Changing Educational Scenario and the Status of Humanities

......  Prof. B. Surendra Rao Professor, Emeritus Department of History Mangalore University ......

That our education system needs change is a refrain we hear with sickening frequency. It comes from all the stakeholders of education (sorry to be using a phrase borrowed from the exulting commercial world!) or those who claim to be one, - students, teachers, parents, educationists, journalists, social workers, politicians and the know-alls who volunteer to ladle out their wisdom, - although there are few agreements as to what direction the change should take and for what reason. But two things are invariably spoken about, with passion and anger. One is about a 'Paradise Lost', that is, about the wonderful, idyllic 'Gurukula system' which had once affectionately and efficiently taken care of our education, spirituality and culture, but now, sadly extinct, and in the list of fond memories or imagined glories of the past. The other is about 'Macaulay's Curse' of English education and Western knowledge

Pertinent Probes / 1 obdurately colonizing the country and sending deep, accursed roots there, to produce a cultural amnesia and render the free Indians mentally un-free. Whether the teacher-centred system Gurukula was really as wonderful as it has been made out to be, or if indeed it was, would it meaningfully fit into the present project of 'education for all' are questions which have not been asked and honestly answered. Sometimes we are too dazzled by the fond images we install in the past to ask any critical questions about them. And often we do not pause to consider if a system which apparently worked in the past would work in the changed scenario of the present. If a system is valid for all times to come, there is something wrong with our notion of that system. For, any system should be able to accommodate changes taking place in society. If we yet cling to the notion that we had once perfected a system, we should assume a picture of a retarded society where such a system still proclaims its efficacy. The champions of change, who hark back to a glorious system we had erected in the past, then are merely talking about progress in reverse gear. If our nostalgia for the 'Paradise Lost' is passionately, if uncritically, expressed, our anger against 'Macaulay's Curse' is announced no less vehemently and uncritically. The most frequently hurled abuse against it is that it was designed to produce so many clerks to serve the colonial masters. The phrase is a thrilling imprecation, and using it we still get a kick out of it, of yet participating in the anti-colonial struggle. However, we do not have to seek the thrill of reinventing the wheel. Colonialism was not meant to be a wonderful system for the colonised. In it the masters always designed things to serve their own interests, although in the process if it served the larger interests of the colonised they did not quite mind. In fact, they used such situations to advertise their nobility and humanity and as defence against their carping critics.

Pertinent Probes / 2 But to say that the education system the British set up in the country produced only clerks is a travesty of facts. It produced clerks but not only clerks. In the long story of our nationalist movement and freedom struggle, we meet an array of brilliant leaders and reformers, whose education was largely drawn from the system which colonialism had installed in country. Many of them had indeed asked for more and travelled to England to get it. The colonial education, if it produced quill- driving clerks, had also produced an array of Indian intellectuals who could see through the system in operation, critique it, defy it and undermine it. The whole ideology of anti-colonialism, nationalism that visualised what India should be developed in the context of the British rule and largely by those who sought modern education. It is far too easy and naive to say the British education system produced clerks; but we should acknowledge that it also taught the Indians question and reject the colonial rule. The educational projects and institutions of colonialism had their limitations, but they produced significant and sometimes unintended results. They cannot be lost sight of. This is not a plea for clinging on to what the British had left behind. Free India has the freedom to move ahead. Independence and the freedom it had brought were supposed to impact education in two ways: At its most urgent and fundamental level, it was meant to be an instrument to ensure literacy for all, which would render democracy meaningful, both ideally and operationally. At the higher level, it was to be the source of higher knowledge and its application. Its awareness should be Indian but it should become global. We cannot be free within our own narrow mental confines. At this stage of noble enthusiasm the state had taken up the responsibility of monitoring education at both these levels. The phrase may sound anachronistic, less appropriate to

Pertinent Probes / 3 democracy and freedom than to some totalitarian idea and practice. But ideally monitoring education was meant to make it an instrument of welfare and social transformation. But the project was marred by inefficiency and poor results. Universal literacy has not been achieved as yet. It has been a case of 'slow and un/steady' not winning the race. But we have not lacked in ingenuity to harness statistics to conjure up a picture of success more spectacular than it actually is. Full literacy is more easily achieved through proclamations than through actual achievement. But the more galling fact about this success story is the wretched quality of lower levels of education, which, in some cases, does not guarantee literacy even to class VII students. This and its guaranteed deleterious impact on subsequent stages of education are sought to be covered up by inflating marks and grades to announce that all is well with our education. Now in many states passing the examination has become less the responsibility of the student than of the teacher. For, it is far too easy to blame the teacher for the poor performance of the students. It is also an ingenious way of redefining the teacher as the “moulder of the future of the country!” This celebration of mediocrity in which all the givers and receivers of education participate with clear conscience has given rise to two grades of educational institutions. One, state sponsored, subsidised education, and the other, unsubsidised, privately sponsored, elite education institutions which the government recognises for the purpose of legitimacy but allows freedom to grow largely on their own terms. The society too has come to acknowledge the difference between the two. The subsidised, and hence less expensive education is considered poor education while the more expensive ones the better ones and hence more desirable. 'Giffon's Paradox' has not been demonstrated more convincingly. The next and the more recent change in the educational

Pertinent Probes / 4 scenario is the result of the state retreating from the vast and expanding terrain of higher education and surrendering the space to private entrepreneurships. This is done within the honourable framework of public-private partnership, although the kind of partnership at work resembles the one in the parable of an agricultural venture agreed upon between the bear and the jackal, which invariably ensured gain for the latter. In fact, in these partnerships the share of the private players is so disproportionately high that it is a travesty to call them partnerships. This progressive displacement of the state by the private players, facilitated by the state itself, fitted squarely with the larger and dazzling scenario of overall assertion and take- over by the market forces. Education has become one of the more attractive terrains of operation for private players and of late we have been watching with interest and dread all assortments of people claiming the status and honour of being called educationists-businessmen, politicians, goons, bootleggers, timber tycoons, god-men/women, -the good, the bad and the ugly, and all. Those who had an honourable tradition of promoting education honourably too have succumbed to the new ethos of market and profit. Money, as they say, makes many things. The two areas which have been handed over to the private players are health and education. They were once spoken of as service sectors not in the sense in which the economists see the word, but as an area in which the benevolent state would be an instrument of people's welfare. Profit was not to be its driving force. But today such notion is clearly dismissed as unrealistic. The best health services are available only in the best equipped private or corporate hospitals, which necessarily carry huge price tags. The quality of services offered in government hospitals also serves as the best advertisement to private entrepreneurship in health services.

Pertinent Probes / 5 Scandalously high cost of and investment in medical education ensure that the spectacular progress made in medical sciences is available only to those who can pay for it. Here the two areas of health and education have established a symbiotic relation with market, with open connivance of the state. These changes have clearly skewed the purpose and content of education. Although we continue to parrot the inspiring ideals of education such as 'man-making' or 'realization of perfection that is already in man', the operational forces that move today's education are what are spewed out by the market. Or, to put it differently, education is hypothecated to the market. Market decides what education we should demand or give. The questions posed on education are about its 'use value' and marketability of education and the degree. In the process education has abandoned its larger, nobler ideal or project of moulding the personality of man, making him a responsible, responsive member of the society. Now education is about training him to do a particular job, in a job which market demands and finds useful. Such jobs spawn certain kinds of consumers, who create demand for certain kinds of education. This has created a divide between what is termed 'useful' education and what is not. The market logic keeps telling us that it is unwise to invest on 'useless' education, because it would profit neither the investor nor the consumer. When we look at education as a creature or appendage of cynical market logic or forces, the ideals, scope and content of education get radically altered. What are needed are technologies, applied sciences, management sciences and such other pursuits which train people to be mercenaries at the service of new business and industries or capitalist avatars that transcend national borders. The phenomenon of 'brain-drain', which was once looked upon as a force working against the nation's progress, is no longer spoken as an idiom of disapprobation. It has now

Pertinent Probes / 6 become a matter of no concern or it is something to be encouraged as a welcome opening to ease the unemployment pressure in the country and as a welcome source of foreign exchange and money-order economy. One of the areas of higher education which are going increasingly fallow is the study of humanities. They are being looked upon as 'irrelevant' in the present day context and supporting them as a waste of precious resources. Many politicians who are not necessarily educated enough, but licensed to dabble in education and pronounce judgement on it, have periodically threatened to ease humanities out of the system by treating them as 'non-priority subjects'. That, according to them, is a sure way of un-cluttering the educational field, reduce wasteful expenditure there, and, more importantly, divert the saved resources to the promotion of 'priority areas' in which useful subjects can receive more attention and nutrition. The logic ostensibly looks impeccable. When there is not enough to go round, it is prudent not to distribute the scarce resources equally among all the claimants, but to show preference to those who need to grow healthy and strong. It is the logic of eugenics. To produce a fine specimen of humanity it is necessary to get rid of the weak, unhealthy and the useless. Horticulturists would endorse it. To ensure the growth of a healthy and generously yielding plantain tree it is important to crush out of existence many little claimants sprouting around it. The Nazi ideology and practice had show-cased its need with macabre eloquence and efficiency. In our own fiercely patriarchal society son is more entitled to care and nutrition than daughter, because it is the son who is seen as the perpetuator of the lineage and as a performer of the rites that will ensure the passage of the father to the high heavens. However, here the question is whether education can justifiably be a field where the logic of eugenics can be cynically applied. Sometimes it is said that

Pertinent Probes / 7 nature itself makes the selection as to what should survive and what deserve to go to the wall. But then, they need to be reminded that education is less about nature than culture. Humanities and social sciences (although the two can be distinguished, we can, in view of the common danger they are facing, group them together) have now been shown as soft subjects, making no great demand on the intellectual apparatus of the student. Besides, when education has to be made available for all, there has to be certain kind of education to the poor, in terms of money, mental equipment it demands and the social station it promises. When education is being increasingly equated with the degree that certifies it, it is easier to sell the degrees cheap than exert to make education a serious affair of learning. The implication of it, sadly, is that the poor deserve only poor education. Here the soft subjects come in handy. Many students who sleep-walk into colleges without quite knowing what they should study and why, end up courting them without conviction. Their prime concern is not the value of or interest in the subject, but an assurance that here is the next best thing to buying the degree on the counter. The college would otherwise provide useful and exciting education in social living, attempts at adolescence management or mismanagement, practical training in political awareness and participation, postponement of unemployment and in a host of new possibilities that are on offer. For such people the excitement and anxieties of college generally preclude the project of serious academic learning. Regrettably, the making of soft option out of humanities and social sciences is abetted institutionally and by teachers themselves. Distance education, whose popularity largely rests on its ability and willingness to oblige degree seekers without demanding from them too much investment in terms of academic effort, has drawn liberally from such soft subjects, although the more daring among its purveyors are offering degrees in any subject

Pertinent Probes / 8 under the sun. This cheapening of educational venture has clearly reached the stage where one can get a research degree without ever engaging in research. But outside the prevalent cynical view that subjects under the rubric of humanities and social sciences are not honourable enough, it is possible to show that they are serious pursuits, relevant to man and the society which makes him. Literature, history, sociology, philosophy, political sciences and other such subjects are studies of what man thinks of himself as a member of society, on the sensibilities he has gained, on the institutions he has built and on the creative possibilities has seen or created. Such domains and studies on them should be, if anything, the most relevant to man-in-society. If it is shown as otiose, it is a tragedy of serious kind. It is a Faustian predicament of selling the societal soul to the Devil. We need to study man in relation to society, in the context of what he has done in the past, what institutions he has built and the thoughts and efforts that go into their success and failures because those are precisely what are necessary for him and the society of which he is part. True education can ill-afford to do without them. But there is a cruel irony about humanities in education. While they are being listed as soft, non-priority subjects, or shown as easy prescriptions to non-serious students, they are freely appropriated by society at large. This is particularly true of history. No politician or publicist misses an opportunity to pronounce his judgements on India's past, her glorious or inglorious chapters of history. People who do not study history claim to know it more than who study it. While historians are not always sure as to what happened in the past and the best of them at best say what could possibly have happened there, the eminent non-historians have no such doubts. They know it all. Like some ancient prophets in flowing robes and of swaying gestures they tell you what all

Pertinent Probes / 9 had happened in history and what all are destined to happen. For them history is not a matter of inquiry but a series of celebration and denigration, a story of Golden and Iron Ages, a tale of heroes or villains, and of frozen judgements to be placed at the service of politics. If their views or judgements are at variance with those of serious, professional historians it is the latter who are made to retreat. Historians too seem to have realised that it is far safer to dialogue, or even quarrel with their professional peers than with the know-all prophets. After all, the professional historian and the contesting prophet speak at two different parallel planes. The one speaks of evidence and inference and the other of myths which brook no falsification. Parallel lines cannot meet. But that does not always ensure the honour or safety of researching historians. Their findings do not easily find their way into the text-books. And if by chance they do, they are sure to come under noisy and angry scrutiny of many self-proclaimed auditors. That is why text-books are so vulnerable to controversies. Even the most seriously compiled text-books of history invite censure and controversy, and a shrill demand is made either for their ban or excision of what are declared as 'objectionable' portions of the books. Ostensibly the idea is to see that wrong thoughts and ideas should not be allowed to mislead or corrupt the impressionable young minds. But it is also possible to see it as a Goebbelsian proclivity for censorship and propaganda. History lends itself to such abuse more than any other disciplines. Literature too is amenable for such ready intervention. Philosophy, about which we are so proud, has academically achieved a nirvana of sort. Very few colleges and universities offer to teach it in India, and fewer still opt to learn it. Largely ceasing to be an academic discipline, philosophy has caricatured itself into partisan assertions in the hands of publicists and religious and sectarian leaders. Science was once a favourite red-rag to the wielders of power

Pertinent Probes / 10 and custodians of thought. Any new scientific hypothesis would upset the Church, which had installed the Inquisition deal with such threats, and there were stakes and faggots ready at hand to deal with blasphemy. No knowledge was right or safe which the Church would not approve of. But things have changed. Society generally seems to have accepted the findings of science. There are fewer blokes around who believe in miracles and 'hand of God' theories, although those who do make the loudest noise. At the same time, science, owing to the exclusivity of its language, allows little dialogue with those who are not familiar with that language. Moreover, people are so used to enjoying the mundane benefits of technologies that they naively equate them with science per se. The more serious ideas and implications of science pass them by. That way, scientists are lucky. They do not have to answer every Tom, Dick and Harry and get No Objection Certificate from them. Of course, the scientists are frequently told to be 'relevant' to the society. It is the application of science which makes it relevant, immediately or in the long run, directly or indirectly. Science is knowledge about things and method of gaining and testing that knowledge. Irrelevant science, if there is one, naturally gets rejected by the society. This is about the larger picture of knowledge-production. But the powers that tend to direct or monitor education expect to get the optimum results out of it, not by looking upon education as a powerful, if unquantifiable force that transforms society, but in terms of cost-benefit ledger-book evaluation of the scheme. If education should cost so much, what should be its anticipated yield and within what time- frame? This logic which unfolds well and eloquently within the capitalist discourse has held sway in our education system. That explains why in very few private, autonomous institutions or deemed universities humanities and social

Pertinent Probes / 11 sciences are on offer. They offer only those degrees that are marketable, and only marketable degrees are useful. They advertise their wares on these lines, promise the best results and good value for money, and above all, guarantee placement. Such institutions prefer to be part of burgeoning knowledge industry, with all its ominous associations with business, efficiency, profit and so on. The larger dimensions of education which have bearing on the development of man and society, his critical, creative thinking are shown as having no use-value. It seems that it is only by narrowing the scope and meaning of education, and by bleaching out its loftier ideals that it can be made relevant to what is now diagnosed as a consumerist society. If the market has made such demands and got its pound of flesh it should not come as a surprise, because its behaviour is in conformity with its nature. A vegetarian tiger is Nature's freak. But what is unfortunate is that state, which could have preserved some of the eroding values in education, and has the power to do so, too has chosen to conform, in deed and sometimes in words too. It also has become the spokesman of bullying market forces which have declared the foundational studies of humanities and social sciences irrelevant. When the controlling power structure or its pervasive presence in the market frowningly demand to know what use a particular educational pursuit, or the degree it offers, is, many subjects nervously and cringingly came out to announce their use-value by hastily altering their structure or putting on new, fashionable attire. When the teachers of history were asked to show how relevant and useful was their subject, they hastened to conjure up a link between history and tourism, acknowledging thereby that history is quite useful unless it is yoked to the service of tourism industry. A number of such hyphenated courses of study were suddenly ordered into existence, giving a new meaning to

Pertinent Probes / 12 the idea that our past can be conscripted to the service of the present. What tourism needs at best is 'museumised history', or 'history in formalin jars', as part of a larger package of pleasant journey, comfortable stay, delicious food and drink, freedom from routine drudgery and an occasion for letting one's hair down. But history itself is a more serious pursuit: it is an inquiry and a reflection about what happened in the past, which is part of the compulsion of the present, which, in turn, goes into its making. We may, under certain compulsion, produce a marriage certificate for history and tourism; but it is hard to hide the fact that it is only a marriage of convenience. Teaching of language and literature too has been similarly skewed to meet the requirement of the market. The whole rich terrain of knowledge and experience has been reduced to 'communication'. Such philistine questions as 'Why should one study Sanskrit or the riches that Kalidasa or Bhasa or Bhavabhuti have to offer, when Sanskrit's glory lies in its remote classicality and when it has ceased to be a transactional language'? 'Why should one study Chaucer or Shakespeare or Milton when we know too well that their world and language are too remote for us to relate to?' 'Why should one wade through old classical Tamil, medieval Malayalam or Kannada, knowing well that they are not in easy circulation, except among old, unfashionable pundits?' Language, after all, is meant for communication and harnessing it for more arduous purposes, saddling it with such burden as grammar or exploring such possibilities as sensibility, creativity and so on is considered unnecessary and, to use an idiom which can now communicate well, 'a bad investment'. So, teach only the language as an instrument of communication and nothing more. What they forget is that language itself is an unnecessary instrument of communication. Language is no more than a sign, an agreement between the communicator

Pertinent Probes / 13 and the communicated. Those who are familiar with Kathakali know this too well. But language fortunately is not banished. Instead, we now have 'communicative' English or functional use of any language. Worse still, we have crash courses which teach you how to use any language in 30 days! And they are aggressively advertised. On the one hand, there are strenuous efforts made to declare the irrelevance of English in independent, globalising India, and on the other, we see mushrooming of 'English-speaking courses'. In fact, unlearning and learning of English alike seem to have fallen under the tutelage of market. In fact, the demands of the market which brook nothing other than the marketable, have hugely affected the fortunes of basic sciences too. Once, the best of minds pursued science. But now many colleges find it hard to sustain science courses. Many new colleges do not offer to teach science at all. Some colleges entice students to science with scholarships. We see a scenario of promoting applied sciences and new technologies without taking care of the basic sciences. Such short-term plans may find immediate buyers, but education should have a larger vision and plan, which cannot be hypothecated to the capricious demands of the present alone. But the ledger- book approach to education tends to lose sight of the larger purpose of education. The general attitude of the state apathy for higher education which has adversely affected the system is its attitude to teachers. While the teachers are called as the makers of the country's future generation and hailed, at least on the 5th September every year, as a three-in-one portmanteau god (India has happily allotted different days in a year's calendar to remember or celebrate something or the other. The Hindus have a day to remember all their dead relatives too and offer libation to them), most states of India are making do with part-time, or full-time permanently

Pertinent Probes / 14 temporary teachers to teach in colleges. They are variously called guest-lecturers, contributory teachers, and so on. While the colleges are ordered to introduce one of the more efficacious methods of regulating factories like biometrics to ensure the physical presence of workers, the idea that serious, regular teachers are necessary to do regular teaching has passed them by, or if it has not, the government has told them that it is what shall be. There is also a conveniently rooted belief that certain subjects can be taught by anybody, irrespective of one's qualification. In Karnataka, for example, some time back, there was a sudden flash of educational enlightenment that all students should be compulsorily taught some socially relevant subjects: Contours of Indian Constitution, Environment and its protection and sensitising the students regarding gender discrimination and ways to combat it. A very praise-worthy thought! They were promptly introduced. But who should teach them? The prevalent policy is that anybody can teach any of these subjects. No recruitment of teachers would be made for that purpose. The seriousness shown at the time of introducing these subjects was not shown while teaching it. Apparently, things have not changed even today. While I am lamenting the pervading apathy for what are termed 'non-priority' subjects in humanities and social sciences, I am also, driven to a kind of nervous state at the prospect of certain subjects being recommended for compulsory introduction in the college syllabi, in addition to what they are saddled with. The list is frighteningly long: Yoga, Karate, Sports, Sex Education, Classical Music, Classical Dance, Painting, Yakshagana, to mention only a few. Each enthusiast recommends one or the other of these pursuits to be a permanent fixture of the syllabi, without pausing to consider its feasibility and consequence. There are people who think that people study things only when they are taught in

Pertinent Probes / 15 the classrooms. Many teachers think otherwise. While good education should offer a wide array of options, introducing subjects and forcing them down the gullets of students is neither feasible nor desirable. Enthusiasm for a subject or pursuit should not produce flippant recommendations. How and how they should be taught? What happens if you give students degrees in such subjects? Where would they take them to? When most of the colleges are finding it hard to manage what they are called upon to manage, asking them to do things which they cannot manage will only crush them out of existence. Art and letters should not be promoted in such clumsy ways. Schools and colleges are not the only places where they are taught and learnt. I am not drawing a sombre picture of the bad days into which humanities and social sciences have now fallen. There are, no doubt, oases of excellence where they have been flourishing. Some universities and institutions have been cultivating these areas with honour and profit. Many historians, social scientists, and literary men have deservedly made their mark in the world of scholarship in India and outside. They have also been inspirational figures. But as education has expanded quantitatively, it also got fabricated in particular ways, in which old values were spurned and new policies and fads installed. In the process many pursuits which had surely, if imperceptibly moulded societal values, stand evicted. I describe their replacements not as values but as policies and fads, because they are tied hand and foot to present needs and exigencies. That education should have a broader vision than what market dictates is too obvious to need reiteration. But that is precisely what we seem to have forgotten. As an unrepentant student of history and a believer in the importance of the study of humanities for a better understanding human activities in society, I subscribe to the

Pertinent Probes / 16 view that education should have the vision and power to choreograph different areas of study rather than divide them artificially and choosing them for short-term ends. I am as saddened by the downgrading the importance of humanities as by the failure of science to reflect on itself, its epistemological status, its social responsibilities, ecological concerns and so on. To reduce all knowledge to its use-value or cash-value is either to trivialise it or to push it to a dead-end. Some may argue that knowledge and learning have other avenues to flourish than education. But that amounts to saying that education and those who are responsible to it have no responsibilities other than training people for specific jobs and produce so many human automations who can work as mercenaries in the market-driven world. That may produce more employment, income, wealth or GDP. But not to harness education to nobler ends and a better understanding of the world and those who live there is to miss a bigger opportunity. Many colleges and the teachers working there are worried that some of the subjects classified as humanities do not have takers. Classrooms are getting thinner. This is true for various reasons. This is true of not only humanities but also basic sciences. The source of this loss of faith needs to be considered dispassionately. It is all too obvious that colleges have proliferated and more students study now (that is, take admission in colleges) than they did before. They go to the colleges which are closer home, - generally. It means that we should consider the number of students studying in the University area rather than in a particular college. They also tend to prefer the colleges where they have to pay nominal fees or are exempted from paying any fee. That means some other colleges will have fewer applicants. The quantitative increase in the number of colleges has perhaps has meant that there fewer students in particular colleges. Some attract students more because of their reputation, location and other

Pertinent Probes / 17 advantages. Increase in the number of colleges does not necessarily mean increase in the number of students. Then, we should note that higher education does not necessarily promise more or better jobs. Does our economy create more jobs? What is the policy of the government regarding creation of fresh jobs? It is nearly two decades that since the government had declared a moratorium of fresh appointments in affiliated colleges. The UGC pay scales for most of the teachers remain a Barmecide Feast. That being so, many will think twice before going for higher education. They will consider only that degree useful which can be cashed with some ease, and that degree which can be bought easily. A knee-jerk reaction to this crisis is not to 'popularise' humanities by trivialising them, as it is done in some quarters. For example, you can attract students by telling them that they get very high marks in your subject without having to study seriously or taking the examinations seriously. This may succeed in the short term, but you will be doing it at a great risk of breeding contempt for the subject you teach and they study. No subject is easy or difficult, boring or interesting; the teachers and students make it so. If colleges have to merely entice students by promising them easy passage to getting degrees, we will only be downgrading education as a serious venture. That is not the best way to serve the cause of humanities. The duty of the teachers and the institutions which trust them to work is to make the subjects they teach honourable by exploring the vast possibilities in them. Education is not all about imparting skill. Skill is important, and it is needed for all students. But studying a subject like history or literature or sociology has their own demands. You have to study them on their own terms, which do not preclude acquiring skills. If one goes for vocational education that is a different choice. But the study of humanities does not make education useless. Such a study can mould a student in an

Pertinent Probes / 18 imperceptible way. He can always acquire the necessary skill, if he is allowed to. They are not mutually exclusive. And skills are many and they present a vast array of choices. A college cannot offer to teach all skills. They have to be acquired from different sources. Education is not merely what is imparted in the class rooms, but it is about creating a condition in which students are coaxed to learn, from as different sources as possible. Syllabus is functionally necessary but it is restrictive. Education is all about respecting the syllabus and then breaking from it. How far our system is geared to suggest or facilitate it, is less important than how the teachers and students use it for their own good. Often we blame the system for our failure. You cannot create a system which can suit everyone. That is why there is always a talk of 'changing the system' root and branch. Blaming the system is a way of passing the buck. Teachers and students should grow in spite of the system. That freedom is available to them, and it is up to them to use it.

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Pertinent Probes / 19 Knowledge based Global Economy and Digital Indian - A Kaleidoscopic view

......  Prof. P.S. Yadapadithaya Professor of Commerce and Former Registrar Mangalore University, Mangalagangotri -574 199

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Introduction In the context of a knowledge-based global economy, every organization has to operate in a highly complex, fiercely competitive, enormously turbulent socio-economic-technological, politico- legal and cultural environment. Three forces (3 Cs): change, customer and competition are capable of throwing the entire economic structure out of gear if they are not well-managed through appropriate and timely strategies and organi- zational interventions. Today, the hard reality is 'nothing is permanent except change'. Change is permanently changing. Change is the price of survival. Change should be as natural as breathing. Change brings about both opportunities and threats (challenges). Smart organisations will take advantage of these opportunities while minimising the potential threats by converting them into meaningful challenges. These organisations

Pertinent Probes / 20 continuously learn to change, change to learn and learn to learn with a sense of purpose, pride and direction for the purpose of coping with the ongoing change and also initiating new changes. They need to unlearn what they have wrongly learnt in all these years, relearn new things after creating a learning space and finally get themselves committed to the process of continuous learning and development(CLD) in order to survive, grow and excel in the long run. Similarly, no field is free from acute competition. Whether we like it or not, we have to face competition in a highly befitting manner. According to Joel Dean, 'managing competition means overtaking the product innovators, meeting the price-cutters and countering the advertising aggressors'. Ultimately, nothing succeeds like success and at the same time nothing fails like failure. The philosophy of 'collaborate to compete' has replaced the erstwhile strategy of predatory or cut-throat competition. Organisations cannot afford to adopt short-cuts or quick-fixes because they will cut them short by numbering their days. In the fitness of things, it is extremely difficult to understand, predict and control consumer behaviour in the market place for the simple reason that the needs, wants, preferences, demands and expectations of the consuming public are fast changing than ever before. Customer loyalty has become the thing of past as many customers indulge in variety-seeking behaviour. Market place is vanishing because of the digital market space. In this way, change, competition and customer would pose formidable challenges to the modern organisations in their path of 'making things happen'. In this changed scenario, one would come across five categories of people or organisations: (a) those who make things deliberately happen, because results or performance outcomes cannot happen just like a bolt from the blue (achievers); (b) those who think that they make things

Pertinent Probes / 21 happen but by thinking alone, plans will not be translatedinto effective practice (intellectuals); (c)those who watch things happen (sight-seeing category); (d)those who wonder what it happened (amazing/ incredible category); and (e)those who did not even know what had happened (sleeping giants). Except the 'achievers', the remaining categories like 'intellectuals', 'sight-seeing', 'amazing' and 'sleeping giants' will not find a place in this knowledge-based global economy. Achievers are those who learn equally from both success and failures (sometimes in between); in the event of success, it will not go into their head (by avoiding the enemies of complacency and arrogance); in the event of failure, they do not lose their heart and learn from failures so that they will not repeat 'old mistakes'. They always aim at excellence, not perfection. They focus on earning, building and sustaining competitive advantage with a view to standing out in the crowd. Their decisions, strategies and actions are not governed by loose talks or hearsay but by data, information, knowledge and wisdom (DIKW). In gist, we need to understand and appreciate the ground realities that consumer markets shift, uncertainty dominates, technologies proliferate, customer preferences change in an unprecedented manner, products and services become obsolete faster than ever before in a knowledge-based global economy. The key drivers of organizational excellence include: product innovation, cost containment(not reckless cost-cutting exercises), competitive pricing, creative advertising, financial prudence, rapid response to market intelligence information, attracting and retaining talented workforce, building and sustaining corporate reputation by being responsible 'corporate citizens' rather than insensitive corporate giants, more efficient and effective supply-chain management, highly innovative customer relationship management, and successfully meeting corporate social and environmental responsibilities.

Pertinent Probes / 22 Knowledge: what it is and what it is not Knowledge is fluid mix of framed experience, values, contextual information, expert insight and grounded intuition that provides an environment and framework for evaluating and incorporating new experiences and information. It is embedded not only in documents or repositories, but also in organizational routines, practices and norms. Accordingly, knowledge is much more than data and information. Data basically represents unstructured facts and figures (objective or perceptual; quantitative or qualitative). On the other hand, information is always contextualised (context first, then the content), categorised, calculated and condensed data pertaining to what-where-when-who-why and how. Organisations will have to take decisions (well-informed and proactively assessed consequences of implementing decisions through appropriate, timely and relevant actions) with the help of not only data, information, knowledge but also guided by 'wisdom' based on ideological underpinnings and a holistic context. In this sense, 'wisdom' can be conceptualised as knowledge with deep insight and commonsense.

Knowledge Management (KM) According to Nonaka and Takeuchi (1995), KM is 'the process of applying a systematic approach to the capture, structuring, management and dissemination of knowledge throughout an organisation to work faster, reuse best practices and reduce costly rework from project to project'. KM is a highly loaded concept reflecting its multi-disciplinary, multi- dimensional and multi-cultural nature. However, it can be viewed as an old concept but a new term. There are two basic types of knowledge: tacit and explicit. Tacit knowledge always resides in human mind. Individuals perceive through their sensory organs, engage in thought processes by applying mind and develop a variety of feelings

Pertinent Probes / 23 in the light of their beliefs, attitudes and values. They tend to concretise their day-to-day experiences and reflect on them. They generate several ideas(both intentional and unintentional or accidental). These dynamics will give birth to tacit or implicit knowledge. On the other hand, when these individuals put their tacit knowledge into 'black and white' or orally or digitally transfer/share with others, tacit knowledge will become 'explicit' knowledge. This type of knowledge is formalised and codified. Nonaka and Takeuchi(1995) came out with a simple model of knowledge creation and transformation depicting four possibilities of connecting tacit and explicit types of knowledge in the form of a 2 X 2 matrix. (a) tacit to tacit (human interaction resulting in discussions, dialogues and exchange of views) (socialization); (b) tacit to explicit (putting our own ideas in black & white) (externalization); (c) explicit to tacit(getting new insights/ideas/ counterpoints after reading a book) (internalization); and (d) explicit to explicit (collecting articles from multiple authentic sources and publishing an edited volume) (combination). In essence, useful knowledge can be created in the organisations by effectively facilitating the processes of socialisation, externalisation, combination and internalisation (SECI).

Components of KM The following are the five generally acknowledged components (subsystems) of knowledge management. (a) Knowledge creation and transformation (Tacit explicit) (b) Knowledge acquisition or capturing from authentic/ credible sources

Pertinent Probes / 24 (c) Knowledge documentation and knowledge repositories to prevent the problem of 'knowledge walk-out' (when a knowledgeable employee leaves the organisation) (d) Knowledge transfer (movement of knowledge from one source to another) and sharing (attitudinal and cultural mindset of individuals to share their knowledge willingly with others who are in need of it); and (e) Knowledge application in the form of improved processes and products (value creation or value addition).

ICT and Digitisation Information and communication technology(ICT) has become an integral part of our existence and the way we do things in our day-to-day life. Digitisation and connectivity created new rules of the corporate game. E-learning has already made its presence felt by the students, teachers, policy makers and education providers through the systematic process of design, development, delivery and evaluation of learning interventions using various information and communication technologies. However, e-learning cannot completely replace classroom teaching and learning processes (c-learning) due to obvious reasons. It is interesting to note that three categories of people emerged in this digital world: digital alien, digital immigrant and digital native. 'Digital aliens' are those who were born prior to 1950 holding negative attitude and apprehensions for depending on high-tech electronic gadgets like computers and related products for leading a peaceful, comfortable life. By and large, they are scared and not at all inclined to embrace the modern day ICT revolution. 'Digital immigrants' are those who were born between 1950 and 1980 holding indifferent attitude and they tend to use computers and other technological products and services reluctantly. They are not definitely wedded to the digital workplace and the associated

Pertinent Probes / 25 dynamics of worklife. 'Digital natives' are those who were born after 1980 holding very positive attitude towards the use of high-end technological products and services and they enjoy the computer-savvy, technology-friendly virtual workplace, online shopping and smart phone addictions. Artificial Intelligence(AI), robotics and machine learning; smart manufacturing; business intelligence; 'big data' and surveillance; smart city concept; entry of autonomous (driverless) cars are emerging as 'game changers' all over the world. Not surprisingly, driverless cars can survive nearly all accidents; face recognition software redefining the rules of the game in hospitals(access patient's medical history) and restaurants (order your favourite dish); artificial intelligence (AI) guiding a city's traffic movements, predicting traffic congestion and even arranging bicycles for commuters; faster bank loan approvals; 'big brother' surveillance using 'big data' to predict street crime and also tracking citizens' movements using face recognition programmes. The impact of AI, robotics and machine learning on society will continue to increase, including on employment, education, public safety and national security. There are lessons from China's digital economy that clearly highlight the role and relevance of Government in creating the right conditions and conducive environment to reap the benefits of digitization and ICT revolution.

Digital India Campaign Against this background, 'digital India' is a campaign launched by the Government of India on July 1, 2015 to ensure that Government services are made available to citizens electronically by improved online infrastructure and by increasing internet connectivity or by making the country digitally empowered in the field of technology. The vision of digital India is analogous to a three-legged stool representing digital empowerment, digital infrastructure and digital

Pertinent Probes / 26 governance. It is based on the dictum, 'minimum government, maximum governance'. Accordingly, the core components of digital India campaign are revolving around digital literacy, digital infrastructure and digital services. It is considered as the most expensive campaign involving an estimated cost of Rs.1.3 lakh crore. The central purpose is to envision,empower, enable, energise and engage citizens through transparent, accountable, corruption-free and citizen-friendly services. For the first time, the Union Budget (2018) has specifically mentioned AI, robotics and machine learning and a new task force on employing AI for national security and defence was constituted. The 'digital effects' of Digital India campaign are going to be increasingly felt in education, transport, entertainment, healthcare, hospitality, national security and social media sectors of Indian economy in multifarious ways.

Digital India: 9 Pillars Digital India campaign is ably supported by nine strong pillars as indicated below. 1. Broadband Highway(2.5 lakh villages out of 6.5 lakh will be connected through broadband network ensuring high speed internet access) 2. Universal access to mobile connectivity including remote areas 3. Public internet access programme 4. E-governance, reforming government through aligning people, process and technology resources. 5. E-kranti, electronic delivery of services 6. Information for all (online messaging) 7. Electronics manufacturing by targeting net zero imports 8. IT for jobs 9. Early harvest programmes with shorter timelines for implementation (e.g., biometric, e-books, weather information for farmers).

Pertinent Probes / 27 A cursory glance over the 9-pillars of digital India campaign clearly highlight the salient features of digitization and connectivity, high speed internet, digital identity, mobile- bank-aadhaar linkage, cloud storage of data, safe access, realtime access, business ease and cashless payments.

Digital India: Positive Aspects The major strengths of digital India campaign are indicated below.  Broadband connectivity  Generation of jobs especially in the IT, Telecom and electronic industry sectors  Significant reduction in paper work resulting in service delivery efficiency  Public accountability through traceability of government servants  Reduction in corruption due to reduction in the 'face to face' interaction between public and government servants  Cashless economy through digital payment services  Utilisation of India's IT competence more than ever before.

Digital India: Negative Aspects Digital India campaign is not an unmixed blessing. Some of the shortcomings are highlighted below.  Bharat broadband network Ltd., is well behind the schedule in meeting its targets.  Absence of Privacy Law and Cyber Security Infrastructure despite a strong IT Act.  A formidable challenge of computer or digital literacy in a vast country with inaccessible locations  Dismal condition of education, health and agricultural sectors reminding of our sense of priority and urgency

Pertinent Probes / 28 without 'putting the cart before the horse'.  Language barriers and an imperative need to provide digital literacy in multiple languages.  Hazardous environmental impact of e-wastage.

Conclusion In the context of knowledge-based global economy and digital India campaign, one should not miss out genuine concerns and key issues having far reaching implications. According to the 2018 Global Digital Report from We Are Social and Hootsuite(cited in India Today, April 9, 2018, p.31), there are 462.1 million internet users in India (34% of total population and the global average is 53% of total population), 61 per cent use the internet daily, a user spends an average of 7 hours 25 minutes daily on the internet. India's digital profile further reveals that 430.3 million use the internet from their mobile phones (79% of the total web traffic as compared to the global average of 52%), there are 250 million social media users (19% of the total population and the global average is 42% of the total population). At 31 per cent, India is the second fastest growing country in terms of social media penetration. A user spends an average of 2 hours and 26 minutes daily on social media. Further, there are 250 million Facebook users, 200 million Whats App users and 53 million Instagram users. One would increasingly come across digital terms such as big data, data mining, data broking and personalized advertising opportunities. 'Big data' refers to very large amounts of structured or semi-structured data that has the potential to be mined for information. 'Data mining' is the practice of examining pre-existing data in order to generate new information. 'Data broking' companies which offer a range of services that profile users and sell behaviour-specific, targeted advertising. 'Personalised advertising' is the

Pertinent Probes / 29 advertising focused on interest groups based on their search, purchase and profile data. Consumer packaged goods, finance, healthcare, high-tech firms, telecom, insurance, not-for-profit organisations, publishing, research, retail, travel and entertainment business increasingly depend on data brokers. Not surprisingly, security agencies, marketing companies and even political parties are all interested in digital footprints. It is worth noting that wireless-enabled wearable tech (Fitbit) gives out detailed profile of users' health data, their activity, etc. As far as search engines are concerned, users' search history reveals their interests, choices and preferences which can be used to create a digital profile of a person. Global Positioning System(GPS) data is used for location tracking. It can be used to build a profile of a user's movements and predict his/her moves with a probability rate of over 90 per cent. Social media apps loaded on smart phone can track users' location, address book, calendar and search history. Online profile based on social media usage can be used to track whereabouts too with location sharing. India's biometric ID programme, Aadhaar, with over 1.1 billion users, is the world's biggest database. It is undoubtedly true that data is the new oil, British mathematician Clive Humby said over a decade ago. We are 1.3 billion people in India generating massive amounts of data as a population. We want to be a digital society and one important asset of a digital society is the data that we generate. While data can be put to beneficial use, the unregulated and arbitrary use of data, especially personal data, has raised concerns regarding the privacy and autonomy of an individual. Indian government cannot afford to allow anybody to indulge in unauthorized use of data through dubious means for extraneous objectives. A committee under Justice Srikrishna is already constituted for a real robust data protection law. Democracy is not just about

Pertinent Probes / 30 elections, but also about protection of people's liberties and freedoms. It is not fair to throw the baby of 'right to privacy' along with bathwater. All said and done, unless we wish to lead a life of an ascetic, it is impossible to escape the digital world.

References 1. Kaushik Deka, 'The end of privacy', India Today, April 9, 2018, pp.28-38. 2. Nonaka, I and Takeuchi, H (1995), 'The knowledge-creating Company: How Japanese Companies create the dynamics of Innovation', New York: Oxford University Press. 3. www.digitalindia.gov.in/content/programme-pillars, accessed on 21.11.2016.

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Pertinent Probes / 31 Importance of Social Sciences Today : A Sociological Perspective

......  Dr. Duggappa Kajekar Coordinator, Post Graduate Department of Social Work Govt. First Grade College and Centre for P.G. Studies, Thenkanidiyur, Udupi ......

Evolution of social sciences is the contribution of Enlightenment, Technological Advancement and Industrialization. The emergence of social sciences dates back to the late nineteenth century and continued on through the first half of the twentieth century (1890s to 1940s). Social sciences deal with different aspects of human life, i.e. social, political, economic, cultural and aesthetic behavior of man. They use various methods of empirical investigation and critical analysis to develop a body of knowledge about social order and social change. Social science covers a wide spectrum of subjects, including economics, political science, sociology, history, archaeology, anthropology, and law. There are two groups for the theoretical study of social sciences, the first group believes in the application of theory and the second aims at better understanding of the working of the changing social world.

Pertinent Probes / 32 Social sciences today suffer a lot due to Liberalization, Privatization and Globalization.The disciplines like Sociology, History and Anthropology are getting weaker day by day. In recent years Science, Technology, Engineering and Mathematics have received the majority of investment and support from the government, universities, etc., while these subjects are no doubt important, but the theoretical sociology is necessary for reformation of society. There are a kind of thinkers who believe that Sociology and History create peaceful and ideal society. If we understand ideal society as a perfect society, for many years, treating a perfect society has been a wish of everyone all over the world, but it is a very difficult task to do. Social sciences and Ideal society will not go together, because sociology uses an idealistic approach to deal with the society, whereas idealistic society is materialistic one.

Ancient Perspectives on Perfect Society There are various definitions on perfect society and ideal society given by different thinkers from the beginning of society. Buddha, Jesus, Mohammed Pygambar and other saints and seers taught the ideal way of living. For these social reformers social values, human values and religious values become important. Want is the sole reason for all misery of man according to Buddha. He did not attempt to gain political control, but he had the ideas about how rulers should govern. He taught that they had an obligation to the people who ruled. He taught that in the peaceful society rulers would be fair and obey their own laws, and would freely provide grants to their subjects so that they could set up businesses. Plato argued that societies are invariably formed for a particular purpose. Individual human beings are not self- sufficient; no one, by working alone, can acquire all of the genuine necessities of life. Therefore, we gather together into

Pertinent Probes / 33 communities for the mutual achievement of our common goals. Plato did not believe in money because he understood its power to corrupt. He believed that a society would be happier without money (Lewis Coser; 1996). More than any other country, India needs all branches of social sciences, for its diversity. Most of the concepts of social sciences born in the West become relevant to India, e.g. Feminism is conceptualized in America but it is much more debated in India. The considerable role of social sciences confined to the Indian society is discussed as follows.

To Focus on the Marginalised Marginalised Society is considered to be backward in all spheres. The government and Non-governmental agencies try to bring them to mainstream of society. The basic precept of sociology that every social group - scheduled caste, scheduled tribe, women, children, aged, differently abled and LGBT etc. have their own identity is thrown to the winds. Hence these societies lose their identities and sustainability. Community identity is turning to communalism. Modernity paves the ground for all types of violence. Dominance: political, economic, community and caste must be dealt with scientifically. De-settlement of beliefs and practices should be studied in a different way. Inclusive development is necessary for the country, where we can utilise the knowledge and potentialities of the total human resource. It needs an interdisciplinary approach between the social sciences.

Prevention of Violence In a country where there is no conflict or disagreement people generally live contently. In India we all experience crimes such as murder, burglary, arson, robbery and fraud in the name of religion, caste, race, language, political ideologies, gender etc. these are increasing and it makes people

Pertinent Probes / 34 live in fear. Intervention is needed in the psychosocial development of individuals to reduce their potential for violent behaviour. Government must take actions to reduce the impact of violence related commodities including firearms, alcohol, and other psychoactive drugs. In order to create a good community, there are a number of things to be achieved. Everyone in society should get to know each other and learn to forgive and forget. For instance, if a person does something wrong, other people in the community have to correct that person's mistake by telling him or her using kind words. Also, solidarity within a country is significant because it can lead people to success in doing everything. It is the time for alternative disciplines, not as a smaller part of societal study.

Deliberation of Gender Issues Gender based discriminations and violence is increasing and became common all over the country. There should be shared action among various sectors including at the community level. Thus it is timely and no wonders for making the gender issues information available at the grass-roots level. The gender issues and discriminations are not only the review of literatures but also the result of observation. Continued effort for better ways of addressing it at the grassroots level is essential. The sociology of gender examines how society influences our understandings and perception of differences between masculinity and femininity and in turn, how this influences identity and social practices.

Improving the Poverty Measure The social and economic policy changes of the last three decades have far outpaced the measure of poverty used in this country. The poverty measure is now used to gauge the well-being of Indians for two purposes. First, it shows how

Pertinent Probes / 35 many Indians are poor, that is, do not have the financial resources to meet their basic needs. Second, it is used to establish eligibility for various programs i.e. Medicaid, Medicare, and food stamps. The definition of poverty was designed for convenience in a rapid study and was never given the full attention it deserves. It focuses only on the need for food and reflects the circumstances of many poor families in the 1960s, which not the situation today. As we have already noted, many more women go outside the home to work, and this creates a new need for child care. Medical costs were lower in the past than today. Furthermore, the poverty measure does not reflect the tax burdens on the poor. Social sciences can create such awareness on the communities around.

Social Sciences and Medicine Among the important roles that social science can play is in fighting the spread of infectious diseases. The best example is the recent Ebola crisis in West Africa. While part of solving this problem naturally rested on developing a clearer understanding of the pathogens involved and increasing investment in drugs, there were a number of social science needs as well. In particular, it was necessary to understand the people who were suffering from the disease as well as the wider society in which they were living. Doctors needed to understand how people's attitudes were shaped towards such things as hand washing and other sanitary behaviours. It was also necessary to inquire into larger societal questions such as why do states fail, and how can they be rebuilt and strengthened. In other fields of medicine, social scientists again have much to offer and are working with a variety of organizations. Researchers are currently studying how cancer patients and their carers understand the recent, and on-going, changes in

Pertinent Probes / 36 cancer science. Social scientists are also working with the National Institute of Health to provide a clearer picture of patients' experience with community hospitals. Sociologists are working with the Medical Research Council on the possible causes of poor sleep patterns.

Defence and the Social science Social science has its own scope in defence in India and abroad. The United Kingdom's Ministry of Defence uses social scientists as think tanks and universities in order to better understand the world and be better abled to handle the defence and security challenges it faces every day. Another interesting example, the UK's Home Office has brought together engineers, criminologists, and auto manufacturers in order to figure out how to build cars that are more difficult to steal. The insight that criminologists can provide into the reasons why people steal, as well as their methods, is of particular importance to this project. Hence criminology, an important discipline must be taught to Indians in one way or the other.

Social Sciences and Business Social Scientists are also of great demand in the business world. For example, Consumer Data Research Centre, which uses geo-demographic mapping to provide information to the airline about its customers' use of services, travel patterns, access to airports, and much more. Social scientists have the skills to see the world as others do, as well as find data that others may have missed. Business and social life must go together. Good security system will attract more investors, which helps to improve the country's economy. Moreover, a perfect society must consist of sociable and kind people, who help and support each other when they are in some kinds of terrible situations.

Pertinent Probes / 37 Conclusion Even though the Physical sciences become important, the importance of social sciences should not be ignored. In fact, in areas such as social and primary care, the judicial system, and business, to name just a few, social science is extremely important, and necessary. It is therefore very important that this educational imbalance be addressed and more support provided to the social sciences. In particular, social scientists are equipped with the analytical and communication skills that are important throughout many industries and organizations. It is an ideal time to study the displacement with the theoretical background of sociology. However, if every one reads sociology we can make society better by improving social ties. The modern state should restructure the disciplines according to its needs. Sociology should be studied with the need based branches like criminology and social psychology. Today, in India, the concentration must be on 1). Clean Environment (Swatch Barath), 2) Science of Plastics, 3) Science of Sustainability, 4) Welfare Sociology, 5) Role of social scientists in policy making etc. Moreover teaching Social science for all the would brings unity and solidarity in the country. Social science is already increasingly engaged in collaborative cross-disciplinary work in diverse fields such as engineering, medicine, computing, biology, and mathematics. It is clear that no subject area can stand alone, and that social science can play an important role in all fields.

BIBLIOGRAPHY 1. Abraham Francis M. (1982), Modern Sociological Theory: Bombay, Oxford University Press. 2. Coser Lewis A. (1996), Masters of Sociological Thought: (2nd Edition) Jaipur, Rawat Publications. 3. Giddens Antony, (2013), Sociology (7th Edition), Cambridge:

Pertinent Probes / 38 Polity Press and Blackwell Publishers Ltd. 4. Merton Robert K. (1968), Social Theory and Social Structure: New Delhi, amerind Publishers, Pvt ltd. 5. Raymond Aron, (1982). Main Currents in Sociological Thought: (vol, 1 and 2,) New York, Penguin Books. 6. Sharma R.N. and Sharma R.K. (1996), History of Social Thought, Bombay, Media Promoters and Publishers Pvt Ltd. 7. Srivastava R.S. (1991), Traditions in Sociological Theory: Jaipur, Rawat Publications. 8. Turner, Jonathan H. (1987), The Structure of Sociological Theory, Jaipur, Rawat Publications.

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Pertinent Probes / 39 A Multidisciplinary approach for Empowerment of Knowledge through Skill Development

......  B. Ganesh Nayak, Msc. MPhil Assistant Professor Dept. of Mathematics S.D.M. College (Autonomous), Ujire ......

Introduction Industrial expectations from fresh graduates are increasing day by day. As trends in employment change, new skill sets are recognized and demanded. It is observed in the years that every year lakhs of graduates pass out of the institutes, but not everyone fits into the industry. This creates huge employment gap. Very often people (candidates) remain unprepared to face competitions and hence they miserably fail in finding right employment and start their respective careers. This study throws light on the role of institutions in reducing skill and employment gaps and also the necessary practices initiated by them to put forward excellent practices to impart quality education to our youth which is on par with the present industrial expectations. Twenty first century is concerned with the

Pertinent Probes / 40 management of all knowledge and information which is obtained and the value additions which are inculcated to improve and upgrade the competency levels which will enable candidates to have a firm stand in the industry. Learning from the vast sea of knowledge must be continuous, it must come across development of skill, focus on growth, recognition of inner talents and strengths and must enable student to live at present in this competitive world. Technology has a very wide role to play when it comes to skill development and making candidate fit for the real life situations. Industry basically expects three important things from a fresh college passed out candidate, they are: 1) Ability to pick up and willing to learn new things. 2) Punctuality and humbleness. 3) Creativity and deeper focus. Passionate learners and enthusiastic candidates can really grow faster if they are made up with proper base and directions are imparted from the institution levels. It is up to the institutions to recruit right human resource to study and understand present industry expectations and to see that there is hardly any gap between corporate or industry expectations and institutional focus on imparting quality education.

Need and necessity of skill development in higher education We survive in an economy which is knowledge driven, here industries are strong, progressive and evaluates progress of each resource from time to time in its own methods. In our country close to one third of the population are young, proficient, tech savvy and passionate to learn. But the real strength of our country depends not on the size and density of its population but the scientific and technological capacities of the people which is nurtured only at good institutes. World class institutes have built competent leaders in engineering,

Pertinent Probes / 41 industry, trade and commerce in the post. But most of the Indian institutes have remained mediocre performers and just offer degrees to their students. Now it is the time to think out of the box and bring in changes and reforms. This is possible by focusing on the following core areas 1) MOU (Memorandum of understanding) with industrial training institutes, providing training from industry experts. 2) Teaching new courses essential for industry. 3) Enriching their communication skills, soft and inter personal skills, permutation skills etc. 4) Industrial visits on regular basis to be in touch with industrial expectations. 5) Collection of feedback on time for necessary improvements from students.

Institutions Initiatives for Skill Developments There is lot of interface between industry and institutes, both are interdependent. On the one hand, institutes supply human capital addressing the problems of industries, if these problems are not addressed properly, industries are forced to import technology from abroad with heavy cost. If institutions provide quality candidates capable of performing to the industries expected standards, they can absorb local talents and train them. To kick start initiatives and provide solution to these burning issues following are the excellent practices taken up by prestigious institutions till now 1) Focus on Basic Skill Development which includes improving their hold on language and communication, better people handling skills, living skills, negotiating and bargaining skills, problem analysis and solving skills etc. This is the basic expectation of the industry today at root levels. Somebody who can very well interact with outside customers and get the deal for the industry.

Pertinent Probes / 42 2) Use of E-learning: E-learning resources are available easily today and most of them are technological literates. Access to technology can reduce knowledge gap, skill gap and dependency on others. Instant solutions are found on internet and the same can be used for learning. Access to You tube videos, etc. can help to recollect better. Recorded e-lectures from college faculties on different subjects can be listened again and again, in case student gets absent on a day or is assigned any other work, other than studies he/she can listen any number of times so that they will not lose touch with the subject. Useful videos relating to courses, empowerment, startups and other areas imparting knowledge can be watched from time to time. 3) Certificate Course: These are additional supplements provided to the students as a learning platform where students are free to choose any subject/area other than what they study at their regular curriculums. The basic idea behind this is getting a clear cut exposure on their interested area and making them grow in the same. These are options provided in different certificate courses to the students. 4) Research Culture: Has to be promoted from base level, continuous search for knowledge, working on new area getting into deeper thought, focusing on new innovations, better taught and thoroughly become part of solution to the societies problem is clearly possible when there is a research culture. Research culture requires funding to some extent and well equipped resources such as library, laboratory etc. which is the present focus of institution. 5) Providing specialization courses: It is practiced presently at university levels, specialization may be from within or outside their regular streams. For example commerce student will get a chance to study a paper in physics and viceversa. This is to impart basic knowledge of another discipline to the students. This specialization is purely

Pertinent Probes / 43 credit based and is a part of curriculum. 6) Interaction with industry: Interation with owners and entrepreneurs if Industry through guest lectures help students analyze real expectations of industry professionals. Moreover, students can think over which industry stands suitable to them in future days. 7) Internship courses or program: It is one of the effective tools which can effectively bridge the gap between industry and academics. It is an opportunity to apply knowledge, whatever is learnt in classrooms. This will improve their interpersonal skills, make them more confident and also remain better prepared for their future (careers). Internship program is not a luxury, but a necessity today. 8) MOU with Startups (established and new ones) will make students strong leaders and not strong followers as they can better understand the crux of the industry problems. It will also give boost to high tech, high income employment for younger minds. Basic hallmark of idea starts with colleges and universities. This will improve local talent utilization and will help in reducing the migration of local talents to other countries. 9) Innovative methods: The student teacher series TED talks on subject matters and contemporary issues, video talks, student faculties where senior students teach juniors, faculty exchange programs, where faculties come from different colleges run by same institutions, provide them with different ideas, will bring out changes in educational system. Providing coaching(additional) for competitive exams at various national and state level government jobs etc. can improve performance and skills of students as well as awareness level of various departments and unfilled vacancies can also be focused.

Review of Literature Literature is collected from books, newspapers and related

Pertinent Probes / 44 sites. Ideas of various authors are taken from various magazines. Summary of literature review is as follows: According to Bala V Balachandran all of us have special skills and when we use our skills to the optimum, we will get benefit, no matter how indigenously we do it. Playing with our strengths and adding to your core competencies has very instrumental role in climbing the ladder of success. Cultivating core competencies help to have an edge over others and strongly make a mark on ones field of interest. (Source: The Hindu, July 10, 2017.) According to Naik B M Indian universities lack academic culture and mindset in favour of Professors, especially their growth opportunities. It is the professors who bring name to an institution and hence they need to be encourage of to excel to reach global standards. According to Nagendra Parshar B.S. education in India, in particular technical education, has been criticized for not being able to cater to the needs of the industry or country as a whole. Universities have been trying to revise the curricula and course contents in order to make them more purposeful and relevant to industry. Nevertheless, most of these efforts have not resulted in any widespread change in making the student globally competitive or industry ready. One of the several reasons is that those who were trying to reexamine and refine the courses were unable to make themselves free from the traditional way of thinking that improvements can be brought only in classroom education. They have a strong feeling that anything and everything can be (or should be) taught inside the classroom. And thus often they were unable to think in the direction of revising program structures and discard portions of the course contents which could be avoided or which deserved less attention. Hence, though our education system today is being constantly reshuffled, there is a complete absence of meaningful innovation. Whatsoever,

Pertinent Probes / 45 the claims made by the institutions, it is all old wine kept in new bottle. According to Hegde S.N. for 'make in India' to be a reality,' skill India' is the alchemy. About 45% of our work-force engaged in agriculture is unskilled and less productive. Only about 2% of our work-force is trained in formal skills. The corresponding figures are 96% in South Korea, 80% in Japan, 75% in Germany, 68% in UK, 64% in Singapore and 52% in USA. Our system of education is indeed large comprising lakhs of schools, thousands of colleges and hundreds of universities. Traditionally, education is imparted to provide knowledge- basic to begin with and advanced later on. According to economic survey of Karnataka report (2016) the growth of government degree colleges has changed the scenario of higher education in Karnataka and led to the reduction in inequality by making higher education affordable and performance of these government degree colleges is proving that the public sector institutions if properly guided, financed and empowered, can not only survive the competition from private sector, but can also create new niche in their way towards social and economic inclusion in higher education at graduation level. Unplanned expansion of postgraduate courses in government first grade colleges may prove fatal, not only for the quality but also for the survival of public sector universities.

Methodology used This study is purely descriptive in nature and is also a source study. Only secondary data is used in this study and no primary data is collected. Opinions of various authors from respective journals are taken out and expressed clearly. Whatever is presently felt to be taught at this moment for making students competent, enterprising, creative, vision oriented & completely focused is the total thought for the

Pertinent Probes / 46 hour. Indian higher education must be transformed and made acceptable by our industries, failing which top education itself can become a ground for underemployment.

Objectives of the Study 1) To understand the expectations of the students and the faculty. 2) To study the important areas which can be included at regular curriculum. 3) To give necessary suggestions for further improvements.

Scope of Higher Study Talents are born as well as developed; this should be on par with skills acquired in curriculum. Since industries face complex challenges, it needs human capital that can manage intense challenges through wide exposures. Careers should be started at early ages along with learning. In other words, learning and earning should go hand in hand. A study can be initiated by taking out present important metrics underlying in both industry and academics. A survey can be made taking selected audience (students or faculties) and can find solutions to current burning issues in higher education.

Suggestions The following are the suggestions worth implementing for further improvements. 1) Our present education system aims only at imparting technical courses, the system completely should be geared up to supply skillful technical people desperately needed for the industry. Employment gap should be reduced. 2) Skill oriented and skill development courses should be compulsorily taught at free of cost without any burden and additional charges to all students to prepare them to be fit for the industry.

Pertinent Probes / 47 3) Institutes and universities should concentrate not only on building infrastructure, focus should be on appointing quality professors and changing academic culture which is extremely necessary to be world class. 4) To make our nation and regions prosperous we need people with latest knowledge, ideas and are having quest for innovations in various fields. These people are produced initially from the skills taught by institutions and universities. Therefore it is necessary to strengthen our institutes and universities. 5) Inculcating research culture and practices among faculties and also providing them with required financial budget from time to time and also with other necessary assistance. 6) What is very urgently needed for our universities and institutes is a faculty with enterprising culture, autonomy, growth and innovation opportunities. Teaching and research both should go together for better upcoming practices. Faculties should become innovative. Due to routine methods of teaching some of our brilliant students can lack in creativity and thinking skills. 7) The prime role of our universities should be that of idea generators. Their growth and prospects can continue only when they give birth to new knowledge, new technology and spin off hi-tech startups in new technology.

Conclusion In developed countries where area and geography is small we today find world class universities. These universities offer upgraded courses that is fit for the purpose (employment) where students find ocean of opportunities to learn, excel in any field they opt after their degrees along with their academics. After coming across discussions we must be very clear with the fact that there is no fault with our students

Pertinent Probes / 48 who are brilliant enough, faculties who are dedicated and committed and infrastructure of campus that is fairly good. Focus should be totally on skill development and upgradation and not on old traditional methods. Rules and regulations designed by the management should be such that it must emphasize control on students to some extent in order to make them learn, faculties should be empowered and autonomy should be provided to a certain extent and the learning culture of the campus should be totally changed. Only then we can achieve the goal of skill development, zero unemployment, better prosperity and progress and our better civilized society.

Bibliography 1. Kothari C R “Research methodology” new Age International publishers, 2nd edition 2011, P-P (91 – 92), New Delhi. 2. Kumar A “Innovation and innovations in higher education: issues and approaches” University News volume 55, No 48 Dec 2017. 3. Nagendra Parshar B S “Internship Program: a need for quality education” university news, Volume 55, No 42, Oct, 2017. 4. Naik B.M. “Making universities world class: prerogatives for government and universities” University News, volume 55, No. 37, Sept 11-17, 2017. 5. www.thehindu.com/education

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Pertinent Probes / 49 Entrepreneurship Development and Beary Community – An Insight

......  Hydarali Assistant Professor Department of Commerce Govt. First Grade College, Bantwal ......

Community and entrepreneurship are associated from time of immemorial in India. The Varna system of the Indian society classified people into caste groups based on their skill based occupation. The occupational skills are transferred from one generation to another leading to specialization in the specific skills. Vyashas in India are a caste group engaged in trade and business activities. Marwariss, Chettiaars, Nadars, Parsis etc. are leading business communities of India. Besides this caste based occupational classification, there are certain distinct ethnic groups in our country having distinct language, dialect, culture, occupation and possess unique qualities. These ethnic groups are subsects of larger groups within distinct subculture which always add to the diversity of the country and these groups are found across India. In the coastal districts of Karnataka there exist many such groups who are primarily subsects of the largercaste groups. Among the Muslims there are various subgroups

Pertinent Probes / 50 too. The Malabar and Konkan coast of the West and the Cormandal coast of the East too have ethnic groups of Muslims which preserve unique culture and language. Such Muslim ethnic groups are Mapillas of Kerala, Bearys of Dakshina Kannada, Labbais of Tamilnadu, Memons and Bohras of Gujarat and Navatyats of Bhatkal. Navayats, Memons, Bearys and Bohras are prominent Muslim ethnic groups primarily engaged in trade and business . Entrepreneurship is the primary factor of production which binds other factors of production like land labour and capital together in the smooth conduct of economic activity and economic growth of a nation. Though Land, labour and capital are the main physical factors of production, it is the entrepreneur who makes it work and run the wheels of the economy. The economist Schumpeter pioneered the idea of entrepreneurship way back in 1934 It has been since then often quoted term which has a wider meaning. Risk taking and innovation are the primary activities that an entrepreneur does. But for the purpose of the present study, the entrepreneur is the one who is the risk taker and innovator in the sense he is the one who is engaged in any form of organising where he undertakes that activity by definitely paying a certain or specific definite price for the input but he is not sure about the price of the output he is going to sell/ produce in future date. This situation involves risk. The risk here means deviation from an expected outcome. In an economic sense every entrepreneur who organizes all other factors of production into well-knit unit performs a risky job for that he expects a normal reward which is called normal profit. The entrepreneurs are also expected to earn additional profits for the risk undertaken which is called as super profit. Most of the developed nations of the world or so called first world countries have achieved their prominence due to the superior entrepreneurial class of those societies. Beary s, an ethnic group of Dakshina Kannada speak a different language which is in tune with local language of Dakshina Kannada district of Karnataka and the neighbouring State of Kerala.

Pertinent Probes / 51 There exists different meaning for the word‘Beary’. Basically there are two sets of arguments for the interpretation of the word ‘Beary’. As per the first argument word ’Beary’ is derived from the Arabic root word ‘Bahar’ which means sea. Accordingly people who live around the sea coast engaged in trade are called ‘Bearys . The second argument is that the word ‘Beary’ is derived from Tulu root word ‘Bera’ which means business and those engaged in small time trade are called Bearys by the local community and the second version sounds more sensible. This ethnic group ‘Bearys’ are concentrated in the Coastal district of the erstwhile Canara district of Madras Presidency consisting of Dakshina Kannada and Udupi districts of Karnataka state and Kasaragod District of Kerala. They are also found in other parts of Karnataka like Chickamaglur, Hassan and Shimoga districts as well, but with sparse spreadout. The Beary community hereafter is referred as ‘Bearys’ possess some unique characteristics essential for entrepreneurship and risk taking. Primarily Bearys of Dakshina Kannada are the poor landless people of course with few exceptions. As it is often quoted that “necessity is the mother of invention’’ ‘Bearys were forced to engage in some sort of trading and role of middlemen in the channel of marketing of agriculture produce to meet both ends. They did not fit into the traditional caste based occupational group as they did not possess such skills so they ventured into the small time trade. In olden days due to the lack of transportation and communication systems the marketing of agricultural produce was a big challenge for agriculturists. The ‘Bearys’ were hard working people who were ready to walk miles together to reach to the farmers and buy their produce and carry that to the market place, sell those product in the market and give back the proceeds only after selling the product . Thus without any sort of seed capital and due to the ability of their hard work they became an essential channel in agriculture produce marketing and they earned goodwill of the people due to their honest dealings. Bearys are also engaged in Beedi Industry Beedi contract work is

Pertinent Probes / 52 their tradional occupation. Dakshina Kannada district possesses certain distinct characteristics in terms of entrepreneurial ability. Most of the Beedi processing factories of Dakshina Kannada were established’ by local GSB community. The raw materials were not available in the local markets and the ‘Beedi leaves or ‘Tendu’ leaves were bought from Madhya Pradesh and the Tobacco was brought from Maharashtra and Northern Karnataka region but the entrepreneurs here sensed the opportunity of the availability of labour especially women, who otherwise engaged in only part time agricultural labour and established their units . Bearys acted as middleman between the Beedi packing factory and Beedi rolling workers. They collected raw materials supplied by the Beedi factory owners and distributed it to the household where the women folk rolled the Beedies and returned to the agents. Most of the ‘Bearys’ lived outside the village limit and major chunk near the sea shore. They were engaged in small time trade of buying fish from the port or Bunder and selling it in most cases by carrying head load, distributing to the villages dwellers. At times they sell at fixed places or even they take up the roles of hackers and peddlers too. In Dakshina Kannada the fishing activity is generally carried out by the specialist fishing community ‘Mogaveera‘ community. Bearys played subordinate role of marketing and distribution. However, of late, many Beary entrepreneurs ventured into fishing and own fleet of mechanized fishing boats and fishmeal factories too. The local community did not like to engage in certain types of business activates akin to the local culture which is occupied by tbe ‘Beary‘ entrepreneurs. Timber and saw mill industry and footwear outlets are thus monopolized by the ‘Bearys. The overall entrepreneurial activities of Bearys can be classified into two major categories  Traditional areas  Emerging areas

Pertinent Probes / 53 Traditional areas Fishing / Fish Processing: As refered earlier most of the Bearys live near the vicinity of the sea coast and they were engaged in the selling fish both dry and fresh to the people who live in interior areas. The mode of operation here used to be buying fish from the port or ‘Bunder’ or in local terminology ‘Dhakke‘ and selling in fixed rural places or carrying it in head load and distributing as hawkers peddlers. Now a days they own vehicles to distribute fresh fish in the outskirts of the city and rural areas. Beary’s even own mechanized boats and indulge in deep fishing activities fish export and fish meal factories. Timber: Timber business is the traditional business of Beary community. Most of the timber factories and saw mills are owned and managed by Bearys traditionally. They get raw materials from the Western Ghat region and the factories are located near the banks of the rivers. Plywood flush door veneers and other type of wood processed by this industry are exported too. Footwear Outlets: Traditionally, as per Varna system prevalent in olden days, local Tuluva community did indulge in the trade of Footwear. Footwear was manufactured by a community of cobblers called ‘Chammaras’ in Dakshina Kannada but the selling activities in retail outlets are carried out by the Bearys. Livestock: Bearys are engaged in cattle trade, livestock and butchery business. Most of the slaughter houses are owned and managed by the Beary community. This line of activity is owned by the Bearys due to the faith related reasons too. Beedi Industry: Bearys acted as middlemen between Beedi factory owners and Beedi rolling women. Beedi industry in Dakshina Kannada flourished due to the availably of labor force who could do the work from home without going to the factory, the vast potential for unemployed women of Dakshina Kannada engaged in this activity also gave an opportunity of economic empowerment of women here. Most of the Beedi contractors were Bearys . However the Beedi industry no more a lucrative area Scrap Trade : Traditionally Bearys were engaged in some sort of

Pertinent Probes / 54 need based activities for their survival scrap trade is one such activity. Bearys took up this venture when there was lack of demand for farm labour. The farm labourers became junk traders which fetched them decent margins just a little higher than normal wages they earn farm laboures. Commission Agents : In Bunder area of Mangaluru commission agents who were buying agricultural produces from framers as middleman and selling them to the factory owners are bearys. Of late due to the direct marketing by CAMPCO and APMC this business is on the downward trend. Vegetable Vendors: Most of the vegetable vendors are Bearys. To market vegetables procured either directly by local growers or from hinterland, Bearys play the role of street vendors peddlers small or owners of small vegetable outlets. Here they do not employ any workers, instead they themselves do hard work to get that additional remuneration. Unorganized Sector: Bearys were engaged in most of the unorganized sector activities like small business petty shop grocery shops etc. were manual labour is the main thrust area. Emerging Areas: Though Bearys were in trading based on necessity for their livelihood. Over the years. Beary as community started venturing into emerging line of business. In search for green pastures, Bearys travelled to the Persian gulf countries as migrant laborers, their economic conditions started improving and started to dream of establishing educational institutions and sending their children for higher education. These first generation migrant labourers of Bearys stared repatriating funds to theirhome town. The Bearys could muster seed capital to start up capital oriented ventures and areas where the modern skills are required. The emerging areas are listed below Real Estate : Due to the repatriation of large scale fund from the Persian Gulf, the housing needs of Bearys increased. Sensing the vast potential Beary entrepreneurs ventured into real estate development business. Many leading Real Estate companies and property

Pertinent Probes / 55 developers are Bearys . Jewelers: Beary women wear traditional gold ornaments. Gold is the essential part of ‘Beary’ rituals especially marriage functions. They love to possess more and more gold ornaments. Many Beary jewellery shops are established in the Dakshina Kannada region. Educational Institutions: Bearys were educationally backward chess in the coastal districts of Karnataka. However, due to the awareness created by Beary intellectuals regarding the need of education so as to reach to the mainstream society and contribute to national development many Beary entrepreneurs established schools and colleges imparting the general education professional and technical education. Hospitality / Hotels: Of late Beary outlets have sprung across Dakshina Kannada district. Along with the traditional Beary cuisines, the cuisines from Arabian and Mogul styles are available in These outlets. Travel Agency: Beary entreprenuers forayed into new areas of business after getting the required training and skills for airline reservation visa processing and overseas recruitment agency. Today the number of pilgrims going to Holy religious sites is on a upward trend, so it is a again thriving business. Bearys, after realizing the importance of education, forayed into new spheres of economic activities. They started acquiring skills and competencies required for entering into knowledge economy areas. The knowledge workers among the Bearys are on the rise. However still a lot more is desired. Textile and super market chain are the other most rewarding business is the community. In this connection, the researcher observed the following unique qualities of Bearys. The author administered questionnaire and also engaged in focus group interview with selected Bearys of Dakshina Kannada besides the personal observations. Good Communication Skills: Most of the Beary entrepreneurs are good in communication. Bearys are well acquainted in the business communication skills and personality traits required to conduct

Pertinent Probes / 56 business activates in smooth manner. Bearys can fluently speak the local Tulu language and possess working knowledge of Malayalam and Kannada as well. This enables them to maintain a healthy relationship with the customers Numerical Ability : Beary businessmen are good at calculation with speed and accuracy by their own method of calculation. Even if a Beary has not attained proper schooling he can do quick calculation with accuracy and speed. Lack of Savings : One of the qualities of Bearys is that they are spend thrifts and do not have the habit of savings in formal channels and modes of investment, instead they spend lavishly without bothering about the future needs. This is both vice and virtue. It is a vice because during difficult times there will not be any protection or insurance for them against certain contingent events. It is a virtue because this lack of saving makes them to work hard to cover the additional expenses. Community Consciousness : Bearys are community conscious and it is a well knit community at the time of need. Bearys render their services to fellow community. Hardworking: Another quality of the Bearys is that they never bother about the type of job they do and are ready to shift from one profession to another depending upon their his needs. They are ready to adjust to any situation or any job. They are always respects for dignity of labour. Higher Occupational Mobility: Mobility of Bearys from place to place is higher due to the fact that in search of green pastures they are ready to travel anywhere. Bearys do migrate to other states in search of better business prospects. After migrating to the Persian Gulf their business ventures continued there too catering to the needs of the expatriate population. Risk Takers: Bearys hardly bother about the very long term business prospects. The concern for them is the immediate business and instant reward. So they venture into risky areas too. This risk taking ability guarantees a premium return in business. Business

Pertinent Probes / 57 failures are also common case among the Berays as their mobility is higher and can quickly enter into thriving to new business areas. Conclusion: Bearys became entrepreneurs not due to the vast amount of capital and technical know-how they possessed but it is due to the necessity to make their livelihood. Lack of specialized occupation based skills forced them to indulge in some petty business ventures which were mostly just an alternative for the labour. Instead of working under the command of someone else Bearys ventured into areas of business which is excluded by many and required hard work. But due to the hard work and devotion, Bearys became a entrepreneurial class. After mustering capital and skills needed for new areas Bearys forayed into new business ventures and are emerging as entrepreneurs. Some qualities of the Bearys are ideal for entrepreneurship.

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Pertinent Probes / 58 Cashless Payment System in India

......  Prof. (Smt.) Kavitha M.L. Assistant Professor, Department of Commerce Govt. First Grade College, Bantwal Dakshina Kannada - 574219 ......

The Digital India programme is a flagship programme of the Government of India with a vision to transform India into a digitally empowered society and knowledge economy. “Faceless, Paperless, Cashless” is one of the professed role of Digital India.

Introduction Even as ordinary citizens queue up for cash. The economists are busy estimating the extent to which economic growth will be hit because of the ongoing drive to replace high-value banknotes. There has been a lot of discussion on whether the government can use the current situation to push India towards a cashless future. In his radio address, Prime Minister Narendra Modi has pitched for creating a cashless society. Reducing Indian economy's dependence on cash is desirable for a variety of reasons. India

Pertinent Probes / 59 has one of the highest cash to gross domestic product ratios in the word, and lubricating economic activity with paper has costs. According to a 2014 study by Tufts University, The Cost of Cash in India, cash operations cost of the Reserve Bank of India (RBI) and commercial banks about Rs. 21,000 crore annually. Also, a shift away from cash will make it more difficult for tax evaders to hide their income, a substantial benefit in a country that is fiscally constrained.

What is Cashless? Cashless economy or cashless means all the transactions carried out between two individuals will occur by payment through payment gateways or through the plastic money. It is done with the primary aim of uncovering the non- registered transactions. The Indian government with another aim to promote the economy through non-cash transactions has introduced mediums such as: Banking cards, USSD, AEPS, UPI, Mobile Wallets, Banks Pre-Paid Cards, Point of Sale, Internet Banking, Mobile Banking, Micro ATM's Reducing the economy's dependence on the cash and making it more deviated towards these mediums would result in the betterment of the country and the economy.

Meaning Of Cashless Economy and where India Stands A Cashless Economy is an economy in which all types of transactions are carried out through digital means. It includes e-banking (Mobile banking or banking through computers), debit and credit cards, card-swipe or point of sales (POS) machines and digital wallets. At present, India is far behind to other economies with regard to cashless transactions. The ratio of cash to gross domestic product in India is one of the highest in the world-12.42% in 2014 as compared with 9.47% in China or 4% in Brazil. Another report by Boston Consulting Group (BCG) and Google India

Pertinent Probes / 60 mentioned that last year around 75% of transactions in India was cash based while it was 20-25% in developed nations such as US, Japan, France, Germany etc. Another statistics have revealed that India has 76.47 billion currency notes in circulation in 2012-13 as compared with 34.5 billion in the U.S. Moreover, various other studies have shown that people prefer to make payments in cash in malls even when they carry credit cards with them. But, the step taken on Nov 8, 2016 of demonetization has pushed digital and e- transaction to the forefront in India due to depletion in cash. Now, e- banking, e-wallets and other transaction apps are becoming more prevalent. The demonetisation move of November 2016 has had many different consequences, and there is much debate over whether it has been beneficial for the Indian economy or not. However, one of the only results that have been largely positively received is the fillip it provided to the progress towards a digital, cashless society. Coupled with Aadhar and the wide availability of digital payment options, the foundations for a fully cashless economy in India have been laid. The India Stack, a series of secured and connected digital networks and systems, allows citizens to transact with each other with just a fingerprint or retinal scan from Aadhar. The factors that favour this development have changed rapidly over the last few years. For instance,  As recently as 2015, MasterCard indicated that India was one of the countries least ready to transition to a digital payments system.  India's cash-to-GDP ratio, at 12%, is one of the highest in the world.  95% of all transactions involved cash until 2016. Many consumers lacked accounts for any exposure to the organized banking system. Demonetization

Pertinent Probes / 61 galvanized the economy and citizens to adopt digital payments systems.  Since the launch of Aadhar, 270 Mn bank accounts were opened in India  The Bharat Interface for Money(BHIM) application, a government-run payments system, has been downloaded over 20 Mn times; and there is now a robust ecosystem of commercial applications that allow Indian citizens to transact without having to open their wallets.

Importance of Going Cashless The cashless economy has importance attached to it in the following ways: The cashless economy needs to be present as the financial year of 2015 experienced the hefty amount of Rs. 21,000 crores just on the printing of the cash into the economy The other need for the cashless economy is that every shady transaction that is left unrecorded will now come into the picture making India one of the fastest-growing economies in the world. A cashless economy is required to make the transactions more convenient for the layman rather than carrying the bulk of cash in the wallet along with plastic money. Cashless economy is needed to reduce the taxes that are charged by the government due to lack of funds in the government bodies Cashless India is important because it will decrease the tax avoidance and the money laundering cases subsequently resulting in the benefits for the customers Cashless is needed as 1 out of 7 notes present in the economy is fake which results into a bad image of the economy.

Pertinent Probes / 62 Implementation For different mediums present in the digital transactions different requirements are necessary to carry out transactions in the economy. But we are going to shower light on the basic requirements if you want to deviate to a digital transaction medium BANKING CARDS: Banking cards are available by the bank by providing the KYC (know you customer) information to the bank. Applying for a card and getting a pin for the same USSD: You should be handling a bank account and have your mobile number attached to the same. You should register for mobile banking and you will get the MPIN (Mobile PIN) and MMID (Mobile Money Identifier) for the transaction AEPS: You should be having a bank account opened along with your 'Aadhar' Card information linked with it. UPI: For this digital service you need a bank account with your mobile number linked to it. Also, the phone should be a Smartphone and a debit card to set the MPIN MOBILE WALLETS: Option to open a zero KYC or a full KYC wallet along with your mobile number and the application to be downloaded to your Smart phone. BANKS PRE-PAID CARDS: For this service, a bank account should be there with wallet or a pre-paid card and a Smart phone to generate the MPIIN POINT OF SALE: A hand held device with the biometric reader along with a merchant bank account and internet connectivity INTERNET BANKING: For this type of digital service to take benefit of the individual must hold a bank account and opt for the online service. MOBILE BANKING: A bank account is required along with a mobile phone application of the bank and internet connectivity to take benefit of this digital service

Pertinent Probes / 63 MICRO ATM's: This type of digital service can be used by the users of low costs devices and would be beneficial to them.

Benefits of Going Cashless Richard Thaler, the recent recipient of the Nobel Prize for economics in 2017, had praised demonetisation, stating that it was the first step towards going cashless. A digital, cashless economy has several benefits in terms of transparency, security, efficiency, and convenience. At the most basic level, moving towards a digital economy will save the exchequer the massive cost of printing large numbers of banknotes. The cost of setting up a technology- driven digital system might be high in the first instance, but it would be a one-time cost in comparison to constantly reprinting currency. A digital economy would also obviate the problem of counterfeit currency, which caused substantial economic loss before demonetisation. Even after, several well- publicised instances of fake INR 2000 notes being made caused much confusion amongst citizens, and a digital economy would effectively avoid this problem. India's informal economy and the specter of 'black money' being present in it has long presented a challenge to the government. Tax avoidance and money laundering have led to massive problems and increased the burden on legitimate taxpayers. A cashless economy would ensure more funds being paid as tax because the electronic record would prevent underhand transactions, and consequently reduce the reliance on high direct and indirect taxes There is another benefit of going digital. Today India is also plagued by a huge demand-supply gap in credit to Individuals and MSME sectors. Estimates put the gap at about $46 Bn (INR 3 Tn). Compared to the huge population of India we have only three crore credit cards outstanding in the country.

Pertinent Probes / 64 That is why today a guy who sells groceries on a 'thela' cannot access credit through the formal channel because all his dealings are in cash and there is no visibility for the lending institution into the credit appetite of this vendor. If the vendor started to collect money through digital means like a wallet, this would create a track record of cash flows and this, in turn, would make the individual eligible for loans. Another way in which new age innovative companies are helping the cause is by giving microloans to people in a digital manner and helping bring many more people under the formal financial network. They are able to lend to these individuals because of diversification benefits and the small size of individual loans. The small size of loans is not affecting the economics of lending because technology is helping these companies scale their books at much lower costs than traditional lending companies. As the borrowers start to pay in time he/she creates a track record in the credit bureaus which in turn make them eligible for larger loans from the former channels.

Benefits of Cashless Economy 1. Reduced Maintenance Costs: The logistics and supply chain of cash is costing the exchequer a fortune. The amount of money required in printing cash, its storage, transportation, distribution and detecting counterfeit currency is huge. 2. Transparency in Transactions: Needless to say, electronic transactions or plastic money always leaves a digital proof beneficial for both the taxpayer (consumer) and the tax collector (government). 3. Higher Revenue: A derivative advantage of transparent transactions is collection of tax will increase. Thus generating higher revenue for the government, which in turn will be converted into public welfare policies and schemes.

Pertinent Probes / 65 4. Financial Inclusion: The will to have a cashless economy will promote financial inclusion of the people. It will compel the government to connect all the households with a bank and plastic economy. 5. Lower Transaction Costs: Digital transaction is a boon in terms of processing costs and waiting time. If implemented properly, it will increase the consumption and production rates, thereby improving the economy. 6. Freedom from Cash: Cashless Economy is freedom from cash. You do not need to keep the cash. You can go anywhere freely without any tension of losing your cash from any pickpocketer. 7. Easy Transaction Tracking: Another advantage of a cashless economy is that it will be easy to track all transactions, but there is no way to track the cash-based transactions, from where the money is coming and where the money is going. It can be easily tracked in a cashless transaction. 8. Tracking of Black Money: Another advantage of a cashless economy is that it is easy to track black money and illegal transactions. 9. Track on Illegal Money Laundering: If the cashless transaction can be channelized well then the chances of reducing illegal tender of prostitution, money laundering, drug trafficking and much more. 10. Fall in real Estate Prices: Sky high prices of real estate are because maximum transactions in this sector involve cash transactions and if all these transactions are routed through digital mode, prices of real estate will fall tremendously.

Challenges for Going Cashless However, in a country of 1.3 billion people, not all is perfect and not all is rosy. Going cashless must be an

Pertinent Probes / 66 exponential curve, slow initial buildup then fast paced in later stages, not a digital step signal. That could be counter intuitive to the whole process. India is a large country that needs a change that is systemic and systematic. Here is a list of challenges- 1. High Cash Dependency: India has a high cash penetration in almost all of its transactions that happen as B2C transactions. Total cash flow in the market accounts for 12.04% of the GDP, which is among the highest in developing countries. This goes to show our dependence on cash is acute and it requires time to tackle it. 2. Lack of Digital Infrastructure: The first and foremost requirement of a digital economy is the penetration of internet and smartphone. Although a billion mobile subscriptions (not users), only 30% of subscribers use smartphones. With 370 million mobile internet users, over 70% of them are in cities while 70% of Indian population lives in villages. 3. Skepticism in Merchants: Small time merchants as well as users have high amount of suspicion over plastic money and they need to be educated over the potential benefits of using it. One cannot expect an overnight change in the perception of a majority of Indians over the use of plastic money. Government needs to come out with awareness and incentive schemes to promote digital economy. 4. High Merchant Discount Rate: These are the percentage deducted from each purchase a merchant makes by the card issuing authority or bank. These are volume dependent and are more economical if the merchant is able to sell a large amount of products, thereby beneficial for big merchants. For smaller merchants, it does not provide enough incentive to make the shift from cash

Pertinent Probes / 67 Challenges on the road to becoming A Cashless Society The vast Indian economy which supports and supplies its gigantic population has its own momentum and inertia. While the policy moves and technological developments have made a cashless system possible, it is still far from easy. For the Indian economy to become cashless, every conceivable use of money today must have a digital equivalent or method of purchase; in other words, every shop, merchant, and commercial company that sells to consumers must be able to receive payments digitally. Urban retailers and consumers find the shift to a digital system far more convenient than their rural counterparts, who lack point-of-sale (PoS) card systems or digital payment accounts. Companies have piggy-backed upon the impressive penetration of cell phones into the Indian market, and e- wallets are a great way to cost-effectively allow for this technology to reach every corner of the nation. In such scenario, access and security are the biggest challenges before the digital India movement. Aadhar information is suspected to have been vulnerable at various points in time, and 30 Lakh debit cards were compromised recently, causing substantial chaos. Even commercial players like MobiKwik recently lost over $2.9 Mn (INR 19 Cr) due to a technical glitch, implying that all manner of vulnerabilities could exist. Even though the number of mobile subscribers has recently crossed a billion in India, the Smartphone user base is still only at 300 million. Internet penetration in India will double to over 800 million by 2021, but this would still represent only around 60% of the Indian population. For India to meaningfully realize the promise of a digital economy, it must make a serious effort towards increasing the access of people to the India Stack, and account for the fact that many might not have internet access or smart phones.

Pertinent Probes / 68 It must also develop stronger systems to protect against fraud, theft, and crime. 1. Most of the people in India are unaware of the benefits of transaction through digital mode. 2. Lack of proper infrastructure in the form of internet connections, ATM machines, POS machines etc 3. People don't know how to use their debit or credit cards, mobile wallets etc. well in e-commerce transactions. 4. Big business men who have their interest in promoting cash transactions hinder the promotion of digitalization of Indian economy. 5. Large part of Indian population does not even have accounts in bank. 6. People are still afraid of fraud due to lack of cyber security. 7. New schemes for promoting cashless transactions are not advertised properly.

Initiatives by the Government to promote Cashless India Indian government is also taking steps to promote digital transactions. Even one of the objectives of the very bold step of demonetization was the dream of digital India and to make this dream come true and to promote digital transactions. On 8 December, 2016 our Finance Minister Shri Arun Jaitley announced some benefits that will be given on using digital mode of transactions: 1. On purchase of petrol through credit/debit card, e- wallets or mobile wallet, one will get discount of 0.75%. 2. In villages having population less than 10,000, Central government will extend financial support through NABARD by providing 2 POS devices each to such villages. 3. Regional Rural Banks (RRBs) and Cooperative Banks

Pertinent Probes / 69 will issue Rupay Kisan Card for the kisan credit card holders. 4. If general or life insurance policy is bought or premium is paid online via PSUs website, 10% and 8% discount is allowed. 5. On transactions of upto Rs. 2000 through credit or debit card service tax is exempt 6. On online purchase of railway tickets accidental insurance cover of upto Rs. 10,00,000 shall be given. 7. Paying toll tax at toll plazas on National Highways through RFID card/Fast Tags attracts discount of 10%. 8. Monthly rent by Public sector banks for POS terminal /micro ATMs/mobile POS shall not exceed Rs.100 per month. 9. Transactions charges associated with digital payment shall not pass on to the customer and shall be borne by Central government departments and PSUs. 10. With effect from January 1, 0.5% discount on monthly and seasonal suburban railway tickets purchased through digital mode. 11. If services like catering, accommodation, retiring rooms etc. are purchased through digital mode, the passenger will get discount of 5%.

Conclusion In today's fast growing economy no one has time to wait for days or hours to transmit a message or to stand in queues to withdraw money to pay their bills. Even ladies today are going out to earn and do not even have time to buy grocery. In the face of this situation, going digital is the need of the hour which cannot be avoided. Though many steps have been taken to facilitate digitalization of India and many schemes have been launched but all this is not enough as the goal is very important to achieve and needs huge attention.

Pertinent Probes / 70 References 1. Borhan Omar Ahmad Al-Dalaien (2017) Cashless Economy in India: Challenges Ahead. Asian Journal of Applied Science and Technology (AJAST) Volume 1, Issue 7, Pages 168-174 2. Bharat Khurana (2015). Dream of cashless India. ICV (Index Copernicus Value)

Websites 3. https://economictimes.indiatimes.com/wealth/spend/ going-cashless-is-it-good-for-you/articleshow/ 55908649.cms

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Pertinent Probes / 71 Smart Cards Present and Future Applications

......   Mr. Venkatesh M. Bhat Ms. Manjula D Assistant Professor Assistant Professor Dept. Of Business Administration Dept. of P.G. Commerce S.V.S College Bantwal S.V.S College Bantwal ......

Abstract The ways people communicate and transact business have changed drastically from what it used to be. The advancements in the digital communication and the embedded industry have a great impact on this. Smart card is one technology which is being used in a number of ways around the world. It is a portable storage device used for several applications especially security related ones involving access to system's database for both online and offline. Smart cards have achieved a growing acceptance as a powerful tool for security, identification, and authorization. Financial card issuers are moving to replace magnetic stripe cards to reduce counterfeiting and fraud. To know about the future of smart cards, it is important to discuss about the several aspects and factors. Especially, those resulted due to the rapid advancement

Pertinent Probes / 72 in information and communication technology. This paper highlights the current trends in smart card technology and what is likely to happen in the future. Moreover, the paper addresses usage of smart cards, types, Multipurpose Smart card System, portability, security etc.

Key words : Technology, Smartcard, Security, Portability.

Introduction Smart Cards have been effectively used sometime now. Although the development was initiated Thirty five years ago in 1968, the use of smart cards began in the 1980s and since then the technology evolved at an exponential pace. Replacing the plastic cards with magnetic strips has provided the latest smart cards with durability of more than ten years and increased security. A smart card is nothing but a pocket sized plastic card with an embedded chip that is capable of processing data. Apart from the security features and ease of use, smart cards also provide the user with a safe and effective way to conduct e-business and enjoy the luxury of the value-added services provided by vendors. This has enabled smart cards to make their way into millions of lives.

Study Objectives The study has been designed with the following objectives:  To study the present working system of smart cards.  To know the future applications of smart cards  To identify the challenges faced by smart card users.

Research Methodology The research methodology used in this study is based on secondary data. The data has been collected from few books, websites and journals.

Pertinent Probes / 73 Present Applications of Smart Card  Telecommunications: Smartcards are used extensively in the telecommunication industry worldwide. Eurosmart has reported that 5.4 billion smart cards will ship globally for telecommunications applications in 2016. The prominent use of smart card technology is in the development of SIM card or Subscriber Identity Module. A SIM card provides unique identification to each subscriber and provides network access to each subscriber and manages its authentication.  Domestic: The most frequently used smart card in domestic field is the DTH smart card. This card provides authorized access to the information coming from the satellites. In simple words the card with which we can get access to the Direct to Home TV services is nothing but a smart card. The information is encrypted and decrypted within a smart card.  E Commerce and Retail : Smart cards can also be used to store information like a person's account details, the transaction details and in purchasing goods online by acting as a credit card. Some retailers can use smart cards to retain the loyal customers and provide necessary incentives to them.  Banking Application: The banking industry enjoyed the benefits of magnetic stripe card technology for a long time. However, over the last decade, fraudulent activities were increased by usage of magnetic stripe card which led the bankers to change the stripe card technology. This resulted in the Europay-Mastercard-VISA specification. Most prominent use of smart card in banking application is the replacement of the traditional magnetic stripe based credit or debit card into Master Card and VISA.  Government Applications: Recently smart cards are being used by the government to issue identity cards to individual, which contains all the details of the individual. An example is the recently started Adhar card scheme in India.

Pertinent Probes / 74  Secured Physical Access: Smart cards can be used by organizations or differed public areas to provide authorized access to the employees or other persons to the secured areas. The smart card generally contains identity details of the individual which is scanned and checked. It will be used for different organisational purposes.  Financial Services : Financial institutions are looking to use smart cards to deliver higher value-added services to their customers at a lower cost per transaction. These services include money on a card, corporate card programs, and targeted marketing programs based on analysis of consumers' buying patterns.  Affinity Programs: Airlines, retailers, and other companies that offer a range of ancillary services and loyalty programmes along with their basic product want to use Smart cards to deliver these programmes with a higher level of service, improved ease of use, and at a lower cost. For example, airlines want to use smart cards not only as a vehicle for issuing and carrying tickets - even though the single benefit of being able to securely order/provide a ticket directly to chip cards via the Internet is substantial.

Future Applications of Smart Card The future of smart card technology looks positive and bright. The many potential and exisiting benefits smart cards offer to both private and public sectors increase the interest to have them used for daily usge. As smart cards are more convenient, secure and reduces paper work, organisations and government entities are projected to fully adapt smart card technology. Some of the future applications of smart card are as follows.  Contactless smart card use RFID to communicate with the reader.When in the proximity of the reader, the smart card-reader interface begins which allows data transfer.

Pertinent Probes / 75  As contactless smart cards are in production and have been accepted globally. But what the future holds in a hybrid smart card, one that combines contact and contactless technology of both the previous smart cards  Smart cards will be used for providing secure logging into the organizational network and secure B2B commerce.  It can also be used for storing digital certificate, credentials and passwords and can even support encryption of sensitive data.  The most promising uses of smart cards in future seem to be in using for developing traveller's ID. This ID can hold information regarding the person who holds the card, his travel history and all other relevant data. This can be helpful in reducing hours of security check.  It can be used to store the patient's medical history. Efforts have been made to develop smart cards that stores entire hospital records in just one smart card.  Biometric smart cards show a promising future as the security is enhanced to a great extent. Though the full potential of this technology has not been understood, research has shown that biometric smart cards are the way to go.  Multipurpose smart cards will be used as one-stop source for security and commerce and they can enable users to open doors, access services, manage energy usage, purchase food and merchandise, check out materials and rise the bus. In the future, smart cards could handle multiple tasks for their owners, from providing access to company networks, enabling electronic commerce, storing health care information, providing ticketless airline travel and car rentals, and offering electronic identification for accessing government services such as benefit payments and drivers licenses etc. Smart cards of the future may even stop resembling "cards" as smart card technology is embedded into rings, watches,

Pertinent Probes / 76 badges, and other forms and factors that will make them remarkably convenient to use. In the near future, we believe all PC's and Network Computers will be integrated with smart card readers. These can be implemented either as part of the keyboard or occupying one of drives or perhaps as external units. It is hoped that the smart card of the future will be a PC in pocket size with sensors for biometric features and a human interface.

New challenges in Smart Card Technology As we are using smart cards extensively in this modern era, it is not devoid of drawbacks. It may be through many ways like–attackers, technical problems, fake card issuance and so on.  Easily Lost: Like a credit card and debit card, smart cards are small, light weight and can be easily lost if the person is irresponsible. Unlike credit cards, smart cards can have multiple users and so the lost may cause inconvenience to the users. If you lose a card that doubles as a debit card, bus pass and key to the office, you could be severely inconvenienced for a number of days.  Security: A second disadvantage of using smart cards is the level of security. They are more secured than swipe cards. However, they are not as secure as the general public would believe and there is a chance of forgetting the security code number. This creates a false sense of security and some one might not be as diligent as protecting their card and the details it holds.  Slow Adoption: If used as a payment card, not every store or restaurant will have the hardware necessary to use this card. One of the reasons for this is since the technology is more secure, it is also more expensive to produce and use. Therefore, some stores may charge a basic minimum fee for using smart card for payment, rather than cash.

Pertinent Probes / 77  Possible Risk of Identify Theft : When used correctly for identification purposes, they make the jobs of law enforcement and healthcare professionals easier. However, for criminals seeking a new identity, they are like gold, based on the amount of information it can contain on an individual.  Cost : One of the most significant disadvantsges of smart card technology is the cost. Compared to ordinary card readers, smart card readers can be quite costly, and many businesses find that they are not worth the extra money. In addition to the higher cost, smart card readers are not always compatible with all types of smart cards, or with each other. A number of different smart cards exist, and some of them use proprietary software which is not compatible with other readers. Security is the most important issue in smart cards especially because of various independent parties involved throughout the card's life cycle. This issue is leading to what is now called “splits” in trust. There is need to develop a method in which even without trust none of the parties can cheat one another. Further, to overcome the lack of security provided by passwords or PINs for authentication and access control, some researchers believe that biometric is the best genuine means of authentication. However, due to the significant amount of processing and memory capacity required by this approach, implementing it in smart card remains difficult. Hence, this area needs to be further evaluated to make it suitable for built-in smart card applications. Other important security issues involve further investigation of elliptic curve and quantum cryptography on smart cards.

Conclusion In this paper we have seen a brief overview of the technology of smart cards. We have looked at the present

Pertinent Probes / 78 and future applications of smart card and have explored usage of smart cards in different areas in the modern era. The introduction of smart cards has been so slow because of the lack of standards but now we have them in place and true inter operability between cards, vendors and applications is becoming a truth. We have also enumerated the various challenges faced by the card holders and measures to be taken to overcome the problems.

Reference 1. P.T. Joseph,S.J. (2015), E-Commerce an Indian perspective, 5th edition, PHI Learning Pvt. Limited, Dehli 2. Elias M. Awad, (2015), Electronic Commerce From Vision to Fulfillment, 3rd edition, PHI Learning Pvt. Limited, Dehli 3. https://en.m.wikipedia.org/wiki/smart_card 4. https://www.smartcardbasics.com/smart-card-security.html

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Pertinent Probes / 79 Mutual Fund An Opportunity for a Secured Life A Case Study

......   Louis Manoj Ambrose Bhagyashree R Asst Professor Guest Faculty Dept of Commerce & Management Govt. First Grade College, Kavoor, Mangaluru – 575015......

A mutual fund is a professionally managed investment fund that pools money from many investors to purchase securities. These investors may be retail or institutional in nature. Essentially, the money pooled in by a large number of people(or investors) is what makes up a Mutual Fund. This fund is managed by a professional fund manager. It is a trust that collects money from a number of investors who share a common investment objective. Then, it invests the money in equities, bonds, money market instruments and/or other securities. Each investor owns units, which represent a portion of the holdings of the fund. The income/gains generated from this collective investment is distributed proportionately amongst the investors after deducting certain expenses, by calculating a scheme's “Net Asset Value” or NAV. So, Mutual Fund is one of the most viable

Pertinent Probes / 80 investment options for the common man as it offers an opportunity to invest in a diversified, professionally managed basket of securities at a relatively low cost. Many of us dread the thought of managing our own investments. With a professional fund management company, people are put in charge of various functions based on their education, experience and skills.

Objectives 1. To create awareness of an investment option in Mutual fund. 2. To study the intricacies of mutual funds like, types, when to invest, how much to invest, who keeps a track of our returns, etc. 3. To put forth the growth of select mutual funds over a period of time.

Basics/ Principles of any investment: 1. Diversification. 2. Discipline and regularity are the key to success in investment. 3. Tax efficiency 4. Inflation adjusted returns. Interestingly Mutual Fund covers almost all principles that an investment must deliver. It is a well-diversified investment avenue as the Fund Manager (in charge of the fund money) takes care of the fund money and invests in different sectors be it in equities or debts/bonds or any other. Discipline and regularity is a key feature of MF as the amount more so is invested through SIP/STP. Types of MF decided whether, the fund is tax efficient or for long term perspective and it goes without saying that the direct investment in equities or indirectly through MF has always taken care of returns post inflation.

Pertinent Probes / 81 Hence, Mutual Funds forms the best investment avenue for a large number of investors who have surplus funds but either have no knowledge of stock market or no time to keep track of it.

Whether you invest on your own or seek the help of a professional As an investor, you can either manage your finances yourself or hire a professional firm. You opt for the latter when, You do not know how to do the job best – many of us hire someone to file our income tax returns, or almost all of us get an architect to do our house.You do not have enough time or inclination. It's like hiring drivers even though we know how to drive. When you are likely to save money by outsourcing the job instead of doing it yourself. Like going on a journey driving your own vehicle is far costlier than taking a train.You can spend your time for other activities of your choice / liking Professional fund management is one of the best benefits of Mutual Funds. Given these benefits, there is no reason why one should look at any other investment avenue.

How Much to Invest? This question is basically a reference to the capacity of an individual to invest for an indefinite period. MF investments starts as low as 500 p.m. on a SIP basis. The investment thereafter is done in multiples of 100. The investor instead of investing entire amount in one fund can have multiple funds and also a mix of debt and equity keeping in mind liquidity and long term investment perspective. Also, a mix of open ended and closed ended MF can be taken into consideration.

When do we invest in Mutual Fund? There is a beautiful Chinese proverb, “The best time to

Pertinent Probes / 82 plant a tree was twenty years ago. The second best time is now.” There is no reason why one should delay one's investments, except, of course, when there is no money to invest. Within that, it is always better to use Mutual Funds than to do-it-oneself. There is no minimum age when one can start investing. The moment one starts earning and saving, one can start investing in mutual funds. In fact, even kids can open their investment accounts with mutual funds out of the money they receive once in a while in form of gifts during their birthdays or festivals. Similarly, there is no upper age for investing in mutual funds. Mutual Funds have many different schemes suitable for different purposes. Some are suitable for growth over long periods, whereas some may be for those in need of safety with regular income, and some provide liquidity in the short term, too. Whatever stage of life one is in, or whatever one's requirements, mutual funds may have solutions for each one.

Net Asset Value A fund's net asset value (NAV) equals the current market value of a fund's holdings minus the fund's liabilities. (This figure may also be referred to as the fund's "net assets"). It is usually expressed as a per-share amount, computed by dividing net assets by the number of fund shares outstanding. Funds must compute their net asset value according to the rules set forth in their prospectuses; most compute their NAV at the end of each business day. Valuing the securities held in a fund's portfolio is often the most difficult part of calculating net asset value. The fund's board typically oversees security valuation.

Pertinent Probes / 83 Types of Mutual Fund Various types of mutual funds exist to cater to different needs of different people. Basically, they are of three types of mutual fund. a. Equity or Growth Funds  These invest predominantly in equities i.e. shares of companies. The primary objective is wealth creation or capital appreciation. They have the potential to generate higher return and are best for long term investments.  Examples:“Large Cap” funds which invest predominantly in companies that run large established business  “Mid Cap” funds which invest in mid-sized companies.  “Small Cap” funds that invest in small sized companies  “Multi Cap” funds that invest in a mix of large, mid and small sized companies.  “Sector” funds that invest in companies that are related to one type of business. For e.g. Technology funds that invest only in technology companies  “Thematic” funds that invest in a common theme. For e.g. Infrastructure funds that invest in companies that will benefit from the growth in the infrastructure segment  Tax-Saving Funds also known as ELSS (Equity Linked Savings Scheme). b. Income or Bond or Fixed Income Funds  These invest in Fixed Income Securities, like Government Securities or Bonds, Commercial Papers

Pertinent Probes / 84 and Debentures, Bank Certificates of Deposits and Money Market instruments like Treasury Bills, Commercial Paper, etc.  These are relatively safer investments and are suitable for income generation.  Examples would be Liquid, Short Term, Floating Rate, Corporate Debt, Dynamic Bond, Gilt Funds, etc. c. Hybrid Funds  These invest in both Equities and Fixed Income, thus offering the best of both, Growth Potential as well as income generation.  Examples would be Aggressive Balanced Funds, Conservative Balanced Funds, Pension Plans, Child Plans and Monthly Income Plans, etc.

Which is the right MF for me? Once an investor has decided to invest in mutual funds, he has to make a decision of which scheme to invest in – Fixed Income, Equity or Balanced and which Asset Management Company (AMC) to invest with? Firstly, discuss freely with your advisor what your objective is, what time period you're comfortable with, and what your risk appetite is. Decisions on which fund to invest in would be made based on this information. If you have a long term objective – say, retirement planning, and are willing to assume some risk, then an Equity or Balanced Fund would be ideal. If you have a very short term objective – say, money to be kept aside for a couple of months; a Liquid Fund would be ideal. If the idea is to generate regular income, then a Monthly Income Plan or an Income Fund would be recommended.

Pertinent Probes / 85 After deciding on the type of fund to invest in, a decision on the specific scheme from an AMC would have to be made. These decisions are usually made after ascertaining the AMC's track record, suitability of scheme, portfolio details, etc. Scheme Factsheets and Key Information Memorandum are two documents that every investor needs to peruse before investing. If one needs detailed information then one should look at Scheme Information Document. All of these are easily accessible at every mutual fund's website.

Who keeps a record of My Investment? All mutual funds in India are regulated by the Securities and Exchange Board of India (SEBI). Mutual Fund regulations clearly define the roles and responsibilities of Asset Management Companies (AMC) and custodians. It's vital to remember that every investor has to complete an effective KYC process before investing. Therefore, only bonafide investors with a valid PAN card can invest in mutual fund schemes. Such investors also provide bank details so that all redemption proceeds are directly credited to an investors own account. SEBI also ensures that all AMCs are supervised by a board of trustees, some of whom, have to necessarily be independent individuals. These trustees ensure one more level of safeguards and compliance. Regulations and safeguards ensure that it can never ever be misappropriated and diverted, and that, no one will run with your money. Mutual funds have advantages and disadvantages compared to direct investing in individual securities. The primary advantages of mutual funds are that they provide economies of scale, a higher level of diversification, they provide liquidity, and they are managed by professional investors. On the negative side, investors in a mutual fund must pay various fees and expenses.

Pertinent Probes / 86 Advantages  Increased diversification: A fund diversifies holding many securities; this diversification decreases risk.  Daily liquidity: Shareholders of open-end funds and unit investment trusts may sell their holdings back to the fund at regular intervals at a price equal to the NAV of the fund's holdings. Most funds allow investors to redeem in this way at the close of every trading day.  Professional investment management: Open-and closed-end funds hire portfolio managers to supervise the fund's investments.  Ability to participate in investments that may be available only to larger investors. For example, individual investors often find it difficult to invest directly in foreign markets.  Service and convenience: Funds often provide services such as cheque writing.  Government Oversight: Mutual funds are regulated by a governmental body  Transparency and ease of comparison: All mutual funds are required to report the same information to investors, which makes them easier to compare

Disadvantages  Mutual funds have disadvantages as well, which include:  Fees  Less control over timing of recognition of gains  Less predictable income  No opportunity to customize.

Pertinent Probes / 87 Entry and Exit from Mutual Funds Entry and exit from Mutual Funds depends on the type of mutual fund invested in. We have closed end mutual funds and open ended mutual funds Closed-end funds generally issue shares to the public only once, when they are created through an IFO (Initial Fund Offering). Their shares are then listed for trading on a Stock Exchange. Investors who want to sell their shares must sell their shares to another investor in the market; they cannot sell their shares back to the fund. The price that investors receive for their shares may be significantly different from NAV; it may be at a "premium" to NAV (i.e., higher than NAV) or, more commonly, at a "discount" to NAV (i.e., lower than NAV). Unit investment trusts (UITs) are issued to the public only once, when they are created. UITs generally have a limited life span, established at creation. Investors can redeem units directly with the fund at any time (similar to an open-end fund) or wait to redeem them upon the trust's termination. Less commonly, they can sell their shares in the open market. Unlike other types of mutual funds, unit investment trusts do not have a professional investment manager. Their portfolio of securities is established at the creation of the UIT. Exchange-traded funds (ETFs) are structured as open- end investment companies or UITs. ETFs combine characteristics of both closed-end funds and open-end funds. ETFs are traded throughout the day on a stock exchange. An arbitrage mechanism is used to keep the trading price close to NAVof the ETF holdings.

Comparative Analysis of Top performing Mutual Funds: Here, we have considered top two performing MF in the market, i.e., IDFC Premier Equity Fund and Parag Parikh Long Term Equity Fund.

Pertinent Probes / 88 Particulars IDFC Premier Parag Parikh Long Equity Fund Term Equity Fund

Inception date 28th Sept 2005 27th May 2013 Type of Fund Equity (Growth) Equity (Growth) NAV - 28th Feb 2018 94.3831 23.5640 Average Returns (%) 20.13% 20.41% Expenses ratio 2.00% 2.15% Minimum Investment 2,000p.m. 1,000p.m. Assets under Mgt as on 5,922.16 crores 1,021.59 crores 28th Feb 18 Exit Load (if redeemed 1% 0.75% within one year from the date of allotment).

The mutual funds presented above has been consistent in the returns from the date of its inception. The following table presents a comparative analysis of the CAGR Return (%) over a time horizon of last 5 years.

Scheme Name 1 year 3 year 5 year Inception name 2013 2016 2018 2005 IDFC Eq Fund 28.48 10.87 19.61 20.13 BSE 500 33.24 11.98 16.46 14.03 NIFTY 30.48 9.10 14.18 13.77

Scheme Name 1 year 3 year 5 year Inception

name 2013 2016 2018 2013 PP Eq Fund 21.02 22.05 18.20 20.41 BSE 500 20.54 18.20 14.54 17.76 NIFTY 21.41 20.10 16.50 19.34

Pertinent Probes / 89 The above numbers can be presented in a chart as follows:

Analysis From the above numbers and the chart, we can say that both these funds have given returns above the benchmark indicators like BSE & NIFTY and thereby has contributed to

Pertinent Probes / 90 the wealth of an investor. There a number of other mutual funds that have bettered the benchmark but for the sake of the study only the above two funds, IDFC Premier Equity fund and Parag Parikh Long Term Equity fund was considered.

Conclusion The concept of financial discipline and financial literacy has not percolated in the minds of a large section of our society. If we have excess money beyond our expenses, why not invest/ park in a flexible scheme where such money can give handsome returns in the due course of time. Investment avenues are plenty, but one that gives easy liquidity is Mutual Funds. Investment in mutual fund provides opportunities for a secured life provided it is done through Systematic Investment Plans (SIP) and not a onetime investment and importantly to stay invested for a long period of time.

Reference 1. Goetzmann, William N.; Rouwenhorst, K. Geert (2005). The Origins of Value: The Financial Innovations that Created Modern Capital Markets. (Oxford University Press, ISBN 978-0195175714)) 2. K. Geert Rouwenhorst (December 12, 2004), "The Origins of Mutual Funds", Yale ICF Working Paper No. 04-48. 3. Fink, Matthew P. (2008). The Rise of Mutual Funds. Oxford University Press. 4. Pozen and Hamacher (2015), pp. 10–14. 5. “2017 Investment Company Factbook”. Investment Company Institute. 2017. 6. Pozen, Robert; Hamacher, Theresa (2015). The Fund Industry: How Your Money is Managed (2nd edition.). Hoboken, NJ: Wiley Finance. pp. 45. ISBN 9781118929940. 7. http//www.wikipedia.org//mutual funds, accessed on 14th March 2018.

Pertinent Probes / 91 8. http//www.moneycontrol.com//mututalfunds, accessed on 14th March 2018. 9. http//www.idfcmutualfunds.org, accessed on 14th March 2018. 10. http//www.ppfas.org, accessed on 14th March 2018.

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Pertinent Probes / 92 Mobile Banking towards Financial Performance

......  Prof. Shashikala K. Assistant Professor Department of Commerce Govt. First Grade College, Bantwal ......

Introduction Mobile Banking or M-Banking has become the buzz word in the industry. It's a fact that Internet Banking has given a start and has shown a way to consider it as a good alternative against physical branch banking. Now we can access bank account and can do lot more things like checking account balance, transfer money to some other account, pay the utility bills online and many more, just by being at home or office. But, the disadvantage of Internet Banking is that we must have the internet connectivity and a computer. Definitely it's not a hindrance in the US or Europe or in the developed countries, but for a developing county like India, it's a genuine problem more specifically in the smaller cities. This is where the Mobile Banking pitches in to address the basic limitation of Internet Banking. In the Asian subcontinent the availability of mobile

Pertinent Probes / 93 connectivity is large. Where you may not find a landline telephone or an internet connection, but still in those remote places get mobile connectivity and this is not a major problem today. Thus Mobile Banking has given the traditional banking a newer look "Anywhere Banking". Now we don't need a PC or a laptop with internet connectivity, but just you need is a cell phone with you with an Internet data pack. Considering the Asian economy countries like China, India and Korea have seen the mobile boom in last one decade. The advantage that Mobile Banking provides to the banks is that it helps to cut down the costs as it's even more economic than providing tele-banking facilities where banks have to keep number of tele-callers. Mobile Banking also helps banks to upgrade the quality of services and nature of customer relationship management. Using Mobile Banking, banks can communicate to the defined cluster of clients. The offers can be customized and this personalization can give the banking industry a huge mileage, even at a lower cost. Again, using the same mobile channels, banks can up-sell and cross-sell their highly complex financial products to the specific set of customers which can be coupled with the selling strategies of Credit Cards, Home Loans and Personal Loans etc.

Two categories of Mobile Banking are (A) Service Provided: Service can be any of the two, either Enquiry Based or Transaction Based. For example, Account Balance Enquiry or a Cheque Book Requisition can be the good examples of Enquiry Based Services where a Fund Transfer or a Bill Payment is a Transaction Based activity. (B) Depending on the Originator: Here again there are two different types of services; Push and Pull, depending on the nature of the originator. A Push based service is from the Bank to the Client and vice versa. For example, Bill Payment

Pertinent Probes / 94 Alert can be a Push based service, when getting Recent Account History is a Pull based one. Financial Services are generally complex and need a lot of trust for the consumer to use technology. Banks have changed from paper-based banking solutions provider to the latest of the technologies like online-banking, mobile-banking, etc. Customers across the world, even technologically optimists, have refrained from using technology aided solutions. There are many reasons why technology has not been able to ride the acceptance wave and cross the hurdle and become an acceptable feature in banking. As today's banking has redefined itself as customer centric, it becomes more important that the customer is happy with the services being provided. Unfortunately, the acceptance and adoption rates are very low even in the case of educated customers. The paper looks at various factors which explain why consumers are not using mobile banking and other technologies in banking. It would also try to suggest why people are not currently using mobile banking and try to suggest how to overcome this problem and increase the acceptance levels. Define the information related to accounts and following are the main services of accounts. a) Mini-statements and checking of account history b) Alerts on account activity c) Monitoring of term deposits d) Access to loan statements/card statements e) Mutual funds/equity statements f) Insurance policy management g) Pension plan management Payments and Transfers: define the information about the payments and transfers activities like bill payment process. a) Domestic and international fund transfers b) Micro-payment handling

Pertinent Probes / 95 c) Mobile recharging d) Commercial payment processing e) Bill payment processing Investments Details: defines the information related to investments services. a) Portfolio management services b) Real-time stock quotes c) Personalized alerts and notifications on security prices Support d) Status of requests for credit, including mortgage approval, and insurance coverage e) Check (cheque) book and card requests f) Exchange of data messages and email, including complaint submission and tracking Technologies behind Mobile Banking Mobile Banking is being deployed using mobile applications developed on one of the following emerging technologies.

Interactive Voice Response (IVR) Banks use the IVR Technology: - Interactive Voice Response service operates through pre-specified numbers that banks advertise to their customers. Customer's make a call at the IVR number and are usually greeted by a stored electronic message followed by a menu of different and multiple options. Customers can choose any options by pressing the corresponding number in their keypads, and then read the regarding information, mostly using a text to speech program. Mobile banking based on IVR has some limitations that they can be used only for Enquiry based services. Also, IVR is more costly as compared to other channels as it involves making a voice call which is generally costlier when sending a text message or making data transfer. One way to enable IVR is by deploying a PBX system that can host IVR dial plans. Banks looking to go the low cost way should consider evaluating Asterisk, which is an open source Linux PBX system SMS uses the popular text-messaging standard to enable mobile application based banking. The way this works is that the

Pertinent Probes / 96 customer requests for information by sending an SMS containing a service command to a pre-specified number. The bank responds with a reply SMS containing the specific information. For instance, if any customer wants to gets any information regarding his/her account balance. customer can use a hand held mobile and customers of the AXIS Bank in India can get their account balance details by sending the keyword 'AXISBAL' and receive their balance information again by SMS.

There are other services of IVR a) Bank and stock account balances and transfers b) Surveys and polls c) Office call routing d) Call center forwarding e) Simple order entry transactions f) Selective information lookup (movie schedules, etc.) g) Mobile—Pay-As-You-Go account funding; registration; mobile purchases h) Banking—balance, payments, transfers, transaction history i) Retail & Entertainment—orders, bookings, credit & debit card payments j) Utilities—meter readings Travel—ticket booking, flight information, check-in Weather forecasts, water, road and ice conditions

Short Messaging Service (SMS) SMS Banking initiatives permit you to access your Bank accounts and carry out various banking transactions and Services. If you have a mobile phone, you can use the SMS facility and conduct the following operations using the messaging services of your service provider. a) Balance Enquiry

Pertinent Probes / 97 b) Last Few Transactions c) Cheque Paid Status d) Suspend ATM / Debit Card e) Loan Balance Enquiry f) Deposit Service Presently SMS Alert facility is free to the customers. There are two types of services available namely SMS PUSH Alerts and SMS PULL Alerts. There are different types of PUSH Alert services. SMS Banking sends many alert facilities to customers. If any customer facing some following situation than SMS provide following Services. a) To send an alert when the account balance goes above the maximum balance specified by the customers. b) To send an alert when the transaction amount credited is Rs. 5,000 and above or the amount specified by the customer, whichever is higher. c) To send an alert when the transaction amount is debited. d) To send an alert when a cheque is bounced. e) The send an alert when the outstation cheque is realized. f) To send an alert when a cheque deposited by the customer gets returned un paid.

Pull Alert Services are a) Account balance enquiry b) Mini statement request c) Electronic bill payment d) Transfers between customer's own accounts, like moving money from a savings account to a current account to fund a cheque e) Stop payment instruction on a cheque f) Requesting for an ATM card or credit card to be suspended g) De-activating a credit or debit card when it is lost or

Pertinent Probes / 98 the PIN is known to be compromised h) Foreign currency exchange rates enquiry i) Fixed deposit interest rates enquiry.

Wireless Access Protocol (WAP) WAP is a global standard produced by WAP forum founded in 1997 with the help of Nokia, Ericsson, Motorola and Unwired Planet. There are two different editions: WAP 1.x and WAP 2.x Banks maintain a WAP site which is similar to internet banking. Which customer's access using a WAP compatible browser on their mobile phones. WAP sites provide the familiar form based interface and can also implement security quite effectively. The customers can now have an anytime, anywhere access to a secure reliable service that allows them to access all enquiry and transaction based services and also more complex transaction like trade in securities through their phone A WAP based service requires hosting a WAP gateway. Mobile Application users access the bank's site through the WAP gateway to carry out transactions, much like internet users access a web portal for accessing the banks services. The following figure demonstrates the framework for enabling mobile applications over WAP. The actual forms that go into a mobile application are stored on a WAP server, and served on demand. The WAP gateway forms an access point to the internet from the mobile network.

Standalone Mobile Application Clients Standalone mobile applications are the ones that hold out most promise as they are most suitable to implement complex banking transactions like trading in securities. They can be easily customized according to the user interface complexity supported by the mobile. In addition, mobile applications enable the implementation of a very secure and

Pertinent Probes / 99 reliable channel of communication. One requirement of mobile applications clients is that they require to be downloaded on the client device before they can be used, which further requires the mobile device to support one of the many development environments like J2ME. J2ME is fast becoming an industry standard to deploy mobile applications and requires the mobile phone to support Java. The major disadvantage of mobile application clients is that the applications needs to be customized to each mobile phone on which it might finally run.

Mobile Banking -Positive Impact Reduction in Cost: The biggest advantage of mobile banking offers to banks is that it drastically cuts down the costs of providing service to the customers. For service providers, Mobile banking offers the next surest way to achieve growth. Countries like India where mobile penetration is nearing saturation, mobile banking is helping service providers increase revenues from the now static subscriber base. Service providers are increasingly using the complexity of their supported mobile banking services to attract new customers and retain old ones. To Control Fraud: A very effective way of improving customer service could be to inform customers better. Credit card fraud is one such area. A bank could, through the use of mobile technology, inform owners each time purchases above a certain value have been made on their card. This way the owner is always informed when their card is used, and how much money was taken for each transaction. Reminder Facility: Similarly, the bank could remind customers of outstanding loan repayment dates, dates for the payment of monthly installments or simply tell them that a bill has been presented and is up for payment. The customers can then check their balance on the phone and authorize the

Pertinent Probes / 100 required amounts for payment The customers can also request for additional information. They can automatically view deposits and withdrawals as they occur and also pre- schedule payments to be made or cheques to be issued. Similarly, one could also request for services like stop cheque or issue of a cheque book over one's mobile phone Easy to Avail the Services: A mobile is almost always with the customer. As such it can be used over a vast geographical area. The customer does not have to visit the bank ATM or a branch to avail of the bank's services. Research indicates that the number of footfalls at a bank's branch has fallen down drastically after the installation of ATMs. As such with mobile services, a bank will need to hire even less employees as people will no longer need to visit bank branches apart from certain occasions. With Indian telecom operators working on offering services like money transaction over a mobile, it may soon be possible for a bank to offer phone based credit systems. This will make credit cards redundant and also aid in checking credit card fraud apart from offering enhanced customer convenience. The use of mobile technologies is thus a win- win proposition for both the banks and the bank's customers. Security Features: Customer will receive the alerts only in the mobile number, which he has registered with bank. Moreover the sensitive information such as account number is not sent as a whole. But only the last six digits and account type will be sent to the customer. The customer can receive his account balance and transactions only when the request is received from the mobile phone number registered us and duly authenticated by the 4 digit Code Number, which will be provided when PULL Alert services are introduced. The mobile phone number and the Code number from which the service is accessed will serve as a User ID and password for authentication. The code number has therefore to be kept confidential

Pertinent Probes / 101 Negative impact of Mobile Banking Security: Security experts generally agree that mobile banking is safer than computer banking because very few viruses and trojans exist for phones. That does not mean mobile banking is immune to security threats, however mobile users are especially susceptible to a phishing-like scam called "smishing." It happens when a mobile banking user receives a fake text message asking for bank account details from a hacker posing as a financial institution. Many people have fallen for this trick and had money stolen through this scam. Online banking is usually done through an encrypted connection so that hackers cannot read transmitted data, but consider the consequences if the mobile device is stolen. While all banking applications require the customer to enter a password or PIN, many people configure their mobile devices to save passwords, or use insecure passwords and PINs that are easy to guess. Compatibility: Mobile banking is not available on every device. Some banks do not provide mobile banking at all. Others require you to use a custom mobile banking application only available on the most popular smart phones, such as the Apple IPhone and RIM Blackberry. Third-party mobile banking software is not always supported. If you do not own a smart phone, the types of mobile banking you can do are usually limited. Checking bank account balances via text message is not a problem, but more advanced features such as account transfers are generally not available to users of "dumb phones." Cost : Network service charges quickly add up. The cost of mobile banking might not appear significant if you already have a compatible device, but you still need to pay data and text messaging fees. Some financial institutions charge an extra fee for mobile banking service, and you may need to pay a fee for software. These extra charges quickly add up, especially

Pertinent Probes / 102 if you access mobile banking often. In may 2011, RBI recorded more than INR 0.91m in mobile transactions while the total amount of transaction stood at INR 1.28 billion. In the same period in May 2012, the amounts were INR 2.86 billion from a total of INR 3.34 million. This actually shows a growth rate of 200%. All Indian banks taken into account have more than 900 million mobile banking subscribers. The RBI is the prime regulatory body for mobile banking and only the licensed banks are permitted to offer mobile banking. As of today, there are 78 banks including few Urban Corporative Banks (UCBs) and Regional Rural Banks (RRBs) that allow mobile transactions but the growth in the number of takers have been encouraging The RBI said the reason for the slow take-up can be put down to a number of factors. “Apart from the low levels of awareness and acceptance, the challenges in a faster growth can be attributed to the factors like inability of banks to seed the mobile number with the account number, compatibility of handsets with the mobile banking application, absence of collaboration and revenue sharing models between banks and mobile network operators (MNOs) and inability to get the Unstructured Supplementary Data channel in operation for mobile banking.”

Suggestions on Mobile Banking Concept To make mobile banking more popular, combined efforts by the banks and cellular services are required. Some of the suggestions towards achieving mobile banking usage popular among customers are listed below; Mobile banking adoption requires technologically efficient as well as cheap, reliable and secure technology development. Mobile banking technology must be efficient and quick as well as easy to understand and use.

Pertinent Probes / 103 Bank can develop m-banking software in regional language and can use most commonly used phrases, name and shortcuts in the software. Telecommunication department and cellular service providers can extend their network coverage in rural and remote areas to facilitate communication and mbanking also. The government can provide conditional financial support to cellular service providers to extend such networks in rural areas. Banks have to provide operational knowledge of m- banking through SMS, WAP and IVR separately. Banks must arrange demo-fares to customers at counters Banks are to provide posters consisting list of services provided by mobile banking at appropriate places. Scope for future research in Mobile Banking To explore the profitability associated with mobile banking technology. To investigate adoption - enhancing and adoption inhibiting factors across various mobile phone services. To study the issues and problems of adoption and usage of mobile banking services among Indian customers. To analyse the extent of m-banking customers in various bank groups. To have a comparative study between users and non users of mobile banking.

Conclusion Mobile banking usage is predominant among younger age groups who had completed atleast higher secondary level of education. It was used mainly for 'checking SMS alert on bank transactions'. The customers felt that mobile banking was easy to learn but wanted the banks to be fair in customer service policies following transactions. They also expected 'security' in the usage of mobile banking. Perceived risk was

Pertinent Probes / 104 found to be the resistant factor in the adoption of mobile banking. Technology resistance factors played a strong role in the formation of intention to use mobile banking. It is imperative for the banks, tele communication department and cellular service providers to take cognizance of these factors and develop appropriate strategies to minimize their impact. Perceived use, perceived ease of use together with attitude significantly determined the intention to adopt mobile banking. To induce the potential customers to try out mobile banking, banks have to follow better marketing structure and inform the customers the benefits of mobile banking. Further banks have to work in the minimization of risk related to day- to- day transactions performed through mobile devices to enable customers to build up trust in the banking services being offered. In the advent of IT revolution, innovative and quality services are the survival factors to meet the requirement of global competition.

References 1. Dr. Vinod Kumar Gupta (2013) International Journal of Scientific and Research Publications. 2. Nitin Nayak (2014) A Study of adoption behavior of Mobile Banking services by India Consumer. 3. S Arputharaj,(2016). Advantages and Disadvantages of Mobile Banking In India. National Conference on Emerging Business Strategies in Economic Development – Special issue - December.

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Pertinent Probes / 105 Transforming India-Sustainable Development through Digitalization - A study on the acceptance and awareness of youth on digital society in Puttur Taluk ......  Dr. Vijaya Saraswathi Co-ordinator, Assistant Professor Post-Graduation Department (M.Com) Vivekananda College, Puttur ......

Digital India is a concept that is gaining wide importance these days. Various kinds of develop- ments and changes in the financial sector have led to the emergence of the concept of E-Money which is termed as electronic money. The physical use of cash is declining day by day since the main idea now is to have cashless transactions. Most of the developed economies are following this system and India being a fast developing country is not an exception to this system. Demonetization- which was launched by the government recently also aims at cashless economy and is its subsidiary objective. Hence when the country is trying to bring change, how far is the youth ready to accept this change and also how far they are aware about the various digital programs introduced by the Government are studied here. It's time that the youth realizes its duty towards making India Digital and encouraging cashless transactions. If

Pertinent Probes / 106 we sincerely take up this practice, soon we will be one of those developed countries where most of the financial transactions are done on a cashless basis. Also by doing so, we would be able to increase our customer base and make the idea of Digital India come true. The growth story of India at the global level due to digitalization and other economic reforms brought a new image to the country. The last three years have laid the foundation for the progress of the nation through various programs. For the sustainable development of the nation and for economic growth, the government initiated rural develop ment programs such as PMJDY, Pradhan Mantri Gram Sadak Yojana (PMGSY), digital literacy programs etc. The efforts include not only government programs but also private sector industries and businesses which invest and contribute to the agricultural growth. The digital India programs aim to transform India into digitally empowered society by concentrating on digital literacy and digital resource. India is seen as one of the fast developing countries and hence a lot of developmental changes have taken place in the recent years. It's a dream to see our country carry out monetary transactions on a cashless basis in the way the developed countries like the US carry out their financial activities. Cashless transactions reduce the circulation of hard cash in the hands of people. This helps to avoid the problems such as black money, tax evasion by people, etc. These are the severe problems our country is facing as a result of which our level of growth becomes stagnant.

Objective of the study The following are the main objectives of the study 1. To identify various digital India programs launched by the government of India. 2. To analyse the role of digital innovations in

Pertinent Probes / 107 transforming India 3. To analyse the acceptance and awareness among youth of these concepts.

Methodology and Scope of the Study The study used both primary and secondary data to analyze the objectives framed and to obtain the findings. As a source of primary data a structured questionnaire was prepared. It was administered to 50 respondents in Puttur Taluk of Dakshina Kannada district. To investigate the significant perception on digitally empowered society, and the awareness on various programs launched by the government of India, respondents were selected on convenience sampling basis. For secondary data and information, books and journals, are consulted. Based on the primary data and secondary data recommendations are made.

Limitation The Government of India has introduced number of digital India programs. However here in this study only selected programs were analysed.

Digital India-A way towards new India A series of initiatives have been taken by the government to make the country digitally empowered. Further number of digital payment platforms are also launched. The Demonetization, anti-corruption measures like Income declaration scheme, GST, BHIM APP, Rupay cards etc are introduced to encourage people to go more with cash less transactions.

1. Pradhan Mantri Jandhan Yojana- As a financial inclusion program PMJDY was introduced in the year 2014. Under this program citizens are encouraged to own an account with zero balance. Further it aimed at transferring

Pertinent Probes / 108 all government subsidy directly to the account under Direct Benefit Transfer(DBT) scheme. It also provides the account holder an insurance benefit and Overdraft facility. This is a great move by the government to provide financial independency to the citizens. 2. Bharath Broadband: To promote digital literacy and digital infrastructure digital India campaign launched Bharath Broadband. By realizing the importance of infrastructural needs the government is committed to launch Bharath broadband whereby it aimed at connecting 2.5lakh panchayaths to the internet. By January 2017, 16,355 gram panchyaths have been provided with this connectivity. 3. Schemes for balanced development of the society: The various schemes such as Beti Bachao Beti Padavo, Pradhan Mantri Gram SadakYojana, Atal Pension Yojana, MUDRA Bank Yojana, Sukanay Samridhi Yojana were launched for the well balanced development of all sections of the society. To touch the untouched i.e. poor, farmers and the women efforts are made. 4. Digital Payments and E-wallets.: E-Money is a concept which is gaining wide range of importance these days especially after demonetization and various banking reforms. During post demonetization, the importance given to E- Money is on the rise. E-Money is nothing but using electronic means for carrying out various kinds of monetary transactions like payments, transfer, etc. These transactions are not carried out in the traditional type of banking. Various E-Money wallets are made use of. Also it would include the use of debit cards and credit cards to carry out activities of day to day transactions.

Analysis and Findings Based on the study carried out following observations are made.

Pertinent Probes / 109 Table No.1- Awareness of digital India Programs Response Number Percentage (%) Yes 40 80 No - - To some extent only 10 20 total 50 100

Analysis A question was asked regarding the awareness on digitalIndia programs. 80% of the respondents said that they were aware of these programs.Whereas 20% of them said they know only to some extent. So it is very clear that people especially youth are aware of digital India programs. Table No.2- Use of digital payment modes (e-wallets) to make payments Response Number Percentage (%) Yes 30 60 No 10 20 Sometimes only 10 20 Total 50 100

Pertinent Probes / 110 Analysis When a question was asked with regard to using E- Money, 60% of the respondents said that they use E-Money wallets whereas 20%each said that they either don't use this provision or use it sometimes only. Table No.3: operation of e-wallets Response Number Percentage (%) Easy 30 60 Difficult 10 20 To a certain extent only 10 20 Total 50 100

Analysis A question regarding the easiness in using E-Money wallets was asked to the respondents. In that 60% said that using E-Money is easy. 20% said that it was easy to a certain extent only and the remaining 20% said that they did not find this provision easy. From the study it is found that even after a year of demonetization and digital India campaign people need more awareness programs about its operation. Table No.4- Opinion on digital India programs Response Number Percentage (%) Good 40 80 Satisfactory 10 20 Bad - - Total 50 100

Pertinent Probes / 111 Analysis Of the 50 respondents, majority i.e.40 respondents (80%) opinioned that digital India programs will really help the country to transform and also help in economic growth. The remaining 20 % opinioned that the programs were not reached the common man.

Table No.5- Support the idea of cashless or digital India Response Number Percentage (%) Yes 45 90 No - - To a certain extent only 5 10 Total 50 100

Pertinent Probes / 112 Analysis With regard to the support of youth towards the plan of having a cashless India and digital India 90% said that they would support this system and only 10% said that their support to this new system would be only to a certain extent. Further they added the system is not properly channelized. The system of operation will become successful when each and every citizen s given awareness on the same. Today it is not possible to use all these programs because of illiteracy and other limitation, They opinioned that the program will be of use when it reaches all sections of the society.

Table No.6-Digital India a – A way towards transformation Response Number Percentage (%) Yes 45 90 No - - Don't know 5 10 Total 50 100

Analysis 90 % of the respondents answered that the initiative of the government through digital India program will really help the country to transform. The economic growth is possible through this program. However, 10 percent said that there are other areas, which need improvement.

Pertinent Probes / 113 Major Findings : The major findings of this study are as follows  The youth are aware of digital India programs. 80% of the respondents have awareness and knowledge about various programs launched by the Government of India.  60% of the respondents said that they use E-Money wallets whereas 20% each said that they either don't use this provision or use it sometimes only.  60% are of the opinion that using E-Money is easy. 20% said that it was easy to a certain extent only and the remaining 20% said that they did not find this provision easy.  It is found that even after a year of demonetization and digital India campaign people need more awareness programs about operation.  Majority i.e. 40 respondents (80%) opinioned that digital India programs will really help the country to transform & also help in economic growth. The remaining 20% opinioned that the programs have not reached the common man.  90% (40 respondents) said that they would support digital India system and only 10% said that their support to this new system would be only to a certain extent.  Respondents opinioned that system is not properly channelized. The system of operation will become successful when each and every citizen is given awareness on the same. Today it is not possible to use all these programs because of illiteracy and other limitation. They opinioned that the program will be of use when it reaches all sections of the society.  90% of the respondents answered that the initiative of the government through digital India program will really help the country to transform.

Recommendations From the study, it is recommended that, the digital India programs should be simplified so that all sections of the

Pertinent Probes / 114 economy can make use of it. Further, more training and awareness must be given in this respect.

Conclusion Today various projects are being undertaken to make our country have monetary transactions on a cashless basis. Various E-Money wallets are available in smart phones and a few don't even need a smart phone. Through the study, it can be concluded that the youth is definitely aware about the concept and is ready to accept the same. But they do feel the need of having a training programme in order to make use of digital India programs. If the programs operate a little better and less complex, the percentage of people using this provision would increase and the hesitation to use the same would no longer be present in the minds of the youth. Due to digitalization, today citizens irrespective of demographic and socio-cultural status have better digital literacy and are digitally empowered. Social progress will definitely develop the nation beyond the economic growth. Definitely the whole world is looking at India with appreciation. India is appreciated for its skill development and digital programs and empowerment strategies. India today being the third largest economy after the USA and China is really transforming through digitalization.

Reference 1. Dr. T.P. Ghosh, (January 2017), “The Management Accountant”, Vol. 52. 2. Shritama Bose, (February 2016) “Quarter of a Mile”, The WEEK 3. E.A. Narayan, Anil Kumar ( 2013), Rural development strategies and programmes in India: An overview, South Asian Journal of Socio-Political Studies (Sajosps), 25-28. 

Pertinent Probes / 115 A Study on membership to Engagement of United Kingdom and European union in International affairs

......  Balasubramanya P. S. Assistant Professor Department of Political Science Govt. First Grade College, Bantwal ......

Introduction A Political system or organization is understood through historical context. The nature, structure and functions of political system or organization are to be understood in a proper sense. In different era of history, a political system or organization was shaped and reshaped by different forces and events. The European Union is not formed through sudden or rapid process, but it was formed through an evolutionary process. The evolution is not through a single treaty or an agreement, but through multiple processes. The multiple process in the sense, it was evolved through many conferences and treaty agreements. To come out from the conflict rid situation in Europe, some European states formed an idea of unification of states. From this one can understood that European Union was said to be formed through the demands of its member states.

Pertinent Probes / 116 The member states played a major role in the formation of the European Union. The Proposal for creating a single united Europe was an old idea formed in the early period. There are many rulers in the ancient period who tried to control the whole of Europe. The Frankish Ruler Charlemagne in 9th century controlled most of the Europe but failed to unite Europe. In the later part of 19th century, Napoleon Bonaparte tried to capture whole of Europe. But he succeeds to control some parts of Europe. In 1930’s Adolph Hitler tried to control all European states. But he could not succeed in uniting the whole Europe. In 1921, the Luxemburg and Belgium developed strong economic and trade relationships with each other. This was developed to give competition to big countries. In the Second World War period also many economic relationships developed in Europe. The Netherlands and Belgium developed strong economic ties during this period. After the Second World War, in 1948 the Benelux Customs Union was developed. This made the free movement of goods from one country to another country without having trade barriers and restrictions. Finally these efforts lead to the Peaceful economic unification of European countries.

Objectives In the light of above, the study aims to understand the following:  To understand the reason behind UK’s involvement in EU.  To analyze as to what extent UK differs from other EU member states in EU Politics.  To understand the reasons and motives of UK whole participating in EU projects.  Internal debate in EU regarding UK’s role in various policies.

Pertinent Probes / 117  The success or lack of it, in the implementation of EU and UK in major crisis situation.  Theoretical implications of UK’s policies on the concept of nation – state and regionalism.  This study aims to determine the place, role and response of United Kingdom in the European integration process.  To identify aspects that are of great importance for understanding modern integration processes taking place within the European borders.  Disclose the difficulties appeared in the development of the integration process. After the Second World War, the United Kingdom on European unification process played a dominant role. There were many reasons for United Kingdoms close relationships with former British Empire and Common wealth countries. The United Kingdom also had a close relationship with NATO. The NATO was formed in 1949. After the Second World War, United Kingdom had maintained some unique relationship with the United States. Till 1960, the United Kingdom did not give much importance to have special relationship with west European countries. The United Kingdom thought that if it joined the European integration process, that will lose its sovereignty and its unique relationship with United States of America. The past British governments also were not ready to lose its sovereignty at the cost of European integration process. There are many causes for the United Kingdom’s non involvement in the European integration process. Britain had the long history of parliamentary system. The Britain considered them as most powerful to influence on the whole of Europe. And Britain was not ready to surrender its sovereign authority. In 1950, when the proposal to form European coal and steel community, United Kingdom was

Pertinent Probes / 118 invited to join the community. But United Kingdom not showed any interest to join the coal and steel community. The United Kingdom did not show much interest to join the European integration process, mainly due to the fact that the area which covered under the European integration process was not United Kingdom’s area of interest. On production of coal and steel, United Kingdom had the capability to produce more coal and steel when compared to other six European countries. On defence also United Kingdom considered itself much above from the European countries. The United Kingdom was also not ready to share nuclear secrets with other six European Countries. After 1958, the government of United Kingdom wanted to join the European Economic Community for several reasons. So, it claimed The European Economic Community membership for the first time in 1961 and again in 1967. Both the times then French President Charles De Gaulle opposed United Kingdom’s membership to the European Economic Community. He had many reasons to oppose United Kingdom’s membership to European Economic Community. He had the fear that, if United Kingdom joined the European Economic Community, the United Kingdom will occupy a prominent place in Europe. He wanted to put France at the centre of Europe. He also thought that if United Kingdom joined the European Economic Community, that would affect the French-German Friendship. In 1963, the Friendship treaty was signed between France and Germany. He also feared the United Kingdom’s close alliance with the United States of America. He thought that the United Kingdom- USA alliance would dominate Europe and his hope of putting France into the centre of European Economic Community into vein. He also thought if United Kingdom got the membership of European Economic Community, the USA would also dominate European Affairs. Hence, French

Pertinent Probes / 119 President Charles De Gaulle strongly opposed the United Kingdom’s entry into the European Economic Community during his period. Till he was the French President, the United Kingdom had no chance to get the membership of European Economic Community. In 1961, a plan for a closer political union was formed under the chairmanship of Christian Fouchet, a French diplomat. It envisaged major political decisions concerning foreign and defence policies by the heads of the states and the governments. This included solely through inter governmental instruments, such as regular consultations, unanimity and constructive approach. The Paris treaty established a separate European Political Commission, leaving the EEC Commission in Brussels with the ordinary economic agenda-setting role assigned it by the Treaty of Rome. After the dissolution of Fouchet plan, the second plan was announced in 1962. This included economic aspects that normally were governed through the EEC, but continued with the Inter governmental approach. Negotiations were finally stopped in 1962 due to the strong objection from French Prime minister Charles De Gaulle. During his tenure as French Prime Minister, he never allowed United Kingdom’s entry into European Community. This was because of United Kingdom’s special relationship with United States of America and NATO. Once Charles De Gaulle resigned from the French Prime ministership in April 1969 as he lost in the Referendum, which was held in France. In the referendum, French People did not support Charles De Gaulle’s policies on Powers to regional institutions and senate reforms. After the Referendum in France, George Pompidou became the President of France. He gave more importance to the development of French Economic System. At the same time, Willy Brandt became the chancellor of West Germany in 1969. Edward Heath became the Prime minister of Great

Pertinent Probes / 120 Britain. All these leaders supported the idea of European integration process. It was because of the French governments support, in December 1969, the Hague conference was organized. The idea of developing European Union on strong community lines was developed under the leadership of George Pompidou, Willy Brandt and Edward Heath. This new idea set aside the earlier idea of developing European Community on Supranational institution. And this supranational idea divided the community in 1960’s. According to Article 201 of the Rome Treaty, the European community has to give financial assistance to member countries including the subsidies in agriculture sector. The Hague conference made a proposal to develop Economic and Monetary Union (EMU). This Conference also gave more powers to the European Parliament. The Hague conference in December 1969 declared the goals and objectives of the European Community formation. The six member countries participated in the Hague conference. These six member countries considered the formation of European Community as the great landmark in the history of Europe. The six heads of state and government in the Hague conference of 1969 reiterated the meaning and goals of the community which would be fulfilled through the attainment of political objectives of the community. The conference also fulfilled one of the goals of Fouchet plan to develop the community’s Foreign Policy. The heads of state and government in the Hague conference felt the importance of political unification in the context of enlargement. The enlargement process was the most important step in the process of community development. The enlargement negotiation talks were started in 1970 between community and four of its member states including United Kingdom, Ireland, Denmark and Norway. But United Kingdom had certain contradictions on joining the community’s

Pertinent Probes / 121 membership. The main issues between United Kingdom and the European Community are on transitional arrangements, budgetary contributions and access for Common Wealth products. All these issues were solved in the meeting of May 1971 between Heath and Pompidou. In October 1971, both the houses of British Parliament gave the approval for United Kingdom to join European community. In the same way, Ireland, Denmark and Norway also joined European community along with United Kingdom. In January 22, 1972, all these four countries signed the treaty agreement and got membership in January 1, 1973. In the initial years of European Community’s development, in Europe, the political leadership was occupied by three countries namely Britain, France and West Germany. These countries played dominant role in Europe during that time. After 1974, the leadership of these countries changed. This leadership change made a remarkable impact in the balance of the power of European community. Helmut Schmidt and Valery Giscard d’ Estaing took leadership of France and Germany. Harold Wilson became the Prime minister of Britain. Helmut Schmidt and Valery Giscard d’ Estaing devoted much of the time to the development of the European Community. On the other hand, British Prime Minister Harold Wilson stayed away from France and Germany in the Community development. As a result, French-German alliance developed for the European Community leadership. In 1974, in the election manifesto of Great Britain, the Labour party gave the call for referendum on membership continuation in the European Community. There were mainly three major issues before Britain to continue European Community membership. The three major issues are for Common Agriculture Policy of European Community, Financial assistance to the community and European Parliament’s Power. In June 1975, referendum was held, many concessions were given to Britain in the

Pertinent Probes / 122 European Community. And the referendum supported Britain’s continuation in the European Community membership.

Conclusion The Britain’s membership to European community was supported by two-thirds majority in the referendum held on June 1975. As a result, Britain had no other alternative except to join European community. Then British Prime minister Edward Heath was considered an able Prime Minister who favoured United Kingdom’s entry into the European community. It was during Edward Heath’s Prime ministership Britain successfully joined the European community membership. The British Prime minister Edward Heath played an important role in the creation of European Council. Monnet’s idea of forming a Provisional European government was discussed with Heath, Brandt and Pompidou in 1973. All these leaders supported the idea of Monnet having one centralized institution which would give the European community a news political direction. In the hope of forming a political co-operation, Pompidou in October 1973 removed the system of regular meetings of Heads of state and the Government. The opening meeting of the European council was held on December 10, 1973. But that time Heath, Brandt and Pompidou were not in office. The European council acted as a decision making body in the European community function. The European council acted as a spill over political functions through enlargement and institution building. The spillover principle got popularity in the neo-functionalist approach. The Paris summit of 1972 set the goals and objectives of the European community. That summit transforms the relations of European community in the new direction.

Pertinent Probes / 123 References 1. See Neill Nugent, Government and Politics of the European Union, Palgravi Macmillan, New York, 2003, pp.23-33 2. See EU constitutional law April 2014, http://hukuk.istanbul.edu.tr/ wpcontent/uploads/2014/04/Reading-MaterialHistory-of-the- EU-Overview.pdf 3. Introduction to the European Union,http://www.indiana.edu/ ~west/documents/Curriculum/EU/EU_Intro/Intro EU_update.pdf, Access date 06-05-2014 4. See Introduction to the European Union://www.indiana.edu/ ~west/documents/curriculum/EU/EU_Intro EU_ Update, pdf, Access date 06-05-2014 5. Reinhard Wagner, “The real power of the CFSP and ESDP!? A theoretical and practical approach”pp5https://docs.google.com/ viewer?a=v&q=cache:vmkot9uyzhcj:www.styletheworld.com/ the%2520real%2520power2520of%2520the%2520cfsp%2520and% 2520esdp.pdf+cfsp+history&hl=en&gl=in&pid=bl&srcid=adgeesiswz 3udxp mofuvcndv3zqv0caiykygqgwld8p1eixp0yxiwhmephsime 18zzrd 7bjbubnwkeirjgj9tkb4agzn6yc0mhfhgebovuapgtuplbxqbd 7qjrpvo 6duisfrepd&sigahietbqoajnou9qqjbzzwo8ovw7nkuqr 6. ibid 7. Martin Holland, European Community Integration, Pinter Publications, London,1993, pp-38-39 8. Final communiqué of the conference, Hague conference of the Heads of the state and government, Bulletin of the European Community, 6, 1970,pp-10-11 9. Nicoll,W.and Salmon, T.C., Understanding the European Communities, Barnes and Noble, Savage Publications, Maryland, 1990, pp-148-153 10. Single European Act., http://ec.europa.eu/economy_finance/ emu_history/documents/treaties/singleuropeanact.pdf Maastricht Treaty., http://europa.eu/legislation_summaries/ institutional_affairs/treaties/treaties_maastricht_en.htm Amsterdam Treaty., http://www.eurotreaties.com/ amsterdamtreaty.pdf 11. Nice Treaty. http://www.proyectos.cchs.csic.es/

Pertinent Probes / 124 euroconstitution/library/historic%20documents/Nice/ Treaty%20of% 20Nice_consolidadted%20versions.pdf 12. Lisbon Treaty., http://eur-lex.europa.eu/LexUriServ/ LexUriServ.do? uri=OJ:C:2007:306:FULL:EN:PDF 13. UN Charter – Chapter VI, VII 14. Europe Aid Co-operation Office –www.europa.eu.int/comm./ europeaid/index_en.htm 15. External Relations Directorate General of the Commission – www.europa.eu.int/comm./dgs/external_relations/ index_en.htm 16. Humanitarian Aid Office of the European Commission – www.europa.eu.int/comm./echo/en/index_en.html 17. Office of the High Representative for the Common Foreign and Security Policy –www.consilium.eu.int 18. Policy Planning and Early Warning Unit - www.consilium.eu.int Office of the OSCE High Commissioner on National Minorities – www.osce.org/hcnm 19. OSCE –www.osce.org 20. OSCE Office for Democratic Institutions and Human Rights – www.osce.org/odihr 21. Office for the Coordination of Humanitarian Affairs – www.reliefweb.int/ocha_ol 22. United Nations Department of Political Affairs –www.un.org/ depts./dpa 23. United Nations Development Programme –www.undp.org 24. United Nations High Commissioner for Refugees –www.unhcr.ch 25. United Nations Institute for Training and Research – www.unops.org 26. Centre for European Policy Studies –www.ceps.be 27. Consolidated Texts of the EU Treaties As Amended By the Treaty of Lisbon (Foreign and Commonwealth Office London (January 2008) 28. Consolidated Texts of the EU Treaties As Amended By the Treaty of Lisbon (Foreign and Commonwealth Office London (January 2008) 

Pertinent Probes / 125 The Fallacy of Transition English Language Teachers and Government Institutions

......  Deepika Suvarna Associate Professor, Department of English Govt. First Grade College for Women, Mangaluru

......

India is a multilingual country. Every language has a place of importance. Despite Hindi being a language widely spoken by Indians, many of us have adapted ourselves to English as if it were our mother-tongue. This could, perhaps, be attributed to the fact that English reigned supreme in the pre-independence era in India. Globally, it is the third most widely spoken language after Mandarin and Spanish. We realise the importance of being fluent in the language despite the adverse propaganda by the ‘regional language promoters’. Therefore, it becomes a prerequisite for a language teacher to hone her skills in English, to acquire proficiency before she can jump on the bandwagon of English teachers. The remarkable entry of technology has created changes in all aspects of society. The impact of Information and Communication Technology (ICT) on various fields -from business

Pertinent Probes / 126 and banking to tourism, medicine and engineering - is enormous. Information and communication technology, commonly known as ICT, is a diverse set of technological tools, resources and pedagogies used to communicate, create, disseminate, store, and manage information. These technologies include mainly computers and the internet in classrooms today. The inevitable impact of ICT has penetrated root deep; without it every system seems to feel lost. The magic of technology has not left the field of education untouched. It has brought a dramatic shift of education from teacher-centric to learner-centric. English language teaching, I believe, has stood to gain immensely from the integration of ICT – it has eased the task of a language teacher in that, learning has become easier, comprehensible and interesting for the student. Technology and the internet play a vital role in teaching the foreign language. As evident, a large amount of resources for teaching and learning English is available on the internet today. The use of ICT in English Language teaching has developed over the years from audio tapes to CD-ROM to internet browsing, smart boards, online interaction through forums, social networking sites, email and other forms. ICT contributes to creating authentic learning environment and allows the development of language skills like listening, reading, writing and speaking at the same time. Use of ICT in classrooms pushes students to display an enhanced sense of interest and achievement as learning is self-directed – it promotes communication and research beyond the confines of the classroom. Hence, passive learning takes back bench. Moreover, the use of computer based instruction increases self-confidence and self-esteem of learners. Students tend to spend more time on tasks when on the computer as it breaks the monotony of classroom learning. ICT, in addition, enables teachers to produce, store and retrieve their materials easily

Pertinent Probes / 127 and swiftly. The availability of a wide range of resources aid in planning and developing effective teaching materials. Nonetheless, it will be crucial for teachers to encourage critical thinking and nurture analytical bent of mind to prepare children for real-life situations. The internet provides opportunities for inquiry-based learning where teachers and students are able to access some of the world’s largest information archives. Moreover, interaction between students and teachers outside college hours for professional reasons is on the rise owing to the advent of technology. Teaching strategies and resources can be shared through communication with other educators and may be integrated across the curriculum. The language textbook is no longer the sole source of information. Authentic related material, supplementary information, electronic dictionaries, thesaurus and encyclopaedia are available for instant reference. Then again, we are left with a glaring question - are the once indispensable teachers no longer necessary? There is a misconception that the use of ICT in teaching would replace teachers. Teachers are referred to as nation builders and despite the breakneck speed of technological progress impacting today’s classrooms, their presence is of paramount importance to students. In fact, new educational technologies do not curb the need for teachers; on the contrary they call for a redefinition of their roles.The need for teacher’s involvement is necessary to plan and guide the lesson. Integration of ICT in ELT has not only affected the manner of teaching and learning, but has also changed the role of a teacher from that of an instructor to a facilitator. There is a belief that a language teacher functions as a tutor, facilitator and motivator. Having said that, I wish to delve on the pertinent question at this juncture. Is it feasible to think that an English language teacher has an effortless task of teaching in Government

Pertinent Probes / 128 colleges in India today? I doubt it. Students who receive primary and secondary education in local languages in Government colleges are not adept at using English. Having learnt English in Kannada or Hindi or for that matter in their mother tongue, they fumble and fret when they enter English classes in under graduate colleges. The English teacher notices the creased brow of these students who do not differentiate a letter from an alphabet, an article from a preposition; their spellings belong to a different planet altogether – whoever says text messages require spellings today? The absence of flair for speaking the language seems to have flown out of the window for these students studying in Government institutions during their secondary education itself. The teachers job in college, then, is certainly not that of a tech- savvy facilitator. It’s rather a wild-goose chase. She needs to get down to the basics of the language. To make matters worse, lack of exposure to technology impairs these students further. They are unable to access technology owing to their economic status or ignorance. No assignment or project work is completed without assistance. The ones who dare to be adventurous and are but a handful. Hence the duty of the language teacher is reduced to that of a provider; a juggler who juggles between trying to inspire and galvanizing them to attain proficiency with the hope that they will perhaps master the language in the years to come. Motivation, inspirational speeches, language related activities, training programme in soft skills, exchange programme are organised for these students with the hope of achieving positive results some day. It is reminiscent of Shelley’s Ode to the West Wind’ ‘If winter comes, can spring be far behind?’

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Pertinent Probes / 129 Democratic Governance in India A Study

......  Lakshmikantha A Research Scholar Department of Political Science Mangalore University ......

Introduction The democratic system is an accepted and favoured system in the contemporary world. It has the ability to consolidate the needs of people’s participation and reasoning in the legislative process. Effects to implement democracy in states are known as democratization. India has adopted the democratic system. 'Rethinking development' is a politically popular slogan of the contemporary era. Many attempts have been under way to experiment with the participatory development to cope up with the crisis and challenges of neo-liberal economic regimes. As a result, there has been a shift in the .studies and thinking of development, i.e. from a theoretical, macro level paradigm to a more empirical, localized and participatory framework. In the new scenario, there has been the emergence of the 'development alternatives'. The alternative

Pertinent Probes / 130 strategies are being experimented in a wide variety of forms like participatory development, grass-root democracy etc. They provide significant insights into the complex relationship between the institutions of state and the society at large context. The need and the implication of the 'development alternatives' and the strategies need to be properly understood in a wider perspective of the neo-liberal economic strategies in the era of globalization.

Objectives of the Study • To find how much Democratic Governance effected Indian Politics and the importance of Democratic Governance. • To understand Democratic Governance in India. • To analyze popular political participation and democratic politics. • To bring out the impact of and to understand the need for Democratic Governance to enable representation of diverse groups/ interests.

Research Methodology This paper has addressed several issues related to national and state level Democratic Governance in India. This is an effort to evaluate the effectiveness of democracy in Indian context. Data collected from the secondary sources i.e. books, newspaper articles, television, online news articles, search sites and research journals have been referred and few case studies and reports have been studied.

Conceptual Clarification Before we get into the debate, the paper needs to frame a conceptual clarity so that the issues get focused, accordingly, the major concepts are-. Governance, Democracy, Democratic Governance, Political Participation And Indian society.

Pertinent Probes / 131 Democracy Kenneth Janda, Jeffery M. Berry and Jerry Goldman, argued that, “democracy” means “authority in, or by, the people” According to Guy Hermet, “Democracy is not a type of society but is, more restrictively, a type of political system”. To Samuel P. Huntington, “democracy exists where the principal leaders of a political system are selected by competitive elections procedure in which the bulk of the population have the opportunity to participate”.

Political Participation To David L. Sills, “Political participation will refer to those voluntary activities by which members of a society share in the selection of rulers and, directly or indirectly, in the formation of public policy”. Herbert McClosky defines, “political participation as those voluntary activities by which members of a society share in the selection of rulers, and directly or indirectly, in the formulation of public policy”. To Myron Weiner, “Some people define as participation only those acts of citizens that are defined by law as legitimate - voting, demonstrating, petitioning, lobbying, etc, - excluding illegitimate actions. But in contrast, some radicals see illegal acts such as civil disobedience and other forms of mass confrontation as the only genuine acts of participation in a democracy”.

Governance We have used the term governance to understand Democratic Governance. But, what do we mean by democratic governance? A clear understanding of democratic governance is not possible unless we study the concept of governance in detail. The concept of governance is not new. However, it has gained particular significance in recent years when the literature of African development among other

Pertinent Probes / 132 things, of the World Bank’s(1989) identifying the crisis on the continent as one of the governance. Governance has only recently entered the standard Anglophone social science lexicon and become a ‘buzzword’ in various lay circles. The anglophone term ‘governance’ can be traced to the classical Latin and ancient Greek words for ‘steering’ of boats. It originally referred mainly to the action or manner of governing, guiding, or steering conduct and overlapped with ‘government’. For a long time, it was mainly limited to constitutional and legal issues. It has enjoyed remarkable revival through out these years. It attracted attention of scholars from various disciplines. “It is fair to say that since the end of 1970s, what the experts have been thinking about welfare state has also been applicable to governance.

Democratic Governance in India The concept of good governance is not new for India. The concept in ancient Indian polity of the rulers being bound by "Dharma was precisely that of ensuring good and responsive governance to the people. 'Rajdharma' was the code of conduct or Rule of law that was superior to the will of the ruler and governed all his actions. The Jataka tales, Shanti Parva of Mahabharata, Sukracharya' s Nitisar, Panini's Ashtadhyayi, Attreya's Brahmana, Valimikis Ramayana, Kautilyas Arthashastra and many other classics are replete with descriptions of the tenets of good and responsive governance. During medieval period it existed in different forms. During the entire tortuous course of freedom struggle, self-government and good government became synonymous. After Independence, the preamble of the constitution reflected broadly the goals and ideals the Indian State. The most important being “secure to all its citizens justice social, economic and political”. This, in fact summarizes the very purpose of any good state. Some of the Directive Principles

Pertinent Probes / 133 require the state by way of good governance. While pursuing the above socio-economic objectives, many valuable fundamental rights guaranteed by the constitution to all citizens need also to be protected. These rights include freedom of speech, expression, association, profession, movement, belief and faith, equality before law, non-discrimination on grounds only of religion, race, caste or place of birth, equalities of opportunity in matter of public employment etc. In India the quality of governance during the first twenty five years of independence was not much to fault with. Most of the top political leaders of these years were nurtured by high ideals like service before self during the freedom struggle but things started deteriorating from early seventy s. Politics was perceived to have become a 'profession rather than an instrument for the service of the people. No means were considered unfair to gain control of the state institutions like the independent judiciary, and non-political civil services felt the pressure of these developments. With these malpractices the government started to work and took initiatives to control these malpractices and started various reformative steps at every level, therefore results can be seen everywhere. In this research paper an attempt has been made to evaluate the Indian democratic system on the parameters of good governance which are the most acceptable at the international scenario. Democratic governance mainly relates with how power is exercised in the society. “The first step towards democratic governance is to select representatives of the people by secret ballot, as such, is a number game and the rule of this game is majority rule. Ideally, the candidate elected as the representative is supposed to have combined hopes, aspirations and choices of the maximum number to the maximum extent. If he can satisfy the electorate by his performance as a functionary in the structure of democratic

Pertinent Probes / 134 governance he is expected to be re-elected, if not, dropped.” The political parties contesting the elections are accountable to the people and play an important role in democratic governance. Democratic governance is ensured when political parties are made accountable and answerable to the people in the real sense. There should prevail transparency in their actions and they should participate fairly and actively in the governance process. Participation, transparency, accountability, responsiveness, consensus oriented, legitimacy, are considered as important elements of democratic governance. Under this brief overview, we can study the Indian democratic governance under three main phases. Firstly, governance during Nehruvian period, secondly, governance in post-Nehru period and thirdly, governance after 1990’s. These three phases are mainly based on the nature of party politics. It was the change in the nature of party politics that gave importance to the process of governance in India. Political parties have to represent the interests of the people. Their main aim is to capture power. To capture power a political party has to compete with other parties for mobilizing the support of the people. Political parties are mainly regarded as the mediators between the people and the State. They are responsible for democratizing the process of governance. Party politics takes a central position in democratic governance. Political parties are responsible for formulating public policies. Public policies have a direct bearing on the democratic governance of a country.

Nature of Democratic Governance in India The Eleventh Five Year Plan (2007-2012) highlighted the following features of Democratic Governance in India: As a democratic country, a central feature of Democratic

Pertinent Probes / 135 governance is the constitutionally protected right to elect the government at various levels in a fair manner, with effective participation by all sections of the population. This is a basic requirement for the legitimacy of the government and its responsibility to the electorate. The government at all levels must be accountable and transparent. Closely related to accountability is the need to eliminate corruption, which is widely seen as a major deficiency in governance. Transparency is also critical, both to ensure accountability, and also to enable genuine participation. The government must be effective and efficient in delivering social and economic public services, which are its primary responsibilities. This requires constant monitoring and attention to the design of our programmes. The main issue before the Democratic setup services such as primary education and health. This requires a special attention for ensuring the effectiveness and efficiency of local governments. Governments at lower levels can only function efficiently if they are empowered to do so. This is particularly relevant for the Panchayati Raj Institutions (PRIs), Faster, More Inclusive and Sustainable Growth, currently suffer from inadequate devolution of funds as well as functionaries to carry out the functions constitutionally assigned to them. An overarching requirement of Democratic Governance is that the rule of law must be firmly established. This is relevant not only for relations between the government and individuals, enabling individuals to demand their rights, but also for relations between individuals or businesses. A modern economic society depends upon increasingly complex interactions among private entities and these interactions can be efficiently performed only if legal rights are clear and legal remedies for enforcing these rights are swift. Finally, the entire system must function in a manner

Pertinent Probes / 136 which is seen to be fair and inclusive. This is a perceptional issue but it is real nonetheless. Disadvantaged groups, especially the SCs, STs, Minorities and others, must feel that they have an equal stake and should perceive an adequate flow of benefits to ensure the legitimacy of the State.

Challenges to Democratic Governance in India 1. Flawed General Perception and Futility of the Present Reform Efforts: Selfishness, Moral-decay, and reassuring India's religious minorities etc. are generally considered as the causes of our society‘s degeneration. That is because we encounter them in our day-to-day life and also because we are constantly brainwashed/ conditioned thus by our demoralized and institutionalized intelligentsia and media who do not dare to or are not capable of looking further their nose. Communalism, an expression of group-selfishness, is subject to all that is mentioned above about selfishness‘. That identity can be ideological belief, colour, culture, language, caste, religion, region or any other factor. 2. Negative Role of Opposition: A democracy operates on the basis that there is room for choice all the way up to the selection of the government. This implies that the legislature, which makes the laws for the country, must itself provide an opportunity for various views to be heard throughout the term. At present opposition plays only negative role in India. Parliamentary sessions end without any legislation. The opposition is the constituent part of parliament that has the most incentive to use the statutory powers of parliament to keep the government accountable. In general, if the government commands a large share of the seats with unchecked majority control of the legislature, policy outcomes will reflect the government‘s position.

Pertinent Probes / 137 3. Negative Role of Media: Today is the era of showing off. everywhere, people believe in being hyper, whether it‘s a problem or it‘s a solution. No ones natural. India, being the world‘s largest democracy, rests on the media. Keeping this in mind, it becomes important for the media to realize its all-important role and work towards its correct utilization. These channels and newspapers report their own distorted and manufactured version of the news to gain popularity and recognition, even if it means stooping to extremely low levels. 4. Ignorance by People: Our intelligentsia points to ignorant illiterate populace as the basic cause of our degeneration and related problems. They rant that we, Indians, with our illiterate masses, aren‘t matured for democracy. We elect the wrong persons as our representatives/governors because of the lack of literacy and awareness. For smooth running of our democracy we should educate masses to enlighten them, make them aware of. Others are prescribing some minimum academic qualification for peoples‘ representatives to eradicate corruption and inefficiency. 6. Justice and Injustice: The lower levels of the judiciary have been ripe with corruption, and most citizens have great difficulty securing justice through the courts. The system is severely backlogged and under staffed, with an estimated 32 million cases pending in lower courts, and 66,000 at the Supreme Court. This leads to lengthy pre trial detention for a large number of suspects, many of whom remain in jail beyond the duration of any sentence they might receive if convicted. 7. Centre-State Relations: The new federal government will need to mend frayed ties with state governments, who often complain of New Delhi's big brother attitude. A fear of losing fiscal powers forced some states to delay

Pertinent Probes / 138 the rollout of a nationwide goods and services tax (GST), which economists estimate would have boosted India's economic growth by as much as two percentage points. Opposition from states blocked a plan of the previous government to counter terrorism. 8. Insurgency and Internal Security: India's main internal security threat is from Maoists. The Naxalites movement began in India in the late 1960s as a peasant struggle (in Naxalbari, West Bengal, hence the name Naxalites). It represented the revolutionary stream of Indian Marxism which did not believe that parliamentary democracy would lead to the requisite systemic change and argued for armed struggle instead. 9. Status of People: Rape and other crimes against women are serious problems, and lower-caste and tribal women are particularly vulnerable. Over 40 percent of the child marriages in the world take place in India. Sex selective abortions occur at staggering rates. In 2011, the gender ratio was at its most imbalanced since India‘s 1947 independence. 10. Economy and Unequal Development: Democracy is a good thing, both intrinsically and instrumentally. Intrinsically, it is a necessary component of the ability of individuals to live freely and autonomously. Instrumentally, it is an institutional guarantee that the policies and laws created by a government will have a reasonable fit with the fundamental interests of the people. So it is the responsibility of our elders to provide children with good moral education, so that they would become responsible citizens of future. Our society needs a paradigm shift instead of creating chaos in the society in the name of miss-happenings done by the Government. I think it is much better that we try to change ourselves. We should try to learn

Pertinent Probes / 139 from our past mistakes. Then only we would be able to face challenges before our democracy boldly.

Conclusion Democratic governance is to promote the interests of the people. Due to large size in terms of population and territory indirect democracy has been accepted by modern nation- states. Political parties and people play a significant role in democratizing the process of governance.. No doubt in recent years civil society is playing an important role. However, civil society in which the role of voluntary organizations of the people like NGOs, self help groups, etc is important in democratic governance. As it is difficult for these organizations to keep in touch with each and every problems of the people who live in different areas under different conditions.

References 1. Andersen, Margaret; Taylor, Howard(2008) Sociology: Understanding a Diverse Society, 4th edition. Thompson Learning Inc. 2. Arch Puddington(Vice President for Research),: India‘s Democracy Challenge, and Modi‘s‘May 20, 2014 https://freedomhouse.org/ blog/indias-democracy-challenge-and-modis 3. Atul Kohali: The State and Poverty in India: The Politics of Reform. Cambridge: Cambridge University Press, 1987. 4. Asghar Ali Engineer,: Contemporary Challenges to Secularism and Democracy - A Religious Response April 1-15, 2005,http:// www.rightlivelihood.org/fileadmin/Files/PDF/Literature_ Recipients/EngineerAgnivesh/Engineer _-_Contemporary _challenges.pdf 5. Singh, Balmiki Prasad. ‘The Challenge of Good Governance in India: Need for Innovative Approaches’. Second International Conference of the Global Network of Global Innovators. Ash Institute for Democratic Governance and Innovation and John F. Kennedy School of Government, Harvard University. 31 March- 02 April. 2008

Pertinent Probes / 140 6. Gibson, Lacy and Dougherty. ‘Improving Performance and Accountability in Local Government with Citizen Participation’. The Innovation Journal: The Public Sector Innovation Journal. Volume 10(1). Web. 01 October. 2011. < http://www.innovation.cc/ volumes-issues/gibson1.pdf/>. 7. Government of India. Second Administrative Reforms Commission. Citizen Centric Administration- The Heart of Governance. February 2009 8. Miller. Hugh. T. and Jason Randall Nunemaker. ‘Citizen Governance as Image Management in Postmodern Context’. Administrative Theory & Praxis. Vol.21. No.3. September. 1999 9. Mukarji, Nirmal. ‘Strengthening Indian Democracy’. Economic and Political Weekly. Vol.31. No.19. 11 May. 1996 10. Nanda, Ved. P. ‘The ‚Good Governance' Concept Revisited’. Annals of the American Academy of Political and Social Science. Vol.603. January. 2006 11. Odugbemi, Sina and Taeku Lee. Ed. Accountability through Public Opinion: From Inertia to Public Action. The International Bank for Reconstruction and Development/The World Bank. 2011 12. Gupta, Tanya. ‘The UN E-Government Survey: Towards a More Citizen-Centric Approach’. World Bank Blog. 01 October. 2011. Web. 02 October. 2011.

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Pertinent Probes / 141 Changing Role of English Teachers

......  Nandakishore S Assistant Professor, Department of English Govt. First Grade College, Bantwal

......

Introduction English language has been spreading across the globe and fast becoming the language of the majority. The global language has become an inevitable tool to be successful in the modern world. It has become inevitable to know English for better career prospects and smooth social mobility. English has not remained just a language but has become an important skill. English skills such as listening, communication, interpretation and inscription is what the employers look for in the job seekers. More and more people are interested to learn the widely accepted and understood world language. With the ever increasing shortage of skilled resources and the world’s boundaries thinning faster with heightened trans-geographical movement, the need for English language learning is fast rising. The ability to function in English is a much & required strength.

Pertinent Probes / 142 English language, the aspirational language of the average Indian, has never been in greater focus than it is at the moment. Employability in various prime sectors like retail, hospitality, travel, BPO et cetera is already heavily dependent on job aspirants’ English speaking skills. The ever increasing importance for English has necessitated the English teachers to shoulder additional responsibilities and learn new skills.

Changing role of English Teachers Till recently the primary role of teachers was passing along knowledge. English teachers were no exception to this. But the changing scenario has necessitated English teachers to play different roles in accordance with the modern day requirements. Experts opine that teachers of English have to change the way they teach inorder to create a passion for English among the students. English today is more than just a subject. It is a skill required for life. Of late, the focus has shifted from the textbooks, syllabi and examinations. Exposure through newspapers, movies, documentaries, role plays, brochures have become the new trends in teaching English. Activity based learning has been regarded as a great way to acquire English. Gone are the days when the stress was to teach impeccable grammar, today the aim is to teach the kind of English that will be used in day to day life. Modules are designed to teach English to meet the requirements of the corporate sector. There is a paradigm shift in teaching and learning English as a skill rather than as an academic subject. English language has become the most essential and important component to prepare the students for the new jobs.

English Teachers as Mentors Gone are the days when the English teachers used to act like the sole taskmasters. They are no longer figures of authority inside the classroom, rather they have become guides

Pertinent Probes / 143 and mentors. In a country like India majority of the learners hail from non-English background. Quite naturally they are apprehensive about the ‘foreign’ language as well as the teacher who teaches it. This, as well as a shift in attitude has mandated the English teachers to act more like friends, guides and mentors in the classroom. English teachers are required to learn the mentoring skills and acquire the traits that make a good mentor such as good listening skills, observation skills, empathy, et cetera. Learning English today is not just repeating what has been read or understood. It is more than that. The new mode of learning centres around the skill to think independently. A successful English teacher is the one who makes his pupil think in English independently, creatively and originally.

English Teachers as Teacher Trainers Today teaching English is specific, focused and comes with well defined objectives. Hence the English teacher has to train the students in specific skills aimed at determined ends or results. The shift has been from knowing to doing, from understanding to applying.Hence, English teachers have to step into the role of trainers and acquire the competencies required for the same. The present day English teachers have to have strong critical training skills. They have to motivate the learners to achieve the requisite knowledge and skills. They have to play multiple roles such as understanding the core aspects of learner centered training keeping in mind the requirements of the job market, designing training modules, creating training materials such as visual aids-PPTs, videos, pictures, charts, audio aids such as audio clips, music, voice recordings, handouts, evaluation sheets and so on.

New age English Teachers: a Paradigm Shift Today the English teachers have to use much more than

Pertinent Probes / 144 the chalk and talk in the classroom. There are a number of tools and gadgets waiting to assist the teachers in imparting knowledge. The teachers in turn have to be the masters of these tools to use them effectively. Mere knowledge of the subject won’t suffice. Teachers have to open up to new modes of learning which have come to the fore. The traditional modes of learning have given way to experimental learning. This paradigm shift in learning mode has necessitated the English teachers to play the secondary role in the classroom. They are no more the initiators, rather they have to play the second fiddle. Interactive tools such as Language Lab, LCD projectors, CDs and DVDs, smart boards have slowly acquired prime positions inside the classrooms relegating the teachers to the background. The modern day English teacher is more a facilitator. His role is to guide and inspire. He talks less and listens more.

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Pertinent Probes / 145 Colonialism, Regionalism and Nationalism in South Kanara

......  Pramod MG Research Scholar Department of History Mangalore University ......

Colonialism made unequal relationships between the colonial power and the colony. In many epochs colonial rule indirectly created national feelings with the introduction of new systems and methods. The district of South Kanara is a multi-cultural coastal region and it is bounded on the north by North Kanara (Bombay Presidency), on the South by Malabar, on the East by Mysore and Coorg, on the West by the Arabian Ocean. It also includes the northern group of the Laccadives known as Amindivi Islands in the Arabian Sea.1 The South Kanara region was known to the early Tamil as Tulunadu which finds a mention in a song of the Sangam age.2 In 1799, at the defeat of Tippu Sultan, Kanara came under the East India Company.3 Undivided South Kanara and these islands were administered by the East India Company. South Kanara underwent

Pertinent Probes / 146 a fundamental transformation under colonial role. Colonial pattern of modernization began after 1799 which led to changes in the political, cultural and social spheres, knowledge system, political location and about the position of women etc. In the history of the Indian War of Independence, Champaran movement of 1917 marked a new change in the Indian freedom struggle.4 The natives struggled in connection with the indigo plantation against the British planters. They invited Gandhiji who played a leading role in the protest. Gandhi started his earlier protest against the British in India along with the farmers; it gave success to his future agitations.5 In Kanara we identified koot rebellion and Kanara-Coorg rebellion before the Gandhian struggle. In 1834 and 1837 people of Sullia, Bantwal and Kodagu participated in the struggle as well as raised voice against Colonial role.6 Colonial administrators imposed their mastery over South Kanara through their policies and programs. We identified the direct, aggressive as well as indirect struggle in South Kanara and its result is an outside impulse of nationalism. Kanara played an important role in the nationalist movement.7 People of Kanara were primarily involved in agriculture and majority were small land holders. Colonial rule influenced its trade and commercial activities. The native systems of production and distribution changed under the British rule. The local merchants and small traders, who had invested their capital in trade and business activities were destructed from the interference of the British.8 Karnad Sadashiva Rao of South Kanara wrote a letter to Gandhiji in August 1917. Karnad requested Gandhi that he himself should take the leadership of the struggle in Kanara region.9

Pertinent Probes / 147 Gandhiji visited Mangaluru on 19th August 1920 along with Maulana Shaukath Ali. This was his first visit to South Kanara. In the railway station along with Karnad, Abdulla Saheb, M. Madhava Rao, Puttur Hussain Sahib, D.M. Janab Jamaluddin Saheb and Khilafat volunteers welcomed Gandhiji. Swadeshi and Khilaphat were the main theme of the Gandhian tour. Mahatma Gandhi and Shaukath Ali were taken in a procession on the roads of Mangaluru. Karnad Sadashiva Rao participated in the special session of the Calcutta Congress after the influence of Gandhiji. He toured all over Karnataka for the cause of non-co-operation movement. Kasargod, Puttur, Bantwal, Mangaluru, Mulki, Udupi, Kundapura and Karkala emerged as active centres of Freedom Movement.10 Gandhji made his second visit on 26 October 1927 after the visit of Malabar. In his speech, Gandhi stressed on Khadi and Swadeshi movement. In his speech he explained the importance of the Charaka and Takali. Salt Satyagraha had spread throughout the length and breadth of South Kanara District. During the course 159 people from South Kanara had courted arrest according to the available records.11 Harijan tour of Gandhi is the most cherished tour in this region.12 On 24 Feb1934 Gandhi made his third visit to South Kanara. In the morning, he left Madikeri and entered South Kanara through Sampaje, Sullia and Puttur. He addressed the public meeting in Puttur, and visited the Harijana Keri. In the evening Gandhiji reached Mangaluru and delivered his speech in four programmes. In Mulki and in Kundapura he addressed the public meets. He accepted the donations for the ‘Harijan Fund’ and for the earth quake victims of Bihar.13 In Mangaluru, Gandhiji visited the Depressed Classes Mission, which maintains one higher elementary school with

Pertinent Probes / 148 hostels for girls and boys. Gandhiji inspected all these works. In his speech he spoke with great respect for Kudmul Ranga Rao, the founder of the mission. He also remarked it as the first and the oldest mission in India and announced ‘Kudmal Ranga Rao is my teacher in the works for the depressed.14 This shows that before Gandhi’s experiments Kanara people adopted social revolution in their life. This is the cause of Gandhli’s inspiration and praising. In the beginning of twentieth century freedom struggle reached its zenith. Regional political leaders like S.U. Paniyadi, Polali Sheenappa Hegde and N.S. Kille were arrested for captivating in the Satyagraha movement to drive away British from India. They were imprisoned in Vellore Central Jail and they were writing Tulu stories and poems in jail. It helped to bind tulu speaking people in South Kanara district. Devappa Alva, known as Kumble Gandhi was a legendary hero of the freedom movement. He was imprisoned for six months at Yerawada jail for his anti-colonial activities, where Mahatma Gnadhi and his son Devadas Gandhi had also been lodged. Deyyanthodi Beeru Shetty inspired by the freedom struggle, engaged himself in prohibition and boycott of foreign cloths. Kaiyyara Kinhanna Rai’s15 writings and poems clearly shows awakening the feelings of the regionalism and nationalism in South Kanara. Phaniyadi defined, Tulu Movement is only ‘Atmoddara’ movement for the Tuluvas. Phaniyadi who lived as a nationalist; during the Gandhian visit, Ms.Bharati Bai (Phaniyadi’s wife) gave their gold ornaments to carry out financial expenses of association and to strengthen struggle. His son Vadiraja also donated gold to Gandhiji.16 S.U. Paniyadi's Tulu Vyakarana(1932) highlights grammatical aspects in regional language. The work is considered to be a master piece in the field of research, has been influenced by Grammar of Tulu language written by

Pertinent Probes / 149 Briggel. Paniyadi’s novel Sathi Kamala mainly highlighted the influence of Gandhian thoughts and actions. N.S. Kille inspired by Gandhiji participated in the non co-operation movement and other socio reform movements along with Karnad Sadashiva Rao, Kudmal Ranga Rao and other members of the Arya samaj. In the time of Gandhian visit, Kille translated his works into Kannada and Tulu. Kille actively involved in Quit India movement and personal Satyagrahas. He wrote many articles and poems related to regionalism. Newspapers like Mangalore Samachar, Navabharat and Kasaragod Samachar inspired the masses. The Annual Magazine Tuluva Mahasabhe was published in 1929 and edited by S.U. Paniyadi. The magazine contained some Tulu poems, research papers with reference to Tulu language and Tuluva culture. The prominent works of Sheenappa Heggade's Dakshina Kannada Jilleya Charitre and Bhootala Pandyarayana Aliyakattu inaugurated an era of Tulu movements in historical and cultural writings on South Kanara. He has also co-authored a work PracheenaTulunadu with N.S. Kille. During the period many works were translated into tulu language by the missionaries.These works improved the prestige of Tulu language and created regional awakening. Tulu Pad-danolu published in 1886 and it is a collection of a few Tulu Paddanas. Sahasrartha Gadelu, Tulugeethole Pustaka, English-Tulu Nighantu, the Devil worship of the Tuluvas by A.C.Burnell (1894-97) and its publication credit goes to Basel Mission. The Basel Mission also translated Bible into Tulu and wrote Stotra Geethe. First dictionary of Tulu was revised by Prof. M. Mariappa Bhatta and A. Shankara Kedillaya. Both of them prepared a new dictionary. Tulu Kanyopadesha, written by M.R. Subramanya Shastri helped to strengthen the agitation of freedom fighters.17 B.A. Salethor’s18 work high lighted the

Pertinent Probes / 150 history of the Alupas. All these works help to know the past glory of our land and awakened nationalism among the masses. The colonial power and its hegemony were mediated through colonial ideologies in South Kanara. The development of nationalism also arose at the moment in which the European capitalist system was establishing its foundations. Education and western methods used by Europeans were the means of weapon by the ‘progressive rule’ of the British for ‘carrying enlightenment’ to their Indian subjects.Along with the growth and development of western knowledge the feeling of regionalism and nationalism emerged in South Kanara. Regionalism strengthened the national struggle and also it protected natives’culture, language and literature. Regionalism adopted sentimental strategies. Revolution in Tuluva culture revolutionized the national way of thinking in South Kanara people. This was a bond with Nationalism.

------1. John Sturrock (Vol.I) &Harlord Stuart, (Vol.II), South Kanara, Madras, 1894, 1895 (Re-print. 2003) 2. S.A. Jilani(Ed.), Dakshnina Kannada District Gazetteer, Government of Karnataka, 2007. 3. Fransis Buchanan., A Journey from Madras through Mysore, Kanara and Malabar, Vol.III, 1807, (RePrint.1988). 4. N.R. Phatak, Mahatma Gandhi, (Part I, II, III), Govt. press, Bombay, 1965. 5. A. R. Desai, Peasant Struggle ln lndia, NewDelhi, 1979. Ganapati Rao Aigal,Dakshna Kannada Jilleya Prachina Itihasa, Rastrakavi Govinda Pai Samshodana Kendra, Udupi, 1923 (Re Print, 2004). 6. N. Shyam Bhat, South Kanara: Colonial Administration and Regional Response, PhD Thesis, Mangalore University, 1987.

Pertinent Probes / 151 7. B. Surendra Rao Bunts in History and Culture, Rastrakavi Govinda Pai Samshodana Kendra, Udupi, 2010. 8. Malathi Moorti, Trade and Commerce in Colonia South Kanara, (1799- 1862), Unpublished PhD Thesis, Mangalore University, 1991. 9. P.K. Narayan, Apostile of Sacrifice, Karnad Sadashiva Rao memorable trust, Mangalore, 1971. 10. U. Suryanatha Kamath (Ed.), Swatantrya Samgramada Smrutigalu, III Volums, Mysore, 1974. 11. Freedom Struggle in Karnataka - Who is Who, Directorate of text books, Bangalore. 12. Harijan, Volume.II, Friday, March 9, 1934, Madras. 13. Hindu, dated 26-2-1934 and 28-2-1934. 14. P.K. Narayan, Dakshina Kannadadalli Swatantrya Horata, Mangalore. 15. P. Kamalaksha, Dalitoddaraka Kudmal Rangarao, Mangalore, 1986. 16. M S Shekhar, Kudmal Rangarao, Prasaranga, Mysore, 2009 Journalist, Freedom Fighter in Kasaragod. 17. Muralidhara Upadya Hiriyadka, S U. Phaniyadi, Prasaranga, Mangalore University, 1997. 18. K. Chinnappa Gowda, Paniyara, Tulu Koota, Mangalore,1989. 19. B A. Salethor, Ancient Karnataka Vol. I, History of Tuluva, Poona, 1936.

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Pertinent Probes / 152 Human Rights and Security in Digital Age

......  Ronald Praveen Correa Assistant Professor Department of Political Science Govt. First Grade College, Vamadapadavu, Bantwal ......

Digitization is widely applied in Public Administration i,e in the governance of the nation. In Primary, secondary and tertiary sectors digitization has become the need of the hour. Management Information System has become crucial. Today mass media has become very vibrant due to digitization. Digitization provides for access to learning, connectivity, access to affected people in any corner of the world, connect organization, it is a tool to make an organization more productive, efficient and successful. Today we are experiencing the hot waves of Liberalization, Privatization, Globalization and Digitization. The entire process has got its own pros and cons. We are moving ahead in a lightning speed. In a digitized context the entire globe has become a village. The whole universe is at our fingertips. Those who can cope up with digital technology can survive in the cut throat competitive

Pertinent Probes / 153 world. Digital technology is capital intensive which inturn replaces man power. Today the young working force faces acute problems of unemployment and underemployment. Even though the youths have jobs they are under paid. In tertiary sector like banking digitization has made a revolution. Cashless transaction, online banking, ATM facilities helps the public to a considerable extent at the same time this entire digitization process has snatched the livelihood of common man. Small scale and cottage industries, artisans, traditional producers, semi- skilled and unskilled people, farmers, women, vulnerable sections of the society are deprived of their bread and butter. Cybercrimes are increasing day by day. Bank accounts are hacked. The detectives have not fully succeeded in tracing and punishing the culprits of cybercrimes. At the International level the terrorists make use of digital devices for subversive activities. The rogue countries like North Korea, Pakistan, and ISIS’s misuse digital technology against humanity. At the international level there is a need for cooperation among nations to find solutions to cybercrimes. When digitization process is misused it affects one’s right to privacy which in turn is the violation of human rights. Now a days everywhere we can see CCTV survivalence which helps to control and detect crimes. But its misuse threatens the dignity of an individual. The nations which are having upper hand in digitized war and defense technology will benefit at the cost of weaker nations. This technology helps only the educated masses and advanced nations at the cost of majority of vulnerable sections of the humanity. Drone Technology, if it is misused it is nothing but the violation of human rights. If class rooms are under CCTV survivalence I feel it is the gross violation of students and teacher’s right to privacy. It suffocates the students and teachers. Some find it very difficult to interact and express

Pertinent Probes / 154 their opinions freely and openly. Mass media is considered as the fourth branch of the government and the bearer of torch. Media represent the conscience of the society. But the tragedy is that the media has also become corrupt. It publishes only paid news and has nexus with the ruling elite. The quality of the programmes which are shown in the television instead of educating and socializing the younger generation tries to increase the TRP of the television channels. The media tempt or provoke the youths to involve in anti-social activities. Today media portras or depicts women very badly. When rape or molestation takes place, within no time it comes in the news. There is no proper control on media. The human dignity of the victims are violated. In lodges, hotels, dressing rooms of shops, hidden cameras are fixed, which goes against one’s right to privacy. By using digital devices some blackmail others for sex or money. In India every year 1.2 crores of youth wait to enter into job market. But our digitalized system is able to accommodate not more than 10 lakh youths per year. Digitization process has to be decentralized. The need of the hour is digital literacy. We can accept digitization with human face.

References 1. Klong Mathius and Andrew Murray, ed. Human Rights in the Digital Age 2. Re-thinking Intellectual Property:The political Economy of copyright Protection in the Digital Era. 3. Nickel Jomy W. Making Sense Of Human Rights 4. Tienney Briona The Idea of Natural Rights 5. Griffin Jomy on Human rights 6. Rawls John The law of People.

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Pertinent Probes / 155 Ryotwari Settlement and Ryotwari Rebellions of South Canara

......  Satish Gatti Associate Professor Department of History Govt. First Grade College, Bantwal ......

This article tries to focus the necessity to revise our understanding of the ryotwari settlement and its impact over South Canara under the company government. The debate on the revenue settlement produced voluminous European writings on the subject which itself present as a discourse in the sense that the British argued among themselves for and against the ‘ryotwari’ settlement. Fulltron, J. Hodson and others were strongly opposing the introduction of ryotwari in Madras Presidency. While Munro and his group not only conceptualized and argued in favour of the introduction of rytowari in the Madras Presidency as well as in the rest of the company’s territory. For both groups, the similarities were that they present their argument in a way to save, stabilize and strengthen and extend the company’s rule over India.

Pertinent Probes / 156 Meaning of Ryotwari There are different meanings provided by scholars like Dharma Kumar, Sekar Bandhopadhyaya, Bhat N.S. and colonial officials like Munro, Thackeray, Ravenshaw. Sekar Bandhopadhyaya says that the Scottish enlightenment, which insists the importance of the farmer and David Ricardo’s theory was responsible for the elimination of middlemen and most importantly the financial crisis were the main reasons for the introduction of the ‘ryotwari system’ in the Madras Presidency. About the term ‘ryotwari’, Dharma Kumar opines that, they were the ‘small holdings cultivated by peasant proprietors, each of whom paid land revenue directly to the government’. At the same time, she identifies that among these peasant proprietors there were orders of ‘inferior’ and ‘superior’ rights in land. In South Canara, the superior landlords were known as ‘mulawargadhars’. Dharma Kumar considers the physical features and separate houses (not in group) of South Canara as responsible for the assessments made on the basis of the holding. Charles Wynn, the British official in 1823, states that the term ryotwari was simple yet misunderstood and resulted in unnecessary discussions. According to him, ryotwari means nothing more than a settlement with each proprietor. He also echoes the opinion of Munro that it was the settlement existed under the native governments. A.R. Desai in his work states that ryotwari means revenue settlement with individual peasant proprietorship, in other words, the individual cultivator was transformed into the owner of the land he tilled. On a similar note, Bhat N.S., states that the ryotwari was a settlement with the actual landowners who were the holders of small estates or wurgs, who paid the assessment directly to the government without the intervention of any middlemen. Bhat N.S. also opines that the possibility of a settlement made with the actual cultivator was limited. He considers that the majority of land

Pertinent Probes / 157 was under the one who was known as landholder in the name of mulawargadar (hereditary proprietary right or title over the land). The ryotwar was also known as Kulwar or individual settlement. For Munro, the ryotwari system was a native system which existed during the rule of Vijayanagara. He opines that in this revenue system the government directly collects revenue from the ryots. Munro’s idea of ryotwari was confusing not only for the opponents but also for his close associates like Thackeray and Ravenshaw. The confusion prevails primarily because the ryots of his ryotwari did not belong to one category. In South Canara they were classified as landlords, small proprietors, tenants at will and tenants by purchase and agrestic slaves. The ryotwari system was not the only revenue system in Madras Presidency. There were other settlements like the ‘village lease system’, ‘Mootadhar’, and ‘Mirsai’ systems. In South Canara, though Ryotwari system continued, it did not remain stagnant. It gradually took quite different forms and the Collectors tried to introduce new features. In 1819-1829, the tharao, (fixed, determined) or sarasari (average) assessment was introduced. The public auctioning of estates due to revenue arrears also began during this period. The ryotwari system raises many questions in our mind about the ownership of the land, the nature of the private property and the tenants. Some of the pertinent questions were who were the owners of land in South Canara? Is it true that zamindari system never existed in the region? For the proponents of the ryotwari the word ‘Zamindar’ becomes an anathema, what is the reason behind it? Munro considers that the ‘zamindari system’ was imported from England while the ‘ryotwari system was a native one. Is it true? Is that there were no tenants who existed in South Canara apart from the small proprietors. If existed what was their right over the property? By answering these questions an attempt was made

Pertinent Probes / 158 to know why Munro and his supporters insisted the application of the ryotwari system in South Canara, Madras Presidency and as well as in Inida.

The Ryots of South Canara Dharma Kumar rightly observes that the village community was far more differentiated and complex. She observes that in the ryotwari areas also there were elaborate gradations of tenancy. Along with small proprietors, European writings reveal the following tenures in South Canra. The important categories of tenure were Mulagenis, who were known as Tenants for ever or fixed tenants. Chaligeni who were known as tenants at will. There also exist Shuda Mulageni and Nair Mulageni tenures in the region. There was separate class of ryots who did not own any land, known as agrestic slaves. The agrestic slaves include dalits, the lower caste nearly representing fifteen percent of the population of South Canara. The justification for the creation of small proprietors was that the Zamindars with their power and patronize and with the receipt of the circar rent made them formidable for the government to manage, while the small proprietors could not easily combine themselves against the government which made them ‘controllable’ and ‘manageable’. These small proprietors known as mulawargadars were the record holders of the land. These complex pictures suggest that the ryotwari settlement was not between the actual cultivator and the government as its proponent suggests, but between the government and the record holder of the land. In the early stages, the company’s official class and its administrative structure always favoured the ‘small proprietors’ or the ‘mulawargadars’.

Pertinent Probes / 159 Knowledge as Power The colonial official reports of revenue settlement, debates among the European officials and information accumulated in relation to it, was responsible for the creation of ‘archival information’, which not only created the images of India or South Canara but also provided justification for the rule of the Company’s government. As a result, it not only removed British ignorance of India, but also gave authority to represent, visualize and draw plans for India, which most of the time suits the interest of the British. According to Stein, ryotwari is, after all, the only system of revenue management comparable with the close administration of judicial, fiscal, and police affairs. Likewise, in the 15 August 1807 report, Munro states that ‘‘we ought also to maintain ryotwari in order to raise up active, energetic and intelligent (European) Collectors’. Thus, Ryotwari was not just a revenue system. It was presented as a native revenue system since historical times, and tries to control the socio-economic conditions of South Canara. It was introduced in the pretext of protection of the people. It provided practical experience to the Company officials to deal with the native people. The system was used for accumulation of in depth knowledge and utilized the native upper class to serve as the employees of the Company Government. South Canara was presented as a model for the ryotwari system to entire India.The ryotwari system was a system of surveillance. It closely watched the activities of the people. For administrative purpose it was used as a ‘system of control’. The application of the ryotwari system as ‘system of control’ makes Dirks to consider it as ‘revenue state’. But, ryotwari system was used not only for administrative purposes, but also for the justification of British rule, when the natives accepted it without knowing its real intent it became ‘revenue raj’ which strongly established the Company

Pertinent Probes / 160 rule over South Canara. The ryotwari system in reality was nothing but government controlled revenue system which was for the company’s government, the ryot was tamed small proprietor, but for the native people, the small proprietor with the colonial and backing of caste rules, becomes big Zamindar. Because of this, it was argued that, both the ryotwari and Zamindari settlements fall within the same category in the sense that both selected a single layer of ownership by excluding others. When the ryotwari system got into the psyche of the natives as a ‘just’ revenue system, it became power, because it provided the legitimacy to the rule of the company’s government. For example, during the pre- Independence period, historians like Sastri Venkatasubba K.N. states that, ‘Munro’s rayatwar settlement, properly understood, was just for the cultivator’. After Independence, R. C. Majumdar considers, Munro’s governorship, from 1820- 1827, is seen to have been chiefly involved in expanding a compassionate ryotwari, which, by reducing the level of assessments and other improvements, mitigated the worst evils of agrarian poverty. For R.C. Majumdar, the only defect in Munro’s ryotwari system was the annual assessment which gave scope for the uncontrolled increase of land revenue. Thus this understanding of Ryotwari by Indians perfectly applies to the opinion of Cohn’s that, the conquest of India does not remain mere conquest of knowledge, but becomes the ‘conquest of mind’

Ryotwari Rebellions From the beginning of the nineteenth century up to 1837 there were a series of rebellions occurring in South Canara. All these rebellions were related with the ‘ryotwari settlement’. The rebellions began by the local rajas who were reduced to the position of ‘mere amildar’ like Raja of Vittala, Raja of

Pertinent Probes / 161 Kumble and Raja of Nileshwara. Other major rebellion occurred in 1831 named as ‘Koot Rebellion’ and in 1837 South Canara and Coorg Revolt, popularly known as ‘Kalyanappanna Katukayi’. Along with this, small revolts or risings occurred in 1804 and 1828 in South Canara. Thus the British rule in South Canara witnessed a series of revolts which, though named differently were associated with the new revenue policy of the colonial government, which was popularly known as ‘ryotwari’ hence all these rebellions were ‘ryotwari rebellions’. The rebellion of the local rajas like rajas of Vittala , rajas of Kumble and rajas of Nieleshwara are considered by Bhat N.S. as the restorative rebellions. Bhat N.S. states that the re- establishment of the feudal authority was the motive for these rebels. Though Bhat’s N.S. argument is in totality is a critique of colonial government, yet the word ‘restorative’ in a way places the local rajas in old feudal set up and gives the new colonial government a modern space. The ryotwari settlement is an attempt to tame the local rajas not to become powerful by converting them to mere amildars. The ryotwari system did not attach the real authority or power with the ryots in the local level, but with the ‘controllable’ ‘manageable’ tamed small proprietors who were known as mulawargdhars. In the new colonial set up, the old rajas lost their real authority which earlier Munro, also recognized as ‘Raja’s of the region. Thus the rebellion of the native rajas was not restorative but what they considered as their real power lost because of the introduction of the new revenue policy known as Ryotwari settlement. With Ryotwari, Company government establishes its authority over villages and which strongly opposed by the native Raja’s, hence it must be known as ‘ryotwari rebellions’. The second important rebellion was the Koot Rebellion of 1831. Koot means an assemblage of ryots who generally

Pertinent Probes / 162 gather at the temple, bhutasthanas and Mutts. The rebellion occurred in Bekal Taluk and later spread all over South Canara mainly in Mangaluru, Bantwal, Uppinangadi, Mulki, Udupi, Barakuru and Basrur. Later it also spread towards North Canara. The Koot as an assemblage of the ryots was a protest against the revenue policy of the colonial government. It gathered at the religious centers in South Canara in mutts like Kannateertha Mutt, Malally Mutt, and temples like Kadri, Ammanavara Gudi, Venkatramana temple in Mangaluru and Polali, Kananthuru temple in Bantwal. Sri Krishna temple in Udupi, Venkatramana and Mahamayi temple at Barkuru and Basruru, the bhuthasthans at Mijar. In the colonial reports the koot rebellion is treated as a result of the clash of interest between the Brahman and Christian officials in the revenue establishment. Bhat N.S. opines that it was the high land revenue policy which was the main reason for the rebellion. My argument is that the ryotwari system introduced by the British was not only responsible for the collection of high land revenue but also made the annual revision of land revenue. During the jamabundy, the ryots of Bekal taluk demanded equal remission of revenue with other taluks. Mr. Dickinson’s (Collector of South Canara) refusal to give remission in the uniform rate to all the taluks was responsible for the revolt in Bekal taluk in 1831. Thus the ryotwari revenue settlement is the main reason for the koot rebellion, hence it also can be recognized as ‘ryotwari rebellion’. Another major rebellion which occurred in South Canara in 1837 is known as the ‘Coorg Rebellion’ or ‘Kalyanappana Katukayi’. The rebellion started in Puttur and Sullia and later spread towards Bantwal and Mangalore. The effort by Puttabassappa and later by Kalyanaswamy to capture the power in Coorg as the successor of Haleri dynasty is considered the main reason for the revolt. Prior to 1834,

Pertinent Probes / 163 Amara, Sullia and Puttur, where the revolt occurred were the regions that belonged to the Raja of Coorg. As the scholars of South Canara argue the real reason behind the revolt was the revenue settlement. The ryotwari revenue settlement which insists the ryots to pay revenue in cash and not in kind. The people of Amara Sullia and Puttur region paid their revenue to the raja of Coorg in kind.The selling of agricultural products became compulsory for the ryots to pay the revenue. The limited and far away market places made the ryot aneasy prey to the moneylending class. Thus, the features of the ryotwari revenue system were also the reason for the 1837 rebellion, hence it also can be called ‘ryotwari rebellion’.

References 1. Arbuthnot Alexander J, ed., Major General Sir Thomas Munro, Selections from his Minutes and other Official writings, Three Volumes, London, 1881 2. BandyopadhyaySekhar, From Plassey to Parition, A History of Modern India, New Delhi, 2004 3. Bhat N.S. South Kanara 1799-1860, A Study in Colonial Administration and Regional Response New Delhi, 1988, 4. Briggs John, The Present Land-Tax in India Considered as a Measure of Finance in order to show its effect on the Government and the People of that Country and on the Commerce of Great Britain, London, 1830, 5. Cohn Bernard, Colonialism and its forms of knowledge, The British in India, Newyork, 6. Deasi A.R., Social Background of Indian Nationalism, Bombay, 1996 7. Dharma Kumar, Land and caste in South India, Agricultural Labour in The Madras Presidency, Manohar, 1992, 8. Dirks Nicholas B. Castes of Mind, Colonialism and the making of Modern India, Delhi 9. Firminger Walter Kelly, ed., Affairs of the East India Company, (Being the Fifth Report from the Select committee of the House of Commons 28th July, Vol. III, Delhi, 1812

Pertinent Probes / 164 10. Gleig G.R., The life of Major General Sir Thomas Munro, Three Volumes, London, 1830, 11. Gordon R., Papers Relative to Slavery in India, India Board, 1834 12. Sastri Venkatasubba K.N., The Munro System of British Statesmanship in India, Mysore, 1939 13. Stein Burton, Thomas Munro, The Origins of the Colonial State and His Vision of Empire, Delhi, 1989 14. Sullivan John, Sketch of The Ryotwar System of Revenue Administration, London, 1831 15. Thackeray Willliam, A Report on the Revenue Affairs of Malabar and Canara, Calicut, 1911 16. Wilks Mark, Historical Sketches of the South of India in an attempt to trace the History of Mysore, Vol.I, Madras, 1869

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Pertinent Probes / 165 The Problems and Challenges of Social Sciences in Modern Higher Education System : Need for Reinvigoration

......  Sowmya H. K. Assistant Professor Department of Economics, Govt. First Grade College Siddakatte, Dakshina Kannada ......

Social sciences are a vital part of modern societies. They have a practical value. They teach critical and analytical thinking, at the same time stimulating the imagination and promoting ethical values. They play a significant role in shaping the national higher education curricula, national heritage, democracy, public debate and in directing public policy. In today’s land scape of social sciences, they are going through a regressive phase. Study of literature, history, language, culture, philosophy, the arts and other humanities have been deprioritized by policy makers and even by some university officials. They have been always treated, secondary to sciences which more directly serve. They are treated as stagnated, boring, counterproductive and insecure. The empirical studies of social scientific works relatively remain scarce. It is the right time to change the basic DNA of the social sciences in

Pertinent Probes / 166 order to evolve with time. The efforts are necessary towards making social sciences fit-for-purpose in the digital era. This paper seeks to study the problems and challenges of social science in higher education system and suggest remedies for reinvigorating the humanities like teaching the scientific methods in social sciences(TSM), using technology in social sciences, alternative assessment methods in social sciences and College, Career, and Civic Life(C3) framework, as necessary steps to have a solid core of humanistic understanding of all fields of endeavor critical to development.

Objectives Main objectives of the study are: 1. Identify the problem of downtrend of social sciences in higher education institutions. 2. Analyzing the present scenario of and problems with humanities. 3. Finding alternative methods for reinvigorating social sciences. 4. Suggesting some measures for fast achievements.

Methodology and Data Source The study design is descriptive and analytical in nature. The data source of study is collected from secondary sources. Collection sources include published books, journal articles, magazines and from internet sources.

Literature review Dr. Michael Maier(Sociology), University of Liverpool, “Social studies of social sciences: A working bibliography” draws together a literature scattered across various social science disciplines and their subfields in which social science methods have been studied empirically. Elinor Scarborough; and Eric Tanenbaum, “Research Strategies in the social

Pertinent Probes / 167 science- A guide to new approaches”, Oxford University Press, 1998 attempts to describe the value of social sciences in the nation building and its centrality to a vibrant higher education system. William P. McEwen, “The problem of social scientific knowledge”, Bedminster Press, 1963 critically analyzes the role played by the social sciences in nation building activities and its contribution towards knowledge access and dissemination. Rajiv Bhargava, “Individualism in social sciences: Forms and Limits of a methodology” describesthe contribution of each individual segment of humanities towards building the vital core of social sciences.

Need for the study It is found that the study of cultural achievement that make us human should hold pride of place in every national system of higher education and research. Nations justifiably look to their universities for the education of future citizens and leaders and for the production of knowledge necessary for growth, security and prosperity. A university’s core mission is rooted in the humanities- in the study of the culture, history, language, literature, anthropology, philosophy and the arts. They constitute our common heritage.

Social science-Meaning and Nature Social sciences are a vital part of today’s culture and touch on all areas of life. It is a branch of study that deals with the social life of man and employs scientific methods for its study. It includes a wide variety of branches of knowledge from history to philosophy and law to education. What exactly are the social sciences?

According to European Science Foundation “The social sciences are those subjects which examine and explain human beings. This includes a variety of ways

Pertinent Probes / 168 from understanding how minds work, to how societies as a whole function. The major social sciences are history, economics, political science, language, archaeology, geography, law, linguistics, sociology and psychology”. These areas are not only the areas that come underneath the social sciences umbrella. Each country and university will have a variety of different courses included in their social sciences departments.

Higher Education in Social Sciences We have seen social sciences in the undergraduate level. Now we shall concentrate on Post Graduate Courses. PG can be sub- divided into taught and research A taught master is an undergraduate course with exams, regular classes, lectures. But there is far more reliance on independent study, the freedom to choose the topic. A master by research is far more like a dissertation overall focused around producing a thesis with the help of a supervisor. They are generally around a year or two (full time) or longer period of time. Ph.D: The next level is a Ph.D. For Ph.D, a topic is researched under an academic supervisor with the intent to produce a thesis. These generally take three to four years (full time) or up to six years (part time).

Pertinent Probes / 169 Future prospects There is one last concrete thing to look at what you can do after getting a post graduate degree. If we find studying a PG only makes we love our subject more, we may consider moving into academia-either with further study, teaching or research. Moreover, it prepares for anything involving some level of knowledge of society, government work, economics or law. We could move into psychology, advertisement or get into social work. The skills that gained during a PG degree are broad enough that we could apply them to many fields and be successful with a PG in social science. The possibilities and opportunities are endless.

New Courses in Social Science The new, advanced and applied courses that can be introduced in social sciences are 1. Citizenship and social science 2. Social entrepreneurship 3. Social and policy sciences 4. Advanced quantitative methods in social sciences 5. Integrated study on social sciences 6. Health and social sciences 7. Social science research methods 8. Media , culture and social sciences 9. Environmental social sciences 10.Applied social sciences 11.Inequalities and social sciences 12.Gender gaps and social sciences

Social Science Subject Curriculum Social science is a common core subject for all primary, lower secondary and upper secondary education Programmes. Learning in the subject shall therefore be made as relevant as possible. The basic content of social science has

Pertinent Probes / 170 been designed in such a way that which would create desirable pattern of interest, attitude and values among students. It should cover the vital core of components such as cultural heritage, national unity, and secularism, religious tolerance. The National Curriculum of Elementary and Secondary Education -2000 have included core content of curriculum of social science at all levels.

Findings The humanistic disciplines have a clear practical value. They teach critical and annalistic thinking while at the same time stimulating the imagination and promoting ethical values. Leaders need these skills to lead, to identify problems, and to conceive creative solutions. Citizens need them to participate actively in public life. Reinvigorating the humanities is therefore indispensable to any strategy for development. It requires a concreted, carefully targeted effort by a broad range of agencies. 1. Need for strengthening undergraduate humanities curriculum. 2. Examining the role and purpose of humanistic learning 3. Identifying the contributions of humanities to the communities 4. Identifying intellectual tradition of humanities 5. Lack of employability in humanistic studies 6. Boosting the confidence of the students 7. Improving integration within the division of arts and humanities 8. Introducing new gateway courses that will offer new entrants 9. Developing full year arts and humanities survey courses 10. Introducing cross divisional teaching and offer greater

Pertinent Probes / 171 visibilities to the courses 11. Inter disciplinary teaching initiatives 12. Promoting intellectual exchange and active culture of collaboration across the university 13. Developing internships for humanities, both of jobs and for Post Graduate Studies

Alternative Methods of Reinvigorating Social Sciences 1. College, Career, and Civic Life (C3) framework With the emergence of the College, Career, and Civic Life (C3) framework introduced by National Council for the Social Studies [NCSS] in 2013 and the increased role of inquiry in the social studies classroom, the need to prepare teachers for supporting and encouraging inquiry through the application of both traditional and emerging technologies is critical. “Within the methods courses, preservice teachers must feel supported yet challenged to play within and through the field of digital technologies and examine the opportunities to engage in the type of systematic literacy work that is required in the preparation of flexible and mindful citizens in the digital age” .

2. Windows into Teaching and Learning (WITL) “The whole purpose of education is to turn mirrors into windows.” Windows into Teaching and Learning (WITL) developed to provide relevant and meaningful technology- mediated clinical experiences in an online social studies methods course, engaged participants in purposefully designed synchronous and asynchronous field experiences to address a lack of summer clinical teaching opportunities. Findings illustrated that WITL exceeded expectations by opening unanticipated opportunities into the profession of teaching, both for candidates and teacher mentors who participated in the study. Participants provided rich

Pertinent Probes / 172 descriptions of these experiences, as well as the potential within WITL, as it progressed beyond being a substitute to a means of transforming observations in both distance education and teacher preparation programs in a traditional university setting.

3. Teaching the Scientific Method in the Social Sciences “Scientific method – a logical, orderly approach that involves gathering data, formulating and testing hypotheses, and proposing theories”. TSM include “systematic”, “procedure”, “empirical”, “method”, and “objective”. More specific but equally salient terms are “discovery”, “hypothesis”, “fact” and “experiment”. The social sciences attempt to emulate the systematic approach developed in the physical and natural sciences. Common terminology represents the common jargon that is part of the lexicon of science. Students in the social sciences understand that culture has certain basic components such as language, beliefs, and values.

4. Alternative Evaluation Tools Alternative evaluation tools that are developed based on the above mentioned features serve our goal of assessment and make it possible to evaluate a course. Social Studies courses are some of the courses that can integrate alternative evaluation methods to help us to identify the level of skills and abilities that students have gained. Savage and Armstrong (1996) defined a Social Studies course as a subject which is composed of humanitarian with citizenship skills. The main goal of the Social Studies subject is becoming an effective citizen, and some features of effective citizen are so described in such a class. In general, these features can be grouped under the title of skills and values. The below list presents the skills for students to gain through the Social

Pertinent Probes / 173 Studies subject: 1. Thinking skills, 2. Research skills, 3. Time and chronology skills, 4. Map and globe skills, 5. Communication skills 6. Comprehending change and continuity skills, 7. Interpersonal and intergroup skills, 8. Drawing and interpreting tables, graphs, and diagram skills, and 9. Literacy of digital, financial, and media skills. Social Studies teachers have also defined alternative evaluation as “student socialization” and as “not only acquiring knowledge but also using the knowledge” (Tay, 2013). Alternative evaluation has been increasingly used since 1980 as a reflection of constructivist learning theory, and it refers to non-traditional measurement methods. Its approach is one of evaluating the process in general.

5. Beyond the Text It was noted above that students tend to trust the authority and truthfulness of textbook. They seldom question what is presented in textbooks. Hood(2006) employs a strategy that she calls “teaching against the text” to encourage students to question what is contained in textbooks. Hood encourages students to recognize that textbooks sometimes contain errors and some material in textbooks can be contested. Hood administers a True/False test to show how a parent ‘factual’ statements about qualitative research are often only partial truths.

6. Inter disciplinary learning Each of the teachers in the study discussed the importance

Pertinent Probes / 174 of cross-curricular learning, particularly the integration of SEL with social studies content. According to Samantha, her students were excited to work with maps and learn about the wild animals found throughout Africa. Jacqueline's students were excited to integrate math in the lesson about opportunity cost and “enjoyed seeing the difference between how much it costs to make a toy and how much a toy sells for.

7. Differentiated Learning Each of the teachers reported making adjustments to the curriculum to meet the need of students. The most common modification was the addition of Power Point presentations as a means of delivering initial social studies content to students. The use of online videos and images to help illustrate and explain new concepts was also a popular option. Each of the teachers supplemented the units with self - created worksheets, graphic organizers, charts, supplies, and additional lessons tailored to meet the individual needs of his or her students, as each believed this was necessary to ensure the accessibility of the sometimes dense content.

8. Engagement in Learning The Storypath format is naturally engaging for students because it encourage students to connect the social studies content they are learning to themselves by incorporating art, imagination and performance.

9. Social Science Inquiry Model It includes identifying a problem, develop a hypothesis, gather data, analyze data and draw conclusions.

10. Value the Concrete Contributions Value the concrete contributions of history, language, culture, arts, and other humanities disciplines as an essential

Pertinent Probes / 175 component of a comprehensive system of higher education for the betterment of the Nation and Continent.

11. Setting Higher Standards Set higher standards for doctoral education, focusing as much on quality as on number, not discriminating against humanities doctoral candidates, their supervisors and departmental mentors.

12. Participation in Policy Making Actively encourage participation in national policy debates by humanities scholars along with those in other disciplines.

13. Autonomy Require that higher education institutions make decisions on promotions and funding for research travel based on performance and merit, without discriminating against scholars of humanities.

Conclusion Social science is a subject which provides for the systematic study of man in relation to the society. A country is great not by its number but by the character of its people. Therefore, it is generally agreed that a citizen must be educated in such a way that he/she can be equipped with certain skills, attitudes and values for the manifestation of his own self as well as for the betterment of the nation. Schooling must be so structured that students are capable of dealing social controversies, cultural change and manifold problems in the society. To attain the very objectives of higher education, social science is quite important because it fills the gap between the past and the present and link the future which would help the nation to build a better future for the maximum number.

Pertinent Probes / 176 Reference 1. Berson M. J. (1996), ”Effectiveness of Computer technology in Social studies; A review of the literature”, journal of research and computing in education 2. Diana Sorensen, Harvard College, “Addressing a decline in humanities enrollment”. 3. Grace Keyes, St. Mary’s University, San Antonio, “Teaching the scientific method in the social sciences”, The Journal of Effective Teaching 4. Heafner T. and Plaisance M.(2016), “Rethinking clinical experiences for social studies teacher education: contemporary issues in technology and teacher education” 5. Hartshorne, R and Waring, S. M.(2015),”Commentary: Revisiting ”Guidelines for using technology to prepare social studies teacher.” contemporary issues in technology and teacher education” 6. Teaching social sciences, Center for distance education, Bharthidasan University(2015)

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Pertinent Probes / 177 Reinvigorating Social Science subjects

......  Prof. Vedashri Nidya Department of Economics Govt. First Grade College, Bantwal

......

I. Introduction Social science analyses values, attitudes, perceptions, beliefs and preferences that guide and influence human behavior. Society is the laboratory for a Social Scientist. The society faces many problems that lead to unrest which hinders the smooth functioning of the society. Social Science subjects are closely related to society. Recently the quality of both teaching and research in social science is declining. Social science is suffering from lack of universality. Demand for Social science is decreasing. Therefore it is essential to reinvigorate social science subjects.

II. Objectives To find out the measures/suggestions i. To gain confidence again ii. To find out measures to strengthen social science

Pertinent Probes / 178 iii. To find out the ways to overcome major challenges to social sciences

III. Methodology The paper is based on the secondary information in the context of India and teaching experience.

IV. Importance of Social Sciences Importance of Social Sciences can be highlighted as 1. Social Science education helps to bring changes in society. 2. Social Science research plays vital role in enriching societies. 3. Social Science is essential to establish systematic society. 4. Social Sciences support policies promoting the social dimension of sustainable development. 5. Social Science is very essential to solve global and local problems. 6. Through Social Sciences best practices of the society is propagated. 7. Social Science is needed to help to solve pressing social problems. 8. Social Sciences and Social Scientists have a major role to play i. Social Scientists can show parents how to help their kids succeed in school which in turn will help them to lead happier, healthier and fulfilling lives ii. Social Sciences can determine the form of democratic engagement at each level of government increase citizens confidence iii. Social scientist can help determine which pattern of urban development which are more likely to reduce the stress of everyday life and allow people to live together in tolerance allowing all to enjoy more peaceful lives. 9. Social science can help to provide solutions to the

Pertinent Probes / 179 GLOCAL (Global Local) problems that are created as Consequences of the Development shown below

Ecological Impact Widening Divides Social Impacts

Environmental Degradation North-South Divide Poverty Global Warming Industry-Agriculture Divide Inequality Climate Change Urban -Rural divide Insecurity Rich-Poor Divide Tension Crime Terrorism

V. Present scenario of Social Science At present the demand for social Science is declining due to several reasons. Spending on social Science research is less. Reasons for declining demand for social science subjects can be pointed out as: 1. Categorization of social science subjects as Economics, Sociology, Political Science, History, Anthropology etc. 2. Impression among the people that social sciences lack career opportunities 3. Popular perception that Social science is a non-utility subject 4. Low self-esteem governing the classroom transaction process 5. Both teachers and students are less interested 6. Uncertainty 7. Non-employability 8. Significant skill gap leading to 80% un-employability 9. Lack of skill development, training,in-service training 10. Improper evaluation process All these aspects here created several challenges for the survival of social science subjects.

Pertinent Probes / 180 V. Suggestions In order to face the challenges and for the survival of social sciences two strategies can be suggested

A. Micro-Strategies These are the efforts that can be made at individual level. Teachers should “Thrive” in individual level. The social scientists should collaborate with the Public, Media and the Government. Teachers can engage with the media and the public through website, blogging, networking and with journalists, Change.org, call for opinions on every bill/proposal. Teachers can also engage through crowd funding platforms like Kickstarter, Indiegogo, Rockethub, Gofundme, Razoo, Crowd rise, Pledge music, Sellaband, Appbacker, Crowd funder, Ketto,Wisberry etc.

The Teachers/ social scientists have to 1. Stand for issues likes women abuse, water, environment, pollution girl child etc 2. Discard hesitation 3. Gain self- confidence 4. Stress for Value based education 5. Upgrade Teaching skills 6. Give importance to the future of students and the Nation 7. Cooperate and coordinate among themselves

Pertinent Probes / 181 8. Think Positively 9. Develop Institutional values and social responsibility 10. Plan quality as internal culture 11. Develop attitude-establishing good rapport with students and stakeholders to help and advance 12. Develop the system of student support evaluation feedback etc 13. See that the institutional program or course meet established plan and program 14. Confirm that the knowledge/skills learned is correct, accurate and update 15. Become the game changer 16. As Game changer, teacher has to play: i. Crucial role in teaching, learning process ii. Role as facilitator iii. Consider research as focal point of education iv. Adapt and adopt the changes in technology v. Quest for excellence and inquisitiveness vi. Role in value system vii. Role as teacher leader viii. Collaborative ix. Role in innovation x. Role as transformational leaders

B. Macro-Strategies These are the efforts that can be made at Department Level. Teachers should “Survive” in the Departmental level. At the Department level different measures can be taken as: i. Checking whether our syllabus is “Problem-Focused” or “Solution-Driven” ii. Conducting Inter-disciplinary programmes/project- work iii. Emphasizing on “service-based innovations”

Pertinent Probes / 182 iv. Promoting Action Research among students v. Developing cross-cultural Research vi. Promoting inter-departmental and intra- departmental research vii. Going to educational institutions and talk about the contributions of social sciences in resolving country’s problems. viii. Adding in application to colleges and universities, the causes the student wishes to address ix. Introducing basis of technology to social science students x. Creating Royal system for social sciences

VI. Conclusion Finally, it is the duty and responsibility of the social scientists/Teachers to be fit for their own survival through considering their duty serious, by upholding utility of the subject, making students to develop ability to survive in this competitive world in both micro and macro level.

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Pertinent Probes / 183 Dalit Women and Globalisation

......  Dr. Vyshali U. Assistant Professor Department of Sociology Govt. First Grade College, Bantwal ......

Dalit Women and Globalisation Dalits have been the victims of socio-economic and political discrimination since long time. But in the present context, globalization process has affected Dalits in every sphere of their lives and they are losing opportunities to compete with the other sections of society thereby causing further marginalization. In order to promote socio- economic justice many affirmative measures were introduced in the Indian Constitution and a lot of welfare schemes were initiated for the uplift of the underprivileged dalits. But globalization has not only threatened it but also made it very weak. In fact socio-economic justice and social welfare which is an integral part of Indian Constitution is slowly getting eclipsed because of privatization and globalization. It has created a new situation where dalits are pushed again in a state of anxiety. This paper mainly high lights how globalization

Pertinent Probes / 184 has affected the life of poor dalit women.These observations are essentially from secondary data sources, collected from books, research already done and journals.

Globalisation Globalisation is truely universal in nature; it naturally involves competition and quality. Competition and quality are the watchwords in the age of globalization. It has swept through all the nations of the world, has brought about tremendous economic changes all over the world. Globalisation means different things to different people. In business world, it refers mainly to specific strategies in companies designed to overcome the constraints of national boundaries through the mechanism of globalised production and marketing networks. In the field of economics, it is considered synonymous to economic inter-dependence between countries covering increased trade, technology, labour and international capital flows. In the political debate, globalization refers to integrative forces drawing national societies into a global community covering the spread of ideas, values and norms. In the social field, the tidal wave of global culture is sweeping the indigenous cultures all over the world. Globalisation is defined as free movements of goods, services, capital(FDI) people and information technology across national boundaries. It creates and in turn, is driven by an integrated global economy, which influences both economic as well as social relations within and across countries.

Globalisation in India In India, globalisation is making a considerable impact on all aspects of human life. It is imperative to understand this process and study the nature of the impact on various communities. India is a plural society having many sections based on religion, caste, class etc. Effects of globalization are

Pertinent Probes / 185 experienced differently by different sections of people. Marginalised sections like dalits, tribals and womens lives have been adversely affected by this. It has threatened the basic survival of these marginalized people and have resulted in increasing poverty and persuasive violation of the rights of the people. The rights of these marginalised people have been grossly violated, violation is seen in the form of loss of livelihood, loss of control over water and food, migration and exposure to harsh and inhuman conditions of work concomitant with low wages, abuses, harassment, no protection by labour laws. Additionally, economic globalization has produced injustice, inequality and poverty among these marginalised groups.

Dalits in India In India, the most exploited people are the Dalits. The verbal meaning of the word ‘Dalit’ is downtrodden and depressed. They are the people who are socially, economically oppressed, culturally subjugated and politically marginalized sections of society. They are denied the chance to live as humans. They are compelled to lead a life of misery as they are considered to be at the bottom rung of society. Dalits are outside the caste system and constitute the fifth group called Panchamas. Being outside the caste hierarchy they are considered to be untouchables because they do the lowest type of manual work for society like sweeping, cobbling, and scavenging. They had no social contacts with other caste groups. They are socially cut off and became unhealthy and condemned organs of the society. They were always exploited by the high caste people. They suffered from all sorts of discrimination including untouchablity. They were not given equal status with other caste groups. Being illiterate, ignorant and also backward, they were unable to improve their status and also unable to fight against exploitation.

Pertinent Probes / 186 Dalit Women in India In India, the condition of dalit women is pathetic, while dalits are twice marginalized(Caste and Class), dalit women are thrice marginalized (caste, class, gender). In India, women are always placed in subordinate positions and face an increased risk of experiencing sexual violence, rape and murder. Hindu hierarchical caste system which preaches the concept of purity and impurity considers dalit woman as impure. The rituals and the Brahmanical values maintain the caste system, where dalit women face multiple discrimination as a dalit, as a woman and as a worker. The basic amenities such as roads, potable water, street lights, drainage and other basic amenities are refused to dalit women. They are working as bonded labourers and in the work place they are abused, sexually exploited by other castes, humiliated and they are easy targets to insults. They are still engaged in unclean occupation, which is considered to be inferior in nature. Most of the dalit women work as manual scavengers, sweepers etc. They have to clean out dry latrines by hand and carry excreta in baskets on their heads. They use metal pans to scoop up the night soil with short brooms in their hands. For these jobs they get very low wages. They are forced to earn their living this way(Ruth Manorama, 2006). They are subjected to do this humiliating and degrading work, which further results in discrimination and social exclusion. Most of the dalit women are illiterate. They have less access to education which is an inherent part of the caste system. In the area of politics also, they did not enjoy full freedom, due to ignorance, illiteracy and low- income group they took sufficient interest in politics. While comparing with other women, dalit women suffer from discrimination due to class, patriarchy, caste and sexual exploitation. Thus, all these multiple oppression violates their economic, political,

Pertinent Probes / 187 social and educational rights.

Effects of Globalization on Dalit Women In the present context, the process of globalization has also affected the life of dalit women considerably. The initiation of globalization process has almost driven these multiply discriminated women into state of object poverty, exploitation and starvation deaths. In India, most of the dalit women are engaged in agriculture. But with the introduction of new farming techniques such as mechanization for harvesting and transplanting, women have lost their traditional work in the agricultural sector. This mechanisation in agricultural sectors has also displaced millions of dalit women agricultural labourers from their means of livelihood. It is estimated that a single harvesting machine displaces as many as 2000 workers for work. Because of this many dalit women are losing their jobs which makes them to live a life of poverty. Agricultural sector has been transformed into the easier money making industry such as floriculture and horticultural. With the globalization process, dalit women are employed to pluck flowers for extremely low wages. In the farm they have to work for a longer time and also due to constantly bending and plucking of flowers, at a stretch, there is chest, back and leg pain. When they are on the field, hazardous agro chemicals and pesticides are sprayed which adversely affect the health of dalit women. Their health also depends on variety of factors. The poor economic status of the family denies women’s access to health care. Present health services provided by the public sector are inadequate, defunct and full of bias. The other alternative left to them is of private services. The private sources are out of dalit women’s reach. Approaching the private services at nearby places involves cost in terms of travel, medicine and

Pertinent Probes / 188 need of person to accompany woman, which further creates loss of wages for them. This creates additional economic loss for the family. When there is decline in the states involvement in the health care delivery and privatization is being boosted up the women are the victims. Thus, increasing privatization is keeping dalit women away from health seeking. Corporate farming and contract farming, intensive industrial aquaculture expansion of agro-fuel projects, setting up of SEZ, massive land conversion are displacing thousands of dalit women peasants, agricultural workers worsening the loss of livelihood. In India, thousands of hectares of land are being appropriated and sold to business corporations for the construction of economic special zones. The state government, which is essentially responsible to the citizen not only becomes advocates of the corporations but also acts as corporations. The state government itself takes away the land, especially agricultural lands, coastal lands with the coastal regulation zones, forest lands for SEZ’s in which they are working. SEZ will not create employment for dalit women because SEZ’s employs only skilled and educated workers. But dalit women have lack of skill and they are illiterate. Because of this reason, they are not employed in SEZ, thus, directly globalization effected their livelihood. Globalisation process has increased the feminization of poverty and this was affected dalit women in every sphere of their lives. There is also large scale migration from rural areas to urban centers in search of better livelihood option. Women are left behind to bear the responsibility of the family. This further adds to the existing burden that dalit women are trying to cope with. More and more female headed households emerge and most of them are dalit women. Such situations push the women into further situations of impoverishment, making them more and more vulnerable to all forms of discrimination and violation.

Pertinent Probes / 189 Thus, with the introduction of the globalization process, there is a sharp rise in prices, decrease in job opportunities and dramatic decline in income opportunities which has hit rural dalit women severely. As the government has considerably cut down the public distribution system, the dalit women are forced to survive with poverty and starvation. Increase in price has also reduced nutritional level and chronic hunger became rampant among the landless rural poor especially dalit women. Tight family budget cut down the expenditure on health and education. Globalisation process interacting with caste discrimination is further denying dalit women the right to land, political equal status and the very right to life. Dalit women daily face increased untouchability, sexual exploitation and the violent atrocities and harassment by dominant castes. Dalit women face loss of livelihoods, displacement and migration and trafficking due to the onslaught of new economic policies and the destructive globalization process. Because of these reasons they are losing opportunity to compete with other sections of the society there by causing further marginalisaton. The life of poor dalit women has become more painful and insecure due to panic resulting from globalization. Thus, globalization process directly or indirectly denies the opportunities to dalit women to move away from the situation of marginalization and get into the mainstream of the society.

Conclusion With the initiation of globalization, dalit women who are often referred to as thrice dalits, as they suffer from triple oppression of poverty, being female and being female dalits, are losing opportunity to compete with the other sections of society. From the beginning of the economic reforms, the government talked about social safety nets for the poor marginalized sections. But in practice, the government has

Pertinent Probes / 190 done little to strengthen social protect measures. But under globalization, the socio economic conditions of the vast majority of the dalit women are going from bad to worse, rather than improving. So the State have to take up and implement the long awaited land reform programme, massive investment in agriculture-related infrastructural projects, good quality primary education for all, good quality primary health care system and enforcement of reservation policy in private sector in favour of dalits. Under the present situation the role of the state becomes crucial for the empowerment of dalit women as the state cannot deny socio- economic justice to the dalit women for a long period. The issues of socio-economic justice of the dalit women and other weaker sections are needed to be suitably addressed for the maintenance and survival of our democratic set up.

References 1. Chaudhary S.N, Dalit and Tribal leadership in Panchayats, concept publishing company, New Delhi, 2004. 2. Dhaka Sunita, Rajvir.S.Dhaka, Behind the viel : Dalit women in Panchayati Raj, Abhijeet publications, New Delhi,2005. 3. http://www.eed.de/de/de.sub/de.sub.32/de.sub.info/de.info.252/ index.html 4. http://www.asianruralwomen.net/html/news_000008.htm 5. http://www.goethals.org/globalisation.html 6. http://blhrri.org/blhrri_e/other/report1.html 7. http://www.c-s-p.org/Flyers/9781847186065-sample.pdf 8. Manorama Ruth, The situation of Dalit women- formerly known as untouchables/scheduled castes, http://www.europarl.europa.eu/comparl/deve/meetingshr/ 20061218/manorama.pdf 9. Parvathamma.C, Scheduled Castes at the crossroads, shish publishing house, New Delhli, 1989. 10. Bhatt Umesh, Dalit- From marginalization to mainstream, Vista International Publishing House, New Delhi, 2005. 

Pertinent Probes / 191 A Study on Issues and Challenges of Physical Education and Sports

......  Abdul Kunhi K. Physical Education Director Govt. First Grade College for Women, Puttur ......

Introduction Physical education is utmost important especially because it forms a base for higher growth and proper development. Hence, today extreme attention is paid to physical education starting from the school level. The early attention to physical education will indirectly sharpen the kid’s performance in different field’s right from dance, martial arts to meditation. These are the various forms and each one has its own benefits.

Statement of the problem Physical education is considered as a play way process of education. This is because it really educates people about various important issues such as proper eating habits, right lifestyles, and similar stuff but one never realizes that he or she is actually trying to educate themselves as they feel like playing and enjoying their time when they

Pertinent Probes / 192 actually are involved in such physical education. Today extreme attention is paid to physical education starting from the school level. Hence, the study was undertaken to understand the issues and challenges of Physical Education and Sports.

Objectives of the study 1. To study the importance of physical education and Sports. 2. To study the issues and challenges of physical education and sports. 3. To give suggestions to improve the physical education activities.

Review of Literature When physical activity is used as a break from academic learning time, post engagement effects include better attention (Grieco et al., 2009; Bartholomew and Jowers, 2011), increased on-task behaviors (Mahar et al., 2006), and improved academic performance (Donnelly and Lambourne, 2011).

Scope of the Study The scope of the study is based on the secondary sources of data collected from various data published by various institutions and the data from journals, magazines for the purpose of the study.

Importance of Physical Education  Physical education makes people aware about the factors and helps them attain good health through various activities that it incorporates.  Physical fitness helps in improving the confidence of a person.

Pertinent Probes / 193  Physical education makes them aware of the things that are required in order to have a great health.  It also makes people develop some important qualities like sportsmanship and team spirit.  It also helps in ensuring an overall cognitive health that is associated with the mental health.

Benefits of Physical Education  Improved Fitness: Skipping, jumping, running, lifting and other exercises make a person more fit.  Unity, Team-spirit and Togetherness: Exercising with other students helps forge togetherness and boosts team spirit.  Makes a Person More Active: It makes a person more active and helps combating ailments associated with laziness or “potato couching.”  Increased Socialization: physical education teaches students to be more social and also outgoing. This shapes their future life and interaction.  Better Health: Regular exercises improve the respiratory, cardiovascular, immune and other bodily systems. This keeps diseases at bay.  Boosts Self Esteem: Regular interaction with other pupils or students improves self-esteem and awareness.

Issues in Physical Education and Sports  Leadership in physical activity movement: We have a responsibility to educate the public about the benefits of physical activity and fitness.  Promotion of affective development: Development of values, character, and ethical decision-making skills has long been touted as one of our primary purposes.  Leadership of youth sport programs: “Youth sports programs are neither inherently good nor bad.” Their

Pertinent Probes / 194 value depends on the quality of adult leadership and the supporting environment.”  Growing field of physical education and sport: Development of the sub-disciplines has lead to research traditions, professional organizations, and publications new and expanded career opportunities. Important to recognize the role of each of the sub-disciplines in achieving our mission of helping people to be physically active throughout their lifespan.  Closing the gap between research and practice: Time lag between publication of research and the utilization of relevant findings. Critical to narrow the gap so that our programs are based on sound current principles.

Challenges of Physical Education  Importance of shaping healthy behaviours, during the early years; harder to change unhealthy habits.  Increased privatization of sports  Need for health promotion and physical activity programs in the worksite, community, and medical settings.  Giving importance to market programs to gain support and to involve more people  Addressing the tremendous disparities that still exist in physical activity and disease conditions according to race, ethnicity, age, sex, education, sexual orientation, ability/ disability, and income.  Personal commitment of physical education and sport professionals to be role models for healthy, active lifestyles.  Changes in our programs to accommodate a wider range of individual differences.

Suggestions  Regular, appropriate physical activity can contribute to good health and enhance the quality of life for people of

Pertinent Probes / 195 all ages. Therefore physical activity should start at an early age.  Physical education should be taught by certified physically educators.  Each teacher must support the crusade for high-quality daily physical education.  Expansion of physical education, sport programs, and services to new settings and population groups.  Access should be available to all individuals regardless of socio economic background  Physical education and sport professionals must take an active role in promoting their programs.  To help individuals of all ages increase life expectancy and improve their quality of life.

Conclusion Physical Education is vital in the proper growth of a child and unless we understand it and its positive effects, we are more-likely to ignore or apply the wrong strategies. In addition to making everyone more active and physically fit, physical education also keeps diseases at bay.

References 1. Kelly, L.E., & Melograno, V. (2004) Developing the physical education curriculum: an achievement based approach. 2. Human Kinetics Launder, A. (2001) Play practice. The games approach to teaching and coaching sports.

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Pertinent Probes / 209 ¥ÀjªÀwð¹PÉÆAqÀÄ ºÉaÑ£À ¨sÀÆ«ÄAiÀÄ£ÀÄß vÀªÀÄäzÁV¹PÉÆArzÀÝgÀÄ.41 PÉÆÃn ZÉ£ÀßAiÀÄ ¥ÁqÀÝ£ÀzÀ°è MAzÀÄ PÀqÉ ‘§Al ªÀÄUÉ ¨ÁgÀUÉ ªÀÄÆ¼É ¥ÉÆÃAiÉÄ£À J£ÀÄߪÀ ªÀiÁvÀÄ §gÀÄvÀÛzÉ. §AlgÀ£ÀÄß ‘¨ÁgÀUÀgÀÄ’ JAzÀÄ PÀgÉAiÀÄĪÀ gÀÆrü EzÉ. ¨sÀÆvÀzÀ GvÀìªÀUÀ¼À°è CªÀgÀ£ÀÄß ¨sÀÆvÀªÀÅ ‘¨ÁgÀUÉgÉ’ JAzÀÄ PÀgÉAiÀÄÄvÀÛzÉ. F ‘¨ÁgÀUÀ’ JA§ ±À§Ý ¨Ágï+ªÀÄUÀ-¨Ágï CUÀ-¨ÁgÀUÀ JAzÀÄ DVgÀ¨ÉÃPÀÄ. E°è ‘¨Ágï’ CAzÀgÉ ‘¨sÀvÀÛ’ ‘ªÀÄUÀ’ JAzÀgÉ ‘D ªÀA±ÀzÀªÀ’ JA§ CxÀð, CAzÀgÉ ‘¨sÀvÀÛzÀ ªÀA±ÀzÀªÀgÀÄ’ JAzÀÄ DUÀÄvÀÛzÉ. vÀļÀÄ£Ár£À°è §Al ¸ÀªÀiÁdzÀªÀgÀÄ ¸ÁA¥ÀæzÁ¬ÄPÀªÁV ¨sÀvÀÛzÀ ¨ÉøÁAiÀĪÀ£ÀÄß ªÀiÁqÀĪÀªÀgÀÄ. DzÀÝjAzÀ CªÀjUÉ ‘¨ÁgÀUÀ’ JA§ ºÉ¸ÀgÀÄ §A¢gÀ¨ÉÃPÀÄ. ‘PÉÆÃn ZÉ£ÀßAiÀÄ’ ¥ÁqÀÝ£ÀzÀ°è JtÆäj£À §¯Áè¼À£ÀÄ PÉÆÃn ZÉ£ÀßAiÀÄgÀ°è ‘¤ªÀÄUÉ AiÀiÁªÀ UÀzÉÝ ¨ÉÃPÀÄ?’ JAzÀÄ PÉüÀĪÁUÀ “ªÀPÉ̯ÁAiÀÄ UÀÄvÀÄÛ §PÉð ¨ÉÆÃqÁ? (§AlgÀ ¨ÁjPÉ ¨ÉÃPÉÆÃ?) J£ÀÄßvÁÛ£É. E°è ‘§Al’jUÉ ‘MPÀ̯ÁAiÀÄgÀÄ’ JAzÀÄ PÀgÉAiÀįÁVzÉ. ‘MPÉ̯ÁAiÀÄ’ JAzÀgÉ ‘MPÀÌ°UÀ’ CAzÀgÉ ¨ÉøÁAiÀÄUÁgÀ, PÀȶPÀ JAzÀÄ CxÀð. ‘¹j ¥ÁqÀÝ£ÀzÀ°è ©ªÀÄÄð D¼Àé£ÀÄ zÉÆqÀØ ¨ÉøÁAiÀÄUÁgÀ. DzÀgÉ ªÀÄPÀ̽®èzÀ CªÀ£ÀÄ ºÉüÀĪÀ ªÀiÁvÀÄ F jÃw EzÉ. “J£Àß ¸Á«gÀ ªÀÄÄr CjvÀ ºÀÄmÉÆÖý J£ÀqïzÉ ¥ÉÆæ£À¯ÉPÉÆ DAqÉ’ (J£Àß ¸Á«gÀ CQÌAiÀÄ ºÀÄlÄÖªÀ½ £À¤ßAzÀ DgÀA¨sÀªÁV £À¤ßAzÀ¯Éà CAvÀåªÁUÀĪÀ ¹Üw D¬ÄvÀ¯Áè).42 E°è ¸Á«gÀ ªÀÄÄr ºÀÄlÄÖªÀ½AiÀÄ UÀzÉÝAiÀĪÀ£ÀÄ JAzÀgÉ §ºÀ¼À zÉÆqÀØ ¨ÉøÁAiÀÄUÁgÀ JAzÀÄ CxÀð. ºÁUÁV §Al ¸ÀªÀÄÄzÁAiÀÄzÀªÀgÀÄ F PÁ®WÀlÖzÀ°è «±Á®ªÁzÀ ¨sÀÆ D¹ÛAiÀÄ£ÀÄß ºÉÆA¢zÀÄÝ D PÁgÀt¢AzÀ¯Éà ¸ÁªÀiÁfPÀ ªÀÄ£ÀßuÉAiÀÄ£ÀÄß ¥ÀqÉ¢zÀÝgÀÄ. ªÉÆPÀjUÀ¼ÀÄ, ªÉÆUÉÃgÀgÀÄ, UÁtÂUÀgÀÄ, PÀÄA¨ÁgÀgÀÄ, UËqÀgÀÄ ªÉÆzÀ¯ÁzÀªÀgÀÄ PÉ®ªÉÇAzÀÄ ¸ÀAzÀ¨sÀðUÀ¼À°è ¨sÀÆ«ÄAiÀÄ MqÉAiÀÄgÁV ªÀÄvÀÄÛ ¨ÉøÁAiÀÄUÁgÀgÁV ±Á¸À£ÀUÀ¼À°è ºÉ¸Àj¸À®ànÖzÁÝgÉ.43

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Pertinent Probes / 210 ºÁUÉAiÉÄà vÀļÀÄ¥ÁqÀÝ£À ºÉüÀĪÀAvÉ ¸ÀļÀå vÁ®ÆQ£À ¥ÉgÀĪÀįÉAiÀÄ §¯Áè¼À E§âgÀÄ ©®èªÀ «ÃgÀgÁzÀ PÉÆÃn ZÉ£ÀßAiÀÄjUÉ ªÀÄvÀÄÛ §Ä¢ÞªÀAvÀ¤UÉ UÀzÉÝUÀ¼À£ÀÄß ¨ÉøÁAiÀÄPÁÌV ¤ÃrzÀÝ. PÉÆÃnZÉ£ÀßAiÀÄ ¥ÁqÀÞ£ÀzÀ°è §ÄzÀåAvÀ£ÀÄ PÉÆÃn ZÉ£ÀßAiÀÄgÀ°è “¸ÁzÉƽUÉ, ©ÃzÉƽUï ¤PïÌ ©gÀĪÉgÉ CtUïKgï PÉÆgÀĤ”(¸ÁUÀĪÀ½ PÉ®¸À ¤ªÀÄUÉ ©®èªÀgÀ ºÀÄqÀÄUÀjUÉ AiÀiÁgÀÄ PÉÆlÖzÀÄÝ?) JAzÀÄ PÉüÀÄvÁÛ£É. E°è ‘©gÀÄ¥Égï’ J£ÀÄߪÀ ¥ÀzÀ §¼ÀPÉAiÀiÁVzÉ. EzÀÄ E°è eÁw¸ÀÆZÀPÀ ¥ÀzÀªÁVzÉ. §ÄzÀåAvÀ£À ªÀiÁw£À ªÀÄÆ®PÀ ©®èªÀjUÉ ¸ÁA¥ÀæzÁ¬ÄPÀªÁV ¨ÉøÁAiÀÄ ªÀiÁqÀĪÀ GzÉÆåÃUÀ E®è JAzÀÄ UÉÆvÁÛUÀÄvÀÛzÉ. DzÀgÉ PÉÆÃnZÉ£ÀßAiÀÄjUÉ §¯Áè¼À UÀzÉÝAiÀÄ£ÀÄß ¤ÃqÀĪÀÅzÀgÀ ªÀÄÆ®PÀ IÄtªÀ£ÀÄß wÃj¸À®Ä ¤zsÀðj¸ÀÄvÁÛ£É. ¥ÁqÀÝ£ÀzÀ°è PÉÆÃnZÉ£ÀßAiÀÄgÀÄ PÀA§¼ÀUÀzÉÝAiÀÄ°è ¨ÉøÁAiÀÄ ªÀiÁqÀÄvÁÛgÉ. “C¥ÀUÀAiÉÄÃt¯ïÝ §Ä¼ÉɸÀ¼É AiÉļÉÆåqÀÄ ¨É£ÉÆqÀÄ CAzïzï, PÀAqÀzÀ PÀgÀªÉÄ¢ PÀqÉÛgï, ¸ÀÆqÀÄlÄÖ£ÀÄ ¢ÃAiÉÄgï, ¥ÀUÀÄÎqÀÄ ¥À¢£ÉuÉÆä ¥ÉÆãÀUÀ £Á°gÀÄ ªÀiÁzÁAiÉÄgï, AiÉÄÃUÉ®Ý §Ä¼É ¨ÉAzÀgï”(DUÀ Jt¯ï£À ¨É¼ÉAiÀÄ£ÀÄß ¸ÀjAiÀiÁzÀ PÁ®PÉÌ ¨É¼ÉAiÀĨÉÃPÀÄ JAzÀÄ UÀzÉÝAiÀÄ §¢AiÀÄ£ÀÄß ¸ÀjªÀiÁr ¸ÀÄqÀĪÀÄtÄÚ ElÖgÀÄ. ¥ÀUÀÄÎ wAUÀ¼ÀzÀ ºÀ¢£ÉAlÄ ¢£À DzÁUÀ £Á¯ÉÌvÀÄÛUÀ¼À£ÀÄß wgÀÄV¹zÀgÀÄ. Jt°£À ¨É¼ÉAiÀÄ£ÀÄß ¨É¼ÉzÀgÀÄ).47 ºÁUÁV ©®èªÀgÀÆ ¨ÉøÁAiÀÄUÁgÀgÁVzÀÝgÀÄ J£ÀÄߪÀÅzÀÄ ¸ÀàµÀÖªÁUÀÄvÀÛzÉ. DzÀgÉ F ¨ÉøÁAiÀÄ ºÉaÑ£À ¨sÀÆ ¤AiÀÄAvÀætzÀ £É¯ÉAiÀÄ°ègÀzÉ ¨sÀÆUÉÃtÂzÁgÀgÀ £É¯ÉAiÀÄ°ègÀ¨ÉÃPÀÄ. CzÉà ¥ÁqÀÝ£À ºÉüÀĪÀAvÉ ©®èªÀgÀÄ GvÀÛªÀÄ jÃwAiÀÄ°è ¨ÉøÁAiÀÄ ªÀiÁqÀĪÀ PÀæªÀĪÀ£ÀÄß §®èªÀgÁVzÀÝgÀÄ.48 17 ªÀÄvÀÄÛ 18£ÉAiÀÄ ±ÀvÀªÀiÁ£ÀzÀ ªÀÄzsÀå¨sÁUÀzÀ°è ©®èªÀgÀÄ ºÁUÀÆ ºÀ¼É¥ÉÊPÀzÀªÀgÀÄ PÀgÁªÀ½ PÀ£ÁðlPÀzÀ ««zsÀ ¥ÀæzÉñÀUÀ¼À°è ¨sÀÆ«ÄAiÀÄ£ÀÄß ºÉÆA¢zÀÝgÀÄ.49 ªÀįÉPÀÄrAiÀÄgÀÄ UÀÄqÀØ ¥ÀæzÉñÀUÀ¼À°è ¨ÉøÁAiÀÄ ªÀiÁqÀÄwÛzÀÝgÀÄ. CªÀgÀÄ vÀªÀÄä MqÉAiÀÄjUÁV ªÀµÀðzÀ°è 10 wAUÀ¼ÀÄ ¢£ÀzÀ°è 8 UÀAmÉ zÀÄrAiÀÄÄwÛzÀÝgÉAzÀÄ ºÉüÀ¯ÁVzÉ.50 UÀÄqÀØ ¥ÀæzÉñÀzÀ°è CªÀgÀÄ ªÀiÁqÀÄwÛzÀÝ PÀȶAiÀÄ£ÀÄß PÀĪÉÄÃgï JAzÀÄ PÀgÉAiÀįÁUÀÄwÛvÀÄÛ. ªÀÄvÀÄÛ CzÀÄ 14£ÉAiÀÄ ±ÀvÀªÀiÁ£ÀzÀ ªÀÄzsÀå¨sÁUÀ¢AzÀ F ¥ÀæzÉñÀUÀ¼À°è ¸ÁªÀiÁ£ÀåªÁVvÀÄÛ.51 ºÉƯÉAiÀÄgÀÄ ºÉZÁÑV G£ÀßvÀ eÁwAiÀĪÀgÀ PɼÀUÉ UÀįÁªÀÄvÀ£ÀzÀ jÃw PÉ®¸À ªÀiÁqÀÄwÛzÀÝgÀÄ.52 PÉ®ªÀÅ ±Á¸À£ÀUÀ¼ÀÄ CªÀgÀ£ÀÄß ºÉƯÉAiÀiÁ®Ä, ªÀÄuÁÚ¼ÀÄ CxÀªÁ D¼ÀÄ53 JA§ÄzÁV ¸ÀA¨ÉÆâü¸ÀÄvÀÛzÉ. 14 ªÀÄvÀÄÛ 16 £ÉAiÀÄ ±ÀvÀªÀiÁ£ÀzÀ ±Á¸À£ÀUÀ¼ÀÄ54 ºÉüÀĪÀAvÉ F ºÉƯÉAiÀiÁ¼ÀÄUÀ¼À£ÀÄß CªÀjgÀĪÀ ¨sÀÆ«ÄAiÀÄ ¸À»vÀ Rjâ¸À¯ÁUÀÄwÛvÀÄÛ. PÀqÀvÀUÀ¼ÀÄ ºÉüÀĪÀAvÉ F ¥ÀæQæAiÉÄ 18£ÉAiÀÄ ±ÀvÀªÀiÁ£ÀzÀªÀgÉUÀÆ ªÀÄÄAzÀĪÀgÉ¢vÀÄÛ.55 ºÉƯÉAiÀÄgÀ ¨ÁPÀÄqÀgÀ ZÀlĪÀnPÉUÀ¼À §UÉÎ §ÄPÁ£À£ï ªÀgÀ¢UÀ¼ÀÄ §ºÀ¼ÀµÀÄÖ ªÀiÁ»wAiÀÄ£ÀÄß ¤ÃqÀÄvÀÛªÉ.

Pertinent Probes / 211 ¥ÀA§zÀgÀÄ ¸ÁA¥ÀæzÁ¬ÄPÀ zÉʪÀ ¥ÁwæUÀ¼ÁVzÀÄÝ, §¯Áè¼ÀgÀ UÉÃtÂzÁgÀgÁVzÀÝgÀÄ. PÀȶ ZÀlĪÀnPÉUÀ¼À°è §¯Áè¼ÀgÀÄ EªÀgÀ£ÀÄß vÉÆqÀV¹PÉƼÀÄîwÛzÀÝgÀÄ.56 ºÁUÉAiÉÄà ¨sÀÆvÀ¸ÁÜ£ÀzÀ ¤ªÀiÁðtzÀ°èAiÀÄÆ CªÀgÀ£ÀÄß §¼À¹PÉƼÀî¯ÁUÀÄwÛvÀÄÛ. CªÀgÀÄ §ºÀ¼ÀµÀÄÖ ¸ÀASÉåAiÀÄ°èzÀÝgÀÆ CªÀgÀ ¸ÁªÀiÁfPÀªÁzÀ PɼÀ¸ÀÜgÀzÀ UÀÄgÀÄw¸ÀÄ«PɬÄAzÀ ±Á¸À£ÀUÀ¼ÀÄ CªÀgÀ PÀÄjvÁzÀ ªÀiÁ»w ¤ÃqÀĪÀÅ¢®è. F zÀȶÖAiÀÄ°è ¸ÀܽÃAiÀÄ eÁ£À¥ÀzÀ ªÀiÁ»wUÀ¼ÀÄ ªÀÄÄRåªÁUÀÄvÀÛªÉ. ±Á¸À£ÁzsÁgÀzÀAvÉ.57 ¨sÀÆ«ÄAiÀÄ ¨ÉøÁAiÀÄPÉÌ ¸ÀA§A¢ü¹zÀAvÉ ¨ÁæºÀätgÀÄ G£ÀßvÀ ªÀUÀðzÀ ±ÀÆzÀægÉÆA¢UÉ ¤gÀAvÀgÀ ªÉÄÊwæ ºÉÆA¢zÀÝgÀÄ. ¸ÁªÀiÁ£ÀåªÁV EªÀgÀ ¨sÀÆ«Ä CPÀÌ ¥ÀPÀÌzÀ°ègÀÄwvÀÄÛ ªÀÄvÀÄÛ ¨ÉøÁAiÀÄzÀ ¸ÀAzÀ¨sÀðzÀ°è ¥ÀgÀ¸ÀàgÀ ¸ÀºÀPÀj¸ÀÄwzÀÝgÀÄ. vÀļÀÄ£Ár£À ¸ÀħæºÀätå ¸ÀļÀå ¨É¼ÀÛAUÀr, ¥ÀÄvÀÆÛgÀÄ, «lè, §AlªÁ¼ÀzÀ°è CAzÀgÉ vÀļÀÄ£Ár£À ¥ÀƪÀð ¢QÌ£À°è UËqÀ eÁwAiÀĪÀgÀÄ §ºÀĸÀASÉåAiÀÄ°è £É¯É¹zÁÝgÉ. PÉÆqÀV£À ¨sÁUÀªÀÄAqÀ®, PÁ¸ÀgÀUÉÆÃr£À §¢AiÀÄqÀÌzÀ°èAiÀÄÆ PÉ®ªÀÅ UËqÀgÀ ªÀÄ£ÉUÀ½ªÉ. vÀļÀÄ£Ár£À°è EAzÀÄ ¥ÀæzsÁ£À ¸ÀªÀÄÄzÁAiÀÄUÀ¼À°è MAzÁVgÀĪÀ UËqÀgÀÄ PɼÀ¢AiÀÄ PÁ®WÀlÖzÀ°è vÀļÀÄ£ÁrUÉ DUÀ«Ä¹zÀgÀÄ J£ÀÄߪÀ C©ü¥ÁæAiÀÄzÀ »£É߯ÉAiÀÄ°è CªÀgÀ ¨sÀÆ MqÉvÀ£ÀzÀ »£É߯ÉAiÀÄ£ÀÄß UÀªÀĤ¸À¨ÉÃPÁUÀÄvÀÛzÉ.EAzÀÄ CªÀgÀÄ C£ÀĨsÀ«¸ÀÄwÛgÀĪÀ «±Á®ªÁzÀ ¨sÀÆ D¹Û §¯Áè¼ÀgÀ PÁ®zÀ°è vÀªÀÄUÉ GA§½AiÀiÁV §A¢zÉ J£ÀÄߪÀ CªÀgÀ »jAiÀÄgÀ ºÉýPÉ E°è ªÀÄÄRåªÁUÀÄvÀÛzÉ.58 ¸ÀħæºÀätå, PÀqÀ§, PÀÆdÄUÉÆÃqÀÄ, PÀAzÀæ¥Áàr, ¸ÀļÀå ¥ÀæzÉñÀUÀ¼À°è UËqÀgÀÄ «¸ÀÛj¹PÉÆAqÁUÀ zÀlÖªÁzÀ CgÀtåUÀ½AzÀ PÀÆrzÀÝ F ¥ÀæzÉñÀUÀ¼À DAiÀÄPÀnÖ£À ¸ÀܼÀUÀ¼À°è eÉÊ£À §¯Áè¼ÀgÀÄ ©ÃqÀÄ ªÀÄ£ÉUÀ¼À°è £É¯ÉAiÀÄÆj C¢üPÁgÀ ¸ÁÜ£ÀzÀ°èzÀÝgÀÄ. ¨ÉÃgÉ PÀqÉUÀ¼À°è UÁæªÀiÁ¢üPÁgÀzÀ ¸ÀÛgÀzÀ°è ‘UÁªÀÅAqÀ’ gÉAzÀÄ PÀgÉAiÀįÁUÀĪÀ UËqÀgÀÄ vÀļÀÄ£Ár£À°è D ¸ÁÜ£ÀzÀ°è UÀÄgÀÄw¹PÉƼÀî®Ä PÁAiÀĨÉÃPÁ¬ÄvÀÄ. CxÀªÁ ¸ÀAWÀµÀðzÀ £É¯ÉAiÀÄ°è CzÀ£ÀÄß ¸Áܦ¸À¨ÉÃPÁzÀ C¤ªÁAiÀÄðvÉAiÀÄÆ CªÀjVvÀÄÛ. UËqÀgÀÄ ªÀvÀðªÀiÁ£ÀzÀ°è zÉʪÁgÁzsÀ£ÉAiÀÄ°è ºÉÆAzÀĪÀ ¸ÁÜ£ÀUÀ¼ÀÄ CªÀgÀ ªÀ®¸ÉAiÀÄ PÁ®zÀ°è E¢ÝgÀ®Ä ¸ÁzsÀå«®è. DzÀgÉ AiÀiÁªÁUÀ ©ÃqÀÄ §¯Áè¼ÀgÀÄ vÀªÀÄä C¹ÛvÀéªÀ£ÀÄß PÀ¼ÉzÀÄPÉÆAqÀgÉÆà DUÀ UËqÀgÀÄ ªÀÄÄAZÀÆtÂUÉ §AzÀgÀÄ ªÀÄvÀÄÛ vÀªÀÄä AiÀÄdªÀiÁ¤PÉAiÀÄ£ÀÄß ¸Áܦ¹zÀgÀÄ. ºÁUÁV ªÀ®¸ÉAiÀÄ PÁ®zÀ°è §¯Áè¼ÀgÀAvÀºÀ ¨sÀÆ »qÀĪÀ½zÁgÀgÀ PɼÀUÉ PÉ®¸À ªÀiÁqÀÄwzÀÝ F ¸ÀªÀÄÄzÁAiÀÄzÀªÀgÀÄ D £ÀAvÀgÀ ¨sÀÆ MqÉAiÀÄgÁV ªÀÄÄAZÀÆtÂUÉ §AzÀgÀÄ. MnÖ£À°è ««zsÀ eÁw ªÀÄvÀÄÛ ¸ÀªÀÄÄzÁAiÀÄUÀ¼À£ÀÄß F PÁ®zÀ°è vÀļÀÄ£Ár£À°è UÀªÀĤ¸À§ºÀÄzÀÄ. F CzsÀåAiÀÄ£À¢AzÀ w½zÀħgÀĪÀ CA±ÀªÉAzÀgÉ ±ÉæÃtÂÃPÀÈvÀ ¸ÁªÀiÁfPÀ ªÀåªÀ¸ÉÜ F PÁ®zÀ°èAiÀÄÆ ªÀÄÄAzÀĪÀgɬÄvÀÄ. E°è ««zsÀ

Pertinent Probes / 212 ¸ÀªÀÄÄzÁAiÀÄUÀ¼ÀÄ PɼÀ¸ÀÛgÀ¢AzÀ ªÉÄîĸÀÛgÀzÀªÀgÉUÉ ¸ÉÃjPÉÆArzÀݪÀÅ. ¨ÁæºÀätgÀ ¸ÁA¸ÀÌøwPÀ ªÉÄïÉä, zsÁ«ÄðPÀ ¸ÀA¸ÉÜUÀ¼À ªÀÄÄAZÀÆt ªÀÄÄAvÁzÀ «ZÁgÀUÀ½AzÀ ¸ÀªÀiÁdzÀ°è ªÉÄîĸÀÛgÀzÀ°è UÀÄgÀÄw¹PÉÆArzÀÝgÀÄ. ¨ÁæºÀätjUÉ ¥Àæ¨sÀÄvÀé ¨É£É߮ĨÁV EzÀÝ PÁgÀt d£ÀgÀÆ CªÀgÀ D¹Û ¥Á¹ÛUÀ¼À£ÀÄß UËgÀ«¸ÀÄwÛzÀÝgÀÄ. vÉjUÉ «£ÁAiÀÄw C¥ÁgÀ ¨sÀÆ D¹ÛAiÀÄ MqÉvÀ£À, zsÁ«ÄðPÀ ¸ÀA¸ÉÜUÀ¼À ªÀÄvÀÄÛ CªÀÅUÀ¼À D¹Û ¥Á¹ÛUÀ¼À ¤ªÀðºÀuÉAiÀÄ C¢üPÁgÀªÀ£ÀÆß EªÀgÀÄ ºÉÆA¢zÀÝgÀÄ. ¨sÁgÀvÀzÀ EvÀgÀ PÀqÉUÀ¼À°è ±ÉæöÖUÀ¼ÁV ªÁå¥ÁgÀ ªÀåªÀºÁgÀUÀ¼À°è vÉÆqÀVzÀÝ eÉÊ£ÀgÀÄ vÀļÀÄ£Ár£À°è ¨sÀÆ¥Á®PÀgÁV ¨sÀÆ »qÀĪÀ½zÁgÀgÁV PÁAiÀÄð¤ªÀð»¹zÀÄÝ «±ÉõÀªÁVzÉ. £ÁqÀªÀgÀÆ ¨sÀÆ«ÄAiÀÄ MqÉvÀ£ÀzÀ PÁgÀtPÉÌ ªÀÄÄAZÀÆtÂAiÀÄ°èzÀÝgÀÄ. PɼÀ¢AiÀÄgÀ¸ÀgÀ PÁ®zÀ°è ¨sÀÆ»qÀĪÀ½zÁgÀgÁzÀ «ÃgÀ±ÉʪÀgÀÄ PɼÀ¢AiÀÄ CªÀ£ÀwAiÉÆA¢UÉ vÀªÀÄä E½UÁ®ªÀ£ÀÆß PÁt¨ÉÃPÁ¬ÄvÀÄ.EzÀPÉÌ «gÀÄzÀݪÁV ¨sÀÆgÀ»vÀgÁVzÀÝ UËqÀ ¸ÀªÀÄÄzÁAiÀÄ D £ÀAvÀgÀ ¨sÀÆ«ÄAiÀÄ MqÉAiÀÄgÁzÀgÀÄ. ¸ÀªÀiÁdzÀ PɼÀ¸ÀÛgÀzÀ°è UÀÄgÀÄw¹PÉÆAqÀ ¸ÀªÀÄÄzÁAiÀÄUÀ¼ÀÄ ¨sÀÆ«ÄAiÀÄ MqÉvÀ£À«®èzÉ CzÉà ¹ÜwAiÀÄ°è ªÀÄÄAzÀĪÀjAiÀÄĪÀ C¤ªÁAiÀÄðvÉAiÀÄÄAmÁ¬ÄvÀÄ. F CzsÀåAiÀÄ£À, eÁwAiÀÄ ªÉÄïÉä ªÀÄvÀÄÛ CzÀPÉÌ ¨sÀÆ ¤AiÀÄAvÀætzÀ £ÉÃgÀ ¸ÀA§AzsÀªÀ£ÀÄß C£ÁªÀgÀtUÉƽ¸ÀÄvÀÛzÉ.

------1. «ªÉÃPÀ gÉÊ ©.J. C£Àé¬ÄPÀ eÁ£À¥ÀzÀ, 1985, ¨ÉAUÀ¼ÀÆgÀÄ ¥ÀÄ. 2. ±Á¸À£ÁzsÁgÀzÀAvÉ, ¨ÁæºÀätgÀÄ ¥À«vÀæ zÉêÁ®AiÀÄUÀ¼ÁzÀ UÉÆÃPÀtð zsÁgÉñÀégÀ EqÀUÀÄAf ªÀÄvÀÄÛ UÀÄtªÀAvÉ ºÁUÀÆ F ¨sÁUÀzÀ°è PÉÆÃmÉñÀégÀ EvÁå¢ ¸ÀܼÀUÀ¼À°è ºÉZÁÑV ªÁ¹¸ÀÄwzÀÝgÀÄ. KI VI Nos, 61, 62, 69, 70, 79.; KI III.Nos6,10,:SII.VII No.296 :Ibid.Pt.II,No 470,621,655 etc 3. vÁªÀÅ ªÁ¸À«zÀÝ ¸ÀܼÀzÀ ®PÀëtUÀ¼À£ÀÄß EªÀgÀÄ ªÉÄÊUÀÆr¹PÉÆArzÀÝgÀÄ.²ªÀ½î PÉÆÃl PÀAzÁªÀgÀ,ºÀ«PÀgÀÄ ¸ÀPÀ®¥ÀÄj EvÁå¢ See . Gururaj Bhat p.1975,Studies in Tuluva History and Culture, Manipal.1975 p.239. 4. SII.VII No.321,326,:Ibid.IX,Nos 441,555,576,655 5. SII.IX Pt.II,Nos 408,423,426,449.KI VI 69. Nirupa found at Oriental research institute Chennai related to Udupi Krisna temple.No.33, studied by Keladi Venkatesh Joise 6. SII .IX Pt.II,Nos 446,641,659. 7. Ibid,1929-30,No.602. 8. SII.IX Pt.II,No.675 see Ibid VII No,390. 9. SII.IX Pt.II,No.620,621,632,695.KI-VI No.694. 10. SII.IX Pt.II 512,620,632,659,675 KI-III,No 7 11. ARIE 1964 AP A No.2 p.41

Pertinent Probes / 213 12. EC VIII Sa.111. 13. qÁ.Dgï. UÉÆÃ¥Á¯ï(¸ÀA) zÀQët PÀ£ÀßqÀ f¯ÉèAiÀÄ EwºÁ¸À ªÀÄvÀÄÛ ¥ÀÄgÁvÀvÀé 2005, ¥ÁæZÀåªÀ¸ÀÄÛ ªÀÄvÀÄÛ ¸ÀAUÀæºÁ®AiÀÄUÀ¼À ¤zÉÃð±À£Á®AiÀÄ, ªÉÄʸÀÆgÀÄ. ¥ÀÄ.215 14. Buchanan,a journey II p.262. 15. Ibid,p.311, 325, 345,358 16. SII.IX Pt.II,No.426,609, 675,KI III No .7 17. ARKRIE of 1940,Nos,88,See ARIE 1952 Ap A No.8 18. SII.VII Nos.199,200,207,209,246,248,255,262,264,EI VII No10.Ibid,XX,pp88-92. 19. §ÄPÁ£À£ï ¥ÀæPÁgÀ eÉÊ£ÀgÀÄ, ¨ÁæºÀätgÀÄ, PÀëwæAiÀÄgÀÄ, ªÉʱÀågÀÄ ªÀÄvÀÄÛ ±ÀÆzÀægÁV «AUÀqÀuÉ ºÉÆA¢zÀÝgÀÄ. £ÉÆÃr. Journey p.255. 20. SII VII Nos, 212,242,EI VII No10, Ibid, XX, pp89-97, KI III Nos 11,14 21. UÀt¥Àw gÁªï LUÀ¼ï JA.1923, zÀ.PÀ. f¯ÉèAiÀÄ ¥ÁæaãÀ EwºÁ¸À, gÁµÀÖçPÀ« UÉÆëAzÀ ¥ÉÊ ¸ÀA±ÉÆÃzsÀ£Á PÉÃAzÀæ, GqÀĦ (¢éwÃAiÀÄ ªÀÄÄzÀæt, 2004) ¥ÀÄ.384.; B.A Saletore,1936,Ancient Karnataka,Vol.I, History of Tuluva, poona pp.539-78. DzÁUÀÆå alÄÖ¥Ár ªÀÄvÀÄÛ ¤qÀÄA§Æj£À §¯Áè¼ÀgÀÄ ¨ÁæºÀätgÁVzÀÝgÀÄ. £ÉÆÃr, UÀt¥Àw gÁªï LUÀ¼ï ¥ÀÄ.419. 22. SII VII Nos,210,226,244,255,262,264.EI XX pp.89-97. 23. Ibid.Nos,212,242,252,EI.VIII.No.10.Ibid,XX PP.89-97 KI III Pt I,Nos 11,14. 24. EC VIII Ti Nos,83,92,97,88,63,75,Ibid Vi Kp 46 ARIE 1969 Ap A No.9,Rangachary,Top list II Nos 221,874.MAR 1923,Nos 104,107. 25. MAR 1923,Nos,104,107 26. SII VII Nos,182,380,289,Ibid IX Pt II.No 259.ARIE,1929-30 Nos.579. 27. Fryer,C.W.E.p.221.Desai M.A.Chittakul-Karwar A History p 12,South Canara(District Gazetteer)p 764. 28. Durate Barbosa,The Book of Durate Barbosa-An account of the countries of the contries bordering the Indian ocean and their inhabitants,translated by Dames,vol.I pp 195-6 IndicaVol.15 No.2(1978)P.12. 29. ARSIE 1969 Ap A No.8 30. Buchanan,op.cit p 218-9; PÉñÀªÀ PÀȵÀÚ PÀÄqÀé, 1948, zÀQët PÀ£ÀßqÀzÀ EwºÁ¸À, ªÀÄAUÀ¼ÀÆgÀÄ- 127.sSilva S S, History of Christianity in canara pp.44,50,53,60;Deekshith G.S.Studies in Keladi History,Banglore p.95 31. The Travels II P.301 32. Silva Op.cit p 103. 33. Moraes G M.Manglore a Historical sketchp 60.;.; Buchanan,op.cit p 218-19 34. Buchanan,Ibid p 219,232 35. Buchanan,Ibid p 219, 232.Silva S Ibid p.150.166 36. Vasantha madhava k.g .1991, Western Karnataka Its Agrarian relations,Delhip.53 37. Saletore B A. op.cit p 299-300 38. SII IX Pt.II, Nos 632,635,694,408,419.Gururaja Bhat.Op,Cit,pp241-252.

Pertinent Probes / 214 39. SII IX No 540,675,694,; ARSIE 1929-30,Nos540-542. Ibid 1970-71 No.208, Ibid 1979.No 173,MAR 1928 No112 p.43. 40. Ibid VII Nos, 244, 262, 264,321.Ibid IX Nos 632,655,673,675.KI III pt 9,11,13,14,16. 41. Buchanan, op.cit II p 225. 42. «ªÉÃPÀ gÉÊ ©.J.. C£Àé¬ÄPÀ eÁ£À¥ÀzÀ, 1985, ¨ÉAUÀ¼ÀÆgÀÄ ¥ÀÄ. 43. KI III No.9 SII VII No.264.ARIE 1969 Ap A No.8 SII.IX pt II No 620. 44. Vasantha madhava k.g .1991, Western Karnataka Its Agrarian relations, Delhi, p.51. 45. SII Vii No.365.; ARSIE 1929-30,No.588. 46. I.A XXXIII, P.40.Ibid XXIV p 148,XXX pp296,297. 47. «ªÉÃPÀ gÉÊ ©.J.. C£Àé¬ÄPÀ eÁ£À¥ÀzÀ, 1985, ¨ÉAUÀ¼ÀÆgÀÄ ¥ÀÄ. 48. I.A XXXIII,iii,pp 34-38 49. EC VIII Sa 16,17,P 94, Buchanan Op.cit,239, 50. Buchanan Op.cit, 252,304; Sturrock, South canara p.128 51. KI III Pt.I No.6 Inscription dated 1348 A.D. 52. I.A.XXIII pp 34 38 Saletore B.A. Op.cit,p 461,63; Buchanan Ibid, p 271 53. SII VII Nos,365,198, 262; Ibid, IX Pt II No.417 54. Qæ.±À. 1388gÀ PÉÆ¥ÀàzÀ ±Á¸À£À ºÉƯÉAiÀÄgÀ ªÀiÁgÁlªÀ£ÀÄß w½¸ÀÄvÀÛzÉ. £ÉÆÃr. Shivanna k . The Agrarian system of Karnataka pp 187. 55. Shastry A.K.Sringeri Dharma samsthana p.187. 70.Buchanan, Op.Cit II p.271- 2,275 56. I.A.XXIV p.67.KI.III No.14 57. SII VII Nos, 262,321, Ibid, IX Pt.II Nos 621, 632,655,659, KI III Pt.I No.9,15. 58. ¥ÀƪÀ¥Àà PÀtÂAiÀÄÆgÀÄ, ªÀiËTPÀ ¸ÀAPÀxÀ£À, 2009; vÀgÀAVt ¥ÀæPÁ±À£À ¸ÀļÀå.

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Pertinent Probes / 215 ¥Àj¸ÀgÀ PÉÃA¢æÃvÀ ZÀZÉðUÀ¼ÀÄ ªÀÄvÀÄÛ PÉÆqÀV£À D¢ªÁ¹UÀ¼À ¸ÁªÀiÁfPÀ ¹ÜvÀåAvÀgÀvÉ ......  ªÉÄÃdgï gÁWÀªÀ ©. ¸ÀºÀ¥ÁæzsÁå¥ÀPÀgÀÄ ªÀÄvÀÄÛ ªÀÄÄRå¸ÀÜgÀÄ EwºÁ¸À «¨sÁUÀ ¦üïïØ ªÀiÁµÀð¯ï PÉ.JA. PÁAiÀÄð¥Àà PÁ¯ÉÃdÄ, ªÀÄrPÉÃj ......

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Pertinent Probes / 222 eÉãÀÄ PÀÄgÀħgÀÄ; F JgÀqÀÄ d£ÁAUÀUÀ½UÉ ªÀÄÆ®¨sÀÆvÀ ¸ÀªÀĸÉåUÀ¼ÀÄ EzÀÝgÀÆ, EªÀgÀÄUÀ¼ÀÄ MAzÀÄUÀÆqÀÄwÛ®è; EzÀjAzÀ ¸ÀªÀĸÉå ¥ÀjºÁgÀªÁUÀÄwÛ®è. F PÀÄjvÀAvÉ 1980gÀ°è EªÀjUÉ EA¢gÁ DªÁeï AiÉÆÃd£ÉAiÀÄ CrAiÀÄ°è ªÀÄ£ÉUÀ¼À£ÀÄß ¤«Äð¹ MAzÀÄ PÁ¯ÉÆäAiÀÄ gÀÆ¥ÀªÀ£ÀÄß ¸ÀPÁðgÀ ¤ÃrvÀÄ. EzÀgÀ ¸À«ÄÃ¥ÀzÀ°èAiÉÄà ¨ÉÃqÀÄ (PÀÄAqÉ) ºÀ§â £ÀqÉAiÀÄĪÀ CAiÀÄå¥Àà zÉêÀ¸ÁÜ£ÀªÀÅ EzÉ. F ¸ÀܼÀPÀÆÌ CAiÀÄå¥Àà zÉêÀ¸ÁÜ£ÀPÀÆÌ AiÀiÁªÀÅzÉà ¸ÀA§AzsÀUÀ¼ÀÄ E®è¢zÀÝgÀÄ. EzÀ£ÀÄß EwÛÃa£À ¢£ÀUÀ¼À°è zÉêÀgÀ PÁqÀÄ JAzÀÄ ºÉüÀ¯ÁUÀÄwÛzÉ. E°è PÀvÀÛ¯ÁzÀ ªÉÄÃ¯É D£ÉAiÀÄ PÁlzÉÆA¢UÉ DgÉÆÃUÀåªÀÇ ªÀÄjÃaPÉAiÀiÁVzÉ. E°è ªÁ¹¸ÀÄwÛgÀĪÀ Vjd£ÀgÀ »Ã£ÁAiÀÄ ¹ÜwAiÀÄ£ÀÄß PÉëÃvÀæ PÁAiÀÄð ¸ÀAzÀ¨sÀðzÀ°è UÀªÀĤ¹zÁUÀ ¤dªÁVAiÀÄÆ ¨ÉøÀgÀªÁUÀÄvÀÛzÉ. KPÉAzÀgÉ EªÀjUÉ £É¯É¸À®Ä ¸ÀjAiÀiÁzÀ UÀÄr¸À®Ä E®è, UÀÄr¸À°UÉ ºÀÆ¢PÉ ºÁPÀ®Ä ºÀÄ®Äè ¹UÀÄwÛ®è. PÉÆqÀV£À ªÀļÉUÁ®zÀ°è EªÀgÀ ¹ÜwAiÀÄ£ÀÄß ¤ÃªÉ D¯ÉÆÃa¹. CgÀtå ºÀPÀÄÌ PÁAiÉÄÝ ºÁUÀÆ PÀAzÁAiÀÄ E¯ÁSÉAiÀÄÆ CªÀgÀÄ ªÁ¹¸ÀĪÀ ¨sÀÆ«ÄAiÀÄ£ÀÄß ¥ÉʸÁj JAzÀÄ eÁUÀªÀ£ÀÄß ªÀÄAdÆgÀÄ ªÀiÁqÀ§ºÀÄzÀÄ; DzÀgÉ, ªÀiÁ£À«ÃAiÀÄ ªÀÄ£ÉÆèsÁªÀ«®èzÀ C¢üPÁjUÀ¼ÀÄ EgÀĪÀÅzÀjAzÀ ¸ÀªÀĸÉåAiÀiÁUÀÄwÛzÉ. EªÀgÉÆA¢UÉ Vjd£ÀgÀ C©üªÀÈ¢ÞUÉ ¸ÀªÀĸÉåAiÀiÁVgÀĪÀÅzÀÄ C°è£À ¸ÀܽÃAiÀÄ ªÀUÀðzÀªÀgÀÄ PÀÆqÀ; KPÉAzÀgÉ, F EªÀgÀÄ ºÉaÑ£À PÀÆ°UÁV zÀÆgÀzÀ HjUÉ ºÉÆÃUÀÄvÁÛgÉ. EzÀjAzÀ vÀªÀÄä PÉ®¸À PÁAiÀÄðUÀ¼ÀÄ ¸ÀPÁ®zÀ°è DUÀÄwÛ®èªÉAzÀÄ Vjd£ÀgÀ C©üªÀÈ¢ÞUÉ ¸ÀªÀĸÉåAiÀÄ£ÀÄß ¥ÀgÉÆÃPÀëªÁV ¸ÀȶָÀÄwÛzÁÝgÉ. F Vjd£ÀjUÉ ªÀµÀð ¥ÀÇwð PÉ®¸ÀªÀ£ÀÄß ¤ÃqÀzÉ CªÀgÀÄ ¤ÃqÀĪÀ PÀ¤µÀÖ PÀÆ°AiÀÄ£ÀÄß ¥ÀqÉAiÀĨÉÃPÀÄ JA§ µÀgÀvÀÛ£ÀÄß ºÁPÀÄvÁÛgÉ. eÉÆvÉUÉ EªÀjUÉ ¨sÀÆ«ÄAiÀÄ C¢üPÁgÀ ¹UÀÄvÀÛzÉ JA§ zÀÄgÀÄzÉÝñÀ¢AzÀ PÉ®ªÀÅ ¸ÁܦvÀ »vÁ¸ÀQÛUÀ¼ÀÄ CzÀ£ÀÄß ‘¹’ ªÀÄvÀÄÛ ‘r’ d«ÄãÀÄ, zÉêÀgÀ PÁqÀÄ ªÀÄvÀÄÛ CgÀtå ¥ÀæzÉñÀ JAzɯÁè ªÁåSÁ夸ÀÄvÁÛgÉ. PÀ£ÁðlPÀ D¢ªÁ¹ ºÀPÀÄÌUÀ¼À ¸ÀªÀÄ£ÀéAiÀÄ ¸À«ÄwAiÀÄ ¸ÀAZÁ®PÀgÁzÀ ªÉÊ.PÉ. UÀuÉñïgÀªÀgÀÄ £ÁUÀgÀºÉÆ¼É C¨sÀAiÀiÁgÀtåzÀ UÀzÉݺÁr, UÉÆÃtÂUÀzÉÝ ªÀÄvÀÄÛ PÉÆqÀUÀgÀ½UÉ ¸ÉÃjzÀAvÉ ºÀ®ªÁgÀÄ ºÁrUÀ¼À°è vÀ®vÀ¯ÁAvÀgÀ¢AzÀ ªÁ¹¸ÀÄvÁÛ §A¢gÀĪÀ §ÄqÀPÀlÄÖ d£ÀgÀ£ÀÄß §®vÁÌgÀªÁV CgÀtå E¯ÁSÉ vÉgÀªÀÅUÉƽ¹zÉ JAzÀÄ vÀªÀÄä DvÀAPÀªÀ£ÀÄß ªÀåPÀÛ¥Àr¸ÀÄvÁÛgÉ. D¢ªÁ¹ d£ÀjUÉ ¸ÁPÀµÀÄÖ ¸Ë®¨sÀåUÀ½ªÉ; CªÀgÀ §zÀÄPÀÄ ¸ÁV¸À®Ä ¨ÉÃPÁzÀAvÀºÀ ¸Ë®¨sÀåUÀ¼ÀÄ PÀÆqÀ CªÀjUÉ ¹UÀÄvÀÛzÉ. DzÀgÉ, E°è ªÁ¹¸ÀĪÀ Vjd£ÀjUÉ F §UÉÎ ªÀiÁ»wUÀ¼É E®è. £ÁUÀgÀºÉƼÉAiÀÄ CgÀtå E¯ÁSÉAiÀÄ PÀbÉÃjAiÀÄ §½AiÀÄ°èAiÉÄà EgÀĪÀAvÀºÀ ºÁr UÀzÉÝAiÀÄ ºÁrAiÀÄ°è£À PÉ®ªÀÅ «zÁåyðUÀ¼ÀÄ ¦.AiÀÄÄ.¹AiÀĪÀgÉUÉ «zÁå¨sÁå¸À ªÀiÁrzÀÄÝ,

Pertinent Probes / 223 CªÀjUÉ AiÀiÁªÀÅzÉà ¸ÀéGzÉÆåÃUÀzÀ ªÀiÁ»w¬Ä®èzÉ CªÀgÀ fêÀ£À §gÀqÀVzÉ. F PÀÄjvÀAvÉ UÀzÉÝ ºÁrAiÀÄ Q¸Á£ï JA§ ªÀåQÛ ¸ÀPÁðgÀzÀ GavÀ ªÁºÀ£À ZÁ®£É vÀgÀ¨ÉÃwAiÀÄ AiÉÆÃd£ÉAiÀÄ ªÀÄÆ®PÀ ¥ÀgÀªÁ¤UÉ(¯ÉʸÀ£ïì)AiÀÄ£ÀÄß ºÉÆA¢zÁÝ£É. DzÀgÉ CªÀ¤UÉ ¸ÀéAvÀ ªÁºÀ£À ºÉÆAzÀ®Ä ¸ÀPÁðgÀzÀ ««zsÀ AiÉÆÃd£ÉAiÀÄ ªÀÄÆ®PÀ ªÀÄÆ® zsÀ£ÀzÀ ¸Á® ¸Ë®¨sÀåªÀ£ÀÄß ¤ÃqÀÄwÛzÉ; DzÀgÉ F §UÉÎ PÉëÃvÀæ PÁAiÀÄðzÀ ªÉüÉAiÀÄ°è Q¸Á£ïgÀªÀgÀ£ÀÄß PÉýzÁÝUÀ AiÀiÁªÀÅzÉà ªÀiÁ»w E®èzÉ EgÀĪÀÅzÀÄ PÀAqÀħgÀÄvÀÛzÉ. DvÀ£É ºÉüÀĪÀAvÉ MAzÀÄ ªÉÃ¼É ªÁºÀ£ÀPÉƼÀî®Ä ¸ÀºÁAiÀÄ ªÀiÁrzÀÝ°è ¸Áé®A§£ÉAiÀÄ fêÀ£À £ÀqɸÀĪÀÅzÁV w½¸ÀÄvÁÛ£É. CzÉà jÃw gÁdå ¸ÀPÁðgÀ Vjd£ÀjUÉ ¥Éǰøï E¯ÁSÉAiÀÄ°è ¸ÉÃªÉ ¸À°è¸À®Ä GzÉÆåÃUÀªÀ£ÀÄß ¤ÃqÀĪÀÅzÁV ºÉüÀÄvÀÛzÉ. KPÉAzÀgÉà CªÀgÀÄ zÀÈqsÀPÁAiÀÄ ªÀåQÛvÀéªÀ£ÀÄß ºÉÆA¢zÁÝgÉ. »ÃUÁV AiÀiÁªÀÅzÉà zÉÊ»PÀ ¸ÀªÀĸÉå EgÀĪÀÅ¢®è; DzÀgÀÆ CªÀgÀ£ÀÄß ¸ÉêÉUÉ ¤AiÉÆÃd£É ªÀiÁrPÉƼÀÄîªÀ AiÀiÁªÀÅzÉà ¥ÀæAiÀÄvÀߪÀ£ÀÄß ªÀiÁqÀ°®è. £ÁUÀgÀºÉƼÉAiÀÄ°è£À ºÁrUÀ½UÉ ¨sÉÃn ¤ÃrzÀ ¸ÀAzÀ¨sÀðzÀ°è CjvÀ PÉ®ªÀÅ ¥ÀæªÀÄÄR CA±ÀUÀ¼ÉAzÀgÉà CgÀtå E¯ÁSÉ £ÁUÀgÀºÉÆ¼É ¸ÀÄvÀÛ°£À°è ªÁ¹¸ÀĪÀ §ÄqÀPÀlÄÖ d£ÀgÀ£ÀÄß ªÀÄ£ÀĵÀågÀAvÉ PÁtÄwÛ®è. ºÁUÉAiÉÄà ¸ÀPÁðgÀ¢AzÀ §gÀĪÀAvÀºÀ AiÀiÁªÀÅzÉà AiÉÆÃd£ÉUÀ¼ÀÄ eÁjAiÀiÁUÀzÀAvÉ £ÉÆÃrPÉƼÀÄîªÀ PÉ®¸ÀPÁÌV vÁªÀÅ ¸ÀA§¼ÀªÀ£ÀÄß ¥ÀqÉAiÀÄÄwÛzÉÝÃªÉ J£ÀÄߪÀAvÉ E¯ÁSÉAiÀÄ C¢üPÁjUÀ¼ÀÄ ªÀwð¸ÀÄwÛzÁÝgÉ. E£ÀÄß ¥Àj²µÀ× ªÀUÀðUÀ¼À PÀ¯Áåt E¯ÁSÉ PÁmÁZÁgÀPÁÌV E°èAiÀÄ d£ÀgÀ C©üªÀÈ¢ÞAiÀÄ «ZÁgÀªÀ£ÀÄß ¥Àæ¸ÁÛ¦¸ÀÄvÀÛzÉ. vÀªÀÄä £ÉêÀÄPÀ Vjd£ÀgÀ PÀ¯ÁåtPÁÌV JA§ÄzÀ£ÀÄß ªÀÄgÉvÀÄ vÁªÀÅ EgÀĪÀÅzÉà CªÀgÀ ºÉ¸Àj£À°è ¸ÀPÁðgÀzÀ ¸ÀA§¼À ¸ÁjUÉ ªÀÄvÀÄÛ ¸Ë®¨sÀåªÀ£ÀÄß ¥ÀqÉAiÀÄĪÀÅzÀPÁÌV JA§AvÉ PÁAiÀÄ𠤪Àð»¸ÀÄwÛzÁÝgÉ. CªÀgÀÄUÀ¼ÀÄ ºÉüÀĪÀAvÉ ¸ÀPÁðgÀzÀ AiÉÆÃd£ÉAiÀÄ C£ÀĵÁ×£ÀPÉÌ CgÀtå E¯ÁSÉ CrØ¥Àr¸ÀÄwÛzÉ JAzÀÄ ¸ÀĪÀÄä£É ¸ÀPÁðgÀzÉÆqÀ£É ¥ÀvÀæ ªÀåªÀºÁgÀ ªÀiÁqÀÄwÛzÉ. MnÖ£À°è CgÀtå ¸ÀAgÀPÀëuÉ JAzÀgÉ PÉêÀ® ¥ÁætÂUÀ¼À£ÀÄß ªÀÄvÀÄÛ ªÀÄgÀ VqÀUÀ¼À£ÀÄß ¸ÀAgÀQë¸ÀĪÀÅzÀÄ C®è. §zÀ°UÉ D ªÁå¦ÛAiÀÄ°è §gÀĪÀAvÀºÀ J®èªÀ£ÀÄß ¸ÀAgÀQë¸ÀĪÀ dªÁ¨ÁÝj CªÀgÀ ªÉÄðzÉ. DzÀgÀÆ ¸ÀPÁðj C¢üPÁjUÀ¼ÀÄ AiÀiÁªÀÅzÉà jÃwAiÀÄ°è ¸ÀàA¢¸ÀÄwÛ®è J£ÀÄߪÀÅzÀÄ ªÀiÁvÀæ CWÉÆÃgÀ ¸ÀvÀåªÁVzÉ. »ÃUÁV D¢ªÁ¹ CxÀªÁ §ÄqÀPÀlÄÖ d£ÁAUÀzÀªÀgÀÄ ¢£À PÀ¼ÉzÀAvÉ PÀtägÉAiÀiÁUÀÄwÛzÁÝgÉ. CªÀgÀ ¸ÀASÉåAiÀÄÆ §ºÀ¼ÀµÀÄÖ Qët¸ÀÄwÛzÉ. EzÀPÉÌ GzÁºÀgÀuÉ J£ÀÄߪÀAvÉ JgÀªÀ d£ÁAUÀzÀ ¸ÀASÉå §ºÀ¼ÀµÀÄÖ PÀrªÉÄAiÀiÁVgÀĪÀÅzÀ£ÀÄß d£À¸ÀASÉåAiÀÄ ªÀgÀ¢AiÀÄ°è PÁt§ºÀÄzÀÄ. CzÀÄ »ÃUÉ ªÀÄÄAzÀĪÀjzÀgÉ ªÀÄÄA¢£À ¢£ÀUÀ¼À°è F ¨sÀÆ«ÄAiÀÄ°è JgÀªÀ d£ÁAUÀ zÀªÀgÀ£ÀÄß PÁt®Ä ¹UÀĪÀÅ¢®è JA§ÄªÀÅzÀÄ ¥Àæ¸ÀÄÛvÀ ªÁ¸ÀÛªÀvɬÄAzÀ PÀÆrzÉ.

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Pertinent Probes / 227 ¸ÁéªÀ®A§£ÉAiÀÄ£ÀÄß zÉÊ»PÀ ²PÀëtzÀ ªÀÄÆ®PÀ vÀ®Ä¥À§ºÀÄzÉAzÀÄ CjwzÀÝgÀÄ. vÀªÀÄä ²PÀëtzÀ eÉÆvÉAiÀÄ°è ««zsÀ zÉÊ»PÀ ZÀlĪÀnPÉUÀ¼À£ÀÄß ¸ÁªÀiÁ£Àå ²PÀët CAUÀªÁV C¨sÁå¸À ªÀiÁqÀÄwÛzÀÝgÀÄ ªÀÄvÀÄÛ PÀĹÛ, Nl £ÉUÉvÀ, ZÀPÀæ J¸ÉvÀUÀ¼À°è ¥ÀjtwAiÀÄ£ÀÄß UÀ½¹PÉÆArzÀÝgÀÄ. §ºÀ¼ÀµÀÄÖ ªÁåAiÀiÁªÀÄ ±Á¯ÉUÀ¼À£ÀÄß PÀnÖ PÉÆArzÀÝgÀÄ ªÀÄvÀÄÛ E°è zÉÊ»PÀ ²PÀëtzÀ eÉÆvÉUÉ ¸ÁªÀiÁfPÀ, ¨Ë¢ÞPÀÀ ZÀlĪÀnPÉ UÀ¼À£ÀÄß Qæ.¥ÀÆ.4 ªÀÄvÀÄÛ 3£Éà ±ÀvÀªÀiÁ£ÀzÀ°èAiÉÄà £ÀqɸÀÄwÛzÀÝgÀÄ 18£ÉÃAiÀÄ ªÀAiÀĹì£À ªÀgÉUÉ vÀªÀÄä fêÀ£ÀªÀ£ÀÄß E°è PÀ¼ÉAiÀĨÉÃQvÀÄÛ. £ÀAvÀgÀ ««zsÀ AiÀÄÄzÀÞUÀ¼À°è ¨sÁUÀªÀ»¸À¨ÉÃQvÀÄÛ. vÀgÀ¨ÉÃw CªÀ¢üAiÀÄ £ÀAvÀgÀ CªÀ£À£ÀÄß ¸ÀévÀAvÀæªÁV ©lÄÖ AiÀiÁªÀÅzÉà GzÉÆåÃUÀ ªÀiÁqÀĪÀ CªÀPÁ±À PÀ°à¸À¯ÁVvÀÄÛ. EAxÀ MAzÀÄ ªÁåAiÀiÁªÀÄ ±Á¯ÉAiÀÄ°è VæÃPï£À CzÀÄâvÀ vÀvÀéeÁÕ¤UÀ¼ÁzÀ ¥ÉèÃmÉÆ ªÀÄvÀÄÛ Cj¸ÁÖl¯ïgÀªÀgÀÄ vÀªÀÄä «ZÁgÀ zsÁgÉUÀ¼À£ÀÄß «¤ªÀĬĹPÉÆAqÀÄ dUÀwÛUÉ ¸ÁgÀ®Ä ¸ÁzsÀåªÁVgÀĪÀÅzÀÄ. CzÀÄãvÀ aAvÀPÀgÀ£ÀÄß dUÀwÛUÉ ¤ÃrzÀÄÝ zÉÊ»PÀ ²PÀëtPÉÌ VæÃPÀgÀÄ ¤ÃrzÀ PÉÆqÀÄUÉAiÉÄAzÉà ºÉüÀ§ºÀÄzÀÄ. DxÉãïì£À AiÀÄĪÀPÀgÀÄ F ªÁåAiÀiÁªÀÄ ±Á¯ÉUÀ¼À°è ¸ÀªÀÄAiÀÄ PÀ¼ÉAiÀÄ®Ä ¸ÁªÀiÁfPÀ, ¨Ë¢ÞPÀ ²PÀëtzÉÆA¢UÉ ªÁåAiÀiÁªÀÄUÀ¼À£ÀÄß ºÉZÀÄÑ EµÀÖ¥ÀqÀÄwÛzÀÝgÀÄ. »ÃUÉ zÉÊ»PÀ ²PÀëtªÀÅ ¸ÁªÀiÁ£Àå ²PÀëtzÉÆA¢UÉ ¨ÉgÉvÀĺÉÆÃVvÀÄÛ. E£ÀÄß ¨sÁgÀwÃAiÀÄ EwºÁ¸À UÀªÀĤ¸ÀĪÀÅzÁzÀgÉ gÁªÀiÁAiÀÄt ªÀĺÁ¨sÁgÀvÀUÀ¼À UÀæAxÀzÀ°è UÀÄgÀÄPÀÄ® «zÁå¨sÁå¸ÀzÀ°è gÁdQÃAiÀÄ ¸ÁªÀiÁfPÀ ²PÀëtzÉÆA¢UÉ ©®Äè «zÉå, UÀzÁAiÀÄÄzÀÞ ©®Äè «zÀåUÀ¼ÀAxÀ zÉÊ»PÀ ZÀlĪÀnPÉUÀ¼À£ÀÄß C¨sÀ幸ÀÄwÛzÀÝgÀÄ JAzÀÄ w½zÀÄ §gÀÄvÀÛzÉ. IĶªÀÄĤUÀ¼ÀÄ AiÉÆÃUÀ zsÁå£ÀUÀ¼À£ÀÄß C¨sÀ幸ÀÄwÛzÀÝgÀÄ. gÁªÀÄ£À CUÀ°PÉAiÀÄ £ÉÆë¤AzÀ ªÀÄÄQÛ ºÉÆAzÀ®Ä zÉë P˸À¯ÉåAiÀÄÄ ¥ÁætAiÀiÁªÀĪÀ£ÀÄß C¨sÁå¸À ªÀiÁqÀÄwÛzÀݼÀÄ JAzÀÄ w½zÀÄ §gÀÄvÀÛzÉ. ²PÀëtzÀ°è zÉÊ»PÀ ²PÀëtzÀ ¥ÁvÀæªÀ£ÀÄß «±Éèö¹zÀgÉ ªÀåQÛAiÀÄ ¸ÀªÁðAVÃt ¨É¼ÀªÀtÂUÉAiÀÄ°è ¨Ë¢ÞPÀÀ ²PÀëtzÀÀµÉÖ ªÀÄÄRå ¥ÁvÀæ ªÀ»¹zÉ JAzÀÄ w½zÀÄ §gÀÄvÀÛzÉ. ªÀÄUÀÄ«£À ªÀåQÛvÀézÀ ¨É¼ÀªÀtÂUÉ QæÃqÉ CUÀvÀå. zsÉåAiÀÄð, ¸ÀºÀ£É, ¸ÀzÀÄÎtUÀ¼À£ÀÄß ¨É¼É¸À§®èzÀÄ ªÀÄvÀÄÛ ²PÀëtzÀ UÀÄjAiÀÄ£ÀÄßvÀ®Ä¥À®Ä ¸ÀºÁAiÀÄPÀªÁUÀ§®è ²¸ÀÄÛ ¸ÀºÀPÁgÀ OzÁAiÀÄð, ¸ÀºÁ£ÀĨsÀÆwAiÀÄ£ÀÄß ªÀåQÛUÉ vÀ®Ä¦¸ÀĪÀ°è ¸ÀºÁAiÀÄPÀªÁUÀÄvÀÛzÉ. ªÉÄzÀĽ£À DgÉÆÃUÀå, ¸ÀĨsÀzÀæªÁzÀ ¸ÉßúÀ, ¸ÀªÀiÁd ¤ªÀiÁðtPÁÌV zÉÊ»PÀ ²PÀëtªÀÅ DtÂUÉƽ¸ÀÄvÀÛzÉ. Dl¢AzÀ vÀAvÀæ ¤AiÀĪÀÄ P˱À®å zÀÄrªÉÄ «±ÁæAwUÀ¼À eÁÕ£À ®¨sÀåªÁzÀgÉ ¨sËwPÀeÁÕ£À, ±ÁjÃjPÀ ¨É¼ÀªÀtÂUÉ DgÉÆÃUÀåªÀAvÀ zÉúÀ EzÀgÉÆqÀ£É ªÀÄ£ÉƯÁè¸À QæÃqÉUÀ¼ÀÄ ¥ÉæÃgÀPÀ ªÀÄvÀÄÛ ¥ÀÆgÀPÀªÁVzÀÄÝPÉÆAqÀÄ ±ÀjÃgÀPÉÌ, ¸ÁßAiÀÄÄUÀ¼À ºÉÆAzÁtÂPÉUÀ¼À£ÀÄß AiÉÆÃUÀzÀ ªÀÄÆ®PÀ eÁÕ£ÀzÀ ªÀÄÆ®PÀ ºÉÆAzÁtÂPÉ DzÀ±ÀðUÀ¼À£ÀÄß UÀ½¹PÉÆqÀÄvÀÛzÉ. vÀ£ÀÆä®PÀ ¨Ë¢ÞPÀÀ ±ÀQÛAiÀÄ£ÀÄß

Pertinent Probes / 228 ºÉaѸÀ§ºÀÄzÀÄ. »ÃUÁV zÉÊ»PÀ ²PÀëtzÀ eÁÕ£À ¥ÀæwAiÉƧ⠲PÀëuÁyðUÀÆ CUÀvÀå. zÉÊ»PÀ ²PÀët-£ÀgÀ ªÀÄvÀÄÛ ¸ÁßAiÀÄÄUÀ¼À PÉ®¸ÀªÀ£ÀÄß ¸ÀªÀÄ£ÀéAiÀÄUÉƽ¸ÀĪÀÅzÀÄ £ÁAiÀÄPÀvÀézÀ UÀÄtªÀ£ÀÄß ¨É¼É¸ÀĪÀÅzÀÄ ªÀÄvÀÄÛ ©qÀÄ«£À ªÉüÉAiÀÄ£ÀÄß gÀZÀ£ÁvÀäPÀ ªÁVj¸À®Ä PÀ°¸ÀÄvÀÛzÉ. qÁ. ¦.JªÀiï. eÉÆøɥsïgÀ C©ü¥ÁæAiÀÄzÀAvÉ zÉÊ»PÀ ZÀlĪÀnPÉUÀ¼ÀÄ ±ÁjÃjPÀ ¤¥ÀÄtvÉAiÀÄ£ÀÄß ºÀÄgÀÄ¥ÀÄUÉƽ¸ÀÄvÀÛzÉ. zÀtªÁzÀ ªÀÄ£À¸Àì£ÀÄß G®è¹vÀUÉƽ¸ÀĪÀÅzÀÄ. QæÃqÉUÀ¼ÀÄ ªÀiÁ£ÀªÀ£À fêÀ£ÁvÀäPÀ ¨ÉÃrPÉUÀ¼À£ÀÄß vÀȦۥÀr¸ÀÄvÀÛzÉ. »ÃUÉ zÉÊ»PÀ ²PÀëtªÀÅ ¸ÀàzsÉð ªÀÄvÀÄÛ ¸ÀºÀPÁgÀªÀ£ÀÄß PÀ°¸ÀªÀÅzÀgÀ eÉÆvÉUÉ ¸ÀàzsÉðAiÀÄ ¤AiÀĪÀÄUÀ¼ÀÄ ²¸ÀÛ£ÀÄß ¨ÉÆâü¸ÀÄvÀÛzÉ. MnÖ£À°è ¸ÁªÀiÁ£Àå ²PÀëtzÀ eÉÆvÉUÉ MAzÉà £ÁtåzÀ JgÀqÀÄ ªÀÄÄRUÀ¼ÀAvÉ ªÀåQÛAiÀÄ£ÀÄß GvÀÛªÀÄ ¥ÀæeÉAiÀiÁV, gÁµÀëçzÀ ªÀiË®åªÀ£ÀÄß JwÛ »rAiÀÄĪÀ°è zÉÊ»PÀ ²PÀët CzÀåAiÀÄ£ÀªÀÅ ¥ÀgÀ¸ÀàgÀ ¥ÀÆgÀPÀªÁV MAzÉà zÁjAiÀÄ°è £ÀqÉzÀÄ ²PÀëtzÀ dªÁ¨ÁÝjUÀ¼À£ÀÄß ¤ªÀð»¸ÀĪÀ°è zÉÊ»PÀ ²PÀët eÁÕ£À CjªÀÅ ¥ÀæwAiÉƧâjUÀÆ CUÀvÀå ªÀÄvÀÄÛ EzÀÄ UÀÄj vÀ®Ä¥À®Ä zÁj vÉÆÃj¸ÀÄvÀÛzÉ.

DzsÁgÀ UÀæAxÀUÀ¼ÀÄ 1. £ÁUÀgÁd ¦. (2000) zÉÊ»PÀ ²PÀët ªÀÄvÀÄÛ DgÉÆÃUÀå ²PÀët, «zÁå«¢ü ¥ÀæPÁ±À£À, UÀzÀUÀ 2. Geetha S. Iyengar (2011) Yoga a Gem for Women, Allied Publications, Newdelhi

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Pertinent Probes / 229 Pertinent Probes / 230