American International Journal of Research in Humanities, Arts and Social Sciences issue 9 vol.4 by iasir journals

ISSN (Print): 2328-3734 ISSN (Online): 2328-3696 ISSN (CD-ROM): 2328-3688

Issue 9, Volume 1, 2, 3 & 4 December-2014 to February-2015

American International Journal of Research in Humanities, Arts and Social Sciences

International Association of Scientific Innovation and Research (IASIR) (An Association Unifying the Sciences, Engineering, and Applied Research)

STEM International Scientific Online Media and Publishing House Head Office: 148, Summit Drive, Byron, Georgia-31008, United States. Offices Overseas: Germany, Australia, India, Netherlands, Canada. Website: www.iasir.net, E-mail (s): iasir.journals@iasir.net, iasir.journals@gmail.com, aijrhass@gmail.com

PREFACE We are delighted to welcome you to the ninth issue of the American International Journal of Research in Humanities, Arts and Social Sciences (AIJRHASS). In recent years, advances in science, engineering, formal, applied and natural sciences have radically expanded the data available to researchers and professionals in a wide variety of domains. This unique combination of theory with data has the potential to have broad impact on educational research and practice. AIJRHASS is publishing high-quality, peer-reviewed papers covering topics such as Business administration, Management, Marketing, Finance, Economics, Banking, Accounting, Human resources management, Entrepreneurship, Relationship management, Risk management, Retail management, Linguistics, International relations, Anthropology, Archaeology, Sociology, International business, Tourism and hospitality management, Law, Psychology, Corporate governance, Education, Ethics, Geography, History, Industrial relations, Information science, Library science, Media studies, Philosophy, Political science, Public administration, Sociology, Social welfare, Literature, Performing arts (music, theatre and dance), Religious studies, Women studies, Production and operations management, Organizational behavior and theory, Strategic management & policies, Statistics and Econometrics, Technology and innovation, Management information systems and other closely related field in the disciplines of arts, humanities and social sciences.

The editorial board of AIJRHASS is composed of members of the Teachers & Researchers community who are enthusiastically involved in the systematic investigation into existing or new knowledge to discover new paths for maintaining a strong presence in the arts, the humanities and the social sciences which can easily be coupled with the information and communication technologies. These fields respect objective and logical reasoning to optimize the impact of research in social, economic and cultural, quality of life to understand the advancements in humanities, arts and social sciences. These fields are the pillars of growth in our modern society and have a wider impact on our daily lives with infinite opportunities in a global marketplace. In order to best serve our community, this Journal is available online as well as in hard-copy form. Because of the rapid advances in underlying technologies and the interdisciplinary nature of the field, we believe it is important to provide quality research articles promptly and to the widest possible audience.

We are happy that this Journal has continued to grow and develop. We have made every effort to evaluate and process submissions for reviews, and address queries from authors and the general public promptly. The Journal has strived to reflect the most recent and finest

researchers in the fields of humanities, arts and social sciences. This Journal is completely refereed and indexed with major databases like: IndexCopernicus, Computer Science Directory,

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CRCnetBASE,

Google

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Microsoft

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WorldWideScience, Search,

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INSPEC,

ProQuest,

ArnetMiner, Base, ChemXSeer, citebase, OpenJ-Gate, eLibrary, SafetyLit, SSRN, VADLO, OpenGrey, EBSCO, ProQuest, UlrichWeb, ISSUU, SPIE Digital Library, arXiv, ERIC, EasyBib, Infotopia, WorldCat, .docstoc JURN, Mendeley, ResearchGate, cogprints, OCLC, iSEEK, Scribd, LOCKSS, CASSI, E-PrintNetwork, intute, and some other databases.

We are grateful to all of the individuals and agencies whose work and support made the Journal's success possible. We want to thank the executive board and core committee members of the AIJRHASS for entrusting us with the important job. We are thankful to the members of the AIJRHASS editorial board who have contributed energy and time to the Journal with their steadfast support, constructive advice, as well as reviews of submissions. We are deeply indebted to the numerous anonymous reviewers who have contributed expertly evaluations of the submissions to help maintain the quality of the Journal. For this ninth issue, we received 159 research papers and out of which only 74 research papers are published in four volumes as per the reviewersâ&#x20AC;&#x2122; recommendations. We have highest respect to all the authors who have submitted articles to the Journal for their intellectual energy and creativity, and for their dedication to the field of humanities, arts and social sciences.

This issue of the AIJRHASS has attracted a large number of authors and researchers across worldwide and would provide an effective platform to all the intellectuals of different streams to put forth their suggestions and ideas which might prove beneficial for the accelerated pace of development of emerging technologies in formal, applied and natural sciences and may open new area for research and development. We hope you will enjoy this ninth issue of the American International Journal of Research in Humanities, Arts and Social Sciences and are looking forward to hearing your feedback and receiving your contributions.

(Administrative Chief)

(Managing Director)

(Editorial Head)

--------------------------------------------------------------------------------------------------------------------------The American International Journal of Research in Humanities, Arts and Social Sciences (AIJRHASS), ISSN (Print): 2328-3734, ISSN (Online): 2328-3696, ISSN (CD-ROM): 2328-3688 (December-2014 to February-2015, Issue 9, Volume 1, 2, 3 & 4). ---------------------------------------------------------------------------------------------------------------------------

BOARD MEMBERS

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EDITOR IN CHIEF Prof. (Dr.) Waressara Weerawat, Director of Logistics Innovation Center, Department of Industrial Engineering, Faculty of Engineering, Mahidol University, Thailand. Prof. (Dr.) Yen-Chun Lin, Professor and Chair, Dept. of Computer Science and Information Engineering, Chang Jung Christian University, Kway Jen, Tainan, Taiwan. Divya Sethi, GM Conferencing & VSAT Solutions, Enterprise Services, Bharti Airtel, Gurgaon, India. CHIEF EDITOR (TECHNICAL) Prof. (Dr.) Atul K. Raturi, Head School of Engineering and Physics, Faculty of Science, Technology and Environment, The University of the South Pacific, Laucala campus, Suva, Fiji Islands. Prof. (Dr.) Hadi Suwastio, College of Applied Science, Department of Information Technology, The Sultanate of Oman and Director of IETI-Research Institute-Bandung, Indonesia. Dr. Nitin Jindal, Vice President, Max Coreth, North America Gas & Power Trading, New York, United States. CHIEF EDITOR (GENERAL) Prof. (Dr.) Thanakorn Naenna, Department of Industrial Engineering, Faculty of Engineering, Mahidol University, Thailand. Prof. (Dr.) Jose Francisco Vicent Frances, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Huiyun Liu, Department of Electronic & Electrical Engineering, University College London, Torrington Place, London. ADVISORY BOARD Prof. (Dr.) Kimberly A. Freeman, Professor & Director of Undergraduate Programs, Stetson School of Business and Economics, Mercer University, Macon, Georgia, United States. Prof. (Dr.) Klaus G. Troitzsch, Professor, Institute for IS Research, University of Koblenz-Landau, Germany. Prof. (Dr.) T. Anthony Choi, Professor, Department of Electrical & Computer Engineering, Mercer University, Macon, Georgia, United States. Prof. (Dr.) Fabrizio Gerli, Department of Management, Ca' Foscari University of Venice, Italy. Prof. (Dr.) Jen-Wei Hsieh, Department of Computer Science and Information Engineering, National Taiwan University of Science and Technology, Taiwan. Prof. (Dr.) Jose C. Martinez, Dept. Physical Chemistry, Faculty of Sciences, University of Granada, Spain. Prof. (Dr.) Panayiotis Vafeas, Department of Engineering Sciences, University of Patras, Greece. Prof. (Dr.) Soib Taib, School of Electrical & Electronics Engineering, University Science Malaysia, Malaysia. Prof. (Dr.) Vit Vozenilek, Department of Geoinformatics, Palacky University, Olomouc, Czech Republic. Prof. (Dr.) Sim Kwan Hua, School of Engineering, Computing and Science, Swinburne University of Technology, Sarawak, Malaysia. Prof. (Dr.) Jose Francisco Vicent Frances, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Rafael Ignacio Alvarez Sanchez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Praneel Chand, Ph.D., M.IEEEC/O School of Engineering & Physics Faculty of Science & Technology The University of the South Pacific (USP) Laucala Campus, Private Mail Bag, Suva, Fiji. Prof. (Dr.) Francisco Miguel Martinez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Antonio Zamora Gomez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Leandro Tortosa, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Samir Ananou, Department of Microbiology, Universidad de Granada, Granada, Spain. Dr. Miguel Angel Bautista, Department de Matematica Aplicada y Analisis, Facultad de Matematicas, Universidad de Barcelona, Spain.

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Prof. (Dr.) Prof. Adam Baharum, School of Mathematical Sciences, University of Universiti Sains, Malaysia, Malaysia. Dr. Cathryn J. Peoples, Faculty of Computing and Engineering, School of Computing and Information Engineering, University of Ulster, Coleraine, Northern Ireland, United Kingdom. Prof. (Dr.) Pavel Lafata, Department of Telecommunication Engineering, Faculty of Electrical Engineering, Czech Technical University in Prague, Prague, 166 27, Czech Republic. Prof. (Dr.) P. Bhanu Prasad, Vision Specialist, Matrix vision GmbH, Germany, Consultant, TIFACCORE for Machine Vision, Advisor, Kelenn Technology, France Advisor, Shubham Automation & Services, Ahmedabad, and Professor of C.S.E, Rajalakshmi Engineering College, India. Prof. (Dr.) Anis Zarrad, Department of Computer Science and Information System, Prince Sultan University, Riyadh, Saudi Arabia. Prof. (Dr.) Mohammed Ali Hussain, Professor, Dept. of Electronics and Computer Engineering, KL University, Green Fields, Vaddeswaram, Andhra Pradesh, India. Dr. Cristiano De Magalhaes Barros, Governo do Estado de Minas Gerais, Brazil. Prof. (Dr.) Md. Rizwan Beg, Professor & Head, Dean, Faculty of Computer Applications, Deptt. of Computer Sc. & Engg. & Information Technology, Integral University Kursi Road, Dasauli, Lucknow, India. Prof. (Dr.) Vishnu Narayan Mishra, Assistant Professor of Mathematics, Sardar Vallabhbhai National Institute of Technology, Ichchhanath Mahadev Road, Surat, Surat-395007, Gujarat, India. Dr. Jia Hu, Member Research Staff, Philips Research North America, New York Area, NY. Prof. Shashikant Shantilal Patil SVKM, MPSTME Shirpur Campus, NMIMS University Vile Parle Mumbai, India. Prof. (Dr.) Bindhya Chal Yadav, Assistant Professor in Botany, Govt. Post Graduate College, Fatehabad, Agra, Uttar Pradesh, India. REVIEW BOARD Prof. (Dr.) Kimberly A. Freeman, Professor & Director of Undergraduate Programs, Stetson School of Business and Economics, Mercer University, Macon, Georgia, United States. Prof. (Dr.) Klaus G. Troitzsch, Professor, Institute for IS Research, University of Koblenz-Landau, Germany. Prof. (Dr.) T. Anthony Choi, Professor, Department of Electrical & Computer Engineering, Mercer University, Macon, Georgia, United States. Prof. (Dr.) Yen-Chun Lin, Professor and Chair, Dept. of Computer Science and Information Engineering, Chang Jung Christian University, Kway Jen, Tainan, Taiwan. Prof. (Dr.) Jen-Wei Hsieh, Department of Computer Science and Information Engineering, National Taiwan University of Science and Technology, Taiwan. Prof. (Dr.) Jose C. Martinez, Dept. Physical Chemistry, Faculty of Sciences, University of Granada, Spain. Prof. (Dr.) Joel Saltz, Emory University, Atlanta, Georgia, United States. Prof. (Dr.) Panayiotis Vafeas, Department of Engineering Sciences, University of Patras, Greece. Prof. (Dr.) Soib Taib, School of Electrical & Electronics Engineering, University Science Malaysia, Malaysia. Prof. (Dr.) Sim Kwan Hua, School of Engineering, Computing and Science, Swinburne University of Technology, Sarawak, Malaysia. Prof. (Dr.) Jose Francisco Vicent Frances, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Rafael Ignacio Alvarez Sanchez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Francisco Miguel Martinez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Antonio Zamora Gomez, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Leandro Tortosa, Department of Science of the Computation and Artificial Intelligence, Universidad de Alicante, Alicante, Spain. Prof. (Dr.) Samir Ananou, Department of Microbiology, Universidad de Granada, Granada, Spain. Dr. Miguel Angel Bautista, Department de Matematica Aplicada y Analisis, Facultad de Matematicas, Universidad de Barcelona, Spain. Prof. (Dr.) Prof. Adam Baharum, School of Mathematical Sciences, University of Universiti Sains, Malaysia, Malaysia. Prof. (Dr.) Huiyun Liu, Department of Electronic & Electrical Engineering, University College London, Torrington Place, London.

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Dr. Cristiano De Magalhaes Barros, Governo do Estado de Minas Gerais, Brazil. Prof. (Dr.) Pravin G. Ingole, Senior Researcher, Greenhouse Gas Research Center, Korea Institute of Energy Research (KIER), 152 Gajeong-ro, Yuseong-gu, Daejeon 305-343, KOREA Prof. (Dr.) Dilum Bandara, Dept. Computer Science & Engineering, University of Moratuwa, Sri Lanka. Prof. (Dr.) Faudziah Ahmad, School of Computing, UUM College of Arts and Sciences, University Utara Malaysia, 06010 UUM Sintok, Kedah Darulaman Prof. (Dr.) G. Manoj Someswar, Principal, Dept. of CSE at Anwar-ul-uloom College of Engineering & Technology, Yennepally, Vikarabad, RR District., A.P., India. Prof. (Dr.) Abdelghni Lakehal, Applied Mathematics, Rue 10 no 6 cite des fonctionnaires dokkarat 30010 Fes Marocco. Dr. Kamal Kulshreshtha, Associate Professor & Head, Deptt. of Computer Sc. & Applications, Modi Institute of Management & Technology, Kota-324 009, Rajasthan, India. Prof. (Dr.) Anukrati Sharma, Associate Professor, Faculty of Commerce and Management, University of Kota, Kota, Rajasthan, India. Prof. (Dr.) S. Natarajan, Department of Electronics and Communication Engineering, SSM College of Engineering, NH 47, Salem Main Road, Komarapalayam, Namakkal District, Tamilnadu 638183, India. Prof. (Dr.) J. Sadhik Basha, Department of Mechanical Engineering, King Khalid University, Abha, Kingdom of Saudi Arabia Prof. (Dr.) G. SAVITHRI, Department of Sericulture, S.P. Mahila Visvavidyalayam, Tirupati517502, Andhra Pradesh, India. Prof. (Dr.) Shweta jain, Tolani College of Commerce, Andheri, Mumbai. 400001, India Prof. (Dr.) Abdullah M. Abdul-Jabbar, Department of Mathematics, College of Science, University of Salahaddin-Erbil, Kurdistan Region, Iraq. Prof. (Dr.) P.Sujathamma, Department of Sericulture, S.P.Mahila Visvavidyalayam, Tirupati517502, India. Prof. (Dr.) Bimla Dhanda, Professor & Head, Department of Human Development and Family Studies, College of Home Science, CCS, Haryana Agricultural University, Hisar- 125001 (Haryana) India. Prof. (Dr.) Manjulatha, Dept of Biochemistry,School of Life Sciences,University of Hyderabad,Gachibowli, Hyderabad, India. Prof. (Dr.) Upasani Dhananjay Eknath Advisor & Chief Coordinator, ALUMNI Association, Sinhgad Institute of Technology & Science, Narhe, Pune- 411 041, India. Prof. (Dr.) Sudhindra Bhat, Professor & Finance Area Chair, School of Business, Alliance University Bangalore-562106. Prof. Prasenjit Chatterjee , Dept. of Mechanical Engineering, MCKV Institute of Engineering West Bengal, India. Prof. Rajesh Murukesan, Deptt. of Automobile Engineering, Rajalakshmi Engineering college, Chennai, India. Prof. (Dr.) Parmil Kumar, Department of Statistics, University of Jammu, Jammu, India Prof. (Dr.) M.N. Shesha Prakash, Vice Principal, Professor & Head of Civil Engineering, Vidya Vikas Institute of Engineering and Technology, Alanahally, Mysore-570 028 Prof. (Dr.) Piyush Singhal, Mechanical Engineering Deptt., GLA University, India. Prof. M. Mahbubur Rahman, School of Engineering & Information Technology, Murdoch University, Perth Western Australia 6150, Australia. Prof. Nawaraj Chaulagain, Department of Religion, Illinois Wesleyan University, Bloomington, IL. Prof. Hassan Jafari, Faculty of Maritime Economics & Management, Khoramshahr University of Marine Science and Technology, khoramshahr, Khuzestan province, Iran Prof. (Dr.) Kantipudi MVV Prasad , Dept of EC, School of Engg, R.K.University,Kast urbhadham, Tramba, Rajkot-360020, India. Prof. (Mrs.) P.Sujathamma, Department of Sericulture, S.P.Mahila Visvavidyalayam, ( Women's University), Tirupati-517502, India. Prof. (Dr.) M A Rizvi, Dept. of Computer Engineering and Applications, National Institute of Technical Teachers' Training and Research, Bhopal M.P. India Prof. (Dr.) Mohsen Shafiei Nikabadi, Faculty of Economics and Management, Industrial Management Department, Semnan University, Semnan, Iran. Prof. P.R.SivaSankar, Head, Dept. of Commerce, Vikrama Simhapuri University Post Graduate Centre, KAVALI - 524201, A.P. India. Prof. (Dr.) Bhawna Dubey, Institute of Environmental Science( AIES), Amity University, Noida, India. Prof. Manoj Chouhan, Deptt. of Information Technology, SVITS Indore, India.

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Prof. Yupal S Shukla, V M Patel College of Management Studies, Ganpat University, KhervaMehsana, India. Prof. (Dr.) Amit Kohli, Head of the Department, Department of Mechanical Engineering, D.A.V.Institute of Engg. and Technology, Kabir Nagar, Jalandhar, Punjab(India) Prof. (Dr.) Kumar Irayya Maddani, and Head of the Department of Physics in SDM College of Engineering and Technology, Dhavalagiri, Dharwad, State: Karnataka (INDIA). Prof. (Dr.) Shafi Phaniband, SDM College of Engineering and Technology, Dharwad, INDIA. Prof. M H Annaiah, Head, Department of Automobile Engineering, Acharya Institute of Technology, Soladevana Halli, Bangalore -560107, India. Prof. (Dr.) Shriram K V, Faculty Computer Science and Engineering, Amrita Vishwa Vidhyapeetham University, Coimbatore, India. Prof. (Dr.) Sohail Ayub, Department of Civil Engineering, Z.H College of Engineering & Technology, Aligarh Muslim University, Aligarh. 202002 UP-India Prof. (Dr.) Santosh Kumar Behera, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal, India. Prof. (Dr.) Urmila Shrawankar, Department of Computer Science & Engineering, G H Raisoni College of Engineering, Nagpur (MS), India. Prof. Anbu Kumar. S, Deptt. of Civil Engg., Delhi Technological University (Formerly Delhi College of Engineering) Delhi, India. Prof. (Dr.) Meenakshi Sood, Vegetable Science, College of Horticulture, Mysore, University of Horticultural Sciences, Bagalkot, Karnataka (India) Prof. (Dr.) Prof. R. R. Patil, Director School Of Earth Science, Solapur University, Solapur, India. Prof. (Dr.) Manoj Khandelwal, Dept. of Mining Engg, College of Technology & Engineering, Maharana Pratap University of Agriculture & Technology, Udaipur-313 001 (Rajasthan), India Prof. (Dr.) Kishor Chandra Satpathy, Librarian, National Institute of Technology, Silchar-788010, Assam, India. Prof. (Dr.) Juhana Jaafar, Gas Engineering Department, Faculty of Petroleum and Renewable Energy Engineering (FPREE), Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor. Prof. (Dr.) Rita Khare, Assistant Professor in chemistry, Govt. Women,s College, Gardanibagh, Patna, Bihar, India. Prof. (Dr.) Raviraj Kusanur, Dept of Chemistry, R V College of Engineering, Bangalore-59, India. Prof. (Dr.) Hameem Shanavas .I, M.V.J College of Engineering, Bangalore, India. Prof. (Dr.) Sandhya Mehrotra, Department of Biological Sciences, Birla Institute of Technology and Sciences, Pilani, Rajasthan, India. Prof. (Dr.) Dr. Ravindra Jilte, Head of the Department, Department of Mechanical Engineering,VCET, Thane-401202, India. Prof. (Dr.) Sanjay Kumar, JKL University, Ajmer Road, Jaipur Prof. (Dr.) Pushp Lata Faculty of English and Communication, Department of Humanities and Languages, Nucleus Member, Publications and Media Relations Unit Editor, BITScan, BITS, PilaniIndia Prof. Arun Agarwal, Faculty of ECE Dept., ITER College, Siksha 'O' Anusandhan University Bhubaneswar, Odisha, India Prof. (Dr.) Pratima Tripathi, Department of Biosciences, SSSIHL, Anantapur Campus Anantapur515001 (A.P.) India. Prof. (Dr.) Sudip Das, Department of Biotechnology, Haldia Institute of Technology, I.C.A.R.E. Complex, H.I.T. Campus, P.O. Hit, Haldia; Dist: Puba Medinipur, West Bengal, India. Prof. (Dr.) ABHIJIT MITRA , Associate Professor and former Head, Department of Marine Science, University of Calcutta , India. Prof. (Dr.) N.Ramu , Associate Professor , Department of Commerce, Annamalai University, AnnamalaiNadar-608 002, Chidambaram, Tamil Nadu , India. Prof. (Dr.) Saber Mohamed Abd-Allah, Assistant Professor of Theriogenology , Faculty of Veterinary Medicine , Beni-Suef University , Egypt. Prof. (Dr.) Ramel D. Tomaquin, Dean, College of Arts and Sciences Surigao Del Sur State University (SDSSU), Tandag City Surigao Del Sur, Philippines. Prof. (Dr.) Bimla Dhanda, Professor & Head, Department of Human Development and Family Studies College of Home Science, CCS, Haryana Agricultural University, Hisar- 125001 (Haryana) India. Prof. (Dr.) R.K.Tiwari, Professor, S.O.S. in Physics, Jiwaji University, Gwalior, M.P.-474011, India. Prof. (Dr.) Sandeep Gupta, Department of Computer Science & Engineering, Noida Institute of Engineering and Technology, Gr.Noida, India. Prof. (Dr.) Mohammad Akram, Jazan University, Kingdom of Saudi Arabia.

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Prof. (Dr.) Sanjay Sharma, Dept. of Mathematics, BIT, Durg(C.G.), India. Prof. (Dr.) Manas R. Panigrahi, Department of Physics, School of Applied Sciences, KIIT University, Bhubaneswar, India. Prof. (Dr.) P.Kiran Sree, Dept of CSE, Jawaharlal Nehru Technological University, India Prof. (Dr.) Suvroma Gupta, Department of Biotechnology in Haldia Institute of Technology, Haldia, West Bengal, India. Prof. (Dr.) SREEKANTH. K. J., Department of Mechanical Engineering at Mar Baselios College of Engineering & Technology, University of Kerala, Trivandrum, Kerala, India Prof. Bhubneshwar Sharma, Department of Electronics and Communication Engineering, Eternal University (H.P), India. Prof. Love Kumar, Electronics and Communication Engineering, DAV Institute of Engineering and Technology, Jalandhar (Punjab), India. Prof. S.KANNAN, Department of History, Annamalai University, Annamalainagar- 608002, Tamil Nadu, India. Prof. (Dr.) Hasrinah Hasbullah, Faculty of Petroleum & Renewable Energy Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia. Prof. Rajesh Duvvuru, Dept. of Computer Sc. & Engg., N.I.T. Jamshedpur, Jharkhand, India. Prof. (Dr.) Bhargavi H. Goswami, Department of MCA, Sunshine Group of Institutes, Nr. Rangoli Park, Kalawad Road, Rajkot, Gujarat, India. Prof. (Dr.) Essam H. Houssein, Computer Science Department, Faculty of Computers & Informatics, Benha University, Benha 13518, Qalyubia Governorate, Egypt. Arash Shaghaghi, University College London, University of London, Great Britain. Prof. Rajesh Duvvuru, Dept. of Computer Sc. & Engg., N.I.T. Jamshedpur, Jharkhand, India. Prof. (Dr.) Anand Kumar, Head, Department of MCA, M.S. Engineering College, Navarathna Agrahara, Sadahalli Post, Bangalore, PIN 562110, Karnataka, INDIA. Prof. (Dr.) Venkata Raghavendra Miriampally, Electrical and Computer Engineering Dept, Adama Science & Technology University, Adama, Ethiopia. Prof. (Dr.) Jatinderkumar R. Saini, Director (I.T.), GTU's Ankleshwar-Bharuch Innovation Sankul &Director I/C & Associate Professor, Narmada College of Computer Application, Zadeshwar, Bharuch, Gujarat, India. Prof. Jaswinder Singh, Mechanical Engineering Department, University Institute Of Engineering & Technology, Panjab University SSG Regional Centre, Hoshiarpur, Punjab, India- 146001. Prof. (Dr.) S.Kadhiravan, Head i/c, Department of Psychology, Periyar University, Salem- 636 011,Tamil Nadu, India. Prof. (Dr.) Mohammad Israr, Principal, Balaji Engineering College,Junagadh, Gujarat-362014, India. Prof. (Dr.) VENKATESWARLU B., Director of MCA in Sreenivasa Institute of Technology and Management Studies (SITAMS), Chittoor. Prof. (Dr.) Deepak Paliwal, Faculty of Sociology, Uttarakhand Open University, Haldwani-Nainital Prof. (Dr.) Dr. Anil K Dwivedi, Faculty of Pollution & Environmental Assay Research Laboratory (PEARL), Department of Botany,DDU Gorakhpur University,Gorakhpur-273009, India. Prof. R. Ravikumar, Department of Agricultural and Rural Management, TamilNadu Agricultural University, Coimbatore-641003,Tamil Nadu, India. Prof. (Dr.) R.Raman, Professor of Agronomy, Faculty of Agriculture, Annamalai university, Annamalai Nagar 608 002Tamil Nadu, India. Prof. (Dr.) Ahmed Khalafallah, Coordinator of the CM Degree Program, Department of Architectural and Manufacturing Sciences, Ogden College of Sciences and Engineering Western Kentucky University 1906 College Heights Blvd Bowling Green, KY 42103-1066 Prof. (Dr.) Asmita Das , Delhi Technological University (Formerly Delhi College of Engineering), Shahbad, Daulatpur, Delhi 110042, India. Prof. (Dr.)Aniruddha Bhattacharjya, Assistant Professor (Senior Grade), CSE Department, Amrita School of Engineering , Amrita Vishwa VidyaPeetham (University), Kasavanahalli, Carmelaram P.O., Bangalore 560035, Karnataka, India Prof. (Dr.) S. Rama Krishna Pisipaty, Prof & Geoarchaeologist, Head of the Department of Sanskrit & Indian Culture, SCSVMV University, Enathur, Kanchipuram 631561, India Prof. (Dr.) Shubhasheesh Bhattacharya, Professor & HOD(HR), Symbiosis Institute of International Business (SIIB), Hinjewadi, Phase-I, Pune- 411 057 Prof. (Dr.) Vijay Kothari, Institute of Science, Nirma University, S-G Highway, Ahmedabad 382481, India. Prof. (Dr.) Raja Sekhar Mamillapalli, Department of Civil Engineering at Sir Padampat Singhania University, Udaipur, India.

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Prof. (Dr.)B. M. Kunar, Department of Mining Engineering, Indian School of Mines, Dhanbad 826004, Jharkhand, India. Prof. (Dr.) Prabir Sarkar, Assistant Professor, School of Mechanical, Materials and Energy Engineering, Room 307, Academic Block, Indian Institute of Technology, Ropar, Nangal Road, Rupnagar 140001, Punjab, India. Prof. (Dr.) K.Srinivasmoorthy, Associate Professor, Department of Earth Sciences, School of Physical,Chemical and Applied Sciences, Pondicherry university, R.Venkataraman Nagar, Kalapet, Puducherry 605014, India. Prof. (Dr.) Bhawna Dubey, Institute of Environmental Science (AIES), Amity University, Noida, India. Prof. (Dr.) P. Bhanu Prasad, Vision Specialist, Matrix vision GmbH, Germany, Consultant, TIFACCORE for Machine Vision, Advisor, Kelenn Technology, France Advisor, Shubham Automation & Services, Ahmedabad, and Professor of C.S.E, Rajalakshmi Engineering College, India. Prof. (Dr.)P.Raviraj, Professor & Head, Dept. of CSE, Kalaignar Karunanidhi, Institute of Technology, Coimbatore 641402,Tamilnadu,India. Prof. (Dr.) Damodar Reddy Edla, Department of Computer Science & Engineering, Indian School of Mines, Dhanbad, Jharkhand 826004, India. Prof. (Dr.) T.C. Manjunath, Principal in HKBK College of Engg., Bangalore, Karnataka, India. Prof. (Dr.) Pankaj Bhambri, I.T. Deptt., Guru Nanak Dev Engineering College, Ludhiana 141006, Punjab, India . Prof. Shashikant Shantilal Patil SVKM, MPSTME Shirpur Campus, NMIMS University Vile Parle Mumbai, India. Prof. (Dr.) Shambhu Nath Choudhary, Department of Physics, T.M. Bhagalpur University, Bhagalpur 81200, Bihar, India. Prof. (Dr.) Venkateshwarlu Sonnati, Professor & Head of EEED, Department of EEE, Sreenidhi Institute of Science & Technology, Ghatkesar, Hyderabad, Andhra Pradesh, India. Prof. (Dr.) Saurabh Dalela, Department of Pure & Applied Physics, University of Kota, KOTA 324010, Rajasthan, India. Prof. S. Arman Hashemi Monfared, Department of Civil Eng, University of Sistan & Baluchestan, Daneshgah St.,Zahedan, IRAN, P.C. 98155-987 Prof. (Dr.) R.S.Chanda, Dept. of Jute & Fibre Tech., University of Calcutta, Kolkata 700019, West Bengal, India. Prof. V.S.VAKULA, Department of Electrical and Electronics Engineering, JNTUK, University College of Engg., Vizianagaram5 35003, Andhra Pradesh, India. Prof. (Dr.) Nehal Gitesh Chitaliya, Sardar Vallabhbhai Patel Institute of Technology, Vasad 388 306, Gujarat, India. Prof. (Dr.) D.R. Prajapati, Department of Mechanical Engineering, PEC University of Technology,Chandigarh 160012, India. Dr. A. SENTHIL KUMAR, Postdoctoral Researcher, Centre for Energy and Electrical Power, Electrical Engineering Department, Faculty of Engineering and the Built Environment, Tshwane University of Technology, Pretoria 0001, South Africa. Prof. (Dr.)Vijay Harishchandra Mankar, Department of Electronics & Telecommunication Engineering, Govt. Polytechnic, Mangalwari Bazar, Besa Road, Nagpur- 440027, India. Prof. Varun.G.Menon, Department Of C.S.E, S.C.M.S School of Engineering, Karukutty, Ernakulam, Kerala 683544, India. Prof. (Dr.) U C Srivastava, Department of Physics, Amity Institute of Applied Sciences, Amity University, Noida, U.P-203301.India. Prof. (Dr.) Surendra Yadav, Professor and Head (Computer Science & Engineering Department), Maharashi Arvind College of Engineering and Research Centre (MACERC), Jaipur, Rajasthan, India. Prof. (Dr.) Sunil Kumar, H.O.D. Applied Sciences & Humanities Dehradun Institute of Technology, (D.I.T. School of Engineering), 48 A K.P-3 Gr. Noida (U.P.) 201308 Prof. Naveen Jain, Dept. of Electrical Engineering, College of Technology and Engineering, Udaipur-313 001, India. Prof. Veera Jyothi.B, CBIT ,Hyderabad, Andhra Pradesh, India. Prof. Aritra Ghosh, Global Institute of Management and Technology, Krishnagar, Nadia, W.B. India Prof. Anuj K. Gupta, Head, Dept. of Computer Science & Engineering, RIMT Group of Institutions, Sirhind Mandi Gobindgarh, Punajb, India. Prof. (Dr.) Varala Ravi, Head, Department of Chemistry, IIIT Basar Campus, Rajiv Gandhi University of Knowledge Technologies, Mudhole, Adilabad, Andhra Pradesh- 504 107, India Prof. (Dr.) Ravikumar C Baratakke, faculty of Biology,Govt. College, Saundatti - 591 126, India.

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Prof. (Dr.) NALIN BHARTI, School of Humanities and Social Science, Indian Institute of Technology Patna, India. Prof. (Dr.) Shivanand S.Gornale, Head, Department of Studies in Computer Science, Government College (Autonomous), Mandya, Mandya-571 401-Karanataka Prof. (Dr.) Naveen.P.Badiger, Dept.Of Chemistry, S.D.M.College of Engg. & Technology, Dharwad-580002, Karnataka State, India. Prof. (Dr.) Bimla Dhanda, Professor & Head, Department of Human Development and Family Studies, College of Home Science, CCS, Haryana Agricultural University, Hisar- 125001 (Haryana) India. Prof. (Dr.) Tauqeer Ahmad Usmani, Faculty of IT, Salalah College of Technology, Salalah, Sultanate of Oman, Prof. (Dr.) Naresh Kr. Vats, Chairman, Department of Law, BGC Trust University Bangladesh Prof. (Dr.) Papita Das (Saha), Department of Environmental Science, University of Calcutta, Kolkata, India Prof. (Dr.) Rekha Govindan , Dept of Biotechnology, Aarupadai Veedu Institute of technology , Vinayaka Missions University , Paiyanoor , Kanchipuram Dt, Tamilnadu , India Prof. (Dr.) Lawrence Abraham Gojeh, Department of Information Science, Jimma University, P.o.Box 378, Jimma, Ethiopia Prof. (Dr.) M.N. Kalasad, Department of Physics, SDM College of Engineering & Technology, Dharwad, Karnataka, India Prof. Rab Nawaz Lodhi, Department of Management Sciences, COMSATS Institute of Information Technology Sahiwal Prof. (Dr.) Masoud Hajarian, Department of Mathematics, Faculty of Mathematical Sciences, Shahid Beheshti University, General Campus, Evin, Tehran 19839,Iran Prof. (Dr.) Chandra Kala Singh, Associate professor, Department of Human Development and Family Studies, College of Home Science, CCS, Haryana Agricultural University, Hisar- 125001 (Haryana) India Prof. (Dr.) J.Babu, Professor & Dean of research, St.Joseph's College of Engineering & Technology, Choondacherry, Palai,Kerala. Prof. (Dr.) Pradip Kumar Roy, Department of Applied Mechanics, Birla Institute of Technology (BIT) Mesra, Ranchi-835215, Jharkhand, India. Prof. (Dr.) P. Sanjeevi kumar, School of Electrical Engineering (SELECT), Vandalur Kelambakkam Road, VIT University, Chennai, India. Prof. (Dr.) Debasis Patnaik, BITS-Pilani, Goa Campus, India. Prof. (Dr.) SANDEEP BANSAL, Associate Professor, Department of Commerce, I.G.N. College, Haryana, India. Dr. Radhakrishnan S V S, Department of Pharmacognosy, Faser Hall, The University of Mississippi Oxford, MS-38655, USA Prof. (Dr.) Megha Mittal, Faculty of Chemistry, Manav Rachna College of Engineering, Faridabad (HR), 121001, India. Prof. (Dr.) Mihaela Simionescu (BRATU), BUCHAREST, District no. 6, Romania, member of the Romanian Society of Econometrics, Romanian Regional Science Association and General Association of Economists from Romania Prof. (Dr.) Atmani Hassan, Director Regional of Organization Entraide Nationale Prof. (Dr.) Deepshikha Gupta, Dept. of Chemistry, Amity Institute of Applied Sciences,Amity University, Sec.125, Noida, India Prof. (Dr.) Muhammad Kamruzzaman, Deaprtment of Infectious Diseases, The University of Sydney, Westmead Hospital, Westmead, NSW-2145. Prof. (Dr.) Meghshyam K. Patil , Assistant Professor & Head, Department of Chemistry,Dr. Babasaheb Ambedkar Marathwada University,Sub-Campus, Osmanabad- 413 501, Maharashtra, INDIA Prof. (Dr.) Ashok Kr. Dargar, Department of Mechanical Engineering, School of Engineering, Sir Padampat Singhania University, Udaipur (Raj.) Prof. (Dr.) Sudarson Jena, Dept. of Information Technology, GITAM University, Hyderabad, India Prof. (Dr.) Jai Prakash Jaiswal, Department of Mathematics, Maulana Azad National Institute of Technology Bhopal-India Prof. (Dr.) S.Amutha, Dept. of Educational Technology, Bharathidasan University, Tiruchirappalli620 023, Tamil Nadu-India Prof. (Dr.) R. HEMA KRISHNA, Environmental chemistry, University of Toronto, Canada. Prof. (Dr.) B.Swaminathan, Dept. of Agrl.Economics, Tamil Nadu Agricultural University, India.

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Prof. (Dr.) Meghshyam K. Patil, Assistant Professor & Head, Department of Chemistry, Dr. Babasaheb Ambedkar Marathwada University, Sub-Campus, Osmanabad- 413 501, Maharashtra, INDIA Prof. (Dr.) K. Ramesh, Department of Chemistry, C .B . I. T, Gandipet, Hyderabad-500075 Prof. (Dr.) Sunil Kumar, H.O.D. Applied Sciences &Humanities, JIMS Technical campus,(I.P. University,New Delhi), 48/4 ,K.P.-3,Gr.Noida (U.P.) Prof. (Dr.) G.V.S.R.Anjaneyulu, CHAIRMAN - P.G. BOS in Statistics & Deputy Coordinator UGC DRS-I Project, Executive Member ISPS-2013, Department of Statistics, Acharya Nagarjuna University, Nagarjuna Nagar-522510, Guntur, Andhra Pradesh, India Prof. (Dr.) Sribas Goswami, Department of Sociology, Serampore College, Serampore 712201, West Bengal, India. Prof. (Dr.) Sunanda Sharma, Department of Veterinary Obstetrics Y Gynecology, College of Veterinary & Animal Science,Rajasthan University of Veterinary & Animal Sciences,Bikaner334001, India. Prof. (Dr.) S.K. Tiwari, Department of Zoology, D.D.U. Gorakhpur University, Gorakhpur-273009 U.P., India. Prof. (Dr.) Praveena Kuruva, Materials Research Centre, Indian Institute of Science, Bangalore560012, INDIA Prof. (Dr.) Rajesh Kumar, Department Of Applied Physics , Bhilai Institute Of Technology, Durg (C.G.) 491001 Prof. (Dr.) Y.P.Singh, (Director), Somany (PG) Institute of Technology and Management, Garhi Bolni Road, Delhi-Jaipur Highway No. 8, Beside 3 km from City Rewari, Rewari-123401, India. Prof. (Dr.) MIR IQBAL FAHEEM, VICE PRINCIPAL &HEAD- Department of Civil Engineering & Professor of Civil Engineering, Deccan College of Engineering & Technology, Dar-us-Salam, Aghapura, Hyderabad (AP) 500 036. Prof. (Dr.) Jitendra Gupta, Regional Head, Co-ordinator(U.P. State Representative)& Asstt. Prof., (Pharmaceutics), Institute of Pharmaceutical Research, GLA University, Mathura. Prof. (Dr.) N. Sakthivel, Scientist - C,Research Extension Center,Central Silk Board, Government of India, Inam Karisal Kulam (Post), Srivilliputtur - 626 125,Tamil Nadu, India. Prof. (Dr.) Omprakash Srivastav, Centre of Advanced Study, Department of History, Aligarh Muslim University, Aligarh-202 001, INDIA. Prof. (Dr.) K.V.L.N.Acharyulu, Associate Professor, Department of Mathematics, Bapatla Engineering college, Bapatla-522101, INDIA. Prof. (Dr.) Fateh Mebarek-Oudina, Assoc. Prof., Sciences Faculty,20 aout 1955-Skikda University, B.P 26 Route El-Hadaiek, 21000,Skikda, Algeria. NagaLaxmi M. Raman, Project Support Officer, Amity International Centre for Postharvest, Technology & Cold Chain Management, Amity University Campus, Sector-125, Expressway, Noida Prof. (Dr.) V.SIVASANKAR, Associate Professor, Department Of Chemistry, Thiagarajar College Of Engineering (Autonomous), Madurai 625015, Tamil Nadu, India (Dr.) Ramkrishna Singh Solanki, School of Studies in Statistics, Vikram University, Ujjain, India Prof. (Dr.) M.A.Rabbani, Professor/Computer Applications, School of Computer, Information and Mathematical Sciences, B.S.Abdur Rahman University, Chennai, India Prof. (Dr.) P.P.Satya Paul Kumar, Associate Professor, Physical Education & Sports Sciences, University College of Physical Education & Sports, Sciences, Acharya Nagarjuna University, Guntur. Prof. (Dr.) Fazal Shirazi, PostDoctoral Fellow, Infectious Disease, MD Anderson Cancer Center, Houston, Texas, USA Prof. (Dr.) Omprakash Srivastav, Department of Museology, Aligarh Muslim University, Aligarh202 001, INDIA. Prof. (Dr.) Mandeep Singh walia, A.P. E.C.E., Panjab University SSG Regional Centre Hoshiarpur, Una Road, V.P.O. Allahabad, Bajwara, Hoshiarpur Prof. (Dr.) Ho Soon Min, Senior Lecturer, Faculty of Applied Sciences, INTI International University, Persiaran Perdana BBN, Putra Nilai, 71800 Nilai, Negeri Sembilan, Malaysia Prof. (Dr.) L.Ganesamoorthy, Assistant Professor in Commerce, Annamalai University, Annamalai Nagar-608002, Chidambaram, Tamilnadu, India. Prof. (Dr.) Vuda Sreenivasarao, Professor, School of Computing and Electrical Engineering, Bahir Dar University, Bahirdar,Ethiopia Prof. (Dr.) Umesh Sharma, Professor & HOD Applied Sciences & Humanities, Eshan college of Engineering, Mathura, India. Prof. (Dr.) K. John Singh, School of Information Technology and Engineering, VIT University, Vellore, Tamil Nadu, India. Prof. (Dr.) Sita Ram Pal (Asst.Prof.), Dept. of Special Education, Dr.BAOU, Ahmedabad, India.

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Prof. Vishal S.Rana, H.O.D, Department of Business Administration, S.S.B.T'S College of Engineering & Technology, Bambhori,Jalgaon (M.S), India. Prof. (Dr.) Chandrakant Badgaiyan, Department of Mechatronics and Engineering, Chhattisgarh. Dr. (Mrs.) Shubhrata Gupta, Prof. (Electrical), NIT Raipur, India. Prof. (Dr.) Usha Rani. Nelakuditi, Assoc. Prof., ECE Deptt., Vignan’s Engineering College, Vignan University, India. Prof. (Dr.) S. Swathi, Asst. Professor, Department of Information Technology, Vardhaman college of Engineering(Autonomous) , Shamshabad, R.R District, India. Prof. (Dr.) Raja Chakraverty, M Pharm (Pharmacology), BCPSR, Durgapur, West Bengal, India Prof. (Dr.) P. Sanjeevi Kumar, Electrical & Electronics Engineering, National Institute of Technology (NIT-Puducherry), An Institute of National Importance under MHRD (Govt. of India), Karaikal- 609 605, India. Prof. (Dr.) Amitava Ghosh, Professor & Principal, Bengal College of Pharmaceutical Sciences and Research, B.R.B. Sarani, Bidhannagar, Durgapur, West Bengal- 713212. Prof. (Dr.) Om Kumar Harsh, Group Director, Amritsar College of Engineering and Technology, Amritsar 143001 (Punjab), India. Prof. (Dr.) Mansoor Maitah, Department of International Relations, Faculty of Economics and Management, Czech University of Life Sciences Prague, 165 21 Praha 6 Suchdol, Czech Republic. Prof. (Dr.) Zahid Mahmood, Department of Management Sciences (Graduate Studies), Bahria University, Naval Complex, Sector, E-9, Islamabad, Pakistan. Prof. (Dr.) N. Sandeep, Faculty Division of Fluid Dynamics, VIT University, Vellore-632 014. Mr. Jiban Shrestha, Scientist (Plant Breeding and Genetics), Nepal Agricultural Research Council, National Maize Research Program, Rampur, Chitwan, Nepal. Prof. (Dr.) Rakhi Garg, Banaras Hindu University, Varanasi, Uttar Pradesh, India. Prof. (Dr.) Ramakant Pandey. Dept. of Biochemistry. Patna University Patna (Bihar)-India. Prof. (Dr.) Nalah Augustine Bala, Behavioural Health Unit, Psychology Department, Nasarawa State University, Keffi, P.M.B. 1022 Keffi, Nasarawa State, Nigeria. Prof. (Dr.) Mehdi Babaei, Department of Engineering, Faculty of Civil Engineering, University of Zanjan, Iran. Prof. (Dr.) A. SENTHIL KUMAR., Professor/EEE, VELAMMAL ENGINEERING COLLEGE, CHENNAI Prof. (Dr.) Gudikandhula Narasimha Rao, Dept. of Computer Sc. & Engg., KKR & KSR Inst Of Tech & Sciences, Guntur, Andhra Pradesh, India. Prof. (Dr.) Dhanesh singh, Department of Chemistry, K.G. Arts & Science College, Raigarh (C.G.) India. Prof. (Dr.) Syed Umar , Dept. of Electronics and Computer Engineering, KL University, Guntur, A.P., India. Prof. (Dr.) Rachna Goswami, Faculty in Bio-Science Department, IIIT Nuzvid (RGUKT), DistrictKrishna , Andhra Pradesh - 521201 Prof. (Dr.) Ahsas Goyal, FSRHCP, Founder & Vice president of Society of Researchers and Health Care Professionals Prof. (Dr.) Gagan Singh, School of Management Studies and Commerce, Department of Commerce, Uttarakhand Open University, Haldwani-Nainital, Uttarakhand (UK)-263139 (India) Prof. (Dr.) Solomon A. O. Iyekekpolor, Mathematics and Statistics, Federal University, WukariNigeria. Prof. (Dr.) S. Saiganesh, Faculty of Marketing, Dayananda Sagar Business School, Bangalore, India. Dr. K.C.Sivabalan, Field Enumerator and Data Analyst, Asian Vegetable Research Centre, The World Vegetable Centre, Taiwan Prof. (Dr.) Amit Kumar Mishra, Department of Environmntal Science and Energy Research, Weizmann Institute of Science, Rehovot, Israel Prof. (Dr.) Manisha N. Paliwal, Sinhgad Institute of Management, Vadgaon (Bk), Pune, India Prof. (Dr.) M. S. HIREMATH, Principal, K.L.ESOCIETY’S SCHOOL, ATHANI, India Prof. Manoj Dhawan, Department of Information Technology, Shri Vaishnav Institute of Technology & Science, Indore, (M. P.), India Prof. (Dr.) V.R.Naik, Professor & Head of Department, Mechancal Engineering , Textile & Engineering Institute, Ichalkaranji (Dist. Kolhapur), Maharashatra, India Prof. (Dr.) Jyotindra C. Prajapati,Head, Department of Mathematical Sciences, Faculty of Applied Sciences, Charotar University of Science and Technology, Changa Anand -388421, Gujarat, India Prof. (Dr.) Sarbjit Singh, Head, Department of Industrial & Production Engineering, Dr BR Ambedkar National Institute of Technology, Jalandhar, Punjab,India

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Prof. (Dr.) Professor Braja Gopal Bag, Department of Chemistry and Chemical Technology, Vidyasagar University, West Midnapore Prof. (Dr.) Ashok Kumar Chandra, Department of Management, Bhilai Institute of Technology, Bhilai House, Durg (C.G.) Prof. (Dr.) Amit Kumar, Assistant Professor, School of Chemistry, Shoolini University, Solan, Himachal Pradesh, India Prof. (Dr.) L. Suresh Kumar, Mechanical Department, Chaitanya Bharathi Institute of Technology, Hyderabad, India. Scientist Sheeraz Saleem Bhat, Lac Production Division, Indian Institute of Natural Resins and Gums, Namkum, Ranchi, Jharkhand Prof. C.Divya , Centre for Information Technology and Engineering, Manonmaniam Sundaranar University, Tirunelveli - 627012, Tamilnadu , India Prof. T.D.Subash, Infant Jesus College Of Engineering and Technology, Thoothukudi Tamilnadu, India Prof. (Dr.) Vinay Nassa, Prof. E.C.E Deptt., Dronacharya.Engg. College, Gurgaon India. Prof. Sunny Narayan, university of Roma Tre, Italy. Prof. (Dr.) Sanjoy Deb, Dept. of ECE, BIT Sathy, Sathyamangalam, Tamilnadu-638401, India. Prof. (Dr.) Reena Gupta, Institute of Pharmaceutical Research, GLA University, Mathura-India Prof. (Dr.) P.R.SivaSankar, Head Dept. of Commerce, Vikrama Simhapuri University Post Graduate Centre, KAVALI - 524201, A.P., India Prof. (Dr.) Mohsen Shafiei Nikabadi, Faculty of Economics and Management, Industrial Management Department, Semnan University, Semnan, Iran. Prof. (Dr.) Praveen Kumar Rai, Department of Geography, Faculty of Science, Banaras Hindu University, Varanasi-221005, U.P. India Prof. (Dr.) Christine Jeyaseelan, Dept of Chemistry, Amity Institute of Applied Sciences, Amity University, Noida, India Prof. (Dr.) M A Rizvi, Dept. of Computer Engineering and Applications , National Institute of Technical Teachers' Training and Research, Bhopal M.P. India Prof. (Dr.) K.V.N.R.Sai Krishna, H O D in Computer Science, S.V.R.M.College,(Autonomous), Nagaram, Guntur(DT), Andhra Pradesh, India. Prof. (Dr.) Ashok Kr. Dargar, Department of Mechanical Engineering, School of Engineering, Sir Padampat Singhania University, Udaipur (Raj.) Prof. (Dr.) Asim Kumar Sen, Principal , ST.Francis Institute of Technology (Engineering College) under University of Mumbai , MT. Poinsur, S.V.P Road, Borivali (W), Mumbai, 400103, India, Prof. (Dr.) Rahmathulla Noufal.E, Civil Engineering Department, Govt.Engg.College-Kozhikode Prof. (Dr.) N.Rajesh, Department of Agronomy, TamilNadu Agricultural University -Coimbatore, TamilNadu, India Prof. (Dr.) Har Mohan Rai, Professor, Electronics and Communication Engineering, N.I.T. Kurukshetra 136131,India Prof. (Dr.) Eng. Sutasn Thipprakmas from King Mongkut, University of Technology Thonburi, Thailand Prof. (Dr.) Kantipudi MVV Prasad, EC Department, RK University, Rajkot. Prof. (Dr.) Jitendra Gupta,Faculty of Pharmaceutics, Institute of Pharmaceutical Research, GLA University, Mathura. Prof. (Dr.) Swapnali Borah, HOD, Dept of Family Resource Management, College of Home Science, Central Agricultural University, Tura, Meghalaya, India Prof. (Dr.) N.Nazar Khan, Professor in Chemistry, BTK Institute of Technology, Dwarahat-263653 (Almora), Uttarakhand-India Prof. (Dr.) Rajiv Sharma, Department of Ocean Engineering, Indian Institute of Technology Madras, Chennai (TN) - 600 036, India. Prof. (Dr.) Aparna Sarkar, PH.D. Physiology, AIPT, Amity University , F 1 Block, LGF, Sector125,Noida-201303, UP, India. Prof. (Dr.) Manpreet Singh, Professor and Head, Department of Computer Engineering, Maharishi Markandeshwar University, Mullana, Haryana, India. Prof. (Dr.) Sukumar Senthilkumar, Senior Researcher, Advanced Education Center of Jeonbuk for Electronics and Information Technology, Chon Buk National University, Chon Buk, 561-756, SOUTH KOREA. . Prof. (Dr.) Hari Singh Dhillon, Assistant Professor, Department of Electronics and Communication Engineering, DAV Institute of Engineering and Technology, Jalandhar (Punjab), INDIA. . Prof. (Dr.) Poonkuzhali, G., Department of Computer Science and Engineering, Rajalakshmi Engineering College, Chennai, INDIA. .

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Prof. (Dr.) Bharath K N, Assistant Professor, Dept. of Mechanical Engineering, GM Institute of Technology, PB Road, Davangere 577006, Karnataka, India. Prof. (Dr.) F.Alipanahi, Assistant Professor, Islamic Azad University, Zanjan Branch, Atemadeyeh, Moalem Street, Zanjan IRAN. Prof. Yogesh Rathore, Assistant Professor, Dept. of Computer Science & Engineering, RITEE, Raipur, India Prof. (Dr.) Ratneshwer, Department of Computer Science (MMV),Banaras Hindu University Varanasi-221005, India. Prof. Pramod Kumar Pandey, Assistant Professor, Department Electronics & Instrumentation Engineering, ITM University, Gwalior, M.P., India. Prof. (Dr.)Sudarson Jena, Associate Professor, Dept.of IT, GITAM University, Hyderabad, India Prof. (Dr.) Binod Kumar, PhD(CS), M.Phil(CS), MIEEE,MIAENG, Dean & Professor( MCA), Jayawant Technical Campus(JSPM's), Pune, India. Prof. (Dr.) Mohan Singh Mehata, (JSPS fellow), Assistant Professor, Department of Applied Physics, Delhi Technological University, Delhi Prof. Ajay Kumar Agarwal, Asstt. Prof., Deptt. of Mech. Engg., Royal Institute of Management & Technology, Sonipat (Haryana), India. Prof. (Dr.) Siddharth Sharma, University School of Management, Kurukshetra University, Kurukshetra, India. Prof. (Dr.) Satish Chandra Dixit, Department of Chemistry, D.B.S.College, Govind Nagar,Kanpur208006, India. Prof. (Dr.) Ajay Solkhe, Department of Management, Kurukshetra University, Kurukshetra, India. Prof. (Dr.) Neeraj Sharma, Asst. Prof. Dept. of Chemistry, GLA University, Mathura, India. Prof. (Dr.) Basant Lal, Department of Chemistry, G.L.A. University, Mathura, India. Prof. (Dr.) T Venkat Narayana Rao, C.S.E, Guru Nanak Engineering College, Hyderabad, Andhra Pradesh, India. Prof. (Dr.) Rajanarender Reddy Pingili, S.R. International Institute of Technology, Hyderabad, Andhra Pradesh, India. Prof. (Dr.) V.S.Vairale, Department of Computer Engineering, All India Shri Shivaji Memorial Society College of Engineering, Kennedy Road, Pune-411 001, Maharashtra, India. Prof. (Dr.) Vasavi Bande, Department of Computer Science & Engineering, Netaji Institute of Engineering and Technology, Hyderabad, Andhra Pradesh, India Prof. (Dr.) Hardeep Anand, Department of Chemistry, Kurukshetra University Kurukshetra, Haryana, India. Prof. Aasheesh shukla, Asst Professor, Dept. of EC, GLA University, Mathura, India. Prof. S.P.Anandaraj., CSE Dept, SREC, Warangal, India. Prof. (Dr.) Chitranjan Agrawal, Department of Mechanical Engineering, College of Technology & Engineering, Maharana Pratap University of Agriculture & Technology, Udaipur- 313001, Rajasthan, India. Prof. (Dr.) Rangnath Aher, Principal, New Arts, Commerce and Science College, Parner, DistAhmednagar, M.S. India. Prof. (Dr.) Chandan Kumar Panda, Department of Agricultural Extension, College of Agriculture, Tripura, Lembucherra-799210 Prof. (Dr.) Latika Kharb, IP Faculty (MCA Deptt), Jagan Institute of Management Studies (JIMS), Sector-5, Rohini, Delhi, India. Raj Mohan Raja Muthiah, Harvard Medical School, Massachusetts General Hospital, Boston, Massachusetts. Prof. (Dr.) Chhanda Chatterjee, Dept of Philosophy, Balurghat College, West Bengal, India. Prof. (Dr.) Mihir Kumar Shome , H.O.D of Mathematics, Management and Humanities, National Institute of Technology, Arunachal Pradesh, India Prof. (Dr.) Muthukumar .Subramanyam, Registrar (I/C), Faculty, Computer Science and Engineering, National Institute of Technology, Puducherry, India. Prof. (Dr.) Vinay Saxena, Department of Mathematics, Kisan Postgraduate College, Bahraich â€“ 271801 UP, India. Satya Rishi Takyar, Senior ISO Consultant, New Delhi, India. Prof. Anuj K. Gupta, Head, Dept. of Computer Science & Engineering, RIMT Group of Institutions, Mandi Gobindgarh (PB) Prof. (Dr.) Harish Kumar, Department of Sports Science, Punjabi University, Patiala, Punjab, India. Prof. (Dr.) Mohammed Ali Hussain, Professor, Dept. of Electronics and Computer Engineering, KL University, Green Fields, Vaddeswaram, Andhra Pradesh, India.

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Prof. (Dr.) Manish Gupta, Department of Mechanical Engineering, GJU, Haryana, India. Prof. Mridul Chawla, Department of Elect. and Comm. Engineering, Deenbandhu Chhotu Ram University of Science & Technology, Murthal, Haryana, India. Prof. Seema Chawla, Department of Bio-medical Engineering, Deenbandhu Chhotu Ram University of Science & Technology, Murthal, Haryana, India. Prof. (Dr.) Atul M. Gosai, Department of Computer Science, Saurashtra University, Rajkot, Gujarat, India. Prof. (Dr.) Ajit Kr. Bansal, Department of Management, Shoolini University, H.P., India. Prof. (Dr.) Sunil Vasistha, Mody Institute of Tecnology and Science, Sikar, Rajasthan, India. Prof. Vivekta Singh, GNIT Girls Institute of Technology, Greater Noida, India. Prof. Ajay Loura, Assistant Professor at Thapar University, Patiala, India. Prof. Sushil Sharma, Department of Computer Science and Applications, Govt. P. G. College, Ambala Cantt., Haryana, India. Prof. Sube Singh, Assistant Professor, Department of Computer Engineering, Govt. Polytechnic, Narnaul, Haryana, India. Prof. Himanshu Arora, Delhi Institute of Technology and Management, New Delhi, India. Dr. Sabina Amporful, Bibb Family Practice Association, Macon, Georgia, USA. Dr. Pawan K. Monga, Jindal Institute of Medical Sciences, Hisar, Haryana, India. Dr. Sam Ampoful, Bibb Family Practice Association, Macon, Georgia, USA. Dr. Nagender Sangra, Director of Sangra Technologies, Chandigarh, India. Vipin Gujral, CPA, New Jersey, USA. Sarfo Baffour, University of Ghana, Ghana. Monique Vincon, Hype Softwaretechnik GmbH, Bonn, Germany. Natasha Sigmund, Atlanta, USA. Marta Trochimowicz, Rhein-Zeitung, Koblenz, Germany. Kamalesh Desai, Atlanta, USA. Vijay Attri, Software Developer Google, San Jose, California, USA. Neeraj Khillan, Wipro Technologies, Boston, USA. Ruchir Sachdeva, Software Engineer at Infosys, Pune, Maharashtra, India. Anadi Charan, Senior Software Consultant at Capgemini, Mumbai, Maharashtra. Pawan Monga, Senior Product Manager, LG Electronics India Pvt. Ltd., New Delhi, India. Sunil Kumar, Senior Information Developer, Honeywell Technology Solutions, Inc., Bangalore, India. Bharat Gambhir, Technical Architect, Tata Consultancy Services (TCS), Noida, India. Vinay Chopra, Team Leader, Access Infotech Pvt Ltd. Chandigarh, India. Sumit Sharma, Team Lead, American Express, New Delhi, India. Vivek Gautam, Senior Software Engineer, Wipro, Noida, India. Anirudh Trehan, Nagarro Software Gurgaon, Haryana, India. Manjot Singh, Senior Software Engineer, HCL Technologies Delhi, India. Rajat Adlakha, Senior Software Engineer, Tech Mahindra Ltd, Mumbai, Maharashtra, India. Mohit Bhayana, Senior Software Engineer, Nagarro Software Pvt. Gurgaon, Haryana, India. Dheeraj Sardana, Tech. Head, Nagarro Software, Gurgaon, Haryana, India. Naresh Setia, Senior Software Engineer, Infogain, Noida, India. Raj Agarwal Megh, Idhasoft Limited, Pune, Maharashtra, India. Shrikant Bhardwaj, Senior Software Engineer, Mphasis an HP Company, Pune, Maharashtra, India. Vikas Chawla, Technical Lead, Xavient Software Solutions, Noida, India. Kapoor Singh, Sr. Executive at IBM, Gurgaon, Haryana, India. Ashwani Rohilla, Senior SAP Consultant at TCS, Mumbai, India. Anuj Chhabra, Sr. Software Engineer, McKinsey & Company, Faridabad, Haryana, India. Jaspreet Singh, Business Analyst at HCL Technologies, Gurgaon, Haryana, India.

TOPICS OF INTEREST Topics of interest include, but are not limited to, the following:  Business administration  Marketing & Management  Finance  Economics  Banking  Accounting  Human resources management  Entrepreneurship,  Education and its applications  Business ethics  Relationship & Risk management  Retail management and communication  Linguistics  International relations  Anthropology & Archaeology  Sociology  International business  Tourism and hospitality management  Law  Psychology  Corporate governance  Demography  Education  Ethics  Geography  History  Industrial relations  Information science  Library science  Media studies  Philosophy,  Political science  Public administration  Sociology  Social welfare  Literature  Paralegal  Performing arts (music, theatre and dance)  Religious studies  Visual arts  Women studies  Production and operations management  Organizational behavior and theory  Strategic management Policy  Statistics and Econometrics  Personnel and industrial relations  Gender studies & Cross cultural studies  Management information systems  Information technology

TABLE OF CONTENTS American International Journal of Research in Humanities, Arts and Social Sciences (AIJRHASS) ISSN(Print): 2328-3734, ISSN(Online): 2328-3696, ISSN(CD-ROM): 2328-3688, (December-2014 to February-2015, Issue 9, Volume 1, 2, 3 & 4) Issue 9, Volume 1 Paper Code

Paper Title

Page No.

AIJRHASS 15-101

Tourism investment in Namibia: perceptions of investors O. Katjiuongua, U.L. Paliwal, C. Gamses

01-07

AIJRHASS 15-102

How to stimulate future teacher-students to participate in specific instructiveeducational activities Vali Ilie

08-15

AIJRHASS 15-105

Indian Rasa Manifestation in the Motifs of Saharanpur Woodcraft Aayushi Verma, Ila Gupta

16-22

AIJRHASS 15-106

MEDIA AS ACTORS IN INTERSTATE CONFLICT: LESSONS FROM NIGERIAN PRESS COVERAGE OF THE BAKASSI PENINSULA DISPUTE Thomas Anomoaphe Alemoh, Mrs. Lucy Ishima

23-32

AIJRHASS 15-107

Seasonal Patterns in Indian Stock Markets: An Application of GARCH (1, 1) Model Shilpa Lodha, Prof. G. Soral

33-43

AIJRHASS 15-108

MANPOWER TRAINING AND DEVELOPMENT: PATHWAY TO EFFICIENT ORGANIZATIONAL PERFORMANCE Dr. Ologunowa, C.S., Dr Akintunde, B.A., Adu, B.O.

44-52

AIJRHASS 15-109

Awareness on Livelihood Culture: An account of the Bhutias in Tashiding, Sikkim Devasish Rai, Pema Rinzing Bhutia

53-65

AIJRHASS 15-113

Land Tenure Systems in the late 18th and 19th century in Colonial India Dr. Hareet Kumar Meena

66-71

AIJRHASS 15-115

Food Environment and Unhealthy Eating Habits among Adolescents in Tertiary Institutions Adedeji O. A and John U. I

72-77

AIJRHASS 15-117

PEDAGOGICAL CONCEPT OF JALÄ€L AD-DÄªN RUMIs SPIRITUAL HERITAGE Izbullaeva Gulchehra Valerievna

78-80

AIJRHASS 15-118

A Comparative Study of Work Family Conflict among Employees in Relation to Demographic Factors, Personal Factors and Work Related Factors Dr.Geeta Scahdeva, Dr. Mahabir Narwal

81-89

AIJRHASS 15-119

English Vocabulary Size of Saudi Post-Secondary School Students: A Case Study of Jazan University Dr. Ahmed T. Braima, Dr. Osama M. Nurain

90-94

Issue 9, Volume 2 Page No.

Paper Code

Paper Title

AIJRHASS 15-120

Economic Empowerment by Value Addition of Fruits and Vegetables in Rural Sectors Ms. NagaLaxmi M Raman

95-99

AIJRHASS 15-125

NIGERIA AND DEMOCRATIC ELECTIONS Osabiya, Babatunde Joseph

100-107

AIJRHASS 15-126

Enhancing the productivity of Small Scale Women Entrepreneurs and Small Farmers availing Microfinance services through Self-Help Groups – The emerging role of Information and Communication Technology (ICT) Soumitro Chakravarty, Umesh Prasad, Amar Nath Jha

108-109

AIJRHASS 15-128

Financial Inclusion Determinants – An Empirical Investigation in Rural Regions of Vellore District, Tamil Nadu Dr. N. Sundaram & Mr. M. Sriram

110-114

AIJRHASS 15-132

EFFECTIVENESS OF SMART CLASSROOM TEACHING ON THE ACHIEVEMENT IN CHEMISTRY OF SECONDARY SCHOOL STUDENTS Dr. Anita Menon

115-120

AIJRHASS 15-133

Evaluating a Curriculum Using the Same Style and Strategy across Years: Lessons Gained from Tanzania Noel M. Makwinya

121-126

AIJRHASS 15-134

CHALLENGES OF FINANCIAL INCLUSION TO REACH OUT POOR Dr. S. Vasantha, R.Paveethiraa

127-131

AIJRHASS 15-138

Reconsider India’s North-East in National Curriculum Binod Bhattarai

132-134

AIJRHASS 15-140

Paix Dan Preambule, Promoting Peace through Constitutional Promise in Indian milieu Sambhunath Maji, Birbal Saha

135-138

AIJRHASS 15-141

Violence Against Women and Children in India Harpreet Kaur Bains

139-142

AIJRHASS 15-142

CHALLENGES OF EDUCATIONAL INSTITUTIONS IN LEVERAGING ONLINE CAPABILITIES Meenakshi Thanji, Dr. S. Vasantha

143-147

AIJRHASS 15-143

CHRISTIAN RELIGIOUS KNOWLEGDE AND THE TEACHING OF MORAL VALUES IN THE NIGERIA JUNIOR SECONDARY SCHOOLS: PROBLEMS AND PROSPECTS D.A. Falade

148-151

AIJRHASS 15-145

Traces of Mysticism in Walt Whitman’s Song of Myself Sudeshna Das

152-153

AIJRHASS 15-146

Effect of visual and audio educational games on visual memory of children Narges Motabarzadeh, Seyed Yaghoub Musavi

154-158

AIJRHASS 15-148

Status of Women Workers before and After Joining the Construction Industry: a Case Study Dr.K.A Rajanna

159-164

AIJRHASS 15-150

Child Labour in India: A Curse on Humanity Dr. Dhananjay Mandlik, Dr. Parag Kalkar

165-169

AIJRHASS 15-151

A Study to Assess the Stress and Coping Strategies among Mothers of Physically Challenged Children in an Integrated School at Mangalore Mrs. Sandhya M.S, Dr. Asha P Shetty

170-173

AIJRHASS 15-152

Re reading Nissim Ezekiel: A Postmodern Critic Goutam Karmakar

174-177

AIJRHASS 15-153

Use of Audio in ELT for Material Development Mohammed Tausif ur Rahman, Dr A A Khan

178-181

AIJRHASS 15-154

A STUDY ON IMPLEMENTATION OF TECHNO-PEDAGOGICAL SKILLS, ITS CHALLENGES AND ROLE TO RELEASE AT HIGHER LEVEL OF EDUCATION Nabin Thakur

182-186

AIJRHASS 15-156

GROUP DYNAMICS IN THE ITERATED PRISONER' S DILEMMA GAME Vijaya Puranik

187-191

Issue 9, Volume 3 Page No.

Paper Code

Paper Title

AIJRHASS 15-157

The affirmation of life in the play Ruined by Lynn Nottage Ishfaq Ahmad Tramboo

192-194

AIJRHASS 15-158

FAT PROPORTION AMONG UNIVERSITY STUDENTS AND A FAT BURNING TRAINING PROGRAM: AN INFLUENTIAL ANALYSIS SomanPreet Singh, Sukhbir Singh, Dr. Manoj Kumar Dhadwal

195-197

AIJRHASS 15-165

Legal Repercussions of Corporal Punishment and Child Rights – A Comparative study Prof. Aradhana Nair

198-201

AIJRHASS 15-167

Impact of Gender and Socio-Emotional School Climate on Achievement Motivation of Tribal Students Pawan Kumar

202-205

AIJRHASS 15-168

Case Study on KurKure (Snacks) Manju Kataria

206-210

AIJRHASS 15-169

Review Article - Exploring the Impact of Online Reviews on Purchase Intentions of Customer Prabha Kiran, Dr S Vasantha

211-215

AIJRHASS 15-170

Social Media – the Lifeline of 21st Century! Dr. Surya Rashmi Rawat

216-220

AIJRHASS 15-171

The Deepening Culture of Corruption in Nigerian Society: Implications for Governance, Development and Stability Adeola, Gabriel Lanre (Ph.D)

221-229

AIJRHASS 15-173

Diasporic Identity in Bharati Mukherjee's Desirable Daughters Shailja Chhabra

230-233

AIJRHASS 15-174

AN ECONOMIC ANALYSIS OF PRODUCTION AND MARKETING OF BANANA IN INDIA M.Uma Gowri and T.RShanmugam

234-240

AIJRHASS 15-175

Sustainable Development through Cloud Computing Mr. Biplab Biswas

241-248

AIJRHASS 15-182

Managerial Approach for the Reconquest of Public Space, Case of Constantine City and Its New Town Ali Mendjeli KHALIL BOUHADJAR; NADIA CHABI

249-253

AIJRHASS 15-183

Cultural displacement and Hybridity in the novel of Mario Vargas Llosa The Storyteller Ishfaq Ahmad Tramboo

254-256

AIJRHASS 15-189

Strategies for Promoting Emotional Intelligence among Children Komala, B.V, D.Srinivas Kumar

257-259

AIJRHASS 15-193

Pakistan and Chinese Response to Indo-US Nuclear Deal Ajay Kumar, Naseer Ahmed Kalis

260-263

AIJRHASS 15-194

Analysis of Challenges of Distance Education Dr. Sunitti Ahuja

264-267

AIJRHASS 15-195

Older People in the UK Today are Financially Better off than Older People from Previous Generations: A Comparative Literature Review Rahman, M., Chowdhury, A.S & Kiser, H.

268-272

AIJRHASS 15-196

Science of Nostalgia in Wordsworth’s “Lines Composed a Few Miles above Tintern Abbey, on Visiting the Banks of the Wye during a Tour, July 13, 1798” Dr. Shamsoddin Royanian, Parisa Rostami Balan

273-275

AIJRHASS 15-197

A Study of Mathematics Education Students’ Difficulties in Applying Analogy to Teaching Mathematics: A Case of the “TWA” Model Nguyen Phu Loc, Bui Phuong Uyen

276-280

AIJRHASS 15-198

The Skopos Theory: A Heterogeneous Approach to Translation Prof. Renuga Devi, Aditya Kumar Panda

281-283

AIJRHASS 15-205

Workplace Spirituality and Cultural Awakening of Western Bonai on Impact of Sarsara Pintu Mahakul

284-289

AIJRHASS 15-206

A Dream Deferred: Exploring Human Rights Issues in African American Autobiographies by Women Swagata Biswas

290-293

Issue 9, Volume 4 Paper Code

Paper Title

Page No.

AIJRHASS 15-207

The Algerian historical built environment: "Reasons of a decay!" The case of the medina of Constantine. Dekoumi Djamel, Makhlouf Mokhtar, Chabi Nadia

294-297

AIJRHASS 15-210

GENERAL MENTAL ABILITY OF PRIMARY SCHOOL CHILDREN Dr. Debomita Sikdar

298-301

AIJRHASS 15-216

The Application of Lotus Motif According to Shadhanga of Indian Art: Case Study of Fatehpur Sikri Manu, Prof. Ila Gupta, Prof. Nagendra Kumar

302-307

AIJRHASS 15-223

GULGULIA SEMANTICS: A DESCRIPTIVE STUDY Sneha Mishra & Md. Mojibur Rahman

308-312

AIJRHASS 15-224

Rewards & Work-Life Balance among Working Women: An Empirical Study in India Specific to Agra Region Neelni Giri Goswami, Prof. Shalini Nigam

313-315

AIJRHASS 15-225

USE OF TECHNOLOGY IN ENGLISH TEACHING CLASSROOM â€“ A STUDY Mrs. Beena Anil

316-318

AIJRHASS 15-228

Impact of Obesity on Self- concept of children in Kolkata Rima Sen, Dr. Debomita Sikdar

319-322

AIJRHASS 15-234

Impact of Grameen Bank Microcredit Program on the Livelihood Status of Women Beneficiaries in Bangladesh Esmat Ara, Md. Assraf Seddiky

323-332

AIJRHASS 15-237

Employee Engagement through Leadership A.Narasima Venkatesh

333-336

AIJRHASS 15-239

Islam in post-disintegrated Central Asia: Realistic Approach Riyaz Ahamd Sheikh

337-339

AIJRHASS 15-241

FUTURE PROSPECTS OF KERALA STATE ROAD TRANSPORT CORPORATION Mridula N.C, Srikanth V.S, Dr.A S Ambily

340-342

AIJRHASS 15-242

Corporatisation of Major Ports in India- the game changer Dr. M.Bina Celine Dorathy

343-347

AIJRHASS 15-244

LITERATURE AND LAW: MIRRORS FACING EACH OTHER Dr. HARMIK VAISHNAV

348-352

AIJRHASS 15-248

SOCIAL WORK INTERVENTION IN CREATING SUSTAIBALE AND SAFE PHYSICAL ENVIRONMENT FOR DISPLACED INDIGENOUS PEOPLE Keshav Walke

353-363

AIJRHASS 15-249

What Motivates Whistle Blowers? Wisdom vs. Stupidity- Two Faces of the Same Coin Mrs. Sowmya S, Dr. H Rajashekar

364-368

AIJRHASS 15-250

A COMPARATIVE STUDY OF OTHELLO & SILAPPATIKARAM: A CRTICAL REVIEW Mr. K. Karthikeyan, Dr. S. Veeramani

369-371

AIJRHASS 15-252

Profile of Bead Making a Promising Entrepreneur Mehta, M., Gandhi, S, and Dilbaghi, M

372-376

AIJRHASS 15-253

The Impact of the Bhagavad Gita on R.W. Emerson’s philosophical and foundational Essay ‘The Over Soul’ Shivadurga, Prof. Dr. Anoop Gupta, Dr. Nitin Bhatnagar

378-388

AIJRHASS 15-254

Universal Higher Education in India: A Myth or Reality Dr. P. Anil Kumar

389-391

American International Journal of Research in Humanities, Arts and Social Sciences

Available online at http://www.iasir.net

ISSN (Print): 2328-3734, ISSN (Online): 2328-3696, ISSN (CD-ROM): 2328-3688 AIJRHASS is a refereed, indexed, peer-reviewed, multidisciplinary and open access journal published by International Association of Scientific Innovation and Research (IASIR), USA (An Association Unifying the Sciences, Engineering, and Applied Research)

The Algerian historical built environment: "Reasons of decay!" The case of the medina of Constantine. 1

1,2,3

Dekoumi Djamel, 2Makhlouf Mokhtar, 3Chabi Nadia University of Constantine, Faculty of Architecture & Town Planning. Laboratory: Villes & Patrimoine

Abstract: Conservation is a recognized concept, vital to the survival of the historical heritage and that of the historic built heritage in particular. But unfortunately remains relatively uncommon in the Arab-Muslim countries as well as those of third world including Algeria. The preservation of this very heritage is not appreciated at its true value. This is in fact one of the main causes of degradation of historic towns and cities and the built environment in general in these countries. In Algeria, regrettably, very few decisions have been made, but the proposals were either too theoretical, empirical or not very realistic, added to that a certain inertia and defeatism displayed by the authorities and a legal framework well below the reality on the ground. Thus, despite the fact that Algeria has a huge historical heritage of universal validity, it unfortunately remains poorly exploited, even worse, he is wasting away at an uncontrollable rate, or even irreparable. Key words: cultural heritage, historic environment, citizenship, decision maker, medina, Constantine.

I. Introduction Algeria has a fairly rich historical heritage of universal reach which, unfortunately, is wasting away. Unique treasures are in danger; most of their characteristic features are being degraded and disappearing in almost total indifference. This same indifference is causing all kinds of mutilation and irreversible damage to our heritage. Adding to that, a mass production of a built environment which unfortunately does not meet neither the aspirations of the Algerians, nor their real needs. As since the early days of independence and to palliate to a pressing demand, the Algerian state has opted for a construction technology mainly imported, and practicing a disproportionate "westernization" as to the use of standards, forms modules and building materials. Which, in our view, engendered not only a visual disorder to our environment, but also a cultural and especially a social one, in addition to a great technological and economic dependence? The impact of these policy choices (through the various national development plans) is being felt today in our society, obviously , because of a technology that "deny" local identity which may under no circumstances be considered as our social, cultural, architectural ... heritage. So, besides the fact that the housing crisis is growing and getting worse every day, Algeria is losing its most valuable architectural and urban heritage. II. Aims This study aims hopefully to lead us to: - Enhance the built historic environment conservation policy, - A more appropriate conservation policy, more tangible and therefore more appreciable. - A change in attitude of the authorities (policymakers) to this phenomenon. - An awareness of the general public in relation to this problem. This same general public who should be the first and main concerned, because in fact, the different concepts and conservation policies would be nonsense and of no effect for any ill-informed and ill-sensitized population. III. Genesis of the question A. Origin: The current crisis has clearly an origin and which, in our opinion, grew with the phenomenon of "vacant property" [1]. This same phenomenon, especially in the housing projects which were discontinued by the French governors on the eve of Independence, gave place to false impressions of great opportunities and equally great availability of housing.

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For several years, housing needs were met, particularly in big cities, mainly because of the availability of these so-called housing "vacant properties", but unfortunately, with a mass rural exodus, this situation did not last for long and the housing crisis was inevitable. Thus the whole situation engendered: • More and more intolerable crowding population. • Unbearable reduction of housing living space. • Erosion of elements of comfort and quality of the city such as intimacy, cohesion, harmony, communication... • Destruction of conventional family ties with some impact on the quality of social development... In fact, the increase of population in "old" cities was mainly due to the influx of people who left the rural areas, with virtually no interest to the site, on the one hand; and on the other hand, it remains generally true that the rapid development of the entire population is generally detrimental to the survival of historic towns, in the example, among others, the Kasbah of Algiers and the medina of Constantine (object of our study).

The medina of Constantine, “crumbling”! Source: internet, Algerie360.com

B. Causes: as a consequence of the technological choice, particularly in the building field (70’s), a housing crisis appeared, and new neighborhoods have been built since that time by the action of the state. Collective dwellings built in height, as buildings which apartments are rented to the public. Besides that, the arrival of a rural population in search of work encouraged the phenomenon of "shanty towns" in the medina. Gradually the population pressure was such that the housing has lost its traditional content and turned into a miserable and degraded “shell” (it is not necessary to emphasize that these mainly rural origin populations were not at all prepared to live in a "dwelling" in the medina and the immediate result was the deterioration of the latter). Thus, elements of architecture itself (dyed wood, faience, wrought iron, worked marbles, zellige…) are being destroyed or even sold. The medina is being sold in parts. [2] It clearly appears that rural migration is the main cause at the origin of the crisis; different movements, of population which according to the so called "push and pull" movement [3], could be classified into two distinct categories: a - voluntary movements: following a colonial policy (land laws and dispossession of the fellahs). The first movements were recorded during the First World War [4], yet took on even greater significance later on. By creating this situation, the authorities of that time wanted to: - transfer the lands belonging to indigenous (Aboriginal) to newly arrived settlers (immigrants). - create a workforce (mainly agricultural) cheap and abundant. - control (later on) the "male" population in major cities using "special centers”... b - involuntary movements: recorded during the independence and mainly caused by: - the return of the exiled population during the war, from the border areas. - the rural poor who wanted to settle in the city to take advantage of new conditions such as: schools for their children, better health coverage, greater opportunities of work, proximity to services and community facilities, opportunities for decent housing after the mass departure of the French settlers... These movements were then amplified by the various policies (development plans ...) and the choice of technology (industrialization ...), which proved to be (to our sense) unsuitable. To all this will be added: 1 – The substitution of population: which took place just after the independence (1962), and was characterized by the mass exodus of Europeans (leaving the country) and the need to replace them in the various activities they occupied [5]. This phenomenon generated another, that of "social rehabilitation" [6], whereby each stratum climbs a spatial category: - the bourgeoisie of the Medina moved to residential areas (such as Bellevue ...). - the middle class retrieved the space vacated by these latter. - the vacant property was in turn picked up by the inhabitants of the shantytowns, while those of the medina, were taken up by new immigrants (population imperfectly integrated and predominantly of rural origin).

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2 – The social Phenomenon (Urbanity): The current Algerian society is characterized by profound changes, located at different scales, individual, family, and city. [7] So that social relations are transformed, its composition and current characteristics are not the ones they used to be. They become based on new ways that create not only a new balance, but more importantly, new "imbalances". These new forms are primarily related to the relationship: City / Countryside (urban / rural), which revealed another form of social imbalances even within the city. Direct consequences of this phenomenon created two types of personalities: Urban / Rural, as Ibn Khaldun, had already in his time opposed: Hadhari / badaoui in his theory of Umran. In this sense he described the process for a bedoui (rural) to become a city dweller. This latter could, in fact, become a city dweller at the end of the third generation. Thus, features, essential for rural are transposed into the city, where the pace of life is very fast and streamlined social relations, the dense neighborhood, and very limited freedom for the organization of the living space. This situation has obviously generated new urban problems, especially the respect for the neighbor and for the collective organization of space and environment. At the end, the old city dweller is de facto, isolated in his own city. Thus, the concept of citadinity has lost its content and was replaced by the urbanity?  The citizen (citadin) [8] as a resident of a city in which each element is in harmony with the whole through a process of social and spatial hierarchy, which in fact, no longer exists.  The urban: as a new urban dweller, tenant in a city where urban elements are joined to each other at the whim of a functional and rational logic, where nothing is in place permanently. The engendered change in lifestyles has contributed significantly to the decline of the medina. 3 – The natural Factors: Among the natural factors causing degradation of the historic built environment that can be cited:  Aging buildings: as that of a building affects both, the materials and structure, the transformation of the first which is not always harmless.  Action of water: conveys chemical agents, which carry off the product of their reactions. It promotes the growth of microbes, worms and insects. In the long run, the mechanism goes away because the limits within which it could play, taper off gradually, excessive stresses occur causing a failure of the material, leading to ruin.  Natural disasters: Constantine is in a zone of high seismic activity, which over time had a remarkable effect on the frames. Added to that, a significant instability of formerly vacant land. Thus, we are witnessing major landslides. 4 - Poverty of the built environment proposed (current): Regarding the built environment, Algeria, used since the early years of independence, a mainly imported technology, which led us straight to an almost total dependence on the West? This was followed by excessive “westernization” in the use of standards of comfort and building materials, which did not meet the demands and aspirations of users. Thus, and as a result, new cities are without soul, where impersonal constructions proliferate; while underequipped in commercial facilities, social, and cultural rights; creating thus a "visual chaos", so to say; cities without souls nor character. We will never know who should be to blamed, the architect or the administration which has accepted project, with constant repetition of buildings and facades, reducing the minimum side regulatory prospects, creating a veritable concentration camp atmosphere. Or as resumed Le Corbusier: "A new built environment and invasive, disgusting, funny, Gougeat, nasty and ugly, fouling landscapes, cities and hearts." [9]

The new town: Ali Mendjli (Constantine). Source: www.google.dz /Algeriepatriotique.com

This echoed a direct way on the Algerian society, while creating a series of conflict situations: - almost total disregard of the historic built environment, from the side of the authorities and of the citizen. - marginalization of traditional architecture in architectural practices. - depreciation of the vocabulary of the architectural heritage in particular.

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- loss of skilled labor in the practical techniques and materials of traditional building work... 5 – The inappropriate Legal framework: since the independence, Algeria has produced very few pieces of legislation relating to the protection of its built heritage. [10] Thus, the only laws that can be set as reference are:  an order for excavation and protection of sites and historic monuments and natural ones which was in fact a continuation of the texts dating from the colonial era, but with some adjustments.  a legislative decree concerning the conditions of architectural production and the exercise of the profession of architect, but that does not evoke the architectural heritage without concrete proposals.  a law on the protection of cultural heritage (most recent), which was relatively complete, but which includes also many weaknesses and failures. This aspect of the question, however, remains vital to the historic built environment. For in fact, without an adequate legal framework, any proposal, response, or even thinking, would become obsolete and ineffective. The result is that the texts produced are generally insufficient and inadequate with the reality on the ground. And as a matter of example, the colonial heritage (mainly architectural) has never been explicitly recognized as part of our cultural heritage, neither the architectural nor the urban one. IV. Conclusion It is indeed high time that this issue should be dealt with objectively. For it is rightly the moral responsibility of every manager: architect - urban planner - economist - sociologist - lawyer – decision maker ... and any other person concerned with the Algerian historic built environment, to take appropriate initiatives. It is clear in our sense that, despite the destruction and loss of parts of our architectural heritage, though, much remains to be done to ensure serious actions to protect and take in charge that very heritage, such as: new definition of architectural heritage and its components while introducing clear distinctions about the different conservation operations (rehabilitation, restoration, renovation ...). serious references to international heritage, through the different charters, recommendations… redefining the legal framework managing our historic environment. inventory all the details and the various components of this very heritage. In this sense, the historic built heritage, including old urban fabric, instead of being a burden to the authorities, could become a valuable alternative, a source of inspiration and major referents. ".... The challenge is to define what Gives lasting identity to parts of towns and Such for Assessment to the extent to all which the new can be absorbed sympathetically among the old ...” [11] References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11]

BENAMRANE D. (1980), "Crise de l’habitat - Perspective et développement socialiste -" –Ed. SNED. Alger, p.16, 17. EL KAFI J. (1968), "Présence de la médina dans la trame urbaine de Tunis,". Deuxième colloque sur “ l’étude de la conservation, de restauration et de réanimation des ensembles historiques ”. Tunis, le 09- 16 avril. COSTELLO. V.F.,(1977), " Urbanization in the Middle-East" – Ed. Cambridge University Press, Great Britain, p 42, 43. HADDOUCHE. H., (1999), Les grandes familles constantinoises “ Grandeur et Décadence ” - In mémoire de magistère en Sociologie du développement. Institut des Sciences sociales, Université Mentouri – Constantine, p. 17-18. BENACHENHOU. A.,(1979), " L’exode rural en Algérie". – Ed. En. A.P., Alger, p. 9. COTE. M.,(1988), " L’Algérie ou l’espace retourné". – Ed. Flammarion, p. 259. BOUTEFNOUCHET M., "Système social et changement social en Algérie".- n° d’édition 1905. Ed. O.P.U., Alger, p. 46. Ibid, p. 46. Le CORBUSIER, (1957), " Entretien avec les étudiants des écoles d’architecture"-. Editions de minuit, France. OUAGUENI Y.," L’état du patrimoine – un constat mitigé". In communication I.C.O.M.O.S., Algérie. ANTONIOU J.,(1984), “Compatible Architecture in the Arab City ” – 1984. In an Exhibition on the “Arab Architecture: Past and Present”, Ed. Antony Hutt, University of Durham, England, p.47.

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GENERAL MENTAL ABILITY OF PRIMARY SCHOOL CHILDREN Dr. Debomita Sikdar Assistant Professor, Department of Home Science, University of Calcutta, Kolkata-700027, INDIA Abstract: The purpose of present study was to find out the different types of verbal and non-verbal problem solving skills among middle childhood boys and girls. The present study was done among 100 students with the help of GMATC (General Mental Ability Test for Children). The test has two forms-verbal and nonverbal, each of which has five subtests - analogy, classification, number series, reasoning problems and absurdities. In this scale there are 100 problem solving skills, of which 50 verbal problem solving skills and 50 non-verbal problem solving skills. On the basis of age and gender, 100 samples were taken for the study. t-test was done to compare the verbal and non-verbal problem solving skills of children. Result showed that there was significant difference in case of verbal and non-verbal problem solving skills on the basis of gender and on the basis of age. On further analysis it has been found that there is significant gender difference in verbal analogy and non verbal absurdities. It has also been seen that there is significant age difference in verbal analogy, verbal classification, verbal number series, verbal reasoning and non-verbal analogy, nonverbal classification, non-verbal number series and non-verbal reasoning. Keywords: General Mental Ability, middle childhood, verbal and non-verbal problem solving skills. I. Introduction The idea of general mental ability, or intelligence, was first conceptualised by Spearman in 1904. He reflected on the popularly held notion that some people are more academically able than others, noting that people who tend to perform well in one intellectual domain (e.g. science) also tend to perform well in other domains (e.g. languages, mathematics, etc.). He concluded that an underlying factor which he termed general intelligence, or ‘g’, accounted for this tendency for people to perform well across a wide range of areas, while differences in a person’s specific abilities or aptitudes accounted for their tendency to perform marginally better in one area than in another. In the present study the researcher wants to find out the general mental ability of children between 7 to 11 years of age. Dickhauser et al (2013) examined gender differences in young children's math ability attributions. Although girls and boys did not differ in their general ability and grades, girls attributed math success less to high ability and math failure more too low ability. Lindberg et al (2013) studied on gender in children's math self-concept in the first years of elementary school. In the course of elementary school, children start to develop an academic self concept reflecting their motivation, thoughts and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self concept for girls. While no differences in math achievement were observed between boys and girls, it became apparent that girls math self concept was already less pronounced than the math self concept of boys in the 1st years of elementary school. Calvin et al (2010) studied on sex, intelligence and educational achievement among school children in England. General cognitive ability (g) was strongly related to an educational factor score (r = .83) as expected, and did not explain sex differences in academic performance. Ayotalo and Adedeji (2009) examined the relationship between gender, age, general mental ability, anxiety, mathematics self efficacy and achievement in mathematics among senior secondary school students. Mathematics self efficacy is the best predictor of mathematics achievement followed by gender and anxiety. Zheng Zhu (2007) studied on gender differences in mathematical problem solving patterns. Strategy use, as a reflection of different patterns in mathematical problem solving between genders, is found to be related to cognitive abilities, together with psychological characteristics and mediated by experience and education. Many complex variables including biological, psychological and environmental variables are revealed to contribute to gender differences in mathematical problem solving in some specific areas. It can be suggested that the combined influence of all affective variables may account for the gender differences in mathematical problem solving patterns. Langdon and Seaborg (1999) studied on gender related differences in mental abilities, personality attributes, and moral reasoning. A large majority of general intelligence testing showed no significant difference in favour of

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either gender. Females did better in terms of verbal ability is many, but not most, tests. Male performed better in analytical spatial ability in many, but again not most, tests. II. Objectives  To find out the general mental ability of primary school children.  To assess the different dimensions of verbal and non-verbal problem solving skills.  To find out whether there is any significant difference in verbal problem solving skills among the two groups with respect to gender and age.  To find out whether there is any significant difference in non-verbal problem solving skills among the two groups with respect to gender and age. III. Methodology Hypotheses:  There is no significant difference in verbal problem solving skills among the two groups with respect to gender.  There is no significant difference in verbal problem solving skills among the two groups with respect to age.  There is no significant difference in non-verbal problem solving skills among the two groups with respect to gender.  There is no significant difference in non-verbal problem solving skills among the two groups with respect to age. Size of the sample: The sampling method is used for the study is Random Sampling. In this study, the size of the sample is 100. Among them 50 are males and 50 are females. The samples were selected from the two schools in Kolkata. Tool used: The tool used for this, is General Mental Ability Test for children (GMATC) by Dr. R. P. Srivastava and Dr. Kiran Saxena. The present test purports to measure the general intelligence of 7-11 years school going children. Broadly speaking , the test has two forms- verbal and non verbal, each of which has five subtests- analogy, classification, number series, reasoning problems and absurdities. These five sub-tests are common in both the forms having equal so that each one may separately serve the purpose. One mark provided for each correct answer. The maximum marks which a testee can obtain are 50 for verbal form, 50 for non-verbal form, thus comprising a total of 100 marks. Reliability was calculated by split-half method and test-retest method the verbal items scores of 60 pupils was correlated with their score on non-verbal items. Applying Spearman Brown formula the reliability coefficient of the two sub-tests was found to be 0.96. The test-retest coefficient was 0.70. The validation coefficient of the two sub-tests was found to be 0.51. Data Collection:In the present study data were collected from two schools. The questionnaires were administered individually by the investigator. There was time limit. Most of the subjects took around 20 minutes to complete the entire test. Statistical Analysis:The scores for each questionnaire were tabulated separately. Frequencies and percentages were calculated. Mean and standard deviation were found out for the two groups on basis of gender and age with respect to different types of mental ability score. Finally, the data were treated statistically to verify the hypotheses of the study by applying t-test for independent samples of equal size. IV. Research Findings and Discussion The study was carried out among 50 males and 50 females. Result were calculated on the basis of gender and shown in tabular form. The tables are as follows: Table no 1: Age wise distribution of samples. Age

Male

Female

Total

7-9 years

10-11 years

Table no 1 show 25 males belong to the age group 7-9 years and 25 males belong to the age group of 10-11 years. Again 25 females belong to the age group of 7-9 years and 25 females belong to the age group of 10-11 years. Table no 2: Mean and S.D scores of verbal problem solving skills based on gender and age groups. Dimensions

Gender-wise Mean

Verbal analogy Verbal classification

50 50

male

female

male

1.98 2.40

2.66 2.86

1.436 1.818

Age-wise S.D female 1.814 1.750

Mean 7-9 yrs 10-11 yrs

7-9 yrs

1.88 2.16

1.239 1.543

2.76 3.10

S.D 10-11 yrs 1.912 1.909

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50 50 50

2.68 1.26 .56

3.38 1.84 .62

1.921 1.175 .812

2.338 1.952 1.159

2.30 1.20 .46

3.76 1.90 .72

1.669 1.125 .676

2.352 1.961 1.230

Table 2 shows the gender-wise and age-wise Mean and S.D. values of the different dimensions of verbal problem solving skills. Table no 3: t-values for the difference between the mean scores of dimensions of verbal problem solving skills with respect to gender and age. Dimensions

Gender-wise

Age-wise

t-calculated

Significance

t-calculated

Significance

Verbal analogy

2.079*

Significant

2.731**

Significant

Verbal classification Verbal number series Verbal reasoning Verbal absurdities

1.289 1.636 1.800 0.300

Non-significant Non-significant Non-significant Non-significant

2.708** 3.579** 2.189* 1.310

Significant Significant Significant Non-significant

** P<0.01, * P<0.05 Table 3 shows that calculated value of t for the different dimensions of verbal problem solving skills between boys and girls. The calculated value of t for verbal analogy (2.079) was found to be significant at 0.05 level. So the differences between the means of verbal analogy of the two samples appear to be significant with respect to gender. There are no-significant differences in verbal classification, number series, verbal reasoning and verbal absurdities with respect to gender. It also shows that calculated value of t for the different dimensions of verbal problem solving skills between the two age groups. The calculated value of t for verbal analogy (2.731), verbal classification (2.708), number series (3.579) and verbal reasoning (2.189) were found to be significant with respect to age. There is no-significant difference in verbal absurdities with respect to age. Table no 4: Mean and S.D scores of non-verbal problem solving skills based on gender and age groups. Dimensions

Non-verbal analogy Non-verbal classification Non-verbal number series Non-verbal reasoning

50 50 50 50

Gender-wise Mean S.D Male Female Male 2.76 3.40 1.506 2.74 3.34 1.496 2.02 2.52 1.532 2.70 3.00 1.741

Non-verbal absurdities

1.74

2.78

1.651

Female 1.938 2.219 1.919 2.167

Age-wise Mean S.D 7-9 yrs 10-11 yrs 7-9 yrs 10-11 yrs 2.74 3.42 1.440 1.980 2.64 3.44 1.613 2.101 1.80 2.74 1.262 2.028 2.34 3.36 1.586 2.174

2.141

1.90

2.62

1.581

2.258

Table 4 shows the gender-wise and age-wise Mean and S.D. values of the different dimensions of non-verbal problem solving skills. Table no 5: t value for the difference between the mean scores of dimensions of non-verbal problem solving skills with respect to gender and age. Dimensions Gender-wise Age-wise t-calculated

Significance

t-calculated

Significance

Non-verbal analogy

1.844

Non-Significant

1.960*

Significant

Non-verbal classification

1.586

Non-significant

2.135*

Significant

Non-verbal number series

1.440

Non-significant

2.782**

Significant

Non-verbal reasoning

0.763

Non-significant

2.681**

Significant

Non-verbal absurdities

2.720**

Significant

1.847

Non-Significant

** P<0.01, * P<0.05 Table 5 shows that calculated value of t for the different dimensions of non-verbal problem solving skills between boys and girls. The calculated value of t for non-verbal absurdities (2.720) was found to be significant. So the differences between the means of non-verbal absurdities of the two samples appear to be significant with respect to gender. There are no-significant differences in non-verbal analogy, non-verbal classification, number series and non-verbal reasoning with respect to gender. It also shows that calculated value of t for the different dimensions of non-verbal problem solving skills between the two age groups. The calculated value of t for nonverbal analogy (1.96), non-verbal classification (2.135), number series (2.782) and non-verbal reasoning (2.681) were found to be significant with respect to age. There is no-significant difference in non-verbal absurdities with respect to age. V. Discussion The mean scores of females are higher than males in dimensions of verbal and non-verbal problem solving skills. In case of verbal problem solving skills, girls are slightly ahead of boys. There are differences in the brain

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development of boys and girls, beginning as young as 5 to 7 years of age. Girls develop faster and often perform better in school than boys. Girls are slightly ahead of boys similar to age in respect of verbal and non-verbal problem solving skills. The findings of Langdon and Seaborg (1999) showed that a large majority of general intelligence testing showed no significant difference in favour of either gender. Females did better in terms of verbal ability in many, but again not most tests. In general the two genders in are very close in types of ability, not in overall level of ability. The mean scores of children of 10-11yrs are higher than children of 7-9 yrs in dimensions of verbal and non- verbal problem solving skills. The findings of the present study reveal that there were significant differences in verbal analogy and non-verbal absurdities with respect to gender. There are nosignificant differences in verbal classification, verbal number series, verbal reasoning, verbal absurdities, nonverbal classification, number series and non-verbal reasoning with respect to gender. There were significant differences in verbal analogy, verbal classification, number series, verbal reasoning, non-verbal analogy, nonverbal classification, number series and non-verbal reasoning with respect to age. It was also found that there is no-significant difference in verbal absurdities and non-verbal absurdities with respect to age. VI. Conclusion The present study found out the Mental Ability (g) among primary school students on the basis of gender and age. The conclusions drawn from the t-test are as follows:  There is significant difference in verbal problem solving skills between boys and girls.  There is significant difference in non-verbal problem solving skills between boys and girls.  There is significant difference in verbal problem solving skill between the two age groups.  There is significant difference in non-verbal problem solving skill between the two age groups. On further analysis it has been seen that there is significant gender difference in verbal analogy and non verbal absurdities among the primary school students, but there is no significant difference in verbal classification, verbal number series and verbal absurdities among them. It has been seen that there is significant age difference in verbal analogy, verbal classification, verbal number series, verbal reasoning and non-verbal analogy, nonverbal classification, non-verbal number series and non-verbal reasoning among the primary school students. Parents and teachers should encourage the students to increase their verbal learning skills through reading different books. The verbal learning skill should be increased by reading story books and rhymes etc. References [1] [2] [3] [4] [5] [6] [7]

A. Ayotola and T. Adedeji, “The relationship between gender, age, mental ability, anxiety, mathematics self-efficacy and achievement in mathematics”. Cypriot Journal of Educational Sciences, 2009, no.4:p.113-124. C.M.Calvin, C.Fernandes, P. Smith, M. Visscher and I.J. Deary, “Sex, intelligence and educational achievement in a national cohort of over 175,000 11 year old school children in England”. Intelligence; 2010, vol.38, no.4:p.424-432. Dickhauser, Oliver; Meyer, Wulf-Uwe, “Gender Differences in Young Children’s Math Ability Attributions”. Psychology Science Journal, 2013, vol.48, no.1 K. Langdon and Seaborg, D. “Sex Differences in the Distribution of Mental Ability” Noesis, Nov. 1999. RP. Srivastava and K. Saxena, “Manual for General Mental Ability Test for Children”, National Psychological Corporation: Agra, 2005, p.1-20. S. Lindberg, J. Linkersdorfer, JH. Ehm, M. Hasselhorn and J. Lonnemann “Gender differences in children’s math self-concept in the first years of elementary school”. Journal of Education and Learning 2(3), 2013, ISSN: 1927-5250. Z.Zhu, “Gender differences in mathematical problem solving patterns”, International Education Journal, 2007, vol.8, no.2:p.187203.

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The Application of Lotus Motif According to Shadhanga of Indian Art: Case Study of Fatehpur Sikri Manu*, Prof. Ila Gupta**, Prof. Nagendra Kumar*** Department of Humanities & Social Sciences*, Professor & Head, Department of Architecture & Planning** Professor, Department of Humanities & Social Sciences*** Indian Institute of Technology Roorkee, Roorkee, Uttarakhand 247667, INDIA Abstract: Art and aesthetic is a composition of communication between artist and spectators which lays emphasis on high level experience through variation of motifs. These motifs associated with inspirational thoughts and powerful approach. In this context, Lotus is a impressible motif which convey the message of supreme power of universe. With the passage of time it has been depicted and carved on the temple architecture as well as Mughal architecture. Mughal emperors had keen observer of arts which may be seen in architecture of Fatehpur Sikri. The architecture of Fatehpur Sikri demonstrates the lotus motif with its spirituality, aesthetic attribute and canons of Indian art which enlighten its outer beauty as well as inner beauty. Although, Shadhanga is a combination of six limbs of Indian art which deal with the external quality of artifacts like proportion, arrangement of design as well as color scheme and so on. The paper discusses the Lotus motif in architecture of Fatehpur Sikri that represents the purity of body, eternity, divinity and so on. In addition, the paper highlights the application of lotus motif according to six limbs of Indian art which provide us aesthetic delight and mental peace. Keywords: Lotus Motif, Mughal Architecture, Fatehpur Sikri, Six limbs I. Introduction Throughout the world, from the very first evidences of existence of human beings, it has been seen that man has tried to cultivate aesthetic sense in things around him. Therefore, he wants to see beauty in every aspect of nature. For instance, as early as the Indus valley civilization, he used to decorate pottery, seals and sculpture. Gradually the sense of aesthetics developed more with the passage of time. The cave paintings of prehistoric time give ample evidence of cave decoration. His simple sense of aesthetics set him to make his surroundings more pleasing and harmonious; with his very meager resources and small efforts man, even in the earliest phase of civilization, tried to make the world around him as beautiful as possible. In this context, architecture has a vital place in human life. It is said that architecture (design of dwelling place) is the fundamental need of a people. Architecture is not a composition of stone, brick and mud. Rather it is a combination of art and science of planning, designing and constructing building. It has a purpose for accommodation of human being. All over the world, there are lots of finest examples of different type of architecture which were built by emperor’s choice and taste. Dr. D.N. Shukla, who studied the VastuSastra (1960), observes: "Beauty is the soul of architecture as an art” [1]. Unless a piece of architecture pleases, it is no architecture."The three necessary requisites of any architecture are its utility, stability and beauty [2]; that it should provide a purpose, it should be strong and composed of a substantial fabric and should not merely be a structure of the cardboard category; and, above all the entire structure should appear pleasant. In this context, architecture displays vast vocabulary of aesthetic philosophy through its utility, design element and stability. “Indian science of aesthetics thus tried to give expression to their idea of the beautiful” [3] and Indian aesthetic philosophies convey the message of “Satyam, Shivam, Sundaram” [4], which lay emphasis on inner excellence of creation. For instance, Lotus is neither a flower nor a design element of artifacts alone; rather it is an aesthetic manifestation of man’s secret desire to create a spiritual aura in the world. Lotus has always been regarded as a very important symbol in Indian art, religion and philosophy. In Rig Veda the Lotus Goddess is already called by her two names, ‘Shri and Lakshmi, and associated in every possible way with the lotus symbol' [5].The lotus represents the principal of growth and denotes life floating on the surface of creative water [6]. This flower opens its leaves when the sun rises and thus is a symbol for sun also. This has also been said to be the symbol of the power of both Brahma and Vishnu. In Indian religion, this has been widely portrayed because this is the only flower which has been able to sustain with its dignity beyond centuries. The padma (lotus) which has been depicted in Mughal architecture abundantly in a wide variety of forms is also an ancient Hindu symbol [7]. The most notable building achievement of Mughal, was this emperors conception and creation of an entirely new capital city at FatehpurSikri [8Brown 1968]. Akbar founded the royal city of

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Fatehpur Sikriin 1569 and was the capital of the Mughal Empire from 1571 to 1585 [9]. The numerous structures at Fatehpur Sikri best illustrate the style of his works.During the Akbar’s time, lotus has been depicted variably in Fatehpur Sikri, the purpose of which may not only be decoration but also symbolic. This research will study the depiction of lotus element and the impact of Shadanga on ornamentation in Fatehpur Sikri Building. The purpose of this study is to describe and explain the lotus application as per the Shadanga (Six Limb) theory of Indian aesthetics. In kama sutra written by Vatsyayana during 200-300 A. D [10]. he has described sixty four arts, in which painting Alekhyam has been assigned the fourth place. Towards the end of the book a verse composed by Vatsyayana amply indicates that painting was fully developed during that period and the six limbs of Painting (Shadangas) enumerated in the Kama Sutra were already in vogue. Kama Sutra was revived by Pandit. Yashodhar during 11th-12th century A. D. Yashodhar Pandit was the court councilor of the king of Jaipur, Raja Jai Singh. His commentary on Kama Sutra was known as Jai Mangala. He described the six limbs of Indian art as follows: “Roop-BhedaPramananiBhavaLavanya -Yojnam SadradhyamVarnika-Bhanga, ItichitraSadangkam” The meaning of this shaloka is as follow; Roop-Bheda (distinction of form), Pramanani (proportion), Bhava and Lavanya-Yojanam(the infusion of emotion and grace), Sadradhyam (likeness or verisimilitude), Varnikabhanga(division of colour) [11]. For a person who is going to create something as a painting or sculpture should have knowledge of form, Proportion, Expression, Aesthetic Scheme, Similitude and Color scheme. The present researcher studied the lotus motif and its application in the ornamentation of Mughal buildings according to the six limbs of Indian painting. During the time of Mughal the craftsmen and painters did not have the modern theory of art; it may be possible that they had the knowledge of old theory of Indian paintings. Here the present researcher studied the lotus form according to the rules of old Indian aesthetic theory of “Shadanga” (six limbs of Indian painting) as follow: RoopBheda VarnikaBhanga

Pramana ni Shadanga

Sadradh yam

Bhava Lavanya -Yojnam

A. Roopa-Bheda (Knowledge of Form or Form Impact) Roopa means shape or form and Bheda means mystery. In the Shanti Parva of Mahabharata sixteen types of forms have been mentioned as, small, long, thin and angular etc. There are several types of forms but they are different from each other due to their chief characteristics. The forms can be perceived by eye and soul. However, they can be judged by their individuality. First of all it is the eye that sees the Roopa but after that it is introduced to the soul. Roop is an intrinsic natural beauty of visual appearance and it is brought out by skillful manipulation of line or modulation of color which effects Bheda, differentiation of form [12]. Figure 1

Figure 1: Various Forms of Lotus applied in Fatehpur Sikri Buildings.

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The Mughal artisans knew about roopas a visual as well as mental aspect of form with different attributes. Herewith they also knew what they should use to depict the place which they decorate. Frequently they used lotus motifs according to the lotus position and placement where they wanted to place it in many ways i.e. bud shape, full bloomed lotus form and inverted lotus form and so on. In the decoration lotus buds have been used by Mughal artisans on the spandrel of arches as a garland [Fig. 1]. These above statements reveal that Mughal artisans were keen observers of Roopbheda. B. Pramana (Proportion) In Indian art, “measurement and proportion are indispensable for strength and beauty, and measurement is considered the soul of all arts” [13].Pramana means correct knowledge of the proportion of different forms. Pramana gives us strong theory of proportion and measurement with logical calculation. There should be harmonious division in the composition and measurement of the form drawn. Prama does not detect measurement of nearness and distance only but it also gives the basic information as to how much exposure of a thing will make it beautiful. It denotes that Pramana is not an estimation of mathematics but our inherent consciousness which includes our inner and outer world also. The more we use it the more it will be sharpened. If we stop its use it will lose its sharpness. During the Mughal period, craftsmen had keen vision and awareness about Pramana. They used lotus form as a chief decorative and enchanted creative aspect with full awareness of where it should be placed and what should be the size. Therefore, they didn’t cover whole dome with lotus form, they used it according to right measurement. Another example of this is the arches. The craftsmen used lotus motifs on both sides of arches but in a proper size. It is quite appreciable that they depicted lotus in same size on each arch. We can get evidences of right proportion in Mughal monuments[Fig. 2]. Figure 2

Figure 2. Proportional Lotus Form applied at Birbal’s House Fatehpur Sikri III. Bhava (Expression) Beauty and grace cannot be imparted to the image by any cut and dried rule. It must come from the heart of the artist and sculptor [14]. Bhava is the representation of sentimental grace in posture and is the action of feeling of form. The expression of sentiments has been taken as one of the most important things in painting. Our eyes see the emotions and the same are expressed by graceful distortion of face. But the deepest expressions of the same are felt by heart only. Thus showing of disposition or posture only is not enough in a painting. The Bhava is an expression of inner sensation which comes naturally through visual representation of object. We can easily see the overt expression of sentiment by our eyes, but only heart can feel its covert form. It is invisible action of visible condition which creates inner delight to the spectator. In Indian theory of art Bhava is the essential aspect of artifacts. For instance, Ajanta paintings became famous in the world only because of the beauty of expression of Bhava in them [15]. The craftsmen at the time of Mughals had their limitations to express any feeling; they could not use any human figure to express the inner meaning. By observing their work we can say that they did great research about the motifs which they wanted to use to express something. These artisans were very much fascinated by Lotus motifs because apart from having natural beauty it also has a symbolic significance. That’s why lotus motif had been adopted by Mughal artisans with its symbolic and spiritual image. For Mughal artisans it was a medium of expressing the universal feeling and emotion through its visual image. Lotus flower has a great potential to arouse several emotions in a single figure which makes it valuable as a decoration element. For example, to show peace they used its inverted form on the top of the dome of a building structure and to express the feeling of victory they used it in full bloom form at frieze of facade at Buland Darwaza at Fatehpur Sikri [Fig.3]. Thus it can be concluded that the craftsmen used lotus flower to express the secret meaning and inner pleasure in the absence of human and animal figures.

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Figure 3

Figure 3: Reflection of Veer Rasa in Full Bloomed Form of Lotus at Frieze ofFacade at BulandDarwaza, Fatehpur Sikri IV. Lavanya-Yojnam (Aesthetic Scheme) Lavanya-Yojnam enhances the beauty and grace of artifacts. The painting will look monotonous if beauty or grace is not there. Shri Avanindra Nath Tagore has elaborated the Lavanya-Yojnam in his "Six Limbs of Indian Painting."“Bhava is the expression of inner beauty and lavanya is the making manifest of the outer beauty by adding grace and charm to it. Lavanya-Yojnam gives gleam to beauty” [16]. As the food without salt is tasteless, in the same way a painting is tasteless without Lavanya-Yojnam. But as the improper use of salt makes a meal bitter and tasteless in the same way the un-proportionate Lavanya could not make a good painting, so only balanced Lavanya-Yojnam should he there in a painting or work of art. Mughal art and architecture is well recognized for its attractive designs and unique style. In this context, lotus has been used as a divine symbol from ancient time which displays different aspects of life as well as grace through its visual image. It can be said that despite knowing the existence of lotus in mythology, it has been adopted by Mughals emperors as an element of design and decoration in Mughal paintings, art and architecture. It may be in the fitness of things to say that the Mughal artisans wanted to present more and more through a small image. That’s why they depicted lotus in both simple and complex forms in attractive and aesthetic manner. Figures are given below to justify the role of Lavanya-Yojna in the architectural decoration of Fatehpur Sikri; in one picture the façade without the ornamentation looks dull and empty. Artisans added the lotus motifs into this to add beauty and Harmony and to generate visual interest among the viewers. Figure 4

Figure 4: Reflation of Lavanya (aesthetic scheme) trough the Lotus application at Turkish Sultana House and Birbal Place Fatehpur Sikri Building

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V. Sadradhyam (Similitude) According to Avanindra Nath Tagore, to express the Bhava of any form with the help of any other form is the function of Sadradhyam [17]. Sadradhyam means the ascertainment or determination of the real form or resemblance or similarity in form and ideas. The painting should be clear. If lotus is painted it should look like lotus and not like any other flower. In the decoration of Mughal buildings the artisans created an effect of beauty and sometimes they depicted the lotus motif in highly stylized way. This stylization created confusion in understanding the lotus motif. When they used lotus in Indian style it looked like a lotus but when they used it in Persian or Chinese style it lost its originality. The reason behind this may be that this form came from Persia and China, and their craftsmen were not aware of this flower’s form or they had never seen this flower earlier [Fig.5]. There is one more reason behind this, in Islamic religion the artist could not depict anything in natural way so they used this flower in this way and also they had no knowledge of the theory of Indian cannons so they were free to use any form in their own way. Figure 5

Figure 5: Depiction of Lotus at the soffits of archways and cornice of pendentives at Jami Masjid Fatehpur sikri [19]. VI. Varnika-Bhanga (Color Scheme) The combination of two words Varnika and Bhanga is called Varnika-Bhanga which conveys the knowledge of color scheme. It means the use of color in an artistic style for creating an aesthetic sense. There should be appropriate color scheme to express the idea and atmosphere in a painting. Opposite or wrong colors should not be used otherwise the painting will be unattractive. For this the painter should be versatile and dexterous in the application of color. He should have keen knowledge about color and the ways to handle it. He should have the knowledge of what color scheme can make a definite atmosphere lively. Each and every color has its own intensity and identity which reflect the prominent mood of human behavior. Varnika-Bhangahas been placed in the last of limbs of Indian painting so that after the completion of a picture the colors may in properly added. It is written in. During the time of Mughals, The craftsmen had great knowledge of the color but they were also bound by the limitation of material. Red sandstone was the largest medium of ornamentation in Mughal buildings and they chose lotus as the best element because they didn’t have to color it and according to Chitrasutra that a painter should try to make a painting only in one color it is also “considered to be focused on primary colors obtained as pure or unmixed and not the three basic colours from which all other shades can be produced” [18]. So, the lotus forms are carved in red sand stone on a large scale. But sometimes artisans worked in other techniques too, such as inlay, painted murals and stucco [Fig.6], but in these other methods they followed the proper color scheme as per rule of Sastras.

Figure 6: Colored Lotus depiction inside the Tomb of Salim Chisti at Fatehpur Sikri Agra

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VII. Conclusion On the basis of this study it can be concluded that artisans under the Akbar worked on the imperial architecture with the application of six limbs of Indian art. These six canons have a vital place in art and aesthetics because these increase beauty, grace and quality of artifacts which is the basic requirement of an object. The artisans who were employed by the Akbar had inherited these un-broken traditions and these undoubtedly became fundamental lines of guidance for them. They initiated lotus motif in an expressive manner through Fatehpur Sikri monuments. No wonder that there is no record of any new canons in the grand and exquisitely superb Mughal architecture. They did not need any new perception and canons. Such canons had already been evolved and perfected. Akbar gave them the necessary propulsive inspiration; they only revived and revitalized the old principles. References [1]. [2]. [3]. [4]. [5]. [6]. [7]. [8]. [9]. [10]. [11]. [12]. [13]. [14]. [15]. [16]. [17]. [18]. [19].

Shukla D.N.,"VastuSastra" Vol. I Lucknow, 1960,pp- 39. Hiraskar, "World Architecture" , DhanpatRai publication Delhi , 1999, pp-6. Bose P.N., "Principles of Indian Silpasastra", Motilal Banarsidas, Lahor, 1926,pp- 29. Ibid. pp-34. Zimmer H. "Myths and Symbols in Indian Art and Civilization", Motilal Banarsidas Pvt. Ltd. Delhi, 1990, pp-91. Agarwal, V. S., "Indian Art", Varansi, 1965, pp-53. Nath, R., "History of Decorative art in Mughal Architecture", :Motilal Banarsidas, Delhi1976, pp- 10-11. Brown P. "Indian Architecture: Islamic Period", Taraporevala's Treasure House, Bombay, 1956. http://en.wikipedia.org/wiki/Fatehpur_Sikri http://en.wikipedia.org/wiki/Kama_Sutra Nardi I. "The Theory of Citrasutras in Indian Painting" Taylor & Francis Group london 2006,pp-27. Chaitanya K. "A History of Indian Painting", Abhinav Publications, 1976, pp-153. Nardi I. "The Theory of Citrasutras in Indian Painting",pp-37. Bose P.N., "Principles Of Indian Silpasastra", pp-28. Nardi I. "The Theory of Citrasutras in Indian Painting" ,pp-12. Sharma L.C., "Brief History of Indian Painting", Meerut 1979, pp-35. Ibid ,pp-36. Nardi I. "The Theory of Citrasutras in Indian Painting", pp-126. Smith E.W., "The Mughal Architecture of Fatehpur Sikri", Vol. IV, New Delhi: Caxton Publications, 1896, Plate No. XXXVI, XLI [Source of Figure 5]

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American International Journal of Research in Humanities, Arts and Social Sciences

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GULGULIA SEMANTICS: A DESCRIPTIVE STUDY Sneha Mishra1 & Md. Mojibur Rahman2 Department of Humanities and Social Sciences Indian School of Mines, Dhanbad, Jharkhand INDIA 1,2

Abstract: The paper provides a description of meaning at word and sentence levels in the language spoken by Gulgulia Community in Dhanbad. It briefly deals with the antonyms, synonyms, hyponyms, polysemy, collocation, and ambiguity of meaning due to sound pattern, lexis and grammar. The object of this research is spoken Gulgulia language. Twelve native speakers work as informants. In arranging this research, the researchers use a descriptive qualitative method because there is a descriptive explanation of the data and the data analysed are in the form of words and sentences. Keywords: Antonyms, Synonyms, Hyponyms, Polysemy, Collocation, and Ambiguity of meaning

INTRODUCTION

Gulgulia is the name of the mother-tongue of a nomadic community also called as Gulgulia belonging to the Indo-Aryan language family group. This community chiefly wanders from one place to another, limiting their range to the states of Bihar, Bengal and Jharkhand in India. However, for the purpose of this paper, I have only focused on the group wandering in the Patherdih region of Dhanbad in Jharkhand (India). Gulgulia is an undocumented language which exists amidst several dominant languages of Dhanbad such as Hindi, Bengali, Khortha and Bihari etc. II.

BACKGROUND OF THE COMMUNITY

India has been a country of ancient civilization. Apart from the Dravidians and Aryans people were organized in tribal alliances. Roma community was one such tribe formed by uniting several smaller tribes with varied dialects and races. This Roma tribe started leaving India due to several historical reasons. However, a few members that remained in India migrated towards the Northern and the Southern parts of the country. Ethnologists and linguists continue to study Roma who live in India nowadays. Gulgulia community is one such tribe which is a part of the Roma Community or the sub-group of the larger Nat community (Internet source). The Gulgulia have been a vagrant gypsy tribe, which led a nomadic life for much of their history. They are often found on the out-skirts of villages, near railway stations or forests, widely distributed in the states of Jharkhand, Bihar and Bengal who live by arranging shows of animals, begging and even petty thieving (Singh 2008). Most of the internet sources on Gulgulia community have reported either Bhojpuri or Hindi as their language of communication. However, the language used by the people of this community at Dhanbad is distinct from Bhojpuri or Hindi with regard to its vocabulary and structure and we shall address this language as Gulgulia, the mother tongue of the community as reported by B. Mallikarjun (2002). The people belonging to the Gulgulia community, similar to the Nat community in Rajasthan (Swarankar & Lucas 2007) are not willing for any occupation and therefore could not adapt themselves in changing situations. Therefore, the Gulgulia particularly who came to Dhanbad found it easier to establish their settlements in the form of tents or temporary huts in the vicinity or at a distance from the village here. Since Gulgulia has been a nomadic language which has undergone dominance from several other languages belonging to the regions through which this community travelled it has become a moribund language which is breathing its last. Language death is associated with a reduction of vocabulary, reduction of domains and reduced complexity of linguistic structures (Abbi, Som& Das 2007) and Gulgulia demonstrates strict adherence to all these features. III.

THE SAMPLE

A total of twelve members of the Gulgulia speech community presently residing at Patherdih in Dhanbad (Jharkhand) participated in this study. With the help of the participants, the researchers were able to record and note down over hundreds of Gulgulia sentences and could investigate the basic structural pattern of the language

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and the meaning. The participants were informed about the recording and it was only after their consent that the collection of data was carried out and the participants were compensated monetarily for their contribution. The audio recording was done using a Sony Digital Voice Recorder. Spoken conversations spontaneously occurring in different contexts of situations such as chit-chat, instructional context, narration and information context, plain interactional context were recorded and for the purpose of this paper, the researchers concentrated on the semantic aspects of the language. IV.

GULGULIA SEMANTICS

In linguistics, semantics is the subfield that is devoted to the study of meaning, as inherent at the levels of words, phrases, sentences and larger units of discourse. (A) ANTONYMS Antonyms refer to words having opposite meanings. Types of antonyms found in Gulgulia are the following: 1.

BINARY OPPOSITES

Here, truth of one item in the pair corresponds to the falsity of the other item and falsity of one item implies the truth of the other item. ʤinda: ‘maral’ ima:nda:r ‘beima:n’ ‘alive’ ‘dead ‘ ‘honest’ ‘dishonest’ Here, kukur dzinda: dog alive ‘The dog is alive’

ʧ is

‘The dog is alive’ implies that the dog is not dead. kukur na:i maral ʧ dog not dead is ‘The dog is not dead.’ Binary opposites are non-gradable. 2.

GRADABLE OPPOSITES

Here, truth of one item in the pair corresponds to the falsity of the other but it is not necessary that the falsity of one item will compulsorily lead to the truth of the other. ba:lakh bu:ṛha: gaɔr kalija: child old ‘fair’ ‘very dark complexioned’ Gradable opposites represent the two extreme opposites on a continuous scale of qualities. ‘gaɔr’ and ‘kali a:’ are the t o extreme opposites on a scale here other items also prevail such as matmael ‘olive complexioned’ sa:ʋal ‘dark bro n complexioned’. When it is said, ʧhoṛija: gaɔr ʧh ‘The girl is fair’ it implies ʧhoṛija: kalija: na:i ʧh ‘The girl is not dark complexioned.’ But hen said ʧhoṛija: gaɔr na:i ʧh ‘The girl is not fair’ it may not imply that the ʧhoṛija: kalija: ʧh ‘The girl is dark complexioned.’ It may imply that, ʧhoṛija: matmael ʧh ‘The girl is olive complexioned’ or ʧhoṛi a: sa:ʋal ʧh ‘The girl is dark bro n complexioned.’ 3.

CONVERSE TERMS/ RELATIONAL OPPOSITES

These are the kind of antonyms in which existence of one item in the pair compulsorily implies the presence of the other too. ni:li: di:li: ki:nli bi:kli ‘take’ ‘give’ ‘buy’ ‘sell’ When said, kuna:l rama:dha:r ke ṭaka: di:li:be ‘ Kunal ill give money to Ramadhar’ it also implies that rama:dha:r kuna:l se ṭaka: ni:li:be ‘Ramadhar ill take money from Kunal.’ (B) SYNONYMS Synonyms are the words with the same or similar meanings. Gulgulia shows the pattern of synonymy where one word may belong to the native vocabulary and the other word may be borrowed from any other dominating language of the region.

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Gulgulia sira:m ma:g ḍa:r ṱarai

Borrowed from Hindi ṱaki a: gharʋa:li ḍa:li ʧaṭa:i:

‘pillo ’ ‘spouse’ ‘branch’ ‘mat’

(C) HOMONYMS In Gulgulia, those words which have same pronunciation but different meanings are known as homonyms. Since the language lacks script, analysis at the level of spelling is not possible. kaṛa:i: ‘utensil meant for cooking’ ‘embroidery’ paka: ‘ripe’ ‘strong’ andhi a: ‘storm’ ‘blind’ ka:ṭ ‘ ood’ ‘cut’ bheṭ ‘meeting’ ‘gift present’ ma:g ‘spouse’ ‘month of February and March.’ (D) POLYSEMY A polysemy is a word or phrase having multiple related meanings. It is distinct from homonymy where several meanings of a word may be unrelated. dɔnṱo ‘teeth’ ‘Set of hard bony structures in the a s used for biting and che ing.’ dɔnṱo ‘teeth’ ‘A pro ecting part on a tool or other instrument.’ 1)

dɔnṱo ṱe darad ʧh teeth in pain is ‘I have pain in my teeth.’ e ɔʤa:r ke dɔnṱo ʧokhi: ʧh This tool of teeth sharp is ‘The teeth of this tool are sharp.’ hama:r

(E) HYPONYM and HYPERNYM A Hyponym is a word or phrase whose semantic field is included within that of another word which is its hypernym. ha:s ‘duck’ suga: ‘parrot’ kapṱar ‘pigeon’ are all hyponyms of pa:khi: ‘bird’ (kno n as hypernym). (F) COLLOCATION Collocation is the habitual co-occurrence of a word with certain other words of the same language.In Gulgulia, we find collocations that are predictable from the meanings of the word that co-occur. Gulgulia permits ṱiṱrɛṱ commonly with kinds of noise made by the birds but it does not permit ṱiṱrɛṱ for the kinds of noise made by the animals. (G) AMBIGUITY Ambiguity is an attribute of any concept, idea, and statement or claims whose meaning, intention or interpretation cannot be definitively resolved according to a rule or process consisting of a finite number of steps. TYPES OF AMBIGUITIES IN GULGULIA 1. PHONOLOGICAL AMBIGUITY When expressions are spoken out of context, it may at times lead to phonological ambiguity in Gulgulia. du: + raṱ ‘t o nights’ du:raṱ ‘far’ This ambiguity generally takes place due to juncture. In du: + raṱ, the juncture happens to occur after u: and in du:raṱ there is no juncture. But in a connected speech, the syllable boundary may get neutralized and the juncture occurs in such a minimal form that it can hardly be perceived and du: + raṱ ‘t o nights’ may be heard as du:raṱ ‘far’. 2. LEXICAL AMBIGUITY Lexical ambiguity is caused due to use of words which are homonymous in nature. hama kaṛa:i: bana:ilis

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utensil made Or Embroidery ‘I got a utensil or embroidery made.’ Here, kara:i: could be either any of the two – utensil or the embroidery. 3. GRAMMATICAL AMBIGUITY Ambiguities arising out of grammatical devices are known as grammatical ambiguity. hama mota: a:dmi a:r aɔraṱ se nafraṱ ʧh pronoun adjective noun conjunction noun postposition adverb aux I fat man and woman from hate present tense marker ‘I hate fat man and oman’. The conceptual structure underlying this sentence can be paraphrased as: 1. hama mota: a:dmi a:r aɔraṱ se nafraṱ ʧh ( Figure 1) ‘I hate a fat man and oman’. 2.

hama mota: a:dmi a:r mota: aɔraṱ ‘I hate both a fat man and a fat oman.’

nafraṱ ʧh (Figure 2)

FIGURE 1: TREE DIAGRAM FOR SENTENCE 1V (G) 3. 1. hama

mota:

a:dmi

a:r

aɔraṱ

hamamota: a:dmi a:r aɔraṱ

Adj

nafrat ʧh

hama mota: a:dmi a:r aɔraṱ se

nafrat

ʧh

present tense marker

ʧh

mota:

a:dmi a:r aɔraṱ

N a:r

a:dmi

aɔraṱ

Figure 2: TREE DIAGRAM FOR SENTENCE IV (G) 3. 2.

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hama mota:

a:dmi

hama mota: a:dmi a:r aɔraṱ se

hama mota: a:dmi a:r aɔraṱ

a:r

aɔraṱ se nafrat

VP nafrat ʧh

a:r

mota: a:dmi

present tense marker

se nafrat

ʧh

mota: aɔraṱ

Adj

mota:

a:dmi

mota:

aɔraṱ

CONCLUSION

This study set out to investigate the semantic aspects of the language spoken by Gulgulia community in Dhanbad. To this end, the researchers firstly, established the lexical meaning such as antonyms, synonyms, hyponyms, polysemy, and collocation. Secondly, the paper discusses the ambiguity in the language. The ambiguity arises in Gulgulia due to phonology, lexis and grammar. VI. [1] [2] [3] [4]

REFERENCES

Abbi, Anvita, Bidisha Som & Alok Das. (2007).Where Have all the Speakers Gone? A Sociolinguistic Study of the Great Andamanese. Indian Linguistics 68.3-4: 325-343 Mallikarjun, B. (August 2002). Mother Tongues of India according to The 1961 Census. Languages in India, Volume 2. Singh, K.S. ed. (2008). People in India: Vol. XVI Bihar including Jharkhand, Part I. Calcutta: Anthropological Survey of India for Seagull Books. Swarankar, R.C. & I. E. Lucas. (2007). Traditional female sex workers of Rajasthan, India: an ethnographic study of the Nat community. In anonymous (ed.) Unpacking Globaalization: Markets, Gender, and Work. Lanham: Lexington Books. 155-166.

INTERNET SOURCES [1] [2] [3]

Encyclopine.org/en/Nomads- of-India tribes.tribe.net: Exodus of Roma and reasons for migrations from India. ROP3 Peoples- Docstoc

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Rewards & Work-Life Balance among Working Women: An Empirical Study in India Specific to Agra Region 1

Neelni Giri Goswami, 2Prof. Shalini Nigam 1 Research Scholar, 2Professor, Department of Management, Dayalbagh Educational Institute, Agra, Uttar Pradesh, INDIA Abstract: Women are entering the workforce to earn livelihood which leads them to arrange better child care and uplift their status in the society. Latest economic scenario bound women to work because husband’s income is not sufficient enough. If the income is appropriate still women wants to work as they don’t want to sit at home and waste all the hard work that they had put to attain good qualifications. Women give their best at workplace and try to perform better and better. But with entering into the workforce women make them juggling between the multiple roles at home and workplace like role as mother, wife, employee, etc. where they need a kind of appreciation at their workplace to perform better from their peers, seniors, and junior. A nice gestural appreciation motivates them to perform better. So, the objective of the study is to find the effect of rewards on the work-life balance among working women. The tools applied to conclude the result are descriptive analysis and z-test. The findings conclude that rewards affect the work-life balance positively among working women. Keywords: work-life balance, rewards I. Introduction Work-life balance is not just about maintaining balance between the work and life; it’s about balancing all four aspects of life-family, work, society and personal. Work-life balance is just like two foots of human body as they keep on moving body keeps on moving but where they are at same place body stops, similarly in life as well to maintain a balance women should keep on prioritizing among different aspects of life. While performing roles things get monotonous in life and a kind of frustration arises among women where they need a motivation especially at their workplace called rewarding. Rewards are a kind of appreciation which is given to any employee of an organization for performing better. Any nice gestural compliment, monetary benefit, recognition, etc. are comes under the category of rewards. Rewards play a very important role in maintaining balance between the family and professional life. If women employees get rewards for their work they feel happy and perform their task at home in a better way. Siegrist (2001), study between 10 to 40% of the employee’s experiences imbalance between their efforts and rewards. The ERI model assumes that it is not only effort (i.e. workload or other job demands) that leads to tension but a supposed imbalance between the efforts that employees believe they put into their jobs and the rewards that they get. Whereas perceptions of fair rewards are expected to motivate employee happiness, the model expects that supposed imbalance in high efforts expended at work and low rewards received are experienced as hurtful and will compromise health and wellbeing on the long term. (Siegrist, 2008) again considered the effort and reward imbalance model builds on the notion of social exchange, a universal societal norm of supportive exchange. Social reciprocity lies at the core of the work contract, which describes tasks to be performed for adequate rewards. Rewards include money, job security, esteem, and career opportunities. There must be a balance between the rewards and roles performed by individual women’s multiple roles as paid worker, wife and mother. Compensation and equality of rewards is considered a basic issue in current working environment. However that in no way weakens the fact that in a transactional world of give and take is the most instant benefit which an employee receives in exchange of their proficiency, effort and experience, they get. A number of studies have examined the relation of fairness of rewards with job satisfaction (Meyer et al. 2000, Ramaswami & Singh 2003) and turnover intentions (De Coninck & Bachman 2005). II. Need of the study It is always expected from working women that they must perform all the roles properly at home and at work but in the hustle bustle of life they feel pressured and expect a kind of appreciation for their work. Very few

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studies have been considered this aspect in India, so a need arises to peep inside this fact by the researcher about role of rewards play in life of working women especially in their work-life balance. This study has not been conducted in the Agra region yet, so researcher is keenly focusing the effect of rewards on work-life balance among women. III. Objective  To study the role of rewards in Work-Life Balance of working women in Agra region (India). IV. Methodology A. Hypothesis Ha1: Rewards affects Work-Life Balance among working women positively. B. Participants The total number of the respondents was 50 working women in Agra region. Women of three different professions included in the sample: job/services, freelancers and entrepreneurs. The respondents are selected by using Non-Probability Sampling Techniques like judgmental and convenience sampling. C. Instrument The self-structured questionnaire was used. Questionnaire consists of approx. 51 questions out of which most of them were multiple choice questions. There were few open-ended questions also. The first part of the questionnaire consists of questions on the demographic profile of the respondents. The second part deals with question related with the rewards and work-life balance. The responses were given using a five point scale (for example; 1=Strongly Disagree (SD) 2=Disagree (D) 3=Undecided (UD) 4=Agree (A) 5=Strongly Agree (SA)) Since acceptable reliability values were obtained, the instrument was distributed to the respondents using a nonrandom convenience sampling. D. Data Analysis Primary data was collected through questionnaire. The filled in questionnaire was edited and was subsequently coded and analyzed by using SPSS 19.0 version. The data was then presented in tabular form, analyzed and interpreted. Z-test has been applied wherever possible and in all cases, the p-value of .05 is treated as an error level. Descriptive statistics have also been computed wherever relevant. The Value of z for 45 percent of area under curve (AUC) for one sample left tailed test will be -1.645, so the critical value for the lower tailed test will be 1.645 V. Results Data collection was done during the month of September, 2014. The questionnaires float to 50 respondents out of which 44 were responded back. A stepwise approach is being followed by the researcher to have an accurate and easy understanding of hypothesis and draw results. Findings and interpretation of results related to the hypothesis testing of the study: Table 1. Descriptive Statistics (on scale from 1-5) 1 2 3 4

N 44 44 44 44

Minimum 1 2 2 2

Maximum 5 5 5 5

Mean 3.52 4.16 4.18 4.02

Std. Deviation 1.045 .834 .995 .952

Descriptive Statistics of Hypothesis Statements of variable (Rewards). The value of z-test was 6.786 coming well under the acceptance region of the test, found to be failed to reject the null hypothesis, i.e. accepted. On the basis of collected data it can be concluded that rewards have positive impact on work-life balance if companies can maintain a balance between the efforts and reward, it will motivate women employees to perform better which have a positive impact on work life which ultimately affect the family/personal life of a woman employee positively. Rewards have positive impact on Work-Life Balance. H03: μ ≥3 Ha3: μ˂3

Failed to reject; Accept z=6.786 Rewards have positive impact on Work-Life Balance.

VI. Conclusions The present study concludes the results of an empirical analysis of the role of rewards in work-life balance of working women in Agra region. Statistical processing of the collected data revealed that rewards are among one of the most prominent issues which is affecting their work-life balance. Number of issues related to work-life balance including the fact that working women struggle to juggle highly demanding familial, personal and societal duties and needs. Women employees should get appropriate rewards according to their work which makes them feel happy and satisfied about their work, their organization and especially about themselves and if they are happy and satisfied they perform at their best.

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VII. Future scope The study can be conducted on different respondents at different geographical area. The study can also be done on large sample size to get more accurate results which will help organizations to retain their best women employees by rewarding them timely. References

[5]

DeConinck J, B. D. (2005). “An Analysis of Turnover among Retail Buyers. Journal of Business Research,” vol: 58, pp. 874882. Rodger W. Griffeth, P. W. (2000). “Meta-Analysis of Antecedents and Correlates of Employee Turnover: Update, Moderator Tests, and Research Implications for the Next Millennium,” Journal of Management. Journal of Management. Singh, S. N. (2003). “Antecedents and Consequences of Merit Pay Fairness for Industrial Sales people,” Journal of Marketing. Siegrist, J. (2001). “A theory of occupational stress, in Dunham, J. (ed.), Stress in the Workplace: Past, Present and Future,” Whurr Publishers, London. Siegrist, J. (2008). “Effort–reward imbalance and health in a globalized economy,” SJWEH Suppl, 163–168.

[1] [2] [3] [4]

www.ukessays.com www.wikipedia.com www.google.com www.thefreedictionary.com

[1] [2] [3] [4]

Websites

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USE OF TECHNOLOGY IN ENGLISH TEACHING CLASSROOM – A STUDY Mrs. Beena Anil Assistant Professor of English SDNB Vaishnav College for Women Chennai –44, Tamil Nadu, INDIA Abstract: Using multimedia in teaching English as a second language has become an emerging tool in higher education. In this technology era, most of the students are computer literates and they adapt to computer learning methodology easily. Every student is confident enough to access computer, ipad, tablet, mobile phone and this confident helps them to learn english in an effective way. Applications like whatsup, Instagram, twitter, facebook etc., mesmerize youngsters directly or indirectly and that aid them to learn anything, especially English language, effectively. Though we are in this advanced age, many teachers confront great challenges in using multimedia in English classroom. The purpose of this paper is to introduce some useful and practical methods in learning English through multimedia. Keywords: computational skills, communication skills, innovative methods I. Introduction In the present age, students’ acquisition of a language is measured in term of their ability to communicate in the language rather than examining their grammatical skills. Many educational institutions have taken an extreme step by including a network of computers and related software, cassette players and slide projectors as a part of English teaching methodology. Though computer is not an odd word in developing countries, many teachers are reluctant to use gadgets in teaching English in the classroom. This paper explores the role of multimedia as effective tool and suggests the involvement and participation of teachers in the teaching process through electronic gadgets. English plays an important place in every student’s life directly or indirectly. Though, chalk and board method is unbeatable, using technology in the process of teaching English benefit learners voluminously. English should be considered as a language rather than a subject by adult learners. In this competitive world, most of the institutions have set up language lab for their students to learn English. At present, multimedia lab is quite attractive and instilling the interest of learning the language. The difference between a normal language lab and a multimedia lab is that the former provides audio equipment through which learners can listen to the tapes, record their voices and communicate with the teacher, while the latter operates as a multifunction tool through which students can either listen to the tapes, watch videos and different TV channels, access internet or communicate with one another while the teacher can operate technical equipment to group or to pair students and hold discussions within the class. "Such video cameras and computers assist teachers in their jobs, bringing the outside world into the classroom, and, in short, making the task of language learning a more meaningful and exciting one" (Brinton, 2001, p. 460). II. Literature review For ages, teachers come out with unique ways to teach students. The trend is slightly modified from teaching of discrete grammatical structures to the fostering of communicative ability. Multimedia is a boon to teachers, academicians, educationalists and experts to attract learners by its colourful and useful functions. Brinton (2001) supposed that multimedia tools serve as an important motivator in the language teaching process because "media materials can lend authenticity to the classroom situation, reinforcing for students the direct relation between the language classroom and the outside world" (p. 461). Media helps to kindle the learning interest of learners. The computer tools like internet, audio or video clips help learners to interact or listen to the native speakers; this increases the morale of learners. Using video, audio clippings in the classroom is a stimulus for students to communicate about anything interesting as Whatsapp or Facebook has become a common ‘syndrome’ for youth to view and read anything under the sun. Modern facilities make it possible for the teacher to present different sections of the video once or several times in different ways. Exercises such as class surveys, problem resolution, video title and ending discussions, brainstorming, video summaries, and information-gap exercises can aid learners to hone their cognitive skill.

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Teachers are the initiator for all innovative teaching methods. If teachers are not techi-savvy then this method will be a total fiasco. Teacher-made-media materials demand an investment of time and energy beyond that of normal lesson plan. As a result, many teachers express their inability or unwillingness to use multimedia in their classrooms. Froehlich (1999) affirms the positive effects of visuals to people, which is also true of present learners: ‘Most people prefer and respond more favorably to visual stimuli than to sound only. Learning today takes place less and less reading a text or listening to an audio-tape, modes of learning that require patience, concentration and the ability to internalize information and to transform it into knowledge. Instead, the learning process today is characterized by being informed and entertained simultaneously through a combination of complementary, easily absorbable signals to our senses… Foreign language education nowadays has to be fun.' (pp. 150-151). III. Multimedia in English Teaching Classroom Multimedia has become an indispensible tool in English teaching classrooms. Teachers can be well equipped with more information at a click. Pronunciation, accent, vocabulary, reading, writing, listening and speaking skills can be taught using multimedia. Visuals can be used to develop the correlative thinking skills of students. In most of the classes teachers do the talking and students do a little talking, this situation prevails in every institution. Students’ creative, analytical and productive skills can be honed by showing colorful pictures, inspiring speeches by great people, current affairs with trouble shooters. This method helps students to improve their communicative skills. A. Hypothesis Does multimedia help students in English learning? Does the pronunciation get improved? Does vocabulary get improved? B. .Method This section describes the manner in which data was collected for the study. Thirty students from an aided college on the outskirt of Chennai were used for this pilot study. The respondents were studying in B.A [History]. The background, age, motivation, confidence of all the thirty students was the same. The respondents studied in vernacular (Tamil) medium till class X and were not exposed to multimedia in the classroom before. C. Criteria for Respondents Selection 1. All respondents were in the age group of 18 to 19 years 2. All respondents were first-generation learners 3. Their parents were educated at least up to class VIII 4. All respondents used Tamil as the medium of communication 5. They had a little knowledge about technology. D. Procedure Prior consent was taken from the Principal of the College for data collection. Pictures, advertisements from social media had been given to the respondents and instructed them to narrate the sequences on their own in English. The observer got introduced to the respondents as a teacher and she instructed them to behave and interact as naturally as possible during their performance. Response-stimuli happened among the respondents after viewing colorful clippings with a concept or theme. The responsive step helped the respondents to react, interpret, simulate according to each clipping. This process aided them to respond to the situation which attributed them to learn English quickly and interestingly. IV. Observation and results The respondents had numerous activities to listen to and improve their English knowledge. They even attempted to form sentences on their own. When the extra activities were introduced, the respondents could readily make associations between the language and the concept that would provide them a coherent context, where language and structures were being used. Pictures have an important role in the story –based teaching. Words can be better associated with pictures and the respondents could relate to a sequence of pictures for good memory. This helped them to practice speaking skill and they reconstructed orally with the help of visuals provided. A questionnaire was administrated to the respondents to evaluate their memory, confidence, understanding of LSRW skills and higher order thinking skill. The response was evaluated by Likert Scale (1-3 scale) with 1agree 2- disagree 3- do not know. Multimedia helped the respondents to have a direct understanding of observation where news, sponsored programmes on internet or mobile would give a direct conceptual narration. The colorful clippings with interesting words and promotional advertisements on mobiles helped them to have choice on selecting the interesting one of each respondent’s taste of understanding. A. The results Thirty respondents answered the questionnaire without any inhibition and compulsion as they had to answer only eight questions. For the first statement ‘ My memory in learning English is increased because of gadgets’

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only 7 respondents agreed to the statement as they felt as too many colorful pictures or information would make them to fade away from their memory, 5 respondents disagreed and the rest did not know the level of their memory in this learning process. For the second statement, ‘My vocabulary is developed’ 19 respondents agreed and the 1 respondent could not evaluate her stand on this statement. S3- ‘My listening skill is improved’ 15 respondents agreed and 4 respondents disagreed as they felt that too many information had distracted them and also as they had many choices, they level of interest was shifting from one to another. S4- ‘I use the learnt words in my daily conversation’ 18 respondents agreed and 2 respondents felt that they did not know as they were not conscious of understanding while conversing. S5 – ‘Writing skill is improved’ only 5 respondents agreed and the rest disagreed to this statement S6 – ‘Reading is frequently increased’ 19 respondents agreed and 1 respondent disagreed. S7 –‘Innovative- Higher Thinking happens casually’ 18 respondents agreed that their level of higher thinking with a layer of innovation happened and Two respondents disagreed. S8 – ‘The level of confidence is high in using English language’ 17 respondents agreed and the rest disagreed as they felt that they were afraid of the language as a subject. B. Evaluation of the study Evaluation and learning are continuous process. Learning happens throughout the life of a learner and the evaluation is not intended to make pronouncement on the learner’s abilities or the effectiveness of the teaching process. This study will help teachers to understand the strategies, materials, methods and practices adopted in language learning. Transition is the process of moving from one activity to another and the teacher should prepare the learners at the time of transition. Always prepare learners for the new activities they face in the classroom. Proper planning and executing the activities perfectly will be effective among students. Students should learn in groups but with individual attention. This helps them to share, learn, listen and participate in meaningful activities. The activities should relate to students’ prior knowledge. Teachers should make students to feel the language by immersing themselves as well as students in the language. Allow them to listen to the language through CDs, multimedia etc. Teach students and make them understand that the taught language is not an isolated one but essential one. This helps them to develop their receptive and productive skills. V. Teacher’s role and learner’s progress in multimedia classroom A multimedia class is more teacher-fronted than a student-centered as the teacher plays a crucial role in the class. Before teaching, it is teachers who must learn some important operations of computer, though not thoroughly. The major drawback in multimedia classroom is non-interactive session by teachers with students because both are busy handling equipment most of the time. The success of teaching depends on the interest of students to the subject, and their desire to learn it. Sometimes classes pass by, not leaving a trace of learning in the process. Apart from inadequate technical ability, a majority of students make little improvement because of their learning habits and lack of concentration. In conventional teaching, students are focused on listening to the live demonstration by teacher or fellow students or oneself. In some cases the stimulus is very difficult to create. But the high motivation to study English is observed by using multimedia which gives a variety of forms of teaching from listening to audio records and watching video, reading blogs, tweeting on twitter, chatting online and working on computer programs. 6.0.Conclusion There is no denying that technological development can critically affect our behavior and expectations. Regarding multimedia in teaching language, the advantages of authenticity, interactivity, various accessible resources, and combinations of pictures, sound and text are obvious. Nevertheless, in many cases language teachers and learners have not yet maximized the benefit of multimedia in English teaching classroom. Multimedia is a universal means, as it can be used for teaching and also aids to make the studying process effective, interesting and accessible. Education can create a better society and teacher can impart good education to learners. Every action in this world has a positive reaction and education instills a lot of confidence when students are educated in a good way. Education in the present day is a great challenge. Quality is the basis of present and future education modules. Therefore, it is imperative that one should develop originality, divergent thinking, flexibility etc., to achieve mission in life and to reach excellence in life. Teachers should empower Youth by providing more and better educational opportunities so that young students become knowledgeable, bold and powerful. References [1] [2]

Brinton, D. M. (2001). The use of media in language teaching. In Celce-Murcia, M. (Ed.), Teaching English as a Second or Foreign language (pp. 459-475). Boston, MA: Heinle and Heinle Froehlich, J. (1999). Language lab - Multimedialab - Future lab. In Hogan-Brun, G. & Jung, U. O. H. (Ed.), Media, multimedia Omnimedia (pp. 149-155). Peter Language publishers, Frankfurt.

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Impact of Obesity on Self- concept of children in Kolkata Rima Sen1, Dr. Debomita Sikdar2 Research Scholar, 2Assistant Professor 1,2 Department of Home Science, University of Calcutta, Kolkata, West Bengal, INDIA.

Abstract: The present survey has been conducted to find out the impact of obesity on self-concept of 100 school going children in Kolkata. The result showed that they are more prone to fast and junk food than non-obese children. Obese children have over eating habits than non- obese children and have family history of obesity. There has been significant difference in behaviour, intellectual and school status, physical appearances and attributes, anxiety, popularity, happiness- satisfaction of different dimensions of self-concept between obese and non-obese samples. Obese children are afraid of going to school as they are not satisfied with their physical appearance, thinking that they are not good looking. They think most of the people are better compared to them in physical appearances, which make them upset easily at home or at school. Overall, they are not happy and satisfied with whatever they use to do in their daily life, e.g. school work, homework, drawing, singing, playing etc. Keywords: Obesity, Self- Concept, Children. I. Introduction Obesity can simply be defined as a condition of abnormal or excess body fat accumulation in adipose tissue to the extent that health may be impaired. The underlying defect is the undesirable positive energy balance and weight gain. The availability of abundant food and indulgence to sedentary life style has led to substantial state of surplus energy in recent times. At the beginning of the new millennium, a new threat has emerged – a marked increase in the prevalence of obesity with a parallel rise in the obesity associated health and psychological hazards among children and adolescents. A fat child is no longer pampered as an attractive one; rather the adverse consequences of childhood obesity are now dealt with a serious attitude. Childhood obesity has now reached epidemic proportion. The term “Obese” and “Overweight” are often used, interchangeably. Technically “Obesity” is the upper end of the “Overweight”. The World Health Organization (WHO 2006) defines “overweight” as a BMI equal to or more than 25, and “obesity” as a BMI equal to or more than 30. Obesity is increasing at an alarming rate throughout the world. It has now become a problem worth attention among both developed and developing countries. Obesity in all stages of life is thought to be the result of both genetic and environmental influences. There are a number of studies which indicate that overweight and obese children are more likely to have low self-concept and that they have higher rates of anxiety disorder, depression (Zametkin et al. 2004). The purpose of this study is to find out whether or not weight has an effect on their psychological behaviour and to protect them from the future diseases because they are the citizen of tomorrow. The present study is an attempt to explore the association of obesity and self concept among children in Kolkata. The effects of obesity in children can be divided into 2 categories; psychological effects and physical effects.Obesity is associated with significant health problems in the pediatric age group. Until recently, the serious medical problems - cardiovascular risks like heart failure or stroke. The chances of the child suffering from Type 2 diabetes, high blood pressure, and high cholesterol in future may increase due to obesity. The most common impact of obesity in children is poor psychosocial functioning. Pre adolescent children associate the shape of an overweight body with poor social functioning, impaired academic success, reduced fitness and ill health. Low self concept is particularly associated with obesity as evidenced by work of Strauss et al, 2006. Self-concept is associated with children’s behaviour, intellectual, physical appearance, anxiety, popularity and happiness. Obese children were found to be more prone to having low self-esteem as reported by Johnson (2002). Richard (2007) studied the childhood obesity may had detrimental consequences for childhood self-esteem and self concept. Obese children with poor self-concept have some serious behavioural problems like “internalizing" problems – problems in which anger is directed inward, which may manifest as depression, anxiety etc. They also had

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“externalizing problems” –such as aggression and defiance. The parents also rated their obese children as being less competent in school and in social settings. In addition to making many social comparisons, obese children tend to fixate on how other people react to them. Unfortunately, obese children may have been found to elicit more negative peer reactions compared to average weight children. Peers play an increasingly important role in a school life of children, so positive social interactions are important for a child psychological wellbeing. As a result, higher levels of depression have been found in obese children. Therefore, taking steps to remedy the issue through changes in nutrition and physical activity can have important physical and psychological benefits. II. Objectives  To identify obesity among children between 10 to 15 years by using anthropometric measurements.  To find out the causes of obesity among the children.  To study the association between childhood obesity and hereditary factors.  To find out the association between the different dimensions of self concept and BMI.  To assess and compare the different dimensions of self concept between obese and non obese children.  To find out the correlation among the different dimensions of self concept. III. Hypotheses Research Hypotheses There is no significant difference in the different dimensions of self concept between obese and non obese children.  There is no significant association between the different dimensions of self concept and BMI.  There is no significant correlation among the different dimensions of self concept. IV. Methodology Sample - Survey research was conducted on 100 children (both male and female) between the age group of 10 to 15 years drawn randomly from 2 Govt. schools and 2 private schools situated in Kolkata. 50 were obese boys and girls, 50 were non-obese boys and girls. Description of the tools – Children’s Self-concept Scale, and self-made questionnaire has been used. Obesity measured by Body Mass Index (BMI). Statistical Analysis - The data were statistically treated to verify the hypotheses of the study by applying Mean, Standard Deviation, t-test, Chi-Square and correlation. V. Results Table-1 Preferred food of obese and non obese children Preferred Food

Obese

Non obese

Like spicy food

Like Homemade food

Preference of Sweet

Table 1 shows that maximum numbers of obese children prefer spicy foods and sweets where as non obese children prefer homemade foods. Daily Eating Pattern Less than normal Normal Over eating Serious eating disorder

Table- 2 Daily eating pattern of obese and non obese children Obese 0 20 26 4

Non obese 10 40 0 0

Table no 2 shows that most of the obese children have over eating habits compared with non obese children. Table No-3 Family history of obesity of the parents of the obese and non obese children Obese Non obese Yes No Yes Family history (Obesity) 40 10 16

No 34

Table no 3 indicates that most of the obese children’s family members are suffering from obesity. They suffer from Diabetes, Thyroid, Gout, Hypertension etc. Table no 4 Mean scores of self-concept of the obese and non obese children Dimensions of Self-Concept

Mean

S.D

Obese

Non-obese

Obese

Non-obese

9.16

11.00

2.728

1.863

Physical appearance & Attributes

9.24 5.60

12.14 8.10

3.242 2.642

2.611 2.063

Anxiety

6.18

7.38

1.848

2.049

Popularity

6.52

7.96

2.225

1.795

Happiness & Satisfaction

6.12

7.00

1.649

1.325

Dimensions of Self-Concept Behaviour Intellectual

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Table no 4 reveals that non obese children have higher mean value in the different dimensions of self concept in compare to obese children. Table no 5 t test of different dimensions of self concept of obese and non obese children Dimensions of Self-Concept

3.939**

Physical appearance & Attributes

4.926** 5.274**

98 98

Anxiety

3.075**

Popularity

3.562**

Behaviour Intellectual

Happiness & Satisfaction

2.941 **

P<0.01 Table no 5 shows that the t value is significant between obese and non obese children, there is significant mean difference on the dimensions of self concept between obese and non obese children. Pearson Chi-Square

Table no 6 Chi-Square value of self concept with grade BMI Value

Level of self concept*Grade of BMI (Obese children)

27.591

Level of self concept*Grade of BMI (Non obese children)

32.009

Table no 6 reveals that the Chi-Square value of the level of self concept with grade BMI of obese children and non obese children are significant at 0.01 level. This shows that with different levels of self concept (high, average and low) with grade BMI (underweight, normal weight, overweight, grade I obese, grade II obese, grade III obese) have significant association among them. Table no 7 Correlation between obese and non obese children

Table no 7 indicates that there is significant association between the different dimensions of self concept among Behaviour Behaviour

Pearson Correlation

Sig. (2-tailed) Intellectual

Pearson Correlation Sig. (2-tailed)

Physical appearance & Attributes

Pearson Correlation Sig. (2-tailed)

Anxiety

Pearson Correlation Sig. (2-tailed)

Popularity

Pearson Correlation Sig. (2-tailed)

Happiness & Satisfaction

Pearson Correlation Sig. (2-tailed)

.441

Physical appearance& Attributes

Intellectual

.277**

.303**

.342**

.319**

.000

.005

.002

.000

.001

.235*

.000 .277

.557

.000

.394

.557

.000

.018

.349**

.000

.059

.000

.562

.181

.462

.000

.468

.462

.000 .501

.501

.000

.002 .342

.394

.000 **

.005 .303

Happiness & Satisfaction

Popularity

.441**

Anxiety

.414

.468

.414

.000

.059

.181

.000

.562

.071

.319

.001

.235

.018

.349

.071 1

**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed).

obese and non obese children. All the different dimensions i.e. behavior, intellectual, physical appearance and attributes, anxiety, popularity and happiness and satisfaction have significant correlation among themselves. VI. Discussion Obese children prefer spicy food, and preferred sweets, whereas non obese children prefer homemade foods. Consumption of excessive spicy foods lead to weight gain and which may further lead to obesity. Most of the obese children have over eating problem compare to non obese children. Most of the obese childrenâ&#x20AC;&#x2122;s parents have family history of obesity. The mean values of the different dimensions of self-concept of non-obese children are higher than obese children. In case of self-concept between obese and non obese children, there is significant difference in behavior, intellectual, physical appearance and attribute, anxiety, popularity, happiness and satisfaction. Result showed that obese children have lower self-concept compare with the non obese children. Richard (2007)

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showed that obese children demonstrate significantly lower levels of self concept. There is significant association between the different dimensions of self concept between obese and non obese children. VII. Conclusion After analyzing the data it is revealed that majority of the obese children reported that they consume and prefer junk food and sweets than home-made food in contrast to non-obese children. They have over eating problem and they have some family history of obesity compared to non obese children. In case of obese and non-obese children, there has been a significant difference in their behaviour, intellectual and school status, physical appearances and attributes, anxiety, popularity and happiness-satisfaction dimensions of self-concept. There is significant association between the different dimensions of self concept between obese and non obese children. Compared with the non-obese children, obese children have behavioural problems; they are afraid of going to school as they are not satisfied with their physical appearance and consider them as not good looking. Even they are scared of being teased and bullied by their friends. Charlotte (2004) examined obesity in childhood has been associated with psychosocial problems including low self-concept and body dissatisfaction. To control obesity some preventive programmes should be directed towards prevention of obesity throughout childhood and adolescence, public health campaign directed towards life style changes in the family or society, most obesity related disorders can be prevented or effectively managed if picked up early in life, benefits of healthy eating, increased physical activity and reduction in sedentary activities have to be inculcated from early age, health authorities and media have an important role to play to spread awareness about obesity prevention programmes. References [1]. [2]. [3]. [4]. [5]. [6]. [7]. [8].

AJ. Zametkin, CK. Zoon, HW. Klein, S. Munson, “Psychiotric aspects of child and addescent obesity”, A review of past 10 years. J Amer Acad Child Adol Psych, 2004, 43: 134-150. A. Naik, K.N. Agarwal, A. Saxena, A.K. Bansal, and D.K. Agarwal, “Physical growth assessment in Adolescence.” Indian Pediatrics. 2001; 38; 1217-1235. Charlotte, victimization and perception of peer relationships in obese children. “Journal of Psychol thesis”,2004, 43(2), 113-17. HW. Marsh, RH. Parada, V. Ayotte, “A multidimensional perspective of relations between self-concept and adolescent mental health”, Psycho Assess, 2004, 16: 27-41. N. Y. Shin, & M.S. Shin, (2008), Body dissatisfaction, self-esteem & depression in obese Korean children. Journal of Pediatric. 152(4), 502-6. R. Cornette, The emotional impact of obesity on children. Worldviews on evidence-based nursing; 2008, 5(3):136-41. S. Richard and MD. Strauss, (2007), Childhood Obesity and Self-Concept and self esteem, Indian Pediatrics 2000;105(1). WHO.” Obesity and overweight”, Geneva, 2006, World Health Organization.

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Available online at http://www.iasir.net

Impact of Grameen Bank Microcredit Program on the Livelihood Status of Women Beneficiaries in Bangladesh 1,2

Esmat Ara1, Md. Assraf Seddiky2 Assistant Professor, Department of Public Administration, Shahjalal University of Science and Technology, Sylhet, BANGLADESH.

Abstract: Bangladesh is a South Asian nation with low economic growth and poor institutional capacity to meet the growing needs of the people. Most of the people of this country live in rural areas inflicted with poverty. Almost half of the population is women and a large portion of them are the poorest of the poor, and they are the most disadvantaged section of the society. Grameen Bank is one of the largest NGOs in Bangladesh working with the socio-economic development of the poor women through operating microcredit programs. Microcredit programs do nothing to change the structural conditions that create poverty. But this program is a solution to poverty, because poor women can generate income by using the borrowed funds to start small -scale enterprises, often home based handicraft production. These enterprises are almost in informal sector outside the range of any law that protects women to ensure their rights. The main objective of this study is to investigate the changes in livelihood status of women beneficiaries of Grameen Bank in Bangladesh. This study is conducted following quantitative research approach based on primary and secondary data. To validate research data survey method is applied for the collection of field data. Forty women beneficiaries of Grameen Bank have been selected as sample from Jhikorgancha branch under Jessore district of Bangladesh, employed simple random sampling method. Secondary data collected from different published materials like books, articles, reports by academics and regular internet surfing has been maintained to serve the purpose of the study. Study findings reveal that microcredit empowers women by giving them more control over house hold assets and resources, more freedom and decision making power, and greater access to participation in all spheres of life. Researchers believe that the study findings will hopefully be guideline for future researchers and academics for further study on the very issue from different angle calling attention to policy makers in this regard. Key Words: Grameen Bank, Microcredit Program, Livelihood Status, Women Beneficiaries I. Introduction The rise of the NGOs in the global context is identified as an important phenomenon, which has implications for the development prospects of the poor; in recent years, all the development sectors specially to incorporate women’s participation in development. In Bangladesh like many other developing countries women’s access to positions of influence and power is limited: their occupational choices are narrower and their earning capacity is lower than those of men. Bangladeshi women face severe challenges due to their economic, social and cultural positions and the country’s physiographic conditions. The need for improvement the status of women in Bangladesh arises from this harsh scenario. Bangladesh has been perhaps the most important hearth on the globe for non-governmental organizations. More than sixteen thousands NGOs working in Bangladesh and most of them focus on development or poverty alleviation. After the liberation of Bangladesh a number of national and international NGOs established here to re-organize the war ravaged economic conditions of the country. Day by day they increased their targets with a vast number of developing activities for the rural poor in Bangladesh. Different types NGOs considering rural women as an important issue of development and providing them microcredit to uplift their livelihood status. The concept of livelihood is not based on dramatically new methods but utilize the methods that have been developed over the past 20 years. It evolved from a wide array of participatory and other grassroots approaches to working with the rural poor and in many ways it is bringing together of past methods into a consolidated approach that is both comprehensive and fairly easy to understand and use. The word “Livelihood” can be used in many ways. A livelihood comprises the capabilities and assets, and activities required for a means of living. A livelihood is sustainable when it can cope with and recover from the stresses and shocks and maintain or enhance its capabilities and assets both now and in the future without undermining the rural resource base (Chambers and Conway, 1988). “Livelihoods” are the ways people combine their capabilities, skills and knowledge with the resources at their disposal to create activities that will enable them to make a living. The majority of women in Bangladesh are disadvantaged, under-fed, overworked and living under severe economic

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constraints. In a study on the status of women prepared by the Population Crisis Committee in 1988, Bangladesh ranks the lowest worldwide, according to the following indicators: health, child-bearing options, education prospects, economic participation and social standing. The status of women has not changed very much though some positive development has taken place from the past couple of decades. Various indicators reveal that the status of women is much lower than that of men. Traditional sociocultural practices limit their opportunities in education, skill development, employment and participation in the overall development process. However, the NGOs intervention in Bangladesh aims at improving the lot of common people through microcredit program. They are working not only to see women’s economic empowerment as its goal, but also encourage uniting poor women in groups as part of large struggle. If the programs are undertaken collectively they are more likely to alliance their goals than other wise. Credit based income generating activities are main tasks for the NGOs. The credit programs have a visible impact on the women’s empowerment. Under the above conceptual framework, the present study has focused on change in livelihood status of the rural women who are receiving microcredit as launched by Grameen Bank, a leading Non Governmental Organization of the country. II. Scope and Significance of the Study National development is impossible unless rural women are integrated into the mainstream of the development process in Bangladesh. Because women constitute about half of the total population of this country, and equally contribute to the national development with men. But unfortunately, women are neglected, deprived and vulnerable in all walks of life. They are facing adverse situation in terms of social oppression and economic exploitation and a big part of the rural women have little opportunities to engage in income generating activities to improve their livelihood status. In order to improve the livelihood status of rural women a large number of NGOs are now working in the country. Grameen Bank is the apex NGO that emphasizes on improving the livelihood status of rural women. Taking this issue into account from development perspective, a research study on change of livelihood status of women beneficiaries of Grameen bank is important to understand the position of women in society. But this issue got no considerable attention yet from the policy makers and academics regarding the importance of microcredit programs to change the livelihood status of women beneficiaries in Bangladesh. Though a very few study was done in small scale and no one of them focused on the issue from sociological stand point. Also, now it has been an academic interest to find out the impact of microcredit program to change the quality of woman’s life giving controlling power of resources, more autonomy and decision making power in all walks of life. Furthermore, the study findings will hopefully be a guideline for future researchers and academics opening up the horizon of original knowledge which is assumed to pave the way for further study on the very issue in a different angle calling attention to Government and policy makers in this regard. III. Objectives of the Study The broad objective of the study is to determine the changes on livelihood status of women beneficiaries after involving with microcredit program of Grameen Bank. To obtain the broad objective the study makes an attempt to address the following research questions: 1. What are the changes take place in farm and house hold materials, housing, health, sanitation and annual family income of the women beneficiaries through microcredit program of Grameen Bank? 2. Why is Grameen Bank operating microcredit programs or providing loans only to the poor women in Bangladesh? 3. Whether and how are women beneficiaries developing their socio-economic and political conditions with the small amount of microcredit and managing the weekly installment against the loan of Grameen Bank? IV. Review of Relevant Literature All types of Non-Government organizations are performing in our country to strengthen the socio- economic and political conditions of the rural poor. The involvement of the households with RDRS has increased income, employment, basic needs situation and social awareness and status of women. The income of the household under RDRS project through sale of crops, vegetables, fruits, poultry and dairy products increased by 122% and non agricultural activities increased by 22% after their involvement with RDRS(Begum,1998). Microcredit program has influenced the life style of people and their family. For microcredit income generating activities of rural poor women are increased. This strengthens their credibility and self-confidence. They can lead a happy and peaceful life; but the situation is not similar to all families. In those families where women are only earners, their economic condition is not so good. 92% participators of poultry farm have taken training. Training and skills of the members have increased their income and production. Moreover, after receiving training; women could participate in decision making process of the households. Their awareness on nutrition and health care system increased significantly (Sultana, 1998). Grameen Bank provides credit to the poorest of the poor in rural Bangladesh, without any collateral. At Grameen Bank, credit is a cost effective weapon to fight poverty and it serves as a catalyst in the overall

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development of socio- economic conditions of the poor who have been kept outside the banking orbit on the ground that they are poor and hence not bankable. It has made credit available to the poor who were denied commercial loans due to a lack of physical collateral. It has demonstrated through its 98% rate of recovery that the poor are not defaulters, that the poor pay back their loans. It has taught women the importance of managing money, and keeping basic account of expenditures. Moreover, it has introduced some new forms of social identity among rural women, such as women’s weekly meeting where women collect and discuss loan proposals, the creation of a space where women can speak without men dominating discourse (Karim, 2008). There are significant differences between BRAC and non BRAC women regarding all the economic indicators of empowerment. In all the cases, BRAC women are more economically empowered than those of non BRAC women. BRAC women had more active participation in various income generating activities. The BRAC women received more micro credit and utilized this for conducting more income generating activities than control group. They earned more income, saved more money and at the same time owned more assets than non BRAC women. The need of more loans to be expanded to low income women folk by different government and Non-government organizations which would ultimately enhance their economic solvency and empower them economically. This efforts and trends would obviously be helpful for the upliftment of the rural women socioeconomically (Sultana and Hasan, 2010). One of the major and important aspects of women empowerment is participation, because through participating in various matters women develop the capacity of decision making. The gender differentiation and life style of women is very crucial factor to determine their position in society. Participation in politics is one of the most important things for the development and empowerment of women. Economic empowerment is the basis of social, political and administrative empowerment. Decision making power of women enhances the overall development and extends the opportunity to participate in different aspects of life (Marilie, 1995). Grameen Bank only gives loan to landless and poor people. Now Grameen Bank is working or servicing in about 23000 villages of Bangladesh to help poor people. Among the debtors of Grameen Bank 92% are women. The average amount of Grameen Bank’s loan is 75 dollar to 185 dollar. About 98% debtors return their loans in due time. Percentage of interest of the loan is lower than other government and private banks. In this sector Grameen Bank is better and popular than other banks and it does its work in a systematic way. Loan is not a simple matter in the development of rural agriculture. It is socially, economically and politically strong factor. Individuals’ income, class and wealth are directly influenced by loan. By making and receiving a systematic and standard credit policy we can bring development in our society. Microcredit can be a miracle in the development of rural agriculture (Yunus, 1991). V. Conceptual Framework Conceptual framework is such a matter which discloses the summary of the research. Through this frame work the interrelationship between independent and dependent variables is shown. If we consider variables on the basis of causes and effect, dynamics of microcredit programs are the causes and livelihood status of women beneficiaries may be the effect or result. The variable that is assumed to depend on or be caused by other is called dependent variable. An independent variable is a variable which affects the dependent variable. It causes change in the dependent variable. This is also known as explanatory variable. The conceptual Framework is shown through the following figure: Independent Variable

Changes in Farm and Household Material

Amount of Credit

Grameen Bank microcredit program

Micro Credit Program

Changes in Housing, Health and Sanitation

Dependent Variable

Livelihood Status of women Beneficiaries

STATUS

Duration of Involvement

Changes in annual Family Income

Figure 1: Conceptual Framework

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Microcredit programs of Grameen Bank create different opportunities for the women beneficiaries which help them to improve their living standard. Micro credit is the practice of extending small loans to people in poverty so that they can start small businesses and develop savings. It is the extension of small loans to entrepreneurs too poor to qualify for traditional bank loans. Livelihood status is the state of individuals which indicates his/her socioeconomic conditions, living environment or their standard of living (Rokonuzzaman, 2004). For this research livelihood status is defined as the position of an individual in the society in respect of change in farm and house hold materials; change in housing, health and sanitation; and change in annual income. VI. Materials and Method Research methodology is a systematic way to solve the research problem (Aminuzzaman, 2011).To find out the objectives survey research design has been applied in this study. It is an explanatory descriptive research. This study is conducted following quantitative research approach based on primary and secondary data. Forty women beneficiaries of Grameen Bank have been selected as sample from Jhikorgancha branch under Jessore district of Bangladesh, employed simple random sampling method. In this case researchers prepared a list of 280 women beneficiaries of Grameen Bank in this branch with the help of branch manager. These listed beneficiaries are constituted as the population of this study. Data have been collected from the respondents through face to face interview using structured questionnaire guidelines. Secondary data collected from different published materials like books, articles, reports by academics and regular internet surfing has been maintained to serve the purpose of the study. Data Management, Processing and Analysis After the collection of whole range of data, it has been arranged and tabulated. Editing of collected data has also been done carefully to avoid irrelevant information. The tabulated data have been discussed according to the purpose of the study through the application of statistical techniques, especially mean, median, standard deviation and correlation. Measurement of Variables In order to conduct the study in accordance with the objectives, it is necessary to measure the selected variables. This section contains procedures for measurement of both independent as well as dependent variables of the study. The procedures followed in measuring the variables are presented below: Measurement of Independent Variables In this study, the independent variable is Grameen Bank microcredit program which is measured in terms of amount of credit received by the beneficiaries and duration of involvement with Grameen Bank microcredit program. These two together constitute Grameen Bank Micro-credit Program (MCP) status. Measurement of Dependent Variable In this study, the dependent variable is change in livelihood status of women beneficiaries. Change in livelihood status is measured on the basis of the extent of change occurred in three selected dimensions of livelihood of the respondents as a result of their involvement with Grameen Bank micro-credit program. The measurement of selected dimension is as follows: Change in Farm and Household Materials There are 11(eleven) items namely furniture (Chowki, Wooden almirah), poultry, cows and goats, irrigation pump, radio, CD player, TV, rickshaw and van included under sub variable of farm and household materials according to the information collected from the study area. Each item has been assigned weight on the basis of its price value. Then, coded scores were counted into amount of taka, and every thousand taka were assumed as 1 score. All the specific items of asset under possession have been converted into farm and material score of the respondents. The change in farm and household score of the respondents has been measured by the following formula: CFHM = FHMa – FHMb Where, CFHM = Changes in farm and household materials FHMa = Farm and household materials after involvement FHMb = Farm and household materials before involvement Change in Housing, Health and Sanitation Eleven items comprising three different aspects of the respondents are taken for measuring the change of housing, health and sanitation of the respondents. Firstly, the “housing” status of the respondents comprises five items namely ‘no house at all’, ‘katcha ghar with straw or plastic roof’, ‘katcha ghar with tin roof’, and ‘pacca ghar’ which have been assigned weights as follows: Item of change No House at all Katcha ghar with straw or plastic roof Katcha ghar with tin roof Pacca ghar

Unit of score 0 1 2 3

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Secondly, the “health” status of the respondents comprises two items namely ‘pond or river water’, ‘other’s tube well’, and ‘own tube well’ which have been assigned as follows: Item of change Pond or river water Other’s tube well Own tube well

Unit of score 0 1 3

Thirdly, the “sanitation” status of the respondents comprises four items namely, ‘open place or bush’, ‘katcha toilet’, ‘half sanitary toilet’, and ‘sanitary toilet’ which were assigned weights as follows: Item of change Open place or bush Katcha toilet Half sanitary toilet Sanitary toilet

Unit of score 0 1 2 3

The change of housing, health and sanitation of a respondent has been determined by the following formula: CHHS = HHSa HHSb Where, CHHS = Change in housing, health and sanitation HHSa = housing, health and sanitation status after involvement HHSb = housing, health and sanitation status before involvement Respondents have been asked about their, housing, health and sanitation status before involvement and after involvement with Grameen Bank against the above mentioned responses. Scores of all the eleven items have been added together separately for before involvement and after involvement with Grameen Bank. Finally, the change in percentage has been measured for all the eleven responses. Change in Annual Family Income A respondent’s annual family income is measured in Taka on the basis of her and other family members’ total annual earnings from agricultural and non-agricultural sources. The change is determined by the following formula: CAFI= AFIa — AFIb Where, CAFI = Change in annual family income AFIa = Annual family income after involvement AFIb = Annual family income before involvement Measurement of Impact of Grameen Bank Microcredit Program on the Livelihood Status of Women Beneficiaries After finding out the change in three dimensions, all the change (after score) was added together to get the impact of Grameen Bank micro-credit program on women beneficiaries. The following formula is used for impact assessment Y= yl+y2+y3 Here, Y = Impact of Grameen Bank micro-credit program on the women beneficiaries Y1 = Change in farm and household materials score Y2 = Change in annual family income score Y3 = Change in housing, health and sanitation score Measurement of Problems Confronted by the Beneficiaries of Grameen Bank Microcredit Program: Four-point rating scale has been used to determine problem confrontation during receive of micro-credit. The scale contains five items of problem confrontation on micro-credit operation. Each respondent has been asked to express her opinion in the form of one of the four responses such as high, medium, low and not at all. Scores of 3, 2, 1 and 0 is assigned respectively in each of responses for an item. For each of the comments, problem confrontation on micro-credit operation of respondents is determined by summing all the scores obtained by her. Problem Confrontation Index (CPI) in rank order is determined using the following formula: PCI = (P1 x 3) + (P2 x 2) + (P3 x 1) + (P4 x 0) P1 = Percentage of women beneficiaries who responded as high problem P2 Percentage of women beneficiaries who responded as high problem P3 = Percentage of women beneficiaries who responded as high problem P4 = Percentage of women beneficiaries who responded as high problem Table 1: Duration of Involvement Categories 1-2 years 3-4 years 5-6 years Above 6 years

Frequency 6 18 12 4

Percentage (%) 15% 45% 30% 10%

Mean

Standard Deviation 4.15

1.791

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Distribution of respondents according to the duration of their involvement with Grameen Bank microcredit program has been shown in the table 1. The distribution of the respondents according to the duration of their involvement with Grameen Bank microcredit program ranged from 1 to above 6 years with a mean 4.15 and standard deviation 1.791. The respondents were classified into four categories on the basis of their involvement. The table showed that the highest proportion (45%) of the respondents are involved with Grameen Bank microcredit program for 3-4 years, (30%) respondents are involved with Grameen Bank microcredit program for 5-6 years and (15%) of the respondents are involved with Grameen Bank microcredit program for 1-2 years, and the remaining 10% are involved with Grameen Bank microcredit program for above 6 years. Table 2: Amount of Credit Categories 15000-30000 30001-45000 Tk. 45001-60000 Tk. 60001-75000 TK

Frequency 22 2 4 12

Percentage (%) 55% 5% 10% 30%

Median 30000 Tk.

The distribution of the respondents according to the amount of credit so far received by them from Grameen Bank microcredit program ranged from 15000 to 75000 Tk.as shown in table-2 with a median 30000 Tk. The respondents were classified into four categories based on loan received. The table showed that the highest proportion (55%) of the respondents received 15000-30000 Tk.from Grameen Bank micro-credit program, (5%) respondents received 30001-45000 Tk., (10%) of the respondents received 45001-60000Tk. and 30% received 60001-75000 Tk. from Grameen Bank micro-credit program. Table 3: Micro Credit Program (MCP) Status Range (observed score)

Categories

Responded

Very low (up to 30) Low ( 31 to 45) Medium (46 to 60) High ( Above 6o )

16â&#x20AC;&#x201D;76

Mean

Frequency

Percentage

16 8 4 12

40% 20% 10% 30%

43.20

The distribution of Micro Credit Program (MCP) Status of the respondents scored ranged from 16 to 76 with a mean of 43.20. Based on their duration of involvement and amount of credit so far received from Grameen Bank micro-credit program, the respondents are classified into four categories. The data indicate that the highest proportion 40% respondents have very low Micro Credit Program (MCP) Status, 20% respondents have low Micro Credit Program (MCP) Status and 10% respondents have medium Micro Credit Program (MCP) Status and the remaining 30% respondents have high Micro Credit Program (MCP) Status. Table 4: Change in annual family income Range (observed score)

Categories

Responded

Frequency -4-13

Low (Up to 1) Medium (2-7) High (8-13) Total

16 12 12 40

Mean

Standard Deviation

Percentage (%) 40% 30% 30% 100%

The distribution of annual family income difference of the respondents scored ranged from - 4 to 13. The respondents are classified into three categories based on their annual family income. The data indicate that the highest proportion 40% respondents fell into low income difference category compared to 30% medium income difference and 30% high income difference category. This indicates that the study group was heterogeneous in terms of annual family income difference. Table 5: Change in Farm & Household Materials Range (observed score)

Categories

Responded Frequency

-6-13

Low (Up to 1) Medium (2-6) High (7-13) Total

12 12 16 40

Percentage (%) 30% 30% 40% 100%

Distribution of respondents according to their farm and household materials differences has been presented in table 5. The distribution of farm and household materials of the respondents ranged from -6 to 13, based on their farm and household materials difference. The respondents were classified into three categories. The table showed that the highest proportion (40%) of the respondents were high in change, (30%) respondents were

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medium change and the remaining (30%) of the respondents were in low change in their farm and household materials. Table 6: Change in Housing, Health & Sanitation Dimension of housing, health and sanitation environment Type of housing Change in housing unit

Categories

Number

Before

After

Before

After

No house at all

Katcha ghar with straw or plastic roof

85%

25%

Katcha ghar with tin roof

15%

70%

Pacca ghar Type of health Change in drinking water source

Type of sanitation Change in toilet condition

Percentage

Pond or river water

Other’s tube well Own tube well

38 2

22 18

95% 5%

55% 45%

Open place on bus

Katcha toilet

75%

Half sanitary toilet

25%

70%

Sanitary toilet

25%

The information of the table 6 reveals that before involvement 85 % respondents had Katcha ghar with straw or plastic roof, 15 % respondents had katcha ghar with tin roof and 0 % respondent had pacca ghar. After involvement with microcredit program 70 % respondents have katcha ghar with tin roof, 25 % respondents have Katcha ghar with straw or plastic roof and 5 % respondents have pacca ghar. Table 6 also reveals that 95% of the respondents’ families were dependent on other’s tube well for drinking water source before involvement with Grameen Bank microcredit program; on the other hand after involvement with Grameen Bank microcredit program 55% of the respondents’ families depend on other’s tube well for drinking water source. Before involvement 5% of the respondents’ families used own tube well for drinking water source while after involvement 45% respondents’ families use own tube well for drinking water source. However, there is no respondent found who collect water from river or pond after and before involvement with Grameen Bank micro-credit program. This indicates that sources of drinking water changed due to contribution of microcredit. It is found that before involvement with Grameen Bank micro credit program 75% respondents’ family member used katcha toilet, 25% respondents’ families used half sanitary toilet and 0% family did use open place and sanitary toilet. But after the involvement with microcredit program of Grameen Bank 70% respondents’ families are using half sanitary toilet, 25% respondents’ families are using sanitary toilet and the remaining 5% respondents’ families are using katcha toilet and no family is using open places or bush. Table 7: Change in Livelihood Status Categories

Responded Frequency

Very low (up to 4) Low(5-12)

Mean

Percentage

10 9

25% 22.5%

Medium (13-19)

22.5%

High (20-27)

30%

Total

100%

10.30

The distribution of change in livelihood status of the respondents scored ranged from -9 to 27 with a mean of 10.30; the respondents are classified into four categories. Data indicated that large proportion 30% of the respondents fell under high change, 22.5% fell under medium change in livelihood status while 25% fell under very low and the remaining 22.5% fell under low change in livelihood status. Interestingly, it was found that 75% percent respondents got opportunity to change their livelihood status after involving themselves with microcredit program of Grameen Bank.

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Relationship between Micro Credit Program (MCP) Status and Livelihood Status of the Women Beneficiaries of Grameen Bank: To explore the relationships between Micro Credit Program (MCP) Status and Livelihood Status of the women beneficiaries of Grameen Bank, Pearsons’s Correlation Co-efficient ‘r’ has been used. Table 8 is placed below with direction and interpretation of the meaning of ‘r’ (Cohen and Holiday, 1982). Table 8: The meaning of Pearson’s Correlation Co-efficient ‘r’ value

Meaning

±0.00-0.19 ± 0.20-0.39 ± 0.40-0.69

Very low correlation Low correlation Medium correlation

± 0.70-0.89

High correlation

± 0.90-1.00

Very high correlation

Source: Gupta and Gupta, 2006. Table 9: Co-efficient of correlation (r) between Micro Credit Program (MCP) Status and Livelihood Status of the women beneficiaries of Grameen Bank (N=40): MCP Status MCP Status

Livelihood status

Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N

Livelihood status .604** .000 40 1

1 40 .604** .000 40

**Correlation is significant at the 0.01 level (2-tailed). Table: 9 shows that the value of coefficient correlation (r) between Micro Credit Program (MCP) Status and Livelihood Status of the women beneficiaries of Grameen Bank is0.604. According to the table 8 the reference value is (0.604) which represents medium correlation. Table 10: Rank Order of Problem during Operation of Grameen Bank Microcredit Statement of the Problem

Extent of Problem (%) Medium Low

High

PCI Not at all

Rank Order

Lack of sufficient amount of credit

Pay installment timely

High rate of interest

Delaying of receiving credit due to less responsibility of concern staff Credit disbursement is delayed due to linger process

PCI = Problem Confrontation Index The data in table 10 indicate that the problem faced by the beneficiaries of Grameen Bank in respect of ‘lack of sufficient amount of credit’ is the most serious problem index of 94. Pay installment timely is the second problem with problem index 92. The 3rd problem is ‘High rate of interest’ with problem index 82. The 4th and 5th problems are ‘delaying of receiving credit due to less responsibility of concern staff’ and ‘Credit disbursement is delayed due to linger processes’ with problem index 80 and 78 respectively VII. Discussion Bangladesh, a South Asian small country with a large number of populations is inflicted with poverty and malnutrition. The condition of women is more vulnerable than men. Although they constitute half of the total population, a large portion of them lead their life in a miserable situation. They are naturally denied of their basic needs to fulfill. As a result, they cannot make use of their potentialities due to lack of proper capacity and paucity of income generating activities which is pushing them towards more penurious poverty. Most of the women are engaged in household activities and their contributions never counted in family and national development. In socio- economic perspectives they are also neglected and dominated by patriarchal social structure. Most guardians think that educating a daughter is a bad and unprofitable financial investment. When male child is born, he is welcomed to the world by the ajan or an offering of thanks to Almighty in the form of a Muslim prayer call. Daughters are not so joyously welcomed in to the world. In fact, they are viewed more as a liability than blessings. When they grow up, daughters perceive the preferential treatment given to their brother, fathers, and other male members of the family, but are instructed that getting less of everything. In a word from family to national level they are facing severe problems. But the harmonious and equitable development of a country is not, therefore, possible leaving a large section of society from development mainstream.

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In this backdrop, Grameen Bank along with government organization has been working as development partner of Bangladesh government to improve the women’s position in society. Grameen Bank is working with the poor in view that they cannot have access to credit from formal commercial bank, at the same time; the interest rate of commercial bank is much beyond their capacities. One of the easiest sides of microcredit is that it is provided without any collateral that is supposed to be much more convenient for the clients. Thus people having no access to formal schedule bank opt for microcredit programs in order to get rid of poverty. The study populations duration of involvement with Grameen Bank microcredit program is one to six years and they get 15000 to 75000 taka as loan to invest the received amount in a beneficial sector with a view to upholding the socio-economic status of women. The amount of loan is not too less to earn profit from investment sector. To operate rural handicraft as well as small enterprises the amount of money is appreciable. In this regard the microcredit program status of women beneficiaries of Grameen Bank is satisfactory. Grameen Bank’s economic development programs include microcredit, and at present it is prominent among the biggest NGOs in Bangladesh in terms of microcredit activities. It provides collateral free credit using a solidarity lending methodology as well as obligatory savings schemes through its village organizations. Grameen Bank identifies such people suffering from extreme poverty as the ultra poor and has designed a program customized for this group that combines subsidy with enterprise development training, health care, social development and assets transfer, eventually pulling the ultra poor into it, mainstream micro finance program. Grameen Bank emphasizes on Grameen development through women beneficiaries in specific sectors of poultry and livestock, fisheries, social forestry, agriculture and pisceculture. Usually, women beneficiaries support their family members or husbands to enhance the economic solvency of their families utilizing the credit in different profitable sectors. In terms of Grameen economy the above mentioned sectors are very important to improve the socio-economic conditions of women in family and society. This trend also changes their position and image in society. Development training along with the Grameen Bank microcredit program makes them aware about the health and sanitation. They have changed the home quality with standard materials after the involvement with Grameen Bank. They now collect the drinking water from their own tube well instead of using river water or collecting drinking water from other’s tube well. Sanitary latrine is the dramatic outcome of Grameen Bank microcredit program where, before involvement most of the rural poor women used kacha or half sanitary latrine made up of bamboo and slap, after involvement they are used to associate with using sanitary latrine. Grameen Bank development training program inspires and motivates them to establish and use sanitary toilet and drink tube well water keeping good health. Microcredit programs of Grameen Bank also bring a radical change in annual income of the client’s family. In spite of having some problems, microcredit program of Grameen Bank is fruitful to improve the livelihood status of women beneficiaries in Bangladesh VIII. Limitations of the Study To conduct and complete the study we have faced a number of limitations. Such as  As a young researcher, it creates difficulties to conduct a research work due to lack of skill, knowledge, and experience. This was happened for personal lacking, time limitations and some other relevant causes.  We have faced greater problems due to shortage of necessary and relevant books, journals and written documents in various libraries and educational institutions regarding the study.  Microcredit and livelihood status are very personal and sensitive issues, so the respondents were sometimes unwilling to provide necessary information. As a result, it was very much difficult to explore the real situation.  The respondents did not want to answer the whole questions, because they were busy in their personal and house hold activities.  There were many dimensions cited by different authors. But in this study only three dimensions have been used for measuring change in livelihood status of women beneficiaries of Grameen Bank.  There were many women in the study areas, but only the women involved in Grameen Bank were selected. So, sample size would have been a significant limitation of this study. IX. Concluding Remarks with Proposed Strategies More than three-fourth (around 50 percent) portion of the respondents belonged to very low to low change categories of change in livelihood status which is not expected situation at all. Formulation of gender specific and pragmatic program related with income generating activities viz, post-harvest activities, cow fattening and milking, goat farming, backyard poultry rearing, pisciculture, agriculture, horticulture, food processing, cane and bamboo works, silk reeling, handloom, garment making, fishnet making, coir production, and handicrafts etc. which have enough potentiality to increase their socio-economic conditions leading towards improving livelihood status was necessary. Credit availability had positive correlation with change in livelihood status. Credit is the most important assets to mobilize in income generating activities which ultimately increase livelihood status. Although there are some ungratified debate about the objectives of microcredit programs

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operated by different types of NGOs, the poorest section especially the rural poor women in Bangladesh are gradually improving their life status through various income generating activities of Grameen Bank. In view of the present findings and discussion the following recommendations are important for making microcredit programs more effective to uplift the socio-economic status of women beneficiaries and to promote development process of the country:  Various agricultural and non-agricultural training activities along with credit facilities should be offered to the rural poor to improve and utilize their skills and efficiency.  Providing loan is an important input which supports other inputs for higher production and raising income of the samity members. It is, therefore, recommended to supply sufficient amount of credit to the Samity members at low interest rate and with simple terms and condition.  Adequate credit must be provided timely, especially for fisheries and poultry rearing group in the rural area.  Grameen Bank should review its poverty reduction program more critically and take necessary steps for socio-economic upliftment of the rural working occupations folk.  Credit disbursement procedures of Grameen Bank should be systematic, easy and simple by the concerned agencies so that women could be encouraged and interested to get and utilize the loan properly.  Views and opinions of the extension workers, other officials, NGOs and village leaders regarding the means for improvement of the conditions of the rural poor women may be helpful. Research should be undertaken to ascertain their views and opinions for realizing women empowerments as well as socioeconomic development goals. References [1] [2] [3] [4] [5]

[6] [7]

[8]

[9] [10] [11]

Aminuzzaman, S.M. (2011).Essentials of Social Research. Osder Publications, Dhaka: Bangladesh.pp-52. Begum, S., Ahmed, F. and Rahman, M.H. (1998). The Impact of RDRS Programme on Income and Women’s Status, The Journal of Rural Development, Vol: 28 No: 1, pp107-118. Chambers and Conway, G. (1988). Sustainable Rural Livelihoods: Practical Concepts for the 21st Century, IDS Discussion Paper 296, Brighton: IDS Gupta, S.P., and Gupta,M.P.(2006). Business Statistics. Sultan Chand and Sons ‘Publishing Company, New Delhi, India.pp 198237. Karim, L. (2008). Demystifying Micro-Credit: The Grameen Bank, NGOs, and Neo- liberalism in Bangladesh. Journal of Cultural Dynamics Vol: 20 No: 1. Sage Publications: Los Angeles, London, New Delhi and Singapore. [Online], available at http://www.B/d-Web.Com/dbimages/212040-0-article on Micro-Credit.pdf. Marilie, K.(1995). Women and Empowerment: Participation, and Decision Making. London and New Jersey: Zed Books limited. Rokonuzzaman, M. (2004). Impact of Meghna-Dhonagoda Irrigation Project in Improving the Socio-economic Conditions of Farmers, An unpublished MS thesis submitted to the Department of Agricultural Extension Education, Bangladesh agricultural university, Mymensingh, Bangladesh. Sultana, S., Hasan,S.( 2010). Impact of Micro-Credit on Economic Empowerment of Rural Women. Journal of the Agriculturalists, a scientific journal of krishi foundation. Vol:8 No-2 .[online] available at http://www.banglajol.info/index.php/AGRIC. Article.view.7576/5715. Sultana, T. (1998). Impact of Development Programme on Economic and Social Status of Rural Women: A Study of CVDP in a Selected Area of Comilla District, An Unpublished M.S.(Ag. Ext. Ed.) Thesis, Department of Agricultural Extension Education. BangladeshAgricultural University. Mymensingh. Yunus,M.(1991). Grameen Bank Experiences and Reflections, Paper presented at the consultation on the economic advancement of rural women in Asia and the Pacific, Kualalampur, September (15-21).

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Employee Engagement through Leadership Dr. A.Narasima Venkatesh Senior Assistant Professor Department of Human Resources R.V. Institute of Management Bangalore -41, Karnataka, INDIA. Abstract: In a world that is shifting both in terms of the global environment of work and the workforce diversity, engaged employees may be a key to competitive advantage. Today, in competitive world, most of leaders really require employing people who can connect to their jobs both mentally and emotionally and are eager to apply discretionary effort to achieve organizational goals. This particular form of connection between employees and the company they work for revolves around the concept of ‘Employee Engagement’ which involves connecting both mind and heart in performing their work. In order to create a work environment where employees are actively engaged, the role of senior management and line management plays a vital role in driving employees’ to a great extent. Further, it will be more challenging for leaders leading in larger organization to make employees realize that alignment of individual contributions towards attaining overall organizational goals and objectives. It becomes even more difficult for the leaders to provide appropriate enrichment opportunities to fulfill both personal and professional needs which are flexible and relevant to cater the employees with differences in their ages and are at different career stages. Since line managers are serving as the link between the organization and the employee, their impact on employee engagement is high. They should exercise great care in the selection process and the aspects of job design in order to complement individual skills to jobs. Keywords: Employee Engagement, Leaders, Senior Management, Line Management. I. Introduction In today’s corporate milieu, human capital is generally recognized as significant for future success. In the current scenario of growing global competition and sluggish growth prospects, increasing employee engagement is perceived as a key tactic for success in order to maximize the value of that capital. Numerous HR consulting firms’ studies reveal that there exists a relationship between high levels of engagement and high levels of financial performance. Realizing overall employee engagement is observed by a lot of human capital professionals as the “holy grail.” Leaders and senior managers now tend to realise that engaged employees can make a very strong positive impact on the success of their business, and encompassing useful techniques that will help them to build employee engagement at all levels. II. Definition of Employee Engagement According to the definition of Corporate Executive Board (2004), employee engagement is “The extent to which employees commit to something or someone in the organization, and how long they stay as a result of that commitment.” III. Human Capital– A Competitive Advantage The Brookings Institute (2003) conducted a study to understand the primary source of market value in today’s organizations and how it has evolved over time. In 1982, tangible assets like machinery, products etc accounted for 62 percent of an organization’s market value and intangible assets like intellectual property, quality of the workforce accounted for 38 percent. By 2002, the study pointed out that approximately 80 percent of market value comes from source of the intangible assets and remaining 20 percent from tangible assets. It is evident that tangible assets can be replicated but not the intangible assets and as such employee engagement is significant to add value to the intangible assets. IV. Importance of Employee Engagement “Engaged” is termed as being concerned or being dedicated to something. When employees discover particular meaning and motivation in the job they perform, when they receive constructive feedback and interpersonal support often they tend to feel engaged in the work environment. Furthermore, an engaged employee will have

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the innate desire to contribute to realize organization goals than personal goals. Nevertheless, building an engaged workforce continues to be a great challenge for many organizations. It entails effective leadership, supervisory skills and additional organizational factors to facilitate employees recognize their full potential and value. V. Employee Engagement through Leadership Leadership plays a crucial role in influencing employee engagement. Clarity in goals and direction provided by the leaders are acknowledged as factors which can influence an engagement level of employees. When there is clarity in the given goals and objectives and unambiguous direction is provided as to how to achieve the assigned task then it will lead to better performance of employees. As a consequence, employees may well be motivated to give superior performance with utmost commitment. On the other hand, leaders should facilitate employees to accept personal accountability for their assigned goals and help them to achieve those goals in a better manner. VI. Driving Engagement from Top Management Leaders or top management should always demonstrate keen interest in sustaining high level of engagement not only for employees but also for their own engagement level. Furthermore, engagement is not an HR initiative but more of a business imperative though HR should play a key role in driving engagement levels to higher levels. As per research study conducted by CIPD in the year January 2010 it was found that only one in four senior leaders and only one in six frontline leaders are actively engaged. It is unbelievable to see actively engaged employees without actively engaged leaders. Senior leader should create ample opportunities to their employees for upward feedback which increases engagement levels of employees through greater participation. Similarly, senior management should communicate their vision and practice effective and fair management style and make the employees feel that they are listened to. Table 1: Employee Engagement By Senior Leader Trustworthiness YES (%)

Trustworthy- Senior Leaders Benevolence Competence Integrity

NO (%)

86 79

17 26

Margin of error is +/- 1. ®

Source: The Many Contexts of Employee Engagement - A 2012/2013 Kenexa Worktrends™ Report

VII. Engagement as a Long Term Initiative Employee engagement is basically a long term initiative. Though it appears to be simple in concept, as a matter of fact it is difficult to execute. As such, it is a continuous process and will never be able to tell that engagement of employees is achieved or finished but can only be improved. To build high levels of employee engagement leaders constantly need to take suitable steps or else it can fade unexpectedly rapidly. As such leaders need to develop long term engagement measures to recognize considerable enhancement in organizational performance. Top management need to take appropriate measures to identify various elements of employee engagement in their organizations and then to formulate action steps to improve levels of engagement in a consistent manner keeping in mind the long term goals of organization. Table 2: Engagement Across Job Levels Actively Engaged (%) Actively DisEngaged (%) Job Level 53 4 Senior Executives 25 10 Directors/Managers 18 15 Supervisors/Foremen 16 18 Specialists/Professionals 14 20 Non-management Salaried 12 25 Non-management Hourly Source: Towers Perrin (2003). The 2003 Towers Perrin Talent Report: Working Today: Understanding What Drives Employee Engagement. Research Report. Stamford, Conn.

VIII. Significance of Line Management in Engagement Buckingham and Coffman (1999) stated that individual employee’s engagement is determined by the relationship that an individual has with his/her manager. According to the author Reichheld (2001) “outstanding loyalty (engagement) is the direct result of the words and deeds – the decisions and practices – of committed

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managers”. ”Engagement level of employees is directly connected to the relationship maintained between management and employees. Adopting a good measurement to evaluate employees’ perception of line and senior management would be a good indicator of their relationship. Line management should practice transparency in communication, fair treatment, due respect to employees and they should be willing to listen to their employees’ suggestions and ideas. Goals and objectives need to be clearly communicated by line management with the intention that employees be able to concentrate more on their effort and engagement on exact tasks in hand. These objectives can comprise assisting employees to visualise their role-fit and its contribution to the larger picture of the organisational goals. There should be a clear linkage between the effort, engagement and reward with the provision of positive influence and reinforcement. Further, they should provide adequate opportunities for training, development and promotion since it will lead employees to offer their extra ordinary effort wholeheartedly. Table 3: Employee Engagement By Direct Manager Effectiveness YES (%) Effective Direct Manager 73 Task Management 69 People Management 70

NO (%) 24 28 28

Margin of error is +/- 1. ®

Source: The Many Contexts of Employee Engagement - A 2012/2013 Kenexa Worktrends™ Report

IX. Engagement and Person - Job Fit Top management should try to create jobs and culture in a manner that it matches employees’ abilities and skills so that most of the employees feel engaged. If in case, employees’ jobs and the culture of the organization harmonize with their abilities and skills and in turn their motivation and values people are expected to be more engaged. Further, whilst hiring or promoting any employee not only the ability and skill match should be considered but also their motivation and value match be taken into consideration as it plays a crucial role in engaging employees in their job performance. The critical challenge for senior management is to build an environment where individual employee realize and commit to organization’s overall strategy goals and objectives. Therefore person-job fit should be taken care of during the initial recruitment process in order to align individual employee goals and objectives towards overall organizational strategies and goals. X. Captivating Employees’ Heart When employees care well-being of the organization they work for from inside their heart then they are termed to be actively engaged. These actively engaged employees show their care because they are being made felt that someone is caring for their well-being in the organization. Therefore, it becomes imperative that senior management and line management should always make consistent efforts to get to know their team members not only as employees but as people. They should spend considerable amount of time both in formal and informal manner to understand their family background, ambitions and interested areas. When employees sense that the organization understands and recognizes them as “whole person”, immediately it drives a strong positive message to employees that the organization appreciates that their life outside their work too. XI. Meaningful Assignment and Engagement Employee engagement is related to the degree to which employees find meaning in their given job assignments. Employees should be made to believe that their work is important and they can make a difference towards contributing to the organization. Conscious efforts to be made by the management to make employees feel positive perceptions towards their assigned work and the overall work environment and they should constantly communicate their organizations vision and future objectives. If employees are made to realize that their jobs are aligned to the overall contribution of the organization they are more likely to be engaged. The top management should initiate necessary steps to make their employees be familiar with the impact of their work on other people or society in general so that their contribution towards their jobs is perceived to be more meaningful. Managers should design meaningful jobs enabling employees to experience positive feeling in doing their assigned work. Utmost care should be taken while designing jobs so that it should match according to their qualifications and skills as it will definitely increase employee engagement levels. XII. Conclusion In any organization, successful leadership is crucial to develop and maintain employee engagement. Leaders should drive engagement from senior level management to line management and it is noteworthy that no one instills engagement level of employees’ than their immediate leader. Business leaders need to know not only critical information’s related to areas like finance, productivity, sales but equally important is to know engagement level of employees. Eventually leaders should develop robust measurement and analysis system to

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gauge different levels of employee engagement thereby identifying key drivers of engagement and formulating appropriate strategies to enhance the same. Great care should be taken during recruitment process to identify motivation and job fit so that right kind of people can be selected who is able to and wanted to perform meaningful tasks. The state of actively engaged employees is vital to any organization to sustain and accelerate business performance through its competitive advantage called employee engagement. Consequently, to ensure employees are actively engaged, leaders should identify those critical factors that motivates employees’ involvement and commitment to achieve overall organizational objectives. References [1] [2] [3] [4]

Employee Engagement: Is It Really “The Holy Grail” of HR? Robert A. Cooke, Ph.D.,White Paper, humansynergistics.com. Corporate Executive Board.Driving performance and retention through employee engagement (2004). Washington, DC. Creating an Engaged Workforce, Research Report, January 2010, CIPD. Reichheld, F. (2001). “Lead for Loyalty.” Harvard Business Review. July-Aug. pp. 76-84.

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Islam in post-disintegrated Central Asia: Realistic Approach Riyaz Ahamd Sheikh Research Scholar, Centre of Central Asian Studies, University of Kashmir, 190006, Srinagar, 190006, J&K, INDIA. Abstract: From times of immemorial Central Asia was subjugation of foreign rule. Islam preserved its identity, despite of foreign rule. It is imperative to identify and analyze the different dimension of Islam in the central Asian after the dissolution of seven decades communist regime. The paper investigates the revivalism and radicalism of Islam in newly installed central Asia Republics. The approach followed by the Republics to satisfy the demand of Muslim population is also imperative to analyze. The movements like Islamic Movement of Uzbekistan, Hizb-ul-Tahrir were the sole threats to established governments. The approach followed by the respective governments was more or less same as Soviet approach. Keywords: Central Asia, Islam Hizb ut-Tahrir, Radicalism, Revivalism I. Introduction The call of Islam reached central Asia during the mid of 7th century, through three distinctive ways, via the Arab armies (led by Qutayba Ibn Muslim), Scholaristic way and traders’ way. The Islamization of the region was accomplished quite rapidly. Within some fifty years, Transoxiana had been politically, culturally and economically incorporated into the Islamic Caliphate. The roots of Islamic faith were strengthened during the Karakhanid and Seljuk empires. Islam developed deeper historical roots in the non-nomadic Tajik and Uzbek populations than among the nomadic Kyrgyz, Turkmen, and Kazakh tribes. 1 Arriving in Central Asia in the mid-seventh century, Islam became the dominant religion in the region by the eighth century. 2 Until the rise of the Soviet Union in the twentieth century Islam continued to be the major force shaping the culture and identity of Central Asian people. The dominant figures are the clergy. Islam in tribal zones on the other hand was imposed and penetrated through the intermediary of Sufi brotherhoods such as the Yasawiyya, which incorporate elements deriving from the shamanistic traditions of Turkic nomads 3. Overall the Islam in Central Asia was quietist4, following the liberal Hanafi Sunni School which is known because of its respect for individual freedoms as in Afghanistan and throughout the Indian subcontinent. Under Soviet rule, Islam throughout Central Asia had been driven underground, but even Soviet totalitarianism could not destroy it entirely. Mosques were closed, destroyed, or turned into something else5. Young Muslims joined the Soviet youth organization rather than going to the mosque. The repression of Islam under Stalin was very severe from 1927 onwards. In 1943 the Spiritual Directorate of Muslims in Central Asia and Kazakhstan (SADUM) was created. Two offensives against Islam were to follow after Stalin’s death. Khrushchev delivered the heaviest blow by forcing the closure of 25 percent of official mosques between 1958 and 1964.The effect was particularly felt in Tajikistan (16 out of 34) and Uzbekistan (23 out of 90). The four official mosques stayed open in Turkmenistan and of the 26 Kazakh and 34 Kyrgyz mosques only one in each republic closed 6 (Anderson). The last offensive was under Gorbachev in 1986, which was largely overshadowed by the general liberalization atmosphere. During the Soviet rule Central Asia was on the edge of the Islamic world, with no contact with the major centres of Islamic civilization. The Israeli-Arab conflicts, the Islamic revolution in Iran, the Palestinian issue and much more had passed them by. When independence came to the former Soviet Republics of Central Asia most Muslims possessed a rudimentary knowledge of Islamic teachings7.

Ahmed Rashid, “The New Struggle in Central Asia: A Primer for the Baffled,” World Policy Journal 17, no.4 (2000/2001): 33. Christian, David. A History of Russia, Central Asia and Mongolia. British: Oxford: Blackwell, 1998. 3 Roy, Olivier. The New Central Asia: The Creation of Nations. New York: New York University, 2000 4 David Lewis, Temptations of Tyranny in Central Asia, (London: Hurst Publishers, 2008), p. 185. 5 Yaacov Ro’i, Islam in the Soviet Union: From the Second World War to Gorbachev, (New York: Columbia University Press, 2000), pp. 1-70. 6 Anderson, John. "“Islam in the Soviet Archives: a Research Note”,." Central Asian Survey 13 ( 1994 ): 46. 7 T. Jeremy Gunn, “Shaping an Islamic Identity”, Sociology of Religion, Vol. 64, No. 3, 2003, p. 390. 1 2

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II. Post independent era After independence many hypotheses regarding the future of the independent region has been put forth. PoliticoEconomic issues remained the sole concern of historians, politicians, economists, and scholars. Religion particularly Islam emerged with a new orientation. After demise of seven decades communist rule in 1991, a threat was realised that radical Islamic movements would engulf these countries. Initially, the various newly installed governments of these Central Asian countries facilitated the building of mosques in order to restore the religion particularly Islam. After dissolution of USSR, Islam emerged with three folded interpretations. One section of the society viewed Islam, as religion of rituals; other section represented Islam as socio-political and socio-Economic set up, and third section who were either supporters of Communist or secular ideologies. This section of society was the rulers. They viewed Islam as private affair. The second group remained more or less conflicted with the third one. While responding to the call of second group (sometimes called Fundamentalists, extremists or like names.) The various governments of these Central Asian countries facilitated the building of mosques to help restore religion, while trying to keep religious activity under state supervision. This course of action was followed in particular in the southern parts of Central Asia, namely Uzbekistan, Tajikistan, and the Fergana Valley 8. This concise historical overview allows us to make three points with regard to Islam in Central Asia after the collapse of Soviet Union. First, although the Islamic teachings and learning were damaged under Soviet rule, the majority of the population’s self-perception as Muslim was still intact. The consciousness of Islamic heritage is one of the determinants of Central Asian identity “even if a particular individual knew almost nothing about religion and observed none of its tenets9”. Therefore Islam is an integral part of the identity of the majority of people in the region. Second, the religious revivalism which emerged in the 1980s, after a period of underground development is not foreign import. According to Roy, “It is the public appearance of a culture and a religious practice that never entirely disappeared10”. Third the political movements. The networks of such movements existed under the Soviet Empire such as Adolat (Justice), Tawba (Repentance), and Islam Lashkalari (Warriors of Islam) and re-emerged on the surface with the political reforms of the 1980s.11 As one young man quoted regarding the revival of Islam, “All we have got (from the post-soviet secular order) is poverty, unemployment, strife and immorality all around. People need to be brought up properly. If we had Islamic laws here, we would have peace and order”12 Islamic movements in post-soviet central Asia could be categorized into two main groups according to their way of operation. Islamic revivalist groups can be defined as social movements based on their principles, organization and goals towards understanding of Islam as political reality. Radical Islamist groups aimed are to bring about a radical change in social, political and economic aspects of the region. While radical movements refuse to work within the established state institutions, not all of them favour violent methods to achieve their goals. The main centres of Islamic revivalism and radical Islamic movements in Central Asia has been the Fergana Valley, a fertile and densely populated region with deeply religious residents. Uzbekistan remained the main centre of radical cum revival movements. Since independence Central Asia’s former Soviet elite’s have clung to power ruthlessly. Many leaders used the outbreak of the Tajik civil war in 1992 to justify the outlawing of all forms of political opposition. Islam Karimov, President of Uzbekistan epitomized this trend. Beginning in 1992, Karimov clamped down upon all forms of opposition. He has reserved all his ferocity for the Islamist opposition and all Muslims ‘….who practice their religion beyond the tight restrictions imposed by the government…’ Since the bombing in Tashkent in 1997, the Uzbek regime has failed decisively answer the Islamists intellectually or politically, the regime has used mass arrests and torture in order to silence its critics. All the Central Asian regimes have reverted to the policies that the Soviet Union adopted in dealing with Islam. Each regime has sponsored a particular version of Islam which the state approves of and is non-threatening to the status quo. III. Hizb ut-Tahrir al Islamiyya and Islamic Movement of Uzbekistan The Hizb ut-Tahrir, set up by a Palestinian Islamic scholar and political activist, Taqiuddin an-Nabhani, in 1952, was a marginal group in most Muslim countries. Hizb ut-Tahrir combined many aspects of socialist party organization with a commitment to the creation of an Islamic state and the restoration of the original Islamic caliphate. Hizb ut-Tahrir sought to overthrow of all Muslim regimes, since they had failed to implement Islamic norms, and the unification of all Islamic countries in a recreation of the Caliphate, which was abolished in 1924 8

Svante E. Cornell and R. A. Spector, "Central Asia: More than Islamic Extremists," The Washington Quarterly, Vol. 25, No. 1, winter 2002, Washington, D.C., pp. 193-206. 9 Martha Brill Olcott, “Islam and Fundamentalism in Independent Central Asia” in Yaacov Ro’i (Ed.), Muslim Eurasia: Conflicting Legacies, (Portlan: F. Cass, 1995), p. 21. 10 Olivier Roy. The New Central Asia: The Creation of Nations, p. 144. 11 Vitally N. Naumkin, Radical Islam in Central Asia: Between Pen and Rifle, (New York: Rowman Publishers, 2005), p. 61. 12 Fred Weir,” Islamic Gambit in Central Asia,” Christian Science Monitor” (19 July 2006).P.45

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in Turkey by Mustafa Kamal Ataturk. Tactically, Hizb ut-Tahrir differentiated itself from other radical organizations; it did not join coalitions with other groups. The group officially rejects violence as a method and disregards military struggle for re-establishing the Caliphate.13. In 1996 and 1997, the Islamic party in Tajikistan choose nationalism over an international Islamic radicalism. In Tajikistan's civil war, Islam was used for mobilization and legitimization. These groups were mobilized, they used Islam, and made certain Islamic demands such as making Muslim holidays into public holidays but it would be quite misleading to call it a religious conflict. The mullahs belonging to the regional groupings of northern Tajikistan and the other group, the Kolabis, who were in power and supplied the troops, did not support the Islamic Party because it was Islamic. In Uzbekistan, an intense Islamic revival took place in Farghana Valley, a centre of resistance to Soviet rule in the 1920s and 1930s. During the transition to independence in 1991-1992, crime rose and security became an issue. Young men affiliated with unofficial mosques in the city of Andijan stepped into the vacuum to restore law and order. Eventually they developed into a movement called "Adl" (justice) and asked for Shariah laws. The government suppressed them. Several hundred ran away and joined the Islamic fighters in Tajikistan and eventually fought in Afghanistan, where they formed the Islamic Movement of Uzbekistan (IMU). But things were relatively quiet in Farghana. Countering the Islamist threat has driven the government agenda of newly independent Central Asian republics since 1999 and the central focus of the government’s response has been to suppression. The campaign against Islamic radicals is broadened to general curtailment of all religious activity that is not controlled by the central authority. On the other hand, enjoying their independence Central Asian leaders have demonstrated strong reluctance to becoming overly dependent on regional powers such as Russia and China, and regional security alliance such as the Commonwealth of Independent States (CIS) and the Shanghai Cooperation Organization (SCO) on their struggle with radical Islam. In addition unresolved disputes over borders, trade and natural resources such as water and gas hinder cooperation among the central Asian states themselves. What then, are the prospects for radical Islam in Central Asia? First, while some might argue that in the post 9/11 era Islamic militancy in Central Asia is in demise, the trajectory of groups like the HT and the IMU (Islamic Movement of Uzbekistan) has laid the foundation for a trend that will likely persist. Especially given the fact that dissatisfaction with and opposition to authoritarian regimes and corrupt ruling are growing. Second, external factors such as “war on terror” in Afghanistan and regional instability have been and will continue to be substantial for the dynamics of Islamist mobilization in Central Asia. Finally it is clear that central authorities in the region are convinced that the iron fist is the best way to protect the stability and security of their country. This repression and consequential exclusion of Islamic groups from legitimate governmental procedures will continue to cause them to seek out different ways to express their grievances. IV. Conclusion In summation Central Asia republics have emerged with stability and prosperity after 9/11 episode. These Republics are presenting themselves domestically as well as internationally as front-line states in American-led war against terrorism. the Islamic radical movements and Islamic revivalist movements in the post-soviet Central Asia, were having two separate aims and objectives. The difference is only because of their approaches. Former wanted the abrupt change while later followed the moderate policy. By hook and crook the Republics ensure peace in their respective countries. The countries quickly get rid from civil wars and ensure intra and inter stability. References [1] [2] [3] [4] [5] [6]

Christian, David. A History of Russia, Central Asia and Mongolia. British: Oxford: Blackwell, 1998. Spector, Svante E. Cornell and R. A. "Central Asia: More than Islamic Extremists," , Vol. 25, No. 1, ." The Washington Quarterly 25.1 (Winter 2002): 193-206. Roy, Olivier. The New Central Asia: The Creation of Nations. New York: New York University, 2000 Jeremy Gunn, “Shaping an Islamic Identity”, Sociology of Religion, Vol. 64, No. 3, 2003 Fred Weir,” Islamic Gambit in Central Asia,” Christian Science Monitor” (19 July 2006). Hizb ut-Tahrir in Britain, ‘’The Method to Re-establish Khilafah and Resume Islamic Way of Life”, (London: Al-Khilafah Publications, 2000). Martha Brill Olcott, “Islam and Fundamentalism in Independent Central Asia” in Yaacov Ro’i (Ed.), Muslim Eurasia: Conflicting Legacies, (Portlan: F. Cass, 1995), p. 21.

For more Hizb ut-Tahrir in Britain, ‘’The Method to Re-establish Khilafah and Resume Islamic Way of Life”, (London: Al-Khilafah Publications, 2000). 13

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FUTURE PROSPECTS OF KERALA STATE ROAD TRANSPORT CORPORATION Mridula N.C1, Srikanth V.S2, Dr.A S Ambily3 Research Scholars, Amrita Vishwa Vidyapeetham, Amrita School of Arts and Sciences, Kochi, India 3 Assistant Professor (SG) Amrita Vishwa Vidyapeetham, Amrita School of Arts and Sciences, Kochi, India 1,2

Abstract: Nothing is more important to civilization than a well organized transport system. The role that it plays in the sustained nothing development of a region is cardinal. It forms the backbone of economic development of any region because, for any economic activity both passenger and goods ‘mobility’ is essential. Kerala State Road Transport Corporation has been serving the general public of Kerala for more than seven decades. It plays a crucial role in strengthening the public transport system in Kerala. But today the corporation is facing a big crisis. Mismanagement, hike in fuel price can be called as reasons for this crisis. Its present state of affairs is pitiable. Fact is, we cannot ignore such a sector which caters to the mobility needs of millions of people of Kerala. Through this study, an attempt is made to understand the major problems faced by the corporation and to analyze what all measures can be taken to revamp the present image. Keywords: Financial crisis, KSRTC, Liability, Revamping I. INTRODUCTION With the increase in population and subsequent developments, the transport demand in our Kerala has also been increased exponentially. This headed the involvement of both State owned and private participants in bringing up transport facilities in our state. The journey of Kerala State Road Transport Corporation began from the year 1938.Travancore State Transport Department was constituted by Travancore King, Shri Padmanabhadasa Sree Chitira Thirunal Balarama Varma. This initiative was to reorganize the State’s transport system and to ensure an effective passenger mobility system. In 1965, Government of Kerala formulated Kerala State Road Transport Corporation Rules and the Transport Department was converted into an autonomous corporation on 1 st April 1965.Following this Kerala State Road Transport Corporation was established by Government of Kerala in March 1965.The major objective of the corporation is to provide effective and safe commuter friendly solutions to the travelling public who use the services of KSRTC. This study mainly focuses on the problems that are faced by the Corporation and to understand its future prospects. II. OBJECTIVES OF THE STUDY  The primary objective of the study is to identify the major problems faced by the corporation.  To understand the efficiency of KSRTC in serving the general public.  To suggest remedial measures. III. RESEARCH METHODOLOGY This study uses both primary and secondary data. The employees (both permanent and temporary) have been interviewed to get necessary information. Major depot and sub depots in Ernakulum District have been visited to analyze the actual working environment. Researcher conducted both personal and telephonic interviews with some of the pensioners of KSRTC.The secondary data included in the research includes published information from magazines, other journals newspapers and websites. IV. STATEMENT OF THE PROBLEM In a state like Kerala, passenger transport assumes greater importance.KSRTC have been serving the passenger mobility needs of general public of Kerala for so many years. They played undoubtfully an incredible role in improving the public transport system of Kerala. Services of KSRTC have been extended to the remote areas of the State too. But still a big crisis is been faced by KSRTC.The quality and quantity of the services is not keeping pace with the rising demand. Here the study intends to find answers to the following problems:  How important is the services provided by KSRTC in improving the transportation facilities of Kerala?  How efficient is their services?  What are the problems that hinder KSRTC in providing services to the public in an efficient manner?

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V. IMPORTANCE OF THE STUDY Passenger mobility is essential for every economy to become developed. This resulted in the emergence of State owned transport corporations. They were created with a view to ensure an effective transport system thereby supporting the social and economic development of the country. Kerala State Road Transport Corporation serves the same objective. Though serving the majority of Kerala’s general public, KSRTC fails to generate adequate financial resources. It resulted in operational inefficiencies and protracted expansion. Therefore there is a need to understand the areas of weaknesses and improve the efficiency. Then only it can cope up with the rising passenger transport demand and generate adequate revenue. VI. ANALYSIS AND INTERPRETATION Today discussions and debates are going as whether to close down or revamp KSRTC.The major question is: What will Kerala Government do to make this sector a meaningful one? Considering the financial crisis faced, Government of Kerala has come up with a revival package in order to prevent KSRTC from shutting down. The major problems that are to be addressed first are repayment of loans raised from various financial institutions by the corporation and huge pension liability. According to the reports, salaries of about 46000 permanent and temporary employees are delayed and outstanding. Most of them were given after more than a week. The present number of pensioners of the corporation is around 37000.Pension of these 37000 retirees are still in arrears. The mismanagement and inability to generate decent returns are the major reasons for this. Table No 6.1 Sl.No

1 2 3 4 5 6 7 8 9 10 11

Item

Schedule Buses AverageDaily Collection(lakhs) Average Scheduled Kms Average Earnings/Km District office Sub District Office Central Workshop Regional Workshop Staff Training Centers Ordinary Service Fare Rate/Km (in paise)

2008

4375 4959 281 1498956 21.75 28 41 1 4 1 55 (minimum)

2012

2013

2014

5744 6213 445 1916279 27.81 28 47 1 4 3 58 (minimum)

5620 6215 473 1965125 30.23 28 45 1 4 3 58 (minimum)

5988 5902 529 1994006 33.76 28 45 1 4 3 64 (minimum)

The table no.6.1 shows the financial figures of KSRTC for the years 2008,2012,2013,2014. The table shows that presently, the Corporation has about 5988 schedules, and around 1994006 kilometers per day. The average daily collection amounts to Rs.529 lakhs. Number of buses has reduced from 6215 to 5902 in the year of 2014.The average earnings per bus (EBP) as on December 2014 amounts to Rs.11029.73.The average monthly receipts of KSRTC amounts to 170 crore and the expenditure is about 270 crore. The Corporation has to pay 66.56 crore as salary and wages.42.71 crore has to be paid as pension. Besides there is also cash outflow in terms of pension benefit fund, diesel and lubes etc. The Corporation is under great pressure to fill the Revenue-Expenditure gap which remains above 100 crore mark. The major problems that are faced by KSRTC today is the payment of pensions and repayment of dues owed to KTDFC, HUDCO, and LIC etc. As per the reports, KSRTC has an outstanding loan that amounts to 1300 crore which is raised from the above institutions. Around 665 crores are owed to Government. The monthly repayment on account of these liabilities amounts 50.18 crores to KTDFC and 3.18 crore to HUDCO. As a part of the revival package KSRTC has negotiated with LIC for swapping 14.5% KTDFC loan.LIC has also agreed to take over the loan @10% interest. This move will cheer the Corporation to some extend thereby enabling to reduce the monthly repayment of loan to 15 crores. Recently KSRTC was in the news because of failure to make pension payments. The fact is they ran out of cash to make payment. The transport department of Kerala points out that this crisis is mainly due to the introduction of pension scheme at par with Government to employees of KSRTC in the year 1984.It also underlines that the huge borrowings is made by the Corporation to meet this non-operating expenditure. In the financial crisis revival package issued by the transport department, they stresses on the formation of a ‘KSRTC Employees Pension Fund Trust’ to tackle the issue. They also emphasizes that the responsibility of pension fund management of KSRTC is to be entrusted with SBI Life or LIC or jointly by both because of their competence and expertise in the area. Increase in fuel price, unhealthy competition from private bus operators, non-availability of workers, trip cancellation by the workers, non-utilization of the available capacity are the other problems which reduces the fitness of KSRTC. Transport Ministry has recently announced to ensure 1900 new buses in to service besides

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retiring an equal number of vehicles. A complete rescheduling of routes will be done to accelerate the nonoperating income. There is also a complaint that proper maintenance of buses is not done. This creates dissatisfaction among the commuters and makes them reluctant to avail the services. More technological advancements are yet to happen in the sector. Not long ago, some Government buses labeled KURTC is operating in and around the cities creating a room for confusion among the general public. People may misconceive that the change in name is because of the tough war between Kerala and Karnataka over the name “KSRTC”. But no. The buses that were bought with the financial assistance from Jawaharlal Nehru National Urban Renewal Mission (JNNURM) operated by KSRTC is named as KURTC (Kerala Urban Road Transport Corporation).This is considered to be a subsidiary of KSRTC. VII. FINDINGS, SUGGESTIONS AND CONCLUSIONS At present KSRTC have 5988 schedules and 5921 buses. The average earnings per kilometer works out to round about 35.22 crores and average earnings per bus works out to Rs.11509.Eventhough the State Government has reserved more than 30 routes exclusively for KSRTC, it is still running on losses. Government expects to make good of these losses by a revival package that is put forward by the transport department. The pension burden can be reduced to an extend by the creation of a separate ‘KSRTC Employees Pension Fund Trust’ and entrusting the responsibility of pension fund management to LIC or SBI. Negotiating the loan terms will also enable the Corporation to lessen the loan liability to 15 crores. The computerization process is still backward and lagging in the sector. Therefore a greater amount of Technological intervention is needed. Now KSRTC is providing free travel to pensioners. Recently it has reported that students up to 12 th Standard will be allowed to travel free in KSRTC buses. The daily income from student passes works out to 4 lakhs. This scheme of free travel will reduce the monthly income by more than 1 crore. Ticket ceases to provide insurance coverage to its commuters is also yet to be implemented. Building market share by adding new services is good. But we should also consider how worthy it is. It often costs more than the extra revenue that is currently earned by the Corporation provided by the fact that 37000 pensioners are yet to be paid. Worthless policies are to be ignored because a pleasant life is yet to bloom for the Corporation. Policies that should energize and multiply revenue should be exercised. Government’s policy to put more buses is with the expectation of earning more revenue. But it works only when the public avail the services of these extra added buses. Quality of services is also a factor which assumes greater importance. Because every individual wants to get value for a single penny he pays. No policy can alter this fact. So the revival package put forth by the department should not remain in papers. It has to be implemented. Otherwise a huge institution that serves the mobility needs of Kerala will become a history just like Kingfisher Airlines. REFERENCES [1] [2] [3] [4]

Peter White, ’’Public Transport, Its Planning, Management’’ and Operations,2009,5 th Edition S.Anil Radhakrishnan,”Fall in fuel price, fare hike have not aided KSRTC”, The Hindu,(9-2-2015) “KSRTC fails to pay salaries”, Malayala Manorama, (2-2-2015) Apletters.blogspot.in, ”Need for state owned public conveyance systems”, Anil Prasad, September 7,2010

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Corporatisation of Major Ports in India- the game changer Dr. M.Bina Celine Dorathy Associate Professor, AMET Business School, AMET University, 135, ECR, Chennai, Tamilnadu, INDIA. Abstract: Ports in India can be broadly classified into major and non major ports (minor). The major ports are governed by the Central Government and the minor ports are under the jurisdiction of the respective State Governments or Maritime Boards. The minor ports have been developed mostly on PPP models and therefore they are more vibrant. Of late the performance of major ports has taken a backseat due to intense competition from minor ports and the government is seriously considering the option of corporatisation in order to strengthen them. Corporatisation has been on the government agenda for almost a decade but could not be achieved due to opposition from interest groups. Under such circumstances this article discusses if it is a suitable option for India. Key Words: Corporatisation, Port efficiency, Public limited companies

I. Introduction Ports play an important role in the economic development of a country. The efficiency of ports determines the foreign trade prospects of a country. In India there are about 13 major ports and 176 non major ports [1]. After liberalisation India’s burgeoning foreign trade has put lot of pressure on ports. To cope with this several ports have gone for expansion plans. Privatisation and FDI was allowed into the port segment. The Indian government has allowed FDI up to 100% for construction and maintenance of ports. In addition, the government provides a 10-year tax holiday for companies that undertake port projects [2]. So far, there are 34 projects on Public Private Partnership (PPP) mode in operation in major ports with an investment of Rs.11,524.42 crore [3]. Despite the port promotion measures, Indian ports, particularly major ports are severely lacking in terms of efficiency when compared to international standards. The factors that have led to inefficiency of the sector are:  Most major ports were originally designed to handle specific categories of cargo, which have declined in time while other types of cargoes gained importance. The ports have not been able to adjust to the categories of cargo which grew the most. There are, thus, several berths for traditional cargo, which are underutilised, and only a few for new cargo, which are over-utilised.  Over staffing at Indian ports remains rampant and productivity indicators in respect of cargo and equipment handling continue to be poor.  Documentary procedures relating to cargo handling such as customs clearance requirements are unduly complicated and time consuming.  Port access facilities and arrangements for moving inbound and outbound cargo are inadequate and unsatisfactory.  Average draughts available at major ports are much below the international standards and therefore they are not able to handle bigger size vessels.  Inter-port and intra-port competition, which has been conducive to productivity increases in other countries is absent in India due to poor inland connectivity and a policy regime that has protected domestic ports against competitive pressures. The impact of these shortcomings has been severe on the Indian economy. Many large liner ships are not willing to call on Indian ports as they cannot afford to accept the long waiting time. Indian container cargo is transshipped in Colombo, Dubai or Singapore resulting in additional costs and transit times [4]. Therefore there is an urgent need to restructure the port sector particularly the major ports in order to improve efficiency and reduce costs. II. Port administration in India India has a federal structure under which maritime activities are governed both by the Central and the State governments. The major ports are under the Ministry of Shipping, Government of India and are administered by the Major Port Trust Act, 1963. As per the act, each major port is governed by a Board of Trustees appointed by the Government of India. The Minor ports are placed under the jurisdiction of the respective State Governments

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or Maritime Boards and are governed by the Indian Ports Act 1908[5]. At the State level, the department in charge of ports or the State Maritime Board is responsible for formulation of water front development policies and plans, regulating and overseeing the management of state ports, attracting private investment in the development of state ports, enforcing environmental protection standards etc. Maritime boards have so far been constituted in the states of Gujarat, Maharashtra and Tamil Nadu. Between the major and the minor ports, the minor ports in India have better operational efficiencies as they are under the state governments and have been developed mostly on Public Private Partnership (PPP) models. They are more modernised and customer oriented. The major ports which are under the Central Government have serious issues such as capacity constraints, lack of modernisation etc. The Expansion plans of these ports also have hit a roadblock due to lack of interest from private port operators and inefficiency by port officials [6]. In recent years the major ports are facing stiff competition from non major ports. According to a recent Citi report , the market share of major ports has dipped from 93% in FY1990 to 57 % in FY2014, whereas the share of non major ports have increased from 7 %in 1990 to 43% in 2014. Fig-1 Market Share of Major and Non Major Ports Non Major Ports

Major Ports

2014

2013

2012

2011

2010

2009

2008

2007

2006

2005

2004

2003

2002

2001

2000

1999

1993

1998

1992

1997

1991

1996

1995

1994

42 43 34 36 39 29 29 28 26 26 26 26 25 19 24 8 10 10 11 11 13 13

1990

58 57 66 64 61 71 71 72 74 74 74 74 75 81 76 93 92 92 92 90 90 89 89 87 87

Source:http://www.moneycontrol.com/news/business/how-can-india-corporatize-its-majorports_1181231.html?utm_source=ref_article In cargo handling also the major ports are losing their share to non major ports. The following table shows the year wise traffic handled at the major and minor ports. The total traffic volumes of non-major ports continued their upward trajectory with 42.89% share in traffic handled at Indian ports in 2013-14, which was only25.08% in 2001-02. The non major ports had a share of 74.92% in 2001-02 but dropped to 57.11% in 2013-14. Table -1 Year wise traffic handled at Major and Non-Major Ports In Million Tonnes

Year

2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

Major ports

287.58 313.55 344.79 383.75 423.56 463.78 519.31 530.53 561.09

Non major Ports

Total

% Share Major ports

% Share of non of major ports

96.27 105.17 120.84 137.83 145.53 186.12 203.62 213.20 288.86

383.85 418.72 465.63 521.58 569.09 649.9 722.93 743.73 849.95

74.92 74.88 74.05 73.57 74.43 71.36 71.83 71.33 66.01

25.08 25.12 25.95 26.43 25.57 28.64 28.17 28.67 33.99

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2010-2011 570.03 314.85 884.88 64.42 35.58 2011-2012 560.13 353.02 913.15 61.34 38.66 2012-2013 545.79 387.87 933.66 58.45 41.54 2013-2014 555.50 417.13 972.63 57.11 42.89 Source: e magazine, Nov 2014,Indian Ports Association In growth terms too, cargo volume at non-major ports has increased in double digit percentage terms for each of the past five five -year periods starting since 1990 while for major ports it is growing in single digits. The following figure gives the growth rate of cargo for major ports and non major ports. Fig-2 Growth in cargo volume for major ports 25

23.3

20 15.5

15 10

9.3 7.2

16.7

15.7

7.1

7.9

10.3 6.9

5.8

6.8

2.5 0 1981-85 1985-90 1990-95 -5

19952000

0.3 2000-05 2005-10 2010-14

Non Major Ports

Major Ports

Source:http://www.moneycontrol.com/news/business/how-can-india-corporatize-its-majorports_1181231.html?utm_source=ref_article Therefore in an effort to revamp the major ports, corporatisation is being looked upon as a viable option. It has been on the agenda for more than a decade but the government could not accomplish it except for the Ennore port as there was lot of apprehensions to this model from various interest groups. Even today the trade unions strongly oppose this for they fear that this is a step towards privitisation and once it happens they would lose the privilege of working in a government sector. There is also a view that corporatisation may not give the expected benefits as the ownership continues to be with the government even after the change in the legal structure. Under such circumstances this article assesses if corporatisation can help revamp the major ports in India. For this the corporatisation experience of Netherlands has been taken into account. India and Netherlands has been having excellent trade relations for more than four centuries. Moreover it has been observed that there are many similarities in the port infrastructure of India and Netherlands, particularly in draught and size of vessels [7]. For instance, the vessels Indian ports use can also pass the lock in Amsterdam’s port. Very recently the Port of Amsterdam and Gujarat Ports Infrastructure & Development Co. Ltd have signed a letter of intent to enhance trade between Gujarat – a state on the western coast of India – and the Amsterdam Metropolitan Area [8]. III. The corporatisation experience Corporatisation of port constitutes a corporate restructure and relates exclusively to the port authority. A public presence in the port is maintained, although much reduced. A government-owned corporation is established by legislation replacing the statutory authority, essentially to undertake landlord functions. Private sector business principles are adopted and, in most instances, commercial operations in the port are transferred to the private sector. Corporatization is therefore a change in the legal structure of the body [9]. The expected benefits of corporatization would include  Functional Autonomy  Increased Productivity and Efficiency  Quicker and Timely Decision Making and  Accountability of Management. Countries across the world have adopted various models of port administration to make them more competitive. Various models of corporatisation have been adopted to infuse efficiency and professionalism into ports. The primary objective of all these models is to distance government involvement and to promote commercialisation. The port of Rotterdam and Amsterdam, the two prominent ports in Netherlands have been converted into public limited companies and their experience throws light on the effectiveness of corporatisation which is discussed below. The available data on these two ports show that there has been considerable improvement in their performance after being corporatized.

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A. The Port of Rotterdam In 2004, the Port of Rotterdam was transformed from a municipal department to an independently operating company. The port authority is an independent governmental public limited company with the municipality being the sole shareholder. The Port showed significant performance improvements after corporatization. Port efficiency indicators such as market share, turnover, operating costs, profits, and investments improved considerably after corporatization. Market share, a key indicator of competitiveness had declined from 38.6% in 1997 to 35.1% in 2003 prior to corporatization. But after corporatisation, it has increased from 35.4% in 2005 to 37.0% in 2011 [10]. Reports show that prior to corporatization, Earnings Before Interest, Tax, Depreciation and Amortization( EBITDA) had declined and net profit remained stable, but after corporatisation both indicators have improved significantly. Over the period from 2005 to 2011, EBITDA rose by 50% and net profit by 140% [11]. From 1997 to 2003, the organization grew in terms of staff but declined in terms of investments made in the port. This trend also has been reverted after corporatisation, since investments have grown very rapidly from about 150 million euro in 2005 to nearly 500 million euro in 2011[12]. Port dues and land rents, the two key revenue streams also increased considerably after corporatization. Apart from performance indicators other developments such as increase in the volume of leased land and number of ship visits also portray the positive impact of corporatization [13]. B. The Port of Amsterdam The Port of Amsterdam was officially corporatized on April 1 st 2013 as a public limited company with a single shareholder, the Municipality of Amsterdam. The move was made to help the port to grow and perform more efficiently and to boost economic activity of the region. After a year, the CEO of the Port of Amsterdam, proudly says that there has been an increase in the throughput of 1% to 2% [14] and that the corporatised status has given the port the opportunity to shift gears and enter into new collaborations. He said that the port has now become the Port of Partnerships which enables them to mobilize joint innovative forces and create value for their customers and environment. [15] The Port of Amsterdam has achieved a turnover of EUR 143.3 million in 2013, after corporatisation, an increase of 3% compared to 2012. EBITDA in 2013 was EUR 89.4 million. The principal sources of income for this port are the port and harbour dues and the leasing of port sites. Income from port dues totalled almost EUR 50 million in 2013 and income from harbour dues was over EUR 6 million. At almost EUR 75 million, income from rents, ground lease and quayage contributed over 52% to total turnover. [16] While the above two cases present a positive picture about corporatisation, in most of the developed countries too the central government plays a limited role in port administration. It is generally left either to the state governments or local municipalities and the national government only plays a supportive role [17]. In US the government is involved in the dredging and maintenance of approach channels on a cost sharing basis with the concerned ports. In Germany the ports are under the respective city or state and the national government only takes up the responsibility of dredging and maintenance of approach channels. In Japan too there is greater involvement of municipalities and corporations. In UK the port sector is totally privatized and the government does not get involved in port development projects [18]. IV. Corporatisation of major ports in India The standard of major ports in India is much below the world average. Not a single port in India features among the top 30 largest container terminal ports of the world while China, the close competitor of India has been able to place 10 ports among the top 30[19]. The JNPT port which is supposed to be the high tech port of India was there in the list three years ago, but subsequently lost its status [20]. Under such circumstances, a model that would distance the government from day to day administration and pave way for commercialization is desirable. Taking a cue from the experience of the two international ports discussed above it would be appropriate if the major ports are converted into public limited companies. This would enable the ports to enter into partnerships and take up activities from a commercial perspective. The model would also give them more access to private investments as well as foreign direct investments which is the need of the hour. In addition the major ports should also be freed from tariff regulations and given the freedom to fix their tariff rates. However all this requires suitable amendments in law. V. Conclusion The major ports in India are plagued with high level of inefficiency. Internally also they are facing severe competition from non major ports and are losing their market share to them year after year. Given the increasing global competition in the port sector, it is imperative for these ports to re-invent themselves to keep ahead of competition. For this purpose the port management should be completely professionalized and truly autonomous. Operating as government owned trusts limits their abilities to meet the challenges of the market and severely restrict their responsiveness to market demands. Under such circumstances corporatisation can certainly give a thrust to these ports and help them become more vibrant. References [1] [2]

India : Port Sector Report, India Brand Equity Foundation (IBEF), August 2013 Indian government announces measures to reform shipping industry, The Dollar Business Magazine, https://www.linkedin.com/.../20141208045421-325439828-indian-gove...Dec 8, 2014

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Ibid S Sundara, Port restructuring in India - TERI, www.teriin.org Tamilnadu Maritime Board,www.tnmaritime.com Manu Balachandran & Suraj Sowkar, Minor Ports Gain Ground on Better Infrastructure, mobilepaper.timesofindia.com/mobile.aspx?... Port of Amsterdam interacts with trade in Delhi, Chennai and Mumbai, www.indianatie.com/?q=node/337 Port of Amsterdam intensifies its collaboration with India, www.iamsterdam.com/.../port-of-amsterdam-intensifies-itscollaboration-... T.K.Arun, Corporatisation of ports in India, Corporatisation of ports: Is it the way forward? , tkaruns.blogspot.com/2004/09/corporatization-of-ports-in-india.html, September 2004 Peter W. de Langen and Christiaan Heij,Performance effects of the corporatisation of Port of Rotterdam, Report EI 2013-06, Econometric Institute, Erasmus University Rotterdam Ibid Ibid Ibid Corporatized Port of Amsterdam , Recap and outlook by CEO, article.wn.com/.../2014/.../06/Corporatized_Port_of_Amsterdam_Recap_an. February 06, 2014 Ibid Successful first year for corporatised Port of Amsterdam, www.portofamsterdam.com › ... › News › Archive 2014 › May 20, 2014 Business Line, India needs a vibrant national port policy, Dr.Jose paul, Feb 9, 2015. Ibid Dr.Jose paul, Pragmatic Developments in Maritime Industry, International conference on global maritime developments, AMET University, Feb 11,2015 ibid

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LITERATURE AND LAW: MIRRORS FACING EACH OTHER Dr. Harmik Vaishnav Assistant Professor Course Co-ordinator English and Foreign Languages Institute of Law, Nirma University, Ahmedabad, Gujarat, India. I. INTRODUCTION Literature and law though being separate branches of social sciences share some proximity and amalgamate in objectives. Literature tends towards abstraction, creativity, variety in description and narration and is abundant in genres. Law on the other hand tends towards clarity, logical interpretation scope, definite pattern and style of drafting and is varied in branches. “The relationship between law and literature is rich and complex. In the past three and half decades, the topic has received much attention from literary critics and legal scholars studying modern literature. Ever since the publication of James Boyd White’s The Legal Imagination in 1973, there have been numerous books and articles studying the role of law in the plays of Shakespeare or the novels of Dostoevsky, Melville, Kafka and Camus. Some writers have studied works of literature from jurisprudential perspective; others have applied the tools of literary analysis to legal texts such as statues, contracts and judicial opinions which raise questions of interpretation similar to those posed by works of fiction. A few have gone so far as to argue that works of imaginative literature should be required reading in law schools and that metaphor and narrative should take precedence over legal analysis.” [1] The general delineation of literature and law poses more questions for inter-disciplinary study. How can literature and law facilitate each other in development or being more varied? What can a legal professional learn from the study of literature? What can a writer learn from the study of contemporary and historical laws? How can literature help in better understanding of human psychology, human predicament and society? How can literature and law play the role of change agent of catalyst in the evolving societal norms? What is the contribution of literature in the evolvement of law? How can literature facilitate the smooth functioning of law, delivery of justice and delivery of laws to the grass root level? How can literature help in connecting law to the society with ease and not just the nitty-gritty of jargons and corridors of courts? What is justice, and how do law and literature provide different answers to justice? What is the relationship of law to violence? How does the law regulate the individual's relationship to the community? How are moral questions addressed by the law? In what ways can it be said that literature judges the law, and what might we do with these judgments? The above research questions inspire to deliberate more, especially between the law professionals and teacher of literature and writers. Lot of study can be done with the help of the literature already available about law, justice, public administration etc. II. DISCUSSSION Law is primarily meant to regulate human behaviour and respect of human rights, claims and dignity of the fellow beings, harmonious relationship between an individual and community and vice versa. Literature too deals in the same by describing human behaviour, circumstantial behaviour, the moral and societal psyche prevailing behind that behaviour. It helps in understanding the maze around the human psyche and subsequent behaviour, be it situational or otherwise. In a different light of comparison; a case matter is a story told in legal language. Literature adds the creative humane flavours of description, imaginary, psyche behind a particular episode and so and so forth. Literature also facilitates the understanding of the machinery of law and its implementation in society, in a nutshell tries to answer or should answer questions like ‘why this law?’ or ‘how a particular law is required?’ etc. These are the questions arising normally in any normal citizen of a civilized set up and literature through various means can reach out to them and facilitate the legal machinery for awareness and acceptance at mass scale. Story telling has been the best and time-tested method of inspiring, creating awareness and understanding and driving the mind to reach morals and interpret them. The fictional situations presented in literature can tell a great deal about political and social situations, and the individual that often find themselves before the court. The law in literature offers fertile possibilities of exploring, contemplating and debating various dimensions of

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human situation and co-relating it with law. Though some literature cannot instruct its readers about legal situations, they can still educate law students about the human condition. "I propose that we can improve our understanding of law by comparing legal interpretation with interpretation in other fields of knowledge, particularly literature."[2] For example, from a distant view the child character Oliver Twist seems to be a spoilt brat on the threshold of being a hard core criminal who joined a gang quite early. But a detailed reading of the novel by Charles Dickens helps us to understand the predicament of the boy who was an orphan, being brought up in a badly-managed orphanage, exploited and not treated well, caught by a gang and subsequently forced into criminal acts for survival. If he is just seen as an accomplice of a criminal at this age and punished or dealt accordingly, we tag him a criminal and make him so. And if we deal with many Oliver Twists in this fashion we do not understand the pathetic doom they would lead the society and civility to and the main culprits like Mr. Bumble, Fagin or Sikes go unnoticed. Would it also not facilitate the administration of justice, justice that has the deterrence effect on the society of tomorrow and not splashing in the puddle of ‘wrong precedence’? Stories have also been used by teachers as a tool to work on comparison and critical thinking. A set of stories is given to the students and after the preliminary discussion they are asked to find out parallels and contrast among the stories. This enables them to view a situation or predicament from various angles and ultimately helps when they are dealing with legal cases or suits. It helps in representing their case in a different light and citing points from similar cases or precedents to make his case stronger and more convincing. Haven’t the criminal lawyers and judges formed a liking and habit of reading detective stories that give insight into the mysteries and micro points that unravel the mysteries? It has always them rendered the sharp edge to decipher the mysteries. Legal narratology is no less challenging for an advocate putting up his case before the court. The narration skills encompass the language, description, sequence of events, emphasis, explanation etc. and story telling or study of stories help an advocate in effectively using narration and narrations techniques. An advocate can understand different aspects like the effective beginning, flow of the narration and a concluding end by studying stories. For example detective stories are effectively narrated with all the aspects of intention to the culmination of the event. Narrative plays an important role in advocacy wherein the fiction element with technique is very important. “It is why in a trial the plaintiff and the defendant each tell a story- a translation of their “real” or raw stories into the narrative and rhetorical forms authorized by law- and the jury chooses the one it likes better.” [3] One of the major responsibilities of the law machinery is to ensure a positive deterrence effect on the society and it morality thus upholding the goodness. Creating this effect seems to be as difficult as crossing the Sahara without compass on foot and as simple as having a walk in the garden. The fine difference between the complexity of Sahara and a garden is the understanding of human predicament and introspection of the effect of the judgment or law to be enacted on the preceding years and trust of common man on the machinery of law in a democratic set up. Moreover, literature helps to develop solutions using a hypothesis and fiction. The stories provide tremendous scope of human and societal wisdom and people can understand the problems and devise solutions based on fiction and fictional characters. It also helps in developing certain strong personality traits like determination, moral courage, resilience etc. and how courageous people have changed the social justice pattern for e.g. “To Kill a Mockingbird" illustrates how the just behaviour of one lawyer was able to slowly transform the lives around him. "Each person possesses an inviolability founded on justice that even the welfare of society as a whole cannot override. For this reason justice denies that the loss of freedom for some is made right by a greater good shared by others." [4] http://en.wikipedia.org/wiki/Social_justice - cite_note-29 “…poetry and law have risen from the same bed.” [5] A very important genre of literature is poetry. It is also perhaps one of the most popular for readers and writers. Poems have often been quoted by management experts, trainers, lawyers and judges to drive home a point. It is also one of the tools employed in rhetoric skills to make the content more effective and reachable. Poetry is perhaps the best medium to deal with the chaos around human life or created by human life and also in dealing with the fineries of human sentiment and relations. It may be an answer to many of the chaotic conditions and if not an answer it is certainly a balm for the pains and sorrows of life. Law shares commonness with poetry especially in dealing with the chaos of life. The purpose of law is to remove the chaos in society and lead the society towards the respect of human dignity and rights of individuals. Often, lawyers and judges quote abundantly from poems to drive home the point. It would lead to more understanding of the proposition or the judgment delivered because poetry is churned out from the experience and feelings related to human life and sentiments and the language employed is more appealing both to the intellect and emotion of humans than logical or technical language of law. Both law and poetry tend to remove the chaos in the human life and society one appealing to the fineries, sentiments and imagination and the other logical with action orientation. Poetry is more introspective in appeal and law is logical and behavioural in appeal but both aiming to being order in the human society and peace within and without. "... law and poetry share important relations between them and exert mutual influence on each other. We have seen that law and poetry share language as their working medium; language shapes the chaos of experience in

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law and poetry; and law and poetry are products of human ingenuity and imagination.... law and poetry differ from one another as well. Law tends more toward the scientific dimension of human thought; poetry tends more toward man's artistic side. Law is often an act of power; poetry makes no claim on power." [6] The laws because of their brevity do not teach but merely order what one should do; the poets on the other hand by representing human life and selecting the noblest deeds persuade men by using both reason and clear examples. [7] The Play, as a genre of literature, is perhaps one of the oldest genres and the most popular. Unlike other genres of literature, drama is both a literary art as well as a performing art. It is a unique combination of writing, speaking, body language, theatrical arts like lights, positioning etc. Drama provides ample of scope for learning of law and justice. Many plays are written with court room as the setting or with the theme of justice, morality, social justice etc. The court room scene of ‘The Merchants of Venice’ is perhaps the most popular. The scene deals with the ‘quality of mercy’ in imparting justice, arbitration and reconciliation and finally interpretation of the contract with critical thinking. The way in which Portia [disguised as Dr. Balthazar in the play] interpreted the contract and finally cornered the cruel and cunning Shylock is an excellent example of the magic of interpretation of text and critical thinking and the sharpness of both the qualities are highly wanted for a lawyer as well as judge. “There appear to have been special links between Elizabethan drama and the contemporary culture of the law; London audience probably included lawyers and students from the Inns of Court, and plays were performed at the Inns. Some Shakespeare’s most common themes confronted the same political and philosophical issues that are also reflected in the conflicts and exuberant inventiveness which characterize the great developments in common law in Shakespeare’s time.” [8] Drama also has scope of performance wherein one can master the art of body language, expressions, and gestures. It also requires the understanding of the variation of pitch, tone and inflexion. Drama provides scope of experiential learning by enacting some real life or plausible situations. Today, drama, in the form of role plays is used as pedagogical tool in many of the professional courses providing experiential learning to the students. Drama and law many a times complement each other. Many scenes in plays have been enacted as trial scenes or scenes of crime.” A legal procedure can structure the dramatic action in an entire scene.” [9]. An imaginative play can provide ample material for critical thinking, marking the lacuna in the laws, understanding the legal procedures, the skills of communication be it body language or rhetoric, relationship between society and law, the function of various people attached with the machinery of law etc. Studying drama as a genre of literature and performing arts gives a lot of edge to students and professionals of law and litigation. The society is the breeding ground of any forms of literature and human psychology and predicament the seeds. Society creates literature; literature can be called the mirror to contemporary society but the nature of reflection depends on the author and his experiences. This literature could be progressive or reactionary and by showing this reflection it also tends to bring about reforms, uphold the norms and feed fodder to activism as well. When we compare law and literature, the latter has more penetration in the society, has more acceptance as it is both educative and entertaining, and has wider reach. Literature too can be created in easier and simpler manner than law as it has a much wider breeding ground. Literature enables society to think and feel and law regulates thought into just behaviour or reforms it. Literature has many a times been helped law in identifying the grey areas in its field or areas where the legal system need to have deliberation time and again for reformation and amendment. Literature targets morality and law can try to follow it with its logical manner for the betterment of society. P B Shelly, the renowned English poet, has called poets the unacknowledged legislators of mankind. In this way the great poet already touched the interrelationship of law and literature. Literature, if we take the utilitarian aspect, can facilitate as the change agent to law both by helping the law to reform itself and by helping the aspects of law to percolate till the grassroots and common man. Literature can undoubtedly do great work in sensitizing the human mind and heart for respect of law and following morality by expressing social sympathies. “Fundamentally, our problem arises from our failure to . . . ground ourselves securely on the humanistic tradition, of which literature is a chief expression and from which the profession should draw nourishment and direction” [10] The influence of literature on society can be seen in examples like the novels like “Uncle Tom’s Cabin” by Miss Stowe after which the anti-slavery movement started in literature and life. Writers like Charles Dickens or Thomas Hardy influenced the society by the upsurge of feeling for regulating and removing social wrongs and the loopholes in the implementation of law and public administration. Sharad Chandra’s novels tend to break conservative approach to the position of women in our society and advocates women empowerment. The stories of Munshi Premchand delineates the social life, the time tested tradition of Panchayat, its judgments based on morality and mediation by wise men for in resolving conflict for a win-win situation. His story like ‘God Lives in Panch’ stresses the importance of the objectivity of a judge and juries. Such a system prevalent in other part of the world like Africa has also been delineated by writer like Chinua Achebe wherein peace and tranquillity was always restored in the so called primitive society with the objective approach of the elderly leaders and upholding morality. Such societies perhaps, never had a written constitution or laws but they worked with moral

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conscience and overall goodness of the society. The recent bestseller like ‘The Shiva Trilogy’ by Amish Tripathi also throws light on aspects of Jurisprudence- ‘Niti & Nyay’ concept of our human civilization when they decide to ban the use of Somras because though it gives healthier and longer life to the current generation, it takes away the resources of posterity’s sustainable development. The stories and poems of Zaverchand Meghani, a renowned Gujarati writer, inspired the masses for social reformation and to fight against the imperial rule. His poems reached to the remotest villages of Gujarat where law could never have penetrated and inspired uprising for freedom and change in innumerable social contexts. Thus, society and literature are reflections of one another they germinate together to make, improvise on norms, thoughts and people welfare at large. “The law is the profession of words.” [11] Language is one more common element between literature and law. Their impact, interpretation and enjoyment in case of literature depends on the use of apt language. Both literature and law can be effective or ineffective mostly depending on the use of words and language. When we talk about language, it is not just written word or the lines read by someone; it deals with body language at large, the language of silence, use of apt vocabulary, sentence construction and punctuation, myriad of narrative techniques and imagery, the use of tone, pitch and inflexion, connotative and denotative meaning to be interpreted from words and sentence construction etc. Language to literature and law is like colours to painting or tune to music. For law, language, however, cannot supersede the content, the facts and the logic of discussion or argument but it can surely help to present a case in much better way with ease in understanding and abundance in narrative. The language tools of literature can be applied discreetly to the draft, argument or narrative of a legal matter. Lawyers and judges have often used quotations to drive the point home and thus appealing the moral and humane aspect of any legal matter or conflict. Reading of rich literature, any genre, facilitates a law professional in enriching vocabulary by deciphering the connotative and denotative meanings of words, understanding the complexity of syntax, employing rhetorical devices and augmenting legal writing if not embellishing. There has been abundant use of quotations from prose and poetry in the legal proceeding and judgments. These quotations enrich and embellish the rhetoric and writing as well as enable the understanding of the point or predicament in a subtle manner. “We might read literature just to improve our writing skills. The most distinguished legal writers, such as Holmes, Cardozo and Hand were steeped in literature, reflecting the character of elite education when they were growing up.” [12] “As lawyers became advocates for a partisan viewpoint, whether before a court or jury, their success came to be determined by the skill and art of their persuasive communication. Lawyers and judges have become the “word merchants” in the best sense. The successful advocate should be able to synthesize a complex legal precedent in a few pithy sentences and articulate a point of view within the sweep of a compelling sentence.” [13] III. CONCLUSION Literature and law share good amount of proximity in dealing with human predicament, situation, development of civilization and societal reforms. As both highlight human life, striving to make it better and society a more purposeful place to live in; one heralding and creating an abstract world and the other canalizing it through concrete and well defined structure be it in the form of rules or regulations, they can be studied in the light of this proximity. Literature helps in understanding of law and cases because it teaches a certain way of thinking; a way that is synthetic, creative, dealing with ambiguity and ambivalence. It also provides opportunity of foraying into new dimensions of thoughts pertaining to law, justice etc. and examine it from humanistic and philosophical perspective. “To read the literary classics with understanding requires deploying a good many of our complicated faculties of perception- our nuanced knowledge of language, people, social institutions, politics, history, morality; our ability to grasp analogies, parallelisms, antitheses, significant repetition, ellipses, ironies double meanings, even cryptograms” [14] Human conditions and behaviour has more intricate cut than a finely crafted diamond. It requires a sharp eye to decipher the intricacies of this and bring out the myriad colours as well as the real light. Lawyers can put forth the cases and matters in a better way highlighting the hitherto untouched aspect or viewpoint about the condition. The judges can reach better results and cut through with broader and precise understanding of human condition. Literature, be it prose fiction or poetry has intrinsic value as means of discussing legal topics as it has the ability to stimulate critical thoughts and theories, relating one to others, political and social context and ultimately facilitating learning and understanding of law to students and legal scholars. Moreover, literature also emphasis on the rhetorical techniques and opportunities that can be used as a way of critiquing social institutions and legal norms. It provides profound understanding of administration of law and justice, it helps to understand various aspects of society and life before experiencing himself, it also provides

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rich source of quotations. Literary sensibilities facilitate judges to have better opinions and advocates to present their case more effectively. “Literature, as the most human of the humane arts, could teach the law “humanistic judgment”. First, it could remind us of the rich humanity that lay behind case reports and judicial decisions, thus serving to chasten the mechanistic rigor of the law. Second, it could offer reflections—brought vividly to life through narrative—on the human meaning of concepts central to law: criminality, punishment, justice. Third, it could offer models of rhetorical excellence, reuniting legal practice with the great tradition of forensic oratory, turning law students into rhetorical artists, and promoting connoisseurship of the legal opinion as masterpiece. At the centre of this humanist vision was the notion that literature could somehow bring the real to law.” [15] REFERENCES [1]. [2]. [3]. [4]. [5]. [6]. [7]. [8]. [9]. [10]. [11]. [12]. [13]. [14]. [15].

Harris, Edward “Introduction: Law and Drama in Ancient Greece” Bristol Classical Press, London 2010. Pg. 7 Dworkin, Ronald M. "Law as Interpretation." JSTOR: The Politics of Interpretation. Vol. 9, No. 1. 1982. Pg.179. Posner Richard, Law and Literature, part III chapter 11. The Universal Law Publishing Company. 2011. pg. 425 John Rawls, A Theory of Justice (2005 reissue), Chapter 1, "Justice as Fairness" – 1. The Role of Justice, pp. 3–4 Macleish, Archibald, “Apologia.” Harvard Law Review. 1978. Pg 85 Eberle and Grossfield “Law and Poetry” Roger Williams University Law Review. 2006. Pg. 33 Lycurgus, “Against Leocartes” Persus Digital Library Tufts university, pg.102 Sokol B J & Mary, “Introduction: Shakespeare’s Legal Language” The Atholone Press, New York, 2004. Pg. 2 Harris, Edward “Introduction: Law and Drama in Ancient Greece” Bristol Classical Press, London 2010. Pg. 5 Smith, J. Allen. “Aspects of Law and Literature: The Revival and Search for Doctrine.” University of Hartford Studies in Literature 9 (1977): 213–22. David Mellinkof, “The Language of Law”. Little Brown & Co. Boston. 1963. Pg.vi Posner Richard, Law and Literature, part III chapter 11. The Universal Law Publishing Company. 2011. pg. 486 Frost, Elizabeth &Shrager, David, “Introduction: The Quotable Lawyer”, Universal Law Publishing Company, New Delhi. 2010. Pg. ix Alter Robert, The Pleasures of Reading in an Ideological Age….1996 pg. 228 Stone, Julie Peters “ Law, Literature, and the Vanishing Real: On the future of interdisciplinary illusion” www.law.harvard.edu/faculty/.../law-literature-vanishing-real-pdf.pdf‎

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American International Journal of Research in Humanities, Arts and Social Sciences

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SOCIAL WORK INTERVENTION IN CREATING SUSTAIBALE AND SAFE PHYSICAL ENVIRONMENT FOR DISPLACED INDIGENOUS PEOPLE Keshav Walke Assistant Professor Matru Sewa Sangh Institute of Social Work, Nagpur, Maharashtra, INDIA. Abstract: Today people displaced due to big projects, like dams, road construction, mining, wildlife sanctuaries etc. The extent to which professional social work can advocate the cause of particular vulnerable groups will depend upon the context of the prevailing socio-economic situations. As society changes in terms of urbanization, industrialization and increasing forces of the market, "it is always the poorer sections who suffer. The aim of the present paper is to suggest Social Work Intervention (SWI) module for creating sustainable and safe physical environment through proper rehabilitation of the displaced indigenous people due to Tiger Reserves in India. SWI module is based on data collected from 60 stakeholders (50 head of displaced families, 5 social workers representing VOs and 5 revenue officials) from three villages in Melghat Tiger Reserve (MTR) in India through stratified random sampling. Present study observes that indigenous people after displacement had loss in irrigated land but four times gain in waste land. Loss in per capita income, loss in employment opportunities, increased in indebtedness, decreased in common property resources, increased in economic exploitation. In view of the above findings the Social Work Intervention module should follow proper process which includes a)Research and Education, b) Cooperation & Organization (Association), c) Developing the Strategies, d) Planning, e) Preparatory Work Before Displacement, f) Joint Action, g) Periodical Assessment of the Benefits of Package Provided and h) Follow-Up and Termination Participation of affected indigenous people in preparatory and implementation of the rehabilitation work shall lead to proper and better creation of sustainable and safe physical environment.

I. Conceptual Framework Displacement refers to the process of expropriation of land and other assets in order to allow a project to proceed for overall social good. Displacement may be total or partial. Total displacement occurs when in addition to the loss of livelihood, there is a loss of home and hearth (Cernea, 1997:1455). Displacement causes widespread adverse psychological and socio-cultural consequences which include dismantling of production systems, desecration of ancestral sacred zones or graves and temples, scattering of kinship groups and family systems, disorganisation of informal social networks that provide mutual support, weakening of self-management and social control, disruption of trade and market links, etc. (Chattopadyay, 2000). It is also well established fact that except in the rarest of the rare cases, forced displacement has resulted in, what Michael Cernea calls, “a spiral of impoverishment” (Cernea 1991). Thus, though many of the development projects have been instrumental in the faster economic growth of the nation, they have been proved to be painful (Fernandes et al, 1994; Thukral 1992; Cernea 1990). The principle of the “greater good for the larger number”, routinely invoked to rationalize forced displacement. In fact, often abused and turned into an unwarranted justification for tolerating ills that are avoidable. The outcome is an unjustifiable repartition of development’s costs and benefits: Some people enjoy the gains of development, while others bear its pain (Cernea, 2000:3659). Involuntary displacement of people due to deliberate economic policy is not new to India. It existed in the colonial times and has intensified in the decades of planned development. The conservative estimate of the number of people displaced from 1950 to 1991 is about 2,13,00,000 (Fernandes 1994:24), if one restricts the causal factors to dams, mines, wildlife sanctuaries, industries. If one includes urban displacement due to various deliberate or ‘planned’ activities. Then the number would rise to 35-55 million (Sen: 1995). Among total displaced 6 lakh were due to wildlife and among the 4.5 lakh were indigenous people. Till 1994 only 1 lakh indigenous people had been resettled and not rehabilitated. As per government records at least 75% of those displaced are still not cared for or rehabilitated. This is indeed a sad reflection of the Government’s sincerity and

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a sense of responsibility (Fernandes and Paranajape:1997). It is estimated that 10 million people were displaced annually by these so called "developmental activities." However, national leaders and policy-makers typically viewed these as legitimate and inevitable costs of development, acceptable in the larger national interest. According to Census 2011 Scheduled Tribes constitutes about 8.61 percent of the total population of the country but they also constitute 55.16 percent of total displaced people which indicates victimization of the tribals. (www.manupatrfast.com, 2014). Some of the identified potential risks intrinsic to displacement are, a. landlessness; b. joblessness; homelessness; d. marginalization; e. food insecurity; f. increased morbidity; g. loss of access to common property resources; and community disarticulation (Cernea:1999). From the above discussion we can define displacement as forcing of communities and individuals out of their homes, often also their homelands for the purposes of the developmental projects. It also can be defined as a shifting of people from their original place or put out of the rights or usual position because of which people become unable to return to their own place. In the present study displacement means forcefully dislocation or resettlement of the families from Melghat Tiger Reserve, India. All the families from three villages under the study have been totally displaced. II. Aims/objectives The aim of the present paper is to understand the various issues related to displacement and rehabilitation process experienced by the indigenous people displaced from tiger reserves in India and to suggest Social Work Intervention (SWI) module for creating sustainable and safe physical environment through proper rehabilitation of the displaced indigenous people due to Tiger Reserves in India. III. Methodology The present study was comparative in nature in which researcher tried to compare the before displacement and post displacement socio-economic, cultural, social conditions of the displaced indigenous people from Melghat Tiger Reserve (MTR) in Vidarbha region of Maharashtra state. The data was collected from 60 stakeholders (50 head of displaced families, 5 social workers representing VOs and 5 revenue officials) from three displaced villages (Kund, Bori and Koha) in Melghat Tiger Reserve (MTR) in India through stratified random sampling. Data from head of the displaced families was collected with the help of structured interview schedule to understand the socio-economic, cultural, social conditions after displacement and data from VOsâ&#x20AC;&#x2122; representatives and tiger reserve officials was collected with the help of interview guide to suggest the Social Work Intervention. Post displacement data had been compared with the pre-displacement data available with revenue officials and the VOs. IV. About the Area under Study Melghat Tiger Reserve is located on southern offshoot of the Satpura Hill Range in Central India, called Gavilgarh hill in the Indian state of Maharashtra. The high ridge running east-west which has its highest point at Vairat (1178 m. above msl.), forms the south-western boundary of the Reserve. It is a prime habitat of the tiger. The forest is tropical dry deciduous in nature, dominated by teak Tectona grandis. The Reserve is a catchment area for five major rivers viz. Khandu, Khapra, Sipna, Gadga and Dolar, all of which are tributaries of the river Tapti. The northeastern boundary of the Reserve is marked by the Tapti river. Melghat is the prime biodiversity repository of the state. Nature has offered protection to Melghat in the form of a rugged topography with only a few entry points. The Makhala, Chikhaldara, Chiladari, Patulda and Gugamal are the large plateaux amidst rugged terrain. Contiguity of forests in Satpura Hill Range guarantees the long-term conservation potential of the area. Melghat area was declared a Tiger Reserve in 1974. Presently, the total area of the Reserve is around 1677 sq. km. The core area of the Reserve, the Gugarnal National Park with an area of 361.28 sq. km., and buffer area of the Reserve, the Melghat Tiger Sanctuary with an area of 788.28 sq. km. (of which 21.39 sq. km. is non-forest), were together re-notified by the state government in 1994 as Melghat Sanctuary. In total 22 villages are going to be displaced from the Melghat Tiger Reserve area but till the time of data collection only three villages namely, Kund, Bori and Koha has been displaced in Akot block of Akola district. 45 families from Kund, 17 families from Bori and 57 families from Koha village have been displaced. 19 families from Kund, 07 families from Bori and 24 families from Koha village were covered in the present study. V. Outcome of the Study In this section of the paper researcher has tried to present the nature of loss experienced by the indigenous (Tribals) people. In the present study Gaoli and Gaolar belongs to caste and Gond, Korku and Nihal belongs to tribes (Indigenous). Table 1 represents the difference in socio-economic impact of displacement on the caste and tribes (indigenous people). It is seen that except Gond everyone irrespective of their caste/tribe had a loss in their annual income from the field after displacement. This difference in loss of annual income from the field among the tribes and Gaoli may be because the Gaoli had better opportunities in developing their milk business as after displacement they are nearer to the urban areas and they can get more income from their livestock after selling the milk.

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Table 1: Pre and Post Displacement Caste/Tribe Based Change in Livelihood Variable

No. of Landless Total Land in Acres Irrigated Land in Acres Non-irrigated Land in Acres Waste/Fallow Land in Acres Annual Income from the field Annual Income from livestock No. of Weekly Working Days Monthly Average Family income Monthly Per Capita Income

Condition N BD AD Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference

Gond 3 2 1 +1 1.6667 2.5000 +0.8333 0.6667 0.00 -0.6667 1.0000 1.8333 +0.8333 0.0000 0.6667 +0.6667 5000.00 6000.00 +1000.0 7833.33 233.33 -7633.0 5.6667 1.3333 -4.3333 1450.00 700.00 -750.00 376.667 178.333 -198.33

Korku 30 4 6 -2 4.7667 4.3000 -0.4667 1.0333 0.00 -1.0333 3.1333 2.1833 -0.9500 0.6000 2.2500 +1.6500 11016.67 6156.66 -4860.01 5626.67 1610.00 -4016.6 4.3333 1.5000 -3.8333 1589.00 736.667 -852.33 284.167 130.833 -153.33

Caste /Tribe Nihal 2 0 0 0 4.5000 4.5000 0.000 2.0000 000 -2.0000 2.5000 2.0000 -0.5000 0000 2.5000 +2.5000 16500.00 6000.00 -10500.0 1650.0 250.00 -1400.0 4.0000 1.0000 -3.0000 1550.00 525.00 -1025.0 322.500 97.50 -225.00

Gaoli 14 10 8 +2 2.2857 2.5000 +0.2143 0.7143 000 -0.7143 1.3571 1.2500 -0.1071 0.2143 1.3214 +1.1071 10214.28 3035.71 -7178.57 25571.4 21785.7 -3785.7 6.2857 2.3571 -3.9286 2542.85 2021.42 -521.43 445.00 357.86 -87.14

Gaolar 1 0 0 0 4.0000 4.0000 0.0000 0.000 0.000 0.000 4.0000 0.000 -4.0000 0.0000 4.0000 +4.0000 12500.00 0.0000 -12500.0 27000.0 32000.0 +5000.0 7.000 3.000 -4.000 3300.00 2700.00 -600.00 410.00 355.00 -55.00

Total 50 16 15 +1 3.8600 3.6900 -0.1700 0.9400 0.000 -0.9400 2.5000 1.8500 -0.6500 0.4200 1.9400 +1.5200 10680.0 5144.00 -5536.0 11612.0 7730.0 -3882.0 5.0000 1.7400 -3.2600 1880.00 1125.00 -765.00 338.80 200.40 -138.20

BD- Before Displacement & AD- After Displacement After displacement it was found that except Gaolar community irrespective of the caste and tribe background of the people they had a loss in their annual income from the livestock. As compared to the Gaoli and Gaolar community Gond, Korku and Nihal tribes had more loss in their annual income from the livestock they had after displacement. This may be because after displacement Korku with other tribes had sold their livestock they were having prior to the displacement. Gaoli abd Gaolar community people had kept their livestock in other villages with their relatives where grazing land is available so that can run their milk business. As they had a better exposure to the outer world as compared to the tribes of the area they can easily get adjusted with the new environment and settle their milk business and other small business also. The difference in employment opportunities in relation to the caste and tribe is seen because Gaoli and Gaolar community people had their livestock with them not in the relocated village but in the nearby villages with their relatives and where forest is available for the cattle grazing. In the relocated area other than agriculture no other employment opportunity is seen. Agriculture labour is available in rainy and upto some extent in winter session but rest of the year they donâ&#x20AC;&#x2122;t have any kind of employment available to work and to earn and survive. Less employment availability may be because Government is not running any employment generating or Rojgar Yojna scheme in the displaced area. As compared to the Gaoli and Gaolar community tribals had a maximum loss in their monthly average family income after displacement. After displacement tribals had lost their sources of income like collection of minor forest produces which they were having prior to the displacement because o which they may have very less average monthly income after displacement but the Gaoli and Gaolar community people they are involved in their traditional way of earning and they are less affected in relation to the monthly income they have after displacement. Regarding per capita income as compare to Gaoli and Gaolar castes Gond, Korku and Nihal had more loss. Table 2: Pre and Post Displacement Village Base Change in Livelihood Variable

No. of Landless

Total Land

Condition N BD Mean AD Mean Difference BD Mean AD Mean Difference

KUND 19 6 7 +1 4.10 3.68 -0.42

Village BORI 07 4 4 0 3.14 2.85 -0.28

KOHA 24 6 4 -2 3.87 3.93 +0.06

Total 50 16 15 -1 3.86 3.69 -0.17

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Irrigated Land in Acres Non-irrigated Land in Acres Waste/Fallow Land in Acres Annual Income from the field Annual Income from livestock No. of Weekly Working Days Monthly Average Family income Monthly Per Capita Income

BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference BD Mean AD Mean Difference

1.31 0.00 -1.31 2.57 1.46 -1.11 0.21 2.31 +2.10 9263.15 4747.36 -4515.78 7794.73 3626.31 -4168.41 4.47 1.57 -2.89 1577.36 308.68 -1268.68 308.68 164.47 -144.21

0.85 0.00 -0.85 2.28 1.42 -0.85 0.00 1.57 +1.57 15714.28 1571.42 -14142.85 27285.71 22714.28 -4571.42 6.57 2.57 -4.00 2714.28 1921.42 -792.85 520.00 352.14 -167.85

0.66 0.00 -0.66 2.50 2.27 -0.22 0.70 1.75 +1.04 10333.33 6500.00 -3833.33 10062.50 6608.33 -3454.16 4.95 1.62 -3.33 1877.08 1108.33 -768.75 309.79 184.58 -125.20

0.94 0.00 -0.94 2.50 1.85 -0.65 0.42 1.94 +1.52 10680.00 5144.00 -5536.00 11612.00 7730.00 -3882.00 5.00 1.74 -3.26 1880.40 1125.00 -765.00 338.80 200.40 -138.20

BD- Before displacement, AD- After Displacement Table 2 shows the pre and post displacement changes in livelihood. Every village settlement has different set of characteristics and features which influences the land holdings, income, possession of livestock, employment opportunities and average monthly family income etc. With the help of Table 2 researcher has made an attempt to establish the relationship between the displaced villages and land holding, income and employment opportunities the people from these villages had. As compared to the total average loss of 0.17 (4.40 percent) acre Koha had a maximum loss of 0.42 (10.24 percent) average total land, Bori village had 0.28 acre (8.91 percent) loss of average total land after displacement. It is observed that after displacement Kund village had a maximum loss of total land as compared to the total land they had prior to displacement. Regarding irrigation land after displacement everyone irrespective of their village had a 100 percent loss. It is seen that after displacement Kund villagers gained waste land by 1000 percent, Bori village had 100 percent gained in waste land the Koha villager gained about 150 percent more waste land. It is understood that after displacement villagers of Kund had more loss in their irrigated and non-irrigated land and they gained more waste land. Irrespective of the village data shows the decline in annual income from the field after displacement. It also reveals that people from Bori village after displacement had maximum loss i.e. 90 percent of their income from the field. This may be because the people from Bori village were from Gaoli communityhaving milk business as their main occupation. As Gaoli community people busy with their milk business they may be neglecting the production from the field. They may be also thinking that being maximum of the land waste land, there will be no use to cultivate and spending much of the time on business than spending time on agriculture activities. it is seen that Bori villager had a less loss as compared to the other villages in relation to their income from the livestock they had after displacement. This may be because Bori village had a population of Gaoli community having milk business and the people from Kund village were from Korku community who had lost maximum livestock in the new place so that the people from Kund and Koha had less income from the livestock they had after displacement. It is observed that Kund people after displacement had about 65 percent less employment opportunities as compare to the employment available prior to their displacement. Bori villagers had about 60 percent less and Koha villagers had about 67 percent less employment availability as compared to the employment they had before displacement. The Kund villager were earning about 80 percent less from the monthly average family income before displacement. The people from Bori village after displacement were earning monthly about 29 percent less monthly family average income while the Koha villagers were earning about 41 percent less as compared to the average monthly income they had before displacement. Here one can observed that in case of Bori villagers, they were little bit in a better position as compare to the other two villages. It is found that people displaced from three villages got alternate and against they were having before displacement. There was a decline in number of landless families after displacement. Displaced people got the quantity of land but not the quality of land. They have become landowners but they cannot cultivate or produce anything on their land. After displacement In total more than 50 percent loss of income from the field is observed. About 34 percent loss of income from the livestock, 65 percent loss in employment opportunities so

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that decrease in average monthly family income by 41 percent and loss of 41 percent in per capita income of the families after displacement. Table 3: Change in Primary Occupation Primary Occupation Agriculture Labour Non-Agri. Labour Collection of MFP Village Artisans Small Farmers Self Employed Total

Before Displacement Frequency Percent 2 4.0 2 4.0 1 2.0 4 8.0 29 58.0 12 24.0 50 100.0

After Displacement Frequency Percent 1 2.0 9 18.0 0 0.0 1 2.0 31 62.0 8 16.0 50 100.0

Change (%) -1 (50.0) +7 (450.0) -1 (100.0) -3(75.0) +2 (6.89) -4 (66.67)

Nature of employment or job the person is engaged determines the status of that person. It is the nature of primary job influences the lifestyle, food habits and status of the persons in the society. From Table 3 it is observed that people those who were having collection of minor forest produces as their primary occupation had changed their occupation as there was no forest available in the relocated site. As all the displaced people from three villages got non-irrigated and waste land, they were not able produce any crops and could not provide agriculture related labour in their field. So that it was found that many of the people had diverted towards nonagricultural labour. For village artisans before displacement raw material required was available in the forest only, which was not the case in the resettlement after displacement and changed their primary occupation. From the above analysis of the table it can be concluded that most of the displaced people had lost their primary occupation they were having prior to displacement and those who are attached with their primary occupation after displacement also they find it difficult to earn required for survival. Irrespective of the village, there was an increased in the number of families owning or possessing economic assets. Among three displaced villages families in Koha village have shown maximum change in owning the items like, cycle, sewing machine, ceiling fans, table fans, TV sets, two wheelers etc. While people from Kund village shown interest in buying watch, clocks, radios, tape-recorders etc and the people from Bori village have shown much interest in coolers, two wheelers, TV sets, Table fans and tape-recorders. From the above data analysis one can conclude that villages (Kund) with more tribal population have shown much interest in occupying the assets, which entertain them and get the recreation from the assets while the villages with more Gaoli community population have shown more interest in occupying assets which bring comfort in their life. Families from the village with mixed community population have shown mixed interest in occupying the economic assets after displacement. Further it can be concluded that after receiving an amount under R & R package compensation, instead of spending on some creative and income generation source they spent that amount on purchasing material to make life comfortable and enjoyable. Table 4: Change in Ownership of Economic Assets Asset Wrist Watch

Clock

Radio

Tape-recorder

Cycle

Sewing Machine

Ceiling Fan

Table Fan TV

Location BD AD Difference BD AD Difference BD AD Difference BD AD Difference BD AD Difference BD AD Difference BD AD Difference BD AD Difference BD AD

Kund 5 13 +8 (160.0) 2 10 +8 (400.0) 2 8 +6 (300.0) 2 4 +2 (100.0) 2 9 +7 (350.0) 1 5 +4 (400.0) 0 2 +2 (200.0) 0 3 +3 (300.0) 0 3

Village Bori 4 7 +3 (75.0) 2 4 +2 (100.0) 2 5 +3 (150.0) 1 6 +5 (500.0) 1 3 +3 (200.0) 2 4 +2 (100.0) 0 1 +1 (100.0) 1 5 +4 (400.0) 1 5

Total Koha 9 17 +8 (88.8) 10 16 +6 (60.0) 3 9 +6 (200.0) 2 22 +20 (1000.0) 4 24 +20 (500.0) 0 6 +6 (600.0) 0 4 +4 (400.0) 0 7 +7 (700.0) 0 8

18 37 +19 (105.5) 14 30 +16(114.3) 7 22 +15(214.3) 5 32 +27 (540.0) 7 36 +29 (414.28) 3 15 +12 (400.0) 0 7 +7 (700.0) 1 15 +14 (1400.0) 1 16

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Keshav Walke, American International Journal of Research in Humanities, Arts and Social Sciences, 9(4), December 2014-February 2015, pp. 353-363 Difference BD AD Difference BD AD Difference

Cooler

Two Wheeler

+3 (300.0) 0 1 +1 (100.0) 1 2 +1 (100.0) 19

Total

+4 (400.0) 0 2 +2 (200.0) 2 4 +2 (100.0) 7

+8 (800.0) 0 1 +1 (100.0) 0 2 +2 (200.0) 24

+15 (1500.0) 0 4 +4 (400.0) 3 8 +5 (166.7) 50

BD- Before Displacement, AD- After Displacement, Figures with decimals indicates the percentage Among Gond and Nihals, after displacement an increase by 25-100 in the percentage of problems faced is seen. In Korku families, as compared to the problems faced by them before their displacement, after displacement problems related to nature, food habits, dress code, culture/tradition, language/communication has been increased by more than seventy percent. It is seen that in among Gaoli families problems related to nature, food habits, dress code, police harassment, health and forest department have been lessen and problems related to culture/tradition, language/communication and political system has been increased. Table 5: Caste Based Nature of Problems Faced by the Families

Dress Code

Police Harassment

Culture /tradition/ taboos

Language/Communications

Political system Related

Health Related

Forest Department

Gond Diff.% Korku Diff.% Nihal Diff.% Gaoli Diff.% Gaolar Diff. % Total Diff. %

Food Habits

Caste

Nature (Weather, Water etc

Nature of Problems Faced by the Families

+100.0

+75.0

+66.7

+41.7

+100.0

+75.0

+50.0

+25.0

+50.0

+69.2

+74.8

+70.0

+31.2

+79.2

+76.5

+10.3

+8.5

+11.4

+50.0

+75.0

+100.0

+25.0

+100.0

50.0

+75.0

+50.0

+75.0

-19.8

-0.8

-23.9

-1.7

+3.8

+14.3

+49.6

-1.3

-29.4

+100.0

+46.3

+54.3

+48.1

+27.6

+57.9

+55.4

+22.4

+5.9

+7.6

Total

Multiple responses were involved, Figures with decimal indicate percentage Mainly problems related to political system have been increased by about fifty percent. In a single Gaolar family much change is not seen only problems related to political system have been added after displacement. Korku families are very close to the forest and nature. Their gods are rivers, trees, animals etc. Before displacement they were enjoying their rights over natural things and were having less number of problems as they were getting many things from the forest to fulfill their daily needs that may be of food or fodder and health (medicine). But after displacement they have been detached from their natural love with the forest, they have been deprived of the natural resources, like MFPs, medicinal plants, firewood, grazing their cattle etc, which they were enjoying in the forest; their income source has been taken off and because of all these factors the problems related to nature, food habits, dress code, health and forest department has been increased and shown maximum difference in the percentage. Gaoli families have been exposed to the outer world as they were involved in milk business before displacement also. Prior to the displacement Gaoli as they were having more livestock with them, they were facing more problems related to forest department, nature, dress code and police harassment before displacement. After displacement these problems have been lessen and problems related political system has been increased as till date no Garmpanchayat system was provided by the Government so all the families have this problem at new location. The above analysis shows that as compared to the Korku tribal families in the study area, Gaoli families were facing more problems in relation to the harassment by police and forest officials. They have also suffered problems on natural disasters and whereas, Korku tribal families were facing more problems in relation to health and political system before their displacement. But after displacement situation has been just reversed and Tribal families were facing more problems related to health, food habits, dress code, nature, culture/tradition, language/communication after their displacement and the Gaoli have been lessen their problems related forest department and police harassment after their displacement.

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Each caste or tribe have their own way of life, rituals, traditions and they have their own way of adjusting with many things around them. With the help of 6 researcher is attempting to understand the level of the adjustment of the Project Affected People with their new environment at the new resettlement in relation to their caste. Table 6: Caste Based Adjustment With New Environment Caste Gond Korku Nihal Gaoli Gaolar Total

Very Low (0-25) 2 .7 10 7.8 0 .5 1 3.4 0 .2 13

Adjustment Level with the new Environment Low High (26-50) (51-75) 0 1 1.4 .6 18 1 13.8 5.4 1 1 .9 .4 4 6 6.6 2.6 0 0 .5 .2 23 9

Very High (76-100) 0 .3 1 3.0 0 .2 3 1.4 1 .1 5

Total 3 30 2 14 1 50

Chi-Square = 31.136, d.f.= 12, Asy. Sig. = 0.000 Level of adjustment was measured with the help of 5 point scale consisting of 25 positive and negative statement presenting some kind of adjustment with the new environment like their interactions with the host people, reactions of host people towards displaced one, etc. Weights from 0 to 4 were assigned to each response and at the end total of weights assigned to the responses received from the respondents was done. Then total of the weights of the responses was divided into 4 classes i.e. 1. Very less adjustment (0-25), 2. Low adjustment (26-50), 3. High adjustment (51-75) and 4. Very high adjustment (76-100). Most of Korku tribals low level of adjustment with the new environment. This result may be due to the less exposer of the Korku tribals to the outer world. They live in the remote forests and their life starts with the forest and end with the forest. They have their own way of life, food habits, dressing pattern, language etc. In new environment everything is changed. Because all these difficulties Korku Tribals may not get adjusted with the new environment. On other hand table shows that Gaoli families have high level of adjustment. Gaoli families mainly are milk business families. Requirements of their business expose them to the outer world. They are aware of the tactics of the outer world to cope up with life and fulfill the needs. They donâ&#x20AC;&#x2122;t have problems in communication with the outside people so that they easily get adjusted to the new environment. Chi-square value for the above data for 12 degree of freedom was found to be 31.136. Which shows that there is highly significant relationship between caste/tribe background of the respondent families and their level of adjustment with the new environment at the new displaced settlement? From the above discussion and the analysis it can be concluded that as compared to the Gaoli displaced families, Korku families are less adjusted with the new environment at new settlement after their displacement and from the chi-square result it can be inferred that there is a significant difference in caste of the project affected families and their adjustment level with the new environment. From the above discussion it is found that following are the major losses experienced by the indigenous people from the study area. 1. Loss in total land by 5.0 percent 2. Irrigated land loss by 100.0 percent 3. Non-irrigated loss by about 25.0 percent 4. Gain in waste or fallow land by about 362.0 percent 5. Loss in annual income from field by about 52.0 percent 6. Livestock loss by more than 50 percent 7. Loss in annual income from livestock by about 35.0 percent 8. Loss in employment opportunities by 65.0 percent 9. Loss in monthly average family income by 40.0 percent 10. Loss in monthly per capita income by 40.0 percent 11. Single crop instead of multiple crops 12. Indebtedness has increased and the source of loan has change, most of the people take loan from money lender after displacement. 13. Common property resources has been decreased (No land for Nistar, Gaothan and grazing). 14. No Gram Panchayat and community centre in new settlement denial of civil rights. 15. Children education has suffered a lot due to non-availability of proper school facilities 16. Cent percent loss of facilities under 6th Scheduled area getting to Scheduled Tribe people as new settlement does not come under the Schedule area.

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17. 18. 19. 20. 21.

Women are more exploited economically and cannot communicate because of language problems Household work burden has increased for women as they have to look after fuel and drinking water. Cent percent loss in natural resources like, firewood, minor forest produces. Public Utility facilities have been lessen like, drinking water facility, common latrine, cremation centre etc. No compensation for house construction to those not having tax receipts 35.76 percent families did not receive the compensation).

VI. Social Work Intervention In India Social Work, like the Mona Lisa smile, means many things to many people. Shramdaan (Voluntary Manual Labour), Charity, Honorary Services, Disaster Relief all these works are labeled as a Social Work (Khindulka, 1965: 1). In the Indian context, there has been three distinct approaches to Social Work Practice namely, Gandhian Social Work, Voluntary Social Work and Professional Social Work. Modern social work in its present scope, content and values has moved substantively away from its minimalist, charity-based predecessors to constitute an entirely new conceptual frame and activities. It is vested at present with a wide range of functions. The coverage is so wide that it ranges from family relationship issues of all kinds, to various types of material deprivation. The scope of social work mandate continues to grow and gather momentum. Today people displaced due to big projects, like dams, road construction, mining, wildlife sanctuaries etc. As society changes in terms of urbanization, industrialization and increasing forces of the market, "it is always the poorer sections who suffer. They have neither the resources nor the skills to withstand strain, to buy services or to utilize new opportunities. Social workers must be able to institute services which will smoothen the change by providing rehabilitative, retraining and community support facilities" (Gore, 1973: 46). Main aim of social work is, to improve general social condition, to make people self-reliant/selfdependent/independent and preparing communities to be self-reliant As problems related to displacement are not at individual level and are at mass level, in researcherâ&#x20AC;&#x2122;s point of view Community Organisation, Social Work Research and Social Action methods can be of more useful as compared to other methods which do not mean that other methods are of less importance. Social Work Methods may be of great useful and helpful in minimizing the losses and problems of the indigenous people displaced and affected because of different national development projects and specially people affected by Tiger Reserves. These methods may not be that much of useful if they are applied separately or individually but if the integrated approach of social work practice is used then these methods may be of great help. A. Process of Social Work Intervention for Creating Sustainable and Safe Physical Environment for Displaced Indigenous People In Social Work, four fundamental activities can be distinguished: assessing the problem, planning for solution of the problem, implementing the plan and evaluating the outcome (Boehm, 1959:53). To cope up and minimize or reduce the losses experienced by the displaced indigenous people and to create sustainable and safe physical environment for them following steps of social work interventions are recommended by the researcher. These recommended steps are based on the suggestions and qualitative data collected from the social workers representing NGO working with the affected indigenous people prior to their displacement and after their displacement and the revenue officials from displaced area. A.1. Step-1: Research and Education In this step by utilizing social work research method before displacement just after the declaration of forest area as protected area or Tiger Reserve, knowledge related to current status on different aspects like, social, economical, political, integration, social harmony etc can be gathered and exact situation can be understood to assess the different needs of the people to be affected or displaced. At the same time people from the area declared as a protected one should be educated on different aspects (benefits and losses) and importance with the aim behind declaration of protected areas. For educating the people different media of awareness like, street plays, films on forest and wild animalsâ&#x20AC;&#x2122; protection and its importance can be used. Propaganda on the issue has to be made at the same time through social work research need base knowledge has to be collected. While educating people they must me made aware of different needs at the community or common level. While doing all these things, informal leaders in the community has to be identified for creating organisation. A.2. Step-2: Cooperation & Organization (Association) In this method, with the help of community organisation method of social work will should be developed among the community people to work towards the emerging needs to be fulfilled. In developing will social workers can play a role of guide and enabler in enabling the people in understanding different needs. After developing the will and cooperation people should be organised together and association or organisation may be formed which

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will work and negotiate with the policy-implementing agency. In forming organisation of the community leaders care has to be taken that there should be proper representation from each section o the population. Through these organisations the policy or the package for resettlement and rehabilitation has to be introduced to the people to be affected or displaced due to the project. At this stage committee at each village level comprising of some representative of social work organisation, women representatives, personnel from the forest department and grampanchayat members and the representatives from the weaker sections of the society has to be formulated. This committee can study the package in advance before it introducing to the general people. In this stage use of group work method and community organisation method can be useful. A.3. Step- 3: Developing the Strategies In this step strategies related to deal with different kind of situations after project implementation can be worked out. Those strategies can be arbitration, negotiation, mild coercion, sometimes violation of legal norms. At this stage only the package decided has to be revised as per the different dimensions among the population like, Caste and tribes, farmers and artisans, landowners and landless, male and female, self employed and daily wages labouers in consultation with the committee formed. Compensation package should vary as per the needs of individual village and characteristics of the population. A.4. Step-4: Planning In this stage planning regarding the execution of R & R package for rehabilitation has to be done. At this stage only, role of different stakeholders has to be specified at the same time their functions also. Here community organiser can play a role of an expert and share the experiences at other places where similar situation was faced by the people. Loss and benefits at other similar places can be analysed and on the basis planning regarding execution of the package. Here social worker can play a role of motivator and advisor in preparing people mentally for shifting at new settlement from their origin. New possible locations for resettlements should be planned at this stage. All sources of livelihood has to be assessed with the help of social worker representing the committee at village level and stake holders. A.5. Step-5: Preparatory Work before Displacement With the consent of all stake holders and the people to be shifted, before shifting or displacement to the new settlement from the original one, some preparatory work has to be done, like a. Finalisation of new location similar in nature to the old location. b. Making of land available equivalent to old village and of the same quality or the better quality land. c. Transforming land legally in joint names of both husband and wife. d. Common public utility facilities should be made available, like drinking water, electricity, school, dispensary or PHC, bank, Bus stand, place for cremation, common latrine, community centre, gram panchayat etc. e. Common property resources should be made available equivalent to the old village or more than that. (Land for Gaothan, Nistar, grazing and garden for children) f. Demarcation of boundaries of each oneâ&#x20AC;&#x2122;s land to avoid conflict after displacement. g. Road access to reach at every ones field. h. If land to be given is not qualitative or cultivable or fertile then before displacement efforts has to be taken to make it more fertile. i. Irrigation facility should be made available. j. Demarcation of house plots has to be done and proper construction of houses has to be completed before shifting. k. Place for keeping livestock has to be constructed. l. While doing allotment of the house plots and agricultural land social composition like caste, tribe should be taken into consideration. m. Employment related avenues to be created like state and central govt. schemes related to employment have to be introduced. n. If needed vocational training should be given to the eligible youth in relation to the nature of job available in the new locations. Till the above-enlisted facilities are not completed and provided none of the village has to be shifted at new place. At this stage social worker have much important role to play. He can play his role in assessing the qualities of the facilities provided at new place under the declared package. A.6. Step-6: Joint Action After completion of the all the preparatory work listed in step-5, villages can be relocated at new place. As the place where people relocated is new, facilities or schemes to engage all the displaced people in income

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generation activities has to be introduced. While shifting proper transport arrangement to shift household material and livestock as in most of the cases after shifting livestock was reduced due to death. A.7. Step-7: Periodical Assessment of the Benefits of Package Provided R & R Package provided for the rehabilitation should be assessed periodically by the outer agency, any NGO involved in research and assessment work. Accordingly little flexibility in the declared R & R package is expected and the alternate methods to help the displaced people in coping with the new environment should be provided on the basis of the findings of assessment report of the outer agency. With the periodical assessment package can be judged as per its success and failure and the goal can be achieved by certain amendments if suggested by the assessment report. Here exhaustive social work research is needed to assess the efficacy of the methodology used to rehabilitate the affected people. A.8. Step-8: Follow-Up and Termination As decided in the planning stage follow-up of the success and failures should be done for the decided period of time (Minimum 8-10 years) and village should be helped to stand self-sufficiently on their own efforts and the development facilities provided can sustain the life of the affected people. Support provided for the rehabilitation should be withdrawn after 10 years if everything is ok and rehabilitation is successful. Dissemination of information about the impending relocation, about resettler’s rights, compensation procedures, available choices, etc, is an indispensable premise for participation and requires an organised systematic communication mechanism. Initial resistance or hostility to the idea of involuntary resettlement is normal and should be expected. The responses of the settlers and hosts will greatly depend on establishing good communications with the concerned groups and their organisations (local association, NGOs etc) and on encouraging their participation in finding solutions to the complicated problems encountered in planning and execution of resettlement. A Sustainable development perspective spells out in greater detail the approach which professional social work should take to tackle social problems. It seeks to prioritize the relevant problems and decide the level at which the problem is to be tackled. Either it can be direct practice at the individual and community level or at the level of policies. Ideally it should be at both levels. At the former level services can be developed to meet specific needs - this would be in the nature of a remedial- curative approach. Work at the policy level will have a preventive - developmental approach. Interventions have to be undertaken in two contexts: it should be participatory and the emphasis should be on people's empowerment. VII. Conclusion Displacement and its dimension should be incorporated in the syllabus of under graduation and post graduation level. One subject especially on displacement and its various aspects like dimensions, depth, its consequences and the problems arise out of displacement, the status of displacement affected people, skills required to tackle the problems of displaced people etc. can be incorporated. So that trained, knowledgeable and skillful social worker can handle the problems of displaced indigenous people carefully. We can create sustainable and safe physical environment if the location where affected indigenous people to be displaced or shifted is chosen wisely and the facilities similar to the old village are provided at new place properly, planning before shifting is done whole heartedly and affected indigenous peoples are prepared mentally for shifting and social work knowledge is applied properly affected indigenous people may not have any problems in resettlement and rehabilitation. Further affected indigenous people can enjoy the fruits of sustainable and safe physical environment. References [1] [2] [3] [4] [5] [6] [7] [8] [9]

Boehm, Werner W. (1959), “Objectives of Social Curriculum of the Future, Social Work Curriculum Study”, New York: Council of Social Work Education. Cernea., Michael M(ed) (1991): “Involuntary Resettlement: Social Research, Policy, and Planning’ in Putting People First: Sociological Variables in Rural Development”. New York. Oxford University Press 3. Cernea., Michael M. (1997): “Eight Main Risk: Impoverishment and Social Justice in Resettlement”, Washington. D.C. Word Bank Environment Department. Cernea, Michael M. (1999), "Why Economic Analysis is Essential to Resettlement: A Sociologist's View." In Michael Cernea (ed) The Economics of Involuntary Resettlement: Questions and Challenges (Washington, DC: World Bank) Cernea Michael M. (2000): “Risks, Safeguards and Reconstruction: A Model for Population Displacement and Resettlement”. Economic and Political Weekly, October 7, 2000 pp 3659-3666 Chattopadhyay Sutapa (2000): “Development Projects and Resettlement: A Study of Health and Living Conditions of the Displaced Population”. A paper taken from the internet. Fernandes, W and Thukral, ED (eds) (1989): “Development, Displacement and Rehabilitation”. New Delhi. Indian Social Institute. Fernandes Walter and Paranajape Vijay (1997): “Rehabilitation Policy and Law in India: A Right to Livelihood”. New Delhi. Indian Social Institute. Fernandes, Walter (1994): “Development-Induced Displacement in Tribal Areas of Eastern India”. New Delhi (mimeo). Indian Social Institute. Pp-24

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Fernandes, Walter (2001): “Development and Displacement: A Historical Perspective Understanding Development caused displacement”. New Delhi: Indira Gandhi National Open University: Pp. 15-30 Gore, M. S. (1973): ”Some Aspects of Social Development”. Mumbai. Department of University of Hong Kong and Tata Institute of Social Sciences. Pp-46 Khinduka, S. K. (1965), “Social Work in India”, Allahabad: Kitab Mahal Private Ltd.pp-1 Mahapatra. L.K. (1999): “Testing the Risks and reconstruction Model on India’s Resettlement Experiences”. in M Cernea (ed), The Economics of Involuntary Resettlement: Questions and Challenges, Washington, DC: The World Bank, Jain, Shilpi and Dixena, Yogesh http://www.manupatrafast.com/articles/PopOpenArticle.aspx?

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What Motivates Whistle Blowers? Wisdom vs. Stupidity- Two Faces of the Same Coin Mrs. Sowmya S1, Dr. H Rajashekar2 Senior research Fellow-UGC, 2Professor 1,2 Department of Studies in Commerce, University of Mysore- 570006, Mysore, Karnataka, INDIA. 1

Abstract: Whistleblowing act is identified in both positive and negative sense. But how the same act seen in different senses which are completely opposite in nature. This question makes one to go in search of the literature which supports the statement. Yes, exactly the statement proves to be true after learning from reading the literature. The two faces of the same coin, the two phases of the same issue. But one issue cannot be seen in two different senses, which creates confusion in the minds of the people who wants to understand the concept. Whether whistleblowing is for good or bad? If so, to whom? Therefore there is a need to know the reasons and effects of whistle blowing. However, after knowing the effects, the purpose of this paper is to prove the whistleblowing concept as a single positive aspect, avoiding negative connotations or negative stigma attached to the concept and thereby removing the duality roles attached to the concept. Encouraging good and wisdom practices and discouraging the bad and stupidity practices is the ultimate objective of the concept. The principles based on wisdom as the core issue of the model is suggested to be includable in WBPPPP -Whistle Blower Policy Procedure Protection and Principles model which is suggested in the previous article. Keywords: whistle blowing, wisdom, stupidity, whistle blowing principles, WBPPPP model I. Introduction Whistleblowing act is identified in both positive and negative sense. But how the same act seen in different senses which are completely opposite in nature. This question makes one to go in search of the literature which supports the statement. Yes, exactly the statement proves to be true after learning from reading the literature. The two faces of the same coin, the two phases of the same issue. But one issue cannot be seen in two different senses, which creates confusion in the minds of the people who wants to understand the concept. Whether whistleblowing is for good or bad? If so, to whom? Therefore there is a need to know the reasons and effects of whistle blowing. However, after knowing the effects, the purpose of this paper is to prove the whistleblowing concept as a single positive aspect, avoiding negative connotations or negative stigma attached to the concept and thereby removing the duality roles attached to the concept. Encouraging good and wisdom practices and discouraging the bad and stupidity practices is the ultimate objective of the concept. II. Objectives 1. To understand the positive and negative aspects of whistle blowing. 2. To know the factors motivating whistle blowing. 3. To understand the need for whistle blowing principles. 4. To suggest the model for framing whistle blowing principles. III. Research Methodology The study is the combination of conceptual and empirical nature. The study includes the mixed model approach. The mixed model approach is the combination of descriptive and exploratory approach in research. The literature review and conceptual understanding of the terminologies helps in understanding the positive and negative aspects of whistleblowing and model development respectively. The study used primary data collected by scheduled interview method from 340 employees approximately working in Karnataka state public enterprises to know what motivate employees for whistleblowing. Nearly 18 Karnataka State Public Enterprises were visited for data collection. The sample of 340 employees includes only those employees who were not willing to blow the whistle. The question was targeted to those employees who remain silent after observing wrongdoing in their organization. The four situations were identified to know what can make them to report such incidents. The 5- point Likert Scale was used to measure the data, where 5 stands for Strongly Agree, 4 for Agree, 3 for Neutral, 2 for Disagree and 1 for Strongly Disagree. For the purpose of analyzing the data the study has used descriptive analysis such as mean and standard deviation, one sample t test for comparing means and frequency and percentage analysis for analyzing the data.

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IV. Aspects of Whistle Blowing- Positive and Negative A. Positive Aspects The whistle blowing act has some positive aspects. These positive aspects reflect the benefits, advantages, significance, importance and good side of whistle blowing. The following factors explain about the positive aspects of whistle blowing. 1. Whistle blowing is an anti-corruption tool It minimizes fraud and misconduct can be corrected. 2. It ensures effective system of internal control Whistle blowing can play an essential role as a preventive and detective control, if the organization explicitly incorporates reporting mechanisms that disclose incidents of wrongdoing into its internal control structure (Poneman 1994). 3. It is a good corporate governance practice The organization promotes transparent structure and effective, clear communication among all levels of employees. This can protect organizational clients. Organizations contain many stakeholders such as share holders, directors, managers, employees, vendors; consumers. Each of these groups has a vested interest in the health and long term success of the corporation. Each group seeks to secure its own success through the activity of the corporation. Each group seeks to do this in a fair and equitable way. The only stakeholders that really know what is happening within a corporation are the employees. So it is in the hands of the employees to protect the interest of various stakeholders. Whistle blowing gives all stakeholders, but most importantly employees, the opportunity to keep the corporation ethical and also to keep fellow employees honest. The end of the evil practices in the organization is possible by the effective whistle blowing. If no one questions the bad behavior, it will continue and as a result cause even more damage to the organization itself and public. On other side by encouraging a whistle blowing culture within the organization, the organization promotes transparent structure and effective clear communication. More importantly whistle blowing can protect the organization clients. 4. It is a risk management strategy (Ross Bentley) Itâ&#x20AC;&#x2122;s better to hear the wrongful act at its initial stage, so the solution could be found at the earliest in preventing further damage to the organization in long run. 5. It may result in change in public policy (as in case of Jeffry Wigand -Brown and Williamson Tobacco Corporation). B. Negative Aspects The act of whistle blowing even has some negative aspects. These negative aspects reflect drawbacks, disadvantages, harms and bad/ugly side of whistle blowing. The following factors explain about the negative aspects of whistle blowing. 1. Employees take advantage of whistle blowing for personal benefit. The employee with greed can misuse the whistle blowing mechanism for personal benefit. The benefit may include personal grudge, power, position, and money (as in case Douglas Durand) 2. Lack of support for whistle blowing. If the entire organization does not have positive attitude towards whistle blowing, then employees may fear speaking up (Jennifer Loftus). The lack of organization support for internal whistle blowing may result in external whistle blowing, causing serious damage to goodwill of the organization. 3. Stress , termination and mistrust Whistle blowing causes stress, termination and mistrust on part of the employees. These results are retaliatory acts by their employers. The employers may retaliate against their employees for blowing the whistle causing them heightened stress and discomfort in job. In most cases the employers terminate their employees for the act of whistle blowing. It develops mistrust on employees about their organization (Cee Donohue). The added stress by whistle blowing act can cause several health problems and fractures in relationship (Gerald Hanks). Ruined careers, stress-related illness, and even broken marriages are the impact of whistle blowing (Vicki D Lachman 2008) 4. Disrupt the team spirit. Whistle blowing makes people suspicious of one another, which may disrupt the team spirit and cooperation within the companies. This affects the operations of company in long run. Whistle blowers suffer from emotional self-accusation (Nicole Zhang). After knowing both positive and negative aspects of whistle blowing, one can say that positive outweighs negatives, if negatives treated effectively. Whistle blowing benefits, if there is clear procedures, actively and effectively maintained, reduce not only harassment and reliability liability but also the likelihood of punitive damages (Janet Near, Terry Morehead Dworkin, and Marcia Miceli)

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Data Analysis and Interpretation Table 1 Descriptive Statistics N

Mean

Std. Deviation

situation willing to reportprovided protection against retaliation

333

3.68

1.307

situation willing to reportprovided the act is rewarded / awarded

328

2.54

1.306

situation willing to report-keeping the act confidential/anonymity is maintained

337

3.43

1.317

siuation willing to reportinstitutionalization of whistle blowing

324

3.31

1.140

Table 2: One-Sample Test Test Value = 3 95% Confidence Interval of the Difference t situation willing to reportprovided protection against retaliation

Sig. (2-tailed)

Mean Difference

Lower

Upper

9.435

332

.000

.676

.53

.82

-6.344

327

.000

-.457

-.60

-.32

situation willing to reportkeeping the act confidential/anonymity is maintained

6.039

336

.000

.433

.29

.57

siuation willing to reportinstitutionalization of whistle blowing

4.970

323

.000

.315

.19

.44

situation willing to reportprovided the act is rewarded / awarded

Table 3: Frequency analysis for situations willing to blow the whistle Situation 1

Frequency Strongly disagree Disagree

Situation 2

13.5

1.8

20.1

109

32.7

106

31.8

333

100

Frequency 15.3

Situation 3

111

33.8

10.4

29.9

19.5

6.4

328

100

Frequency 44.2

Situation 4

2.7

26.7

105

31.2

23.4

337

100

Frequency 18.7

11.7

3.1

139

42.9

26.5

15.7

324

100

14.8

Neutral 20.1

29.9

26.7

42.9

Agree Strongly agree

64.5

25.9

54.6

42.2

Total 100

100

Source: Primary data 1. 2. 3.

4. 5.

V. Findings The situation 1 i.e, willingness to blow the whistle- provided protection against retaliation has been identified with highest mean value (3.68 refer table:1) among the given situations. The situation 2 i.e, situation willing to reportprovided the act is rewarded / awarded is been identified with lowest mean value (2.54 refer table:1) among the given situations. The study found there is significant difference in agreeability of willingness to blow the whistle depending upon the situations based on one sample t test, where the significant values are less than p value 0.05(refer table:2). Majority (64.5% refer table: 3) of the respondents agree they are willing to report the observed wrongdoing in their organization, provided they have been protected from employer retaliation. 44.2% (refer table: 3) of the respondents disagree, they are willing to report provided their act is rewarded and awarded.

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54.6% (refer table: 3) of the respondents agree, they are willing to report the observed wrongdoing in their organization, provided their identity is kept confidential and anonymity is maintained. 7. 42.9% (refer table: 3) of the respondents are neutral about their decision of willingness to report wrongdoing in case where whistle blowing is institutionalised. VI. Whistle Blowing Principles The whistle blowing principles serve as guidance for formulating new and improving existing whistleblower legislation. The whistle blowing principles help and ensure that whistleblowers are afforded proper protection and disclosure opportunities. The whistle blowing principles should be adopted to an individual country’s political, social and cultural contexts and to its existing legal frameworks. The principles for whistle blowing are developed by taking into lessons learned from existing laws and their implementation in practice from whistleblowers experts, government officials, academia, research institutes and NGO’s from all regions. The principles are updated and refined as experiences with legislation and practices continue. The international principles for whistleblower legislation are developed for effective and efficient Whistle blowing protection legislation by Transparency international. WIN Whistle blowing International Network, an NGO for Whistle Blowing as given the statement of principles for Whistle blowing. VII. Suggestion Figure 1: Wisdom vs. Stupidity of Whistle Blowing KNOWLEDGE STUPIDITY INTELLIGENCE ABSURDITY DISCRETION IDIOCY SENSE NON-SENSE WISDOM STUPIDITY LEARNING IGNORANCE ERUDITION SILLY DISCERNMENT SAGACITY PRUDENCE After knowing the positive and negative aspects of whistle blowing, those aspects could be identified with certain special qualities that exist within the person blowing the whistle. The positive qualities which reflects the wisdom in all serves as positive aspect of whistle blowing and the negative qualities which reflects lack of wisdom or stupidity nature serves as negative aspect of whistle blowing. The wisdom is defined as the quality of having experience, knowledge, and good judgment. Like light removes the dark, the light of knowledge removes the stupidity in dark. The stupidity nature which is been reflected by absurdity, Idiocy, non-sense, ignorance, silly which can be overcome by wisdom nature which is been reflected by knowledge, intelligence, discretion, sense, learning, erudition, discernment, sagacity and prudence. The negative aspects can be overcome by identifying the positives. Conversion is needed, which even can be learnt. The system which is build on the foundation of wisdom as a part of organization culture can truly accept whistle blowing in positive sense than with negative sense. VIII. Conceptual Understanding of Terminologies Wisdom: the quality of having experience, knowledge, and good judgment Knowledge: knowledge is a familiarity, awareness or understanding of someone or something. Acquaintance with facts, truths or principles. Intelligence: the ability to perceive and retain knowledge or information. The ability to learn or understand things or to deal with new or difficult situations. Ability to apply knowledge. Discretion: the freedom to decide what should be done in a particular situation; freedom of judgment or choice; the right to choose what should be done in a particular situation. Sense: a sense is a physiological capacity of organisms that provides data for perception; a perception; a perception or feeling that is produced by a stimulus. Learning: the act of acquiring new, or modifying and reinforcing, existing knowledge, behavior, skills, values or preferences and may involve synthesizing different types of information; the acquisition of knowledge or skills through study, experience, or being taught. Erudition: erudition is the depth, polish and breadth that education confers; deep, extensive learning. Discernment: is the ability to obtain sharp perceptions or to judge well; the ability to see and understand people, things, or situations clearly and intelligently. Sagacity: having or showing an ability to understand difficult ideas and situations and to make good decisions. Prudence: careful good judgment that allows someone to avoid danger or risks; Exercising good judgment or common sense Stupidity: lack of intelligence, understanding Absurdity: a thing that is extremely unreasonable.

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Idiocy: something that is extremely stupid or foolish, an idiotic action or statement. Non-sense: words or ideas that are foolish or untrue; is a communication via speech writing, or any other symbolic system that lacks coherent meaning. Ignorance: is a state of being uninformed; lack of knowledge, understanding or education. Silly: weak-minded; having or exhibiting a lack of good judgment or common sense. The whistle blowing practice must be guided by wisdom approach than stupidity approach, to achieve this, the policy, procedure and protection factors which can be considered in whistleblowing legislation, as suggested WBPPP model in previous article can be expanded with incorporations of additional P factor which stands for Principles based on Wisdom. So the effectiveness of the model is increased. Finally the complete model has been framed in which it gives birth to WPPPP model or 4 P factors model for whistle blowing. Figure 2: WBPPPP Model-Whistle Blower Policy Procedure Protection Principles Model (Renewed by expansion)

Policy Procedure Protection

Principles based on wisdom

The WBPPPP model is an effective combination of policy, procedure, principles and protection factors includable in the whistle blower protection law. IX. Conclusion The model hereby suggested is complete in all aspects for framing effective whistle blowing legislation. The principles as a core issue includable in all other factors. The policy, procedure and protection factor must be based on principles, and where those principles are based on the quality of wisdom. The quality of wisdom is achieved by continuous learning which gains knowledge and application of the knowledge in working environment for better living. The further scope of the study includes identifying the principles based on wisdom qualities to be includable in the legislation to make it strong. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18]

Cee Donohue (n.d). “The effects of whistleblowing on a business”. Retrieved on 14/11/2014 from http://www.ehow.com Gerlad Hanks (19/6/2014). “Advantages and disadvantages of whistleblowing”. Retrieved 14/11/2014 from http://www.ehow.com/info_8480004 Janet P Near, Terry Morehead Dworkin, Marcia P Miceli. Whistle blowing in Organizations, Lea’s Organization And Management Series Jennifer Loftus (June 29 2010). The importance of whistleblowing. Retrieved on 14/11/2014 from http://www.astronsolutions.net/library/astrononlogy.asp?articleID=244 Neil Weinbery (14/3/2005). “the dark side of whistleblowing”. Retrieved on 19/11/2014 from http://www.forbes.com Nicole Zhang (19/11/2012). “Some thoughts on whistleblowing”. Retrieved on 14/11/2014 from http://www.blog.nus.edu.sg/IS1103gp109/2012/... Poneman, L.A (1994). “Comments-whistleblowing as an internal control mechanism: individual and organizational considerations”. Auditing: A Journal of Practice and Theory, Fall, pp.118-130 Roberta Ann Johnson , “whistle blowing when it works and why?” Ross Bentley (n.d). Why whistleblowing is good for business. Retrieved on 14/11/2014 from http://www.computerweekly.com Sowmya S, Rajashekar H (2014), “Whistleblower Protection Laws –Regulatory Framework-Global Scenario”, International Journal of Management and Computing Sciences Vol 4 No 3-4 pg:1-13 Statement of principles (n.d). retrieved on 31/10/2014 from http://www.whistleblowingnetwork.org/about/statement-of-principle Vicki D Lachman (2008), whistle blowing: role of organization culture in prevention and management. MEDSURG Nursing. August 2008—Vol. 17.No.4 Whistleblowing principles(n.d). retrieved on 31/10/2014 from http://www.transparency.org www.merriam-webster.com www.dictionary.reference.com www.en.m.wikipedia.org www.thefreedictionary.com www.oxforddictionaries.com

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A COMPARATIVE STUDY OF OTHELLO & SILAPPATIKARAM: A CRTICAL REVIEW 1

Mr. K. Karthikeyan, 2Dr. S. Veeramani, Post Graduate of English, 2Assistant Professor of English, St. Joseph’s College (Autonomous), Tiruchirappalli – 620002. Tamil nadu, India.

Abstract: The purpose of this paper is to contribute to the literature on the leadership, emotion and organization by examining Shakespeare’s Othello and Illango’s Silappatikaram. Othello and Kovalan are the primary figures in the plays – represents the inner character within their minds as well as an external character. Iago and Goldsmith represent the inner characters. Both the characters fill other minds with powerful felling of jealous and envy, as the result they ruined their life. Especially, the male characters have not analysis the reality of life and so as the result they ruined their own life. All of the violence in these stories revolves around the deception of Iago and Goldsmith. These both plays conveys the cycle from mental violence to physical violence. This paper focus on symbolism involved in both the plays, the fall of men, suspicious characters, the effects of wrong judgments on innocent character, analyzing of friendship, talents of the hero’s and the role of female characters Keywords: chastity, suspicious, insanity, destruction, marital fidelity.

I. INTRODUCTION Literature occupies a superior place in the society. Literature has an ample number of definitions. Each definition has its own meaning as for as the understanding of the literary legends. Literary works differs from each country and it has its own identity. Every literature aims at something specific as its outcome. Hence, how comparative literature goes to take its own place and identity in the world of literature. Silappatikaram is described in the context of the Composition of the Epic. It was written by a great ‘WriterPrince’ Illango Adigal. It was divided into Kantam(Book) like Puhar, Madurai, The Book of Vanji and it is subdivided into 30 cantos. The major characters in the play are Kovalan, Kannagi, Gold smith, King Nenduncheliyan, Kopperundevi, Madhavi. The play Othello was written by William Shakespeare. It has Five Acts and each Acts has three Scenes. The major characters in this play are Othello, Desdemona, Iago, Cassio, Roderigo, Emilia. Symbolism involved in both plays: In Othello, the handkerchief was the first gift Desdemona received from Othello. She kept it with her as symbol of Othello’s love. The handkerchief is considered as a token of love. The handkerchief symbolizes marital fidelity. The handkerchief is powerful metaphor within the play’s turning point. In Silappatikaram, Kannagi wore Anklet Kannagi lost all other jewels because of her husband’s affair with Madhavi. When he returned to Kannagi they moved to Madurai. The only jewel Kannagi had was her anklet thought selling it she wanted her husband to set up a new business. But this completed the life of both. Anklet is turning point of play. In Othello handkerchief ruins the life of Desdemona and Othello where as in Silappatikaram ‘Silambu’ ruins the life of Kannagi and Kovalan. Thus Handkerchief and Silambu symbolize destruction. The fall of men in Othello and Silappatikaram: Kovalan spends time with Madhavi, as the result he loose all his property and then returns to Kannagi but tragic around his life by the under plan of Goldsmith. When Kovalan goes to the Smith to try and sell one of Kannagi’s anklets the smith thinks Kovalan stole the piece of jewelers from the queen the king not enquired deeply as the result, the soldiers killed Kovalan. Othello is very brave man he deeply loves Desdemona. Othello promoted Cassio, as his lieutenant. So Iago hates both Othello and Cassio. Iago took revenge against them. Iago poisoned Othello’s mind for suspicious as

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the result. He does not believe her wife and kills her. Both plays denoted the fall of man. The male characters have not analysis the reality of life and so as the result, they ruined their own life. A man’s nature is but perceived in puriuatenssee, for there is no affection. In passion, for that putted a man out of his precepts, and in a new case or experiment for these customs leagued him. (Bacon, 238) Suspicious characters have in both plays: In Othello Iago is a suspicious character, because he creates the many ill ideas against Cassio and slowly poisoned Othello’s mind. Iago creates the break up between Othello and Desdemona with tool of handkerchief. Desdemona is a chaste wife of Othello. But Iago tells many false things against Desdemona to Othello. Othello fully doubts his wife. He does not believe her wife. In Silappatikaram Goldsmith is a suspicious character, because he creates a false plan against Kovalan. So, Kovalan gets punishment under the Pandya King. Goldsmith misinforms to the king that he has found the culprit along the loss of queen’s anklet. He poisons King Neduncheliyan’s mind by his information. The Great Pandya King does not enquire him and order killed him. King says that Should you find, in the hands of a most clever thief, an ankle ornament resembling a wreath of Flowers, Which belongs to my consort, put the Man to death and bring me the bracelet. (Alain Danielou, 109) Goldsmith not only poisons the king’s mind but also tempts soldiers, because the soldiers are unwilling to kill him. But Goldsmith continuously speech a drunken soldiers kill Kovalan with his sword. Both plays a villainy character makes a suspicious as the result play become a tragedy. The Effects of wrong Judgments on innocent character in both plays: In Silappatikaram King Pandiyan does not enquire the case of Kovalan properly. Kovalan and Kannagi’s life becomes dark. Kannagi argues with Pandya King. She breaks open her anklet king Neduncheliyan understand that it is filled with Rubies whereas Koperundevi’s anklets are filled with Pearls. He stares against and falls down immediately and with him the Queen also dies. Before the death of king he said: I am the thief. For the first time I have failed in my duty as protector of southern kingdom. No way is left open to me save to give up my life. (Alain Danielou,129) In Othello a black moor Othello does not enquire Desdemona and Cassio because of this mistake Desdemona dies. In both plays make character easily believes other words without the analysis deeply. In Silappatikaram king’s attitude is the cause for the problem. But in Othello his character is the reason. The effect of wrong judgment makes very big problem a ruined in both plays. In Silappatikaram Kannagi proves how pure and true she is through her husband’s betrayal. She stays faithful and chaste. But in Othello Desdemona does not prove how pure and true. Kannagi represents violence in the plays, but Desdemona represents absence of violence in the play. Analyzing of friendship in both plays: In Silappatikaram hero and heroine have friend likewise a play Othello. In Silappatikaram kannagi has a friend named Vasvadaththai. In Othello Desdemona has a friend named Emilia. Both plays have the role of friendship. Kovalan’s friend named Modalan. Othello has friend named a Cassio. Shakespeare and Ilango Adigal give important for a friendship. Talents of the Heroes: Talents of the heroes indicate heroes’ proficiency. Othello is a black Brave Moor. He is a good warrior and has more physical strength. Othello becomes the governor of Cyprus. In Silappatikaram Kovalan also have some talents. Kovalan in an expert in playing yal(fiddle). Likewise he knows to sing a song. Once, Kovalan controls an insanity elephant. The uses of sword involved in both plays. Finally, Othello uses knife to stab himself. Pandya King’s soldiers use to knife to kill Kovalan. The using of sword is used only to kill others. Role of female characters in both plays: In both the plays female characters deeply love their husbands. In Silappatikaram kannagi loves her husband Kovalan very deeply. Kannagi got married at the age of twelve and she knows that Kovalan’s parents look her to maintain the tradition and honour of the family. Colorful cloths, jewelry, all these are meant to by symbols of happiness. But Kanngi does not wear flowers or jewelry. On having known of her husband’s is disloyal behavior with Madhavi, she never reacts and gets anger against her husband. She fully believes her husband. She also proves kovalan innocence and her chastity. For the husband is the head of the wife, even as Christ is the head of the Church [Ephesians, 5:22-3] Love’s chameleon, and would live on air physic for agues; starving is his food [Aglawra, 23] In Othello, Desdemona is an adventurous spirit. Because of the beginning of the play, her new husband in called away for military duty in Cyprus. She begs to go with him. She does not like to stay at home, but Kannagi remains at home. Desdemona is quite set on exacting her punishment on constancy before even being sure of the truth of the situation. She is able to sacrifice everything for her love of her husband. Kannagi and Desdemona are feminine characters they are sacrificed many things to their husband. In Sillappatkiaram and Othello a female character is center of play.

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II. CONCLUSION This paper brings out the concept of chastity. It also represents the husband’s words and activities. It compares the past and present people’s life and their status or position held in the society. There are many similarities founds here. These tragic plays show how jealousy leads to tragic and everyone and every can overpowers a person’s mind and lead them for destruction. These two plays denote the tragic flaw. In Othello, tragic flaw is suspicious. In Silappatikaram denote themes also taught of injustice. Othello and Kovalan is the tragic hero. They destroy by their surroundings and their own actions and their fate. In Othello a great injustice is done to the main character Othello. Othello is manipulated by the villain Iago. These two plays gave a way of life how to live in the world. References [1] [2] [3] [4] [5]

Adigal Ilango. Shilappadikaram: The Ankle Bracelet.Trans. Danielou, Alain London: Great Britain, 1965. Print. Bhatia, Praveen. Othello. New Delhi: Taj Press, 2011. Print. Chellappan k. Shakespeare and Ilango As Tragedians: A comparative study. Thanjavur: Tamil University Offset Press, 1985. Print. Dusinberre, Juliet, J. Shakespeare and the nature of women. London: The Macmillan Press, 1975. Print. Hawkes, Terence. Shakespeare and The Reason. London: Routledge & Kegan Ltd., 1964. Print.

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PROFILE OF BEAD MAKING A PROMISING ENTREPRENEUR 1

Mehta, M., 2Gandhi, S, and 3Dilbaghi, M Corresponding Author & Senior Scientist, Deptt of FRM, COHS, CCS HAU, Hisar, Haryana, INDIA. 2 Senior Scientist, Deptt of FRM, COHS, CCS HAU, Hisar, Haryana, INDIA. 3 Research Associate Scientist, Deptt of FRM, COHS, CCS HAU, Hisar, Haryana, INDIA.

I. Introduction Entrepreneurs may be defined as the activity in which a individual or a group of individual who initiate, organize and operate a business enterprise. In the globalized knowledge economy it is very difficult to start up business, and the development of new economy has even provided many new opportunities to entrepreneurers, which has formed a new trend in starting undertakings in different parts of the world. Bead making is one of the small-scale entrepreneur practiced in North western part of Haryana A bead is a small, decorative object that is pierced for threading or stringing. Beads range in size from under a millimeter to over a centimeter in diameter.. Bead making comprises sub activities starting from procurement of wood, chopping wood, making beads, polishing, colouring beads and string making. The present study was undertaken to study the profile of bead making entrepreneur II. Methodology The present study was undertaken in Mangali village of Hisar district, as bead making was lifeline for them. All the family members were involved in bead making and were supplementing the family income. Hundred households who were involved in the bead making were selected purposively as the sample for the study. A well-structured pre tested interview schedule was used to collect the data. Situation analysis was done through observation and personal discussions with the entrepreneurs. III. Results Gender participation and drudgery level in bead-making The information on gender participation and drudgery level in bead making has been presented in figure 1 and table 1. Both male and female members were involved in various activities of bead making. Some of the activities were done mainly by males whereas few by females only. Among children, both male and females participated in bead making activities (Figure 1). Male labour was also hired for some of the activities. All the activities of money management were male oriented. Capital raising/borrowing and expenditure management were easy, but demanding and mildly exhaustive. Regarding operating posture, manual load operative and manual workloads, all these were on lighter side (Table1). Gender participation

Male

Female

Both male & female

Children male & female

Labour male

Fig 1 Gender participation in bead making activities A further perusal of Table 1 reveals that all the human resource related activities were male oriented. All these activities were less time demanding, less exhaustive and easy except supervision of work which was highly time demanding, but neither exhaustive nor having manual workload. Material or process related activities were also male dominated in which estimation of material was considered as a demanding and exhaustive activity. Procurement of material was very difficult activity followed by estimation of material perceived as difficult activity. Operating posture was not painful and manual workload was heavy for procurement of material. Among technology related activities, buying of tools and repair of tools were male oriented activities. Whereas for technology use at the enterprise, both males and females were involved . Buying of tools was demanding whereas technology use at the enterprise and technology repair were moderately demanding activities. Among

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these activities, technology use at the enterprise was exhaustive, moderately difficult as well as moderately painful, however, manual load operative was light and manual workload was moderately heavy. This was a regular activity for which the labour was hired. Table 1 also exhibits that procurement of fuel and operating fuel at the enterprise were male oriented activities. These activities were not so much time demanding and exhausting. Regarding difficulty, these were moderately difficult, manual load operative and manual workloads were moderately heavy. Among marketing related activities, packaging and clearing of waste was done by women whereas transportation and marketing was done by men. Packaging was a demanding activity but transportation and marketing were very demanding activities. All these activities were exhausting and difficult. Manual load operative and manual workload varied between moderately heavy to heavy for transportation and marketing. Table 1: Ranking of enterprise activities as per drudgery score List of activities

Gender participation M

Drudgery score

Rank

Both

Money management related Capital raising / borrowing Budgeting Expenditure management Product costing as per market Human resource related

√ √ √ √

12 10 12 8

IX XI IX XIII

Estimating labor demand

√

XII

Engaging labor Allocation of work and time

√ √

10 10

XI XI

Supervision of work

√

√ √ √ √

16 23 17 13

VII I VI VIII

VII

√

VII

Procurement of fuel / diesel /energy

√

VII

Operating fuel / energy at enterprise

√

22 21 13

II III VIII

Material related/ process related Estimating material required Procurement of material Material issue / allocation Supervision of material used Technology related Buying of tools/equipment establishment

√ √

Technology use at the enterprise Technology repair & maintenance Bio mass Fuel / diesel / energy use in enterprise related

Marketing related √

String making Transportation Packaging & marketing Clearing the waste Total number of activities

√ √ 18

√ 2

Regarding drudgery score given in Table 1, procurement of materials was the drudgerious activity with the drudgery score of 23 followed by transportation (22) and marketing (21). Technology use at the enterprise and string making got the fourth and fifth ranks respectively, which practically were identified as the drudgerious activities. Out of total 21 activities, 18 were done by men whereas two activities viz technology use at the enterprise and clearing the waste were done by men and women both and only one activity namely string making was done solely by women. Percentage participation of men in bead making was 88.5% whereas solely of women was 5.5%. Making string (mala) was mainly the women oriented activity. No doubt the two activites viz. making string (mala), mala-cutting were lighter activities yet laborious and time consuming. Therefore, outsourcing of these activities was a common practice, consequently, making string (mala), mala-cutting developed into allied enterprises. Conclusively, it has been observed that no doubt calculated drudgery score was more for procurement of material, transportation and marketing but these three activities were being collaborated with other entrepreneurs in the village, hence, became a shared activity which ultimately reduced the drudgery. Infact, the drudgery was more in bead making enterprise where all the family members worked rigourously for longer duration and that too, in a continued sitting posture. Further, string making was also time consuming and tedious task done by females only.

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Profile of bead making enterprise Generally, beads were made from wood of shisham, beri, loquat, sandal, kair, keim and bakain . One of the enterprises used turmeric for making beads. These were used for making strings for religious purposes. Besides, these were also used as embellishments for dresses, making purses and other decorative articles. Having the skill, one could start this enterprise with an amount of Rs. 20,000. Beads are the principal products of the bead making enterprise. Broadly, 6000 - 12000 beads ranging from 2mm - 25mm were prepared per unit in a day. However, the beads of 7-8 mm size were prepared more in the village to the tune of about 6000 beads per unit per day. During this process of bead-making, waste wood (jaali) and saw-dust (burada) were generated as bi-products to the tune of 10 kg and 3 kg per enterprise unit per day respectively. However, the quantity of waste products generated was directly proportional to the size of beads. The principal products and bi-products were available in all seasons throughout the year. However, production increased during festival season i.e. from Oct- Jan. Among all the activities of bead making enterprise, purchase of wood, chopping wood, colouring beads and sale of beads were done by male members (Fig. 2). String (mala) making was done only by women. Where as in bead making the entire family including children were involved. Seasoning of wood and mala cutting were done by both male as well as female members. Performance of activities by family members

String (mala) making

Bead making

Seasoning wood Polishing beads Mala cutting

Purchase of wood Chopping wood Colorings Sale of beads

Only women

Entire family including children

Both male and female

Only male

Fig. 2: Performance of activities by family members

Regarding labour availability during various seasons revealed that there was shortage of permanent male workers for bead making throughout the year whereas permanent women workers and wage women workers were available all through the year (Fig. 3). Profitability of bead making Economic viability of bead making revealed that bead making was expressed as marginal profitable enterprise (60%) followed by profitable (35%), and highly profitable (5%) enterprise (Fig. 4). Details of work station lay-out Table 2. encompasses the details of work station lay-out. Chopping wood is an activity which is done prior to bead making. Small chopping machine (aari) was kept in one side of the room where other machines of bead making were kept. This activity was carried out by sitting on the stool/pihri. However, high capacity chopping machine (aara) has also been installed in the village as an allied enterprise of bead making where many of the villagers found it convenient to get wood chopped for beads. This chopping of wood at aara, was done by hiring a permanent wage labourer by the owner of aara, who was doing this activity sitting on a higher stool in a very polluted and dusty environment.

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Fig. 4: Profitability of bead making 5%

35% 60%

Highly profitable

Profitable

Marginally profitable

Table 2: Details of work station layout Details of work station Distance Provisions at between work work station stations(cm) 60 cm -Window -General lighting 400 cm -General lighting -Specific lighting -Power Different place* -Open Area -Power

Work station for activities

Posture adopted

Dimensions of work station (cm)

Chopping wood

Sitting on stool Sitting on floor

90 x100 cm

Polishing & Colouring beads

Standing Bending

45x45 cm Open area

String making

Sitting Standing Bending Sitting

Any placeOpen or closed area

Different place*

Day light/ Adequate lighting

Any placeOpen or closed area

Different place*

General lighting

Bead Making

Mala cutting

300x279 cm

Materials used for the work station Wood Chopped wood

Sand paper/ Grinding stone Colour Polish mixture Needle Thread Ruler Cutter

Making of beads was an activity carried out by sitting on floor in a small room/enclosure. Generally, the place was smaller in dimensions measuring 300 cm x 279 cm and having a small window. Both general as well as specific lighting were provided in the area which was not adequate for this activity. All other activities viz., polishing, colouring beads, string making and mala cutting were done in the open area. String (mala) making and mala cutting were done at any place comfortable to them in sitting posture whereas polishing and colouring beads were done at open place in standing with bending postures. Moreover, each of these activities was done at separately after the previous one was over. So distance between the work stations did not have significant bearing. (Table 2). Dimensions between the work stations were not given any importance as they continuously did one activity at a time and did not move between the workstations (Table 2). Provision of lighting was through a small window, general lighting and specific lighting but it was not adequate. Ventilation was poor in the room; moreover, the saw dust generated made the surroundings more vulnerable. Work process study details Table 3 exhibits that bead making was a continuous activity. It was carried out for 8 hrs in a day. Activity was performed in a single cycle using only one control by left hand. Right hand was used for grasping and moving the chopped wood for drilling and preparing beads. In each cycle they made beads atleast for one hour at a stretch bending their neck without changing their posture. Only movements are changed. They even did not get up for clearing the waste ( burada and waste wood) generated while making beads. The material required for bead making was kept within their reach so no improvement was needed in the process. Table 3: Work process study details in bead making Name of enterprise activity

Process description

No. of cycles Duration of per process each cycle

Bead Making Make beads atleast for one hr at a 55 cycles stretch bending their neck without changing posture String making -Put beads in thread while sitting. 20 cycles -Stand & bend to slide the beads in thread. -Collect & tie the long string in bunch.

Total duration

No. of stops & starts

No. of delays

No of controls to be operated

1 min

8 hrs activity*

One

2 min

2 hrs

Two

String making of beads was done after polishing and colouring of beads. It was done atleast for 2 hours by putting larger beads one by one using thread & needle and smaller beads by using charkhi. Once the string was

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made about 30 cm long they moved and slide these beads in thread. After 20-30 minutes they got up to slide them away, which was a stop, & start for the activity. After making the string, they collect and tie this string into a bunch, which further goes for mala cutting (Table 3). IV. Conclusion Bead making can be started with an amount of Rs. 20,000. Broadly, 6000 - 12000 beads ranging from 2mm 25mm were prepared per unit in a day. In bead making drudgery score was more for procurement of material, transportation and marketing but these three activities were being collaborated with other entrepreneurs in the village. In households where all the family members worked austerely for longer duration in a persistent sitting posture the drudgery was more. String making done by females only was also time consuming and tiresome task. All the family members were involved in one or other activity of bead making. Permanent male workers for bead making were not available throughout the year whereas permanent women workers and wage women workers were available all through the year. The Bead making was considered as marginal profitable enterprise followed by profitable, and highly profitable enterprise. Prior to bead making chopping wood was done by sitting on the stool/pihri. Beads were prepared by sitting on floor in a small ill ventilated room/enclosure(measuring 300 cm x 279 cm) with inadequate general as well as specific lighting. Furthermore, the sawdust generated made the surroundings more in nuisance. Bead making was a continuous activity. It was carried out for 8 hrs in a day in a grueling posture.

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The Impact of the Bhagavad Gita on R.W. Emerson’s philosophical and foundational Essay ‘The Over Soul’ 1

Shivadurga1, Prof. Dr. Anoop Gupta2, Dr. Nitin Bhatnagar3 Assistant Professor, English Department, Institute of Applied Sciences and Humanities, GLA University, Mathura. U.P., INDIA. 2 Director, I.A.H., GLA University, Mathura, U.P., INDIA 3 Head of the Department of English, GLA University, Mathura. U.P., INDIA

My research deals particularly with the sameness of R.W.Emerson’s concept of ‘Over Soul’ with the Bhagavad Gita concept of Brahman; R.W.Emerson’s knowledge of and belief in the Bhagavad Gita concepts of Nirgun or Impersonal Brahman (God without form) and Sagun or Personal Brahman (God with form); the identity of his views with the great Vedic Hindu saint Sri Adi Shankaracharya and R.W.Emerson’s understanding and belief in the Bhagavad Gita concept of Brahman realization or Samadhi. One of the clearest examples of the influence of the Bhagavad Gita and the Vedas, specifically, the influence of Non Dualism as propounded by the great Hindu saint, Sri Adi Shankaracharya can be found in R.W.Emerson’s essay ‘The over soul’. The ‘Over soul’ is in fact ‘Brahman’ as we shall see here. 1 Pg. 139 R.W.Emerson states, “We live in succession, in division, in parts, in particles. Meantime within man is the soul of the whole; the wise silence; the universal beauty, to which every part and particle is equally related; the eternal ONE”. This is as per BG 12.2-.4, 13.13, 13.16, 13.17, 14.26-.27, 15.15. These explain Brahman and its aspects of Sagun (with form) and Nirgun (without form) as mentioned above by R.W.Emerson. R.W.Emerson calls Brahman ‘the eternal ONE’. This is as per the concept of Nirgun Brahman. R.W.Emerson also calls Brahman the ‘Universal beauty’. This is as per the concept of Sagun Brahman and Bhakti Yog wherein the Bhakta finds Brahman to be beautiful. It is covered in the Bhagavad Gita chapter 12. This also explains Emerson’s concept of ‘God within’ which we see here as an aspect of Brahman. Thus one can find all material and spiritual wisdom in oneself. R.W.Emerson explains this in ‘History’ as “I can find…the genius and 2 creative principle of each and all eras, in my own mind”. This is because of the unity of the Soul with Brahman. This is as per BG 13.32, 13.16, 13.31. These Shlokas also explain that to Brahman ‘every part and particle is equally related’. R.W.Emerson thus had ‘Vision of Eternity’ as per BG 13.32. This is explained in 3 the Vedas as ‘Sarvakilam Brahman’ meaning Brahman is all and ‘all in all’. R.W. Emerson states, “And this deep power in which we exist”. This is as per BG 15.7. R.W. Emerson states “and whose beatitude is all accessible to us”- This is as per BG 15.15. R.W. Emerson states, “is not only self-sufficing and perfect in every hour, but the act of seeing and the thing seen, the seer and the spectacle, the subject and the object, are one”. This is as per BG 13.16, .17, 14.27. R.W.Emerson states “We see the world piece by piece, as the sun, the moon, the animal, the tree; but the whole, of which these are the shining parts, is the soul”. This is as per BG 13.16, .17, 13.31, 15.7. R.W. Emerson states “Only by the vision of that Wisdom can the horoscope of the ages be read, and by falling back on our better thoughts, by yielding to the spirit of prophesy which is innate in every man, we can know what is saith,” This shows that God is within everyone. This is the ‘God within’ concept of R.W. Emerson. This is as per BG Shlokas 13.16, 15.15. The above observations of R.W.Emerson bring out the concept of Impersonal Nirgun Brahman as ‘Over Soul’ of R.W.Emerson, also Sagun Brahman (God with form or personal God) is seen as accepted and believed by Emerson here and this has also been shown by us in ‘Self Reliance’ and ‘Circles’. We also see that Brahman (the Over Soul of Emerson) is “all in all”. R.W.Emerson appreciates this attribute of Brahman in ‘Circles’ Pg. 161. We see here a direct and pious relation between the individual soul and Brahman without any intermediaries and links. This has been seen as an observation of R.W.Emerson in ‘Self Reliance’ and we see this here in the words of Emerson “by the vision of that Wisdom”. 4 This is also as per the views of Swami Vivekananda “You have to see God in yourself.” He states “Those passages of Gita where he (Krishna) speaks with the word “I” invariably indicate the Atma. “Take refuge in me 5 alone” means “Be established in the Atman” this knowledge of the Atma is the highest aim of the Gita.” These words of his establish the position of the Atman (Soul) and Brahman according to the Bhagavad Gita and are as per the view of Emerson. Swami Vivekananda reiterates “If any religion is true, it must be able to show us the 6 soul and God and truth in ourselves.” R.W. Emerson upholds the Soul, truth, God within and Over Soul in ‘Self Reliance’. The ‘Vision of that wisdom’ is as per the ‘Vision of Eternity’ of BG 13.32 since it shows the Soul as transcendental, eternal and beyond the modes of Nature along with the above attributes. Further the

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unity of Soul with Brahman is explained in BG 13.33, .31 -“man realizes the unity of his soul with Brahman and thus attains to Brahman conception”. “the wise silence; the universal beauty” explain Sagun Brahman. This is as per BG Chapter 12, 13.13, .31-.33. “the eternal ONE” explains Nirgun Brahman. This is as per BG 12.3-.4, 14.27. Over Soul is important because of its influence on and connection with R.W.Emerson’s other essays and features. We see in R.W.Emerson’s concept of ‘Nature’ “Philosophically considered, the universe is composed 7 of the Nature and the soul” R.W.Emerson himself summed up his central doctrine as “the infinitude of the private man”. The private man as per him does possess a soul. Infinitude as seen here is the soul’s ability to link with the over soul and hence “Achieve almost anything”. He writes in this essay, “Behold, it saith, I am 8 born into the great the Universal mind, I the imperfect, adore my own perfect”. This means the individual soul is a part of the ‘Over Soul’ or ‘Universal Mind’. This is the relation of Soul with Brahman as explained in BG 12.2-.4, 13.13, .31-.33, 14.27. The ‘imperfect’ is the Jiva or the conditioned soul of the Bhagavad Gita which ‘adores’ Brahman which is ‘perfect’. Thus one reaches ‘better thoughts’ now revealed as this relation of Soul and Brahman. As per these Shlokas the soul can merge into the (Brahman) Universal mind. We see here R.W.Emerson’s Central Doctrine is ununderstandable without the Bhagavad Gita concept of Brahman or R.W.Emerson’s ‘Over Soul’, in fact is a facet of it. Brahman is integral to R.W. Emerson’s essays particularly ‘Self Reliance’ and ‘Circles’. We see here the influence on R.W.Emerson of Sri Adi Shankar’s Vedanta philosophy and his concept of Brahman. Sri Adi Shankaracharya’s philosophy contains Advait Vedanta (which describes Impersonal or Nirgun Brahman) and also Vishistadvait and Dvait Vedanta (which describe Personal or Sagun Brahman). Sri Adi Shankaracharya states his belief and knowledge in both Sagun and Nirgun Brahman in a debate with Madan Mishra as per the traditional work, ‘Shankar Digvijay’. I have explained this in ‘Circles’ Pg 165. This is also seen through his works such as Soundarya Lehari and Bhaj Govindam. His famous commentary on the Bhagavad Gita helped in initially popularizing the Bhagavad Gita throughout India. In this commentary he has described Samadhi as per BG shlokas 12.2-.4, 14.26-.27. However Sri Adi Shankaracharya emphasized more on Advait Vedanta and Sri Ramanujacharya emphasized on Vishistadvait Vedanta. The following verses from the Bhagavad Gita establish the Advaita Vedanta position on Brahman. BG 8.3 “The indestructible, transcendental living entity is called Brahman, and its eternal Nature is called Adhyatma, the self”. BG 12.3-.4 “But those who fully worship the unmanifested, that which lies beyond the perception of the senses, the all-pervading, inconceivable, indescribable, imperishable, changeless, fixed, immovable and eternal (the impersonal Brahman) by controlling the various senses and being equally disposed to everyone, and even minded everywhere such persons, engaged in the welfare of all, at last achieve Me” (Brahman). BG 14.27 “And I am the basis of the impersonal Brahman, which is immortal, imperishable and eternal, eternal Dharm and absolute happiness, peace and bliss”. The following verses from the Bhagavad Gita establish the Vishistadvait and Dvait Vedanta position on Brahman. BG 12.2 “God said: those who devote their mind on my personal form (Sagun Brahman) and engage in worshipping me with great and transcendental faith and devotion (this is Bhakti Yog) are considered by me to be perfect Yogis”. BG 14.26 “One who engages in full Bhakti Yog (love to personal God or Sagun Brahman), unfailing in all circumstances, at once transcends the modes of nature (virtue and vice) and thus comes to the level of Brahman. This is as per R.W.Emerson’s statement above. Hence Emerson is describing both Nirgun Brahman and Sagun Brahman. The famous work of Adi Shankaracharya ‘Aparoksh anubhuti’ and its slokas clearly state Vedanta Philosophy as – Brahman is the only truth, the world is Mithya (fleeting, temporary). These explain both the Nirgun and Sagun Brahman as described by the above Bhagavad Gita shlokas. Truth is explained as Brahman and Brahman realization later in this essay and also in ‘Self Reliance’ and covers both Nirgun and Sagun Brahman. God as over soul is also stated in Vedic literature for example in Sveta varaha Upanishad-6.16. “Those who fully worship the unmanifested, that which lies beyond perception and senses, the all – pervading, inconceivable, unchanging, fixed and immovable – the Brahman”. BG 13.14. “The Over soul pervades everything”. Seen along with BG 13.16 it explains that Brahman as Supreme Being is represented even in the smallest particle. This is a prominently reiterated concept of Emerson seen in Pg. 139 and in Pg.151-153 of this essay. This is also stated in the Mundaka Upanishad 3.1.1. “In all circumstances Brahman (Over Soul) is with the individual soul.” BG 13.32. “Those with vision of eternity can see that the imperishable soul is transcendental, eternal, and beyond the modes of Nature. Despite contact with the material body, O Arjun, the soul neither does anything nor is entangled”.

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BG15.7. “The living entities in this world of life are my eternal fragmental parts, situated in material Nature, they are struggling very hard with the six senses including the Mind”. Along with BG 9.7, 15.15 we see here that variety is a part of the manifestation of Brahman (Sagun Brahman) as Purush and Prakriti explained in Chapter 13 of the BG. So we see Unity and Diversity co-exists and are present in the Bhagavad Gita and the Vedas unlike Abrahamic Religions which get confounded here. Action can only take place in diversity yet as per the above shlokas of the Bhagavad Gita it can lead us to the Unity of Brahman. R.W.Emerson expresses this thought through his above statements. Swami Vivekananda explains on variety and diversity “This is the first idea on creation, variation (Vichitrata), that is to say, Jati, means creation. “I am one, I become many” (Various Vedas). Unity is before creation, diversity in creation. Now if this diversity stops, creation will be destroyed. So long as any species is vigorous and active, it must throw out 9 varieties. When it ceases and stops from breeding varieties, it dies. Sri Rama Krishna states “To see many is 10 Maya and to see oneness is knowledge”. BG 15.12. “The splendour of the Sun, Moon and fire comes from me”. This concept of Unity and Diversity is evident in Emerson’s above quoted statements regarding manifestations and over soul (Brahman). BG 15.15 “The over soul transcends the modes of Nature. It is the source of senses, unaffected by them. It is responsible for manifestation of all living beings; I am seated in everyone’s heart from me comes remembrance, knowledge and forgetfulness”. 11 This is R.W.Emerson’s “Within man is the soul of the whole”. This is also as per BG 15.17 “The Supreme Personality (Over soul), the imperishable Lord himself has entered the three worlds comprising the Universe and is maintaining it”. BG 15.18 -“Because I am Transcendental, beyond both fallible and infallible, I am celebrated both in the world and the Vedas as that Supreme Person”. BG 9.7- “At the end of ordained time span all material manifestations enter into My Nature, at the beginning of another time span, I treat them again”. BG 10.39 -“Further more O Arjun, I am the generating seed of all existences. There is no being – moving or unmoving- that can exist without me”. BG 13.13- “I shall now explain that which is knowable, knowing which you will taste Amrit, Brahman (the individual soul) beginning less, subordinate to me, lies beyond cause and effect”. BG13.16- “It (Brahman) exists outside and inside of all living beings moving and non moving. On account of being non Physical, he is unknowable to the material senses. Though very far away, he is also near to all”. This 12 also brings out Emerson’s “within man is the soul of the whole”. When Krishna states the word ‘I’ in the Bhagavad Gita, he means Brahman. This is discerned from BG 12.2-.4, 14.26-.27. This is also because as per BG 4.5 Krishna also gave this knowledge in His previous births, hence ‘I’ could have only referred then to Brahman. As per this shloka Krishna himself has taken many births hence also ‘I’ can refer not to Krishna but only to Brahman. Also as per BG 4.1-.4 this knowledge has been imparted successively among many beings, including saints and kings. Hence they and the initiator of this disciplic chain would have used ‘I’ to address not themselves but Brahman. Due to these reasons I in the Bhagavad Gita means Brahman. We see that Brahman is beyond manifestation. Brahman is responsible for material manifestation. Hence 13 Brahman is “The wise silence, the Universal beauty.” BG 13.17 “Though the Over soul appears to be divided among all beings, he is never divided. He exists as one. Though he is maintaining every living entity, understands that he devours and also develops all”. 14 The above Shlokas explain Brahman is ‘the eternal ONE’. . This along with above Shlokas shows that Brahman is self sufficing and Brahman is unity. Thus it is the same as Emerson’s Over Soul. These Bhagavad Gita shlokas bring out R.W.Emerson’s observation in his concept of ‘Nature’ “Philosophically considered, the 15 universe is composed of the Nature and the soul”. BG 13.31 “When a sensible man ceases to see different identities, due to different material bodies and sees how beings are being expanded everywhere, he attains to the Brahman conception.” BG 13.27 “O chief of the Bharatas, know that whatever you see in existence, both the moving and the non moving, is only a combination of the field of activities and the knower of the field”. This shows that all manifestation is the living entity and material nature. This emanates from Brahman. BG 13.28 “One who sees the Over soul accompanying the individual soul in all bodies, and who understands that neither the soul nor the Over soul within the destructible body is ever destroyed, actually sees.” This is as 16 per R.W.Emerson’s observations on ‘The eternal ONE’. BG 13.15 “The Over Soul is the original source of all the senses, yet he is without senses. He is unattached, although he is the maintainer of all living beings. He transcends the modes of Nature, and at the same time he is the master of all modes of Nature”. BG shlokas 13.31-.33, 14.26-.27, 15.12-.18, 15.32. -These describe Brahman. It is clear from these that Brahman is in fact the same as the ‘Over soul’ of R.W.Emerson. BG 9.4-11, 9.17-.19. These along with BG 6.28-32, 10.42, 15.7 and 18.21 show that Brahman is as per 17 Emerson’s statement, “all in all”.

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BG shlokas 5.19,7.2 These describe Brahman. Brahman is the same as ‘Over Soul’ of R.W.Emerson since every aspect of existence is connected to it through the concept of Purush and Prakriti explained in BG Chapter 13. Brahman is responsible for all manifestation and existence as brought out by BG 15.15, .18, 9.7, 10.39, 13.16, all stated above. Further the soul is a part of Brahman and ultimately merges into it as per Sagun Brahman concept. Soul is non different from Brahman, as per Nirgum Brahman concept. We see both these concepts are present in R.W.Emerson’s statements above. In Taittiriya Upanishad Bhasya (2.2) commentary Sri Adi Sankaracharya says “It is established that everyone has the right to knowledge alone”. The Mundaka Upanishad 3.1.1 clearly states “in all circumstances, the over soul is with the individual soul”. This expresses aspects of Vedanta Philosophy of Sri Adi Shankaracharya and is the same as the views of R.W.Emerson expressed here. Pg 138 R.W.Emerson states, “Our faith comes in moments; our vice is habitual. Yet there is a depth in those brief moments which constrains us to ascribe more reality to them than to all other experiences.” R.W.Emerson states “Our being is descending into us from we know not whence. The most exact calculator has no prescience that somewhat incalculable may not balk the very next moment. I am constrained every moment to acknowledge a higher origin for events than the will I call mine. As with events, so is it with thoughts”. This is as per BG. 15.7, 13.16. Hence ‘somewhat incalculable’, ‘higher origin’ is Brahman being more real than the material world, beyond the calculations of and higher to the material world. As ‘faith’ or Bhakti connects us to Brahman, which is the highest and final realization, as per BG Chapter 2,12, such ‘moments’, ‘constrains us to ascribe more reality to them than to all other experiences’. As per the above BG shlokas, Brahman is the source and origin of all manifestations, existence and life, hence also all ‘events’ and ‘thoughts’. Since Brahman is the highest, hence ‘higher origin’. R.W.Emerson states “The Supreme Critic on the errors of the past and the present, and the only prophet of that which must be,” This is the Law of Karm as described in BG 13.22 and is an aspect of Brahman. The Destiny and Karm of present life (Prarabdh) is shaped and selected from all previous deeds (Sanchit), hence the above. R.W Emerson states “is that great nature in which we rest as the earth lies in the soft arms of the atmosphere; that Unity, that Over-soul. This is as per BG 9.7, 15.7. R.W Emerson states “Within every man’s particular being is contained and made one with all other;” This is as per BG 13.6, 15.7 R.W Emerson states “that common heart of which all sincere conversation is the worship,” (this is Bhakti Yog of BG Chapter 12. In Bhakti Yog through spiritual realization one converses with Personal God or Sagun Brahman. This is seen in the lives of Vedic saints such as Sri Adi Shankaracharya and Meera Bai) R.W Emerson states “to which all right action is submission;” (this is Karm Yog of BG Chapter 2, 3, 5 I have explained it in ‘Self Reliance’) R.W Emerson states “that overpowering reality”. As per BG 12.2 Brahman has to be submitted to and worshipped. This is the concept of Bhakti in BG Chapter 12. From this we come to know that faith can come only from Oversoul or Brahman. The moments of faith have a different depth as they are of a different quality than other experience within nature. ‘all right action’ leads to Brahman hence it is Dharmic action to which there has to be compulsory ‘submission’. Hence ‘that overpowering reality’, ‘that Unity, that Over- soul’ is Brahman. We see here the sameness of ‘Over Soul’ with Brahman Pg 139 R.W.Emerson states, “...to indicate the heaven of this deity and to report what hints I have collected of the transcendent simplicity and energy of the Highest Law”. This is as per BG Chapter 2, 12. Sagun Brahman is ‘deity, transcendental, simple’. R.W.Emerson refers to this as ‘energy of the Highest Law’. BG shlokas 13.32.33 show this is highest law as it is eternal, beyond material manifestation and imperishable. The knowledge of Brahman is thus highest Transcendental knowledge (or Law) and truth as per both R.W.Emerson and the Bhagavad Gita. It is also as per the view of Swami Vivekananda seen above. Knowledge of Brahman is also explained in Pg.145. Pg 140 R.W.Emerson states, “All goes to show that the soul in man is not an organ, but animates and exercises all the organs; is not a function, like the power of memory, of calculation, of comparison, but uses these as hands and feet; is not a faculty, but a light; is not the intellect or the will, but the master of the intellect and the will; is the background of our being, in which they lie,-an immensity not possessed and that cannot be possessed”. This R.W.Emerson’s concept of Soul is contained in BG 13.32, 13.13. The soul transcends material, sensory functions and also functions of the mind and intellect. Brahman is beyond the fallible and infallible as per BG 15.18. Hence ‘an immensity not possessed and that cannot be possessed’. R.W.Emerson states, “When it breathes through his intellect, it is genius; when it breathes through his will, it is virtue; when it flows through his affection, it is love.” “From within or from behind, a light shines through us upon things and makes us aware that we are nothing, but the light is all”. This along with the above is the same as BG 13.32, 15.7, 15.15.We see how genius, virtue and love are a part of Dharm in ‘Self Reliance’, ‘Compensation’ and ‘Circles’ respectively. We see here that Brahman is their cause as per R.W.Emerson and the Bhagavad Gita shlokas stated above. Being unaffected by the senses, the soul is the source of genius, virtue, and Love which enable us to transcend the senses and link with Brahman. ‘genius’ concept of R.W.Emerson is explained in ‘Self Reliance’ by me. I have shown there it contains the Bhagavad

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Gita concepts of ‘own work’ and ‘own nature’ which are also the concepts of R.W.Emerson. These lead to Brahman and Brahman realization. ‘virtue’ seen in ‘Compensation’ leads to Brahman, vice away from it. This is as per BG Chapter 14 and 18, 13.8-.12. Emerson’s concept of ‘his affection’ or ‘love’ of God is Bhakti Yog as seen in BG Chapter 12, 14, 18 and in ‘Circles’. R.W.Emerson states, “And the blindness of the intellect begins when it would be something of itself. The weakness of the will begins when the individual would be something of himself”. Here R.W.Emerson brings out the plight and confusion of living beings interacting with intellect and will without relating with the individual soul. This is as per BG 15.7. They cannot see as described above, hence ‘blindness’ and ‘weakness’. R.W.Emerson states, “All reform aims in some one particular to let the soul have its way through us; in other words, to engage us to obey”. As seen above, we have to ‘obey’ genius, virtue and love. This is Dharm and all have to compulsorily obey it. Thus the soul can ‘have its way through us’ and we can be ‘reformed’, we can rise from the state of delusion to correct knowledge. Like above we see in ‘Self Reliance’ and ‘Worship’ that R.W.Emerson states we have to ‘obey’ Karm Yog, Bhakti Yog and other Yogas in order to let the Soul merge in Brahman. This is as per BG Chapter 2, 3, 5, 12. The obedience referred to here leads us to the realization of the Soul as Brahman by following Dharm and various Yogas of the Bhagavad Gita. The Soul can ‘have its way through us’ through merger with Brahman. This is as per Vedanta philosophy of Sri Adi Shankaracharya and is also contained in BG 9.7, 13.17, 13.32, 14.27. R.W.Emerson states, “God comes to see us without bell;” that is, as there is no screen or ceiling between our heads and the infinite heavens, so is there no bar or wall in the soul where man, the effect, ceases, and God, the cause, begins. The walls are taken away. We lie upon on one side to the deeps of spiritual nature, to the attributes of God. Justice we see and know, Love, Freedom, Power”. God as the cause and man as the effect (Purush and Prakriti) is explained in the Bhagavad Gita Chapter 7 and 13. This shows R.W.Emerson’s ‘God’ is Brahman of the Bhagavad Gita. The attributes of God mentioned here are the same as attributes of God in the Bhagavad Gita. We see Justice in ‘Compensation’, Power in ‘Power’. Justice is covered in BG 13.22. Freedom as seen from above is knowledge of Brahman. Love is seen as the Bhagavad Gita concept of Bhakti in BG Chapter 2, 12 and in ‘Circles’ and above. Hence there is no partition and no intermediary between God and man. We can access through Dharm these ‘attributes of God’ which are also ‘deeps of spiritual nature’. R.W.Emerson was ‘a great soul’ which included being a luminary of Society. His concept of Over Soul attracted people across the religious spectrum. We have seen his tremendous influence on indigenous American religions including Christian Sects, similarly he also influenced the Platonists and Neo Platonists of his time. However this created an unwitting minor confusion to some in later times as some started to claim various influences in Emerson’s concept of Over Soul. It is only to be expected that various sects and creeds who follow or are influenced by R.W.Emerson will in later times in turn try to hoist their creeds’ influence on R.W.Emerson’s key concepts in order to increase their importance and the importance of their creed in their own eyes and those of others. This is a phenomenon much repeated in the history of sects of philosophy and religion. It can be considered a tool of Avidya Maya (see “Illusions”) which creates confusion. The truth in this case can be discerned by the fact that R.W.Emerson himself never acknowledged the influence of any of these creeds except Hinduism on his concept of Over Soul and its morality. R.W.Emerson hence in fact states in ‘Compensation’, “a plain confession of the in working of the All and of its moral aim. The Indian Theology ends in the same 18 Ethics”. Here R.W.Emerson unequivocally states that “the moral aim” of the “All” is as per Indian theology. I am showing here that Brahman is “All”. R.W.Emerson was further aware of and appreciated the personal impersonal God of the Vedas including the personal aspect (Sagun Brahman) as Krishna and Lord Vishnu and their impersonal aspect of Nirgun Brahman. This is explained in the Bhagavad Gita and Vishnupuran which he read and appreciated and believed. I have shown extensively that R.W.Emerson’s morals are as per the Bhagavad Gita. A ‘Great Soul’ and mind like R.W.Emerson would certainly have correctly grasped the concept of Brahman from the Bhagavad Gita. I have shown the concept of Brahman permeates the Bhagavad Gita and is present throughout it and also the Vedas and Puranas which constitute Indian theology. In ‘Compensation’ I have brought out the ‘in working of the all’ is actually the ways of realizing Brahman. This is the concept of Dharm and various Yogas such as Karm, Bhakti and Gyan. In this essay I have shown how various concepts of R.W.Emerson connected to Over Soul are actually concepts of the Bhagavad Gita connected to Brahman. Hence I doubtless conclude that R.W.Emerson’s Over Soul is actually Brahman. R.W.Emerson has in ‘Self Reliance’ stated the link between the ‘deity’ or personal God with devotion (Bhakti) and the Soul. This is the exact concept of the Bhagavad Gita Chapter 12. The personal God is Sagun Brahman or Lord Krishna, Vishnu whereas their other aspect is impersonal (Nirgun) Brahman. This is Over soul. The relation of Brahman to the Soul is also the same as the relation of Over Soul to soul. Hence Over Soul is actually Brahman. Moreover as per Swami Vivekananda “Every thing is bounded by that book (Vedas), nothing can go beyond that because 19 knowledge of God- you cannot go beyond that, that is Indian orthodoxy”. “You cannot bring another book as

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old as the Vedas. Everything else, it was all copied after that”. So we see even the ideas of other sects, creeds and religions are actually taken from the Vedas. Brahman as a concept has to be imbibed whole. Being beyond material manifestations and beyond duality, it brooks no views, opinion, partnerships or co influences. Further R.W.Emerson considers Plato himself to be under Vedic influence as seen in earlier subhead. The concept of meditation entered into Neo Platonism from the Vedas thus showing Vedic influence even in later stages. R.W.Emerson’s own statements of Vedic influence on him have already been seen earlier. Moreover the nature of Unity and non duality of impersonal Brahman brooks no external influence being an end to all externality and influence. This is seen by the salt doll anecdote of Sri Ramakrishna. A salt doll went to measure the depth of the ocean. However it dissolved, the Ocean being the repository of salt. Here the salt represents Maya and modes of Nature which cover everything and explained in BG Chapter 7, 13, 14, 18. The Doll represents Jiva, the conditioned soul. The Ocean represents Brahman. Pg.141- R.W.Emerson states “The soul circumscribes all things. This is as per BG 13.14. As I have said, it contradicts all experience. This is as per BG 5.21, 13.15, 15.7, .15. In like manner it abolishes time and space. This is as per BG 14.27. The influence of the senses has in most men overpowered the mind to that degree that the walls of time and space have come to look real and insurmountable; and to speak with levity of these limits is, in the world, the sign of insanity. This is as per BG 15.7. Yet time and space are but inverse measures of the force of the soul. The spirit sports with time”. This is as per BG 9.7, 15.15. “Can crowd eternity into an hour, or stretch an hour to eternity” In the Bhagavad Purana we see the Raslila (divine sport of God) stretching for many yugas (Eternity) adjusted into a single night. This is as per the view of R.W.Emerson above. R.W. Emerson states “See how the deep divine thought reduces centuries and millenniums and makes itself present through all ages”. “And so always the soul’s scale is one, the scale of the senses and the understanding is another. Before the revelations of the soul, Time, Space and Nature shrink away”. Soul being beyond time is the beyond the concept of New and old. Hence “divine thought” is equally present ‘through all ages’. This is as per BG 9.7, 15.15, 15.7, 4.1- .8. We see in ‘Nature’ and also above as per the Bhagavad Gita, the soul is beyond Time, Space and Nature. Soul is essentially non different from Brahman whereas the latter are aspects of Prakriti. Hence lower and ‘shrink away’. Further the senses and sense pleasures have to be given up in order to realize the soul as per BG 6.4 and in ‘Compensation’ and also R.W.Emerson as seen here. “And so we say that the Judgment is distant or near, that the Millennium approaches,” Soul is beyond time. This is as per BG 9.7. Judgement is guided by the frame work of space-time since Cause and Effect and Action take place in material manifestation as per BG 13.22 and Chapter 13 respectively. This is as per the Law of Karm. Hence there is no scope for a particular Judgement day as preached by Christianity and Abrahamic religions as per both the Bhagavad Gita and R.W.Emerson. The ‘approaching’ of the ‘Millenium’ complies to the above concepts of the Bhagavad Gita and is as per BG 9.7, 13.22, 15.7. As per these Bhagavad Gita shlokas and R.W.Emerson’s statement above Judgement depends upon an individual’s thought and actions and is happening on the individual level continuously and shaping his situation. ‘Millenium’ in context of the above statements of Emerson also means and refers to consequences for the next birth after death depending upon one’s thought and actions and judgement on them and also the interim suffering in Hell or happiness in Heaven. ‘Millenium’ is thus applicable on the individual level. PG142 R.W.Emerson states, “The soul knows only the soul;” since the Soul is beyond material manifestation, modes of Nature, the fallible and infallible, (BG 15.18), ‘the web of events is the flowing robe in which she is clothed’. This is the conditioned soul or the Jiva of the Bhagavad Gita. It is conditioned as per its Karm, ‘events’ and modes of Nature (constitution of thought). It is as per BG 13.22. R.W.Emerson states “To the well-born child all the virtues are natural, and not painfully acquired. Speak to his heart, and the man becomes suddenly virtuous.” Here we see R.W.Emerson’s belief in transmigration of Souls and past life Karm influencing present birth and life, ‘well born’. We see this to be a part of the Bhagavad Gita in ‘Concept of Death’. ‘Virtuous’ or Satva being closest to the Soul, speaking to a man’s heart (highest feelings) makes him ‘suddenly virtuous’. Virtue is explained in “Compensation” as being closest to God. This is as per BG Chapter 14. ‘Well born’ is an aspect of judgement given by the Law of Karm. R.W.Emerson states, “The soul requires purity. But purity is not it; requires justice, but justice is not that; requires beneficence, but is somewhat better;” Purity, Justice and beneficence are closest to the soul however the soul is beyond them. This is as per BG Chapter 2, 14, 18. However they are required to be practiced in order to reach the Soul as per the above BG Chapters and also the above words of R.W. Emerson. This is explained in ‘Compensation’ and BG Chapter 14. The Soul being beyond Virtue and Justice is explained in ‘Circles’ and is contained in Chapter 14 of the Bhagavad Gita. R.W.Emerson states, “Within the same sentiment is the germ of intellectual growth, which obeys the same law. Those who are capable of humility, of justice, of love, of aspiration, stand already on a platform….in this moral

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beatitude”. We see here R.W.Emerson’s concept of ‘moral beatitude’ is the same as that of the Bhagavad Gita and is actually the principle of Satva. We see in ‘Compensation’ R.W.Emerson’s ‘moral aim’ is the same as that of ‘Indian mythology’ or Vedic Dharm. We see in ‘Circles’ and also above ‘Love’ to God (Sagun Brahman) is the Vedic concept of Bhakti. ‘Aspiration’ is achieved though correct action and work which is Karm Yog of the Bhagavad Gita stated in BG Chapter 2, 3, 5, 18. We see in ‘Compensation’ justice as a part of the Law of Karm. The ‘Law’ spoken of here is Law leading to ‘moral beatitude’. This ‘law’ is Sanatan Vedic Dharm as discerned above and all are required to follow this ‘same law’. We see now this is the source of ‘intellectual growth’. PG 143: R.W.Emerson states, “and the heart which abandons itself to the Supreme Mind” This is realization of Brahman knowledge and realization of Brahman by the Soul as stated in BG 12.2, 13.13, 14.26, ‘finds itself related to all its works’, as it realizes the above relation, this is also as per BG 13.17 and also explained in Pg. 139 as ‘Sarvakilam Brahman’. This statement also brings out Bhakti, Karm and Gyan Yogas of the Bhagavad Gita stated in BG Chapter 2, 3, 5, 14, 18. R.W.Emerson states ‘and will travel a royal road to particular knowledges and powers. In ascending to this primary and aboriginal sentiment Hence we see “this primary and aboriginal sentiment” is actually Brahman of the Bhagavad Gita. R.W Emerson states “we have come from our remote station on the circumference instantaneously to the centre of the world, where, as in the closet of God, we see causes, and anticipate the universe, which is but a slow effect”. This is as per BG 10.39, 15.7. R.W Emerson states ‘One mode of the divine teaching is the incarnation of the spirit in a form,—in forms, like my own”. This concept of “Incarnation” or “the incarnation of the spirit in a form” is explained in BG 15.8-.11. R.W.Emerson could see this hence he was a Yogi as per BG 15.11. The concept of ‘Great Soul’ is seen in ‘Self Reliance’ and ‘Circles’. A great Soul is a special incarnation of God different from the ordinary incarnation of beings enmeshed in the modes of Nature. This is as per BG 4.7- .8, 10.41. We see here R.W.Emerson specifically states this as ‘Divine teaching’. This means Vedic teaching of the above BG shlokas. The concept of incarnation is integral to the Bhagavad Gita and Vedic thought. We also see it in ‘Circles’. R.W Emerson states “But the larger experience of man discovers the identical nature appearing through them all. This is as per BG 13.16, 15.15, .17. Persons themselves acquaint us with the impersonal. In all conversation between two persons tacit reference is made, as to a third party, to a common nature. That third party or common nature is not social; it is impersonal; is God”. We see here the influence of impersonal Brahman concept of Adi Sankararacharya on R.W. Emerson. We see here R.W.Emerson’s ‘God’ in context of the above statements is impersonal Brahman of the Bhagavad Gita and stated in BG 12.3-.4, 13.16, 13.17, 15.18, this is ‘common nature’ of R.W.Emerson. R.W.Emerson states, “The mind is one, and the best minds, who love truth for its own sake, think much less of property in truth. They accept it thankfully everywhere, and do not label or stamp it with any man’s name, for it is theirs long beforehand, and from eternity.” Truth is ‘from Eternity’ as it is a path to Brahman as per the Bhagavad Gita concept of Nirgun Brahman. ‘Truth’ is a state of existence. This is Brahman realization. ‘Truth’ is also Dharm as Dharm is path to Brahman realization. This is as per BG 4.34, 10.4, 13.12, 16.1-.2, 17.23. Hence ‘the best minds, who love truth for its own sake’, the best persons follow Dharm and the Yogas of the Bhagavad Gita for its own sake and out of love for Brahman. ‘Truth’ ‘is theirs long beforehand, and from eternity’ because the individual soul is always connected to Brahman and this relation is beyond cause and effect as per BG 13.13. Hence ‘truth’ is Brahman. I have also explained these aspects of R.W.Emerson’s concept of ‘truth’ in ‘Self Reliance’ as aspects of the Bhagavad Gita. Hence R.W.Emerson’s concept of ‘truth’ is not just fact or objective. This is also understood from Emerson’s statements below. ‘Best minds’ is the same as concept of Satva in the Bhagavad Gita Chapter 14 which follows Dharm where truth should be loved for its own sake and is also connected with the Yoga of Karm where one has to discharge his duties and perform his work without desire for the fruit, thus duty for duty’s sake. Pg 144: R.W.Emerson states, “The action of the soul is oftener in that which is felt and left unsaid than in that which is said in any conversation. It broods over every society, and they unconsciously seek for it in each other”. This is as per Brahman concept as stated by Sri Adi Shankaracharya and the Bhagavad Gita. It is beyond speech. It is present over all society for all time as per BG 9.7 and 15.15-.18. R.W.Emerson states, “In my dealing with my child, my Latin and Greek, my accomplishments and my money stead me nothing; but as much soul as I have avails. If I am willful, he sets his will against mine, one for one, and leaves me, if I please, the degradation of beating him by my superiority of strength. But if I renounce my will and act for the soul, setting that up as umpire between us two, out of his young eyes looks the same soul; he reveres and loves with me”. This brings out Universality of the soul as per the Bhagavad Gita Chapter 2, 12, 14, 18. It shows that the same Soul is present everywhere. This is as per BG 13.16. ‘setting that up as umpire between us two’ hence means we interact correctly by setting up the standard of Brahman, this includes Dharm and Bhakti and Karm (which includes virtue) yogas of the Bhagavad Gita. This is for the true benefit of the ‘child’ hence ‘he reveres and loves with me’. R.W.Emerson states “The soul is the perceiver and revealer of truth”. This is as per BG 4.34, 10.4, 13.12, .13,.32, 16.1-.2. This reveals Brahman as ‘truth’ concept of Emerson. We realize here ‘truth’ is not fact. ‘Truth’ is Dharm and the yogas as they are path to Brahman. ‘truth’ is also Brahman realization, being

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‘revealed’. This is as per BG 12.2-.4, 13.13, 13.32, 14.26-.27. Hence the conditioned soul is ‘the perceiver and revealer of truth’. R.W.Emerson states “We know truth when we see it, from opinion, as we know when we are awake that we are awake”. This is because truth is self existent as seen above, being Brahman. This is as per the above BG shlokas. R.W.Emerson states, “It is no proof of a man’s understanding to be able to discern that what is true is true, and that what is false is false,- this is the mark and character of intelligence”. To know truth is a very high state of evolution, development, realization of man. We see the above BG shlokas revealing Brahman as ‘truth’ concept of R.W.Emerson. In addition in the BG 10.4 we see truth is created by Brahman.BG 16.1-.2 mention that practice of truth leads to Brahman hence to ‘discern’ truth correctly is the ‘mark and character of intelligence’. This is as per the views of R.W.Emerson. As per BG 14.17, real and correct knowledge develops from Satva or ‘character of intelligence’. This is Dharm and the Yogas of the Bhagavad Gita. Such a person can discern ‘what is true is true’. Truth is revealed as Dharm which is realized correctly by Satva as per BG Chapter 14. R.W.Emerson states, “In the book I read, the good thought returns to me, as every truth will, the image of the whole soul. To the bad thought which I find in it, the same soul becomes a discerning, separating sword, and lops it away.” This is the Satvic view of the Bhagavad Gita. So we conclude that R.W.Emerson was Satvic. This is as per the Bhagavad Gita Chapter 14, Virtue leads to God and Vice away from it. The wise thus discard ‘bad thought’ with the help of Satva. BG 14.17 states “from Satva (virtue or ‘good thought’) correct knowledge (of Dharm) develops, from Rajas (passion) greed develops, from Tamas (vice or ‘bad thought’) ignorance, foolishness and madness develops (leading away from Dharm)”. This is also as per BG 18.30-.32. R.W.Emerson states, “For the Maker of all things and all persons stands behind us and casts his dread omniscience through us over things”. This establishes the relation between Soul, Over soul and Material existence which is the same as the Bhagavad Gita relation between Brahman, Soul and Prakriti that we see in BG Chapter 7, 13, 15.7-.20 R.W.Emerson states, “For the soul’s communication of truth is the highest event in nature, since it then does not give somewhat from itself, but it gives itself, or passes into and becomes that man whom it enlightens; or, in proportion to that truth he receives, it takes him to itself”. This is the Soul realizing itself as Brahman and enlightening the man within whom this happens and this is ‘truth’ and hence ‘the soul’s communication of truth’. It is as per realization of self as in the Bhagavad Gita 12.2- .4, 14.26-.27 and as described by Sri Adi Shankaracharya and seen below. R.W.Emerson here speaks of ‘truth’ as an aspect of soul or Brahman and Brahman realization, this is as per the Bhagavad Gita shlokas quoted above. PG145 R.W.Emerson states, “We distinguish the announcements of the soul, its manifestations of its own nature, by the term Revelation”. Similarly in the Bhagavad Gita this is the ability to see the Atman or Soul or Self as per BG 12.3-.4, 13.31, 14.27. R.W.Emerson states “These are always attended by the emotion of the sublime”. This is transcendental emotion or Samadhi as per BG 5.21, 6.20-23. R.W.Emerson states “For this communication is an influx of the Divine mind into our mind”. This is as per BG 12.2, 13.13, 14.26. This can happen only in a pure mind and mind of a ‘Great Soul’ like R.W.Emerson (see ‘Self Reliance’ and ‘Circles’ for the explanation of ‘great soul’). This is the definition of Samadhi. Samadhi is the influx of Divine Brahman into the Conditioned Soul or the individual within Maya. R.W.Emerson states “It is an ebb of the individual rivulet before the flowing surges of the sea of life. Every distinct apprehension of this central commandment agitates men with awe and delight”. This gives transcendental happiness as described in BG 6.20-.23. This is R.W.Emerson’s ‘awe and delight’ being merger in Brahman as per BG 12.2-4, 14.26- .27, the individual material identity is lost and transcended hence it is ‘an ebb of the individual rivulet before the flowing surges of the sea of life’. R.W.Emerson states ‘A thrill passes through all men at the reception of new truth, or at the performance of a great action, which comes out of the heart of nature. In these communications the power to see is not separated from the will to do’, This is as truth is Brahman as per BG 4.34, 10.4, 13.12. We see now R.W.Emerson’s ‘truth’ here is Samadhi concept of the Bhagavad Gita. Correct action as part of Dharm leads to Brahman. This is as per BG Chapter 2 and 3. This insight and the will to perform it are both Karm Yog which connects us to Brahman. Hence Brahman is R.W.Emerson’s ‘heart of nature’. ‘but the insight proceeds from obedience, and the obedience proceeds from a joyful perception’. Obedience here hence means performing correct action as per Karm Yog covered in BG Chapter 2, 3 and ‘receiving’ ‘truth’ through following Dharm, Karm and Bhakti Yogas as per BG Chapter 2, 3, 5, 12 and 18, thus one develops ‘insight’, ‘a joyful perception’, ‘obedience’ is of Dharm, Bhakti and Karm Yogas and thus reaching Brahman. “Every moment when the individual feels himself invaded by it is memorable. By the necessity of our constitution a certain enthusiasm attends the individual’s consciousness of that divine presence”. This is samadhi. It is explained in BG 5.21, 6.20-23, 14.26-.27. “The character and duration of this enthusiasm varies with the state of the individual, from an ecstasy and trance and prophetic inspiration”. R.W.Emerson was so well versed and understood so well the concept of Samadhi (and also in fact experienced it), that he could assess and comment on its duration, character and level or quality as per the state of the individual. We similarly see Sri Rama Krishna giving a detailed 21 22 description of Samadhi, and different kinds of Samadhi. Sri Rama Krishna discusses the different levels

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and quality of Samadhi. comparing it to the light of the lamp, light of various kinds of fire, light of the moon and the sun and their combined light. This is similar to the view of R.W.Emerson. R.W.Emerson explains here the state of Samadhi. R.W.Emerson understood this ultimate stage of Union of Soul and Over Soul. Samadhi has been stated in the BG 5.20- 5.21, 6.18, 6.20-6.23, 6.25, 12.2-.4, 13.13, .31, 14.26, .27. Samadhi has been completely explained by Sri Adi Shankaracharya and Ramanuja in their Bhashyas (commentaries) of these shlokas of the BG. Some of these explain Samadhi as the individual soul realizing itself as Brahman ‘its manifestations of its own nature’. This is Advait philosophy of Sri Shankaracharya, the ability to see the Atman or Soul or Self as all (Nirgun Brahman). Some of the above Bhagavad Gita shlokas explain ‘and influx of the Divine mind into our mind’ as Vishistadvait philosophy as delineated by Sri Ramanuja or the Dvait philosophy, as per both of these minute (anu) individual soul entering into a permanent relation with Brahman as Sagun Brahman, Brahman entering into the conditioned soul’s mind thus attaining Salvation and also Samadhi. These are as per the views of R.W.Emerson expressed above. Samadhi is the highest spiritual experience of the soul as per the above Bhagavad Gita shlokas. R.W.Emerson too considers similarly; ‘the announcements of the soul’. R.W.Emerson states, “Which is its rarer appearance,—to the faintest glow of virtuous emotion, in which form it warms, like our household fires, all the families and associations of men, and makes society possible. This is social life achieved through Dharm which is a path to Brahman. I have explained Dharm in ‘Self Reliance’ through the Bhagavad Gita and statements of saints. As brought out there Dharm is the realization of material and spiritual worlds as manifestation of Brahman. It is the realization that through following Karm and Bhakti yogas one can attain Brahman realization. Dharm includes correct duties towards God and the World, which includes duties towards country, society and family. This is as per BG Chapters 2, 3, 5, 12, 14, 18. Hence the Vedic concepts of family and family values have to be upheld. Thus all acts which violate family life have to be discarded. This is the view of Emerson through his statement. Pg 146 R.W.Emerson states “A certain tendency to insanity has always attended the opening of the religious sense in men, as if they had been “blasted with excess of light.” The trances of Socrates, the “union” of Plotinus, the vision of Porphyry, the conversion of Paul, the aurora of Behmen, the convulsions of George Fox and his Quakers, the illumination of Swedenborg, are of this kind”. We see here ‘Great Souls’ were made and perfected by experiencing Samadhi. ‘Insanity’ in this context means accompanying symptoms and qualities. R.W.Emerson states “What was in the case of these remarkable persons ravishment, has, in innumerable instances in common life, been exhibited in less striking manner. Everywhere the history of religion betrays a tendency to enthusiasm”. It is also present ‘in less striking manner’ in history of religion everywhere. Samadhi is religion. R.W.Emerson states “The rapture of the Moravian and Quietist; the opening of the internal sense of the Word, in the language of the New Jerusalem Church; the revival of the Calvinistic churches; the experiences of the Methodists, are varying forms of that shudder of awe and delight with which the individual soul always mingles with the universal soul”. R.W.Emerson explains the above as various forms, and manifestation of Samadhi; of the individual Soul mingling with the Universal Soul which is the same as the merger of Soul in Brahman, divine unity. This is Samadhi as per the above Bhagavad Gita shlokas. We see R.W.Emerson agrees totally with the BG concept of “the individual soul always mingles with the Universal soul”. ‘Shudder of awe and delight’ is revealed as the ‘emotion’ of Samadhi. R.W.Emerson states, “The nature of these revelations is the same; they are perceptions of the absolute law. They are solutions of the soul’s own questions”. From the above context, R.W.Emerson’s ‘Absolute Law’ is the requirement for Samadhi and ‘revelation’. Hence it is the same as ‘Dharm’ and various Yogas of the Bhagavad Gita, particularly Karm Yog (BG Chapter 2,3,5,18) Bhakti Yog (BG Chapter 2, 12, 14, 18) Gyan Yog (BG Chapter 6,12) . Thus this is also ‘solutions of the soul’s own questions’. R.W.Emerson states, “To truth, justice, love, the attributes of the soul, the idea of immutableness is essentially associated”. We have seen earlier ‘truth’ is path to Brahman (this is Dharm) ‘truth’ is also Brahman realization. This is also explained in ‘Self Reliance’. We see in the Kathopanishad “He who desires God will get love, unto 24 him God gives Himself” . We further see Love in connection with soul as devotion to Personal God (Sagun Brahman) in ‘Self Reliance’ and ‘Circles’ and also above. This is Bhakti Yog. Justice is a part of the Law of Karm and Karm Yog as seen in ‘Compensation’ and ‘Fate’ and in BG 13.22. Since Dharm and the yogas lead to Brahman realization, hence all these are ‘the attributes of the soul’ and are also ‘immutable’ as per the Bhagavad Gita Chapters quoted above describing the Yogas and also as per Emerson. Pg 147: R.W.Emerson states, “Jesus, living in these moral sentiments, heedless of sensual fortunes, heeding only the manifestations of these, never made the separation of the idea of duration from the essence of these attributes, nor uttered a syllable concerning the duration of the soul. It was left to his disciples to sever duration from the moral elements, and to teach the immortality of the soul as a doctrine, and maintain it by evidences. The moment the doctrine of the immortality is separately taught, man is already fallen.” R.W.Emerson here appreciates the ‘Heeding and living in these moral sentiments’ by Jesus in contrast to his disciples who distorted or mutated his teachings leading to a ‘fallen’ state of Man. Here R.W.Emerson shows further development of Christianity after Jesus by his disciples though leading to detireoration. We see above ‘moral elements’ are

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‘attributes’ of the soul as per the Bhagavad Gita and R.W.Emerson and these cannot be separated and taught as a separate doctrine maintained by ‘evidences’. R.W.Emerson states “For the soul is true to itself, and the man in whom it is shed abroad cannot wander from the present, which is infinite, to a future which would be finite”. In Chapter 2 of the Bhagavad Gita Krishna exhorts Arjun to act in the present; his actions could not have been postponed. Thus acting in the present is a compulsory unavoidable part of Karm Yog. Thus only one reaches Brahman which is ‘infinite’. This is referred to here by R.W.Emerson. Similarly Bhakti and Gyan Yog have also to be practiced in the present. This is examined also in “Self Reliance’. The ‘soul’ following the yogas of the Bhagavad Gita is being ‘true to itself’, as seen above. R.W.Emerson states, “It is not in an arbitrary “decree of God,” but in the nature of man, that a veil shuts down on the facts of to-morrow; for the soul will not have us read any other cipher than that of cause and effect”. In Chapter 2 of the Bhagavad Gita Krishna mentions various scenarios as per the decision of Arjun whether to fight or not in the present. These include Arjun’s death in War or his survival. Hence the future is unknowable within Prakriti or ‘Nature’ by man and anything else. However through our actions or correct action (Karm Yog) the future is shaped. Karm Yog has to be practiced in the present. Thus the soul is ‘true to itself’. This brings out the compulsory necessity of acting in the present. The above views of the Bhagavad Gita and R.W.Emerson are similar. Cause and effect are seen as a part of Karm Yog in ‘Self Reliance’. As per Vedic Dharshan the present life is the prarabdh karm. This is selected out of the sum total of the actions (causes) of all the past life times of a conditioned soul called sanchit karm. Prarabdh Karm is thus the ‘cipher of cause and effect’. Prarabdh Karm can take us to Brahman realization through Dharm. Hence this can be considered the correct ‘nature of man’ as it shuts down ‘the facts of to-morrow’. For these reasons Vedic saints advise aspirants to depend on Prarabdh and not run after desires. As per BG 13.22, cause and effect govern all and judge all hence too all have to ‘read’ this ‘cipher’. R.W.Emerson states, “The only mode of obtaining an answer to these questions of the senses is to forego all low curiosity, and, accepting the tide of being which floats us into the secret of nature, work and live, work and live, and all unawares the advancing soul has built and forged for itself a new condition, and the question and the answer are ne”. This is the same as R.W.Emerson’s concept of ‘own work’. This is as per ‘Swadharm and Jati Dharm’ and through these Karm Yog is practiced as stated in the Bhagavad Gita. One does ‘work and live’ foregoing ‘all low curiosity’. This implies things other than Karm Yog and includes sense gratification from the context. Sense gratification is to be rejected as per BG 2.44, .67, 5.21, 7.13, 18.51. Additionally things other than Karm Yog can mean Adharm which has to be rejected. We see Karm Yog in ‘Self Reliance’ and ‘Compensation’. This is R.W.Emerson’s ‘secret of nature’. Questions and Answers are thus transcended and become irrelevent, ‘are ne’. The concept of ‘own work’ takes us to Brahman as per Karm Yog. Krishna in the 25 Bhagavad Gita also states the ideal of work for work’s sake. Hence one has to ‘work and live, work and live’. PG 148. R.W.Emerson states, “No; the wisdom of the wise man consists herein, that he does not judge them; he lets them judge themselves and merely reads and records their own verdict.” Here we see a man is judged by ‘himself’ or ‘God within’ and passes his own verdict. This is only possible if man has an indwelling soul which is not different from Brahman. This is as per BG 13.13, 13.16, 15.15. This also indicates the incorrectness of the Christian concept of a final judgment day for which all have to wait dead in their graves. To understand thus is ‘the wisdom of the wise man’. PG 149 R.W.Emerson states, “By virtue of this inevitable nature, private will is overpowered, and, maugre our efforts or our imperfections, your genius will speak from you, and mine from me”. Thus genius is ‘own nature’. This overcomes ‘private will’. ‘private will’ here from the context means subjects and things other than the yogas of the Bhagavad Gita and including sense gratification and ignorance. ‘Own nature’ is a part of Swadharm and stated in BG 3.33, 11.51, 18.59, .60. BG 11.51 shows that on having vision of the universal form the ‘private will’ of Arjun is over powered and his own nature (‘genius’ of Emerson) speaks or is manifested. Hence as R.W.Emerson states “The same Omniscience flows into the intellect, and makes what we call genius”. “But genius is religious. It is a larger imbibing of the common heart”. In ‘Self Reliance’ we see R.W.Emerson’s ‘genius’ is actually ‘own nature’ of the Bhagavad Gita and that no one can overcome his ‘own nature’, this is as per the Bhagavad Gita 3.33. Following ‘own nature’ is essential for Karm Yog. This is as per R.W.Emerson’s thought that ‘genius is religious’. Hence R.W.Emerson considers ‘religion’ to be Dharm, Karm Yog and ‘own nature’ concepts of the Bhagavad Gita. Dharm includes well being of all living beings as per BG 5.25. Hence Genius ‘is a larger imbibing of the common heart’. PG151 R.W.Emerson states, “Ineffable is the union of man and God in every act of the soul. This is the concept of Samadhi in Vishistadvait and Dvait philosophy of the Vedas as seen earlier. This is as per BG 12.2, 13.13, 14.26. The simplest person who in his integrity worships God, becomes God; This is the concept of Samadhi in Advait philosophy. This is as per BG 12.3-.4, 13.31, 14.27. ‘yet forever and ever the influx of this better and universal self’- this is seen above on Page 145 as Samadhi. is new and unsearchable”. This shows that all can merge in God. The Universal self is new and unsearchable. These are expressed in BG 8.3, 5.21. Brahman is

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ever ‘new’ being above the concept of time. This is as per BG 2.20, 9.7-.8, 10.30, 10.33, 11.32. Brahman is ‘unsearchable’ being beyond material nature, the fallible and the infallible. This is as per BG 13.13, 13.16-17, 14.27, and 15.15. R.W.Emerson states, “The soul gives itself, alone, original and pure, to the Lonely, Original and Pure, who, on that condition, gladly inhabits, leads and speaks through it. Then is it glad, young and nimble”. This is concept of Samadhi (merger of soul and over soul) as seen above. The Soul is young being original and beyond time. The soul is ‘alone, original and pure’ as per BG Chapter 2, 18, 13.13. R.W.Emerson states “It is not wise, but it sees through all things. It is not called religious, but it is innocent. It calls the light its own, and feels that the grass grows and the stone falls by a law inferior to, and dependent on, its nature”. This is as per BG Chapter 2, 3, 7, 13. Material Laws are inferior to Spiritual Laws as per BG 9.7, 13.13, 13.15. Further BG 7.4 states that the material world is constituted out of Brahman. BG 7.5 states that Life is ‘over them’ or superior to the material world, all being dependent upon Brahman or, as Emerson states, ‘a law inferior to, and dependent on, its nature’. ‘nature’ here is the nature of Soul or Brahman seen above. All Laws are connected to and emanate from the Soul as per BG Chapter 7, 13, 15.15. The soul is not ‘religious’ being beyond the modes of nature (which include virtue and vice) as per BG 15.15 and being beyond Dharm and Adharm. However as per BG Chapter 14, in existence and life virtue has to be practiced and vice discarded as path to the soul. The soul is ‘innocent’ because it is beyond the modes of nature (constitution of thought) hence beyond Karm and action and its consequence. PG 153: R.W.Emerson states, ‘Behold, it saith, I am born into the great, the universal mind. I, the imperfect, adore my own Perfect.” This is how through Advait Philosophy of Sri Adi Shankaracharya and also mentioned in the Bhagavad Gita the imperfect conditioned Soul which is the limited being within Material manifestation can adore its own perfect self as the Over Soul and impersonal Brahman. This is as per the relation of Brahman and soul as explained earlier. This is as per BG 12.3-.4, 13.31, 14.27. This is Samadhi as per Advait philosophy. Arjun in the second chapter of the Bhagavad Gita is considered to be a deluded soul hence imperfect who receives knowledge of Brahman from Krishna which includes Advait knowledge and realizes that he is one with Brahman which is to be adored as perfect. This is an aspect of Samadhi explained in Page 145. We see that R.W.Emerson’s views on Brahman ( Pg 139, 145) Samadhi (Pg 145) Advait, Vishistadvait and Dvait philosophies (Pg 139, 145, 151, 153) are as per the philosophy of Adi Shankaracharya seen in Pg 139. Hence Emerson can be considered to be a spiritual disciple of Sri Adi Shankaracharya. R.W.Emerson states, “I am somehow receptive of the great soul’, This is the condition of Samadhi and influx of Brahman seen above. R.W.Emerson states ‘and thereby I do Overlook the sun and the stars and feel them to be the fair accidents and effects which change and pass’. Being in Samadhi R.W. Emerson feels as per Brahman. This is as per BG 13.13, 15.15. This is above material manifestations. R.W.Emerson states ‘More and more the surges of everlasting nature’. This is the nature of Brahman as per BG 13.13, .32. We see here R.W.Emerson’s concept of ‘everlasting nature’ is Brahman. R.W.Emerson states ‘enter into me, and I become public and human in my regards and actions. So come I to live in thoughts and act with energies which are immortal’. The action of those who have achieved Samadhi will be in accordance with immortality of the soul seen in BG 13.13, and truth, virtue and Dharm seen above. Dharm includes ‘public and human ideals’ as per BG 5.25 and BG Chapter 2. We see as per R.W.Emerson Dharm is the correct ‘public and human in my regards and actions’. ‘Thus revering the soul’, this is the concept of Karm and Bhakti Yogas as per the Bhagavad Gita and seen in ‘Self Reliance’ and ‘Circles’. Bhakti Yog is explained by Visistadvait and Dvait philosophies covered in BG 12.2, 13.13, 14.26, BG Chapter 2, 12. Karm Yog is covered in BG Chapter 2, 3, 5, 18. ‘and learning, as the ancient said, that “its beauty is immense,” R.W.Emerson considers beauty to be according to Brahman. This is a part of Bhakti Yog. R.W.Emerson states “man will come to see that the world is the perennial miracle which the soul worketh, this is as per BG 9.7, 10.39, 15.17 and be less astonished at particular wonders; he will learn that there is no profane history; that all history is sacred;” history is ‘sacred’ as it contains these concepts of material manifestations and life being aspects of soul and the concept of Samadhi or Brahman realization. R.W.Emerson states “that the universe is represented in an atom’, BG 13.14, 13.16 explain that the Supreme Being or Brahman is represented even in the smallest particle. This is reaffirmed by Mundaka Upanishad 3.1.1 as seen above. BG shlokas 10.30, 10.33 and 11.32 state that God has become Time. So God is both Universe and Time hence the Universe is present ‘in a moment of time’. R.W.Emerson’s concept of ‘beauty’ is hence Brahman realization. From the above meanings and contexts it is evident R.W.Emerson refers to Brahman as ‘great soul’ here. This is different from his usage of ‘great soul’ elsewhere in his works where he refers it for a saint or an incarnation of god as per BG 4.1-.8. R.W.Emerson states, “He will weave no longer a spotted life of shreds and patches, but he will live with a divine unity. This is the unity of Soul and Brahman as seen in BG 12.2-.4, 13.13, 14.26-.27 and achieved through Karm, Bhakti and the other Yogas of the Bhagavad Gita and ‘live’ thus. This is the concept of Samadhi explained above in Page 145 and 151. “He will cease from what is base and frivolous in his life and be content with all places and with any service he can render. This is the concept of being content with Prarabdh karm (seen in Pg 147) and thus not running after uncontrolled desires and acting as per the situation and render any

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service possible of him, This is as per BG 4.13, 18.41-.44. This service has to be rendered keeping in mind ‘justice’ as seen on Pg 142,146. This is as per BG 13.22 as seen on Pg 146. ‘Base and frivolous’ includes sense gratification, delusion and laziness which is thus rejected by both R.W.Emerson and also the Bhagavad Gita in 2.67, 3.34, 18.38.39 and elsewhere. This also refers to ‘own work’ and ‘own nature’ concepts of both the Bhagavad Gita and R.W.Emerson. He will calmly front the morrow in the negligency of that trust which carries God with it and so hath already the whole future in the bottom of the heart”. This brings out that physical nature, events and results and their consequences are inconsequential to those following the Yogas and Dharm, here stated as ‘trust which carries God with it’. This is due to their taking the correct action irrespective of the desire for fruit as per the Dharm and Karm Yog. In BG Chapter 2 Krishna asks Arjun to fight the War irrespective of the consequences of victory, defeat of death, as a concept of duty. Thus one reaches beatitude or peace. Thus one has ‘already the whole future in the bottom of the heart’ since one is not bound by the desire for fruits of one’s actions. ‘Everlasting nature’ is here explained as reached through the merger of Brahman and soul, Brahman realization. Since Brahman pervades everything and everything attains to Brahman at the end of the time span of the yogas, this is as per BG 9.7, 10.39, 13.14, .16, “the Universe is represented in an atom”. ‘Divine unity’ in a person makes him act as per Satva or virtue which is the last step towards Brahman realization, (this is as per BG Chapter 14, 18) and abhor Tamas or vice and sense gratification which leads to ‘base and frivolous in life’. Thus being in ‘trust which carries God with it’, which includes also being united with God, such a person will already have the ‘whole future in the bottom of his heart’, as he has overcome desire for fruit of action and sense gratification which exists in time and he is going to act as per Dharm and the yogas. Time is also an aspect of God. All these thoughts of R.W.Emerson are as per the relation of soul and Brahman and the definition of Brahman in the Bhagavad Gita. References [1]

[2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25]

Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291 Over Soul, Pg.138-154. Emerson’s quotations from this reference are in Italics after the relevant page No. as per this reference. Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291, History, Pg.9. The Complete Works of Swami Vivekananda. Advaita Ashrama Publication May1999 Edition, ISBN 81-85301-46-8,Vol 7 Pg. 200 The Complete Works of Swami Vivekananda. Advaita Ashrama Publication May1999 Edition, ISBN 81-85301-46-8, Vol. 1 Pg.469. Bhagavad Gita as viewed by Swami Vivekananda, Advaita Ashrama Publication, January 2012, ISBN 978-81-7505-332-8, Pg.16. Religion of Love, Swami Vivekananda, Advaita Ashrama Publication, March 1999, ISBN 81-7505-091-8, Pg.50. Emerson’s first collections of Essays, Nature.1836. Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291, Over Soul, Pg 153. The Complete Works of Swami Vivekananda. Advaita Ashrama Publication May1999 Edition, ISBN 81-85301-46-8, Vol.4 Pg 372. Vedanta Kesari ISSN 0042-2983. April 2013, Pg.7-8. Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291, Over Soul, Pg.139. Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291, Over Soul, Pg.139. Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291, Over Soul, Pg.139. Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291, Over Soul, Pg.139. Emerson’s first collections of Essays, Nature.1836. Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291, Over Soul, Pg.139. Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291, Circles, Pg.161 Essays by Ralph Waldo Emerson, the Pennsylvania State University, Electronic Classics series.Jim Manis, Faculty Editor. Hazelton; PA 16201-1291, Compensation, Pg.58 The Complete Works of Swami Vivekananda. Advaita Ashrama Publication May1999 Edition, ISBN 81-85301-46-8,Vol.3, Pg. 513-514. The Complete Works of Swami Vivekananda. Advaita Ashrama Publication May1999 Edition, ISBN 81-85301-46-8,Vol.3, Pg.514. The Gospel of Sri Ramakrishna. Published. Sri Ramakrishna Math. ISBN-7120-435-X, Pg. 151,152, 390, 430. The Gospel of Sri Ramakrishna. Published. Sri Ramakrishna Math. ISBN-7120-435-X, Pg.478,639. The Gospel of Sri Ramakrishna. Published. Sri Ramakrishna Math. ISBN-7120-435-X, Pg. Pg.351. Religion of Love, Swami Vivekananda, Advaita Ashrama Publication, March 1999, ISBN 81-7505-091-8, Pg 31.Katha Upanishad, I, ii.23. The Complete Works of Swami Vivekananda. Advaita Ashrama Publication May1999 Edition, ISBN 81-85301-46-8, Vol.3, Pg.238

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American International Journal of Research in Humanities, Arts and Social Sciences

Available online at http://www.iasir.net

Universal Higher Education in India: A Myth or Reality Dr. P. Anil Kumar Academic Officer, Commissionerate of Collegiate Education, Andhra Pradesh, Hyderabad, INDIA Abstract: India has set targets to achieve universal primary education and with Sarva Siksha Abhiyan (SSA) it has been fulfilled. Now with Rashtriya Sarva Siksha Abhiyan(RUSA) its target is to achieve universal higher education. There are something like 700 universities in India, and 35,000 colleges, all devoted to delivering higher education. The total student enrolment of about 23 million translates into a present gross enrolment ratio (GER) of about 19.4%, and the major challenge is to increase this number to around 30% in the next decades. This increase in the GER, given the increase in population, corresponds to around 100 million students, and it is clear that the traditional university system is simply incapable of absorbing this increase. This leads to the question of whether a standard university education is essential, or can we perhaps devise different and more effective models of instruction that can help achieve the desired outcomes? One such direction is “skill development” that has been touted as the need of the day, to see that India can provide the world with a well-trained workforce. The National Vocational Education Qualification Framework (NVEQF) has been set up to ensure this, but the challenges are formidable. The required investment in the infrastructure to provide technical instruction that can lead to such a skilled workforce is largely absent. India is now established National Skill Development Corporation(NSDC). Ironically bifurcation of Andhra Pradesh state has resulted in decline in GER for both Telangana and New Andhra.In combined state AP has GER of 28 where as the newly formed state of AP with 13 districts has only GER 26.The statics for new AP is worked out based on population census, National sample survey, All India Survey on Higher Education, Economic Survey 2015, APSCHE and reports of CII on Higher Education. Keywords: RUSA, GER, Universal Higher Education, NVEQF, NSDC, NMEICT, NPTEL I. New Missions An important step has been the setting up of the National Mission on Education through Information Communication Technology (NMEICT) and the ambitious National Knowledge Network (NKN), that aims to connect as many of the educational establishments in India as possible. Already the Indian Institutes of Technology (IITs) have made a significant advance in making instruction in a variety of technical subjects widely available through the National Programme on Technology Enhanced Learning (NPTEL). The NKN is itself used in real time for the sharing of lectures among institutions that have a similar structure, like the Indian Institutes of Science Education and Research that have common courses. The UGC has the ePathashala programme whereby lectures in a wide range of subjects are being prepared for online transmission. While these are welcome developments, it should be added that there has been little research into how this form of distance instruction could be made effective so as to have the outcomes that are desired. For the most part these courses tend to be a video version of the standard classroom lectures, but as the Khan Academy has shown, even this can be very effective. Commissionerate of Collegiate Education, Andhra Pradesh has got more than 3000 GB e-Content and digitized through MANA TV is now planning to develop Mobile App collaborating with C-DAC, Hyderabad. II. Online Landscape The ongoing developments in the online landscape, in particular the massive open online courses (MOOCs) hold some answers for us and suggest other directions that need to be pursued. The internet is a great equaliser, and the easy availability of both information and instruction has been making inroads in the Indian educational system. When the Massachusetts Institute of Technology took the radical decision to put all their course curricula, syllabi and other handout material online in an open access mode, it made educationists everywhere sit up. As the practice has spread, this has caused a minor revolution in academic circles even in India, more among students than teachers it should be admitted, as students have an independent access to and a view of what is being taught at the best universities elsewhere. Another step was to put the entire course online, and Stanford University was one of the first to aggregate efforts in this regard. Although first mainly to serve the needs of their own students, through entities such as Coursera, Udacity or EdX, this has become much more

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than that, with a massive client base. With or without the blessings of accreditation, these developments have spurred changes in some institutions like the Indian Institutes of Information Technology, and more will surely follow. Are MOOCs (or their near relatives, SPOCs or small, private online courses) a viable model for future Indian education? Across the board, pedagogues tend to be dismissive of technology as a game-changer in education, but this may well be a limited view that somehow privileges the individual teacher. The same prejudices that colour opinions of distance education as being inferior to classroom instruction get magnified and embroiled in discussions of accreditation, validation and certification. As of now, most of the courses are free for view, but there is already a commercial model of MOOCs. This makes it possible for someone in India (or anywhere for that matter) to earn a degree from a university that she or he has never actually visited, but with which they may have interacted daily, and possibly in a more meaningful way than they do with their institutions at the present time. But free or not, the world of learning opens up to all with this model that fundamentally democratises education, and there is a great opportunity for us here. By their very format, such modes of instruction can be uniquely adapted for our social and linguistic diversity, translated into as many languages as needed, and viewed as often as necessary to ensure that the learning has been as effective as possible. Table Showing District wise GER New Andhra Pradesh District GER in Higher Education and CPI NSS

2011 Census

AISHE & APSCHE

GER = 5/4*100

DISTRICT

TOTAL POPULATION

18-23 AGE GROUP

Students Enrolled in HE

District GER

% of SC

Source

S.No 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Srikaulam Vizianagarm Visakhapatnam East Godavari West Godavari Krishna Guntur Prakasam Nellore Kadapa Chittoor Anantapur Kurnool Total AP

% of STs

CPI

2703114 2344474 4290589 5154296 3936966 4517398 4887813 3397448 2963557 2882469 4174064 4081148 4053463

320319 277820 508434 610784 466530 535311 579205 402597 351181 377915 494626 483616 480335

59134 54462 184767 154017 122202 177102 175832 92527 93056 91650 136183 102827 101204

18.9 19.6 36.3 25.2 26.1 33.1 30.4 22.9 26.4 24.2 27.5 21 21

9.46 10.57 7.68 18.34 20.62 19.28 19.59 23.19 22.49 16.16 18.82 14.29 18.21

6.15 10.05 14.42 4.14 2.77 2.93 5.06 4.45 9.65 2.63 3.81 3.78 2.04

38 38 37 29 36 36.4 34.6 27.2 31.5 28 24.4 22 19.3

49386799

5888673

1544963

16.82

5.52

GER = Gross Enrolment Ratio CPI = College Population Index Total colleges for 1 Lac population Figure Showing District GER in Higher Education of AP

District wise GER for the year 2014 in Andhra Pradesh after bifurcation

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III. Need to Blend Modes It would be facile to suggest that this could address all the needs of higher education in India. Different subjects have their own requirements and their own paradigms; different skills need to be assessed with separate yardsticks. Nevertheless, some attempt needs to be made to blend such modes of instruction with the more traditional methods if we are to be able to even begin to cope with the numbers being contemplated. The role of technology also has to be seen in context – there are still places in the country where internet access is slow and sporadic. And more importantly, we need to keep in mind the limited access that most of our citizens have to one of the most essential of human rights, the right to education. And therefore it is imperative that there be sufficient and intensive research in the pedagogy that the new technologies demand, keeping in mind the particulars of who is being educated, and for what. Most of the students that India aims to educate in the coming decades will be first-generation learners. Apart from their need for instruction in a familiar language, there needs to be a nuanced mode of instruction that recognises our social and geographical realities. This is a daunting and admittedly onerous task that is difficult enough within the confines of a classroom. The pedagogic methodologies that are in place are largely developed for the small classroom with direct interaction between the teacher and the taught. When going to alternate teaching strategies, such issues are even more difficult to address effectively. For instance, the lack of resources in the vernacular poses a serious impediment to wider access, and although some of the most popular online resources are now available in several Indian languages, the bulk of information on the web tends to be in English. There is an urgent need for directed research to alleviate issues like these: it may even be necessary to reinvent some of the pedagogic process IV. Conclusion The state of funding of our public university system is suboptimal, and the variation in budget from one Plan to the other does appear whimsical. It is also unfortunate that higher education has hitherto been a low priority sector for both public and private funding. At the present time, it is not enough to merely require, as the Twelfth Plan does, that each central university should have a department of education so as to train more teachers: this does not address the basic issues. We need, in a sense, to create the kind of teaching methodology that is essential for these times. There also needs to be a significant investment in education technology, to learn what can be done, and to determine the most effective ways of achieving these goals. Any solutions that we choose to follow will need money and imagination, and will also demand careful planning. It is in this context that our entire university system needs to pay more attention to the evolving global trends in order to give Indian the higher education system it requires in the digital age to be a digital India. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16]

Altbach, P G, P J Gumport and R O Berdahl, ed. (2011): American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges (Baltimore: Johns Hopkins University Press). Ann R.J.Briggs,Marianne Coleman and Marlene Morrison,(2012): Research Methods in Educational Leadeship & Management ( Sage,London) Bok, D (2013): Higher Education in America (Princeton: Princeton University Press). Bowen, W G (2013): Higher Education in the Digital Age (Princeton: Princeton University Press). CII – Report on Higher Education Collini, S (2012): What Are Universities For? (London: Penguin). Economic survey 2015 Ganihar, N N and H V Belagali (2008): Educational Philosophy of Dr Zakir Husain (New Delhi: Global Vision Publishing House). National Sample survey National Population Census 2011 All India Survey on Higher Education(ASIHE) Andhra Pradesh State Higher Education Council ( APSCHE) Ramaswamy, R (2013): “Science, Education and Research in India”, Economic & Political Weekly, 19 October. – (2014): “Book Review: Higher Education in the Digital Age”, Current Science (Bangalore), 106, No 3, 443. Sharma, K A (2014): Sixty Years of the University Grants Commission: Establishment, Growth, and Evolution, University Grants Commission, New Delhi. Thelin, J R (2011): A History of American Higher Education (Baltimore: Johns Hopkins University Press). UGC (2011) Inclusive and Qualitative expansion of Higher Education, 12th Five-Year Plan, 2012-17, compiled and edited by V Prakash, S P Thyagarajan, F Qamar, R Srivastava and A K Sharma (UGC, Delhi). This can also be downloaded from the site www.ugc.ac.in/ugcpdf/ 740 315 _12FYP.pdf

Acknowledgements (a) (b) (c) (d) (e)

Ministry of Human Resource Development, New Delhi. Rashtriya Uchatar Siksha Abhiyan, New Delhi. University Grants Commission, New Delhi. Commissionerate of Collegiate Education,Hyderabad. British Council,Hyderabad.

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