018, the conference saw the participation of 50 countries and over 1000 delegates. The foundation stone of I-Hub has been laid in Visakhapatnam district by Hon’ble Chief Minister on 13th December 2018.

The HM&FW Department in order to boost the performance of various PPP programs have entered into MoUs with various knowledge partners aiming to ensure quality implementation of the programmes. These Institutions conduct independent evaluation of the programme and give inputs to improve quality and efficiency of programmes.

A total of 5523 medical, paramedical and class IV are recruited in last three years on regular/contract/outsourced basis. Further the government has permitted recruitment of 205 CAS specialists through APPSC, 155 CAS specialists and 35 DAS under APVVP and 1171 CAS for regular recruitment under Director of Public Health and DME through department. Government has also enhanced the Salaries of contractual and out Sourcing Employees of Medical, Para Medical and Non-Medical. Government has enhanced Honorarium of ASHA workers from performance based to fixed honorarium of Rs. 3000/- per Month and performance based to a limit of Rs 5600/- per month and a total of upto Rs.8600/- Per Month.

WOMEN, CHILDREN WELFARE

The strategy adopted to overcome the challenges posed by the bifurcation & to achieve the outcomes mentioned in the Vision 2029 document is detailed, as hereunder:

NUTRITION SERVICES

• The government has introduced ‘Balamrutham’ for the <3 years age group children

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• Scaled up spot feeding of pregnant and lactating women from 153 ICDS projects to 257 projects across the state

• The government has launched State Nutrition Mission (2016-2026) with a focus on reduction of Infant Mortality Rate and Maternal Mortality Rate in the state

• The state has developed a dedicated document for the approach in ‘multi-sectoral nutrition action plan’ towards malnutrition free villages

• All the commodities under Supplementary Nutrition Program are linked to Electronic Point of Sale (ePOs) and supply chain management has been stabilized to control pilferages

CONVERGENCE

• 1650 Nutri-Gardens have been developed in convergence with Panchayath Raj & Rural Development under MGNREGS

• All the Gram Panchayaths are being involved for nutrition and health care support to the pregnant women and malnourished children

• ‘Bala Sanjeevani’ additional supplementation has been introduced and all the pregnant, lactating women having hb (gr/dl) <11 are being provided with millet based, protein, energy nutrition supplementation across scheduled caste, scheduled tribe and general communities in the state

• Every malnourished child in SC, ST and general categories is being provided every day Egg and milk (100 ml) with the convergence efforts by Scheduled Caste and Scheduled Tribe Sub Plan and from General funds

• The state government has adopted tribal areas specific strategy to reduce malnutrition among children and women, extension activities for providing nutrition are being taken up for the hilltop and hard to reach areas

• Urban pre-schools have been focused with merging of nearby Anganwadi centers, the curriculum design and classroom transaction is redesigned, significant improvement in terms of children enrolment and learning focus has been achieved with the support from municipal administration and urban development department

INFRASTRUCTURE DEVELOPMENT

• Anganwadi building construction has been taken up with top most priority under the MGNREGS funds, so far the state has completed construction of 18,301 (during 2014 to till date) Anganwadi buildings

• The basis facilities for drinking water, electricity and functional toilets at Anganwadi centers are focused and above 90% of the Anganwadi centres are now having these 3 basic facilities

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• To address the malnutrition challenges among children <5 years, the state government has adopted child-centric approach with tracking of every child’s nutrition status on regular basis through Nutri-TASC (www.nhts.ap.gov.in)

• The government has introduced tracking of every child and women undernutrition tracking system (nutri-TASC) aligned to the Chief Minister’s Online Real time Executive dashboard, e- pragathi analytics and linked with Real Time Governance System (RTGS)

• All the 55,607 Anganwadi workers are provided with smartphones for data updation on a real time basis; 2227 Supervisors are provided smartphones for dashboard monitoring and handholding support during monitoring

• Developed Information Education and Communication materials and building awareness among communities and service delivery beneficiaries

• The governance systems are improved by the implementation of Biometric Attendance, e-Office, Video & Audio Conference. CFMS has brought last-mile visibility in financial accounting.

STATUS OF SUSTAINABLE DEVELOPMENT GOALS

• The state is focusing on achieving ‘zero hunger’; good health and well-being of all; gender equality; clean water and sanitation to make malnutrition free villages

• The state is set to reduce 2% of reduction every year for Low-Birth weight, stunting, and underweight among children

• The state government has adopted ‘convergence approach’ to achieve the desired results under SDGs for reduction of malnutrition among children and women

Under NTR Vidyonnathi Program, free IAS coaching is provided at any of the top IAS institutes. 72 people availed this scheme from 2014-15 to 2018-19. Another important mechanism of intervention was Scholarships. Between 2014-15 to 2018-19, 22,234 pre-metric scholarships were given and 5123 post metric scholarship was given. The government also enhanced the Scholarship (MTF) rates to differently abled students under post-matric scholarships schemes. The diet charges and cosmetic charges such as haircut charge and stitching charge also have been substantially increased for boarders of hostels and residential schools. 5379 people were also provided assistance for their wedding under Chandranna Pelli Kanuka. In addition to this new initiative have been taken such as the establishment of two home for the blind person in Ananthpuramu and Kakinada. A new Braille Press has been established in Guntur so as to manufacture and supply braille notebooks and textbooks.

SPORTS

The Sports Authority of Andhra Pradesh is determinedly working towards improving the sports infrastructure and capabilities in the state. To provide elite training to selected athletes and coaches by engaging international level foreign coaches for athletics discipline Project Gaandiva was launched. Under this, a Centre of Excellence in athletics is established with a projected cost of Rs.100.00 Crores for 5 years and incurring cost of Rs. 27.60 crores in the first year of its operation.

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To encourage sportsmanship among children in the age group of 12 -18, 6 Sports Academies were established under Project Panchajanya. 600 promising sportspersons (both boys and girls) in the said age group are currently trained in 19 sports disciplines. As a leading initiative, efforts are being made to develop water sports capabilities such as rowing, canoeing, and kayaking in the state with help of AP Police Department. In addition to these initiative, financial assistance is also being provided to sportsman under various schemes of the department. Improving infrastructure has also been the focus of sports initiative in the state. For this N.T.R. Kreeda Vikas Kendrams (KVK) are being established to provide sports facilities to the children, youth, men and women in all the 175 Assembly constituencies of Andhra Pradesh sanctioned with an estimated cost of Rs345.10 crores. Already 3 KVK are functioning.

ACHIEVEMENTS IN SCHOOL EDUCATION

1. Significant achievements in NAS (National Achievement Survey) rankings 2017. In class X, Andhra Pradesh is 1st in Mathematics and 2nd in overall performance. Furthermore, from ranks of 13th ,14th and 23rd in NAS (National Achievement Survey) 2014 & 2015, Andhra Pradesh rose to the ranks 1st, 5th and 8th in 3rd class, 5th class and 8th class respectively 2. Gross Enrolment Ratio (GER) for Primary, Upper Primary and Secondary has improved to 85.61%, 83.96%, and 79.15% respectively as per the Unified District Information on School Education (U-DISE) data of Andhra Pradesh for 2017-18.

3. SSC pass % has increased from 91.16% in 2014 to 94.48% in 2018.

4. Dropout rates in 2017-18 have come down to 0%, 0.43% and 3.44% at Primary, Upper Primary & Secondary compared to rate of 6.27%, 5.47% and 3.81% in 2015-16.

5. To improve the quality of School Education, 3640 digital classrooms have been set up in schools providing computer and high-speed connectivity to the classrooms. Also, 1217 virtual classrooms have been established in the state to bring quality teaching in schools in distant and remote areas

6. Aadhar enabled biometric attendance of Teachers in 41,601 schools covering over 1,78,000 teachers.

7. Significant emphasis on improving standards of Physical Literacy in schools by introducing 2 hours of a scheduled physical literacy program in the academic calendar, intensive training for Physical Education teachers and sporting awards such as Pratibha Kreeda Awards.

8. The impetus on improving girl education through Badikosta program under which several initiatives such as the construction of girls hostels, bicycle distribution (3,81,142 bicycles were distributed) & self-defense were undertaken

9. Real time Mid-Day-Meal monitoring through NIC mobile application covering 35,00,000 students in 45,228 schools and introducing 5-day egg servings for the students.

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10. Built data infrastructure in the form of School Information Management System, which serves as the technology backbone supporting all the programs undertaken by School Education.

ACHIEVEMENTS IN INTERMEDIATE EDUCATION

1. Improved the admissions by 10.5% in Government Junior Colleges by the supply of text books to the students

2. In the year 2018-19, 16 Govt. Jr. Colleges one from each district and additional in Krishna & Nellore are selected as Centers for excellence to provide EAMCET/IIT/NEET coaching to the students on par with corporate colleges and also providing study material to them

3. In the year 2017-18, 5 Govt. Junior Colleges are selected by NITI Aayog for Atal Tinkering Labs granting 20 lakhs to each college

4. Mid Day Meal facility is launched from this academic year in A.P. from 01.08.2018 to avoid malnutrition among the poor students studying in Govt. Jr. Colleges. An amount of Rs. 23 Crores have been sanctioned for this scheme The number of students benefiting is 153000. This shall be the first of its kind scheme in the entire country at +2 stage

5. Training programmes we have conducted:

a. 1012 Junior Lecturers trained in ‘INSPIRE Training Programme for Teachers’ at Kolakaluru on academic activities in June 2017

b. 364 Principals trained by Lead India Foundation, Hyd. to strengthen the academic and institutional activities in August 2017 at Vijayawada.

6. The curriculum is revised in General & Vocational streams in 2017-18 on par with NEET/JEE/CA syllabus and with Industrial & entrepreneurship requirement

7. Bio Metric attendance system is introduced in all Junior Colleges including departmental offices in the state starting from 2015-16 to 2017-18

8. 402 Govt. Junior Colleges out of 450 were provided with own buildings during 2014 and 2018

9. 185 Govt. Junior Colleges were provided with English Medium Sections from 2011516 to 2018-19

10. 100% of Government Junior Colleges were provided with internet / Wi-Fi connectivity during the last 4 ½ years

11. Free EAMCET coaching classes to meritorious students conducted in May 2016

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12. Yoga & Meditation Classes were conducted weekly once in all Junior Colleges since 2015-16 academic year.

ACHIEVEMENTS IN HIGHER EDUCATION

1. Established 11 reputed national institutions such as IIT, NIT, AIIMS, IISER etc in the state by providing 2912 acres of valuable land and releasing Rs.131.33 crores for land acquisition and construction of compound walls. 2. Issued 11 Letter of Intents (Expression of Interest) for the establishment of reputed greenfield private universities such as VIT, SRM, KREA etc in the state. The initiative is expected to bring investments worth Rs.11,360 crores with the student strength of over 1,72,982 in 10 years. 3. 6 Institutes of Eminence (IOE) have been selected by MHRD, GoI to the state which will be provided with be provided with required autonomy and support to evolve into world class institutions in due course of time. 4. According to latest AISHE (All India Survey on Higher Education) Report for the year 2017- 18, Gross Enrolment Ratio of Andhra Pradesh is 30.9, above the national average of 25.2, and has improved from 28.4 in 2010-11 5. By 2017-18, Six (6) universities have come in top 100 in NIRF national rankings compared to none participating in rankings till the year 2015. Also, Andhra University & Sri Venkateshwara University have broken into top 50 in NIRF national rankings. 6. 10 state universities out of 16 have received NAAC accreditation with 4 universities achieving A+ & A grades 7. 46 Government Degree Colleges and 84 Government Polytechnics (100%) have been provided with Digital Classrooms providing access to digital infrastructure and high speed internet connectivity. 8. The government has built 191 virtual classrooms in Government Degree Colleges (100%) and in 62 Government Polytechnics which enable the teachers to virtually teach students studying in educational institutions in distant or inaccessible geographic locations. 9. Skill upgradation through industry relevant courses and training to more than 8 lakhs beneficiaries in the state providing employment to 1,78,649 students till now. Industry tie-ups with renowned knowledge partners such as Siemens, Dassault Systems, Cisco, British Council etc to provide training in technology and communication skills 10. Through various capacity building programs for teacher and principal, training have been initiated in collaboration with institutions such as TISS, BC-ELF, ISB , ASCI, CIPS., NUEPA, APHRDI and NIT Warangal Under this 1860 faculty members have been trained since 2014 onwards 11. Foreign collaborations with Wright State University, Ohio USA to provide a 75% fee reduction for students of Andhra Pradesh. Collaborations with University of California, Berkeley and Curtin University to increase foreign student’s participation in the state.

ACHIEVEMENTS IN HEALTH AND FAMILY WELFARE 1. Decrease in MMR from 83 (2014-15) to 65.81 (2018-19). 2. Decrease in IMR from 37 (2014) to 10.51 (2018-19).

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3. Talli Bidda Express, a new initiative with 279 vehicles has dropped back 719,512 post-natal women. 4. Free Dialysis centers increased from 14 to 48 centers which has treated 5946 number of patients. 5. Mukhyamantri e-Eye Kendram, another new initiative for quality eye-care established in 115 centers and have covered 6,67,796 beneficiaries. 6. Linen and laundry services introduced for first time in all Teaching Hospitals and 4 APVVP Hospital. 7. Increase in four Antinatal check-ups to Pregnant women from 74% (2014-15) to 81% (2018- 19). 8. Increase in surgeries in Government hospitals by 173% in 2018-19 (11.99 lakhs) compared to 2014-15. (4.39 lakhs). 9. Increase in Lab diagnostic tests in public health facilities by 120% in 2018-19 (3.25 crores) compared to 2014-15 (1.48 crores). 10. Increase in percentage of Institutional deliveries from 97% (2014-15) to 99.2% (2018-19). 11. Increase in fully immunization (1-5 years) from 79.78% (2014-15) to 112.95 % (2018-19). 12. Increase in fully immunization (0-1 years) from 95.07% (2014-15) to 101.22 % (2018-19). 13. Increase in the Out Patients percentage by 51.05% in public health facilities in 2018-19 (65,875,752) compared to 2014-15 (43,611,539). 14. Increase in the In Patients percentage in public health facilities by 36.67% in 2018-19 (3,452,592) compared to 2014-15 (2,526,211). 15. Decrease in the Malaria cases to 73.25% in 2018-19 (5,638 cases) compared to 2014-15 (21,077 cases). 16. Increase in NQAS certification from 0 to 25 hospitals (District Hospitals and Area Hospitals).NABH accreditation pre-assessment of 8 Teaching Hospitals has been completed. 17. Decrease in per capita Out Of Pocket Expenditure on healthcare from INR 5770 (2015) to INR 587.31 (2018) which is 90%. 18. Mahaprasthanam – dignified transportation of 30,671 deceased from the government hospitals with a fleet of 53 vehicles. 19. Solar roof top in 45 government hospitals. 20. All 153 PHCs in tribal areas are converted into 24 X 7 PHCs. 21. 122 feeder ambulances services are introduced in remote and inaccessible ITDA areas. 22. Release of State, District and Village Health Bulletins on 7th of every month to increase public awareness on health education & prevention. 23. Establishment of Andhra Pradesh MedTech Zone Limited (AMTZ), a first-of-its-kind enterprise in India under the Government of Andhra Pradesh dedicated to Medical Device Manufacturing.

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SUMMING UP

The whitepaper makes an effort to underscore the diligent work done by the present government in human and social development sector with an overarching vision to promote sustainable and inclusive growth resulting in a Healthy & Happy society. The Department of School Education has identified the following key areas for interventions to accelerate and improve learning outcomes of students and significantly improve school education: Design and implement pre-school curriculum and Teacher Training program, Undertake Curriculum revision for all Grades integrating Happiness Curriculum, ICT approaches, application of science and technology, developing 21st Century Skills (Communication, Critical thinking, collaboration, etc.) Gender sensitivity, Physical literacy, Disaster Management, Safety and Security for School Children, etc. Conduct of high-quality assessments, ensure granular analysis for tracking student performance in various assessments; Dissemination of student performance insights subject wise, school wise, Mandal and District wise and usage by all stakeholders Extend the Special Projects to other districts, implement systematic Remedial Program for low performing students. Enhance quality of Teacher education, provide high quality teaching resources and focused online and offline trainings to Teachers on key academic gap areas. Establish Digital Education Corporation and strengthen technology integration in classroom teaching and learning through expansion of Digital Class Rooms (DCR), Virtual Class Rooms (VCR), implement Personalised Adaptive Learning (PAL) Models at scale, extend QR codes in Text Books for all Grades, digital content, enhanced services through AP Knowledge Exchange Portal for subject teachers, etc.

References:

1. Ajay, G (2017) “Negotiating Transformative Dilemmas- Dalit Assertion in Andhra Pradesh”, Paper presented at a seminar on Movements, Social transformation and making of Modern Andhra Pradesh, CESS, Hyderabad, 17-18 March, 2017. 2. Alexander K C (2012) ‘Emergence of Peasant Organisations in South India’ in S.A.Shah (ed) India: Degradation and Development, MV Foundation, Hyderabad. 3. Anirudh Krishna (2013) “Falling into Poverty: Other Side of Poverty Reduction”, Economic and Political Weekly, February 8. 4. Anirudh Krishna, Mahesh Kapila, Sharad Pathak, Mahendra Porwal, Kiranpal Singh, Virpal Singh (2014) “Falling into Poverty in Villages of Andhra Pradesh: Why Poverty Avoidance Policies are Needed”, Economic and Political Weekly, July 17. 5. Bardhan, Pranab, (2014), “Decentralization of Government and Development”, Journal of Economic Perspectives 16(4), 185-205. 6. Baru, Sanjay (2017) “The Local and the Global in Hyderabad’s Development”, Dr. Waheeduddin Khan Twelfth Memorial Lecture, Centre for Economic and Social Studies, Hyderabad. 7. Dev, S. Mahendra (2007) “Inclusive Growth in Andhra Pradesh: Challenges in Agriculture, Poverty, Social Sector and Regional Disparities”, Working Paper No. 71, Centre for Economic and Social Studies, Hyderabad. 8. Dev, S. Mahendra (2018) Inclusive Growth in India: Agriculture, Poverty and Human Development, O U P, New Delhi. Dev, S. Mahendra and C. Ravi (2017) “Poverty and Inequality: All India and States, 1983-2005”, Economic and Political Weekly, Vol. 42 (6). 9. Galab, S; Prudvikar Reddy, Sree Rama Raju, K.S. Reddy, C. Ravi, Gopinath Reddy, K. Suri Babu and G.K. Mitra (2006) “The Mid-Term Appraisal of Andhra Pradesh District Poverty Initiatives Project”, Centre for Economic and Social Studies, Hyderabad (project Report submitted to the Society for Elimination of Rural Poverty, Hyderabad). 10. Galab, S and N. Chandrasekhara Rao (2003), “Women and Self Help Groups: Poverty Alleviation and Empowerment”, in C.H. Hanumatha Rao and S. Mahendra Dev (eds) Andhra Pradesh Development: Economic Reforms and Challenges Ahead, Centre for Economic and Social Studies, Hyderabad.

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11. George, Alex (2004) “Quality of Reproductive Care in Private Hospitals in Andhra Pradesh: Womens’ Perception”, Economic and Political Weekly, April 27. 12. James, K S (2009) "Fertility Decline in Andhra Pradesh: A search for Alternative Hypothesis", Economic and Political Weekly, Vol 34, No 8, Feb 20-26, pp 491-499. 13. James K.S. and S.V. Subramanian (2003) “Towards a Demographic Transition”, Economic and Political Weekly, March 22-29; and in C. H. Hanumantha Rao and S. Mahendra Dev (eds.) Andhra Pradesh Development: Economic Reforms and Challenges Ahead, Centre for Economic and Social Studies, Hyderabad. 14. Rao, C. H. Hanumantha (2005) Agriculture, Food Security, Poverty and Environment: Essays on Post-Reform India, Oxford University Press, New Delhi. Rao, C. H. Hanumantha (2007) Statehood for Telangana: New Imperatives”, The Hindu, January 8. 15. Rao, C. H. Hanumantha and S. Mahendra Dev (eds) (2003) Andhra Pradesh Development: Economic Reforms and Challenges Ahead, Centre for Economic and Social Studies, Hyderabad. Rao, M.S.A. (1978), Social Movements and Social Transformation: A study of Backward Classes Movement, Macmillan, New Delhi. 16. Rao, R. S; V. Hanumantha Rao and N. Venugopal (eds.) (2006) Fifty Years of Andhra Pradesh, 1956-2006, Centre for Documentation, Research and Communication, Hyderabad. 17. Sastry, K. R., C. P. Vithal and G. Ramachandraiah (1995), “Panchayati Raj in Andhra Pradesh”, in National Institute of Rural Development, Panchayati Raj Institutions in Select States – An Analytical Study. Hyderabad: NIRD. 18. Satyanarayana, A (2007) ‘Agrarian Movements and Social Transformation in Andhra Pradesh’ Paper presented at a seminar on ‘Movements, Social transformation and making of Modern Andhra Pradesh’, CESS, Hyderabad 17-18 March, 2007. 19. Vamsi, Vakulabharanam (2004) ‘Immiserizing Growth: Globalization and Agrarian Change in Telangana, South India between 1985 and 2000’ Doctoral Dissertation, Amherst: University of Massachusetts, Economics Department. 20. Vamsi, Vakulabharanam (2005) “Growth and Distress in a South Indian Peasant Economy During the Era of Economic Liberalisation” The Journal of Development Studies, Vol. 41, No. 6, August, pp. 971-997. 21. Vithal, B. P. R (1998) “An Overview” in V. Hanumantha Rao, V. K. Acharya and M. C. Swaminathan (eds.) (1998) Andhra Pradesh at 50: A Data Based Analysis, A Data News Features Publication, Hyderabad.

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COMPETENCY FRAMEWORK FOR FACULTY MEMBERS OF HIGHER AND TECHNICAL EDUCATION INSTITUTIONS - A TOOL FOR STRATEGIC HUMAN RESOURCE MANAGEMENT

Pratibha Bundela Gupta Research Scholar Barkatullah University, Bhopal Abstract

Competency framework is used as a tool for strategic human resource management. In this study literature on competency framework is reviewed and based on that competency framework for faculty members of higher and technical institutions is derived. The competency framework comprises of survival, academic, managerial, administrative and financial competencies. Total 100 competencies validated by the respondents. A competency framework for faculty members is derived based on the literature review and experiences of people. This framework was validated by faculty members working in 100 higher and technical institutions of the country. This framework may be used by institutions to design their strategic human resource management strategies. The researcher has noted some recommendations such as recommendation of competency framework by statutory body for implementation to institutions, use by institutes for taking major strategic human resource management decisions, deciding training and development activities and organizing coaching and mentoring at institute level, based on the conclusion drawn in the study.

Key words: Competency, Competency Framework, Strategic Human Resource Management

1. Introduction The competency framework is being used in almost all areas of human resources management. It is used as strategic human resource management tool in professionally managed organizations. It is used in recruitment, training, education, deployment and redeployment of human resource, performance evaluation, performance appraisal, assessment of potential of human resource, deciding salary packages, career advancement, giving rewards, enriching the roles, minimizing the human related problems, guidance, counseling, coaching, mentoring, deciding after retirement course of action, etc. Competency framework has become the base for most of the strategic human resource activities. In view of the utility of competency framework in strategic human resource management activities a study was conducted to develop the competency framework for faculty members of higher and technical institutions.

2. Objectives of Study The research objective of the study is to develop competency framework for faculty members of higher and technical institutions.

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3. The Need and Importance of the Study The strategic human resource interventions are designed and implemented with various purposes in the organization using competency framework approach. This study will be useful for following purposes: recruit right person for right position and role, redeploy appropriate person for the right position, plan career advancement of senior faculty for taking the role of a Dean, Head of department, Principal and Director of the institute, identify the training and development needs of individuals, design competency based training programmes, design competency based learning resources, conduct competency based training and development programmes, design and implement other strategic human resource interventions integrated with the core business of the institute and give suitable rewards for professional achievements. 4. Literature Survey Benayoune (2017) defined competency framework as set of selected competencies for a specific organization needed to achieve business results. He stated competency framework is used for recruitment and selection, evaluation of performance of employees, training of employees, promotion of employees, development of employees career and management of employee information. He defined the key terms associated with competency. He has stated that structured interview, expert panel, desktop analysis, external benchmark data and focus group discussion techniques are used for developing the competency framework. He has discussed that lack of integration with other talent management system and lack of appropriate level of specificity are the two major issues in implementing competency framework. Banerjee (2007) has published a paper on competency mapping for business Excellency. He states that the term competency’s used to clarify any underlying characteristic required for performing a given task, activity or role successfully. The competency is used for transfer, posting, succession planning, recruitment, and development requirement of individuals. He states that competency mapping is the process of identification of the competencies required to perform successfully a given job or role or a set of tasks at a given point of time. He states that the role set members should be involved in competency mapping process to bring clarity in competency mapping. The HR manager may identify the most critical competencies for a particular role holder through discussion and interview. He states that some competencies are generic competencies, which are required across the organization. These competencies are derived from the vision, mission and values of the organization. The generic and specific competencies are used to assess the competencies of position holder. On the basis of the competency profile various decisions are taken. Panchalan (2004) has published a paper on competency development and training in Employment News dated 28th February to 5th March 2004. He states the definition of the competency as a set of knowledge, skills, abilities and behavioral attributes, which are required to deliver superior performance in a job position. Competency development and training generally go hand in hand. He explains the process of competency development in three stages i.e. gap analysis, bridging the gap and implementation. Again, these three steps are divided in six steps. These are identification of

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 competencies. This is achieved through behavioral event interview, functional analysis method and interview method. Step two is assessment of competency gap. Competency gap is assessed using assessment centre approach and other methods such as case study, role-play, structured experiences, simulations, business games, sociometry, outdoor interactions and graphology. He suggests to identify competency strengths and weaknesses on the basis of gap. Step three is bridging the competency gap. He referred Trevor J. Bentley in his paper about bridging the competency gap. There is a competency cycle, which moves from unconscious incompetence, conscious incompetence, conscious competence and unconscious competence. He states that the competencies can be developed through hard work, self-learning, training, coaching, open feedback, job rotation, job enrichment, and reassignments. He states that among all methods training is well accepted method to develop the competencies. Sharma (2003) she states that assessment centre are battery of assessment and situational exercises, which are competency based and are used extensively in various countries for recruitment, potential appraisal, promotion, and human resource development and organizational development. She compared assessment centre and development centre and listed some researches conducted on assessment centre. Then she described the factors in the assessment processes. These factors are list the competencies to be assesses and procedure for scoring and rating, the weightage to be assigned to each element and exercise, and the various forms of assessments for a competency to ensure consistency of judgment and prevention of any bias. The steps of assessment centre are identifying the needs of an organization, establishing the criteria, investigating the criteria, development and design of assessment centre, psychometric testing. Design of management exercises, managing and facilitation of the assessment event and providing feedback to participants. She defined the competency and classified competencies as central and surface, threshold and differentiating. She states that competencies are identified using behavior event interviews (BEI). She also states that identification of competencies can also be done through 360 degree feedback. The identified competencies are prioritized for a particular position. If the organization is already aware about its competency requirements it can go for assessment centre. She states that competency based assessment is carried out for any of the objectives such as individual and organizational growth, strategic alignment of competencies with business growth, selection for job culture, fit, career planning of succession planning and training and development. The process of assessment is carried out by self against the competency standards. The assessors examine the self-assessment results and evidences. They base the interview and observation of the skills on the specified job. She states that assessment revolves around self-assessment, workplace assessment, identification of competency gap, feedback, learning and development and reassessment or certification. She states the gains from competency based assessment for the organization and individuals. Goel (2002) published a conceptual paper on competency focused employee development planning to develop a competency model. She states a competency model is a descriptive tool that identifies the skills, knowledge and attitude needed to effectively perform a role in the organization and the help the business meet its strategic objectives. The model is expressed in learning continuum in three stages; basic,

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 intermediate and advanced. She states that competency approach provides a cutting edge guide to; reduce the ambiguities in job and work expectations, hire the best available people, maximize productivity, enhance 360 degree feedback processes and align behaviour with organizational strategies and values. She states that the competency model should be systematically implemented in an organization by a team to identify the gaps and development opportunities. Suar & Dan (2001) have conducted research study on competency assessment and need identification for training. They defined the competency as the characteristics of an individual, which underlie performance or behaviour at work. Competencies incorporate attitudes, values, skills, knowledge, abilities, aptitudes etc. they defined these terms in detail. They conducted competencies survey on four categories of employees in an oil company in four states of eastern India. These four categories are field sales officers, divisional officers and operation location heads. The researchers have prepared a questionnaire containing nine broad categories and forty seven subcategories and distributed to all the employees. The supervisors were asked to evaluate the competencies of their subordinates on five-point scale. The questionnaire was posted to all the respondents and return rate is 100%. The researchers calculated percentage gap between required and existing level of each competency. They concluded that existing competencies of sales officers were significantly lower than required competencies. Same is the case with office in-charges and operation officers. They have identified common competencies deficiencies for all the four positions. 5. Research Methodology It is a descriptive survey type of research study so the instrument is designed using the information available in the literature, experiences of the researcher and discussion with the experts working in this field. 5.1 Instrument design for competency derivation of faculty members The process of competency derivation is scientific, logical and based on sound base of curricular, co-curricular and extracurricular activities of the institute. A comprehensive Gupta-Joshua Competency Needs Assessment Model [2008] is used in this study to arrive at competency statement for faculty members of higher and technical institutes. The model proposes that root of needs lies in the expectations of the stakeholder and external environment. The faculty members must be prepared for grabbing the present and future opportunities from the environment to take competitive advantage satisfying the needs of the internal as well as external stakeholders. The vision statement of the institutions is an attractive future destination and it compels the people to achieve it. It remains as a dream even if people are motivated to achieve. They need to develop competence so that they can perform activities and move steadily and confidently in right direction. The vision document clearly spells out the road map to reach the destination. The faculty members and staff members have to traverse the path and achieve it. The needs can be derived from the vision document of the institution. The journey to vision requires healthy academic culture, values, norms, and dedication for achieving it. The faculty members need to work in a cohesive, integrated, and synergetic way to reach the vision. The study of the vision documents of various industries helps the faculty members to define the path of development of the

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 institution. It also spells out the type of professionals required in present and future. The study of the vision document of an organisation is useful in identifying the essential, desirable, and optional competencies. These competencies are considered integral part of the institution building. The current situation of the institute is analyzed and gaps are found on parameters such as use of technology, generation of technology utilized presently, difficulties in use of technology, specialization required to use the technology, design of systems and processes, deficiencies in the system and processes, waste produced by the system, work culture in the organisation, problems due to existing work culture, motivation level of the employees, job stagnation and redundancy, turnover of employees, problems of communication, conflicts and their type, accidents, quality of decision making, maintenance of machine and equipment, competence of people to solve the problems, management of resources, planning the new business, problems stated in performance report, performance deficiency, turnover, losses, recoveries, interference in decision making, and so on. The analysis of current situation helps the education managers to define their role. These are recorded in the form competency statements. The desirable and optional competencies are derived from the role. Based on the environmental opportunities, vision, and mission statements, and current situations, the changes that are planned to be implemented are identified. The parameters of the change management may be similar as mentioned above under current situation and opportunities. The scope and parameters of change will be different for different organisations. It is decided by the organisation. The institution planning is undertaken participatively to incorporate the changes necessary for the growth and development of the institution. On the basis of roles, competencies are derived. Then a competency survey research is undertaken to validate, prioritise, and classify the competencies. The major base for identification and classification of the competencies was literature review. Once the competencies are listed they are classified according to the area they belong. The care has been taken for not repeating the competency and classifying it under the area where it is used predominately. The competency profile so developed is validated and then mailed to the respondents of technical institutions of the country. 5.2 Population Faculty members of higher and technical institutes constitute the population for this study. 5.3 Sample A purposive sampling technique is used to conduct this study. The instrument stating the competencies was mailed to all the technical institutions of the country with the request to respond to it within given time. In all 100 institutions responded even after extension of three months time. The data received from them are classified and compiled to draw conclusions.

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6.Analysis of Research Data The data received are compiled and classified on functioning area and competency wise. The cumulative weightage for each competency is calculated and mentioned in the table 1. Table 1: Competencies of Faculty Members Sl. Weighted No Competencies mean . A. Survival competencies 1 Use information and communication technology (ICT) effectively 1.91 for institutional development 2 Use management information system for taking significant decisions 1.98 3 Undertake self-learning to keep abreast with the developments in 2.51 technical education 4 Work effectively using computers 2.15 5 Manage emotions wisely 1.88 6 Work with limited resources 2.44 7 Impart training effectively 2.16 8 Market institutional services 1.79 9 Negotiate with specific purposes to resolve conflict, enter 2.31 agreement, manage crisis etc. Total 2.11 B. ACADEMIC B1 Planning Competencies 10 Craft shared vision of the institution democratically along with its 2.27 shared values, ethics and norms 11 Market the vision and corporate reputation of the institution 2.10 12 Develop academic strategic, perspective and operation plans of the 2.25 institution 13 Take participative decisions to achieve Specific, Measurable, 2.43 Achievable Realistic and Time bound goals 14 Design education programmes in emerging technologies 1.85 15 Design continuing education programmes in emerging technologies 1.71 along with monitoring and feedback mechanisms 16 Design need-based training programmes for faculty, industry and 1.95 society 17 Design quality assurance mechanism 1.84 Total 2.05 B2 Implementation Competencies 18 Offer education programmes in emerging technologies 1.79 19 Conduct continuing educational programmes in emerging 1.80 technologies 20 Conduct need-based training programmes for faculty, industry and 1.98

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society 21 Use management tools and techniques for achieving academic 2.08 excellence 22 Implement student support services such as guidance and 1.75 counseling, entrepreneurship development, training and placement, chapters of professional bodies, etc. 23 Conduct researches to improve academic processes 1.77 24 Develop print and non-print learning resources in collaboration with 1.67 industry for contemporary and emerging technologies 25 Evaluate all academic processes against designed plans 2.15 26 Ensure quality in implementation of institutional plans 2.14 Total 1.90 B3 Liaising Competencies 27 Establish linkages with industry for academic improvement 2.01 28 Undertake joint projects with industries for mutual benefit 1.85 29 Network with research and resource institutions 1.72 30 Establish rapport with faculty, staff and students 2.43 Total 2.00 B4 Leadership Competencies 31 Lead teams to undertake research studies 2.0 32 Lead change/innovation implementation teams effectively 2.04 33 Lead teams to achieve the SMART goals 2.15 34 Organize focused meetings, interactions, discussions, workshops, 2.32 creativity sessions, etc. 35 Delegate powers for smooth functioning of the institution 2.35 36 Develop education leaders 2.02 37 Coordinate the internal and external activities 2.04 Total 2.13 B5 Academic Culture Building Competencies 38 Adhere to declared values, ethics and norms 2.37 39 Assess the performance related to values, ethics and norms 2.18 40 Create opportunities for students and staff to joyfully self-learn 2.26 41 Empower women and girl students for successful careers 2.21 42 Generate opportunities for the physically challenged students 1.94 43 Create opportunities for physical, technical, managerial, 2.20 professional, entrepreneurial, social and spiritual development of the students Total 2.19 C. MANAGERIAL C1 Policy Support Competencies 44 Design policies for smooth functioning of the institution 2.16 45 Provide policy support in all the areas of institution functioning such 2.17 as recruitment, human resources development, rewards,

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consultancy, students’ services, punishment, decentralization of authority and the like. Total 2.17 C2 Human Resources Competencies 46 Recruit right faculty and supporting staff 2.22 47 Train/retrain the faculty and staff to fulfill the vision of the 2.22 institution 48 Deploy/redeploy the faculty and staff members for successful 2.26 implementation of academic plans 49 Ensure sharing of experiences for institutional development 2.29 50 Guide and counsel staff and students with constructive feedback 2.35 Total 2.26 C3 Resources Managing Competencies 51 Manage physical resources for implementation of designed plans 2.02 effectively and proactively 52 Minimize wastage of resources in functioning of the institution 2.35 53 Manage infrastructure for achieving academic excellence 2.40 54 Generate resources 1.81 Total 2.15 C4 Marketing Competencies 55 Market the products and services of the institution 1.90 56 Market institutional strengths to industry 1.96 57 Survey market to explore opportunities for business 1.61 Total 1.82 C5 Change and innovation Competencies 58 Implement innovative curricular and co-curricular changes 2.04 scientifically for academic excellence 59 Seek participation of stakeholders in change management 1.82 60 Conduct various research studies like curriculum needs analysis, 1.80 technology prediction study, action research, impact study, tracer study, etc. 61 Use innovative curriculum approaches such as competency based 1.92 curriculum, problem based learning, etc. 62 Ensure use of interactive learning resources such as computer aided 2.04 instruction, multimedia, self-learning, etc. 63 Promote industry oriented project-based learning 2.04 64 Manage production centre competitively 1.67 Total 1.90 C5 Networking Competencies 65 Network with sister institutions, research and resource organizations 1.98 and centre of excellences 66 Collaborate with industries in areas of mutual benefits and for 2.02 placement and training

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Total 2.00 C6 Communication Competencies 67 Develop effective communication channels with internal members 2.22 and stakeholders for effective performance 68 Develop effective feedback mechanisms 2.05 69 Prepare proposals and reports for various purposes 2.14 70 Give talks at academic and social functions 2.13 71 Manage quality electronic and print publications 1.74 Total 2.06 C7 Problem solving Competencies 72 Solve problems for smooth functioning of the institution 2.28 73 Promote participatory and team approaches in the functioning of the 2.32 institution Total 2.30 C8 Evaluation Competencies 74 Evaluate the performance of the institution, departments, teams and 2.15 individuals 75 Evaluate the performance of academic programmes and projects 2.05 76 Use evaluation reports for future academic planning 2.04 77 Assess impact of various academic programmes on industry and 1.63 society Total 1.97 D. FINANCIAL 78 Prepare budgets for supporting institutional plans 2.02 79 Generate revenue through legal and ethical modes 1.71 80 Use funds for academic growth and development of the institute 2.12 81 Use zero based budgeting 1.77 82 Institute scholarships like free ship, prizes, fellowships, etc. 2.17 83 Audit and evaluate finances 1.83 Total 1.94 E. ADMINISTRATIVE 84 Follow impartial and transparent administration 2.26 85 Maintain documents 2.43 86 Scan environment for information generation 2.03 87 Develop management information system 1.92 88 Prepare reports of various kinds 2.18 89 Settle complaints, grievances of staff, students and stakeholders 2.32 90 Manage time effectively 2.34 Total 1.93

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7.Results 1. Most of the competencies listed in the instrument got more than 1.5 weighted mean which is more than 50% in three point rating scale. So all the competencies are considered for competency framework. 2. 69 competencies got more than 2 weightage out of 3 so they may be considered important competencies for faculty members at institute level. These competencies must be considered while taking strategic human resource management decisions at institute level. 3. There is only one competency which got more than 2.5 weighted mean score. This is related to self learning and updating one self.

8 Conclusions 1. It can be concluded that the competency framework developed for the faculty members of higher and technical education will act as base for strategic human resource management in recruitment, training, development, giving rewards, promotions, guidance, counselling, coaching and mentoring, deploying an redeploying the faculty members for various roles at institute level. 2. It can be concluded that the competency framework will guide the institute to harness full potential of the faculty members individually and in groups to achieve the vision of the institute. 3. It can be concluded that competency framework may be used for encouraging faculty members to develop the competencies aligned to their aptitude and attitude. 4. It can be concluded that the competency framework will also guide the faculty members to develop themselves using flexible approaches of learning. 5. It can be concluded that the competency framework will guide to design and implement training plan at institute level. 6. It can be concluded that the competency framework improve satisfaction level of internal as well as external faculty members.

9.Recommendations It is recommended that 1. The competency framework may be recommended by the statutory bodies to all higher and technical institutes to use it for strategic human resource management. 2. The competency framework may be used by institutions for taking major decisions related to human resources. 3. The training and development material may be prepared based on the competency framework. 4. The mentoring the institute should be based on the competency framework.

References [1]. Banerjee Indranil, (2007) Competency mapping for business excellency, Indian Journal of Training and Development, New Delhi. [2]. Suar Damodar & Abhik Dan (2001) Competency assessment and need identification for training, Indian Journal of Training and Development, XXXI: 4, New Delhi.

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[3]. Goel Kiran (2002) Competency focused employees’ development planning to develop a competency model, Indian Journal of Training and Development, XXXII: 4, New Delhi. [4]. Sharma Radha R. (2003) Assessment and development centre as tools for competency development, Indian Journal of Training and Development, XXXIII: 1- 2, Jan – June, 2003, New Delhi.

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LACK OF LITERACY TOWARDS TECHNICAL COMPETENCY DUE TO SECONDARY LANGUAGE IN TRIBAL PEOPLES, DUE TO WHICH LAGGING BEHIND TAKING ADVANTAGES OF DIGITIZATION IN LOWER TO HIGHER SECONDARY EDUCATION IN CHHATTISGARH.

Raj Kumar Deshmukh Research Scholar, MATS University, Raipur (C. G.)

Dr. Deepika Dhand (PhD. Guide) MATS University, Raipur (C. G)

ABSTRACT

English is a language of advancement which permits development, power, position, and so forth. It is a medium with which guardians want their youngsters to instruct so their kids can be comparable to the world. It has likewise been educated as a subsequent language in schools, schools, and colleges. It is similarly a language of business correspondence. It has the possibility to dazzle and conceal the man from himself. There are advantages of language, however we can't deny the way that it has been hard for the instructors of English to show English as a subsequent language. The students because of their social varieties, since quite a while ago kept propensity and mentality towards learning English have neglected to be the able clients of it and the outcome is the last misfortune they need to manage in the occupations which they wish to pick from the market with high advantages. There is a need of English language educating and realizing with the goal that the best of the information and correspondence can be reached out to every single individual. To make the understudies mindful of the outside world from a more extensive perspective, English language assumes a significant job. When training English for getting the ideal result is a Global issue, showing English as a second language in inborn regions despite everything stays a more noteworthy issue. The language instructing task is troublesome one because of the decent variety of the understudies' socio-social foundation, inspiration and premiums, learning styles, varying characters and standards of conduct, the instructors' demeanor and since quite a while ago kept practice and different strategies

KEYWORD

English, Education, Students, Tribal, Problems

INTRODUCTION

The serious issue of encouraging English in innate regions is to change the attitude of the preservationists (the individuals who don't feel the need of progress). They don't

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 understand that instruction and learning of English will bring change all things considered; learning is a difference in conduct. Along these lines, a great deal of things rely upon the guardians and family members to teach their siblingsso that they can likewise be comparable to the cutting edge world. Absence of inspiration and consolation remains the significant test for educating English. In the event that the instructor can build up a decent affinity with the students, his/her activity would be simpler. Studies recommend that instructor inspiration contributes more to showing learning process than the educator ability. In this way, it is appropriately stated: 'Educating Learning Process is the bloom that doesn't develop in each one's nursery.' But we should locate a legitimate solution for it.2

Broadening the arrangement of essential instruction into inborn zones and saving spots for innate kids in center and secondary schools and advanced education organizations are fundamental to government strategy, yet endeavors to improve a clan's instructive status have had blended outcomes. Enlistment of qualified instructors and assurance of the proper language of guidance additionally stay inconvenient. Commission after commission on the "language question" has called for guidance, at any rate at the essential level, in the understudies' local tongue. In certain areas, inborn youngsters entering school must start by learning the authority local language, regularly one totally irrelevant to their ancestral tongue. The encounters of the Gonds of Andhra Pradesh give a model. Essential tutoring started there during the 1940s and 1950s. The administration chose a gathering of Gonds who had figured out how to get semiliterate in Telugu and showed them the essentials of composed content. These people became educators who educated in Gondi, and their endeavors delighted in a proportion of progress until the 1970s, when state strategy requested guidance in Telugu. The switch in the language of guidance both made the Gond educators pointless on the grounds that they couldn't instruct in Telugu and furthermore gave the administration the issue of finding sensibly qualified instructors ready to instruct in peripheral inborn schools.3

WHO ALL ARE TRIBAL PEOPLE?

Inborn people groups establish 8.6 percent of India's all out populace, around 104 million individuals as per the 2011 evaluation (68 million individuals as indicated by the 1991 enumeration). This is the biggest populace of the innate individuals on the planet. One fixation lives in a belt along the Himalayas extending through Jammu and Kashmir, Himachal Pradesh, and Uttar Pradesh in the west, to Assam, Meghalaya, Tripura, Arunachal Pradesh, Mizoram, Manipur, and Nagaland in the upper east. Another focus lives in the uneven territories of focal India (Madhya Pradesh, Orissa, and, less significantly, Andhra Pradesh); in this belt, which is limited by the Narmada River toward the north and the Godavari River toward the southeast, innate people groups involve the slants of the area's mountains. Different tribals, the Santals, live in Bihar and West Bengal. There are littler quantities of innate individuals in Karnataka, Tamil Nadu, and Kerala, in western India in Gujarat and Rajasthan, and in the association regions of Lakshadweep and the Andaman and Nicobar Islands.

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Tribal individuals in India are called adivasi. Adivasi is an umbrella term for a heterogeneous arrangement of ethnic and innate gatherings thought about the native populace of India. In spite of the fact that terms, for example, atavika, vanavasi ("woodland occupants"), or girijan ("slope individuals") are likewise utilized for the clans of India, adivasi conveys the particular importance of being the first and autochthonous occupants of a given district and was explicitly begat for that reason during the 1930s. After some time, not at all like the expressions "natives" or "clans", "adivasi" has built up an undertone of past independence which was disturbed during the British frontier time frame in India and has not been restored.They for the most part live outside the standard of Indian Hindu and Muslim society. Most common Indians thought minimal about them.

POPULATION OF TRIBAL PEOPLE IN INDIAN AND IN CHHATTISGARH. IF POSSIBLE WITH GRAPHS.

Tribes in India: Regional Classification States

Lakshadweep Amindivi, Koyas, Malmis and Malacheries 0 NA Source: Classified based on Annual Report, 2012-13. Ministry of Tribal Affairs. Note: NA (Not Available): No PTGs are available in these states. Status of Tribal Population in India The tribal population constitutes a majority in the northeastern states of Mizoram andLakshadweep(94.4 per cent), Meghalaya (86.1per cent), and Nagaland (86.5per cent). The states with no Scheduled tribe groups are Punjab, Chandigarh, Haryana, Delhi and Pondicherry.India has total tribal population of 10.43 crores (Table-1) which is 8.6 per cent (Table-2) of total population of India as per 2011 census.

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Table-1 ScheduledTribe population and decadalchangebyresidence in 2011

Source - Census of India, 2011 During 2001 and 2011, the decadal change in the scheduled tribe urban population is 23.7 per cent where as it is 49.7 per cent in urban area and 21.3 per cent in rural area. The urban India has only 2.8 per cent ST population but Rural India has 11.3 per cent ST population. (Table-2)

Table-2 Percentageof ScheduledTribesto totalpopulation in India: 2001-2011

Source - Census of India, 2011

IN CHHATTISGARH

According to 2001 census, the Scheduled Tribe (ST) population of Chhattisgarh State is 6.616,596 constituting 31.8 percent of the total population of the State. The State holds 8th position among all the States and UTs in term of the proportion of ST population to the total population (20,833,803). The decennial growth of ST population has been 15.7 per cent, which is 2.6 per cent lower than the overall growth of population (18.3 per cent). The State has a total of forty two (42) Scheduled Tribes and all have been enumerated at 2001 census. 2. As many as 94.7 per cent of ST population resides in rural areas. At the district level, tribals have their highest concentration in Dantewada (78.5 per cent) followed by Bastar (66.3 per cent) and Jashpur (63.2 per cent) districts. Janjgir-Champa district has the lowest proportion of tribal population (11.6 per cent).

TRIBES IN INDIA AND IN CHHATTISGARH STATE.

"Tribal" is the articulation utilized in India to allude to individuals referred to in somewhere else as "indigenous". The British ethnographers named tribals as "animists". According to National Census, they are ordered as "aboriginals" and planned by the clan. In Hindi, innate is known as adivasi, signified as "antiquated occupants."

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The fundamental clans of Chhattisgarh are:

 Gond The Gond clan of Bastar is one of the most popular clans in India, perceived for their extraordinary Ghotul arrangement of relationships. The Gond Tribals, who are additionally recognized as the Koytorias are broadly scattered all through Chhattisgarh.  Abuj Maria The Abhuj Maria clan is one of the significant sub stations of the Gond innate gathering. They get by in isolation and abide in the detached enclaves of Narayanpur, Bastar. Cash and material joys once in a while tempt the individuals of this race.  Buffalo Horn Maria Buffalo Horn Maria is one of the notable innate gatherings of India. Generally found in the Bastar locale of Chhattisgarh, they are the main sub - rank of an ethnic network called Gond. Scattered from Jagdalpur Tehsil towards the south of stream Indravati in Chhattisgarh, they for the most part exist in the locale of Garhichiroli in Maharashtra and in certain pieces of Madhya Pradesh.  Muria The Murias are one of the endless clans that abide in Chhattisgarh. They are the notable sub station of the Gonds who lead the masses of Chhattisgarh. The tribesmen of Muria principally possess in the thick timberland zones of Kondagon Tehsil and Narayanpur Tehsil of Bastar.  Halba The Halba Tribals are broadly discrete all over Chhattisgarh, Madhya Pradesh, Orissa and Maharashtra. One of India's foremost clans, the Halba tribals abides in the areas of Bastar, Raipur and Durg in Chhattisgarh.  Dhurvaa The Dhurvaas are maybe the most critical native clan that possesses the home of Chhattisgarh's Bastar locale. As far as social stepping stool, the Dhurvaas position second simply after the best of the best.  Kol Kol is a general name for the Munda, Oraon and Ho Adivasi of Bihar, Chhattisgarh, Uttar Pradesh, Madhya Pradesh, Tripura, Assam, Nepal and Bangladesh.  Korba Korbas are one of the well known planned clans of India. They stay alive in backwoods and slopes of Chhotanagpur; the circumscribing zone of Jharkhand and Chhattisgarh.  Kawar Kawar is a timetable clan of Chhattisgarh, along with sub endogamous gathering for example Kamalbansi, Tanwar, Paikra, Rathia, Dudh, Chanti, Routia and Chewra, in country region are critical clans of Chhattisgarh. Essentially the Kawar individuals are found in Raipur District, Bilaspur region, Raigarh area, Durg locale and Sarguja region.

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 Binjwar Binjwar is a network of Madhya Pradesh, deliberate in Chhattisgarh zone. There are 2 endogamous divisions, the Sonvaha Binjhwar and the Binjhwar legitimate organized in huge numbers in the areas of Bilaspur, Raipur, Raigarh and Sarguja.9

List of Major Tribes in India

. Andhra Pradesh: Andh, Sadhu Andh, Bhagata, Bhil, Chenchus (Chenchawar), Gadabas, Gond, Goundu, Jatapus, Kammara, Kattunayakan, Kolawar, Kolam, Konda, Manna Dhora, Pardhan, Rona, Savaras, Dabba Yerukula, Nakkala, Dhulia, Thoti, Sugalis. . Arunachal Pradesh: Apatanis, Abor, Dafla, Galong, Momba, Sherdukpen, Singpho. . Assam: Chakma, Chutiya, Dimasa, Hajong, Garos, Khasis, Gangte. . Bihar: Asur, Baiga, Birhor, Birjia, Chero, Gond, Parhaiya, Santhals, Savar. . Chhattisgarh: Agariya, Bhaina, Bhattra, Biar, Khond, Mawasi, Nagasia. . Goa: Dhodia, Dubia, Naikda, Siddi,Varli. . Gujarat: Barda, Bamcha, Bhil, Charan, Dhodia, Gamta, Paradhi, Patelia. . Himachal Pradesh: Gaddis, Gujjars, Khas, Lamba, Lahaulas, Pangwala, Swangla. . Jammu and Kashmir: Bakarwal, Balti, Beda, Gaddi, Garra, Mon, Purigpa, Sippi. . Jharkhand: Birhors, Bhumij, Gonds, Kharia, Mundas, Santhals, Savar. . Karnataka: Adiyan, Barda, Gond, Bhil, Iruliga, Koraga, Patelia, Yerava. . Kerala: Adiyan, Arandan, Eravallan, Kurumbas, Malai arayan, Moplahs, Uralis. . Madhya Pradesh: Baigas, Bhils, Bharia, Birhors, Gonds,Katkari, kharia, Khond, Kol, Murias. . Maharashtra: Bhaina, Bhunjia, Dhodia, Katkari, Khond, Rathawa, Warlis. . Manipur: Aimol, Angami, Chiru, Kuki, Maram, Monsang, Paite, Purum, Thadou. . Meghalaya: Chakma, Garos, Hajong, Jaintias Khasis, Lakher, Pawai, Raba. . Mizoram: Chakma, Dimasa, Khasi, Kuki, Lakher, Pawai, Raba, Synteng. . Nagaland: Angami, Garo, Kachari, Kuki, Mikir, Nagas, Sema. . Odisha: Gadaba, Ghara, Kharia, Khond, Matya, Oraons, Rajuar, Santhals. . Rajasthan: Bhils, Damaria, Dhanka, Meenas(Minas), Patelia, Sahariya. . Sikkim: Bhutia, Khas, Lepchas. . Tamil Nadu: Adiyan, Aranadan, Eravallan, Irular, Kadar, Kanikar, Kotas, Todas. . Telangana: Chenchus. . Tripura: Bhil, Bhutia, Chaimal, Chakma, Halam, Khasia, Lushai, Mizel, Namte. . Uttarakhand: Bhotias, Buksa, Jannsari, Khas, Raji, Tharu. . Uttar Pradesh: Bhotia, Buksa, Jaunsari, Kol, Raji, Tharu. . West Bengal: Asur, Khond, Hajong, Ho, Parhaiya, Rabha, Santhals, Savar. . Andaman and Nicobar: Oraons, Onges, Sentinelese, Shompens. . Little Andaman: Jarawa. . North-East: Abhors, Chang, Galaong, Mishimi, Singpho, Wancho.4

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Features Of Tribes

. A clan can be characterized as a social area inside a conventional society that comprises of families that are associated through lines of financial, social, blood or strict ties, and aso share a typical lingo and culture . Every clan has certain characteristics (social, political, and social) that recognize it from the other . The clans in India are additionally called as "adivasis" . According to the constitution of India, ancestral networks have been given acknowledgment as planned clan in Schedule 5. . The absolute populace of Scheduled Tribes in india is 84,326,240 according to the Census 2001. This records for 8.2% of the absolute populace of the nation. . The portion of the Scheduled Tribe in the urban territories is just 2.4% . In Madhya Pradesh, Odisha, Maharashtra, Rajasthan, Gujarat, Chattisgarh, Jharkhand, West Bengal, Andhra Pradesh, and Karnataka, we have the greatest populace of planned clans Of the all out Scheduled Tribe populace of the nation, these represent a decent 83.2% . The conditions of Meghalaya, Assam, Jammu and Kashmir, Nagaland, bihar, Tripura, Mizoram, Arunachal Pradesh, Manipur, Arunachal Pradesh, and Tamil Nadu, add to 15.3% of all out Scheduled Tribe populace . The portion of different states that remain is negligible . The STs in India make the biggest extent of the whole populace in Lakshadweep and Mizoram, firmly followed by the conditions of Meghalaya and Nagaland. . There is reservation of seats for the Scheduled Tribes in the lok sabha. . 47 seats are saved in Lok Sabha For Scheduled Tribes. The first calendar to R. P. Act, 1950 as corrected vide Representation of the People (Amendment) Act , 2008 offers the State Wise reprieve up . The number of seats is chosen the premise of extent of Scheduled Tribes in the State worried to that of the all out populace . The arrangement in Article 330 of the Constitution of India read with Section 3 of the R. P. Act, 1950 approves the above choice . The biggest number of planned Tribes are in Madhya Pradesh (Bastar), firmly followed by Bihar . Punjab, Delhi, Haryana, Chandigarh, and Pondicherry have no STs.4

LITERACY RATE OF TRIBAL PEOPLE IN INDIA AND IN CHHATTISGARH STATE.

Tribal Literacy in India

The number of inhabitants in Scheduled Tribes (ST) as indicated by the 2001 registration in 8.43 crores, establishing about 8.2% of the nation's all out populace developed at the pace of 24.45% during 1991-2001. Of this about 1.32 million (1.57%) have a place with crude Tribal gatherings. The level of populace of the Scheduled

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Tribes changes among the states. The proficiency situation of the Scheduled clans by and large is beneath the education pace of everybody of the nation. According to 2001 evaluation the education rate among innate (47.10%) is seen as far underneath the over all proficiency of the nation (64.84%). In Kerala the Scheduled Tribe populace is 3, 641, 89 (2001 registration), 1.1 % of the state populace. The most elevated level of Scheduled Tribes in Wynad District shaping 17.43% of innate populace in 2001 statistics, another 14% is in Idukki District. The education rate for the situation Scheduled Tribes females, which is just 18.19% as against 39.23% for non-SC/ST ladies (i.e.) 8 out of each 10 Scheduled Tribe ladies are illiterate.5

Source: National Commission for SCs & STs, Fifth Report & Census, 2011

The literacy rate among ST boys is 71.7 per cent and among girls is 63.1 per cent. So there is significant improvement in ST literacy from 1961 (8.54 per cent) to 2011 (63.1 per cent).6

CHHATTISGARH LITERACY RATE 2011

Proficiency rate in Chhattisgarh has seen upward pattern and is 70.28 percent according to 2011 populace enumeration. Of that, male education remains at 80.27 percent while female proficiency is at 59.58 percent. In 2001,literacy rate in Chhattisgarh remained at 64.66 percent of which male and female were 75.70 percent and 55.73 percent proficient respectively.In real numbers, absolute literates in Chhattisgarh remains at 15,379,922 of which guys were 8,807,893 and females were 6,572,029. 8

FACTORS AFFECTING TRIBAL EDUCATION

Attitude of different understudies it is the one of the significant factor which influence the advancement of inborn understudies in advanced education. Social Factor-There is a still a wide spread inclination among the ancestral is that training make their off-spring degenerate, ill bred and alient them from the remainder of their general public. Since a portion of the inborn taught young men felt estranged and remove their bonds with their families and towns in the wake of getting instruction and great training. Economic Factors-Vijaya Lakshmi (2003) distinguishes the issues of ancestral understudies. A few variables like the vast majority of the ancestral kids were occupied

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 with urgent family work like cows looking, work on work locales, gathering kindling and other minor timberland items, stone quarrying, mining and locally situated work, for example, handling woodland items. The degree of usage of innovation in the innate territory has remained horrifyingly low. Lack of Interest in Formal Education - The other issue looked by them was absence of scholastic assistance from the educators, non accessibility of instructors are the significant explanation. For this in the greater part of the states, the vehicle of guidance was territorial language; most innate youngsters' don't comprehend the course readings, which were for the most part in the provincial language. As per Vinoba Gautam (2003) concentrated his investigation on training of innate youngsters in India uncovers that the arrangement of non-inborn educator in ancestral kids schools, the instructor couldn't have a clue about the language of the kids talks and kids couldn't comprehend the educators language. According to Desai.B and Patel.A (1981), comparable to adequacy of different intercessions for improving ancestral training considered that lone 18 out of 22 private schools have 100% instructor's quality and sometimes the instructive capability of the educator was underneath X, which likewise unfavorably influence the understudy accomplishment. Lack of Facilities-Vijaya Lakshmi (2003) directed the examination on recognize the issue of ancestral understudies in Secondary Schools. The finding of the investigation uncovers that the private schools are exceptionally poor in infrastructural offices, poor cleanliness and poor early afternoon feast program. Nature of Habitat – Most of the ancestral townspeople are dissipated. This involves long travel to go to class. Condition of Family-The encompassing or Environment is one of the significant elements impacted for the improvement of the individual. A large portion of the inborn are uneducated people and ancestral dads are dependent on liquor and different drinks which unfavorably influence the monetary status of the family. Jayawal,et .al (2003) analyzed the job of parental help on scholastic accomplishments of ancestral understudies, the investigation found that the parent of higher achievers applied essentially more help to their youngsters. Then again the guardians of lower achievers were not unequivocally aspiring of youngsters' upward portability. Co-activity from partners Co-activity is basic for advancing training on account of innate understudies. Their assets are coursing through some of individual's hands and finally it will arrive at understudy hand. The postponement and stream of store making issues in their instruction. Bhargava.S.M (1989) led review on training for more vulnerable area; the investigation found that the instructive offices for booked position clan are less fortunate in contrast with others in the region identified with course reading, free uniform, payments and late morning suppers. 5

ENGLISH LANGUAGE TEACHING IN TRIBAL AREAS:

English Language Teaching Methods in India

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1. Sentence structure Translation Method is one of the soonest and most rehearsed techniques for English Language educating. Despite the fact that by and by thought about obsolete in reference of current techniques, it is as yet helpful and continually applied in schools and universities in India. 2. The Direct Method which is otherwise called Natural and Psychological Method weights on creating oral and listening aptitudes of English than learned punctuation. 3. Auxiliary Situational Method offers significance to language as an arrangement of fundamentally related components of phonemes, morphemes, words, structures and sentence types to encode and translate the importance. 4. Open Method doesn't focus on language as a lot of etymological things, however targets creating informative ability in the students. It centers around the importance and capacities as opposed to on the type of the language. 5. The Bilingual Method thinks about that subsequent language can be educated with the assistance of students' first language however it ought not be utilized as word to word interpretation as in Grammar Translation Method yet as a way to accomplish the open end.

Having thought about the above techniques, we come to realize that English language instructing in inborn area needs a blended and far reaching approach. No single strategy can fill the need; a blended methodology as indicated by the outlook of the students ought to be utilized. Essentially, the Grammar interpretation Method is valuable since the understudies are utilized to it from their school days. Additionally use of different strategies can be considered according to require. Since inborn locale is an exceptional district in numerous regards. What is appropriate to metros may not suit our understudies with a lot of language troubles. The instructing and learning of English is troublesome in this area because of numerous reasons. The understudies in ancestral zone ought to be instructed first to learn fundamental aptitudes of language for example four language aptitudes of tuning in, perusing, composing and talking. It would empower them to have a nearby fellowship with the language. (Tayade, 2011)

Solid and suitable environment ought to be made in the class with the goal that the understudies build up the self-assurance and be enlivened to convey in English. Applicable changes can be made in the schedules. We ought to elevate our understudies to utilize four abilities of language viably. They ought to be urged to tune in to language and for this the educator should peruse right English; they ought to be urged to peruse, compose and talk. This isn't as simple as it is by all accounts yet the troublesome objective of accomplishing language capability in English can never be got something else. Legit work with respect to the educator and the instructed is an unquestionable requirement; there is no other way. It is a tedious methodology and requirements tolerance and steadiness. Be that as it may, we can arrive at our objective generally and make progress. Understanding understudy brain research and anxiety of their language learning limit is important. It can assist the instructor with preparing pertinent showing modules and apply it adequately. The understudies ought to be given language

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THIN ON BRODBAND IN TRIBAL AREA

For ancestral pioneers, bringing solid, reasonable broadband Internet administration to Indian Country involves self-assurance. Now ever, inborn pioneers uphold the sovereign privileges of clans by conveying through data and correspondence advances (ICTs) assembled to work across ground-breaking foundations. Innate pioneers who order the procedures of broadband Internet arrangement inside their networks increment their ability to help the strength of inborn grounds, waters, and people groups. Though opportunity of articulation and the activity of all other human rights through the Internet is a human right, and the framework for interfacing with the Internet is fundamental for residents to self-administer, so does the U.S. central government, under commitment of the trust relationship they share with governmentally perceived clans, have an obligation to help the organization of broadband Internet framework—including systems, gadgets, range, specialized aptitude, and arrangements—all through Indian Country. This subjective request uncovers how innate pioneers who send broadband Internet to their networks must fight with national broadcast communications strategy, neighboring arrangement systems, administrative issues, and the improvement of consistent income streams to progress vigorous broadband system structure and administrations. As each of these crosses with the sovereign privileges of clans, it is conceivable to conceptualize sociotechnical measurements to future activities of ancestral sovereignty.The Digital Divide is commonly characterized as the financial and social disparity of an individual,households, organizations, geographic regions, or populaces, concerning absence of access,knowledge, or utilization of data and interchanges technology.10

SUGGESTIONS

A few proposals for development of ancestral instruction are as followsa) Literacy battle a) Proper mindfulness crusade ought to be sorted out to make the mindfulness about the significance of instruction. Broad proficiency battle in the inborn commanded locale might be attempted on a need premise to educated the ancestral. b) Attitude of the innate guardians - The mentality of the inborn guardians toward instruction ought to be improved through legitimate directing and direction. c) Relevant investigation materials in neighborhood dialects - All examination materials ought to be provided in nearby dialects of clans. d) Appointment of Local instructors and female educators - It is recommended to choose progressively ancestral educators and female educators in the inborn areas.The environmental, social, mental attributes of innate kids ought to be considered cautiously by the instructors in ancestral zones.

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 e) Stipends and different grants - Since advanced education among the clans is less, extraordinary ST grants ought to be given to the inborn understudies examining advanced education, especially in clinical, designing, and other professional streams. f) Residential schools - More private schools ought to be built up in each states and regions and reached out up to PG level in ancestral zones. g) Social security-Social security of understudies, particularly of immature young ladies is of incredible worry in private schools. h) Proper Monitoring - Higher level authorities should check the working of schools every now and again identifying with the showing techniques, working hours, and participation registers. 6

Conclusion

The spread of training among the planned clans during the most recent four decades has been very lopsided. Numbness and absence of education among ancestral ought to be limited and directed out by giving legitimate instruction of tribal's. To improve the instructive status of the inborn the open doors for essential and grown-up instruction with preparing prompting better business ought to be given. Lodging offices to ancestral understudies ought to be reviewed and improved. Ancestral government assistance division may plan and dispatch new projects to create business open doors for inborn. The Director of business and preparing may give viable vocation direction administration to the innate understudies to assist them with making self evaluation of these capacities, aptitudes and plan for the profession. Guaranteeing of excellent training to innate understudies. Pre – essential training and private instruction will be reinforced further. The current educational cost plan will be adjusted to provide food the requirements of every single inborn understudy. The pace of grant will be reconsidered every now and again. High need for the finish of pre-metric lodgings and improving of their foundation offices and modification of wreckage charges extra. Enormous mindfulness and proficiency program with contribution of NGO's will be composed in the ancestral regions. The program saying that improving the brightness of capable planned clan understudies will be defined and actualized.This study will help in further studies of tribal regions of Chhattisgarh about the status of Secondary Language in Higher Secondary Schools.

References

1. TRIBAL PEOPLE IN INDIA http://factsanddetails.com/india/Minorities_Castes_and_Regions_in_India/sub7_4h/ entry-4216.html 2. TEACHING ENGLISH TO TRIBAL STUDENTS: PROBLEMS AND PROSPECTS Mahima Gautam

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3. MATS University https://www.researchgate.net/publication/286623462_TEACHING_ENGLISH_TO _TRIBAL_STUDENTS_PROBLEMS_AND_PROSPECTS 4. Important Tribes of India: Complete List https://upscpathshala.com/content/important-tribes-of-india-upsc/ 5. Education of Tribal Children in India A case study G.Anbuselvi, P.John Leeson https://www.researchgate.net/publication/313437127_Education_of_Tribal_Childre n_in_India_A_case_study 6. Challenging Issues of Tribal Education in India by Dr. KabitaKumariSahu IOSR Journal of Economics and Finance (IOSR-JEF) e-ISSN: 2321-5933, p-ISSN: 2321-5925.Volume 3, Issue 2. Ver. II (Mar-Apr. 2014), PP 48-52 www.iosrjournals.org 7. ENGLISH LANGUAGE EDUCATION FOR TRIBAL DEVELOPMENT IN INDIA: CHINTAPALLE EXPERIENCE KRISHNAVEER ABHISHEK CHALLA http://www.ijelr.in/3.1.16/6- 9%20KRISHNAVEER%20ABHISHEK%20CHALLA.pdf 8. Conversion of education system to tribal community by digitaleducation Nivriti Dubey http://www.aensi.in/assets/uploads/doc/32d30-45-55.14779.pdf 9. Chhattisgarh Population Census data 2011 http://www.chtenvis.nic.in/pdf/demography.pdf 10. Chhattisgarh: Tribes JAGRAN JOSH https://www.jagranjosh.com/general-knowledge/chhattisgarh-tribes-1385633839-1 11. Network Sovereignty:Understanding the Implications ofTribal Broadband Networks Marisa Elena Duarte https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/24192/Duar te_washington_0250E_12251.pdf?isAllowed=y&sequence=1

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Dr. Rajendra G.M.N. College

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IMPROVEMENT OF THE DIGITAL LIBRARY AT BANGALORE UNIVERSITY LIBRARY: DIFFICULTIES AND PROSPECTS

Satheesha H Assistant Librarian Bangalore University Library, Bangalore University Bangaluru

Abstract

Academic libraries are investing in digital projects to meet the ever-changing needs and expectations of their users. The number of resources and services in electronic format is growing increasingly in academic libraries due to advances in information technology. This, in turn, has led to changes in the way scholars and other library users search and use information. The paper explores the challenges and prospects of developing the digital at Bangalore University Library. A range of technologies was selected and implemented to allow users to access electronic information resources and services. However, specific challenges were faced, which include: copyright issues, inadequate skills, bandwidth, inadequate equipment, and insufficient funding. Despite challenges faced, building a digital library is a significant step towards improved access and preservation to information.

Keywords: Digital libraries, Digitisation, Information and Communication Technologies (ICTs), Bangalore University, Bangalore

Introduction

Greenstein (2002) defines a digital library as "collections stored in digital formats (as opposed to print, microform, or other media) and accessible by computers". Rosenberg (2005) takes the definition further to include, "all the services of the library which are made available electronically-frequently over the Internet so that users can access them electronically".

The University Library established in the year 1966. The building has 16,000 sqft stack areas for keeping Books, Reference Books, Back volumes of Journals, display of Current Journals, and workspace within the Library. The University Library has got a rich collection of Books and Back Volumes of the Periodicals along with other non- book materials.

Bangalore University Library (BUL) has been trying to do the same over the years and, as per feedback from its patrons, has been quite successful in this venture. BUL not only

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The Digital Library at Bangalore University Library (BUL) is a gateway to quality research information and Bangalore rich history and culture found in digitised books, manuscripts, photographs, audio, video, and other resources. Whereas the core functions of librarians (collecting, organizing, preserving and disseminating of information materials) are still important, the duties and responsibilities of the Library and information professionals have and are continuously evolving due to advances in information technologies (Morgan, 2009). Goals of the Digital Library include: building comprehensive digital collections that reflect the full wealth of BUL history and culture; preserving library collections, including sensitive cultural and historical resources; provide high quality photographic and digital imaging services to library users and the general public; and promote learning by providing interpretive and curricular materials to facilitate the use of digital collections. The institution's goals should guide the development of digital libraries before selecting the appropriate technology. Bangalore University Library, like previous years, this year also focuses was on the strengthening of the collection and implementation of the most advanced information and communication technologies in its services. Now, BUL has started a Mobile Application Service. It provides access to library subscriptions as well as to open access and web content through a single interface with the added utility of a customized mobile app and Webmail Alert Service for its users for sending SMS and confirmation mail for every transaction. Methodology

The development of the digital Library has pursued two strategies, one being to digitise the current local content and the other, to subscribe to electronic resources. Automation of the Library's functions (acquisition, cataloguing, and circulation) is a primary feature of a digital library. In 2003, BUL decided to automate its library functions. A thorough analysis was undertaken of the many alternatives, and the Library opted for the Virtua- Integrated Library System (ILS). At the time, the available open- source software was not comparable to Virtua. Proprietary software is associated with costs of licenses and continuous upgrades to newer versions. The Library has been investing in Virtua in terms of funds, skills and time. Sustainability of proprietary systems is still a significant concern since most of the projects are donor-funded. However, the Library has other digital initiatives running on open source software (Dspace).

Bangalore University has a well developed Campus-Wide Local Area Network that enables library resources to be accessed from anyway on campus. Fibre optic cables connect different college libraries on campus. DICTs offers IT support to the entire University. The Library has designated laboratories for both Undergraduates and Postgraduates. Information Commons has been set up to accommodate researchers with

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 a sitting capacity of one hundred thirty-eight (138) people. Group study commons with a sitting size of twenty (20) people are provided for library users. Library users who desire to access the audio-visual facilities, a multi-media centre was set up. Also, a computer laboratory for students with disabilities was set up and is fully furnished. The Library provides wireless internet services to its users using Wi-Fi technology. OPAC terminals are offers in the public areas and the different sections of the Main Library.

The Digitisation Unit supports the mission and goals of the Digital Library by developing, maintaining, and preserving collections of digital content in collaboration with DICTs. The Unit is involved in assigning metadata, text encoding, and development of supplemental material. Electronic resources are managed within the existing library nomenclature. The E-resources librarian heads the Periodical's Section, Main Library and is the PERii Country Coordinator. A team of librarians with digital skills conduct training for students, staff and researchers at the University. However, there is a need for continuing education for librarians, students, academic staff and researchers to keep abreast with new technologies.

Present Electronic resources and Services at Bangalore University Library (BUL)

The Library provides a wide range of electronic resources and services to its users such as journals, books, and databases. Due to an increase in the number of resources, the number of computers has been increased to enable access to digital resources. Library services are moving the emphasis from providing print resources to providing computers and internet access.

Electronic Resources

Bangalore University Library is steadily building its digital collections, particularly the electronic journals which are popular since Bangalore University is a research-led University. BUL is subscribing to several full-text online journals as well as secondary Online/CD-ROM databases for unlimited users, apart from the resources available from e-ShodhSindhu/ INDEST. The details are given below. Table 2: List of Resources - Full-Text Access for "USERS" Name of Publisher No. of Titles I-Scholar 229 Indian Online Journals Indiastat.com Statistical Database ProQuest 28,700+Journals EBSCO 3,400 Journals

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Emerald 138 Journals Gale 58,000 Journals, Scopus index, SSCI index, and Sci index Manupatra Legal Database

The Institutional Repository (IR)

Newspaper clipping service is one of the essential functions in a Library. The press clipping means the screening, scanning/cutting of news items etc., daily from newspapers in an organisation and sending them via e-mail to officials, decision- makers, and teachers etc., who will find them useful. Bangalore University Library has also undertaken such service. Library staff will browse the Leading National Newspapers and scan the news items concerning the higher education are scanned and clipped in the form of pdf files. These files are sent to the University officers, teachers regularly and to other administrative staff of the University on-demand, and finally, these are uploaded in the institutional repository of Bangalore University Library.

Electronic services

The Library has established services that enhance access to electronic resources, and these include the Library web page, OPAC, LibHub, DDS, End-User Training Online Tutorial, and photographic services. The library website is designed in such a way that users can navigate easily the electronic resource (https://bangaloreuniversity.ac.in/library/).

Challenges facing the Digital Library

Implementing digital projects is a labour-intensive activity which requires that library staff put in extra effort and time. Since 2001, BUL has operated at 50% of the professional staff and 80% of the support staff in its staff establishment. The staffing level has been inadequate as far as running the necessary Library and project activities is concerned. In addition to the existing workforce, fresh graduate librarians are outsourced to boost the implementation of the labour-intensive projects. In 2006/07 the Library recruited professional staff bringing the percentage of staff on the ground to 72%. However, not all the available library staff possess skills in using modern technology. Mativo (2005) cites the retention of technologically literate staff as one of the challenges in higher education. Similarly, Unwin (2009) addresses the brain drain challenge in Africa. He argues: "Many developing countries get little return from their investment in higher education as too many graduates to leave or fail to return home at the end of their studies".

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Budgetary cuts coupled with inflationary costs of electronic resources have hindered the Library from acquiring more electronic resources. The Library incurs costs in the form of annual maintenance and licence fees paid to the Virtua-ILS software vendor to ensure support and keep the system up and running. Additional charges are incurred in the form of upgrades of the system.

Bandwidth is a significant challenge to access to electronic resources. The slow connectivity frustrates researchers and students who would like to access electronic resources.

The Library encountered problems implementing the online circulation because the library system was not interfaced with the other information systems at the University (Academic Records Information System-ARIS, Human Resource Information System-HURIS and the Financial Information System-FINIS). This meant that the patron database could not be updated in real-time because the students' identity card lacked a data chip. This made it challenging to implement the online circulation module until 2010.

Prospects for the Digital Library

Capacity building is key to the sustainability of library activities. The Library is committed to building capacity through the provision of continuing education for the staff to ensure that they attain the skills and qualifications to perform their duties. Sinclair (2009) suggests a "blended librarian", who combines both the traditional librarianship skills with the hardware and software skills. This view is further supported by Wubneh (2003), who argues that "building capacity is the process of transforming an organisation's ability to implement policies and programmes for sustainable development effectively." On the other hand, Ameen (2011) warns that, unless Library and Information Science (LIS) schools produce graduates with the necessary skills to match the expectations of the market, LIS graduates will remain irrelevant to the current market.

Librarians need to keep abreast with the pedagogical challenges. There is also a need to ensure that computer literacy levels are high among the library staff for them to be able to guide library users (Garnes, 2005). Ameen (2011) warns that unless Library and Information Science schools produce graduates with the necessary skills to match the expectations of the market adequately, LIS graduates will remain irrelevant to the current market. Mativo (2005) cites the retention of technologically literate staff as one of the challenges in higher education.

End-user training is an ongoing activity as the University continues to get new students and staff, and as the Library digital environment keeps evolving. Information

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INTERNATIONALJOURNAL OF MULTIDISCIPLINARYEDUCATIONALRESEARCH ISSN:2277-7881; IMPACT FACTOR :6.514(2020); IC VALUE:5.16; ISI VALUE:2.286 and digital literacy courses should be conducted for undergraduates, postgraduates and researchers at the University. Librarians will have to develop specific skills like pedagogy, especially in teaching information literacy. Bangalore University Library in collaboration with Oslo University College has established a LATINA-Lab. LATINA (Learning and Teaching in a Digital World) to equip students, librarians, lecturers and researchers with skills in digital technologies. It is also envisaged that similar courses will be designed and conducted in future.

Conclusion

The general trend in libraries today is the deployment of digital technologies to respond with the ever-increasing users' needs and expectations. The technological trends are associated with possibilities and challenges that need to be addressed. Digital initiatives should not be driven by technology but by clearly defined goals. Joint (2009) observes that accumulating new technologies and related services may present difficulties in terms of workload, security, authentication and intellectual property management. Digital libraries contain valuable information for future posterity. The availability of electronic information provides the potential for countries in strengthening their economic, social and political development. The essential point central to the concept of digital libraries is about information access. There is a need to promote open access to all information. Information and digital literacy are vital components in the changing library environment. Digital preservation is crucial for continued access and use of digital resources, given the fact that technology evolves.

References

1. Ameen, K. (2011). Changing Scenario of Librarianship in Pakistan: Managing with the Challenges and Opportunities. Library Management, 32(3), 171-182. 2. Cain, Mark. (2003). "Managing Technology: Being a Library of Record in a Digital Age", Journal of Academic Librarianship 29:6 3. Crow, R. (2002). The Case for Institutional Repositories: a SPARC Position Paper (Position paper No. Release 1.0). Washington, DC: The Scholarly Publishing & Academic Resources Coalition. 4. Curran, K. & Porter, M. (2007). A Primer on Radio Frequency Identification for Libraries. Library Hi Tech, 25 (4): 595-611. 5. European Economic Commission for Africa (2007). Digital Libraries Development: imperatives and best practices: The Need for Capacity Development in the Use of Online Resources, The Case of Funded Online Resources for Africa. 6. European Commission Steps up Efforts to put Europe's Memory on the Web via a "European Digital Library" Europa press release, March 2 2006.

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7. Garnes, K. (2006). About the Digital Library at the University of Bergen Library. In Aspects of the Digital Library. Laksevag 8. Garrod, P. (2004). Public Libraries: The Changing Face of the Public Library. Ariadne. Issue 39. [Accessed March 19 2012]. 9. Greenstein, Daniel I., Thorin, Suzanne Elizabeth. The Digital Library: A Biography. Digital Library Federation (2002) ISBN 1933645180. Accessed June 25, 2007 10. Johnson, R. (2002). Institutional Repositories: Partnering with Faculty to Enhance Scholarly Communication [Online]. D-Lib Magazine, 8 (11). Available from: http://www.dlib.org/dlib/november02/johnson/11johnson.html [accessed 9 Feb 2006]. Library Management 25 (-7), 11. Joint, N. (2009). The Web 2.0 challenge to libraries. Library Review, 58(3), 167-175. 12. Kakai, M. (2009). The Challenges of Advocating for Open Access through Institutional Repository Building: Experiences from Makerere University, Uganda. World Library and Information Congress: 75th IFLA general conference and council 23-27 august 2009, Milan, Italy. http://www.ifla.org/annual-conference/ifla75/index.html accessed May 24, 2009.

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