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The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
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The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
From the Desk of Editor – in – Chief ( Hon. )
Dr. Sunil Goyal B.Sc. , D.T.T. ( Hons. ) , M.A. , PGDBM , Ph.D. , FGASS , FIRJSSH E mail
[email protected] Mobile + 91 94253 82228 What is Water Harvesting ? It means capturing rain where it falls or capturing the run off in your own village or town. And taking measures to keep that water clean by not allowing polluting activities to take place in the catchment. Therefore, water harvesting can be undertaken through a variety of ways 1. Capturing runoff from rooftops, 2. Capturing runoff from local catchments, 3. Capturing seasonal floodwaters from local streams, and 4. Conserving water through watershed management.
These techniques can serve the following the following purposes 1. Provide drinking water, 2. Provide irrigation water, 3. Increase groundwater recharge, 4. Reduce storm water discharges, urban floods and overloading of sewage
treatment plants, and 5. Reduce seawater ingress in coastal areas.
In general, water harvesting is the activity of direct collection of rainwater. The rainwater collected can be stored for direct use or can be recharged into the groundwater. Rain is the first form of water that we know in the hydrological cycle, hence is a primary source of water for us. Rivers, lakes and groundwater are all secondary sources of water. In present times, we depend entirely on such secondary sources of water. In the process, it is forgotten that rain is the ultimate source that feeds all these secondary sources and remain ignorant of its value. Water harvesting means to understand the value of rain, and to make optimum use of the rainwater at the place where it falls. Thanks for Reading, With best wishes … v THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
CONTENTS Title of Paper
Name of Authors
Page No.
Growth of Advertising Industry in India An Efficacious Transition from the Age of Print to Integrated Marketing Communication
Chopra, P. K. & Parashar, Nidhi
1 - 12
RTE Act and Equal Right to Education to Disadvantaged Groups
Saju, Sarika C.
13 - 17
Public Health In India Challenges And Prevention Measures
Mishra, Pratibha J. & Ahad, Nadia
18 - 28
Before and After Globalisation Effect on Indian Agriculture Sector
Sahu, Amrita
29 – 39
The Role of ICT in Teaching and Learning Process in Higher Institutions with Reference to Indore, Madhya Pradesh
Bhat, Jan Zahoor Ahmad, Singh, Rajendra & Mishra, Shailendra
40 - 53
Reflection: For Becoming an Effective Teacher
Dash, N. R. & Rath, K. B.
54 – 78
Teachers Impact on Disabled Children Attendance and Learning : A Study in Elementary Schools in Uttar Pradesh, India
Singh, Ajay Kumar & Singh, Chhatrasal
79 – 106
Relevancy of Religious Belief and Ethical Values of Rigveda in Modern Era.
Parashar, Surbhi
107 – 140
?kjsyw fgalk vf/kfu;e] 2005 ,oa 2006 dh Hkwfedk dk v/;;u
ekgs'ojh] fuf/k
141 - 149
o`)tuksa dh ;kstuk,a
ekyoh;] iq"iyrk
150 – 157
'kkldh; tuLokLF; ;kstuk,a ,oa tutkrh; efgyk,a
tfM+;k] uwru
158 – 162
*** A THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
GROWTH OF ADVERTISING INDUSTRY IN INDIA AN EFFICACIOUS TRANSITION FROM THE AGE OF PRINT TO INTEGRATED MARKETING COMMUNICATION CHOPRA, P.K.1 & PARASHAR, NIDHI2 1
Executive Director, Oriental College of Management, Bhopal, Madhya Pradesh, India
2
Ph. D. Research Scholar, Barkatullah University, Madhya Pradesh, India E mail
[email protected]
Mobile + 91 92003 47208
ABSTRACT Efficacious amount of advertising revenue generated in India from 2008 to 2015 and provides a projection of the revenue until 2020. During the inception of advertising, print media played the major role. During the late 80’s radio was the major source of advertisement. But, during the 90’s advertising in India on television geared up and started concurring the business of advertising. In the past years, drastic change has been witnessed in the way of digital marketing. With the introduction of various digital marketing platforms, the marketing has become far more engaging as compared to before. Integrated marketing communications (IMC) provide an approach designed to deliver one consistent message to buyers through an organization’s promotions that may span all different types of media such as TV, radio, magazines, the Internet, mobile phones, professional selling, and social media. This paper attempts to study the growth of advertising industry in India, its recent developments and challenges faced by Indian advertising industry. Keyword s: Advertising Revenue, Print Media, Television Advertising, Digital Marketing, and IMC.
1 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
INTRODUCTION Advertising in India has created an incredible awareness among the people in the past decade growing in to big industry. It has grown along with the print and today it has found its way into the other media as well. Advertising, which was an American concept originally, has found its place in a country like India, so much so that the number of commercials has doubled in the media. Advertising revenue generated in India from 2008 to 2015 and provides a projection of the revenue until 2020. It is predicted that the revenue will amount to 547 billion Indian rupees in 2016. According Lindsay Pattison, global chief executive at media buying agency Maxus, India will be the fastest growing advertising market this calendar with total ad spends rising 15%, Advertising growth is a very good indicator of GDP growth. India is a star market in terms of quality.
OBJECTIVES OF THE STUDY
To study the growth of advertising industry in India.
To identify the revenues generated by the advertising in the recent years.
To study estimated ad spends by various media in India.
To identify the recent developments in advertising and marketing industry in India.
To identify the challenges faced by Indian advertising industry.
To provide suggestions for overcoming the challenges faced by Indian advertising industry.
RESEARCH METHODOLOGY The present study is based on the secondary data. Secondary data has been used for the purpose of the study. It has been collected from the various sources such as Books, Journals, Websites, Published Thesis, Bulletins, and Government Documents etc. The collected data has been organized with help of various statistical tools and techniques. 2 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
GROWTH OF ADVERTISING IN INDIA Between 2013 and 2018, India is projected to be the second fastest growing advertising market in Asia, topped only by China. The Indian market is expected to grow 10.7 percent annually. However, PwC projected that in 2018 ad spend would not play as significant a role in Indian economy as it would in other Asian countries. According to the forecast, the share of ad spend in Indian gross domestic product in 2018 will amount to 0.45 percent, whereas in Hong Kong, for example, the value is expected to reach 1.07 percent. Experts reveal that total advertisement spending by the political parties would be around Rs. 800 crore. Worldwide Partne rinc are the 9th largest global network of more than ninety marketing and communication agencies in about fifty countries which have recently tied up with Indian Pressman Advertising and Marketing Ltd. Indian advertising spends as a percentage of GDP—at 0.34% which is comparatively low, as opposed to other developed and developing countries where the average is around 0.98% which requires a lot space for development and enhancements in the Indian advertising industry.
Once companies have developed products and services, they must communicate the value and benefits of the offerings to current and potential customers in both business-to-business
(B2B)
and
business-to-consumer
(B2C)
markets.
Integrated marketing communications (IMC) provide an approach designed to deliver one consistent message to buyers through an organization’s promotions that may span all different types of media such as TV, radio, magazines, the Internet, mobile phones, professional selling, and social media. Changes in communication technology and instant access to information through tools such as the Internet and social media (online communication among interdependent and interconnected networks of organizations, people, and communities) explain one of the reasons why integrated marketing communications have become so important. With IMC, organizations can coordinate their messages to 3 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
build the brand and develop strong customer relationships while also helping customers satisfy their needs.
ADVERTISING REVENUE IN INDIA FROM 2008 TO 2020* (IN BILLION INDIAN RUPEES) The advertising and marketing sector in India is expected to enjoy a good run. Growth is expected in retail advertisement, on the back of factors such as several players entering the food and beverages segment, e-commerce gaining more popularity in the country, and domestic companies testing out the waters. The rural region is a potentially profitable target. For instance, in the automobiles sector, the focus of two-wheelers on rural areas could mean more launches and more advertising spends. The telecom sector could see growth as well, driven by better smart phone penetration and service providers cutting down on prices. New media advertising is synonym of online advertising and has taken web media with a stride. Now people instead of going for traditional advertising tend to give more weight-age to online advertising. This is mainly due to the fact that it is more targeted maximum exposure. According to various media gurus’ new media advertising has got a bright future and they also predict that within few years new media advertising will experience a boom in India and around the world. Graph: Advertising Revenue in India from 2008 to 2020* (in Billion Indian Rupees)
221
228
266
300
327
2008
2009
2010
2011
2012
363
414
475
2013
2014
2015
547
637
739
860
994
2016E 2017E 2018E 2019E 2020E
Source : Statista (The Statistics Portal) | * Estimated 4 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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This statistics presents the advertising revenue generated in India from 2008 to 2015 and provides a projection of the revenue until 2020. The revenue is expected to increase from 221 million to 1.08 billion Indian rupees in the presented period.
ESTIMATED AD SPENDS BY MEDIA IN INDIA (IN RS. CRORE) In terms of media mix, television will remain the largest contributor to adex, estimated to touch Rs 27,074 crore this year versus Rs 23,022 crore last year. The rate of growth would be 17.6 per cent, GroupM said, lower than the 18.6 per cent seen last year.
Table Estimated AD Spends by Media (in Rs. Crore) Year
2011
2012
2013
2014
2015f
2016f
TV
14,026
14,812
16,860
19,411
23,022
27,074
Radio
1,458
1,530
1,643
1,808
1,997
2,195
Newspapers
13,303
13,622
14,248
15,329
16,125
17,099
Magazines
820
820
820
779
675
575
Cinema
210
242
271
340
408
510
Out of Home
2,093
2,152
2,282
2,483
2,582
2,732
Digital
1,515
1,939
2,520
3,402
4,950
7,300
33,425
35,117
38,645
43,552
49,758
57,486
Media
Media Total INR CR
Source: GroupM TYNY 2016 5 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Newspapers will come next, led by a surge in e-commerce ads, touching Rs 17,099 crore this year versus Rs 16,125 crore last year. The rate of growth of newspaper advertising will be six per cent versus 5.2 per cent last year, while digital will be the third-largest contributor to adex, touching Rs 7,300 crore versus
Rs
4,950
crore
last
year.
Digital's rate of growth would be the highest at 47.5 per cent this year, higher than the 45.5 per cent seen last year, GroupM said.
Figure Estimated AD Spends by Media in Various Sectors (in %) (2016)
FMCG
21.30% 28%
e-Commerce Auto Consumer Durables Services
7.60%
Real Estate Retail
4.70%
8.10%
Telecom BFSI Education
6% 8.20%
Others
7.60% 4.50%
4.10%
3.10%
Source: GroupM Estimates
According to GroupM, higher spending by fast-moving consumer goods, ecommerce and automobile companies would be key drivers of ad growth in
6 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
2016, backed by retail, telecom, banking and finance, and government. FMCG, automobiles, e-commerce, retail and telecom contributed 28 per cent, 8.2 per cent, 8.1 per cent, 7.6 per cent and six per cent, respectively, to advertising expenditure in 2016.
RECENT DEVELOPMENTS IN ADVERTISING AND MARKETING INDUSTRY IN INDIA According to the report by India Brand Equity Foundation, following are the recent development in the in Indian advertising and marketing industry: 1. GroupM, the US-based advertising media company, has acquired a majority
stake in MediaCom India, a joint venture between GroupM India and Madison Media group's principal shareholder Sam Balsara, for an undisclosed amount. 2. Flipkart, India's largest e-commerce market place has re-entered the private
label business by launching Smart Buy, with a view to boost earnings and fill gaps in its product selection. 3. The Indian Railways is working on a new advertising policy aimed at
installing 100,000 big digital screens at 2,175 railway stations across the country, which is expected generate Rs. 11,770 crore (US$ 1.76 billion) revenue annually. 4. Indian Railways has appointed Ernst & Young (EY) as a consultant to
discover its advertising potential, which is in line with the Railway Budget proposal of increasing non-fare earnings to cover Rs 5,000 crore (US$ 750 million) in five years. 5. Advertising agency J Walter Thompson has launched its global digital
agency network 'Mirum' in India which will provide services such as strategy and consulting services, campaigns and content, experience and platforms, analytics and innovation and product development, with the target to increase non-traditional media revenues to 40-45 per cent from 35 per cent currently.
7 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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6. All India Radio (AIR) has appointed ‘releaseMyAd’ as a virtual agency to let
advertiser’s book ads for all of AIR’s station online. 7. Telecom major Axiata's subsidiary, Axiata Digital Advertising (ADA) has
formed a joint venture with US-based advertising tech firm acknowledge to get into the US$ 47 billion digital ad market in the Asia Pacific region and has identified India as a 'key' market. 8. Mr Rajyavardhan Singh Rathore, Minister of State for Information &
Broadcasting, has announced that Indian government has planned to increase advertising spend on the digital platform which will help increases the government’s presence in digital media.
CHALLENGES FACED BY INDIAN ADVERTISING INDUSTRY Advertising effectiveness is one area that has been not well researched and understood. Ad cannot pull the products through markets on its own, anymore. Advertising will have to merge with PR strategies for effective solutions particularly for brand building and long term goals like market share and industry leadership image creation. Following are some of the suggestions faced by Indian advertising industry: 1. Customers are no longer found and retained by advertising alone. Its role is
diminishing for sure and advertising will have to rediscover itself. The advertising tactics have now newer and newer possibilities ranging from traditional advertising to direct marketing, emailing, banner advertising on web, audio and video CDs, sales promotion schemes and public relations (Publicity) exercises. But all this has to fit well into overall marketing strategies of organization; A tall order for the industry. 2. The focus on marketing research and monitoring is missing. Neither is there
specific mention of measurable results delivery, this being a relatively smaller firm. 3. For many years, advertising agencies focused primarily on traditional print 8 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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advertising, along with television media. But the Internet and social media have dramatically changed the role that print advertising plays in a company’s overall strategy, and advertising agencies must determine the new role for print, if any. 4. Content and brand marketing have become a leading advertising strategy in
recent years. But one of the challenges is evaluating the effectiveness of this type of advertising and selling the client on the ROI of brand marketing. 5. Social media has dramatically changed the advertising game and presents
many challenges for advertising agencies. Some of the hurdles include using social media to make money for clients, successfully integrating social media into overall campaigns and convincing clients that hiring experts in social media can be more effective than doing it themselves.
FINDINGS AND SUGGESTIONS The challenges might seem insignificant, but the changes and obstacles give agencies many new chances to stand out from the crowd. And although the technology seems new, it provides more opportunity for creative and innovative thinking in the industry. Following are the some of the suggestions to overcome the challenges faced by the Indian advertising industry 1. The purpose of advertising is to help control the perception of the brand values. Advertising works strongly in the area of enabling brand choices, for changing overall habits, whether they are commercial or social. It should make the sale, break clutter, involve the consumer, touch the heart, and hold appeal for the target group and linger in the mind. It is critical to evaluate the advertising message to see if it is communicating the intended strategy. 2. The advertisement should ensure that the consumer can clearly understand the proposition - whether the proposition is based on functional or emotional benefits, how credible are the claims, and how it will impact sales. 3. Indian Ad industry has undergone restructuring with foreign ownerships coming in and business is growing but so are the challenges and risks. There is 9 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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great scope and careers awaiting the capable, creative and committed bright young men and women in this industry which will keep changing face with times as convergence of technologies take place. 4. The decisions taken to reposition the agency in four specific areas of segmentation, scope, scale and capabilities will determine the value proposition that the agency intends to offer to its clients. The uniqueness and sustainability of such value proposition and the ability to deliver such values at a competitive cost will be a critical aspect of an agency's plan to reposition itself. The key thing to figure out will be what specific values clients in each segment targeted will be looking for (which may not always be articulated by the clients). 5. Providing research and intellectual inputs to clients in three key areas, viz understanding changes in consumer behavior, developing business insights (including making available frameworks for formulating strategic options) and crystallizing the brand vision is must. 6. No wonder, the annual average rate of growth of advertising is much higher than that of the economy. It is obvious that the opening up of the economy, which had begun very haltingly in the mid-seventies, gathered some momentum in the mid-eighties and has now acquired considerably more speed from the beginning of the current decade, has contributed significantly to the current boom in advertising. It is this situation which is opening up wide and diverse opportunities in the profession.
CONCLUSION Advertising industry has seen tremendous growth during the past decade. Advertisements have always been a part and parcel of any business. During the late 80’s radio was the major source of advertisement. But, during the 90’s advertising in India on television geared up and started concurring the business of advertising. Almost all the major brands started using this channel to engage with the users/consumers. In the past years, drastic change has been witnessed 10 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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in the way of digital marketing. With the introduction of various digital marketing platforms, the marketing has become far more engaging as compared to before. The immense and fast growth of mobile usage for internet and various other innovations has made marketing more creative and versatile. India contributes to 17% of the world population but is only 0.7% of the world advertising market so it has huge potential to grow in future. Indian advertising industry has gone through rediscovering and restructuring itself acquiring foreign ownerships and alliances. But the caliber of Indian ad agencies has yet to be established and stabilized in volatile markets and dramatic changes in new brands, products, competition and global coverage. Future is for big agencies that have integrated services to offer to the client and work as marketing partners and advisors with strong research arm.
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Industry.
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http://www.indianmirror.com/indian-industries/advertising.html. The
Economic
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http://economictimes.indiatimes.com/industry/services/advertising/india-willbe-fastest-growing-advertising-market-in-2016-says-maxus-ceo-lindsaypattison/articleshow/51233263.cms Growth and Development of Advertising in India. Retrieved from https://www.scribd.com/document/142340681/Growth-and-Development-ofAdvertising-in-India Advertising in India – An Industry with a Bright Future (2015). Retrieved from http://www.digihooks.com/advertising-in-india/#prettyPhoto 11 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Gupta, R. K (2007). Advertising-Performance and Challenges. Retrieved from http://www.indianmba.com/Faculty_Column/FC628/fc628.html Gregory, Goforth, Jennifer (2012). Challenges Facing Today's Advertising Company.
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business/openforum/articles/challenges-facing-todays-advertising-company/ Challenges
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https://www.ibef.org/industry/advertising-marketing-india.as Integrated Marketing Communications and the Changing Media Landscape. Retrieved
from
https://saylordotorg.github.io/text_principles-of-marketing-
v2.0/s14-integrated-marketing-communica.html An article from Business Standard. Retrieved from http://www.businessstandard.com/article/companies/ad-spend-in-india-to-grow-at-15-5-in-2016says-groupm-116012000014_1.html Statistics and facts about the Advertising Industry in India. Retrieved from https://www.statista.com/topics/2116/advertising-industry-in-india/
***
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RTE ACT AND EQUAL RIGHT TO EDUCATION TO DISADVANTAGED GROUPS SAJU, SARIKA C. RIE, NCERT, Shyamla Hills, Bhopal, Madhya Pradesh, India
ABSTRACT The RTE Act provides for free and compulsory education to all children. Due to the vastness of the country and challenges that are specific to state and communities, the objective of bringing children to schools and providing them with quality education still remains a major challenge. Children belonging to SC, ST, religious, linguistic and ethnic minorities who have lagged behind demands a set of measures to ensure a fair share. These measures are called affirmative action’s because they are intended to ensure better participation of disadvantaged groups, especially with required number of teachers and function regularly. Keywords : RTE Act, Equal Right, and Education to Disadvantaged Groups.
The Right of Children to Free and Compulsory Education Act, 2009 envisages free and compulsory education to all children of the age of six to fourteen years. The far-sighted provisions of the Act, if they are translated into reality, can not only eradicate widespread illiteracy but also can become a major driver of change in the country. Though the RTE Act provides for free and compulsory education to all children, this Act remains merely an unmet-promise for a large number of children mostly belonging to the various disadvantaged classes and low-socio-economic status. Due to the vastness of the country and challenges that are specific to state and communities, the objective of bringing children to schools and providing them with quality education still remains a major
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challenge. Recognising education as the basic right of children is only the first step to achieving universal education. The more desirable outcome of this Act is the access and enjoyment of the right of education by children of all groups and communities which have hitherto been deprived of education rights owing to discriminations on the ground of social, cultural, economic, geographic, linguistic, gender and other such factors. As a matter of grave concern, discriminations on these grounds continue to keep children away from schools in spite of the implementation of the RTE Act.
Before the discussion on the grounds of discrimination and disadvantaged children, it is pertinent to understand the concepts of disadvantaged groups and weaker sections. RTE has defined children belonging to disadvantaged groups in the section 2(d) of Right to Education Act. According to the Act, disadvantaged children include those who belong to Scheduled Caste (SC) / Scheduled Tribe (ST), and other socially and educationally backward categories based on cultural, economical, social, geographical, linguistic, gender or other categories that the appropriate governments can separately notify. Appropriate governments can for example notify different categories in different districts and sub-districts of the state, educationally backward religious communities. Child belonging to weaker section means a child belonging to such parent or guardian whose annual income is lower than the minimum limit specified by the appropriate Government by a notification.
FIGHTING INTERSECTING AND CASCADING DISCRIMINATION Marginalisation of communities and groups in general and marginalisation of children within the education system in particular happen on the basis of several factors including linguistic, racial, religious, caste and economic factors. It is found generally that the severity of discrimination gets compounded and the effects of discrimination get cascaded for the children who belong to the various 14 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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minority groups and communities. For example, girls collectively have been less privileged than boys when it comes to education. Girls who are underprivileged or discriminated on the basis of sex get further discriminated if they belong to a particular caste group like Dalits. If they hail from a poor family, then their weak economic background will further aggravate their discrimination. This way, discrimination gets compounded in terms of severity and cascaded in terms of the types and number of discriminations for the children belonging to marginalised and disadvantaged groups.
The intersectional nature makes the discrimination of children a complex issue. These children often become trapped in cycles of disadvantage, discrimination and exclusion. The right to education is perceived as a multiplier and an empowering right, which can break these cycles of disadvantage and also help facilitate access to other human rights. The rights-based approach to education has sought to ensure equal and non-discriminatory access to education. Minorities and disadvantaged groups lag severely behind their peers in terms of the quality of education which has long-lasting consequences on their opportunities to create a meaningful life. It is now necessary to ensure that minority and disadvantaged groups are able to enjoy high-quality education which is both intrinsically and instrumentally valuable to them, and that they have the ability to enforce this right.
Minorities and disadvantaged groups access education in multiple ways. Apart from the public education system, these include minority-run schools, schools imparting education in a minority language, schools run under private management or public-private partnerships, and scholarships or quotas that reserve spaces for such children within the mainstream school system. These arrangements raise many diverse concerns of access, retention and overall quality of education. 15 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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DISCRIMINATION IMPACTING EDUCATION ATTAINMENT Education achievement levels indicated by enrolment, retention and completion are greatly influenced by gender and social category gaps. While these gaps are reducing consistently, in several parts of the country, gaps continue to remain at unacceptable levels. Gender and social group disparities exist across large parts of the country notwithstanding regional and state-wise differences. There is some overlap between areas/pockets which are generally educationally backward and those that have high gender and social group disparities, e.g. parts of Bihar, Jharkhand, Chhattisgarh, South Orissa, Rajasthan and Madhya Pradesh. The disadvantages faced by girls and children belonging to Scheduled Caste (SC) and Scheduled Tribe (ST) have generally based on the cultural and traditional factors as well as social discrimination at the school. Socio-cultural factors and a history of neglect at least seen in some parts of the country have also adversely affected the educational outcomes of children belonging to minority communities. Some children belonging to the ethnic and linguistic minorities also face disadvantages in coping with the regular school system.
One of the main factors of discrimination of children is their caste and minority status and this ground of discrimination has led to particularly school practices and teacher attitudes that adversely affect the quality of schooling that children receive. Though these impediments need to be addressed on a priority basis, much is left to be desired now. The effort for building inclusive schools where teachers understand and are sensitive to issues of social disadvantage needs to become an integral part of teacher. Children belonging to SC, ST, religious, linguistic and ethnic minorities who have lagged behind in education therefore need a special focus and strategies as well as adequate allocation of resources for lifting their educational level to the mainstream of the society. It has been found that certain specific groups of children/students face severe disadvantage in their participation in secondary 16 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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education owing to the specific difficult circumstances in which they and their families are placed. These include migrant families, families living in slums etc. and
the
families
by
circumstances
spend
their
life
in
difficult
situations/conditions like the homeless.
With the Universal Education campaign, availability of schools has improved considerably across the country, especially in rural areas. However, the disparities continue to thrive in at the secondary stage. Since secondary schools are fewer and nearer for students, the issue of retention has assumed severity especially in the contexts of children belonging to SC and ST and minority communities. Indian society has several forms of discriminations affecting several groups or communities. The persistence of discrimination demands a set of measures to ensure a fair share to the discriminated groups in various spheres including education. These measures are called affirmative action’s because they are intended to give to those discriminated communities what they were deprived of historically. This way, RTE is to be taken as an affirmative action which is an appropriate intervention for ensuring better participation of disadvantaged groups is to ensure that local schools are well provided for, especially with required number of teachers and function regularly.
REFERENCES 1. Oxford
Human
Rights
Lab
(January,
2016)
Available
at
http://ohrh.law.ox.ac.uk/comparative-perspectives-on-the-right-to-educationfor-minorities-and-disadvantaged-groups/ 2. The Right Of Children To Free And Compulsory Education Act, 2009 As on 01.05.2014 3. Barooah, Vani et al, (2015) Caste, Discrimination and Exclusion in Modern India, Sage Publications, New Delhi. *** 17 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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PUBLIC HEALTH IN INDIA CHALLENGES AND PREVENTION MEASURES MISHRA, PRATIBHA J. & AHAD, NADIA Department of Social Work, Guru Ghasidas University, Bilaspur, Chhatisgarh, India
ABSTRACT Public health in India exhibits a peculiar trend. There is a serious gap in health infrastructure on the one hand and a double burden of communicable and noncommunicable diseases on the other. In spite of a compound annual growth rate of 15% in the healthcare industry, public health in India is full of paradoxes and challenges that seem to be insurmountable on the face of it. Statistics suggest that India has only 1.5 hospital beds per 1000 population. Ironically, health tourism is also on the rise with people from U.S. and U.K. coming to India because of the relatively low cost of treatment. Again, when we look at certain indicators, health in India seems to be in a state of progress. Life expectancy at birth, for example, has increased. However, there is an increasing incidence of deaths from chronic non-communicable diseases, or lifestyle diseases as they are popularly known, among people aged 35 to 60. Simultaneously, a report suggests that 18.9 crore Indians will be at least 60 years of age by 2025, the implication being an enormous burden on the healthcare infrastructure of India as a result of the growing elderly population. Public Health approach is a holistic approach which encompasses all elements required for healthy living. It controls disease through health promotion, specific protection and by restoration and rehabilitation. In addition, disease surveillance which informs about ongoing as well as emerging public health issues is a core public health function. Other important functions are
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developing partnerships, formulation of regulations/laws, planning/policies and Human Resources Development. On this background, in the present paper an attempt has been made to focus on the present trend of public health prevailing in India, nature of problem, consequences and preventive measures. Keywords : Public Health, India, Challenges And Prevention Measures.
INTRODUCTION The new agenda for Public Health in India includes the epidemiological transition, demographical transition, environmental changes and social determinants of health. The healthcare industry in India is presently driven by a double burden of infectious and chronic diseases. Even though certain diseases like polio, leprosy and neonatal tetanus are on the verge of elimination, certain communicable diseases that were supposed to be under control have re-emerged as life threatening health issues because of resistance to drugs. In addition to that there has been a serious rise in lifestyle ailments like heart diseases, cancers or diabetes. This has happened largely because of an increase of people in the middle income group with a larger amount disposable income and an adoption of unhealthy western lifestyle involving diet high in fat and sugar content.
PUBLIC HEALTH AND HEALTH DETERMINANTS The definition of health given by WHO states that, "Health is a state of complete physical, mental and social well being and not merely the absence of disease". Medicine or curative services is not the only soul contributor to health and well being of population. There are several other determinants of health which include environmental, biological, socio-economic factors, information and communication, availability of health services, utilization of health services, age structure of the population etc. By influencing these factors or these determinants we may play quiet a substantial role in improving the health. Public health, which is, "Art and Science of protecting and improving the health 19 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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of a community through an organized and systematic effort that includes education, provision of health services and protection of the public from exposures that will cause harm". Thus, public health approach is to deal with all these determinants of health which requires multi sectoral collaboration and inter disciplinary coordination. Health care includes medical care and care of the determinants of health. Public Health approach is a holistic approach which encompasses all elements required for healthy living. It controls disease through health promotion, specific protection and by restoration and rehabilitation. In addition, disease surveillance which informs about ongoing as well as emerging public health issues is a core public health function. Other important functions are developing partnerships, formulation of regulations/laws, planning/policies and Human Resources Development.
HEALTH STATUS IN INDIA India is passing through demographic and environmental transition which is adding to burden of diseases. The first half of the 20 th century witnessed a large number of communicable disease epidemics. The practice of public health has been dynamic in India, and has witnessed many hurdles in its attempt to affect the lives of the people of this country. Since independence, major public health problems like malaria, tuberculosis, leprosy, high maternal and child mortality and lately, human immunodeficiency virus (HIV) have been addressed through a concerted action of the government. Social development coupled with scientific advances and health care has led to a decrease in the mortality rates and birth rates There have been major improvements in public health since 1950s. Affordable medicines and tools are now available which are highly effective, when used appropriately. Examples are: Anti-tubercular medicines, Anti-malarials, Insecticide-treated bednets, and condoms (to prevent HIV infection). 20 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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However, there have also been health consequences of urbanization and industrialization. There is persisting inequality in health status due to varying economic, social and political causes. India is presently in a state of transition, economically, demographically, and epidemiologically in terms of health. While the last decade has seen remarkable economic development particularly in terms of gross domestic product (GDP) growth rate, unfortunately this progress is accompanied by growing disparities between the rich and the poor. There is strong evidence to suggest that this income inequality or disparity between the different socioeconomic classes is associated with worse health outcomes. Widening the gap between the rich and the poor has damaging health and social consequences. While financial inclusion and social security measures are being implemented by the Government to bridge economic inequalities, health sector too must ensure that health disparities between and among social and economic classes are also addressed adequately. This high burden of disease, disability and death can only be addressed through an effective public health system. Ever increasing population with increasing geriatric population and changing lifestyle with more urbanization is putting pressure on environmental as well as on nutritional requirement resulting in nutritional deficiency, poor sanitation increasing communicable and non-communicable diseases etc.
THE HEALTH CHALLENGES In health sector, India has made enormous strides over the past decades. The life expectancy has crossed 67 years, infant and under-five mortality rates are declining as is the rate of disease incidence. Many diseases, such as polio, guinea worm disease, yaws, and tetanus, have been eradicated.
In spite of this progress, the communicable diseases is expected to continue to 21 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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remain a major public health problem in the coming decades posing a threat to both national and international health security. Besides endemic diseases such as human immunodeficiency virus infection and acquired immune deficiency syndrome (HIV/AIDS), tuberculosis (TB), malaria, and neglected tropical diseases, the communicable disease outbreaks will continue to challenge public health, requiring high level of readiness in terms of early detection and rapid response. In this regard, vector-borne diseases, such as dengue and acute encephalitis syndrome, are of particular concern. Antimicrobial resistance is one of the biggest health challenges facing humanity that must be tackled with all seriousness.
In addition, non-communicable diseases or NCDs are now the leading cause of death in the country, contributing to 60% of deaths. Four diseases namely heart disease, cancer, diabetes, and chronic pulmonary diseases contribute nearly 80% of all deaths due to NCDs and they share four common risk factors namely tobacco use, harmful use of alcohol, unhealthy diet, and lack of physical activities.
ADDRESSING PUBLIC HEALTH ISSUES To meet the formidable challenges described earlier, there is an urgent call for revitalizing primary health care based on the principles outlined at Alma-Ata in 1978: Universal access and coverage, equity, community participation in defining and implementing health agendas and inter sectoral approaches to health. These principles remain valid, but must be reinterpreted in light of the dramatic changes in the health field during the past 30 years. Attempts to achieve “Health for All” have been carried forward in the form of “Millennium Development Goals.”
Public health is concerned with disease prevention and control at the population 22 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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level, through organized efforts and informed choices of society, organizations, public and private communities and individuals. However, the role of government is crucial for addressing these challenges and achieving health equity. The Ministry of Health and Family Welfare (MOHFW) plays a key role in guiding India's public health system.
Contribution to health of a population derives from systems outside the formal health care system, and this potential of intersectoral contributions to the health of communities is increasingly recognized worldwide. Thus, the role of government in influencing population health is not limited within the health sector but also by various sectors outside the health systems.
KEY POLICY PRINCIPLES PROFESSIONALISM, INTEGRITY AND ETHICS The health policy commits itself to the highest professional standards, integrity and ethics to be maintained in the entire system of health care in the country, supported by a credible, transparent and responsible regulatory environment.
EQUITY Reducing inequity would mean affirmative action to reach the poorest. It would mean minimizing disparity on account of gender, poverty, caste, disability, other forms of social exclusion and geographical barriers. It would imply greater investments and financial protection for the poor who suffer the largest burden of disease.
AFFORDABILITY As costs of care increases, affordability, as distinct from equity, requires emphasis. Catastrophic household health care expenditures defined as health expenditure exceeding 10% of its total monthly consumption expenditure or 23 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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40% of its monthly non-food consumption expenditure, are unacceptable.
UNIVERSALITY Prevention of exclusions on social, economic or on grounds of current health status. In this backdrop, systems and services are envisaged to be designed to cater to the entire population- including special groups.
PATIENT CENTERED & QUALITY OF CARE Gender sensitive, effective, safe, and convenient healthcare services are to be provided with dignity and confidentiality. There is need to evolve and disseminate standards and guidelines for all levels of facilities and a system to ensure that the quality of healthcare is not compromised.
ACCOUNTABILITY Financial and performance accountability, transparency in decision making, and elimination of corruption in health care systems, both in public and private.
INCLUSIVE PARTNERSHIPS A multistake holder approach with partnership & participation of all non-health ministries and communities. This approach would include partnerships with academic institutions, not for profit agencies, and health care industry as well.
PLURALISM Patients who so choose and when appropriate, would have access to AYUSH care providers based on documented and validated local, home and community based practices. These systems, inter alia, would also have Government support in research and supervision to develop and enrich their contribution to meeting the national health goals and objectives through integrative practices.
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DECENTRALIZATION Decentralisation of decision making to a level as is consistent with practical considerations and institutional capacity. Community participation in health planning processes, to be promoted side by side.
DYNAMISM AND ADAPTIVENESS Constantly improving dynamic organization of health care based on new knowledge and evidence with learning from the communities and from national and international knowledge partners is designed.
INTERVENTION STRATEGIES ENSURING ADEQUATE INVESTMENT The policy proposes a potentially achievable target of raising public health expenditure to 2.5% of the GDP in a time bound manner. It envisages that the resource allocation to States will be linked with State development indicators, absorptive capacity and financial indicators. The States would be incentivised for incremental State resources for public health expenditure. General taxation will remain the predominant means for financing care. The Government could consider imposing taxes on specific commodities- such as the taxes on tobacco, alcohol and foods having negative impact on health, taxes on extractive industries and pollution cess. Funds available under Corporate Social Responsibility would also be leveraged for well-focused programmes aiming to address health goals.
PREVENTIVE AND PROMOTIVE HEALTH The policy articulates to institutionalize inter-sectoral coordination at national and sub-national levels to optimize health outcomes, through constitution of bodies that have representation from relevant non-health ministries. This is in line with the emergent international “Health in All” approach as complement to 25 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Health for All. The policy prerequisite is for an empowered public health cadre to address social determinants of health effectively, by enforcing regulatory provisions.
COMMUNITY PARTICIPATION Community participation builds public support for policies and programs, generates compliance with regulations and helps alter personal health behaviours. One of the major strategic interventions under NRHM is the system of ensuring accountability and transparency through people's participation – the Rogi Kalyan Samitis. The Ministry of Health needs to define a clear policy on social participation and operational methods in facilitating community health projects. Potential areas of community participation could be in lifestyle modification in chronic diseases through physical activity and diet modification, and primary prevention of alcohol dependence through active community-based methods like awareness creation and behavioural interventions.
HEALTH SYSTEM HEALTH SYSTEM STRENGTHENING Important issues that the health systems must confront are lack of financial and material resources, health workforce issues and the stewardship challenge of implementing pro-equity health policies in a pluralistic environment. The National Rural Health Mission (NRHM) launched by the Government of India is a leap forward in establishing effective integration and convergence of health services and affecting architectural correction in the health care delivery system in India.
HEALTH INFORMATION SYSTEM The Integrated Disease Surveillance Project was set up to establish a dedicated highway of information relating to disease occurrence required for prevention 26 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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and containment at the community level, but the slow pace of implementation is due to poor efforts in involving critical actors outside the public sector. Health profiles published by the government should be used to help communities prioritize their health problems and to inform local decision making. Public health laboratories have a good capacity to support the government's diagnostic and research activities on health risks and threats, but are not being utilized efficiently. Mechanisms to monitor epidemiological challenges like mental health, occupational health and other environment risks are yet to be put in place.
HEALTH RESEARCH SYSTEM There is a need for strengthening research infrastructure in the departments of community medicine in various institutes and to foster their partnerships with state health services.
CONCLUSION Given the issues and challenges public health in India is facing presently, there will always be a gap in terms of healthcare resources (doctors, paramedical staff, hospital beds, technology, medicines, etc.) and people are sick or are projected to be sick in the near future. Hence, as an alternative to consolidating resources on curative services a very effective alternative strategy would be preventive healthcare. The case for preventive healthcare is made even stronger by the fact that almost 80% of all lifestyle diseases can be prevented by modifying health habits and detecting the possibility or the onset of a disease at a very early stage through preventive health screening. Moreover preventive healthcare also helps prevent premature death or debilitating disability through early detection of such chronic diseases.
In this changing world, with unique challenges that threaten the health and well27 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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being of the population, it is imperative that the government and community collectively rise to the occasion and face these challenges simultaneously, inclusively and sustainably. Social determinants of health and economic issues must be dealt with a consensus on ethical principles – universalism, justice, dignity, security and human rights. This approach will be of valuable service to humanity in realizing the dream of Right to Health.
REFERENCES 1. The World Health Report (2008). Primary care: now more than ever. http://www.who.int/whr/2008/whr08_en.pdf 2. Ministry of Health and Family Welfare, India: www.mohfw.nic.in 3. Indian
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www.ichapatientsafetycon.com 4. Madhok, R. (2002). Crossing the quality chasm: lessons from the NHS in England. BUMC Proceedings; 15: 77-83. 5. Madhok R. (1999). Implications of US Managed Care for the British NHS. J Managed Care; 3; 93-99. 6. World Health Organization Scientific Peer Review Group Summary document (2001). Geneva. 7–8 December. 7. Brundtland, G. H. (2002). Address to the Fifty-fifth World Health Assembly, 13 May. Geneva: World Health Organization. 8. World Health Organization The world health report (2000). Health systems: improving performance. Geneva: World Health Organization. *** 28 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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BEFORE AND AFTER GLOBALISATION EFFECT ON INDIAN AGRICULTURE SECTOR SAHU, AMRITA Department of Commerce, The Bhopal School of Social Sciences, Bhopal, Madhya Pradesh, India E mail
[email protected] Mobile + 91 98273 77034
ABSTRACT Agriculture sector is undoubtedly most important sector of Indian economy as it provides employment to 54.6% of people and food security of India revolves around this sector. Its importance can be gauged by the fact that whenever there is fear of deficit monsoon, whole of the population ranging from farmers, workers, businessmen, policy makers and even foreign investors are caught into nervousness. Because of dependence of disproportionate population on this sector, Indian economy can be still said to be an agrarian economy. Agriculture is the backbone of the Indian economy. It includes all those activities which are related to the cultivation of land for the production of food crops and non – food crops. Under the colonial rule, India was basically an agrarian economy, with nearly 85% of its workforce engaged directly or indirectly in agriculture. Due to massive poverty and widespread illiteracy during the colonial rule, a large proportion of the population was engaged in farming and related activities to earn their subsistence. But agriculture sector suffered from low productivity. With the globalization country develops, it undergoes structural change. Usually, with development the share of agriculture declines and the share of industry become dominant. At higher level of development, the service sector contributes more to GDP than the other two sectors. With this research paper we try to analyse pre and post effect of Globalisation on agriculture in India. Keywords : Economy, Agriculture, GDP, and Globalisation. 29 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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INTRODUCTION Agriculture plays a vital role in India’s economy. More than 60 percent peoples in India involved directly or indirectly in agriculture. Over 60 per cent of the rural households depend on agriculture as their principal means of livelihood. Agriculture, along with fisheries and forestry, is one of the largest contributors to the Gross Domestic Product (GDP) in India.
As per estimates by the Central Statistics Office (CSO), the share of agriculture and allied sectors (including agriculture, livestock, forestry and fishery) was 15.35 per cent of the Gross Value Added (GVA) during 2015-16 at 2011-12 prices.
India is the largest producer, consumer and exporter of spices and spice products. India's fruit production has grown faster than vegetables, making it the second largest fruit producer in the world. India's horticulture output, comprising fruits, vegetables and spices, is estimated to be 283.4 million tonnes (MT) in 2015-16 after the third advanced estimate. It ranks third in farm and agriculture outputs. Agricultural export constitutes 10 per cent of the country’s exports and is the fourth-largest exported principal commodity. The agro industry in India is divided into several sub segments such as canned, dairy, processed, frozen food to fisheries, meat, poultry, and food grains.
The Department of Agriculture and Cooperation under the Ministry of Agriculture is responsible for the development of the agriculture sector in India. It manages several other bodies, such as the National Dairy Development Board (NDDB), to develop other allied agricultural sectors.
For improving the agriculture sectors, the govt. makes new policy for agriculture. Govt. gives some subsidies on the agriculture products like 30 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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fertilizers, seeds, pesticides. Economic development of a country in directly related to the growth of agriculture. Agriculture sector provide the employment opportunity to the peoples. India has also been striving to develop the country agriculture since independence. Agriculture played a key role in our planned economy with its advantage of low investment and the base of industries.
Globalisation has turned out to be a bonanza for consumers but a grave for Indian producers, especially small-scale sectors, because of their age-old technology and financial bottlenecks to update their machines and technology. The import of edible oils, grains at lower prices have affected the Indian farmers heavily.
Now farming is no more profitable because of marginal remuneration. Indian manufacturers are no longer able to compete with their global counterparts. The closing of industries and manpower lay off have become very common.
OBJECTIVES OF THE STUDY 1. The main objective of this study is to find out the pre and post globalization effect on agriculture. 2. What are the reasons of these effects ?
METHODOLOGY AND DATA SOURCES The study is based on the secondary data. The data were collected from various secondary sources such as Statistics India, Govt. of India, Books, Journals, Articles, Economic Survey and various websites.
FEATURES OF INDIAN AGRICULTURE 1. Agricultural output depends largely on rainfall and other natural factors like floods, droughts etc. 31 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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2. The historical, social and cultural background of states affects agricultural output. 3. Over three-fourth of land holdings are of small size. Thus agriculture is a source of livelihood for poor farmers 4. Farming is a way of life rather than a commercial activity. Thus production is mainly for self-consumption. 5. Little or no use of machinery.
PRE-REFORM PERIOD At the time of Independence, the land tenure system was characterized by intermediaries called zamindars, jagirdars, etc. who merely collected rent from the actual tillers of the soil without contributing towards improvements on the farm.
The policy-makers of independent India addressed the issues of no growth and no equity during colonial rule, which they did through land reforms and promoting the use of ‘High Yielding Variety (HYV)’ seeds which ushered in a revolution in Indian agriculture. Before 1991, markets and price mechanism were not the policymakers’ tool. On the other hand, governments, both at the Centre and at the States, were serious in intervening markets for agricultural commodities and inputs.
In the early years of planning, agricultural development strategy centered around land reform programmes and in the late 1960s and 1970s, green revolution technology became the dominant policy.
Progress, as a result, became impressive. In fact, planning for agriculture has been an outstanding example of indicative planning in this country since output 32 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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decisions as well as investment decisions are independently taken by millions of farmers who aim at achieving the public goal of self-sufficiency in food grains. Despite remarkable achievement in this area, there is no room for complacency. India imports some food grains occasionally. Though the ‘ship-to-mouth’ situation on imported wheat from the USA in the late 1950s and early 1960s is still away from that point now, the shadow of food insecurity looms large in the skies of India. Prospects of hunger-free India seem to be grim at the moment.
POST REFORM PERIOD Meanwhile, structural adjustment programs and economic reforms were launched in July 1991 in all the sectors, except agriculture. Reforms affected agriculture indirectly. One of the reasons is that unlike industry, Indian agriculture had never been controlled and regulated.
As it is the privately dominated sector, the scope for reforms in this agricultural sector is limited. Still then, reforms in all sectors including agricultural sector are needed as government intervenes in agriculture in various forms.
Above all, export market of Indian agricultural commodities had not been explored before 1991. At this present juncture, Indian agriculture cannot remain insulated from the international market in the midst of growing globalisation and integration of the Indian economy with the global economy.
Here we will present the types of economic reforms that have been introduced in Indian agriculture. Agricultural reform policies may be related to foreign trade as industrial and trade policies hurt the agricultural sector. The result of this ‘globalization’ is widespread and very well documented by several economists. It was seen that agricultural sector in terms of both product 33 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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and output decelerated after 1991. Most importantly, share of agricultural investment declined drastically whereas the prices of agricultural inputs are rising above the purchasing power of the peasantry. This severely affected the terms of trade for agriculture as Agricultural prices fell by 17% compared to non-agricultural prices in ten years during the post-globalization period.
But the irony is, despite this stagnation, rather decline in output the workforce in agricultural sector continues to grow because of absence of secondary economic sector i.e. Industries which could have absorbed the surplus workforce of agriculture. Instead, the phenomena of ‘jobless growth’ in tertiary sector i.e. service sector led to rampant in formalization of labour and exacerbated the pauperization of rural population.
On the other hand, due to complying WTO policies, loosening of tenancy act and land ceiling margin took place which resulted in sustenance of huge land concentration while the land reform was not realized except some few states. Moreover, inequality of operational holdings got increased in throughout India as the peasantry found itself trapped in tenancy due to absence of govt. support.
While the net sown area has virtually remained same over periods, number of landholding increased resulting in decrease in average size of holding because of continues grow in total workforce in agriculture over the period. All these led to falling incomes in rural India. Remittances from non-agricultural sector to the peasants only have helped the small peasantry live on but have not helped to come out of the crisis. Adding to it, opening up the credit market has led to increase in operation of private micro-finance institutions which have operated in a way similar to the usurers.
The globalisation of trade in the agricultural sector is perhaps proving to be a 34 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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big blunder. The farmers will have to pay a very heavy price, for better variety of imported seeds having resistance to diseases, because of the patent rights imposed by WTO our agricultural products like turmeric, rice etc. was patented by other countries .
Another way globalization has affected the agricultural sector is through bio fuel and medicinal cultivation. There is a food security crisis in India because a significant portion of the land has been designated to grow crops for bio fuel. Crops like rice and wheat are often harvested in large quantities. However, the amount of crops that are used for bio fuel is largely unregulated, with an inadequate amount going to the poor and needy. The Indian agriculture is almost on its deathbed. The minimum cost of eatable rice is Rs.12 per kg and apples from Australia at Rs. 100 to Rs.150 per kg cannot be afforded by poor.
Over and above, the Indian farmer cannot export their products to rich countries because of inferior technology and stringent quality parameters imposed by foreign consumers. The large scale suicide by Indian farmers in Andhra Pradesh, Madhya Pradesh, Maharashtra, Karnataka, Punjab, Haryana and Chhatisgarh etc. under the burden of heavy loans is directly attributed to this.
Globalization is an extremist version of resurgent liberalism in retaliation to its century long marginalization by communist challenge and Keynesianism. It is basically premised on extreme individualism, competition as the prime mover of progress, and free market as its prototype. Pitching every individual thus in competition with the rest of the world, it follows the social Darwinist justification for inequality, exploitation, and social injustice. While it is thus biased in favour of rich and powerful in relation to the poor masses, in its ruthless logic it favours the winner and discards the losers. Therefore, in its proclivities it is absolutely unsustainable. 35 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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CONTRIBUTION OF AGRICULTURE IN GDP ALONG WITH OTHER SECTORS SINCE INDEPENDENCE Indian economy is classified in three sectors — Agriculture and allied, Industry and Services. Agriculture sector includes Agriculture (Agriculture proper & Livestock), Forestry & Logging, Fishing and related activities. Industry includes Manufacturing (Registered & Unregistered), Electricity, Gas, Water supply, and Construction. Services sector includes Trade, repair, hotels and restaurants, Transport, storage, communication & services related to broadcasting, Financial, real estate & prof servs, Community, social & pers. servs.
Services sector is the largest sector of India. Gross Value Added (GVA) at current prices for Services sector is estimated at 61.18 lakh crore INR in 201415. Services sector accounts for 52.97% of total India's GVA of 115.50 lakh crore Indian rupees. With GVA of Rs. 34.67 lakh crore, Industry sector contributes 30.02%. While, Agriculture and allied sector shares 17.01% and GVA is around of 19.65 lakh crore INR.
At 2011-12 prices, composition of Agriculture & allied, Industry, and Services sector are 16.11%, 31.37%, and 52.52%, respectively.
Sector wise Indian GDP composition in 2014 are as follows : Agriculture (17.9%), Industry (24.2%) and Services (57.9%). Total production of agriculture sector is $366.92 billion. India is 2nd larger producer of agriculture product. India accounts for 7.68 percent of total global agricultural output. GDP of Industry sector is $495.62 billion and world rank is 12. In Services sector, India world rank is 11 and GDP is $1185.79 billion. Contribution of Agriculture sector in Indian economy is much higher than world's average (6.1%). Contribution of Industry and Services sector is lower than world's average 30.5% for Industry sector and 63.5% for Services sector. 36 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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At previous methodology, composition of Agriculture & allied, Industry, and Services sector was 51.81%, 14.16%, and 33.25%, respectively at current prices in 1950-51. Share of Agriculture & allied sector has declined at 18.20% in 2013-14. Share of Services sector has improved to 57.03%. Share of Industry sector has also increased to 24.77%.
Source: Planning Commission, Govt. of India. 37 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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In 2015-16 agriculture contributed 17.4% to India’s GDP, as compared to 18.3% in 2013-14. As against the twelfth five year plan (2012-17) target of 4% growth for the agricultural and allied sectors, the growth registered was 4.2% in 2013-14, -0.2 % in 2014-15 and an estimated 1.1% in 2015-16.
CONCLUSION Economic reform did not benefit the agriculture and the agricultural growth rate has been decelerating. Public investment in agriculture sector has been reduced in the reform period due to which irrigation, power, roads, market linkages and agricultural research have suffered. The removal of fertilizer subsidy has led to increase in the cost of production which has severely affected the small and marginal farmers.
Globalization and membership of WTO has resulted in policy changes such as reduction in import duties on agricultural products, removal of minimum support price and lifting of quantitative restrictions on agricultural products which have increased international competition for Indian farmers making their condition more miserable. There has been a shift from production for domestic market towards production for the export market because of export oriented policy strategies in agriculture. This has shifted the focus on cash crops in place of production of food grains, which has led to a fall in supply of food grains thereby creating pressure on prices of food grains. The prevailing agrarian crisis in India while everyday 200 farmers seize to exist as farmer (Sainath, 2014) and 46 commit suicide National Crime Records Bureau (NCRB). In Prabhat Patnaik’s words: “…there is no world state to stabilize international agricultural prices; on the other hand, the domestic state is too small to do anything about world marker price fluctuations. Hence globalization, or opening up agriculture to
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unrestricted international trade, is extremely damaging to the interests of both the domestic producers and the domestic consumers.”
REFERENCES Cherunilam, Francis (2001). “Business Environment”, Himalaya publishing house. Nayyar, Shalu. “Indian Economic Development”. Meerut : Arihant Prakashan. International Journal of Education and Science Research Review (2014). Vol. I, Issue 1, Feb. Economic Survey of India (2015-16). Govt. of India, MoF, New Delhi. Bhalla, G. S. (2012). “Condition Of Indian Peasantry”, New Delhi : National Book Trust. Patanaik, Prabhat (2008). The Accumulation Process in the period of Globalisation, New Delhi : Economic and Political Weekly, June28. www.statisticstimes.com www.insightsonindia.com www.economicsdiscussion.net www.toanewdawn.blogspot.in www.countercurrents.org www.indiabefore91.in
***
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THE ROLE OF ICT IN TEACHING AND LEARNING PROCESS IN HIGHER INSTITUTIONS WITH REFERENCE TO INDORE, MADHYA PRADESH BHAT, JAN ZAHOOR AHMAD1, SINGH, RAJENDRA2 & MISHRA, SHAILENDRA3 1
Research Scholar, School of Commerce, Devi Ahilya University, Indore, Madhya Pradesh, India
2
Director, Directorate of Distance Education, Devi Ahilya University, Indore, Madhya Pradesh, India
3
School of Commerce, Devi Ahilya University, Indore, Madhya Pradesh, India
ABSTRACT Information and Communication Technology (ICT) is a vehicle to enhance the quality of the education. As the world is moving rapidly into digital media and information, the role of ICT in education is becoming more important in the 21 st century. The innovations that ICT has brought in teaching learning process include: E-learning, e-communication, quick access to information, online student registration, online advertisement, reduced burden of keeping hardcopy, networking with resourceful persons etc. However, the presence of all these factors increased the chance of excellent integration of ICT in teachinglearning process. The integration of information and communication technology (ICT) in teaching and learning provides more opportunities for teachers and students to work better in an information age. However, some barriers may discourage teachers to integrate ICT in the classroom and prevent them to introduce supporting materials through ICT usage. Examining the barriers for using ICT in education can assist the educators to overcome the obstacles and integrate the ICT in everyday education. A survey was employed and in order to
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empirically investigate the study. The findings of this study revealed that teaching staff and administrators had a strong desire to integrate ICT into teaching-learning processes, particularly in higher institutions of learning in Indore (M.P) Keywords: ICT, Teaching and Learning, Higher Institutions,and Integration.
INTRODUCTION Technology is not a new concept in today’s world; rather it is woven in our lives in such a way that life cannot be imagined without it. Education is one area where new advancements in technology are integrated with the existing process for the betterment of teaching learning process. ICT is an ‘electronic means’ of capturing, processing, storing, communicating information. The use of ICT in the classroom teaching-learning is very important for it provides opportunities for teachers and students to operate, store, manipulate, and retrieve information, encourage independent and active learning, and self-responsibility for learning such as distance learning, motivate teachers and students to continue using learning outside school hours, plan and prepare lessons and design materials such as course content delivery and facilitate sharing of resources, expertise and advice. This versatile instrument has the capability not only of engaging students in instructional activities to increase their learning, but of helping them to solve complex problems to enhance their cognitive skills. The aim of ICT integration is to improve and increase the quality, accessibility and costefficiency of the delivery of instruction to students; it also refers to benefits from networking the learning communities to face the challenges of current globalization. The rapid development of Information and Communication Technology (ICT), particularly the Internet, is one of the most fascinating phenomena characterizing the Information Age. ICT powers our access to information, enables new forms of communication, and serves many on-line services in the spheres of commerce, culture, entertainment and education. ICT 41 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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brricher material in the classroom and libraries for the teachers and students, It has provided opportunity for the learner to use maximum senses to get information. It has broken the monotony and provided verity in the teachinglearning situation. ICT provides online interaction facility. Students and teachers can exchange their ideas and views and get clarification on any topic from different experts, practitioners, etc. It helps learners in concentration, better understanding and long retention of information which is not possible otherwise. The learners can get opportunities to work on.
LITERATURE REVIEW Watson’s (2001) description, ICTs have revolutionized the way people work today and are now transforming education systems. As a result, if schools train children in yesterday’s skills and technologies they may not be effective and fit in tomorrow’s world. This is a sufficient reason for ICTs to win global recognition and attention .Kofi Annan , the former United Nations secretary general, points out that in order to attain the goal of Universal Primary Education by the year ; 2005we must ensure that information and communication technologies unlock the door of education systems. This indicates the growing demand and important place that (ICTs) could receive education. Jeelani (2011) It is only through education and the integration of ICT in education that one can teach students to be participants in the growth processing this era of rapid change. McGorry (2002) The emancipator and transformative potentials of ICT in higher education in India has helped increase the country’s requirement of higher education through part-time and distance-learning schemes. It can be used as a tool to overcome the issues of cost, less number of teachers, and poor quality of education as well as to overcome time and distance barriers
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Bhattacharya and Sharma (2007) In the current information society, people have to access knowledge via ICT to keep pace with the latest developments. In such a scenario, education, which always plays a critical role in any economic and social growth of a country, becomes even more important. Education not only increases the productive skills of the individual but also his/her earning power. It gives them a sense of well being as well as capacity to absorb new ideas, increases their social interaction, gives access to improved health and provides several more intangible benefits. The various kinds of ICT products available and having relevance to education, such as teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counseling, interactive voice response system, have been used in education for different purposes.
OBJECTIVE OF THE STUDY 1. To find out the roles of ICT in Higher education towards teachers of Indore city. 2. To find out the roles of ICT in Higher education towards students of Indore city.
RESEARCH METHODOLOGY It‘s based on 'Questionnaire based sampling'. We used purposeful sampling in five different colleges of Indore city. Both primary and secondary data are used for research purpose. The primary data collected by questionnaires and secondary data collected from books, reports, journals articles, taken into consideration for the purpose of research. We take 40 respondent of each student and teacher of five different colleges. The sample was selected using random sampling technique from five selected higher institutions Indore. A questionnaire was designed and Contained direct questions yes/no and multiple choice items. The questions are based on role of ICT in teaching and learning 43 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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process in higher institutions Indore. The analysis was carried out at the institutional level. ANOVA test was used to analyze and interpret the data.
HYPOTHESIS H01: There is no significant effect of ICT in Higher education towards teachers of Indore city. H1: There is significant effect of ICT in Higher education towards teachers of Indore city. HO1: There is no significant effect of ICT in higher education towards students of Indore city. H1: There is significant effect of ICT in higher education towards students of Indore city.
ANALYSIS AND INTERPRETATION
ANOVA TEACHERS Sum of
Df
Squares Between
Mean
F
Sig.
2.330
0.033
Square
0.427
18
0.024
0.214
21
0.010
0.641
39
Groups Within Groups Total
H1: There is significant effect of ICT in Higher education towards teachers of Indore city. According to above table, the significant value is equal to 0.033 at 5 percent 44 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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level of significance. Since the calculated value (0.033) is less than the table value 0.05 and the Hypothesis is rejected. It results that there is significant effect ICT in Higher education towards the teacher of Indore city.
ANOVA STUDENTS Sum of Squares Between
Df
Mean Square
0.781
18
0.043
Within Groups
0.177
21
0.008
Total
0.958
39
Groups
F
Sig.
5.158
0.000
H1: There is significant effect of ICT in Higher education towards students of Indore city. According to above table, the significant value is equal to 0.000 at 5 percent level of significance. Since the calculated value (0.000) is less than the table value 0.05 and the Hypothesis is rejected. It results that there is significant effect ICT in Higher education towards the students of Indore city.
RESULTS AND FINDINGS According to the findings, 1. The institutions provide Computer, Multimedia Projector, Whiteboard facilities to support teaching-learning process. This therefore made it easy for them to integrate the use ICT for teaching-learning process. 2. Majority of the teaching staff used computers for teaching-learning mostly to prepare lesson plan and they are familiar with the software so they were able to
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teach the students easily. Some of the software they used include: Tally, Microsoft Office, and other programming languages. 3. The teaching staff have ICT knowledge and are able to integrate it in teaching-learning, they also encouraged their students to use ICT for learning for that they become proficient in it and able to wide their knowledge. 4. Most of the institutions have internet facility to support teaching-learning process this thus made it easy for the teaching staff and administrators to integrate ICT in education thus improving students and their knowledge. 5. The teaching staff and administrators need training on ICT in order to integrate ICT effectively in teaching learning, thus many institutions today provide training to teachers and administrators so that they can improve their skills in use of ICT for teaching-learning and their administrative work. 6. ICT is very much needed for the development of higher institutions. This is because it makes easy administrative work for administrators and teachinglearning process for teachers thus making the running of the institutions smoothly. 7. ICT is very much helpful for improving the techniques of teaching-learning process in higher institutions. Because it is easy for them to integrate ICT in teaching-learning process. 8. Higher institutions should replace the traditional teaching aids by new ICT tools to improve the teaching-learning. This is because ICT is very important in education and should be integrated in teaching-learning process.
ROLE OF ICT IN TEACHER-LEARNING EDUCATION 1. ICT helps teachers to interact with students. 2. It helps them in preparation their teaching, provide feedback. 3. ICT also helps teachers to access with institutions and Universities, and UGC etc.
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4. It also helps in effective use of ICT software and hardware for teaching – learning process. 5. It helps in improve Teaching skill, helps in innovative Teaching. 6. It helps in effectiveness of classroom. 7. It also helps in improving professional Development and Educational management as well as enhances Active Learning of teacher Trainees. 8. It is now replacing the ancient technology. As we know in present scenario, the students are always having competitive mind. So teacher must have the knowledge of the subject. This can be done through ICT. 9. ICT helps teachers in preparation for teaching. Different tools are used such as word processing, Database, Spreadsheet etc. 10.ICT as a medium for teaching and learning. It is a tool for teaching and learning itself, the medium through which teachers can teach and learners can learn.
THE IMPORTANCE OF USING ICT IN TEACHING - LEARNING PROCESS Several studies argue that the use of new technologies in the classroom is essential for providing opportunities for students to learn to operate in an information age. It has been studied that the use of ICT in education can help improve memory retention, increase motivation and generally deepens understanding. ICT can also be use to promote collaborative learning, group problem solving activities. ICT allow the establishment of rich networks of interconnections and relations between individuals. Some authors maintain that technology has the power to change the ways students learn and professors teach. Still other authors posit that technology can “revolutionize” the learning process.
Many people recognize ICTs as catalysts for change; change in working 47 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information. Lecturers could use ICT to facilitate learning, critical thinking and make discussions, Recognize that technology - based teaching may not be essential in all classes but generally it is most facilitative as a result of providing relevant examples and demonstrations; changing the orientation of the classroom; preparing students for employment. The whole purpose of using technology in teaching is to give better value to students. This better value should also impact the learners / students performance.
BENEFITS OF USING ICT BY STUDENTS IN LEARNING PROCESS Students are accessing digital information efficiently and effectively. ICT is used as a tool for students to discover learning topics, solve problems, and provide solutions to the problems in the learning process. ICT makes knowledge acquisition more accessible, and concepts in learning areas are understood while engaging students in the application of ICT.
Student centered and self directed learning. Students are now more frequently engaged in the meaningful use of computers, they build new knowledge through accessing, selecting, organizing, and interpreting information and data. Based on learning through ICT, students are more capable of using information and data from various sources, and critically assessing the quality of the learning materials.
Produce a creative learning environment. ICT develops student’s new understanding in their areas of learning. ICT provides more creative solutions to different types of learning inquiries. For example, in a reading class, e-books are commonly used in reading aloud activities. Learners can access all types of texts from beginning to advanced 48 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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levels with ease through computers, laptops, and iPads. More specifically, these e-books may come with some reading applications, which offer a reading-aloud interface, relevant vocabulary-building activities, games related to reading skills and vocabulary acquisition, and more. Therefore, ICT involves purpose designed applications that provide innovative ways to meet a variety of learning needs.
Collaborative learning in a distance learning environment. ICT enables students to communicate, share, and work collaboratively anywhere, any time. For instance, a teleconferencing classroom could invite students around the world to gather together simultaneously for a topic discussion. They may have the opportunity to analyze problems and explore ideas as well as to develop concepts. They may further evaluate ICT learning solutions. Students not only acquire knowledge together, but also share diverse learning experiences from one another in order to express themselves and reflect on their learning.
Develop critical thinking skills. ICT helps students focus on higher-level concepts, rather than less meaningful tasks. There were significant correlations between studying with ICT and the acquisition of critical thinking skills. A longer exposure in the ICT environment can foster student’s higher critical thinking skills. Thus, schools are strongly advised to integrate technology across all of the learning areas and among all learning levels.
FACTORS INFLUENCING USE OF ICT TO MAKE TEACHING LEARNING EFFECTIVE IN HIGHER INSTITUTIONS OF INDORE The fundamental factors influencing the use of ICT in teaching-learning have been identified by researchers. Innovative technology self-efficacy (technology 49 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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competence), attitude toward computers in education, socio-organizational factor, school culture, administrative support, school support, pressure to use technology, age, education level, level of ICT training, proximity from a town centre, government policy on ICT literacy, period of experience with ICT. Therefore, the factors may assist teachers and educators to use ICT in teachinglearning process and become successful technology adopters.
There are many factors influencing the use of ICT to make teaching-learning effective in higher institutions of learning in Indore which include the following: Teachers’ attitudes Attitude is a predisposition to respond favorably or unfavorably to an object, person, or event. To successfully initiate and implement educational technology in school’s program depends strongly on teachers‟ support and attitudes. Among the factors that influence successful integration of ICT into teaching are teachers‟ attitudes and beliefs towards technology and If teachers‟ attitudes are positive toward the use of educational technology then they can easily provide useful insight about the adoption and integration of ICT into teaching and learning processes. The strong relationship between computer related attitudes and computer use in education has been emphasized in many studies. Attitudes toward computers influence teachers acceptance of the usefulness of technology, and also Influence whether teachers integrate ICT into their classroom.
Computer Self-Efficacy Research has been conducted on teachers’ self-efficacy and reported to have greater effect on their use of ICT. Self efficacy is defined as a belief in one’s own abilities to perform an action or activity necessary to achieve a goal or task .In real meaning, self-efficacy is the confidence that individual has in his/her 50 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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ability to do the things that he/she strives to do. Thus teachers‟ confidence refers both to the teachers‟ perceived likelihood of success on using ICT for educational purposes and on how far the teacher perceives success as being under his or her control. Teachers’ computer self-efficacy influences their use of ICT in teaching and learning. Similarly, the Hong Kong teachers‟ implementation of ICT was depended on simplicity of computer use and perceived teacher self-efficacy.
Gender Gender differences and the use of ICT have been reported in this study. However, studies concerning teacher’s gender and ICT use have cited female teacher’s low levels of computer use due to their limited technology access, skill, and interest. Research study revealed that male teachers used more ICT in their teaching and learning processes than their female counterparts. In a research conducted earlier it was found that male teachers had relatively higher levels of computer attitude and ability before computer implementation, but there was no difference between males and females regarding computer attitude and ability after the implementation of the technology. He claims that quality preparation on technology can help lessen gender inequalities.
Teaching Experience Though some research reported that teachers‟ experience in teaching did not influence their use of computer technology in teaching, most research showed that teaching experience influence the successful use of ICT in classrooms. Teacher experience is significantly correlated with the actual use of technology. In this study, Effective use of computer was related to technological comfort levels and the liberty to shape instruction to teacher-perceived student needs. Also experienced teachers are less ready to integrate ICT into their teaching. According the study that, teachers with less experience in teaching were more 51 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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likely to integrate computers in their teaching than teachers with more experience in teaching. The reason to this disparity may be that fresh teachers are more experienced in using the technology.
CONCLUSION The rapid growth in ICT has brought remarkable changes in the twenty-first century, as well as affected its adoption and integration by teachers in teachinglearning process. ICT helps the teacher to update the new knowledge, skills to use the new digital tools and resources. By using and acquire the knowledge of ICT, student teacher will become effective teachers. ICT is one of the major factors for producing the rapid changes in our society. It can change the nature of education and roles of students and teacher in teaching learning process. Teachers in India now started using technology in the class room like Laptops, LCD projector, Desktop, and Smart classes.
RECOMMENDATIONS From research findings and discussions on the role of ICT to make teaching learning effective in higher institutions of learning in India, the following recommendations can be made for future actions in both areas of teaching and learning in higher institutions of learning: Plan for transformation and for ICT Support, Education should be free from political factors, Include new competencies in the curricula and in assessment schemes, Implementing new forms of continuous professional development in a workplace environment and as part of a culture of lifelong and peer learning, Building up a clear political will and invest in ICT consolidation, More ICT tools should be provided to each
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higher institution, Motivation and rewarding teachers to use ICT, Integrating the ICT strategy into the institution’s overall strategies, and Transformation of positive attitudes towards ICT into efficient widespread practice.
REFERENCES Amutabi, M. N. & Oketch, M. O. (2003). 'Experimenting in distance education: the African Virtual University (AVU) and the paradox of the World Bank in Kenya', International Journal of Educational Development 23(1), 57-73. Bhattacharya, I. & Sharma, K. (2007). 'India in the knowledge economy – an electronic paradigm', International Journal of Educational Management Vol. 21, No. 6, Pp. 543- 568. Duffy, T. & Cunningham, D. (1996). Constructivism: Implications for the design and delivery of instruction, Handbook of research for educational telecommunications and technology (pp. 170-198). New York: MacMillan. Chauhan, S. S. (1992). Innovations in Teaching and Learning process. New Delhi: Vikas Publication House Pvt. Ltd. Dash, K. M. (2009). ICT in Teacher Development, New Delhi : Neelkamal Publication Pvt. Ltd. Educational Publishers. UNESCO (2002). Information and Communication Technologies in Teacher Education, A Planning Guide. Paris: UNESCO. www.ijirset.com *** 53 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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REFLECTION: FOR BECOMING AN EFFECTIVE TEACHER DASH, N. R.1 & RATH, K. B.2 1
Ph. D. Scholar, R. I. E. (NCERT), Bhubaneswar, Orissa, India 2
Principal, R. I. E. (NCERT), Bhubaneswar, Orissa, India
ABSTRACT The root of reflective practice in the field of education evolved since the work Dewy and further extended by different scholar like Schon, Klob etc. who considered reflection as important tool for professional development. A professional is not someone whom understanding is sufficient rather they must prepare to act, to practice it in real world and evaluate it for future action. In this context reflection can be more useful and provide direction to the activity by which one will be able to analysis one’s own action before and after its occurrence. It makes aware of one’s own strengths and weakness and provides a platform for rectification and good decision maker.
As a matter of teacher
education is concern, it enables the teacher to understand their own and others behavior and practice in teaching learning process and move form routine to reflective action. Hence, it is an essential part of teacher’s professional development because it calls for teacher for ongoing exercise of their intellect, responsibilities and professionalism. Therefore, this paper seeks to present the basic concept and process of reflection which might be helpful to teacher for becoming effective one. Keywords : Reflection, Teacher Effectiveness, and Experiential learning.
INTRODUCTION Teaching is a complex cognitive activity undertaken in an interactive setting. To carry out such an activity effectively, the practitioner must develop the capacity not only to act-to employ technical skills in performance-but to evaluate the 54 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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consequences of his actions, to consider alternative courses of action, to set and solve recurring and idiosyncratic problems, and to utilize a multiplicity of conceptual frames in these cognitive and interactive processes. Therefore, in teaching there is not necessarily only one way of doing something. This dilemma arises from numerous factors such as: diverse students, culture, curriculum, pedagogy and societal need etc. Trained teacher after their academic training face difficulty to relate the theory, what he/she has learned in their training period, in real classroom setting due to this variation. Hence, it can be rightly said that no one Approach / Theory is true for all circumstances / context in all time. Due to this complexity various approaches to teacher education have been evolved over the years. However, one aspect of teacher education that continually receives attention in research is the way teacher think about their practice because knowing ourselves is the first step in making sense of our teaching (Knowles, 2000). Since at least the time of Dewey, such thinking about practice has been termed “Reflection” and in teacher education courses there has been a focus on developing reflective practitioners.
Reflection, in simplest form refers looking back or thinking about or reflecting on what one has done and closely related to the concept of learning from experience, in which one thinks about what he/she did, what happened, and decide from that what needs to be done next time ? It means a reflective person is one who thinks back what he/she is heard, seen and become a deliberate thinker. It is the process of self observation and self evaluation or self analysis in order to figure out both own and others behaviors and response. Hence, it is a kind of mental activity in which people recapture their experience, think about it, mull it over and evaluate it. Dewey (1933, p.3) in his book “How We Think” stated that “Reflection involves not simply a sequence of ideas, but a consequence-a consecutive ordering in such a way that each determines the next as its proper outcome, while each in turn leans back on its predecessors. The 55 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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successive portions of the reflective thought grow out of one another and support one another; they do not come and go in a medley. Each phase is a step from something to something technically speaking; it is a term of thought. Each term leaves a deposit which is utilized in the next term. The stream or flow becomes a train, chain, or thread”. Again he defined reflection as the ‘active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tend (Dewey, 1933, p.6). Hence, reflection as a form of thought growing from puzzlement felt in directly experienced situation, and an important aspect of learning from experience. Dewey said that reflective practice leads practitioner to act in a deliberative and intentional fashion rather than in a blind and impulsive manner. Similarly, Williams (1998, p.31), defined reflection as 'a theory of meta-cognition which directs skilled behaviour during professional activity or assists in the deliberative processes which occur during problem solving’. To support the definition what Schon (1983) say, is called “reflection in action” which occurs during the work and “reflection on action” occurs after the work. These two concepts of Schon’s guided practitioners to decide their future action which is called “reflection for action” (Stanley, 1998). Thus, reflection, in other word can be conceived as conscious, thoughtful, purpose-related process based on prior experience and is highly significant for professional development. Seeing reflection as an activity for exploring experience and learning from it, Boud et al. (1985, p.19) define reflection as ‘a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciation'. The term can further be defined as careful, contemplative thinking, which can occur alone or with others, and requires time as well as structural and personal support (Ross, 1990). It is a means by which practitioners develop a greater level of self awareness about the nature and impact of their performance. In short, in reflection, people recall, consider and 56 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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evaluate their experience usually in relation to improve their practice and to deepen their understanding of that experience (Richards, 1990).
Therefore, by engaging in reflection, teachers can deal with the uncertainties and unexpected situations in the classroom and school because reflection encourages them to critically appraise themselves, current beliefs and attitudes and their relationships with the students and others in the school (Boud, Keogh and Walker, 1985; Lange, 1990). Teachers can develop new perspectives, new ways of looking at their own actions, and a new awareness or understanding of their own behaviors (Osterman, 1990). Farrell (1998) believes that by allowing teachers to act in a deliberate, intentional manner, reflection helps free them from routine behavior. Dewey distinguish the term routine action and reflective action and said ; “routine action is guided primarily by tradition, external authority and circumstance” whereas reflective action “entails the active, persistent and careful consideration of any belief or supposed form of knowledge”. Hence, reflection has always been seen as an important part of effective teaching (Korthagen and Wubbels, 1995; Day, 1999a), and considered to be a valuable tool for the development of effective teachers (Van Manen, 1991). For this reason, many teacher education programs worldwide try to improve their students’ abilities to reflect as this is one of the hallmarks of an effective teacher (Bean and Stevens, 2002).
Furthermore, effective teacher is defined as one who possess good knowledge of subject matter, high realistic goals, clear standards for classroom behaviour, positive interactions with their students, the capacity to select and use suitable material for the course/curriculum, a variety of teaching strategies and approaches, and appropriate pedagogical methods; the skills to present skillfully the material in ways to meet students' needs; to monitor students' progress and to provide feedback and opportunities for students to apply what they have 57 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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learned; to use effective questioning techniques and a variety of assessment strategies; to have personal and interpersonal qualities including sensitivity, sympathy, caring, flexibility, enthusiasm, encouragement, patience, and humour; and to allow students freedom by listening to them and foster the diverse voices of students and give them responsibility (Cited Atilla et al., 2013). ). Hence, to become an effective teacher doesn’t depend upon a single variable or factor rather constitute of numerous factors. However, recently reflection is recognized as one of the approach by several researchers (Zeichner, 1983; Leithwood, 1990; Knowles, 1993; Leahy and Corcoran, 1996 etc.) for development of teaching learning process and quality of teacher who can examine their own practice, beliefs and value as professional. Thus, to become an effective teacher, one requires to continuously engaging in the process of reflection. Therefore, this paper will try to explain basic concept and process of reflection in brief which can be helpful to beginner to practice their work deliberately in real class room situation and become an effective teacher.
THEORETICAL ROOTS OF REFLECTION FOR PROFESSIONAL DEVELOPMENT - INSIGHT FROM DEWEY’S WORK Jhon Dewey was great philosopher, psychologist as well as an educators of the late 19th and early 20th centuries who first acknowledge teaching as minded professional and education as experience (Craig, 1999). Dewey is frequently recognized as the modern day originator of the concept of reflection, although he drew the ideas from earlier educators, such as Aristotle, Plato and Confucius who agreed that, reflection served as the pivot to transform lives through extracting meaning from one’s own inner experiences and learning cannot occur without silent reflection, still the ideas of Dewey to teacher education are more influential even today (Asha, 2011). He believed that traditional education was rigid, static and inadequate for the rapid development of society and economy of the time. Dewey advocated child centered learning and stressed the importance 58 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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of each individual’s lived experience as a starting point for learning. Key to Dewey’s philosophy was development of thinking, particularly reflective thinking; in his book “How We Think” he stated that – Thought affords the sole method of escape from purely impulsive or purely routine action. A being without capacity for thought is moved only by instincts and appetites, as these are called forth by outward conditions and by the inner state of the organism. A being thus moved is, as it were, pushed from behind (Dewey 1933:14).
Such a person is, in other words, does not control. They are dragged along by events, unable to understand or change them. To use more up to date terminology, such person is merely reactive, rather than active or proactive – things happen to them; they do not make things happen.
We must, as Dewey say move from routine action to reflective action which is characterized by ongoing self-appraisal and development. Reflection, according to Dewey (1933, p-17), “Emancipates us from merely impulsive and routine activity….enables us to direct our actions with foresight and to plan according to ends in view of purposes of which we are aware. It enable us to know what we are about when we act”.
But question is how reflection might is conceptualized and how might a teacher become a reflective practitioner ? How it will be helpful to teaching learning process ? To answer these questions he clearly stated what he defined as: Reflective thinking, in distinction from other operations to which we apply the name of thought, involves (1) a state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates, and (2) an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity (Dewey, 1933, p. 9). 59 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Dewey believed that reflection begins in a state of doubt or perplexity which challenges the mind and a sign of change in thought and belief, for teachers, is most likely to be encountered when working with learners, particularly new or unfamiliar learners. When we are faced with difficulties and uncertainties in practice, when things don’t go according to plan or don’t fit with the theory, we may feel powerless and unable to resolve the situation. For, Dewey, however, these are key moments for learning; we can reflect on these problems to solve the perplexity and learn from it. Hence, reflection is a process that may be applied in puzzling situations to help the learner make better sense of the information at hand, and to enable the teacher to guide and direct learning in appropriate ways. The value of reflection in teaching and learning is that it encourages one to view problems from different perspectives.
Dewey sees reflection as a way of helping teachers to use their artful skills to help students learn in meaningful ways, thus leading to genuine understanding. Through this, the teacher is able to ‘supply the conditions that will arouse intellectual responses: a crucial test… of his art as a teacher’ (1933, p. 260). To supply the appropriate conditions, the artful teacher needs to ‘cultivate the attitudes that are favorable to the use of the best methods of inquiry and testing’ (p. 29). The Dewey (1933) characterize these attitude are open-mindedness, responsibility and whole-heartedness which are not only important in “order that the habit of thinking in a reflective way may be developed…they are traits of personal character that have to cultivated” (p. 139).
OPEN-MINDEDNESS Open-mindedness, as the term suggests, is the ability to consider problems in new and different ways, be open to new ideas and thoughts that one may not have previously entertained, ready to listen to more sides than one, give equal respect to each side, be an active listener, be prepared and able to hear, thinking 60 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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that may be contrary to one’s own, and be able to admit that a previously held belief may in fact be wrong (Loughran, 2007). Teachers who embrace open mindedness search for evidence of what may be painful to face. Dewey (1933, p.136) defined the attitude of open mindedness as “freedom from prejudice, partisanship, and such other habits as close the mind and make it unwilling to consider new problems and entertain new ideas”. He noted that open mindedness is not the same as empty mindedness rather there is a willingness to let experiences accumulate and sink in and ripen, which is an essential of development. Thus, Dewey (1933, p.136) mention that to be truly open minded one must have an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us. Being a reflective teacher means he/she must keep an open mind about the content, methods and procedures used in their classroom. They must constantly re-evaluate their worth in relation to student and circumstances and does not fear and hesitate to ask painful question to themselves such as: am I Teaching or cheating ? Whether I am teaching class or student ? Why I am teaching a particular way over period of time or I am faking it. They are not only asking why things are the way that they are, but how they can be made better.
WHOLE-HEARTEDNESS When a reflective practitioner has a whole-hearted attitude, he or she takes up a project with a whole heart, and “throws himself into it” Dewey (1933, p. 137). Dewey said that “There is no greater enemy of effective thinking than divided interest… [but] “when a person is absorbed, the subject carries him on”. Thus a teacher is excited to look at his or her practice and does so in an undivided manner as “questions occur to him spontaneously; a flood of suggestions pour in on him; further inquiries and readings are indicated and followed”. A teacher 61 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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who arouses such an enthusiasm in his pupils has done something that no amount of formalized method, no matter how correct, can accomplish. In other words, a reflective teacher who has a whole-hearted attitude will reflect-inaction, on-action and for-action throughout his or her career. As Stanley (1998) has noted, all three levels of reflection is what “reflective practitioners do when they look at their work in the moment (reflect-in-action) or in retrospect (reflect-on-action) in order to examine the reasons and beliefs underlying their actions and generate alternative actions for the future. Teachers possessing wholeheartedness frequently ask question themselves about their own thoughts, actions, and attitudes. They always strive to understand their teaching and its effect on life of students, society as well themselves and develop curiosity to improve it for becoming a lifelong learner.
RESPONSIBILITY Dewey said that the attitude of responsibility means considering the consequences of what one has done and what one has learned. For Dewey (1933, p. 138) a responsible attitude is one where people “consider the consequences of a projected step; it means to be willing to adopt these consequences when they follow reasonably from any position already taken”. In other word we can say that, it is the accepting consequence of one’s own action. It is often thought as moral trait, but it is equally important as intellectual resources. A teacher possessing such quality is conscious about their duties towards himself and other such as: student and society. It means that a responsible person does his/her duty correctly in appropriate time and doesn’t blame others for his/her mistake rather accountable for their own action. If we look closely an attitude of responsibility, we can see that it concerns the impact of our reflections on ourselves, our students, the community in which we teach and the greater society of which we are members. Therefore, cultivating such
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attitudes is essential constituents of a readiness for reflection, not only in teacher education program but also for all professionals.
Hence, possession of these attitudes helps teacher to command over technical skill of enquire and problem solving. Although we can’t completely say that the reflective teachers are superman still they are committed to the education of their own and students as teachers. Dewey was not suggesting that reflective teachers reflect about everything all of the time rather making balance between reflection and routine and between thought and action.
Dewey observed that teacher who do not bother to think intelligently about their work become slaves to routine, and he noted that one of the main challenges of learning was learning how to think intelligently: “while we can’t learn or be taught to think, we do have to learn how to think well, especially how to acquire the general habits of reflecting” (p. 35).
Based on the ideas of Dewey Farrell (2014) suggest that a teacher must ask themselves - Whether I am teaching the students or class ? before entering into the same class each year. Answer definitely will be not teaching the class rather students possessing diverse nature and there is no place of routine for teacher; it all depend upon how each student reacts or does not reacts. So Dewey is rightly suggested that teachers should be on guard against blindly following routine, because if we do that then we will certainly be teaching classes rather than students. This is the starting point of reflective thinking.
For Dewey, the cause of reflective thinking comes out of the feeling of doubt or conflict connected to teaching. He mapped out five main phases of reflective thought that he considered not in a particular order but rather as fluid, these are:
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1. Suggestion: A doubtful situation is understood to be problematic, and some vague suggestions are considered as possible solutions. In other word it spring to the mind for possible solution when one confronted puzzling situation. 2. Intellectualization: The difficulty or perplexity of the problem that has been felt (directly experienced) into a problem to be solved. 3. Hypothesis: One suggestion after another is used as a leading idea, or hypothesis; the initial suggestion can be used as a working hypothesis to initiate and guide observation and other operations in the collection of factual material. 4. Reasoning: Reasoning links present and past ideas and helps elaborate the supposition that reflective inquiry has reached, or the mental elaboration of the idea or supposition as an idea or supposition. 5. Testing: The refined idea is reached, and the testing of this refined hypothesis takes place; the testing can be by overt action or in thought (imaginative action).
These are the most important phase of reflective enquiry into teaching which suggests that teachers look at their experiences, review and examine these in light of what evidence they can collect from their practice, and then plan what action they want to take on the basis of result. Hence, reflection is more applicable in pre-service or in-service teacher education program; especially they are not only mastery over technical skills of teaching but also to be thoughtful, purposeful and informed decision makers. This can only be achieved if student-teachers question their own actions, reconsider their knowledge and understanding in the light of experience as learner. It enables us to direct our activities with foresight and to plan according to ends – in - view or purposes of which we are aware. In this sense he encouraged not only teachers but also all professional to make informed decisions about their activities or teaching based on systematic and conscious reflections rather than fleeting thoughts. Dewey maintained that when teachers combined these systematic reflections with their 64 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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actual teaching experiences, then they could become more aware, and this would lead to professional development and growth as a teacher. Thus Dewey was advocating early for a form of evidence based teaching which enables teachers to articulate themselves what they do, how they do, why they do and what is the impact of their teaching on student’s learning. Therefore, this is considered as one of the important approach for helping practitioners to apply or relate theory to practice in real classroom setting and becoming a life - long learner. LIBERATION VIEWS ON REFLECTION – INSIGHT FROM SCHON’S WORK Dewey conceptualized reflection as the process of thinking about action and had not significantly linked it to action taken as the result of reflective thinking, which was criticized by several author and theorist over period of time .One of the very popular theorist Donald Schon (1983) after Dewey introduced some new ideas on reflection and extended its applicability in professional practice. Schön (1983, 1987) recognized that professional knowledge lies in the doing of the job. Many experienced teachers cannot actually articulate what they know – they just do it. Schön argued that in these situations professionals use their knowledge and past experiences as a frame for action – it is a form of ‘knowing in action’ which comes with experience, and therefore it differs from Dewey’s conception of reutilized action. Schön argued that if professionals can begin to separate out the things they know when they do, then they become more effective in their work. Schon (1983, p. vii)) in his book ‘The Reflective Practitioner: How Professionals Think in Action’ stated that: We are in need of inquiry into the epistemology of practice. What is the kind of knowing in which competent practitioners engage? How is professional knowing like and unlike the kinds of knowing in academic textbooks, scientific papers and journals? 65 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Schon identified ways in which professionals could become aware of their implicit knowledge and learn from their experience. He developed the notion of reflection on action & reflection in action through which professional can examine their experiences and responses and able to meet the challenge of their work (Figure-1).
Figure 1 Schon’s Idea on reflection
Reflection In Action
On Action
Thinking while doing
Thinking after doing
Reflection on action occurs when a practitioners or professionals think about a thing after its completion. In this type, professionals are deliberately and consciously review, describe, analyze and evaluate their past practice with a view to gaining insight to improve future practice. The goal of this form of reflection is for educators to become more effective and conscientious teachers. This type of reflection is reflecting back on lessons that have been taught and is a skill that teachers need to acquire in their early teaching experiences. Since it involves looking back at an event it is a form of retrospective reflection. It always asks questions of what happened and why as form of critical evaluation. It involves examining our beliefs and experiences and how they connect to our theory in use. 66 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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The second type of reflection that Schon describe as reflection in action which refers to thinking while doing or what Schon said - think on your feet. It is thinking about what is being taught as it is being taught and becoming conscious of the whole of the situation and what should happen in that moment for maximum success for all students. According to Schön, knowing – in action is crucial for teachers because they cannot constantly question every action or reaction while they teach; otherwise, they would not be able to get through a class. Farell (2014) reported that a teacher knows – in - action works similar to when we recognize a face in a crowd, but do not list or try to consciously piece together each separate facial feature that makes a person recognizable to us. It is difficult to describe the features that promoted recognition because that type of information usually remains at the subconscious level of our thoughts. However, when a new situation or event occurs and our established routines do not work for us, then according to Schön (1983), teachers use reflection-in-action to cope. Schön described this as drawing on their repertoire of knowledge, skills and understanding of a situation so that one can change direction and operate differently in the classroom. In other words, rather than randomly trying any other approach, the teacher is using the accumulated experience and knowledge to seek alternatives in the classroom in response to the needs of the pupils. Hence, this type of reflection helps teachers become aware of what is actually happening in the present rather than forgetting these details after the class and also allows teachers to take action during a lesson, rather than waiting until after. Experienced teachers can use their repertoire of teaching routines to experiment in order to solve the dilemma, but novice teachers may have a problem reflecting-in-action because they have not built-up such an advanced schema of teaching routines.
Thus, by engaging in both practice one becomes self aware and move beyond the usual established ideas as practitioners built up and draw on a collection of 67 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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images, ideas, and actions. The figure - 2 depicts the processes of reflection are as under :
Figure 2 Using Reflection in Action and on Action to improve teaching learning situation
A further development in Schon’s work is the distinction between technical rationality and tacit knowledge. This distinction could be characterized as ‘theory –practice gap’. Like Dewey, Schon believed that reflection begins in working practice, particularly those areas of practice where professionals are
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confronted with unique situations, Schon called it as ‘the swampy low lands of practice’. Teacher may have acquired theoretical knowledge (technical rationality) of their subject or of the practice of teaching and learning, but whilst this might explain the classroom practice as it should be, it might not explain it as it actually is. From these real life experiences teacher can develop tactic knowledge – a synthesis of theories and practice which they have developed for themselves. It is essential that these learning experiences must be recorded in journals, and discussed with mentors or other fellow.
Harrision (2012) opined that the knowledge and theories that beginning teachers learn in the workplace are as valid as the knowledge gained through more formal qualifications. In saying this, Argyris and Schön (1974) argued that there are two types of theories that professionals use in their workplace and distinguished the two as follows. First, there are the official theories of the profession, to be found in text books, codes of practice and so on. Such theories gain an established place and are endorsed by professionals – the teachers, and others. On the other hand the unofficial theories of professionals indicate the ideas and concepts that professionals actually draw on. They are the professional’s own ideas and theories about learning and teaching. Schon call this application and development of theories in the real world is theory in use. Hence, the real teaching environment is that where theory is applied, tested and evaluated. Theory is the photo copy of practice. Theory is never used rigidly, nor does it provide all the answers to the teacher when they encounter problematic situation rather it is the starting point for teaching and learning in practice. Thus, reflection in and on action allow the teacher to continuously improve their practice and even to develop a practice based theory based on their own ideas and experience for making teaching learning process more effective.
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EXPERIENTIAL LEARNING: EXAMPLE FROM KOLB’S MODEL Research has constantly shown that learning does not happen simply by doing. Most learning happens afterwards, as a result of reflecting on the experience, concluding, and planning what to do next. Learning does not end when an activity is finished, but continues afterwards in a continual loop. To support these ideas behind the learning cycle, one of the learning theorist David Kolb (1984) developed a model known as experiential learning.
The notion of reflection linking theory and practice underlies the work of Kolb and is very popular in the field of teacher education even today. Kolb's reflective model highlights the concept of experiential learning and is centered on the transformation of information into knowledge. Kolb (1984) defines experiential learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience."This takes place after a situation has occurred, and entails a practitioner reflecting on the experience, gaining a general understanding of the concepts encountered during the experience, and then testing these general understandings in a new situation. In this way, the knowledge that is formed from a situation is continuously applied and reapplied, based on a practitioner's prior experiences and knowledge.
Basically, his
experiential learning theories shows a four stage cycle of activities and a practitioner can begin the cycle at any point but must follow each step in order. These four cycles are given in figure - 3.
Concrete experience (doing/ having experience) – It is first stage of this
process. Here, practitioners encounter new experience of situation or reinterpretation of existing experience.
Reflective Observation (reviewing/ reflecting on experience): In the second
stage the practitioners thinks about and articulate the why and how of their concrete experience. 70 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Figure 3 Kolb’s Experiential Learning Cycle
Abstract Conceptualization (concluding / learning from experience): In the
third stage the practitioners begin to understand the general concept of which their concrete experience was an example. Here practitioners develop new idea/theory or modify of existing ideas/theory and make a generalization or formulate an abstract concept.
Active Experimentation (planning /try outing what you have learned): In
the fourth stage, the practitioners use theory to make predictions and test their assumption. Here, the practitioners apply these to the world around them to see what results.
Thus, with Concrete Experience, the learner conceptualizes (Abstract Conceptualization) findings from reflection (Reflective Observation) and modifies
or
applies
the
concepts
in
other
similar
cases
(Active
Experimentation). The results of the experience lead learners to a new solution, 71 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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approach, method, and knowledge which become another concrete experience. For example, if a teacher uses role play method in a session (concrete experience), then he/she reflect on it and considered how it could be improved and made more effective (reflection). After that he/ she read more books, journal , periodical etc on this method and discuss with colleagues or more experienced person, as a result, he/she improved his/her practice and get new insight (abstract conceptualization). When that teacher next time makes a plan to use this method, he / she incorporate these insight or ideas into the planning (active experimentation). This leads to a new concrete experience and repetition of cycle. Therefore, effective learning only occurs when a learner is able to execute all four stages of the model.
The above discussion given greater clarity to understand the characteristics that a teacher need to be possess to refine their professional quality which are essential to become an effective , efficient and reflective teacher. The following characteristics emerge from above discussion as whole: 1. Trusting in him and others (i.e., students, administrators, colleagues, community members). 2. Anxious to know/learn about self and others in the teaching-learning partnership. 3. Openness of mind in order to challenge thinking patterns and teaching behaviors and to modify existing teaching strategies or classroom environments. 4. Sincere and committed both for education of himself and their student as well as society. 5. Sharing thoughts and feelings about teaching and challenges with mentors, other colleagues, and possibly students (depending on the particular thoughts and feelings). 6. Supporting other colleagues and students for development of higher-order thinking skills and reflective thinking about their own and others artistic 72 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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performances. 7. Responsible for consequence of own action, don’t blame other for such. 8. Applying Judgment after enquires and research. 9. Enquire oriented (rational) attitude for problem solving. 10.Observing all interactions with students and the artistic material in the classroom environment. 11.Listening to mentors, colleagues, students, and self in order to understand and learn about the teaching-learning partnership.
CONCLUSION To sum up, reflective teaching views a teacher as an active initiator and executor of improvements and changes in his / her classroom who at the same time feels responsible for his/her role within the context of the school and society. It promotes deliberate action in planning and implementing instruction and linking theory to practice which support their professional growth and development for becoming an effective teacher. As a reflective teacher, they can become more aware of their own actions, identify and analysis the consequences of such action, develop more skill in using evidence, develop skill of higher order thinking, power of collaboration and as whole more knowledgeable both teaching and learning. As result, it can be claimed that teacher who don’t reflect upon their practice might be tribally in reflective because they may not know why they do what they have been doing. Simply it can be express that, teachers if do not understand themselves how they understand their students ? Thus, reflective practice is highly essential in the professional preparation of teacher for becoming an effective teacher. Although it is recognized that there are number of factor affecting such profession still it is one of the condition that a teacher need to be possesses for effective one. Hence, research need to be conducted more and more on that how to improve the quality of reflection among the teacher. 73 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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TEACHERS IMPACT ON DISABLED CHILDREN ATTENDANCE AND LEARNING : A STUDY IN ELEMENTARY SCHOOLS IN UTTAR PRADESH, INDIA SINGH, AJAY KUMAR1 & SINGH, CHHATRASAL2 1 2
Joint Director (SSA), SCERT, Lucknow, Uttar Pradesh, India
Department of Education, Jawaharlal Nehru Smarak Mahavidhyalaya, Barabanki, Uttar Pradesh, India
ABSTRACT Children with special need are special and differ from their normal peers. Teachers are generally trained to teach normal children, who may walk freely to learn at teachers place, may listen carefully instructions given by teachers, may ensure voice communication with teacher, may reflect on visuals presented by teachers and may learn in pace with peers. Children with special need generally do not have one or more than one such ability, which is needed to establish a perfect connect with teacher. CWSNs teaching and learning process also demands teacher’s sensitivity to ensure their personal safety and security at schools or place of learning. They need communicative teaching learning environment to acquire knowledge.
Teaching learning processes for them
cannot be same as normal children, teachers are central to ensure such environment. They need differently trained teachers, who may have different kind of sensitivity, caring attitude and compassion. This study tried to establish that effective teachers with special tools may impart effective and quality learning to CWSNs. With the advancement of technology, creation of technical interface, and research in pedagogy strengthened teachers’ ability to communicate with such children and create conducive environment. It has opened new avenues of education for disabled children. It is now realized that a
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disabled child is not a different kind of person. He is a child with special needs like all other members of society. The disabled children must have the same right to education, work and participation. Those with mild disability can be educated along with the non-disabled peers in general schools by sensitive and trained teachers. Children with special needs should be given priority by teachers. They have many common aspects of child’s academic development like: personality, the ability to communicate, resilience and strength, the ability to appreciate and enjoy life and the desire to learn. Each child has individual strengths, personality and experiences so particular disabilities will impact differently to individual children. They have all right to be the whole child, develop physically, socially, spiritually and mentally. They have right to education and dignified life. They have educational need, which sometimes may differ from non-disabled peers. Special educational needs may arise from primary four different types of disability i.e. Physical, Sensory, Mental health, and Learning disability. Keywords : Co Variants, Teachers Impact, Special Teachers, CWSN, and Elementary Schools In Uttar Pradesh.
INTRODUCTION Children with disability should be educated, sometime child with disability may not require any special educational need. These children are like other children in intellectual functionary. They are not mentally diseased, they do have physical, visual or hearing problems, but they are otherwise like any other children. Problem arising out of disability are like - Attention disorder of disabled, Memory problem of disabled, Reading problem of disabled, listening problem of disabled, Movement problem of disabled, Reading disabled (vision), writing disabled (physical), Adjustment problems.
For this study the common operational definition of disability has been used. 80 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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The persons with disabilities in India has been defined by PWD Act, 1995, Ministry of law, Justice and Company Affairs, promulgated this Act to give effect to the Proclamation on the Full Participation and Equality of the People with Disabilities in the Asian and Pacific Region, as adopted on 5 th December, 1992 at Beijing. India being a signatory to the said proclamation considered it necessary to implement the aforesaid proclamation. This Act is called the Persons with Disability Act (Equal Opportunities, Protection of Rights and Full Participation) 1995. As per this Act disabilities are defined as follow: "Disability" refers to a condition where a person suffers from any of the following conditions, namely (i)
Blindness;
a.
Total absence of sight; or
b.
Visual acuity not exceeding 60:60 or 200:200 in the better eye with correcting lenses; or
c.
Limitation of the field of vision subtending an angle of 20 degree or worse;
(ii)
Low vision means a person with impairment of visual functioning even
after treatment or standard refractive correction but who uses or is potentially capable of using vision for the planning or execution of a task with appropriate assistive device; (iii)
Leprosy - cured; means any person who has been cured of leprosy but is
suffering from a.
Loss of sensation in hands or feet as well as loss of sensation and paresis in the eye and eye-lid but with no manifest deformity;
b.
manifest deformity and paresis; but having sufficient mobility in their hands and feet to enable them to engage in normal economic activity;
c.
Extreme physical deformity as well as advanced age which prevents him from undertaking any gainful occupation, and the expression "leprosy cured" shall be construed accordingly;
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(iv)
"Hearing impairment" means loss of sixty decibels or more in the better
ear in the conversational range of frequencies; (v)
"Loco motor disability" means disability of the bones, joints muscles
leading to substantial restriction of the movement of the limbs or any form of cerebral palsy, (vi)
"Mental illness" means any mental disorder other than mental retardation;
(vii) "Mental retardation" means a condition of arrested or incomplete development of mind of a person, which is specially characterized by sub normality of intelligence;
"Cerebral palsy" means a group of non-progressive conditions of a person characterized by abnormal motor control posture resulting from brain insult or injuries occurring in the pre-natal or infant period of development;
REVIEW OF LITERATURE Anne M. Hocutt in study entitled “Effectiveness of Special Education: Is Placement the Critical Factor ? Illustrate various program models, implemented, both in special education and general education, have moderately positive academic and social impacts for students with disabilities. With few exceptions, students with disabilities have not achieved commensurately with their nondisabled peers; even students with learning disabilities as a group have not been able to achieve at the level of low achieving nondisabled students.
In general, the most effective interventions for students with disabilities, in both special education and general education settings, are intensive and reasonably individualized instruction, combined with careful, frequent monitoring of student progress.
There is no evidence, which confirm that placement rather than instruction is the 82 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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critical factor in student academic or social success. Studies have indicated that typical practice in general education is substantially different from practice in the specialised teaching that showed greatest success for students with disabilities. The interventions that were effective in improving academic outcomes for students with disabilities required a considerable investment on academic resources, including time and effort, as well as extensive support for teachers and parents.
The research does not support full-time inclusion for all students with disabilities. On the contrary, it emphasise that there is a clear need for special education. At the same time, given adequate resources, schools should be able to assist more students to be more successful in general education settings.
As a group, these interventions involves intensive training of teachers; ongoing support, supervision, and technical assistance from university faculty and other outside staff; supplementary curricular materials and training manuals; and administrative support from school or district personnel, particularly in providing time for training, planning, and various types of meetings. Also, both the intervention and descriptive research included in this article indicate that other supports for example, smaller class sizes may be required. Some researchers argue that, given the effort required by these interventions, teachers should volunteer for this work, not be forced to participate. However, this could affect the proportion of children with disabilities who would be in each volunteer teacher’s classroom.
This research suggests that the most effective interventions for students with disabilities have the following characteristics: a case-by-case approach to decision making about student instruction and placement; intensive and reasonably individualized instruction combined with very close cooperation 83 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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between general and special education teachers; and careful, frequent monitoring of student progress. All of these elements require significant teacher time and supportive resources.
There is no compelling evidence that placement is the critical factor in student academic or social success. The classroom environment and quality of instruction have more impact than placement per se on the success of students with disabilities. Unfortunately, descriptive research on the condition of general education indicates that typical practice is different from the model programs that showed greatest success for students with disabilities. There is little evidence of the capacity of general educators as a group to make the extensive changes that are needed to facilitate more, and more successful, main- streaming or inclusion, particularly if adequate resources are lacking. Depending on circumstances, special educators might be needed to operate resource rooms, consult with general educators, or work on a regular basis in the general classroom.
This research is primarily based on empirical data of a specific location, some of its inferences may not acceptable but has potential to address the situation of children with disability and special need. 1.
Achievement of all disabled students is not commensurate with nondisabled one.
2.
Teaching disabled students should be voluntary for teachers.
The assumptions about and attitudes towards disability held by parents in Kerry's research illustrate how exclusionary attitudes and actions can make it difficult for children with disabilities and their family to take up their right to participate in mainstream education.
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Slee (2004) argues that “closing the gap” for people with disabilities who are presently excluded from many aspects of everyday life require addressing what he terms the “deep culture of exclusion” that pervades many societies. Researchers, such as Slee, who are working in the area of inclusive education, challenge those responsible for delivering early childhood education to see themselves as active change agents, willing and able to confront and challenge negative stereotypes, misperceptions and oppressive, discriminatory discourses and behaviour, and to support and advocate for children with disabilities and their family. With this thinking and the findings of our study in mind, we offer the following suggestions.
Teachers need to position themselves within discourses of disability that promote socially just environments
Negative constructions of disability that have been created by medical, special education, lay, welfares and other cultural discourses can be challenged and refuted. Kerry’s research highlighted that it is important for early childhood teachers to position themselves within inclusionary discourses of disability and, in particular, use resistant discourses embedded within socio cultural and rights models to change perceptions about disability and form new understandings likely to foster more inclusive attitudes and behaviours in their early childhood communities. Because a socio-cultural model emphasizes that society creates the problems and difficulties faced by people with disabilities, it has given them and their families the realization that most of their difficulties are socially and culturally constructed and created. By implication, this has empowered families and their allies to challenge and resist disabling ideas and associated actions that infringe their rights and deny them equity and justice.
Teachers need to ensure that individual centre policies reflect the rights of all to a quality inclusive early childhood education
If early childhood centre 85 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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policies reflect a discourse in which disability is a problem or burden for teachers and include clauses of conditionality and other statements mainly focused on the technical requirements needed to accommodate this difference, then this can portray a message to other parents that the attendance and participation of children with disabilities in early childhood education is problematic, difficult to manage, time consuming and expensive. Teachers need to provide positive role models: We saw evidence in Kerry’s research that a positive approach on the part of centre to inclusion and teacher modelling of inclusive language and practice helped parents of non-disabled children reflect on their perceptions and take up positions more supportive the rights of all children and their families. Also apparent was the time typically needed for a centre to challenge and deconstruct some of the negative constructions that some parents held. Families of disabled children, however, should not have to wait for society to “get prepared” to accept and include their children. It is essential that teachers promote an environment that respects and accepts diversity.
Teachers need to promote an inclusive centre environment: Teachers can do this by ensuring that their centre environments (both indoors and outdoors) are accessible and meet the mobility and access requirements of children with disabilities and their family. Because constructions of disability (often evident in the media) that medicalise, patronize, and dehumanize contribute to the exclusion of people with disabilities within society, early childhood teachers need to ensure central resources (for example, puzzles, books, posters, other play materials) promote quite different images and messages, in particular, that disability is an ordinary aspect of life (Hodkinson &Vickerman, 2009). Teachers also need to ensure that teaching practices signal to other parents that it is not children with disabilities and their families who need to be fixed and 86 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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changed, and make other parents aware of the terminology they use when talking about disability and children with disabilities.
Teachers need to listen to the voices of children with disabilities and their family. Previously silenced voices of people with disabilities and their families are increasingly being heard in their communities, the media and other social and political circles. Listening to these people’s stories and experiences not only exposes issues of exclusion and oppression but also informs society about the kind of socio-cultural and political transformations required to redress the inequalities and injustices these people have experienced. In early childhood education, then, it is important that teachers work in partnership with parents of children with disabilities, as they are required to do for all parents and family attending the service, to find out how their early childhood experience could be improved and enhanced and how their dreams and aspirations for their children can be supported and realized.
Dr Sadig Rasheed, UNICEF Regional Director for South Asia, The United Nations Children’s Fund (UNICEF) Regional Office for South Asia, 2003: EXAMPLES OF INCLUSIVE EDUCATION INDIA: this paper give practical impacts of training teachers in engaging CWSNs in teaching learning process. 1. The Sikshit Yuva Sewa Samiti (SYSS), a NGO in a partnership with the government, participates in the implementation of the Integrated Education for Disabled Children (IEDC) and DPEP projects (funded by the government), and strengthens the program through community-based intervention initiatives. While the projects provide physical infrastructure for schools, this NGO, through trained personnel, ensures accessibility for and enrolment of children with disabilities in community schools after identification by trained anganwadi (grassroots) workers. It also provides resource teachers as a support system to general teachers, and a back-up team of physiotherapists and occupational 87 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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therapists at the district level. The NGO provides awareness and orientation training to general teachers, develops materials, and supports general teachers in modification of curricula to facilitate learning by children with disabilities. The effort has created an inclusive culture where parents, community, peer groups, teachers, and school authorities and education officers are all involved in educating children with disabilities. 2. Sir Shapurji Billimoria Foundation, a teacher development initiative, provides in-service training to ordinary teachers to meet the needs of children with disabilities. Weekend training modules are used since teachers cannot be away from school for long periods. In addition, there is a three-year pre-service training program (B.A. in integrated education) for school leavers. The training program ensures that teachers are able to facilitate the learning of all children in the classroom. Practical experience, exposure to participatory learning methodology, and the ability to teach at the elementary level in a multiple setting are emphasized together with a focus on human development. 3. The CBR Network, an NGO involved in the education and rehabilitation of children with special needs, is conducting the Joyful Inclusion Training Program. Teachers in rural government schools utilize a training pack that includes a curriculum based, criterion referenced checklist prepared by the NGO. The training manuals, developed for training master trainers as well as general teachers, have proved useful. Teachers have been trained in the methodology developed in the Joyful Inclusion Package for teaching all children including those with disabilities.
SIGNIFICANCE OF THE STUDY Individuals are assessed usually as disabled after we feel that they have problem in understanding, communicating and receiving instructions in their day-to-day life and in school. A variety of tests are administered to ascertain type of disability and special need of such children. These test are not only to ascertain, 88 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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how the child is differently abled than his/her peer but to ascertain which kind or type of academic support he/she needs to adjust in their working, living and learning environment, what kind of process, material and teaching intervention are needed for his/her unhindered learning, so that he/she may live a dignified life and may contribute to the society.
In this study significant effort have been made to establish teachers related factors affecting education of disabled children. Efforts have been made to find out correlation between different following parameters with student attendance in school and their learning level in language, mathematics, art and music.
Trained teachers availability
Number of teacher in school
Special teachers’ Impact
Frequently of special teacher visits
DATA AND METHOD In order to know the teaching learning environment and the academic achievement of the children with special needs, visits were organized to see many bridge courses run by department of basic education of Uttar Pradesh. Schools were also visited, where children with special needs were studying in inclusive way. Some special schools run by non-government organizations were also visited to get a feeling of problems faced by these kinds of children in adjusting with routine daily personal work and education.
Teachers and warden of bridge courses, inclusive schools and special schools were consulted before making any research design. Their interaction was helpful in figuring out areas, which have greater impact on elementary education of children with special needs. On the basis of that research objectives and hypothesizes were constructed. 89 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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RESEARCH DESIGN The research design followed in the study is descriptive (survey) and evaluative. In this research the focus of the study is to test certain hypothesises regarding elementary education of CWSN at present. The descriptive survey method has been adopted primarily due to the fact that it facilitate in collecting general information and its one of the most commonly used method of investigation that attempts to describe and interpret what exists in the present conditions.
SELECTION OF DISTRICTS For the selection of districts the criterion followed was easy access to data, convenience in conducting survey, social structure and level of literacy. Since the study is proposed to be carried out in the educationally backward district. As per guidelines of Ministry of Human resource development all 20 blocks of district Allahabad are educationally backward, and being diverse in the sense of culture and education, it was selected for the purpose of study. Literacy rate of district Allahabad is 68%. It has homogeneous population of all section of society.
SAMPLE According to Karlinger “A sample is taking any portion of the population which is representative of whole population”. Sample has been taken carefully, so that results obtained from study of sample may be faithfully applied to the whole population. Following things are considered while selecting the sample.
There should be no partiality while selecting the sample.
All major sub group of population should be sufficiently represented.
It should be manageable for completion of study.
In order to collect valid and reliable data about education status of CWSN a sample size of 500 (approximately 5% of population) was set for the purpose. 90 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Size of sample for four different types of specially is Orthopaedic – 171, Visually Impaired – 103, Hearing Impaired – 114, and Mentally Retarded – 107. In sample both the gender are adequately represented, Male - 252, Female – 258. In sample all social categories are sufficiently represented as - Scheduled caste - 187, Other backward classes - 199, General - 115. For this almost proportionate number of children were selected randomly from each kind of specially and population, to see effect of different kind of specialty on hypotheses.
SAMPLING Sampling is a process used in statistical analysis in which a predetermined number of observations are taken from a larger population. These processes simplify the learning about the population on the basis of a sample drawn from it. Thus in the sampling technique instead of studying every unit of the universe, we study a sample drawn on some basis from the entire universe. The methodology used to sample from a larger population depends on the type of analysis being performed, but may include simple random sampling or systematic sampling. In this study researcher has used stratified and purposive sampling. The sample should be a representative of entire population to get a representative sample, it should be ensured whether all elements are equally represented or not.
As given above sample district for study is Allahabad as it has a homogeneous population structure, it’s one of the oldest district, it is educationally backward, it is one of the largest district with 20 blocks, its cultural and educational background and finally because it was convenient for us to conduct and give enough time to conduct activities at this place.
As we have read in literature there are 13-14 different types of disability in 91 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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children. Even experts working in this area least understand and are able to diagnose only some of these disabilities. Children with some disability are very few in number as chances or probability of such disability is very rare. During visit of special schools, inclusive schools and bridge courses run by Government of Uttar Pradesh, we came to know, that majority of CWSN falls in category of Orthopaedic, Visually Impaired, Hearing impaired, and Mentally retarded. So for the purpose of study only these four types of CWSN have been taken in sample. In this study different values of teachers and students like - teacher’s attitude and competence and education value is studied, it has been also envisaged to see, how student adjust with Teachers availability, and Special teacher.
TOOLS USED FOR THE STUDY A format was developed for collecting data and information from different sources, Format has following elements for different kind of information.
Interview Schedule with child (CWSN).
Interview Schedule for the members of family.
Interview Schedule for the teachers of school (for students’ academic competencies).
School Information with head Teacher or teacher (about infrastructure at school).
The Structured Information Schedule for all was developed by the researcher in order to assess the educational problems with respect to different types of CWSN. Observation of residential bridge course, primary school, Kasturba Gandhi Balika Vidhyalaya, special school for disabled children was done.
RESULTS AND DISCUSSION The present study examines the impact of teachers on elementary education of 92 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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children with special needs on the basis of the responses of the children, parents, teachers, Head teacher on various issues. Frequencies of the responses of the different stake holder were grouped and different tables were prepared for analysis. SQL database was used for analysis. Attendance: Regular attendance in school reflects students’ interest in learning and whether school is fulfilling their interest in learning and areas of learning. It also shows, whether CWSN are comfortably adjusted in school system or not. Attendance of students is classified into 5 categories. ‘A’ for more than 80 percent attendance, ‘B’ for 60-80 percent attendance, ‘C’ for 40-60 percent attendance, ‘D’ for 20-40 percent attendance, ‘E’ for less than 20 percent attendance, and some of the schools and students didn’t responded. Figure 1 Trained Teachers Vs Attendance Trained Teachers Vs Attendance 5%
2%
5%
13%
No Ans
A
B
C
D
E
16%
2%
31%
32% 23%
8%
23%
40%
Inner Circle- No, Outer Circle- Yes
Impact of Trained Teachers’ on Attendance and Learning Level: most of the teachers were trained in teaching learning process and have completed either 93 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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B. Ed. or BTC course before joining teaching as profession except parateachers. In this study it has been envisioned to study impact of availability of trained teachers at school and attendance of children with special needs, as every training course has an element of curriculum which deals with children with special needs. Data shows that there is a positive relation between availability of trained teachers and attendance of disabled children at school. Trained teachers improve children’s attendance in schools, due to following perceptions. 1.
Children want to interact with, who understand, care, love, and support them.
2.
They may easily develop inter personal relationship with CWSNs.
3.
They know, How to construct knowledge in such children.
4.
Learning of children from trained teachers built a confidence in them.
5.
Parents and children have faith in expertise of trained teachers.
Figure 2 Impact of Trained Teacher on Learning level of CWSN Impact of Trained Teacher on Learning level of CWSN 55.0
52.8
51.5 51.2 47.7
50.0 42.1 43.2
45.0
45.9 38.4
40.0 35.0 30.0 25.0 20.0 15.0 10.0
6.4
6.4
5.6
8.8
5.0 No Ans
Not Good
Good
No Ans
Maths
Not Good
Good
Language Not Trained
Trained
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Data shows that learning level of disabled children is almost same both type of teachers trained and untrained, means there is no relation between availability of trained teachers and learning level of disabled children at school. It may be due to many reasons like
Teachers have no experience and knowledge of working with such Children.
Unavailability of academic material to make learning environment.
Low level of engagement with such child due to large class size.
Low level of teachers’ motivation.
Number of Teachers at School: there is a need to attend each and every student at elementary level for better inter-personal relation between teacher and taught, and to improve learning level. Unfortunately, it was found that most of the schools don’t have one teacher for one class. Teachers told us that they are unable to give sufficient time to CWSN, as classrooms are crowded. It has been studied that do number of teachers at school have any impact on regular attendance of CWSN. Table 1 Number of Teachers in school and attendance of students (in percent) No. of teachers
A
B
C
D
E
No Answer given
0-1
7.4
5.3
5.3
0.0 21.1
2
9.6
46.6 34.2 4.1
4.1
1.4
3
13.2 34.7 40.5 4.1
0.8
6.6
4-5
16.4 42.4 31.6 2.8
2.8
4.0
6+
14.3 33.3 28.6 7.1
7.1
9.5
61.1
Data analysis shows that there is a positive correlation between number of teachers in school and students attendance. Parents expect enough number of
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teachers in school so that there is an academic environment at school, attendance in schools with more number of teachers than required is not significant. Table shows that minimum no. of teachers at school ensures attendance of children, due to a number of things: 1.
Every class gets a teacher, which ensures learning and engagement of students at school.
2.
When number of teachers is sufficient, disabled children have greater chance to get attention of teachers.
3.
Teachers’ availability improves discipline in school, which is needed for social reason i.e. teasing, physical and mental abuses.
4.
Teachers’ availability ensures sports, games and extracurricular activity in school.
5.
When number of teacher is sufficient they focus on teaching learning of every child, pay attention to students/parents problem, which results in attendance.
It has been found that higher number of teachers are not improving situation significantly, means number of teachers have to be sufficient not extra for impact. Table 2 Impact of Number of Teachers on CWSN Learning Level No. of teachers
Maths
Language
No Ans Not Good Good No Ans Not Good Good
0 - 1 Teachers
70.33
18.68
10.99
71.43
17.58
10.99
2 Teachers
4.11
53.42
42.47
5.48
58.90
35.62
3 Teachers
5.79
58.68
35.54
7.44
54.55
38.02
4 - 5 Teachers
6.21
49.15
44.63
8.47
42.94
48.59
10.42
35.42
54.17
6.25
35.42
58.33
More than 6 Teachers
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Data analysis shows that there is a positive correlation between number of teachers in school and students learning level. Parents expect enough number of teachers in school so that there is a learning environment at school. Table shows that minimum no. of teachers at school ensures learning level of children, due to a number of things: 1.
Every class gets a teacher, which ensures learning and engagement of students at school.
2.
Teachers get time to think and device mode of communication and teaching for such children.
3.
When number of teachers is sufficient, disabled children have greater chance to get attention of teachers, which may provide extra effort in their learning.
Trained Special Teacher Visiting School: Special teachers are trained differently to understand CWSN and their educational need as per their specialty. Such trained teacher is capable to positively support such children. Currently we have special teachers for visually impaired who are trained in Braille, abacus, cane etc. Similarly we have trained teachers for hearing impaired children who are trained in phonetics, facial, throat, muscle effects during pronouncing letter and words; they also know how to fix hearing aids. Special teachers are also available for mentally retarded children, such teachers are trained in learning pace and slow learning activity of such children, they know how to improve learning speed of such children and make them to concentrate on the things they are engaged.
There are very few CWSN in most of the schools, say 0-4 such students of single speciality. It has been found that trained teachers known as itinerant and resource teachers are deployed to visits 3-5 schools having 3-4 CWSN at least 2-3 times in a week. Most of the parent ensures their children to be in school on 97 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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those days. Let’s see impact of trained teachers’ visit and their regular attendance at school. Figure 3 Trained Teacher’s Visit Vs Attendance Trained Teachers Visit Vs Attendance
6% 0% 6%
4%
17% 16%
17% A 4%
B
29%
25%
C D
34%
Inner Circle- No, Outer Circle- Yes
42%
E No Ans
Data shows that visit of itinerant teachers have positive impact on attendance of disabled students. During study it was also found that since days of visit are fixed in school for teachers, so parents used to come with their child only on those visiting days. That’s why a significant strong correlation is not visible in attendance on visit of itinerant teachers. It has been informed during school visit for study that regular teacher sometime discourage such students for coming school daily, they tell them to come on only those days when itinerant teachers visit school. Teachers, parents and students all agreed that visit of itinerant teachers improve disabled child learning and confidence. Trained teachers make children and parents feel that they are taken care of. 98 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Table 3 Special Teacher Impact on learning level of VI children
Special Teacher
Maths No
Not
Ans
Good
No Visit
13.64
45.45
Yes
0.00
46.88
Visit / VI
Language No
Not
Ans
Good
40.91
22.73
40.91
36.36
53.13
0.00
45.31
54.69
Good
Good
Table 4 Special Teacher Impact on learning level of HI children
Special Teacher Visit/HI
Mathematics No Ans
Language
Not Good Good
No Ans
Not Good
Good
No Visit
6.25
50.00
43.75
6.25
56.25
37.50
Yes
7.78
56.67
35.56
8.89
63.33
27.78
Table 5 Special Teacher Impact on learning level of MR children
Special Teacher Visit/MR
Mathematics No Ans
Language
Not Good Good
No Ans
Not Good Good
No Visit
17.65
64.71
17.65
17.65
52.94
29.41
Yes
7.04
83.10
9.86
8.45
71.83
19.72
It has been observed that learning level of only VI (Visually Impaired) children 99 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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improves with the visit of special teachers. Learning level of other types of CWSNs show negative impact. Visually impaired children need special reinforcement for Brail learning, which improves with special teachers visit. Other CWSNs don’t need special skill, but need permanent engagement to improve learning outcome, which cannot be achieved with a short span (around 2-3 hours per week) of visit by special teachers. Regular teachers also neglect CWSNs, as they feel that they are the responsibility of special teachers. Frequency of Special Teacher’s Visit: Trained teachers are not posted in a single school and have to move school to school to teach and support CWSN. As discussed above, visit of trained teacher improve students attendance, now it has to be tested, is there any relation between frequency of visit and students attendance.
Table 6 Impact of frequency of visit of itinerant teacher on students’ attendance
No. of visits per week
No Response
A
B
C
D
0-1
33
0
0
66
0
2
4
18
40
31
5
3-5
11
44
12
33
0
Frequency of trained teacher has positive impact on children’s attendance. Most of the schools have been visited twice by trained teacher as per government directions. It makes parents get support & feel that he may get expert advice in case of need. 100 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Table 7 Impact of frequent visits on CWSNs Learning Level
Maths
No of Special
Teacher Visit No Ans Not Good
Language Good
No Ans
Not Good
Good
0-1 DAY
33.64
31.82
34.55
33.18
28.18
38.64
2 DAY
4.81
55.93
39.26
7.41
55.56
37.04
3-5 DAY
11.11
50.00
38.89
11.11
27.78
61.11
Data show that learning level of CWSNs in mathematics has no impact of improved number of visits by special teachers, while learning level of CWSNs in language has improved with number of visits by special teachers. Mathematics demands a regular practice for better performance and that can be devised by regular teacher as visiting teacher cannot afford such time. Analysis of all tables done above has confirms that education of disabled child depends on special teacher and teachers at school.
TEACHERS’ IMPLICATION ON DISABLED CHILDREN EDUCATION 1. Data shows that there is a positive co-relation between availability of trained
teachers and attendance of disabled children at school. 2. Trained teachers improve children’s attendance in school because Children
want to interact with those, who understand them, who cares and love them, who is ready to support them and knows, how to support. 3. Trained teachers develop inter personal relationship with disabled children
with ease. 4. Trained teacher has nominal or no impact on learning level of mathematics
and language in CWSNs. 5. Parents and children have faith in expert trained teachers, as their teaching
process is different from general teacher. 101 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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6. Data shows that there is a positive correlation between number of teachers in
school and students’ attendance & learning level. Parents expect enough number of teachers in school so that there is an academic environment at school. 7. Data shows that minimum number of teachers at school ensures attendance
and learning level in children, due to a number of things: a. Every class gets a teacher, which ensures learning and academic engagement of students at school. b. When number of teachers is sufficient, disabled children have greater chance to get attention of teachers. c. Teachers’ availability improves discipline in school, which is needed for social reasons i.e. teasing, physical and mental abuses. d. Teachers’ availability ensures sports, games and extracurricular activity in school. e. When number of teacher is sufficient they focus on teaching learning engagement with every child including CWSNs, which gives caring impression and results in attendance and learning. f. Teachers get enough time to share and discuss problems with students/parents. 8. We see that higher number of teachers are not improving situation, means
number of teachers have to be sufficient not extra for significant impact. 9. Data shows that visit of itinerant teachers (Special teachers) have positive
impact on attendance of disabled students, and learning level in visually impaired children. 10. During study it was also found that since days of visit of itinerant teachers
are fixed in school, parents used to come with their child only on those days. 11. It has been found that regular teacher sometime discourage such children
with special needs not come to school daily, and inspire them to come only on those days, when itinerant teachers are supposed to visit school.
102 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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12. Teachers, parents and students all agreed that visit of itinerant teachers
improves disabled child learning and confidence, which was visible only in VI students. 13. Trained special teachers’ visit make children and parents feel that they are
taken care of. 14. Frequency of trained special teacher visit have positive impact on children’s
attendance and language learning, though not found effective for mathematics. 15. Special teacher makes parents feel that they may get expert advice in case of
need. Communication with special teachers boosts child’s education. 16. If teacher give specific attention at class, child feel part of class and do
better. If teacher doesn’t pay attention such child will feel discriminated and alienated, and may leave school and not learn. So teacher has a bigger role of making inclusion of such child, caring them, making them feel that they and their classes are also for them. 17. Co-curricular interest of such students be taken care of by teachers to
assimilate them in school system. Such children cannot go everywhere to fulfil their extra intellectual appetite, if school system doesn’t provide them opportunity, they get disheartened and dropout. School system should try to find out their interest in order to know their learning process and fulfil their interest. 18. Students and teachers should be made responsive.
BIBLIOGRAPHY Angela, Kohama (2012). Inclusive education in India a country in transition, June. Anne, M. Hocutt (1996). Effectiveness of special education: is placement the critical factor ? University of Miami, the future of children - spring. Balasundaram, Pramila (2005). The Journey to words inclusive education in India, 9th July. 103 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Ben, Schooley (1957). The effects of student attendance on student Achievement. Bradfild, J. W. & Moredock, H. Stewart. Measurement and evaluation in education, New York : Macirillian Company. Cariffin, Teresa. (National council for special education) Children with special educational needs. Despouy, Leandro (1993). Human Rights and Disabled Persons. New York: United Nations. Karen, Walker. University of Maine, Farmington: inclusive model for students in
special
education:
union
pacific
foundation.
Web
address-
www.principalspartnership.com Kumar, Sanjeev & Kumar, Khagendra (2007). Inclusive Education in India: Electronic Journal for Inclusive Education. Swarup, Smriti (2006). Position paper national focus group on education of Children with special needs: center for special Education, SNDT women’s University, national council for educational research and training. Geoff, Lindsay (2007). Educational psychology and the effectiveness of inclusive education/ mainstreaming: university of Warwick, UK, British journal of educational psychology. Griffin, Teresa. Children with Special Educational Needs, Information Booklet for Parents, the USAA educational foundation. Hay, Jan. The lighter side of school life, R.N. Foulis Publisher, London. Hegarty, Seamus, & Mithu Alur (2002). Education and Children with Special Needs: From Segregation to Inclusion. Thousand Oaks, Calif: Sage 104 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Publications. Hodgkin, Rachel, & Peter Newell (2007). Implementation Handbook for the Convention on the Rights of the Child. New York: UNICEF. Jangira, N. K. (1997). “Special Educational Needs of Children and Young Adults: An Unfinished Agenda,” Education and Children with Special Needs: From Segregation to Inclusion, Ed. Seamus Hegarty, Mithu Alur, Thousand Oaks: Sage Publications Inc., Print. Jayne, Pivik. Joan, Mccomas. Marc, Laflamme (2002). Barriers and Facilitators to Inclusive Education: university of Ottawa, Canada, council for exceptional children, Vol. 69, p. 97-107. Joshua, Bleiberg and Darrell, M. West (2013). Special Education: The Forgotten Issue in No child left Behind Reform. Kalyanpur, Maya. "Equality, Quality and Quantity: Challenges in Inclusive Education Policy and Service Provision in India." International Journal of Inclusive Education. Katharine, Giffard-Lindsay (2007). Inclusive education in India: interpretation, implementation, and issues: consortium for research on educational access, transitions and equity. Kumar, Ashok (1991). Current Trends in Indian Education, New Delhi: Ashish Pub. House. Metcalf, Barbara D, and Thomas R. Metcalf (2006). A Concise History of Modern India, Cambridge: Cambridge University Press. Pikul, Leosiripong. Employing the participatory process to develop standards and indicators appropriate for internal quality assurance system in special 105 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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education school: the northern school for blind under the patronage of the queen chiang mai school, Thailand. Rammers, Nad Gage (1955). Educational measurement and Evaluation, Harper and Brother Publishers, New York. Robyn, Stark. University of Canterbury, Diane Gordon-Burns, University of Canterbury, Kerry Purdue, University of Canterbury, Benita Rarere Briggs, University of Canterbury, Karen Turnock, University of Canterbury. Other parents’ perceptions of disability and inclusion in early childhood education: Implications for the teachers’ role in creating inclusive communities. Sandra, McNally (2009). Every child matters ? The impact of special educational needs’ programmes: CentrePiece Spring. Sharma, Mahashram (2007). The leap towards inclusive education: experience from Nepal: ministry of education and sports, department of education, Nepal. Sharma, Umesh & Deppeler, Joanne. “Integrated Education in India: Challenges and Prospects.” Disability Studies Quarterly, Society for Disability Studies. Shigeki, Fujii. Lifelong support through education, welfare, healthcare, Labor and Medical care (Consideration from the view point of the support system for Individuals with special needs by a local government) Verma, Gajendra K, Christopher Bagley, & Madan M. Jha (2007). International Perspectives on Educational Diversity and Inclusion: Studies from America, Europe and India. London: Routledge. Wesley, Sharpe, Ed. D. (2005). The characteristics of effective inclusion.
*** 106 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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RELEVANCY OF RELIGIOUS BELIEF AND ETHICAL VALUES OF RIGVEDA IN MODERN ERA. PARASHAR, SURBHI Assistant Manager, Rajya Shiksha Kendra, Bhopal, Madhya Pradesh, India E mail
[email protected] Mobile + 91 90095 99990
ABSTRACT This study is about the importance of Vedic religious belief and it’s relevancy in modern era to strengthen the ability of human mind to think in broader sense the meaning of religion and develop understanding of Vedic GODS and can become able to establish the faith on the supreme reality “EKAM SAT”, GOD IS ONE, THE ONE TRUTH and to reform ideals of education in the modern educational system. The need of this study is to maintain HARMONY OF PEACE throughout the world and to form a discipline in the modern era regarding human values, educational and moral values with connection to VEDIC VALUEs WITH RELEVANT LOGICS that “ekam sat vipra vahuda vadanti” and to create conditions to evaluate themselves as well as every educational institutes to make them improved and to create cordial relationship among administrators, educationists, teachers and students. This study can convince the modern generation that in order to achieve high ideals of life and to make perfect mastery over senses, Vedic religious beliefs are quite helpful. In order to erect the ideals of truth, the ideal of liberty, the ideal of equality and equity, ideals of peace and unity, you need to accept the ideals of Vedic education. The practice and utilization of Vedic knowledge can indeed assist human beings in many ways. Vedic education is the solution to all problems, which we presently facing in this world. We need to examine now more deeply to find out the answers and solutions. The formation of character by proper
107 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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development of the moral and ethical values was one of the aims of Vedic education. Therefore the direct aim of all education, whether literary or professional, should be to make the student fit to become a useful citizen of society. Education ought to develop man's ideal nature by giving him certain moral faiths and feeling and enabling him to bring and maintain his original human nature. The aims and ideals of Vedic education were to promote simultaneous and harmonious development. Men are social beings, Vedic education not only emphasized social duties but also promoted social happiness prosperity and peace. Keywords : Religious Belief, Ethical Values, Rigveda, and Modern Era.
ORGANIZTION What is admirable in the Vedas is that their powerful and comprehensive philosophy was created for all ages and for the entire mankind. Vedas explain scientifically Brahma Gynan, which is harmonized and divine, spiritual and material knowledge. I personally went through the experiences that Vedic religious belief and ethical values make our life peaceful successful, prosperous and healthy. In present age, moral education has lost its roots. The people have ignored the ideals of truth in search of material life. The principles of Vedic education have been a source of inspiration to all educational system of the world. These days it has become a big problem for modern institutions that how to tackle with the students and how to impart moral values, because due to indiscipline, educational environment has become so venomous. There is a lack of sense of discipline among modern students. The technology, which we can use for improving our knowledge and skills but we have made it harmful by often using it for entertainment purpose only. Most of the modern students are not morally perfect and they behave irresponsible except the children whose parents don’t lose their roots, which are deeply enrooted into Vedic culture. The children who are not aware of moral values because of the influence of 108 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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materialistic mode of life or it may be an effect of improper care by parents or it may be an effect of change in the society and changing family environment, are living worse life and as a result spoiling the society. Vedic ideals of education has tendency to change the minds of people and their character, .The values have tendency to convert the bad into good. Because the ultimate aim of Vedic education was development of personality and character, Vedic education not only teaches how to lead a happy and prosperous life but provides ways for complete liberation of the soul by realization of self. Ethical values and Moral education of Vedas motivate me to present the importance of Vedic education, because moral education makes a man civilized, cultured. Without moral and ethical values, the conscience of man cannot be developed and as a result, a man can not be able to differentiate between good and bad. The root problem in modern era is the adaptation of a western mode of life. These days life has become totally full of shows and fashion irrespective of human values and spiritual values, which are our foundation to grow. According to Vedas, the important aspects of education are to train the young to be truthful because the Nobel soul who pursues the path of truth can never be defeated. In Vedic period teaching was considered a holy duty and it shows the world that how much responsible was a Vedic teacher as compared to modern period. To know culture and life style of other countries are not bad but to adopt wrong culture without consideration and deliberation is not good.
OBJECTIVES 1. To sensitize the readers about science of VEDAS. 2. To explore the relevancy of religious belief and ethical values of Rig-Veda. 3. To promote the chanting of AUM to connect oneself with UNIVERSAL POWER. 4. To make the people known about importance of YAJNA( HAVAN to save environment. 109 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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5. To introduce people with PURUSHA SUKTA which is the ultimate reality of the universe.
INTRODUCTION This is very general concept that Vedas are venerable but very old to adopt and to follow and all the hymns of Vedas are relevant to ancient time only and very difficult in gaining and following, but this is not true. . In fact Rig Veda is the very first document of the world. Vedas are oldest scriptures but the knowledge inherent in the hymns of Vedas is beneficial forever. Vedas are Apaurusheya (
¼vikS:"ks;½ which means “not related to man, superman or impersonal or, not written by any Rishis or cannot be called scriptures but Vedas are revelations of eternal truths to the enlightened seers. Vedas are self evident, (swathpramanah). The
Vedas
have
an
intrinsic
power
of
revealing
truths
(Samkhyapravachanabhashya). They are the embodiments of the intuitions of enlightened seers. The RigVeda spoke of one reality (EKAM-SAT). Vedas posses the knowledge of whole universe and God created the whole universe, the supreme power which govern the whole world. God is imminent in the whole world. He is imminent in the individual’s soul. He inspired good person to do right actions and elevates him. Vedic seers clothed the superpower and supernatural power with the glory of supernatural spirits akin to man. This article shows the path and means through which every human being of modern time can learn that the God of fire, (Agni), the Sun ( Surya), the dawn (Us, the Earth ( Prithvi), the Clouds ( parjanya), The storm ( Maruts), the winds ( Vayu), The sky and Varun and Mitra. This research article surely and certainly help youth to know that by studying about Vedas, they can achieve their destination of life. Everything is possible in the world; there is nothing that is impossible, if every individual follows the rituals scientifically in their daily life.
The Vedas are glorious legacy of Aryans, they are the pride of our country and 110 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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its valuable treasure. VEDAS are inexhaustible repository of spiritual wisdom all the ancient literature and bhashyas possess the original thoughts of Vedas. Vedas are primitive sources for all the rishis and poets to create their own scriptures. Vedic sages view each individual as unique, governed by his own self-law or innate dispositions (swabhava). Of course, everyone has to learn their own swabhava by self observation and evaluation.
For millennium the Vedas have been considered to be the supreme authority on paramtatva and the duties of man towards God and his fellow creatures. They possess matchless beauty of thought and style by a superb simplicity and unparallel perspicuity; still they suggest a world of deeper which any mystic minded man with systematic efforts and, can probe into.
The Rig-Veda is admittedly the oldest literary monument of the world. It represents the earliest and most important phase of the sacred language and literature of India. It contains hymns in praise of God one supreme God with different names and forms.
It is already stated that Vedas are the oldest monuments of the world, they are APAURUSHEYA, the incredible truth, why ? Everyone must know the secret of Vedas. It becomes very essential to know the meaning of Vedas. “The word Veda derived from the Sanskrit word “VID” which means “KNOWLEDGE” The Vedic rishis obtained knowledge of BRAHMH, THE SUPREME COSMIC POWER BY MEDITATING UPON THE ULTIMATE REALITY. The knowledge can be obtained by meditating, contemplating, chanting mantras. The most important thing is the primordial sound AUM and the mantra of third mandala ch.62 sukta 10, which is the most renounced mantra that is ॐ भूभभव ु ः स्वः । तत्स॑ववि॒ तभवरु े ण्यि॒ 111 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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भर्ग॑ देि॒ वस््॑ धीमहि । धध् ि॒ ् नः॑ प्रच ि॒द् ॑त ् ॥
AUM WE MEDITATE UP ON THE GLORIOUS SPLENDER Of the vivified divine. May he himself illumine our minds. The Gayatri, mantra, addressed to the divine life giver as supreme God symbolized in savitra, The Sun. The Gāyatrī Mantra, also known as the Sāvitrī mantra, is a highly revered mantra from the Rig Veda (Mandala 3.62.10), dedicated to Savitr, the Sun deity. Gāyatrī is the name of the Vedic meter in which the verse is composed. Its recitation is traditionally preceded by oṃ and the formula bhur bhuvaḥ svaḥ, known as the mahāvyāhṛti, or "great (mystical) utterance". The God Savitra may provide peace, happiness and prosperity to the people of as the earth provides, light of knowledge and wealth to all. The Mantra written in vachakluptopamalankar. The meaning of the word MANTRA is sacred utterances, the pure thought dedicated to obtain the divine power or obtaining power to gain materialistic things ourselves. Mantra is not a mere collection of words. It is a compounded set of words embedded with enormous significance. It emanates from the inner power of man. Filled with such power, the mantra, when it is pronounced properly, brings out the divine power in man. The vibrations produced by the utterance of the mantra, uniting with the cosmic nāda (primal sound) in the universe, become one with the Universal Consciousness. It is these cosmic vibrations, which assumed the form of the Veda (sacred revelations of spiritual knowledge)
HOW MANTRAS AFFECT LIFE There are all kinds of frequencies and vibrations all around us. There are 112 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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frequencies we see (such as light waves), hear (sound waves), or feel, and others that are beyond our ability to sense, such as gamma rays, infrared, or radio and television frequencies. In fact, the ancient Vedic texts of India explain THAT “HIRANYAGARBHA AROSE IN THE BEGINNING” he alone was the lord of all that exist, he gives breath and strength e established the earth and the heaven “that this whole universe is the production or manifestation from particular vibrations that cause a change from the spiritual energy into the material energy. And all these frequencies affect us in many ways. For example, we may hear music that can be soothing and peaceful, or that is abrasive and irritating. Or there may be frequencies that we have to deal with on a more regular basis, like the noise we hear when working in a factory, or the sounds of downtown traffic. The science of vibrations and frequencies and how they affect people is something that has been around for thousands of years. We can still find evidence of this in the ancient Vedic texts of India. These explain not only the results of using the frequencies of words and mantras, but also supply instructions in some cases. The sages of ancient India used it to produce various results in the rituals they performed, and from the mantras they would recite. If the mantras were recited in particular ways, certain amazing results would take place, including changing the weather, producing certain types of living beings, or even palaces. Others used it to produce weapons, like the brahmashtra weapon, which was equal to the modern nuclear bombs. Specific mantras could be attached to arrows, with the sound causing powerful explosions when the arrow reached its target. Others used the science of vibrations to bring their consciousness to higher levels of perception, or to enter spiritual reality.
Man is a bio-cosmic transducer, a transmitter, and receiver as well, and that somehow our brain waves can lock on and modulate with the earth’s electromagnetic field, the Universal Magnetic Field (UMF), as Tesla called it. Research has shown that altering these electromagnetic fields can influence the 113 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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brain waves of cats and monkeys. Humans are also affected.
The mantras of Rig-Veda are used for invoking prosperity on themselves and their folks, in their adoration of the dawn, in celebration of the struggle between the gods who wield lightening and the power of the darkness, and rendering thanks to the heavenly beings for preservation in battles. Now a day’s people are fighting for earning money, become frustrated and depressed because they are running after materialism only which cannot be achieved without inner power which can be restored only by reciting mantras and following Rigveda rituals of worship. It is very common thought that Rigvedic hymns are very difficult to recite and Vedic worship is not simple, it needs much efforts and dedication but this is not true because man possesses ultimate power to achieve whatever he wants to achieve and secondly it is also true that when a person connects himself with the power of the universe he becomes part and parcel of the ultimate power and become powerful. For example Lata Mangeshkar, Sachin Tendulkar, Dr. Abul kalam Azad, and so many others Even Narendra Modi and Obama Who follow hymns of Rig-Veda. The most ancient literature of the world consists of 1028 hymns. The hymns are arranged in eight Astakas or ten mandalas. Mandalas 2 to 8 contain groups of hymns, each group ascribed to one author or member of a particular Rishi family.7 The ninth mandla contain the hymns sung at the soma ceremonies. The first and the tenth mandals are somewhat different in their language and thought to be composed by a larger variety of individual authors.
The first hymn is always addressed to Agni:
**vXuhehys iqjksfgra ;KL; nsoe`fRote gksrkja jRu/kkree~A II aaadore Agni, the chosen priest, God, Minister of sacrifice, the hoter, laviast of wealth.6
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The next comes Indra, and then come the hymns addressed to be visva-devatas and special deities. The composition of the Rigveda Samhita does not seem to have been liturgical. Although many of the hymns of the Rigveda do not the ritualistic stamp. Yet a good number of the hymns have definitely a magical and liturgical in character. The Rigveda is a mystical text contains knowledge in its abstract imagery of what the seers had realized.
The samveda, the ‘Veda of melodies’ contain 1549 verses meant to be used as songs in various ceremonies, primarily for the udgata priest. Most of them are taken from Rigveda and arranged according to their use as utilized in particular rituals. The yajurveda is “the veda of Rituals, and contain 1975 verse-mantras in 40 chapters, many of which are similar to those in Rigveda and used in rituals, usually by the adhvarya priest. These contain different level of knowledge and wisdom. Yajurveda has two samhitas, or collection of verses, known as the while yajurveda or (vajasmey/-samhita) with hymns and rituals, and the black 115 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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yajurveda (or Taittiriya-Samhita) with their interpretations. The Atharva Veda is Veda of Chants and once had 50 branches of which we have only shaunak branch today. It has a book of 5977 verses in 20 chapters containing prayers, spells, and incontentations which is some respects resemble magical instructions found in Tantras and even various magical incantations fund in Europe. The Atharva-Veda contains a small section of verses of instructions, wisdom, descriptions. The first hymn of RIGVEDA possess power to send our prayers to the GOD, the ultimate power. ॑ पि॒ भर हि॑ तय ्ि॒ ज्ञस््॑ देि॒ वमृग्त्वज॑म ्। ि त ॑रय रत्नि॒ ध त॑मम ्॥१॥ ॐ अि॒ ग्ननमीळे
Veda connotes knowledge and constituted the foundation of the ancient religious belief of the Hindus. The word Vedas signify the vast expanse of repository of knowledge handed down from Rishis which means to flow, the mind of Rishis flow in meditation to obtain knowledge of ultimate reality.
In Sanskrit Vid means knowledge, to know, to intuit supposed to be derived from the proto European root “UEID” meaning to see, to know Latin video, means I see.
VEDAS are four in number; RIGVEDA, YAJURVEDA, SAMVEDA AND ATHARVAVEDA.Each of them has three divines ; the samhitas, the brahmanas, and the Aranyakas.. The samhitas are collection of sacred hymns, which are in verse. The Brahmans are prose, the Aranyakas are forest treatises.Upnishads are part of Aranyakas. The Samhitas and the brahmanas are called karmakand , the portion relating to rituals, the Aranyakas are called upasnakand, the portion related to meditation, the Upnishads are called gyankand related to obtain knowledge. The Rigveds, yajurveda and samveda are said to be called trayi and considered to be original Vedas The Atharvaveda is later addition. 116 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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The Rig-Veda is the most ancient record of indo Aryan religious thought and belief. “Veda of praise. Rig-Veda which is most likely the most ancient literature of the world consists of 1028 hymns. The hymns are arranged in eight Astakas or ten mandalas. Mandalas 2 to 8 contain groups of hymns, each group ascribed to one author or member of a particular Rishi family “Rigveda Samhita” is a collection of hymns and songs originated by the ancient Rishis and handed down by generation to generation to the Hindus who lived in the banks of the River Indus where they had been used in adoration of Agni, Indra, Surya, Usha, Varuna-Mitra etc. in prayers for health, wealth, longevity, victory in battled in war between Indra (the rain-Gods) and the malevolent power of darkness and demons of draught who withheld the rain of heaven. Rigveda has earliest evidence of the religious, philosophical, and social thoughts of human beings that are preserved in the form of hymns. The pyramids of Egypt can tell us only about the art of ancient man. But the thought aspects of life of primitive man can be seen only in the Rigveda. According to the Maxmuller “there is nothing more ancient than the hymns of the Rigveda”. In reality the Mantra and the
Brahman
portions
are
termed
as
the
Vedas
“mantra
Brahmanyorvedanamadheyam. In Rigveda, religion was considered to be sustainer of the world. Religion is born when the virat or the unlimited is worshipped by the wise. The Rigveda mentions thirty-three gods, but in fact it puts its faith in one supreme Lord alone. They call him Indra, Mitra-Varuna, Agni and the heavenly noble-winged Garutman: sages call the one Reality by many names (EKAM SAT VIPRA VAHUDA VADANTI. The Hymns of the Rigveda are arranged in collections each dealing with particular deity: Agni comes first, Indra comes second and so on. Within each collection, hymns are arranged in the descending order in the number of stanzas per hymns. It two hymns in the same collection have equal number of stanzas than they are arranged so that the number of syllables in the meter are in descending order. Each mandla consists of hymns called sukta (su-ukta, literary “well recited’ 117 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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ecology)” intended for various sacrificial rituals. The Suktas in term consist of individual stanzas called rc (“praise Pl. recs) which are further analyzed into units of verse called pada (foot). Meters most used in the years are the jagati (a pada consists of 12 syllables) trishtubh (11) virat (10) Gayatri and anushtubh (8) (in each pada).
For pedagogical convenience, each mandla is synthetically divided into roughly equal section of several suktas, called anuvakya “recitation” Recensions several shakhas (branches i.e. recensions) of Rigveda are known to have existed in the past of these sakaya is the only. One to have survived in its entirety. Another shakha that may have surived is the Baskala.
Maharashi Dayanand Saraswati (1824-83) considered the Vedas as a rock of firm foundation taking them for his guiding view of life, his rule of inner existence and his inspiration for external work and even more, as the word of eternal truth on which man’s knowledge of God and his relations with the divine being and with fellows can be rightly and securely formed. According to him, all the sciences meant for the good of making flow from the fountainhead of Vedas ever since creation of the universe. Universal and eternal truths and principles that helps the mankind to realize the nature and coordination of God with the soul and the creation. Indeed, the Vedas are the first source of knowledge ever come to mankind. It is said in Manusmriti that “VedokhiloDharmamulam’ means Vedas the source of all Dharma.
According to Maharashi Aurobindo Gosh (1872-1950) Among all the materials of our past the Vedas are the most venerable and has been directly and indirectly the most potent as authoritative revelation and standard of all truth. In his book entitled ‘secret of the Veda, has commended as follows:
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‘It is a remarkable attempt by Swami Dayanand the founder of Aryasamaj to reestablished the Veda the as a living religious scripture. Dayananda took at his basis a free use of Indian Philosophy which he found in the Nirukta.
Vedas are the law of life by God to men. Veda have the knowledge of secrets of creation and law of nature by which the omniscient governs the world. Neither western scholarship nor ritualistic learning has succeeded in eliminating the psychological and ethical value of the hymns. Dayananda affirms that the truths of modern physical sciences are discoverable in the Vedic hymns.
The ordinance of Manu are considered to be as efficacious as the prescription of Doctor (YatVaimanuravadat tad bheshajam) Manu fixed Indian conduct for all time. “By seeing the self in all beings and all beings in the self, and practicing thus equality of vision, one attains absolute suzerainty or self realization”. In modern era, the Vedic values are very essential to be followed by each and every persons of the world specially because they need peace and selfrealization and same to be provided for all students who are future of the world. Religious belief of Rigveda are indispensable to know and utilize in modern era to develop attitudes towards spiritual and supernatural aspects of religion. Religious belief is distinct from religious practice or religious behavior. Law of life is the law of belief. The progress and peacefulness of life depends on what the person believe.
To make the modern person known about the Rig Vedic religious belief, this research Article will provide facts, reasons, and cause to the modern man to study EKAM SAT, TO KNOW the reality that the God is one reality only and different philosophers think in different ways. It is essential to know and practice to form the new society in which all the persons may live happy, peaceful and prosperous life. The new society in which all the present problems 119 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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like stress, degradation of personality of man, crime, corruption and worse attitudes and degradation of thought can be removed and a new mind which works for the benefit of the society must be developed.
Religious belief is a strong belief in a supernatural power or powers that control human- destiny. Every human-being has faith; faith on God. God, the supreme power which runs the whole universe. Faith on God generate mental attributes like, presentation, vigil, watch, consecration, chastity, toleration, traditionalism, supernatural virtue meditation and contemplation on supreme power. Religious belief of Rigveda are chanting of hymns, prayer and adoration to the cosmic deities like Agni, Indra, Surya, Mitra-Varun, Usha, Earth, Ashvins and like.To worship natural deities to achieve wisdom, prosperity, happiness, peace, ions and grandsons and victory in wars and longetivity of life.
NEED OF RELEVANCY Today, in modern-era the whole( ULTIMATE POWER) is being divided on the basis of religion, caste and creed. Actually people forget the very meaning of religion, etymologically the word religion means, faith on such a supreme power which runs the universe the belief in the existence of God and activities that are connected to worship. . The God is one, supreme power, one reality (Ekam Sat). It means religion of the people of the world is one because Supreme power working behind the whole universe is one. But due to ignorance people defines religion as “thought and concept of mind of different communism” and thus they are divided into various communities.
To inculcate the religious belief of Rigveda is to bring a drastic change in the society to alter their thought about religion and make them united. As in the Rigveda’s last Suktas it is said that “Let they all be united and Let you know the one reality”. When the same thought resides in the mind of all the flow of 120 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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energy increased and power of energy reaches to the universe in turn the universe give the same power to the world. So the Vedic hymns should be chanted together to increase wisdom and to prosper the world. To build the concept of “Satyam, Shivam, Sunderam” the religious belief of Rigveda becomes essential to Create the thought that Purusha (ParamPurusha) is only one reality spreaded all-over the world. Chanting of hymn with proper stress and intonation is earliest practice to maintain relationship between religion and awakening of senses to gain supreme knowledge. While chanting mantras the power of sound vibrations are considered effective since ancient times and it is very scientific and Om (Aum) chanting produces a vibration in human-mind, which resonates with the universal vibration of Aum as Aum(Å¡ sound is pervaded all over the universe. By connecting with universal sound vibration, human mind connects with its true-self where treasure of knowledge is hidden. Om is the solution of all kinds of problems. When a person concentrated on Om for a definite time period he becomes able to eliminate all kinds of problems and diseases from his body and life.
ÅW 'kkafr% --- 'kkafr% --- 'kkafr% --- A O Lord, Lead me from unreality to reality, From darkness to light From death to immortality.
The mantra clarifies that without keeping right coordination with the environment, the man can’t lead a happy and prosperous life.
Å¡ Hknzad.ksZfHk% J`.kq;ke~ nsok% Hknzai'p;sek{kfHk;Zt=k% fLFkjSjxM+rq"Vqokua~lLruwfHk%A O;’kse~ nsokfgre~ ;nk;w%A Om, O’ Lord, may we hear from our ear what is auspicious. May we see from 121 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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our eyes what is true and auspicious and adorable . May we pray with steadiness of mind ? May we devote our life span for services of God ? Significance of Sacrifice Yajna in Modern Era The industrial wastes, rapid organization, air and water pollution disturbances in the ozone layer – formation, radioactive waves etc. have destabilized the human being, plants and animals life cycle. The crop is not growing healthy due to imbalance in climatic condition and sometime scanty rainfall and sometimes flood. The man-power indulging in agricultural activities committing suicide which is a great loss of the universe. How can we improve all these situations ? In Rigveda the knowledge to build a pure and healthy society is hidden. To explore the knowledge of Rigveda to reform the modern society is prominent step in the field of research. According to Modus Operands “Agnihotra (Yajna) is basically a healing process.” ‘Heal the atmosphere and healed atmosphere with heal you’. Purification of environment through constituent electrons of the substances fumigated in the Yajna is an obvious effect of sacrifices. Dr. Hatkine has mentioned that ‘Mixing ghee and sugar and burning them creates smoke which kills the germs of certain diseases and secretion takes place from some glands relate to the wind pipe which fills our heart and mind with pleasure. According to Dr. Shrowich, a Russian scientist cow milk contains great power of protection from atomic radiation. That is why cow milk and ghee (purified butter) are used in Yajna.
In Rigvedic period there was an optimistic outlook of life was prevailed. This is one of the prominent needs of present age. Everyone is getting distressed due to various problems of life which are taking place due to ignorance or lack of right 122 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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knowledge of managing and leading life. in every situation if human mind remain stable and silent, the knowledge to solve the problem automatically comes in the mind and thus an optimistic outlook of life which is generated and developed by, chanting Aum, hymns, performing Yajna, Pranayam, Yoga and meditation is maintained to save and survive life.
Gods are considered to be friendly to the worshippers. The human mind which pays its whole attention to pray by chanting hymns and worship God to receive power and wisdom certainly obtains the godly wisdom to live the life. In this way the prosperity and happiness mixed with every breath of man. This ethical value of Rigveda is badly needed in the present age to make the man happy. If a person does this practice he becomes happy and makes his family harmonious. If a family becomes harmonious a society runs in an order and. If every society runs in proper order the country and world get peace, prosperity happiness health and wealth. Today there is a need to regard the Vedic deities (Agni, Indra, Suryua, Jal (Water), Praithvi, Mitra and Varuna and like) as father, brother, friend, companion, protector and forgiver of sins. They were regarded as deadly and destructive to the enemies. Enemies mean the persons who were not paying their proper attention to strengthen them, to save them, to make them healthy. It becomes obvious that who in modern era we are facing so much problems, because unknowingly and ignorantly human-beings are destroying the natural and supernatural power. The nature is commended by supreme principle, “Brahman” because it is the ubiquitous cosmic principle. It is called Atman because it is one eternal home principle. It is called Atman because it is one eternal home genius consciousness (ekatmapratyayasara).
All gods spoken of by the Vedas subsist in Brahman, the most transcendental. Nothing can exist without it. It is the ground of the order of nature. As previously mentioned “Rita” is grounded in Brahman. The person breaths, eat, 123 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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walk, and think every action is “Rita” command. Every person should follow the law of Rita. When we disobey it, our life destroys. The Earth is becoming warm; the depleting of ozone layer is causing “Global warming. The trees are cutting down; the water level of earth is decreasing. All the calamities are occurring due to disobeying the law of Rita. The God (the transcendental, supreme powers, the nature; ‘fire burns, the sun rises, the wind blows, and death overtake creatures at its command’. All the activities of the nature are obeying the law of Rita. The uniformities of nature are sustained at its command. The uniformities of nature are sustained by Brahman. If
;fPpf} rsfo’kks ;Fkkiznso o:.k ozre~Afeuhefl |fo|kfoA Ekuks o/kk; gRuosftghdkuL; jhj/k%Aekâ.kkujxeU;osAA Whatever law of thine, O God, O Varuna, as we are men, Day after day we violate, Give us not a prey to Death, to be destroyed by thee in worth, To thy fierce anger when displeased. They crushed haters of gods, destructive to the enemies. They promoted the welfare of the virtues and punished the virtuous. The virtuous were transported to haven, and the vicious were condemned to hell, the nether, region of darkness. This value of Rigveda is ‘must’ to learn for everyone.
SIGNIFICANCE OF OM (AUM) SOUND Aum (Om) has a paramount importance in Education. Most Vedic prayers starts with Om (Aum).Aum has a connection with the universe. Vedic seers understood the symbiotic relationship of wave energy. Everything in the universe is pulsating and vibrating- nothing is still.
Science is now proving that what our Ancient Rishis discovered about the facts 124 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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of natural power and the universe is true. Chanting of Aum when recorded in Ton scope, it resulted a 3 dimensional representing of the cosmic energy (Sri Chakras Meru). The origination of ‘Sri chakra meru’ is dated back to 2500-300 BC.
When we chant Aum, it produces a vibration in us which resonates with the universal vibration of Aum, and we are elevated from our everyday minds to relationship with our true-self. We chant Aum to be in tune with the true-self. The sound Aum, when chanted, vibrates at the frequency found throughout in everything in the nature. In addition the vibrating and rhythmic pronunciation also has a physical affect on the body by slowing down the nervous system and calming the mind similar to meditation. When the mind gets relaxed, your blood pressure decreases and ultimately the health of your heart improve.
Aum represents many trilogies of meaning. Symbolically the three letters in body the divine energy (shakti) and its’ 3 main characteristics. 1. Beginning of the universe, 2. The life period of universe, and 3. Destruction of universe.
Aum is the word which represents the three first forms of God. 1. Brahma (creator of universe), 2. Vishnu (operator of universe), and 3. Mahesh (destructor of universe).
As per MandukyaUpnishad: 1. The symbol ‘A’, stands for wakefulness, where we experience extremely through our mind and sense organs. 2. The ‘U’ stands for the dream state, in which inward experiences are available. 125 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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3. In the state of deep sleep, represented by the sound ‘m’, there is no desire and consciousness is gathered in upon itself.
The sound of Om is omnipresent in the whole universe. Om provides strength to all other words. The sound of Om is a combination of three different sounds. The meaning of this sound has been explained in the Vedas. You can acquire immense knowledge by practicing Om chanting. AUM is also known as pranav mantra. It is the sound of human-breath. It is believed that Omkar consists of twelve Kalas. Each, notation of this word signifies an important meaning. The first notation is Ghoshini, second vidhyam, third is patangi, fourth is vayuvegani, fifth is Naamdheya, Sixth is Endri, Seventh is Vaishnavi, eighth is shanbari, ninth is Mahati, tenth is Dhriti, eleventh is naari and twelfth is Brahmi.
Om is the solution for all kinds of problems. A person who can concentrate on the sound of Om is able to eliminate all his problems. Aum has always been known as cosmic sound and mystical syllable. Recently scientists of NASA recorded
the
sound
of
‘SUN’
pronouncing
Aum
as
given
at
https://youtube/w_toxu2WFSO. It is found in the most ancient scripture of the world “Rigveda’ dated to be from the 2nd millennium BCE.
The life-supporting environment of planet earth is composed of air, water and soil which are the respective components of what are called atmosphere, hydrosphere and lithosphere. The earth atom is generated from the five subtle essential of smell. The earth atom has solidity. The water atom has viscosity. The light atom has heat. The air atom has mobility. The ether atom has penetrability. The atoms combine with one another and form aggregates (samuha). Ether is modified into space and time with the help of adjacent. So they are included in ether. The elements and substances present in the universe 126 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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to from cosmic entities are also present in the universe to form cosmic entities are also present in human body to form an individual in entity. Man cannot survive without mutual reciprocation with the nature. You can breathe by receiving the oxygen from the environment. This is the eternal truth. This truth remains fact from the very beginning. From the origin of primordial man.the percentage of oxygen (21%) maintained by the photosynthesis reaction of the trees. The trees get their nutrition from the soil and rain, so purjanya (clouds) dyaus the worshipped as God in the Rigveda because without their presence an (purusha) cannot be survived.
Another important element of the nature (atmosphere) is water. Waters are present in every sphere, in the sky (heaven), in the atmosphere (Antairksha) and on the earth. Without water human life is impossible and due to the presence of water, there is human-life on the planet-earth. Human body’s (71%) part is water. So why people forget to save water ? By destroying water he is gradually destroying himself. In Vedic period Apah (water) has been worshipped as God.
The most eminent and benevolent, grand and sublime beautiful and useful aspects of nature is fire (Agni).
vfXu"kksekReda txr~ Agni pervades in all spaces of the atmosphere. He pervades in all three spheres (adhibhautic) terrestrial, adhidaivic (celestial) and adhyatmic (spiritual) level of the world. Agni is worshipped as fire- god. He is domestic god. He is the lord of the house. “Thy, O Agni, the flaming one, art, born from the heaven, thy art born out of water which is scientifically and spiritually known. “Thou art born from the forest and herbs; thou art born bright, O lord of man to men.
Agni is the divine leader of divine tribes, the guardian of the seasons. He knows 127 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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all rules, where to create and where to destroy. He knows everything that leads astray. He protects us from sin and defiles us.
Agni promotes worshippers prayer. He release men from all sins committed in thoughtlessness. He reigns over immortality.
The sun provides light and heat to the earth living-beings. The planet earth is the abode of many a plant and animal species including men. The life supporting environment of planet earth is constituted of fire, air, water and soil. Sunlight is indispensable element in the process of
Photosynthesis, by which plants prepare food and on the basis of which all living-beings survive. What we have witnessed especially in the last centuries is that, pollution pervades every sphere of life supporting environment. This pollution is destroying the mother planet “Earth”. Why has pollution been occurred? Everyone knows, due to the ignorance of man. The man becomes habitual to live in the world of technology and industrialization. He thinks that by using scientific technologies he is becoming more intelligent and progressive. Of course, he is, but on the other side he is forgetting to save the atmosphere in which he lives, he survives. The man is destroying the elements; water, air, fire, soil without which the life is not possible. And our seers (sages) of Vedic periods worshipped these elements as nature-gods and they lived a healthy and prosperous life of hundred years. So what is here to pay attention is that the modern man should keep progress scientifically, technically by serving and saving our natural, by worshipping, deified, and personified gods. i.e. Apah (water), Agni (Fire) Surya (Sun), Purjanya (clouds) Usha (dawn) etc.
The whole bio-sphere has been divided into three zones in Vedic literature namely terrestrial (Prithivi) midsphere (Antariksha) and celestial sphere (Dyau). 128 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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The terrestrial sphere is the main also abode of solid and liquid matter such as earth and water etc. and is governed by Agni (fire) as the presiding deity. The midsphere is the abode of such as air and water vapours. It is governed by Indra (or Vayu). The celestial sphere is the main abode of thermal elements and is dominated by the Sun (Surya). The Vedic word for sphere is ‘Rajas’ which is sometimes used to denote the above three regions while at other times ‘Rajas’ denoted atmosphere or the midisphere. The word ‘Rajas’ for mid- sphere is significant as it means dust particles which are present in the atmosphere. The atmosphere has been divided into various spheres by the modern scientists.13 Surprisingly Vedic-seers also have made divisions of the atmosphere as-
f=jUrfj{kalforkekafgRouk =h jtkflifjHkwL=hf.kajkspukA frL=ksfno% i`fFkohfLrL= baUofr f=fHkczySj~fHkukS j{kfr R;kukaAA5AA RV IV 53-5
Means - O’ human kind! The Lord who spreaded over all three zones spreads his light around the whole universe and creates the world which possesses all three glams ‘Satoguna’ ¼lrksxq.k½] Rajoguna ¼jtksxq.k½] and Tamoguna ¼reksxq.k½] and he himself follow the path of all these three gunas, follow his path. Not only this, Vedic seers took note of the presence of air, fog, clouds and the water vapours in these regions.
iwoZs v/ksZjtlksvIR;L; xokatfu«;d`r~ izdsrqe~A O;qaizFkrsforjsojha;~ vksHkki`.kUrh fi=ks:iL;ka AA5AA Together with the dust particles and water vapours there is heat also in this atmospheric region.
The light of the sun always lit the half-of the sphere of the earth, and there 129 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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remains darkness in another half-region. In between their present dawn and dusk. During this movement the mankind always resides in present-time. What a wonder to see here that the portion which receives light in day time, the sameportion does not receive light and there remain darkness. And there remains in the sky a wonderful orange and pink colour of light in the conjunctively time
¼laf/kdky½ it is called Usha (deity) by praying her you get prosperity. The mocking sees position of movement and stationary at the same- time.
PURIFICATION OF ENVIRONMENT BY YAJNA The industrial wastes, rapid urbanization, air and water pollution, disturbances in the ozone layer – formation, radioactive waves etc. have established the human, animal, plant life cycles. The ecological imbalance caused by these acts of ‘civilized men’ has resulted into disastrous threat not only the human survival but to the life as a whole of our planet. Agnihotra is basically a healing process. “Heal the atmosphere and the healed atmosphere will heal you – is the modus operandi”.
Purification of environment through the constituent electrons of the substences fumigated in the Yajna is an obvious effect of this process.
Dr. Hatkine has mentioned that- mixing ghee and sugar and burning them creates smoke which kills the germs of certain diseases and secretion takes place from some glands related to the wind pipe, which fills our heart and mind with pleasure. Sugar crystles present in ‘Havishya’ have great power to purify the atmosphere. It kills the germs of T.B. measles, smallpox and cow-pox, remarks Prof. Tilward. 130 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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According to Dr. Shirowich, a Russian scientist 1.
Cow’s milk contains great power of protection from atomic radiation.
2.
Houses having cow-dung covered floors enjoy complete protection from atomic radiation.
3.
If cow’s ghee is put into Yajna fire, its fumes lessens the effect of atomic radiation to a great extent.
These eradicate bacteria and other micro organisms, which are the root cause of illness and diseases. This must be the reason why the incidence of physical ailments, sickness and diseases becomes less in the household, where Agnihotra is regularly performed.26
PURIFICATION OF AIR 1.
Removal of odors : Under steam vitalization, the various volatile oils get
diffused in the surrounding atmosphere along with steam and smoke. Since these oils have distinct good smell, the foul odors are automatically replaced. This aroma can be experienced easily in the surroundings when Yajna is performed due to diffusion of substances like thymol, engmol, pine, terpinol and oils of sandal-wood, camphor and clove. 2.
Removal of Bacteria : As stated, products of combustion, the partial
oxidation of hydrocarbons and decomposition of complex organic substances produce formal aldehydes which is powerful antiseptic. It is also interesting to note that germicidal action of formaldehyde is only effective in the presence of water vapor which is also produced in large quantities in Yajna. The use of formaldehyde spray for disinfecting of walls, ceiling etc. is common and such as pray is automatically produced when Yajna is performed. 25 3.
Effect on plants and Vegetation : The disinfection of air is not only
useful to animal life also helps plants life through the bacteria responsible for diseases in both may be different. The aromatic substances during Yajna get 131 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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diffused in the air and offer protection to plant life against harmful organisms. This ensures healthy plant growth. Agnihotri atmosphere and ash can be used as adjustant in the Natural methods. It is a holistic concept of growing plants in healthy atmosphere and maintaining ecological balance by performing Agnihotra (Yajna) in the middle of farm and using Yajna ash as a fertilizer26 4.
Role of CO2 generated in Yajna : Consignment of the wood and other
organic materials to flames has been always controversial because of generation of CO and CO2 and increase in consequent green-house effect. It had been argued that performance of Yajna also produces CO and CO2. It should be noted the way in which the samhidhas and Havishya are burnt in Yajna is process of slow combustion at higher temperature while the burning of coal in factories or in house hold fire involves rapid combustion where oxygen is sucked in large quantities and enormous CO2 is emitted. In the slow combustion taking place in the process of Yajna, small quantity of O2 is utilized, meager CO2 is emitted that poses no threat to the environment. In fact whatever CO 2 is generated it is readily absorbed by surrounding vegetation and CO2 cycle is strengthened. The other important aspect of the fact that CO2 produced Yajna is not always free CO2 but it remains mixed with other aromatic oils and antiseptic products. It therefore acts as a vehicle in transporting such products to distant surroundings. The use of CO2 as a cerebral stimulant to assist the patients suffering from lack of ventilation is common is medical world. Its use to control and cure many mental disorders is also known to medical science. Small amounts of CO2 inhaled by the persons performing Yajna acts as a stimulant and more and more aromatic fumes are inhaled which help in curing mental disorders. 5.
A group of scientists led by Dr. Manoj Garg, Director, Environmental
and technical consultant and the Uttar Pradesh pollution control board conducted experiments during the Ashwamedha Yajna at Gorakhpur, U.P. These experiments were set-up at about 20 meters east the Yajnashala. The sample of 100 ml each of water and air collected from the surroundings were 132 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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analyzed using high volume envirotech APM-45 and other sensitive instruments. A summary of their results In air sample (Unit mg per average sample) 27
Instant
Level of Sulphur dioxide
Level of Nitrous Oxide
Before Yajna
3.36
1.16
During Yajna
2.82
1.14
After Yajna
0.80
1.02
Bacteria count in Average water sample28
Before Yajna
4500
During Yajna
2470
After Yajna
1250
MINERALS IN THE ASH (BHASMA) OF YAJNA Phosphoreus 40% mg per kg. potassium 3407 mg per kg, calcium 7822 mg per kg. Magnasium 6424 mg per kg Nitrogen 32 mg per kg Quispar 21 w/w. These results clearly support the claims made about the role of Yajna in control of air pollution. The Deupty Director, Agriculture had submitted technical report based on such results, recommending the use of Yajna’s ash as a effective fertilizer.29
IMPORTANCE OF MANTRAS DURING YAJNA Mantras are pronounced in Yajna in accordance with the prescribed methods and rules. It benefits the person concerned and stimulates useful vibrations and causes beneficial excitements in the environments. Besides, it makes possible
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the stimulation of causal energy of materials used in Yajna to such an extent that the hidden potentialities underlying them are greatly enhanced.
When Mantra chanted collectively during Yajna, its sonic power increases exponently due to a. The collision of sound waves generated by the mantra chanting with the thinnest screen. Flame screen of quivering fire of Yajna and high frequency vibrations generated thereby; b. The subtle interaction of sound waves of the mantras with cosmic energy centre (Devta) associated with their specific configuration’s as carry shabdas. c. The fundamental thermodynamic effects associated with the fumigation of the sacrificed havishya in the Yajna fire. d. The compound effect of the vital mental and causal energy.
CONCLUSION Indeed, the Vedas are the first source of knowledge ever comes to mankind. It is said in Manusmriti that “Vedokhilo Dharmamulam’ means Vedas the source of all Dharma. Vedas are the law of life by God to men. Vedas have the knowledge of secrets of creation and law of nature by which the omniscient governs the world. Neither western scholarship nor ritualistic learning has succeeded in eliminating the psychological and ethical value of the hymns. Dayananda affirms that the truths of modern physical sciences are discoverable in the Vedic hymns. Today, in modern-era the whole is being divided on the basis of religion, caste, and creed. Actually people forget the very meaning of religion, etymologically the word religion means, faith on such a supreme power which runs the universe the belief in the existence of God and activities that are connected to worship. The God is one, supreme power, one reality (Ekam Sat). It means religion of the people of the world is one because 134 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Supreme power working behind the whole universe is one. But due to ignorance people defines religion as “thought and concept of mind of different communism” and thus they are divided into various communities.
To inculcate the religious belief of Rigveda is to bring a drastic change in the society to alter their thought about religion and make them united. As in the Rigvedas last Suktas it is said that “Let they all be united and Let ye know the one reality. When the same thought resides in the mind of all the flow of energy increased and power of energy reaches to the universe in turn the universe give the same power to the world. So the Vedic hymns should be chanted together to increase wisdom and to prosper the world. To build the concept of “Satyam, Shivam, Sunderam” the religious belief of Rigveda becomes essent
Creates the thought that Purusha (Param Purusha) is only one reality spreaded all-over the world. Chanting of hymn with proper stress and intonation is earliest practice to maintain relationship between religion and awakening of senses to gain supreme knowledge. While chanting mantras the power of sound vibrations are considered effective since ancient times and it is very scientific and Om (Aum) chanting produces a vibration in human-mind, which resonates with the universal vibration of Aum as Aum (Å¡) sound is pervaded all over the universe. By connecting with universal sound vibration, human mind connects with its true-self where treasure of knowledge is hidden. Om is the solution of all kinds of problems. When a person concentrated on Om for a definite time period he becomes able to eliminate all kinds of problems and diseases from his body and life.
The ordinance of Manu is considered to be as efficacious as the prescription of Doctor (Yat Vai manur avadat tad bheshajam) Manu fixed Indian conduct for all time. “By seeing the self in all beings and all beings in the self, and 135 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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practicing thus equality of vision, one attains absolute suzerainty or self realization”. In modern era, the Vedic values are very essential to be followed by each and every persons of the world specially because they need peace and self-realization and same to be provided for all students who are future of the world.
Religious belief of Rigveda is indispensable to know and utilize in modern era to develop attitudes towards spiritual and supernatural aspects of religion. Religious belief is distinct from religious practice or religious behavior. Law of life is the law of belief. The progress and peacefulness of life depends on what the person believe The industrial wastes, rapid organization, air and water pollution disturbances in the ozone layer – formation, radioactive waves etc. have destabilized the human being, plants and animals life cycle. The crop is not growing healthy due to imbalance in climatic condition and sometime scanty rainfall and sometimes flood. The man-power indulging in agricultural activities committing suicide which is a great loss of the universe. How can we improve all these situations ? In Rigveda the knowledge to build a pure and healthy society is hidden. To explore the knowledge of Rigveda to reform the modern society is prominent step in the field of research. According to Modus Operands “Agnihotra (Yajna) is basically a healing process.” ‘Heal the atmosphere and healed atmosphere with heal you’. Purification of environment through constituent electrons of the substances fumigated in the Yajna is an obvious effect of sacrifices. Dr. Hatkine has mentioned that ‘Mixing ghee and sugar and burning them creates smoke which kills the germs of certain diseases and secretion takes place from some glands relate to the wind pipe which fills our heart and mind with pleasure. According to Dr. Shrowich, Russian scientist cow milk contains great power of protection
136 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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from atomic radiation. That is why cow milk and ghee (purified butter) are used in Yajna.
In Rigvedic period there was an optimistic outlook of life was prevailed. This is one of the prominent needs of present age. Everyone is getting distressed due to various problems of life which are taking place due to ignorance or lack of right knowledge of managing and leading life. in every situation if human mind remain stable and silent, the knowledge to solve the problem automatically comes in the mind and thus an optimistic outlook of life which is generated and developed by, chanting Aum, hymns, performing Yajna, Pranayam, Yoga and meditation is maintained to save and survive life.
Gods are considered to be friendly to the worshippers. The human mind which pays its whole attention to pray by chanting hymns and worship God to receive power and wisdom certainly obtains the godly wisdom to live the life. In this way the prosperity and happiness mixed with every breath of man. This ethical value of Rigveda is badly needed in the present age to make the man happy. If a person does this practice he becomes happy and makes his family harmonious. If a family becomes harmonious a society runs in an order and. If every society runs in proper order the country and world get peace, prosperity happiness health and wealth. Today there is a need to regard the Vedic deities (Agni, Indra, Suryua, Jal (Water), Praithvi, Mitra and Varuna and like) as father, brother, friend, companion, protector and forgiver of sins. They were regarded as deadly and destructive to the enemies. Enemies mean the persons who were not paying their proper attention to strengthen them, to save them, to make them healthy. It becomes obvious that who in modern era we are facing so much problems, because unknowingly and ignorantly human-beings are destroying the natural and supernatural power. The nature is commended by supreme principle, “Brahman” because it is the ubiquitous cosmic principle. It is called 137 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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Atman because it is one eternal home principle. It is called Atman because it is one eternal home genius consciousness (ekatma pratyayasara)1. Rita is the moral law. It is truth and religiousness. (RV I 65.3)
As above stated man is part and parcel of the supreme power, his whole destiny is commanded by law of Rita (the prime principle of supreme power). Thus everyone, including god, is bounded to the law of rita, God’s intentions and motives. The gods descry the impure motives and intentions and punish them (RV I 189). God knows the pure thoughts of the worshippers, and promote their prayer (RV IV 6.1). Duties to men and duties to gods were recognized. When a person directly connected to the God, he becomes very kind and possesses true heart, in which all the negative qualities such as hatred, jealous, enviousness do not dare to enter and this pious heart becomes so kind that charity and hospitality to men and kindness to animals were enjoyed. Falsehood, treachery and fraudulence were condemned in Rigvedic age. War was commonly prevalent because to win for virtue is a virtue itself. To remove evil from the society is basic motive of vedic people. And the same purpose should be of modern educationist, philosophers and spiritualist. There is a drastic need to remove evils of the society to follow Vedic rules and regulations and rituals which are quite scientific. Vedic rituals and belief are very useful to maintain purity of inner life. The deities (natural and supernatural deities of Vedic age and gods of puranas). REFERENCES. 1.
Manu Smriti II 83.
2.
The Vedic experience by Pannikar. P. 38-39.
3.
www.Humanismabout.com
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4.
Later classification after a list of five Mahabhutani or Primordial elements starting from ether or atmosphere (akasha)
5.
Rigveda 1.1
6.
Rigveda I 59,2;1.
7.
Purusha sukta Rigveda karpur bhashya .
8.
Ibid.
9.
Ibid.
10.
Vedo me paryavaran sanrakshan.
11.
RigVeda,124.5.
12.
Rigveda, X 45.3.
13.
www.chemvikki.vcdavis.edu – division of atmosphere.
14.
www.en.m.wikkipidia.org
15.
Wash Adward Hale (1999). Asura in early vedic religion
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Nchobar Gier (2000). Spiritual titanism
17.
RTH Griffith the oldest divine book.
18.
Paul Deussen sixty upnishads of veda.
19.
Six systems of Indian philosophy, p. 68
20.
Aurther Keith, p. 461.
21.
Unfortunately man has forgotten this relationship
22.
Dhaurstunh pita RV I 90.7
23.
Mata bhumi putro aham prithivya athrvaveda 12.1.12
24.
Rigveda, I 29.10
25.
Rigveda, I 185.5 RV viii.49
26.
Rigveda, V 84.1
27.
RigVeda, V 84.2
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28.
Rigveda the oldest divine book RTH Griffith, p. 26
29.
Rigvedbhashyam ‘Maharshi Dayanand Sraswati’
30.
Rigveda, IV 48
31.
Rigveda, IV 48
32.
www.greek.com
33.
Vayurva va prano bhutva sharirmavishat ‘taitiriya upnishad 2.4
34.
Utavath pitasi nah rig veda 10.186.2
35.
aa vahi bheshjam RV 1.37.2
36.
Vat aa vatu bheshtam shambhu mayambhu no hude rv 10.186.1
37.
Taitiria upnishad
38.
Yajurveda, 5.43 The shiva sankalpa sukta is a divine song, has six verses. It is regarded as Upnishad. Some people call it Shivsankalpaopnishadas.
39.
Tarkasangrah.
40.
Nandita sanghvi vedo me paryavaran. Jaipur : Sonali publication. p. 313356
41.
Rigveda, 10.90.8
42.
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43.
Rigveda, 10.97.2
44.
1975-76 – Satellite Instruction Television Experiment
45.
1990 – Training Development Communication Channel
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2004 – web-based education ***
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lkjka’k izLrqr 'kks/k i= ds ek/;e ls VwVrs gq, ifjokjksa dks tksMus esa ?kjsyw fgalk vf/kfu;e 2005 ,oa 2006 dh Hkwfedk dk v/;;u fd;k x;k gSA v/;;u esa ik;k x;k fd bl vf/kfu;e ds vR;f/kd izHkkoh fØ;kUo;u ds fy, vko';d gS fd bl vf/kfu;e ds vUrxZr vijk/kh ds fy, ltk dk izko/kku gksuk pkfg,A 58-00 izfr'kr mÙkjnkrkvksa ds vuqlkj efgykvksa ds fo:) gksus okyh ikfjokfjd fgalk dks jksdus ds fy, dkuwu dh vis{kk lkekftd jhfr&fjokt] ijEijkvksa esa le;kuqlkj vko';d ifjorZu ls lekt esa efgykvksa dh fLFkfr esa lq/kkj yk;k tk ldrk gSA lkFk gh v/;;u es ;g Hkh ik;k x;k fd mÙkjnkrkvksa ds f'kf{kr gksus ds lkFk gh U;kf;d lqfo/kkvksa dh tkudkjh gksus ij Hkh os mudk ykHk ugha ysrh gS] D;ksafd os vius ifjokj dks rksM+uk ugha pkgrh gSA 'kCndqath % ?kjsyw fgalk vf/kfu;e] efgyk] ,oa ikfjokfjd fgalk A izLrkouk Hkkjr ,d iztkrkaf=d ns'k gSA iztkra=h; 'kklu O;oLFkk esa dkuwu dk cgqr egRo gksrk gSaA vkn'kZ dkuwu ij gh ns'k dh izxfr vkSj ukxfjd thou dk mRFkku fuHkZj djrk gSA izR;sd lekt esa O;fDr;ksa ds O;ogkj dks fu;af=r djus ds fy, dqN vkn'kZ fu;e gksrs gSa] ftUgsa vusd Jsf.k;ksa esa foHkkftr fd;k tkrk gSA dqN fu;e] dkuwu ;k vkn'kZ fu;e lekt lq/kkj ds fy, cuk;s tkrs gSaA bUgha vf/kfu;eksa ;k dkuwuksa dks lkekftd fo/kku dgk tkrk gS] ftldk lh/kk laca/k lekt lq/kkj ls gksrk gSA lekt dks lqpk: :i ls 141 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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pykus ds fy, rFkk lkekftd dqizFkk,¡] lkekftd fo?kVu] ikfjokfjd fo?kVu jksdus ds fy, o bu ij vadq'k yxkuk vfuok;Z gksrk gSA blds fy, 'kklu le;≤ ij dkuwuh fo/kku cukrk gS] rkfd bu leL;kvksa dk fujkdj.k fd;k tk ldsA dkuwuh fo/kkuksa dh otg ls gh vkt lekt thfor [kM+k gSA Lok/khurk ds i'pkr~ gekjs lekt esa efgykvksa ds leFkZu esa cuk;s x;s dkuw uks]a efgykvksa esa f'k{kk ds QSyko vkSj efgykvksa dh /khjs&/khjs c<+rh gqbZ vkfFkZd Lora=rk ds ckotwn vla[; efgyk,¡ vkt Hkh fgalk dk f'kdkj gks jgh gSA ge vius lafo/kku esa dh xbZ O;oLFkkvksa ij utj Mkysa ;k vius /keZ'kkL=ksa vkSj /kekZoyfEc;ksa }kjk fn, x, erksa ij xkSj djsa ;k fQj viuh izkphu ijEijkvksa ds mnkgj.k ij utj Mkysa vFkok vius ns'k dh loksZPp U;kf;d laLFkkvksa ds fn, erksa vkSj uSlfxZd fl)kUrksa ij n`f"Vikr djsa] ;s lHkh efgykvksa vkSj iq#"kksa esa lekurk dh ckr dks fl)kUr;k rks Lohdkj djrs gSa] ysfdu okLrfod vFkks± esa dgha Hkh efgykvksa dh orZeku fLFkfr fdlh Hkh {ks= esa led{krk dh dlkSVh ij vkt rd lgh ugha mrjrhA Lora=rk izkfIr ds ckn ls ljdkj }kjk budh vkfFkZd] lkekftd] 'kS{kf.kd vkSj jktuhfrd fLFkfr esa lq/kkj djus vkSj mUgsa fodkl dh eq[; /kkjk esa lfEefyr djus ds fy, dY;k.kdkjh ;kstukvksa vkSj fodklkRed dk;ks± dk lapkyu fd;k x;k gSA efgykvksa ds fodkl ds fy, f'k{kk ds leqfpr volj miyC/k djkdj mUgsa vius vf/kdkjksa vkSj nkf;Roksa ds izfr ltx djrs gq, mUgsa vkfFkZd&lkekftd n`f"V ls vkRefuHkZjrk vkSj LokyEcu dh vksj tkx`r djus tSls vge~ mís';ksa dh iwfrZ ds fy, fiNys dqN o"kks± ls dkQh iz;kl fd, tk jgs gSa] ijUrq okLrfodrk esa bu vf/kfu;eksa o ;kstukvksa dh izHkko'khyrk dk v/;;u mÙkjnkrkvksa }kjk U;kf;d lqfo/kkvksa dh tkudkjh ,oa miHkksx dh fLFkfr] ?kjsyw fgalk vf/kfu;e dh tkudkjh ,oa tkudkjh ds L=ksr] ?kjsyw fgalk vf/kfu;e] 2005 ds laca/k esa mÙkjnkrkvksa dh larqf"V dh fLFkfr dk fooj.k] ?kjsyw fgalk dkuwu ds fØ;kUo;u mijkUr ?kjsyw fgalk dh ?kVukvksa ds lac/a k esa mÙkjnkrkvksa dh izfrfØ;k ?kjsyw fgalk vf/kfu;e ds fØ;kUo;u ls efgykvksa ij gks jgs vijk/kksa esa deh 142 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
gksus ij mÙkjnkrkvksa dh izfrfØ;k ,oa ?kjsyw fgalk vf/kfu;e ds izHkkoh fØ;kUo;u gsrq mÙkjnkrkvksa ds lq>ko bR;kfn dh tkudkfj;ksa dks ,df=r dj rkfydkvksa ds ek/;e ls lkaf[;dh; foospu izLrqr 'kks/k i= esa n'kkZ;k x;k gSA 'kks/k izfof/k izLrqr 'kka/s k i= esa cqjgkuiqj ftys ds ifjokj ijke’kZ dsUnz ls fiNys ik¡p o"kksZ esa ?kjsyw fgalk ls lacf/kr 1441 izdj.kksa dh lwph izkIr dj nSo fun’kZu dh ykVjh iz.kkyh dk iz;ksx djrs gq, 300 efgykvksa dks lk{kkRdkj gsrq pquk x;k A rF;ksa dk ladyu izkFkfed ,oa f}rh;d L=ksr ds ek/;e ls fd;k x;k gSaA fofHkUu dkuwuh izko/kku % fØ;kUo;u ,oa izHkko mÙkjnkrk efgykvksa ds U;kf;d lqfo/kkvksa dh tkudkjh gS ;k ugha] ;fn gS rks mudk ykHk fy;k ;k ughaA rkfydk Øekad 1 esa f'k{kk ds vk/kkj ij lacfa /kr rF;ksa dk lkaf[;dh; foospu izLrqr fd;k gSA rkfydk 1 mÙkjnkrk efgyk dks U;kf;d lqfo/kkvksa dh tkudkjh
Øekad
f'k{kk
1
izfrfØ;k
;ksx
gk¡
ugha
vf'kf{kr
&&
59 ¼100½
59 ¼100½
2
izkFkfed
&&
92 ¼100½
92 ¼100½
3
gkbZ Ldwy
1 ¼3-00½
32 ¼97-00½
33 ¼100½
4
gk;j lsds.Mªh
32 ¼50-00½
32 ¼50-00½
64 ¼100½
38 ¼73-10½
14 ¼26-90½
52 ¼100½
71 ¼23-70½
229 ¼76-30½
300 ¼100½
5
Lukrd@ LukrdksÙkj ;ksx
143 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
bl izdkj Li"V gksrk gS fd lokZf/kd 76-30 izfr'kr mÙkjnkrkvksa dks U;kf;d lqfo/kkvksa dh tkudkjh ugha gS] ftu mÙkjnkrkvksa dks tkudkjh gS muls vukSipkfjd :i ls ;g tkuus dk Hkh iz;kl fd;k fd bu lqfo/kkvksa dh tkudkjh gksus ds ckn Hkh D;k vkius bu lqfo/kkvksa dk ykHk izkIr fd;k gS \ dqy 71 mÙkjnkrkvksa dks U;kf;d lqfo/kkvksa dh tkudkjh gS ftuesa 28-16 izfr'kr mÙkjnkrkvksa us Hkfo"; esa vius vf/kdkjksa ds fy;s yM+us ds ckjs esa fopkj fd;k gSA izkIr rF;ksa ls Li"V gksrk gS fd mÙkjnkrkvksa ds f'kf{kr gksus ds lkFk gh U;kf;d lqfo/kkvksa dh tkudkjh gksus ij Hkh os mudk ykHk ugha ysrh gS] D;ksfa d os vius ifjokj dks rksM+uk ugha pkgrh gSA ?kjsyw fgalk vf/kfu;e 2005 ds laca/k esa mÙkjnkrkvksa dh tkudkjh dh fLFkfr ?kj&ifjokj esa ifr&iRuh ds chp NksVh&NksVh ckrksa dks ysdj fookn rks gksrs gh jgrs gSaA exj dbZ ckj ifr@thoulkFkh ;k ifjokj ds lnL;ksa ds chp dk ;g fookn lhek,¡ yk¡?k dj ?kjsyw fgalk dk :i /kkj.k dj ysrk gSA rc ,slh fLFkfr esa efgyk,¡ bl vf/kfu;e dk lgkjk ys ldrh gSA mÙkjnkrkvksa ls ;g tkuus dk iz;kl fd;k fd ?kjsyw fgalk vf/kfu;e dh tkudkjh gS ;k ugh a\ lacfa /kr rF;ksa dk lkaf[;dh; foospu fuEufyf[kr rkfydk Øekad 2 esa izLrqr fd;k x;k gSA rkfydk 2 mÙkjnkrk efgyk dks ?kjsyw fgalk vf/kfu;e] 2005 ds laca/k esa tkudkjh dh fLFkfr Øekad
f'k{kk
1
izfrfØ;k
;ksx
gk¡
ugha
vf'kf{kr
4 ¼6-80½
55 ¼93-20½
59 ¼100½
2
izkFkfed
28 ¼30-40½
64 ¼69-60½
92 ¼100½
3
gkbZ Ldwy
4 ¼12-10½
29 ¼87-90½
33 ¼100½
4
gk;j lsds.Mªh
50 ¼78-10½
14 ¼21-90½
64 ¼100½
5
Lukrd@ LukrdksÙkj
52 ¼100½
&&
52 ¼100½
138 ¼46-00½
162 ¼54-00½
300 ¼100½
;ksx
144 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
bl izdkj izkIr rF;ksa ls Li"V gksrk gS fd lokZf/kd f'kf{kr mÙkjnkrkvksa dks ?kjsyw fgalk vf/kfu;e dh tkudkjh gSA mÙkjnkrkvksa ls ;g tkuus dk iz;kl fd;k fd bl vf/kfu;e dh tkudkjh dSls feyh\ bl laca/k esa izkIr rF;ksa dk lkaf[;dh; foospu fuEufyf[kr rkfydk Øekad 3 esa izLrqr fd;k x;k gSA rkfydk 3 mÙkjnkrk efgyk dks ?kjsyw fgalk vf/kfu;e] 2005 ds laca/k esa tkudkjh ds izeq[k L=ksr izeq[k L=ksr Ø-
f'k{kk
ifjokj ijke'kZ dsUnz
lekpkj i=@Vhoh
ikfjokfjd lnL;@ ifjfpr
lkekftd
;ksx
laxBu
1
vf'kf{kr
32 ¼54-30½
&&
11 ¼18-60½
16 ¼27-10½
59 ¼100½
2
izkFkfed
57 ¼62-00½
&&
22 ¼23-90½
13 ¼14-10½
92 ¼100½
3
gkbZ Ldwy
29 ¼87-90½
4 ¼12-10½
&&
&&
33 ¼100½
13 ¼20-30½
37 ¼57-80½
14 ¼21-90½
&&
64 ¼100½
&&
52 ¼100½
&&
&&
52 ¼100½
131 ¼43-70½
93 ¼31-00½
47 ¼15-70½
29 ¼9-60½
300 ¼100½
4 5
gk;j lsd.Mjh Lukrd@ LukrdksÙkj ;ksx
bl izdkj izkIr rF;ksa ls Kkr gksrk gS fd lokZf/kd f'kf{kr mÙkjnkrkvksa dks lekpkj i= rFkk Vhoh ds ek/;e ls tkudkjh izkIr gqbZA vr% Li"V gksrk gS fd f'k{kk dk ekuo dh tkx:drk ij izHkko iM+k gSA ?kjsyw fgalk vf/kfu;e] 2005 ifjokj esa efgykvksa ds izfr gks jgs fgalkRed O;ogkj dks
145 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
jksdus esa dgk rd lQy gqvk gS o blds fØ;kUo;u esa D;k deh gS \ mÙkjnkrkvksa ls ;g tkuuk Hkh vko';d FkkA vr% mÙkjnkrkvksa dh bl vf/kfu;e dh larqf"V dh fLFkfr dk lkaf[;dh; foospu rkfydk 4 esa n'kkZ;k gSA rkfydk 4 mÙkjnkrk efgyk dks ?kjsyw fgalk vf/kfu;e] 2005 ds laca/k esa larqf"V dh fLFkfr dk fooj.k
Øekad
izfrfØ;k
f'k{kk
;ksx
gk¡
ugha
1
vf'kf{kr
54 ¼91-50½
5 ¼8-50½
59 ¼100½
2
izkFkfed
71 ¼77-20½
21 ¼22-80½
92 ¼100½
3
gkbZ Ldwy
31 ¼93-90½
2 ¼6-10½
33 ¼100½
4
gk;j lsds.Mªh
44 ¼68-70½
20 ¼31-30½
64 ¼100½
5
Lukrd@ LukrdksÙkj
&&
52 ¼100½
52 ¼100½
;ksx
200 ¼66-70½
100 ¼33-30½
300 ¼100½
bl izdkj izkIr rF;ksa ls Li"V gksrk gS fd lokZf/kd 66-70 izfr'kr mÙkjnkrk bl vf/kfu;e ls larq"V gS] ysfdu bu mÙkjnkrkvksa us Hkh vf/kfu;e 2005 ds laca/k esa lq/kkj gsrq dqN lq>ko fn, gSaA ?kjsyw fgalk vf/kfu;e ds fØ;kUo;u mijkUr ifjokj esa efgykvksa ds fo:) vijk/kksa dh ?kVukvksa ds laca/k esa mÙkjnkrkvksa dh izfrfØ;k izkIr dh x;hA bl laca/k esa mÙkjnkrkvksa }kjk nh x;h izfrfØ;kvksa dks rkfydk Øekad 5 esa izLrqr fd;k x;k gSA 146 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
rkfydk 5 ?kjsyw fgalk vf/kfu;e ds fØ;kUo;u mijkUr vijk/kksa dh ?kVukvksa ds laca/k esa mÙkjnkrkvksa dh izfrfØ;k
Øekad
fooj.k
1
vijk/kksa esa deh vk;sxh
80
26-60
2
ltk ds ctk; le>kSrs dks izkFkfedrk
41
13-70
3
izHkkoh dkmalfyax ls ifjokj VwVus ls cp tkrk gSA
145
48-30
20
6-70
14
4-70
300
100-00
4 5
dkuwu ds Hk; ls fgalkRed O;ogkj ij jksd yx tkrh gSA dksbZ izfrfØ;k ugha ;ksx
la[;k izfr'kr
bl izdkj rkfydk esa izkIr rF;ksa ls Li"V gksrk gS fd lokZf/kd 48-30 izfr'kr mÙkjnkrkvksa ds vuqlkj izHkkoh dkmUlfyax ds dkj.k le>kSrk gqvk o ifjokj VwVus ls cp x;kA ?kjsyw fgalk vf/kfu;e ds izHkkoh fØ;kUo;u gsrq lq>ko ?kjsyw fgalk vf/kfu;e] 2005 ,oa 2006 efgykvksa dh lqfo/kkvksa ds fy, fØ;kfUor fd;k x;k gSA mDr vf/kfu;e ds lQy ,oa izHkkoh fØ;kUo;u gsrq mÙkjnkrkvksa }kjk fn;s x;s lq>koksa dk foLrqr fooj.k rkfydk Øekad 6 esa fn;k x;k gSA
147 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
rkfydk 6 ?kjsyw fgalk dkuwu ds izHkkoh fØ;kUo;u gsrq mÙkjnkrkvksa ds lq>ko Øekad
fooj.k
la[;k
izfr'kr
1
vklkuh ls de le;kof/k esa U;k; feysaA
40
13-40
2
dBksj ltk dk izko/kku gksA
100
33-30
3
vkfFkZd dfBukb;k¡A
160
53-30
;ksx
300
100-00
53-30 izfr'kr mÙkjnkrkvksa ds vuqlkj mUgsa vkfFkZd dfBukb;ksa dk lkeuk djuk iM+kA vkosnu yxkus ij jftLVªh djokbZ tkrh gS bR;kfn vr% mÙkjnkrkvksa ds vuqlkj ,slh O;oLFkk gks ftlls xjhc O;fDr dks vklkuh ls U;k; fey tk;sA bl izdkj izkIr rF;ksa ls Li"V gksrk gS fd lHkh mÙkjnkrkvksa us fofHkUu lq>ko fn, gSa ftuesa gSa & de le; esa U;k; feysa] dBksj ltk dk izko/kku gks] vkfFkZd enn gks] bR;kfnA fu"d"kZ efgykvksa dks fofHkUu {ks=ksa esa l'kDr djus ds fy, dbZ 'kkldh; uhfr;ksa dk fØ;kUo;u fd;k x;k gS] ysfdu dqy 300 mÙkjnkrkvksa esa ls dsoy 23-70 izfr'kr f'kf{kr mÙkjnkrkvksa dks gh budh tkudkjh gS vkSj tkudkjh gksus ij Hkh ifjokj VwVus ds Hk; ls budk ykHk ugha ysuk pkgrh gSA ?kjsyw fgalk vf/kfu;e dh tkudkjh 46-00 izfr'kr mÙkjnkrkvksa dks gh gSA lokZf/kd 43-70 izfr'kr dks ijke'kZ dsUnz ls tkudkjh feyhA 31-00 izfr'kr f'kf{kr mÙkjnkrkvksa dks lekpkj i= o Vh oh ds ek/;e ls tkudkjh feyh o bl vf/kfu;e ds lac/a k esa lokZf/kd mÙkjnkrkvksa dk ekuuk gS fd izHkkoh dkmalfyax ls VwVs ifjokjksa esa le>kSrk gks tkrk gSA vr% bl vf/kfu;e ds vR;f/kd izHkkoh fØ;kUo;u ds fy, vko';d gS fd bl vf/kfu;e ds vUrxZr vijk/kh ds fy, ltk dk izko/kku gksuk pkfg,A 58-00 izfr'kr mÙkjnkrkvksa ds vuqlkj efgykvksa ds fo:) gksus okyh ikfjokfjd fgalk dks jksdus ds fy, dkuwu dh vis{kk lkekftd 148 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
jhfr&fjokt] ijEijkvksa esa le;kuqlkj vko';d ifjorZu ls lekt esa efgykvksa dh fLFkfr esa lq/kkj yk;k tk ldrk gSA lanHkZ xzUFk Hklhu] vuh'k ¼2011½- tkfu, ekuokf/kdkjksa dks- ubZ fnYyh % izHkkr izdk'ku- i`- 34 f}osnh] jk/ks';ke ¼2010½- ?kjsyw fgalk ls efgykvksa dk laj{k.k vf/kfu;e] 2005 ,oa fu;e 2006- bUnkSj % lqfo/kk ykW gkÅl izk- fy- i`- 1&3tsVfyu
bjfoax ,e- ¼2011½- fopkj/kkjk vkSj lekt'kkL=h; fl)kUr dk fodkl-
vuqoknd xqIrk- fnYyh % jkefd'ku xzaFk f'kYih- i`- 62[kaMy s k] ekupUn ¼2008½- efgyk l'kDrhdj.k & fl)kUr ,oa O;ogkj- t;iqj % vfo"dkj ifCy'klZ fMLVªhC;wVlZ- i`- 19ik.Ms;] rstLdj ,oa ik.Ms;] vkstLdj ¼2004½- lektdk;Z- y[kuÅ % Hkkjr izdk'ku- i`170'kekZ] bUnq vxzoky] f'kokyh ¼2012½- efgyk l'kDrhdj.k ds uohu vk;ke ¼jktuSfrd] lkekftd o vkfFkZd ifjizs{; es½a - ubZ fnYyh % dfu"dk ifCy'klZ- i`- 100&101'kekZ] izse ukjk;.k] >k] latho dqekj] ok.kh fouk;d] ,oa fouk;d] lq"kek ¼2008½- efgyk l'kDrhdj.k ,oa lexz fodkl- y[kuÅ % Hkkjr cqd lsaVj- i`- 33'kekZ] lqHkk"k ¼2012½- fodkl dk lekt'kkL=- ubZ fnYyh % izdk'ku laLFkku- i`- 242&243 okyLVksuØk¶V] eSjh foafMds'ku vkWQ fn jkbV~l vkWQ oqeSu ¼1986½- izkDdFku lfgr laiknu fefj;e ckMh- fefMylsDl] baXyS.M % iSxqbu cqDl- i`- 124ihiqYl lekpkj ¼2010½- bUnkSj] cq/kokj 8 fnlEcj]] i`- 3*** 149 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
o`)tuksa dh ;kstuk,Wa ekyoh;] iq"iyrk ih,p- Mh- LdkWyj ¼lekt’kkL=½] nsoh vfgY;k fo’ofo|ky;] bUnkSj] e/;izns’k] Hkkjr lkjka’k o`)tuksa dh lkekftd] vkfFkZd leL;kvksa dks lq/kkjus] ljdkj }kjk pykbZ tk jgh ;kstukvksa ij vk/kkfjr gS ftlds }kjk mudh lkekftd ,oa vkfFkZd fLFkfr esa lq/kkj yk;k tk ldsA 'kCndaqth % o`)tu] ;kstuk,Wa] ,oa leL;k,Wa A izLrkouk o`)koLFkk ;k cq
dh
vkSlr dky ds lehi ;k mlls vf/kd gks tkrh gSA o`) yksxksa dks jksx yxus dh vf/kd lEHkkouk gksrh gSA mudh leL;k,W Hkh vyx gksrh gSA o`)koLFkk ,d /khjs&/khjs vkus okyh voLFkk gS tks fd LokHkkfod o izk—frd ?kVuk gh o`) dk 'kkfCnd vFkZ gS c<+k gqvk] idk gqvk ifjiDoA o`)tuksa dh n’kk lq/kkjus o mudh ifjokj }kjk LoLFk jgu&lgu] ns[kHkky bR;kfn fLFkfr lq/kkjus ds fy, ljdkj }kjk dbZ izdkj dh ;kstuk,Wa lapkfyr dh tk jgh gS ftlesa ls dqN fuEu izdkj gS & 1- o`)koLFkk isa’ku ;kstuk jk"Vªh; o`)koLFkk isa’ku ;kstuk dh 'kq:vkr o"kZ 1995 esa dh x;h FkhA bl ;kstuk dk fØ;kUo;u jkT; ljdkj vksj dsUnz ljdkj nksuksa dh vksj ls fd;k tkrk gSA blds fy, Hkkjr ljdkj jkT; ljdkj dks vfrfjDr foRrh; lg;rk iznku djrh gS ftlls jkT; ljdkj o`)koLFkk isa’ku dk fuokgu djrh gSA
150 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
blesa 60 o"kZ ;k mlls vf/kd o"kZ ds cqtqxksZa dks ykHkkfUor fd;k tkrk gSA ftlesa izfrekg 400 :] 500 : izfrekg vuqnku fn;k tkrk gSA v-
ykHkkFkhZ dh mez 60 o"kZ ;k ml ls vf/kd gksuh pkfg,A
c-
ykHkkFkhZ ch-ih,y- ifjokj dk gks vFkok mldh ekfld vk; 4000 : ls de gksA
l-
xjhch dh js[kk ds uhps thou ;kiu djus okys o`)tu gksx a sA
2- bfUnjk xka/kh jk"Vªh; o`)koLFkk is’a ku ;kstuk jkT; ljdkj }kjk lapkfyr dh jgh o`)koLFkk isa’ku ;kstuk ds lkFk lapkfyr dh tkrh gS rFkk 79 o"kZ ,oa blls Åij isa’kuj ¼tks chih,y ifjokj ds gks½ A 3- eq[;ea=h rhFkZ n’kZu ;kstuk bl ;kstuk ds vUrxZr 60 o"kZ ls vf/kd mez okys o`) efgyk ,oa iq:"kksa dks ;kstuk ds vUrxZr dqN jkf’k esa eq[;ea= jkT; ljdkj }kjk rhFkZ n’kZu ;k=k ij ys tk;k tkrk gSA 4- jk"Vªh; LokLF; ;kstuk lkekftd lqj{kk vkSj lHkh ds fy, LokLF; vk’oklu Hkkjr ljdkj ds vkn’kZ dk;Z gS vkSj bl lac/a k esa ljdkj }kjk fofHkUu dne mBk, x, gSA ftlesa dsUnzh; ljdkj }kjk fofHkUu dne mBk, x, gSA ftuesa dsfUnz; ljdkj }kjk vf/kfu;e vlaxfBr etnwjksa ds lkekftd lqj{kk vkSj dY;k.k ds fy, vlaxfBr Jfed lkekftd lqj{kk vf/kfu;e ¼2008½ lcls egRoiw.kZ uhfr gSA blesa jk"Vªh; LokLF; chek ;kstuk jksxh fpfdRlk ns[kHkky dks c<+kuk gS ,oa jksxh fpfdRlk ns[kHkky ds fy, 3000 izfr o"kZ ifjokj dh chek lqfo/kk izkIr djus ds fy, mUgsa l{ke cukrk gSA 5- jk"Vªh; o`)tu uhfr ;g uhfr ekurh gS fd cqtqxksZ ds fgr blfy, gesa lqfuf’pr djuk gS fd cqtqxksZ ds vf/kdkjksa dk guu ugha gks mUgs fudky ds Qk;nksa esa mfpr volj ,oa cjkcj dk 151 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
fgLlk feysA o`)koLFkk okLro esa ekuo thou esa ,d u;s vè;k; dh 'kq#vkr gksrh gS- bl vk;q esa O;fä O;kogkfjd Kku ,oa vuqHkoksa ls ifjiw.kZ gksrk gS- Hkkjr esa o`)tuksa dh la[;k nl djksM+ ls vfèkd gS] ysfdu cM+k loky ;g gS fd D;k gekjk flLVe mudh mfpr ns[kHkky vkSj muds vuqHkoksa dk i;kZIr bLrseky dj jgk gS \ bl oä nqfu;k esa djhc 70 djksM+ yksx 60 o"kZ ls vfèkd vk;q ds ;kuh o`)tu gSa] tks nqfu;k dh dqy vkcknh dk djhc 10 Qhlnh gS- 2050 rd 60 lky ls vfèkd vk;q ds yksxksa dh la[;k 2 vjc rd igqap tk;sxh] tks rc nqfu;k dh dqy vkcknh dk djhc 20 Qhlnh gksxhbl nkSjku o`)tuksa dh la[;k fodkl'khy ns'kksa esa lcls rst xfr ls c<+sxh- 60 lky ls vfèkd vk;q ds yksxksa dh la[;k lcls T;knk ,f'k;k esa gksxh- 2050 ds vklikl ekuork ds bfrgkl esa ;g igyh ckj gksxk fd èkjrh ij 60 lky ls vfèkd vk;q ds yksxksa dh la[;k cPpksa ls vfèkd gksxh60 o"kZ ls vfèkd vk;q okyksa esa iq#"kksa dh rqyuk esa efgykvksa dh la[;k vfèkd gS - 80 o"kZ ls vfèkd okyksa esa efgykvksa dh la[;k iq#"kksa ls nksxquh vkSj lkS lky ls vfèkd mez okyksa esa efgykvksa dh la[;k pkj ls ikap xquh gS¼lzksr % la;qä jk"Vª dh fjiksVZ½ Åij fn;s x;s vkadM+s crkrs gSa fd nqfu;k ds tulkaf[;dh; iSVuZ esa ,d cM+k cnyko vk jgk gS] ftlls èkjrh ij vkcknh dk psgjk cny jgk gS- T;knkrj ns'kksa esa thou çR;k'kk esa gks jgh o`f) ds pyrs o`)tuksa dh vkcknh rsth ls c<+ jgh gS - cnyko dh ;g fn'kk ;kuh dqy vkcknh esa o`)tuksa dh fgLlsnkjh c<+us dh j¶rkj gky ds dqN n'kdksa esa rst gqà gS- lu~ 1950 ls 2010 ds chp nqfu;kHkj esa esfMdy lkbal dh rjôh] LokLF; ds çfr tkx:drk c<+us vkSj LokLF; lqfoèkkvksa ds foLrkj ds ifj.kkeLo:i thou çR;k'kk 46 lky ls c<+ dj 68 lky gks x;h gS vkSj mEehn dh tk jgh gS fd bl lnh ds var rd ;g 81 lky gks tk;sxh- ,sls esa vkèkqfud fodkl dh jkg esa 152 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
o`)tuksa dks lgHkkxh cuk dj tulkaf[;dh; iSVuZ esa vk jgs bl cnyko dks ,d u;s volj ds :i esa rCnhy djus dh t:jr nqfu;kHkj esa eglwl dh tk jgh gSHkkjr esa o`)tu oSfÜod Lrj ij gks jgs bl cnyko ls Hkkjr Hkh vyx ugÈ gS - 2001 dh tux.kuk ds vuqlkj Hkkjr esa o`)tuksa dh vkcknh 7-6 djksM+ ls vfèkd Fkh] tks 2011 esa c<+ dj djhc 9-8 djksM+ gks x;h- bl ,d n'kd esa ns'k esa o`) yksxksa dh la[;k 39-3 Qhlnh dh nj ls c<+h vkSj ns'k dh dqy vkcknh esa mudh fgLlsnkjh 2001 dh 6-9 Qhlnh dh rqyuk esa 2011 esa 8-3 Qhlnh gks x;h- ns'k esa o`)tuksa dh la[;k vc nl djksM+ ls vfèkd gks pqdh gSnjvly] fiNys ,d n'kd esa gh Hkkjr esa thou çR;k'kk esa djhc ikap lky dk btkQk gks x;k gS- dsaæh; LokLF; o ifjokj dY;k.k ea=y; }kjk blh lky tkjh vkadM+ksa ds eqrkfcd 2001&05 dh vofèk esa thou çR;k'kk iq#"kksa ds fy, 62-3 lky] tcfd efgykvksa ds fy, 63-9 lky Fkh] tks 2011-15 esa c<+ dj Øe'k% 67-3 vkSj 69-6 lky gks x;h gSthou çR;k'kk fdlh ns'k esa iSnk gksusokys cPps ds vkSlr thoudky dk vuqeku gS] ftldk vkdyu ogka ds e`R;q nj ds VªsM a vkSj LokLF; lsokvksa dh fLFkfr ds vkèkkj ij fd;k tkrk gS- ;kuh gekjs ns'k esa tks cPps fiNys dqN o"kksZ esa iSnk gq, gSa] muds thoudky dh laHkkouk muls ,d n'kd igys iSnk gq, cPpksa dh rqyuk esa ikap lky vfèkd gks x;h gS- ;g miyfCèk cPpksa ds csgrj iks"k.k ,oa Vhdkdj.k ds lkFk&lkFk laØked jksxksa dh jksdFkke vkSj LokLF; lqfoèkkvksa ds foLrkj ds pyrs gkfly gqà gS ea=y; ds eqrkfcd ns'k esa f'k'kq e`R;q nj 2005 esa 58 ¼çfr 1000 thfor tUe½ Fkh] tks 2012 esa de gksdj 42 jg x;h gS- blh rjg ekr` e`R;q nj Hkh 2011&03 esa 301 ¼çfr 1]00]000 thfor tUe½ Fkh] tks 2007&09 esa de gksdj 212 jg x;h gS- foÜo cSad ds vkadM+s Hkh crkrs gSa fd Hkkjr esa thou çR;k'kk 1960 esa 41-38 lky Fkh] tks 1980 esa 55-38] 2000 esa 62-16 vkSj 2012 esa 66-21 lky gks x;h153 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
lgkjs dh t:jr vkt gekjs lkeus ,slh 'k[lh;rksa ds cgqr ls mnkgj.k ekStwn gSa] tks vius thou esa 80 olar ns[k pqds gksus ds ckotwn viuh lfØ;rk ds dkj.k ;qokvksa ds fy, çsj.kk Lusr cus gq, gSa- ;fn dksà O;fä LoLFk gS vkSj ifjokj ,oa lekt dks fdlh Hkh :i esa viuk ;ksxnku ns jgk gS] rks mldk cq
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
esa 54osa LFkku ij j[kk x;k gS- ysfdu] ns'k esa 60 lky ls vfèkd vk;q okyksa esa eSfVªd ;k mlls vfèkd f'k{kk çkIr yksxksa dh la[;k egt 20 Qhlnh gS vkSj bl ekeys esa Hkh mä baMDs l esa Hkkjr dk jSad 73oka gScks> ugÈ gSa o`)tu eSa ;gka ,d vkSj egRoiw.kZ rF; dh vksj vkidk è;ku fnykuk pkgrk gwa - lekt o i;kZoj.k ds fodkl esa cqtqxksZ dh t:jrksa dk [;ky j[kus ds ekeys esa Xykscy ,t okp baMDs l] 2013 esa Hkkjr dks 91 ns'kksa dh lwph esa 72osa LFkku ij j[kk x;k gS- njvly] gekjh vFkZO;oLFkk tSl& s tSls mnkj gks jgh gS] cqtqxksZ dh nSfud ,oa HkkoukRed t:jrksa dh Çprk de gksrh tk jgh gS- vkÆFkd fodkl dh j¶rkj rst djus vkSj 'kgjhdj.k dh gksM+ esa gekjk ikjaifjd lkekftd
ssy jgs cqfu;knh ds :i esa ns[kk tk jgk gS- tcfd] o`)koLFkk okLro esa ekuo thou esa ,d u;s vè;k; dh 'kq#vkr gksrh gS- bl vk;q esa O;fä O;kogkfjd Kku ,oa vuqHkoksa ls ifjiw.kZ gksrk gS- bl dkj.k og u dsoy fodkl dk ekxZn'kZu dj ldrk gS] cfYd mlesa ,d u;h ÅtkZ dk lapkj Hkh dj ldrk gS- blfy, t:jr bl ckr dh gS fd ns'k vkSj lekt o`)tuksa ds Kku dk vfèkdre bLrseky djus dh jkg ryk'ks] mudh jpukRedrk ,oa mRikndrk dk csgrj bLrseky djus dh j.kuhfr rS;kj djs- ns'k dh nl djksM+ ls vfèkd vkcknh dks fodkl dh çfØ;k esa Hkkxhnkj cuk;s fcuk rhoz fodkl dk liuk vèkwjk gh jgsxkD;k vPNs fnu vk,axs! vkt ns'k esa o`)tuksa ds dY;k.k ds fy, tks ljdkjh ;kstuk,a py Hkh jgh gSa] muds çfr tkx:drk dk ?kksj vHkko gS- tulkaf[;dh; iSVuZ esa cnyko ds eísutj ns'k esa 1999 esa ,d ^jk"Vªh; o`)tu uhfr* rS;kj dh x;h Fkh] ftldk mís'; ofj"B ukxfjdksa dks foÙkh;] fpfdRldh; vkSj lkekftd lgk;rk miyCèk djkrs gq, muds HkkoukRed eqíksa dk O;kid lekèkku djuk Fkk- ysfdu bl ij vey ls T;knk cgl dk nkSj gh pyrk jgk gS- ckn ds o"kksZ esa ,d vkSj cM+k dne ^ekrk&firk ,oa ofj"B ukxfjd 155 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
Hkj.k&iks"k.k o dY;k.k vfèkfu;e] 2007 ds :i esa mBk;k x;k] ysfdu blds fofHkUu çkoèkkuksa dh tkudkjh ns'k esa fdrus yksxksa dks gS \ fiNys lky varjjk"Vªh; o`)tu fnol ds ekSds ij ,d lekjksg esa [kqn rRdkyhu dsaæh; LokLF; ,oa ifjokj dY;k.k ea=h xqyke uch vktkn us dgk Fkk fd ns'k ds 23 jkT;ksa vkSj lHkh la?k 'kkflr çns'kksa }kjk bl vfèkfu;e dks vfèklwfpr fd;s tkus ds ckotwn lekt ds cM+s oxZ] [kkl dj xzkeh.k {ks=ksa esa bl vfèkfu;e dh tkudkjh yksxksa dks ugÈ gS - mUgksua s ofj"B ukxfjdksa dh t:jrsa iwjh djus ds fy, vyx&vyx Lrjksa ij fd;s tk jgs ç;klksa ds chp rkyesy dh deh ij Hkh Çprk tkfgj dh Fkhvc ns[kuk gksxk fd eksnh ljdkj ds ^vPNs fnuks*a ds okns ls D;k o`)tuksa ds fnu Hkh fQjsaxs \ bldh dqN mEehn mu gkfy;k [kcjksa ls txh gS] ftlesa dgk x;k gS fd eksnh ljdkj jk"Vªh; efgyk vk;ksx vkSj jk"Vªh; cky vfèkdkj laj{k.k vk;ksx dh rtZ ij cqtqxksZ ds fy, Hkh ,d jk"Vªh; vk;ksx cukus dh rS;kjh dj jgh gS - [kcjksa ds eqrkfcd dsaæh; lkekftd U;k; vfèkdkfjrk ea=y; us bl vk;ksx ds xBu ds fy, foèks;d dk elkSnk rS;kj dj fy;k gS] ftls 'khrdkyhu l= esa laln esa is'k fd;k tk ldrk gS;g vk;ksx ofj"B ukxfjdksa ds vfèkdkjksa ds mYya?ku vkSj mu ij vR;kpkj ls lacafèkr f'kdk;rksa ds lkFk&lkFk mudh lqj{kk ls tqM+s eqíksa dh tkap djsxk- mYys[kuh; gS fd 1999 esa cuh jk"Vªh; o`)tu uhfr dh leh{kk ds fy, 2010 esa xfBr mPpLrjh; lfefr us ns'k esa ,slk vk;ksx cukus dh flQkfj'k dh gSfu"d"kZ ofj"B ukxfjdksa dh ns[kHkky dk nkf;Ro vdsys ljdkj ds Lrj ij iwjk ugÈ gks ldrk( ifjokj vkSj lekt dks Hkh muds çfr vfèkd laosnu'khy gksuk gksxk] fodkl uhfr;ksa ds lkFk&lkFk oSKkfud vuqlaèkkuksa esa Hkh mudh t:jrksa dk [kkl [;ky j[kuk gksxk vkSj Lo;alos h laxBuksa dks Hkh bl fn'kk esa viuh Hkwfedk c<+kus ds fy, vkxs vkuk gksxklanHkZ Adler, N., & Mathews, K.K. (1994). Health and Psychology: Why do Some People Get Sick 156 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
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and Some Stay Well?, Annual Review of Psychology, 45, 229-259. Baltes, P. B., & Baltes, M. M. (1990). Psychological Perspectives on Successful Aging: The Model of Selective Optimisation With Compensation, In P.B. Baltes, & M. M. Baltes (Eds.), Successfil Aging, New York: Cambridge University Press. Chadha, N.K., & Kanwara, P. (1998). Psycho-social Determinants of Institutionalised Elderly: An Empirical Study, Indian Journal of Gerontology, 12(1&2), 27-39. Dohrenwend, B.P., & Egri, G. (1979). Recent Stressful Life Events and Schizophrenia, Paper Presented at the Conference on Stress, Social Support and Schizophrenia, Burlington, Vermont. Eswaramoorthy, M. (1991). A Study on Adjustment in Relation to Marital Status Among the Rural Aged, In Prakash, Indira, J. (Ed.), Quality Aging: Collected Papers, Varanasi: Association of Gerontology (India). Fischer, H.K., Dlin, B., Winters, W., Hagners, & Weiss, E. (1962). Time Patterns and Emotional Factors Related to the Onset of Coronary Occlusion, Psychosomatic Medicine, 24,516. Green, W.A. Jr., Young, L.E., & Swisher, N. (1956). Psychological Factors and Reticuloendithelial Disease-I1 - Observations on a Group of Women With Lymphomas and Leukemias, Psychosomatic Medicine, 18, 284. Hawkins, N.G., Davies, R., & Homes, H.T. (1957). Evidence of Psychosocial Factors in the Development and the Relation of This To Illness, Archives of Internal Medicine, 99,442. Ishin-Kuntz, M. (1990). Social Interaction and Psychological Well Being: Comparison Across Stages of Adulthood, International Journal of Ageing, Human Development, 30,1536. Jahoda, M. (1958). Current Concepts of Mental Healfh, New York: Basic Books. Kumar, A. & Rao, U. (1998). General Psychology. Mumbai: Himalaya Publishing House. Lazarus, R.S. (1971). The Concept of Stress Diseases, In L. Levi (Ed.), Society, Stress and Disease, London: Oxford University Press. Murrell, H. (1978). Work Stress and Mental Stress, Occasional Paper (6), Dept of Employment Work Unit. Neugarten, B.L. (1968). Middle Age and Aging: A Reader in Social Psychology, Chicago; The University of Chicago Press. Ott, C.H. (2003). The Impact of Complicated Grief on Mental and Physical Health at Various Points in the Bereavement Process, Death Studies, 27, 249-272.
*** 157 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
'kkldh; tuLokLF; ;kstuk,a ,oa tutkrh; efgyk,a
tfM+;k] uwru 'kks/kkFkhZ ¼lekt'kkL=½] nsoh vfgY;k fo'ofo|ky;] bankSj] e/;izns’k] Hkkjr
lkjka’k e/;çns'k ljdkj dh LokLF; ;kstuk,a ,oa dk;ZØe efgykvksa ds LokLF; dks etcwrh çnku djus okyh lkfcr gqbZ gSA fo'ks"k :i ls ekr`&f'k'kq ns[kHkky dk;ZØe ds rgr çlo iwoZ vkSj çlo ckn ns[kHkky ds fy, ljdkj }kjk mBk;s tk jgs dneksa dk ys[kk&tks[kk bl ys[k esa fn;k x;k gSA 'kCndqath % 'kkldh; tuLokLF; ;kstuk,a] dY;k.k ,oa tutkrh; efgyk,a A nhun;ky pfyr vLirky ;kstuk mís'; çns'k ds nwjLFk vapyksa esa tgk¡ lkekU;r% vuqlwfpr tkfr&tutkfr oxZ dk ckgqY; gS] ogka xq.koÙkkiw.kZ LokLF; lqfo/kk,¡ muds ikl rd igq¡pdj miyC/k djkus ds fy, çns'k esa „ˆ ebZ] „ååˆ ls ;g ;kstuk çkjEHk dh xbZ gSA
ik=rk çns'k ds nwjLFk vapyksa esa tgk¡ lkekU;r% vuqlwfpr tkfr&tutkfr oxZ dk ckgqY; gS rFkk tgk¡ ;kstuk ds varxZr pfyr vLirky fu/kkZfjr le; o LFkku ij igq¡prs gSa] ml LFkku ij ekStwn leLr ukxfjd bl ;kstuk ds varxZr ik= gSaA ykHk dk Lo:i bl ;kstuk ds varxZr fuEukafdr LokLF; lsok,a fu%'kqYd miyC/k djkbZ tkrh gS & 158 THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
ƒ½ fpfdRldh; ijh{k.k] ijke'kZ ,oa lkekU; chekfj;ksa dk mipkjA „½ Vhdkdj.k ,oa vko';d nokb;ksa dk forj.kA 3½ ekrkvksa dk çlo iwoZ rFkk çlo i'pkr~ LokLF; ijh{k.kA †½ tfVy LokLF; lEcU/kh çdj.kksa dh igpku ,oa vko';d mipkj gsrq mfpr Lrj ij ejhtksa dks igq¡pkukA ‡½ 'kklu dh fofHkUu tu dY;k.kdkjh ;kstukvksa o LokLF; dk;ZØeksa dk çpkj&çlkj djukA
tuuh lqj{kk ;kstuk mís'; lqjf{kr çlo lqfuf'pr djukA
ik=rk leLr xHkZorh efgyk,a laLFkkxr çlo i'pkr~ bl ;kstuk ds varxZr ykHk dh ik=rk j[krh gSA
ykHk dk Lo:i bl ;kstuk ds varxZr xHkZorh efgyk dks laLFkkxr çlo djkus ij fuEukuqlkj foÙkh; lgk;rk çnku dh tkrh gS & ƒ½ 'kgjh {ks= dh efgyk dks ƒ]ååå #i;sA „½ xzkeh.k {ks= dh efgyk dks ƒ]†åå #i;sA …½ 'kgjh {ks= ds fy, çsjd jkf'k †åå #i;s ,oa xzkeh.k {ks= ds fy, çsjd jkf'k ˆåå #i;s ¼ fnukad åƒ&å†&„僅 ls çHkko'kkyh ½ †½ ?kj ij çlo gksus ij ch- ih- ,y- ,oa vuqlfw pr tkfr o tutkfr efgyk dks ‡åå
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The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
#i;sA
tuuh ,Dlçsl ;kstuk mís'; tuuh ,Dlçsl ;kstuk dk eq[; mís'; xHkZorh efgykvksa dks çlo gsrq rFkk chekj cPpksa dks LokLF; laLFkkvksa rd fu%'kqYd ifjogu lqfo/kk miyC/k djkuk gSA ik=rk leLr xHkZorh efgyk,sa çlo iwoZ ,oa i'pkr~ rFkk chekj uotkr f'k'kqvksa dks ,d ekg dh mez rd bl ;kstuk ds varxZr ykHk dh ik=rk j[krh gSA ykHk dk Lo:i çns'k ds lHkh ‡å ftyksa esa d‚y&lqfo/kk miyC/k gSA ftys ds d‚y lsaVj ij dksbZ Hkh O;fä xHkZorh efgyk dks çlo gsrq vLirky ys tkus ds fy, lwfpr dj ldrk gSA
vfr xjhc efgykvksa dks çlo iwoZ lgk;rk jkf'k ds fy, ;kstuk mís'; vfr xjhc efgykvksa ¼vuqlwfpr tkfr&tutkfr½ dks çlo ds iwoZ vkfFkZd lgk;rk ds fy, ;g ;kstuk rS;kj dh xbZ gSA bl ;kstuk dk mís'; vfr xjhc efgykvksa dks çlo ds iwoZ Lo;a dh ns[kHkky vkSj çlo ds fy, gksus okys O;; dh dqN gn rd çfriwfrZ dh tkuk gSaA
ik=rk xHkZorh efgyk dh vk;q ƒ‹ o"kZ ;k vf/kd gks rFkk efgyk dk ifjokj xjhch js[kk ds uhps vkrk gks vFkok ihyk jk'ku dkMZ /kkjh gks A lgk;rk jkf'k dsoy çFke nks thfor cPpksa ds çlo rd gh ns; gksxhA
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The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
ykHk dk Lo#i vfr xjhc efgykvksa dh çFke nks thfor cPpksa ds çloksa rd çfr çlo ‡åå #i;s çlo iwoZ vkfFkZd lgk;rk miyC/k djkuk gSA
eaxy fnol ;kstuk iks"k.k vkgkj ;kstuk ds varxZr o"kZ „åå‰&åŠ ls eaxy fnol ;kstuk çkjEHk dh xbZA blds varxZr uohu dk;ZØe Øe'k% çFke eaxyokj dks xksn HkjkbZ] f}rh; eaxyokj dks vUuçk'ku] r`rh; eaxyokj dks tUe fnol dk;ZØe ,oa prqFkZ eaxyokj dks fd'kksjh ckfydk ds :i esa vk;ksftr fd;s tk;saxsA bu dk;ZØeksa dk mís'; vkaxuokM+h dsaæksa ij cPpksa dh mifLFkfr c<+kuk] lqjf{kr çlo] ekr`&e`R;q nj ,oa f'k'kq&e`R;q nj esa deh rFkk fd'kksjh ckfydkvksa dh mfpr ns[kHkky djuk gSA
ekr` ,oa f'k'kq j{kk dkMZ vkaxuokM+h dsaæksa ij ekr` ,oa f'k'kq j{kk dkMZ cuk;s tkrs gS ftles eka vkSj cPps dks iwjs Vhds yxkus dh tkudkjh nh tkrh gSA bl çdkj ljdkj ekr`Ro LokLF; ds fy, dbZ ;kstuk,a lapkfyr dj jgh gS] ijUrq loky ;g gS fd bu ;kstukvksa dk ykHk tutkrh; efgykvksa dks fey ik jgk gS ;k ughaA D;ksfa d vf/kdka'k tutkfr;ka fiNM+s {ks=ksa ,oa lqnwj vapyksa esa fuokljr gS ,oa ;gk¡ ij ljdkj }kjk fu;qä fd;s x, cgqr gh de M‚DVj ,oa ulZ dk;Z djuk pkgrs gS ftlls tutkrh; oxZ 'kkldh; tuLokLF; ;kstukvksa dk ykHk ysus ls oafNr jg tkrs gSA ,u- ,Q- ,p- ,l- & … dh losZ{k.k fjiksVZ ds vuqlkj vkfnoklh leqnk; esa tUe ysus okys çfr gtkj f'k'kqvksa esa ls ‡ˆ-‡ çfr'kr f'k'kq vius 'kq#vkrh „Š fnuksa esa gh lqfo/kkvksa ds vHkko esa ej tkrs gS A bl çdkj vkfnoklh leqnk; ds gj ,d gtkj thfor tUe ysus okys cPpksa esa ls ƒ†å cPps thfor ugha cprsA blh ds lkFk gh jk"Vªh;
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The Int. Res. J. Soc. Sc. Hum. __________________________________________________________ Vol. 6 (4) Apr (2017) ISSN 2320 - 4702
xzkeh.k LokLF; fe'ku ,oa tuuh lqj{kk ;kstuk dh Hkkxhnkjh vkSj lkFkZd ç;klksa us efgyk LokLF; lq/kkj esa egRoiw.kZ Hkwfedk fuHkkbZ gS ijUrq bldk Hkh udkjkRed igyw ;g gS fd bl ;kstuk dk ykHk f'kf{kr oxZ vkSj vkfFkZd Lrj ij laiUu efgykvksa }kjk gh fy;k tkrk gSA ogha NksVs rcds ¼tutkrh; efgyk;s½] vf'kf{kr vkSj de vk; oxZ okys ifjokjksa dh efgykvksa esa vHkh Hkh yxHkx vk/kh vkcknh esa lq/kkj dh t#jr gSA „åå‹ ds losZ esa ik;k x;k fd ‰… çfr'kr efgykvksa }kjk cPps ds tUe ds fy, vLirky tkus ds vkadM+s esa vf'kf{kr efgyk,¡ dsoy ‡† çfr'kr gh Fkh] blh rjg de vk; oxZ esa ;g çfr'kr dsoy ‡‡ çfr'kr vkSj vuqlwfpr tutkfr vkcknh esa ‡‰ çfr'kr rFkk xzkeh.k bykdksa esa ˆŠ çfr'kr gh ik;k x;kA blls irk pyrk gS fd çns'k dk xzkeh.k ,oa vkfnoklh leqnk; fo'ks"kdj vkfnoklh efgyk,a ,oa cPps reke 'kkldh; LokLF; ekudksa dh yM+kbZ gkjus dh dxkj ij [kM+k gSA
lUnHkZ xzUFk lwph ƒ- e/; çns'k 'kklu dh ;kstuk,a ¼„僅½- vkxs vk;s ykHk mBk;sa- Hkksiky % tulEidZ lapkyuky;- i`"B ƒƒ… ls ƒ…„„- vkfne tkfr vuqlU/kku ,oa fodkl laLFkk ,d rF;kRed çfrosnu ¼„僄&ƒ…½Hkksiky…- j?kqoa'kh] jk[kh ¼„僄½- LokLF; ds ekudksa ij yM+kbZ gkjuk % ,d ys[k- osclkbV http://humsamvet.org.in/3dec2012/9.html
†- frokjh] lq/khj ¼2015½- ekr`&f'k'kq ns[kHkky dh fn'kk esa u, ç;kl] dq#{ks=] tqykbZ] i`"B ƒ„&ƒ…‡- lkjLor] _rq ¼„僇½- xzkeh.k Hkkjr esa LokLF; ;kstuk,a ,d vkdyu] dq#{ks=] tqykbZ] i`"B …„-
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Invitation to Scholars It gives us immense pleasure to inform you that we are bringing THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES , An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in The International Serial Directories . The IRJSSH provides instant, worldwide and barrier - free access to the full -text of all published manuscripts to all interested readers in the best interests of the research community. IRJSSH do not sell published manuscripts and offer all published manuscripts free of cost to all members, researchers, libraries, organizations, companies and universities. Open access allows the research community to view, download, print, and redistribute any manuscript without a subscription, enabling far greater distribution of an author's work than the traditional subscription-based publishing model. Authors may also use their published .pdf's on their own or institution's website. Many authors in a variety of fields have begun to realize the benefits that open access publishing can provide in terms of increasing the impact of their work, because there is at all NO CHARGE to access its research content. The publication costs of a manuscript are paid from an author's research budget, or by their supporting institutions. It is further to inform to your good-self that the Full Copy of the upcoming issue will be duly available on the Home page and as the time passes , the FULL COPY of the previous issues will be made duly available on the home page of respective journal on our website i.e. www.thegass.org.in You may download any of them free of cost. It is important to mention here that we have taken all measures to publish quality Research Papers / Case Studies etc. belonging to latest research in the field of Social, Behavioural Sciences and Humanities . You may submit unpublished novel, original, empirical and high quality research work pertaining to recent developments & practices in the all the areas of Social Sciences and Humanities and in allied subjects as well .You can submit the soft copy of manuscript anytime in M.S. Word format after preparing the same as per our submission guidelines at the email addresses: [email protected] . Please encourage your faculties and research scholars and students to submit original research papers. If your good-self have any queries, please feel free to contact us at [email protected]
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SUBMIT YOUR RESEARCH PAPER ONLINE
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Please note that membership subscription or processing fees will not be returned or refunded if your manuscript is not accepted for publication . Membership subscription or processing fees is a must while submitting the manuscript otherwise it will not be processed. All Author and co – authors have to submit processing fees . While submitting the membership subscription in cash or by demand draft or by multi city at par cheque , please do submit membership form as well. If anybody do not have funds to pay publication fee, he / she will have an opportunity to request the Editor for fee waiver through the Head of his / her Institution / Department / University with the reasons, because IRJSSH does not want fees to prevent the publication of worthy work, however Processing Fee waivers or discounts are granted on a case-by-case basis to authors who lack funds. To apply for a waiver or discount, one can request during the submission process. Failure to pay the Publication fee makes a manuscript liable to be placed back under access control, losing its open access status. Research Paper Received 1. After receipt of the paper online, we will check first whether it is as per format of the journal. If not, author will be asked to submit it again as per instructions to authors. 2. Declaration to be given by the authors regarding manuscript is must. If authors do not provide the declaration, manuscript will not be processed. 3. Membership ( Life or Fellow ) Subscription or Processing Fees should be received within ten days of receipt of manuscript by cheque or by draft. Those who are paying by wire transfer, or by Paypal or by western union or by internet banking should submit proof of payment to us by email or by post within ten days of receipt of manuscript. 4. After receipt of declaration and membership subscription or processing fees, your manuscript will be sent to two experts for review. 5. Manuscript accepted or rejected will be notified at the website in this section. within 30-45 days of receipt of the manuscript. 6. Acceptance letter will be sent to corresponding author after 45 days of receipt of manuscript. Manuscript will be published in the coming issues of the journal at earliest. Acceptance As soon as you submit the paper online, it will appear in heading " Papers Received ". When we receive the paper along with "Declaration of Authors" and membership subscription of all authors / co authors and processing fees, we will send your paper for peer reviewing of its merits to two anonymous experts any where in the world. After acceptance by both the experts, we will try our best to inform you regarding acceptance within one month. If it is accepted, we will send you acceptance letter and your paper will be published at earliest in coming issues. If your paper is rejected, you can submit to other journal with our prior permission. Please note that your membership subscription or processing fees will not be refunded in any case whether your paper is rejected or accepted. The journal gives acknowledgement w.r.t. the receipt of every email and in case of non-receipt of acknowledgment from the journal, w.r.t. the submission of manuscript, within two days of submission, the corresponding author is required to demand for the same by sending separate mail to the journal .
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INSTRUCTIONS FROM PUBLISHERS All manuscripts submitted to the Journal – 1. 2. 3.
are original ones , have not been published and sent elsewhere for publication authors agree that rights to produce and distribute , taking and circulating reprints , microfilming , scanning , photographic reproduction have been transferred , 4. authors shall be solely responsible for reliability , authenticity , validity , originality etc. of the facts , figures and views expressed in their article . No part of this publication can be reproduced , copied or stored in a retrieval system or transmitted in any form or by any means , without written permission from the publishers , except for citing references.
General Instructions This journal publishes research papers , short communications containing original research work of good standard and review papers of contemporary relevance from all over the world. Following types of contributions are also considered for publication : , brief reports, comments & replies on the published articles, book reviews , obituaries , monographs , letters to editors , notices etc RESEARCH PAPERS (Full Length - Maximum of 12 pages – A / 4 size ) , SHORT COMMUNICATIONS , REVIEW PAPERS including Mini Reviews . We also publish information about latest products and practices in Industry, Recent Research, Information about Awards/ Prizes, Scholarships , News and Views , Seminars , Conferences , Appointments etc. 1.
This is a multilingual Journal . Papers are accepted in English , Hindi or any other recognized language. English spelling and punctuation is preferred. All the matter and information should be submitted online or by e - mail as attachment. Soft copy format should be in MS word only ( pdf. version is liable to be rejected without any consideration ). Charts, Tables and Diagrams should be in MS Excel or MS Word and images in JPG format using maximum possible high resolution. The total size of the file containing the manuscript should be below 500 KB. Abstract alone will not be considered for review and the author is required to submit the complete manuscript in the first instance. 2. Full length Research Papers must not exceed Maximum of 12 pages in A/4 size . Tables and Figures must be in separate sheet , Pages should be properly numbered. Mathematical data must be provided strictly in APA style . 3. Authors and co-authors must be members of Journal. If authors are not members, they should pay processing fees. 4. After receipt of research paper and membership subscription of all the authors or processing fees, your paper will be referred to two experts for Double Blind Peer Review. Both experts should approve the paper and their decision regarding acceptance will be final and binding. The editorial board reserves the right to condense or make changes in the paper. 5. Manuscripts should be strictly in accordance with prescribed FORMAT of the journal. They will not be returned in any case whether accepted or rejected. Manuscripts and all other correspondence should be addressed to Editor . Acceptance communication will be sent to authors in one month time. Rejected manuscripts can be sent by authors to other journals only after our prior permission. Please note that your membership subscription or processing fees will not be refunded in any case whether your paper is rejected or accepted. 6. Declaration to be given by authors : The facts and views in the manuscript are ours and we are totally responsible for authenticity, validity and originality etc. I / We undertake and agree that the manuscripts submitted to your journal have not been published elsewhere and have not been simultaneously submitted fully or partly to other journals , nor is it under review for publication elsewhere. I / We also declare that manuscripts are our original work and we have not copied from any where else. There is no plagiarism in our manuscripts. Our manuscripts whether accepted or rejected will be property of the publisher of the journal and all the copyrights will be with the publisher of the journal. 7. Acceptance - As soon as you submit the paper online, it will appear in heading " Papers Received ". When we receive the paper along with "Declaration of Authors" and membership subscription of all authors / co authors and processing fees, we will send your paper for peer reviewing of its merits to two anonymous experts any where in the world. After acceptance by both the experts, we will try our best to inform you regarding acceptance within one month. If it is accepted, we will send you acceptance letter and your paper will be published at earliest in coming issues. If your paper is rejected, you can submit to other journal with our prior permission. Please note that your membership subscription or processing fees will not be refunded in any case whether your paper is rejected or accepted. The journal gives acknowledgement w.r.t. the receipt of every email and in case of non-receipt of acknowledgment from the journal, w.r.t. the submission of manuscript, within two days of submission, the corresponding author is required to demand for the same by sending separate mail to the journal . 8. Proofs - Proofs will be sent to the corresponding author via e-mail as an Acrobat PDF (Portable Document Format ) which should be returned to the Editorial office within 2 working days. Acrobat Reader will be required in order to read the PDF. 9. Please correspond by email and mention your requirements in subject. 10. All correspondence should made at [email protected] or [email protected]
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GUIDELINES FOR PREPARING MANUSCRIPT 1.
COVERING LETTER must accompany with all Manuscripts:
THE EDITOR IRJSSH Subject
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DATED: DD – MM – YEAR
Submission of Manuscript for Review / Publication .
DEAR SIR , Please find attached herewith our / my Manuscript entitled “ ……………………………………………………………………………………………… ” for review and publication there after in your journal. The facts and views in the manuscript are ours and we are totally responsible for authenticity, validity and originality etc. I / We undertake and agree that the manuscripts submitted to your journal have not been published elsewhere and have not been simultaneously submitted fully or partly to other journals , nor is it under review for publication elsewhere. I / We also declare that manuscripts are our original work and we have not copied from any where else. There is no plagiarism in our manuscripts. Our manuscripts whether accepted or rejected will be property of the publisher of the journal and all the copyrights will be with the publisher of the journal. I affirm that all the author (s) have seen and agreed to the submitted version of the manuscript and their inclusion of name (s) as coauthor (s). NAME OF CORRESPONDING AUTHOR : Designation: Affiliation with full Address, Contact Numbers & Pin Code: Residential Address with Pin Code: Mobile Number (s): Landline Number (s): E-mail Address: Alternate E-mail Address:
2.
MANUSCRIPT TITLE
The title of the paper should be in a 12 point Calibri Font. It should be Bold typed , Centered and CAPITALIZED. 3. AUTHOR NAME ( s ) & AFFILIATIONS: The Author ( s ) Full Name in Bold ( Surname or Family Name First ) , Designation , Affiliation ( s ) , Address , Mobile / Landline Numbers and e mail / alternate e mail ID should be in Italic & 11 - Point Calibri Font. It must be Centered underneath the Title.
4.
ABSTRACT
Abstract should be in fully Italicized text , not exceeding 200 words. The abstract must be informative and explain the Background , Aims , Methods , Results & Conclusion in a single para. Abbreviations must be mentioned in full.
5.
KEY WORDS
Abstract must be followed by a List of Keywords ( Maximum of Five ) arranged Alphabetically separated by Commas and Full Stop at the end.
6.
MANUSCRIPT
Manuscript must be in BRITISH ENGLISH prepared on a Standard A4 Size PORTRAIT SETTING PAPER. It must be prepared on a Single Space and Single Column with 1” Margin for Top , Bottom , Left and Right. It should be Typed in 8 Point Calibri Font with Page Number at the Bottom and Centre of every page. It should be free from grammatical , spelling , punctuation errors and must be thoroughly edited.
7.
HEADINGS
All the headings should be in a 10 point Calibri Font. These must be Bold - faced, Aligned Left and fully CAPITALIZED. Leave a blank line before each heading.
8.
SUB - HEADINGS
All the sub – headings should be in a 8 Point Calibri Font. These must be Bold – faced, Aligned Left and fully CAPITALIZED.
9.
MAIN TEXT
The main text should follow the following sequence : INTRODUCTION ( including REVIEW OF LITERATURE , NEED / IMPORTANCE OF THE STUDY , STATEMENT OF THE PROBLEM , OBJECTIVES and HYPOTHESES )
RESEARCH METHODOLOGY RESULTS & DISCUSSION ( including FINDINGS , RECOMMENDATIONS / SUGGESTIONS , CONCLUSIONS and SCOPE FOR FURTHER RESEARCH )
ACKNOWLEDGEMENTS REFERENCES APPENDIX / ANNEXURE The Main Text should be in a 8 Point Calibri Font , Single Spaced and Justified. The manuscript should preferably not exceed 5000 WORDS. Use Italics , rather than underlining when appropriate . Abbreviations should be explained at first appearance in the text.
10.
FIGURES &TABLES
These should be Simple , Crystal Clear , Centered , Separately Numbered & Self Explained , and Titles must be Above the Table / Figure. Sources of data should be mentioned below the Table / Figure. It should be ensured that all Tables / Figures are in JPG format of good resolution ( 300 dpi ) are referred to from the main text.
11.
EQUATIONS
These should be Consecutively Numbered in Parentheses , Horizontally Centered with equation number placed at the Right.
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The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
12.
IN - TEXT CITATIONS
Standard format ( Single Author ) - Author’s last name & year of publication Example Organizational structures are loosely coupled to the actual outcomes that they produce, so that they can satisfy demands for legitimacy from important actors in their environments ( Goyal , 2012 ) . res are loosely … In case of Two Authors – always cite both names as Goyal and Swami ( 2012 ) postulates ... In case of 3, 4, or 5 Authors - cite all authors first time in your paper. Subsequent citations include only first name of first author followed by “ et al .” First in-text citation – Goyal , Swami and Shukla ( 2012 ) found … Subsequent citation per paragraph thereafter – Goyal et al. ( 2012 ) found … After first citation within a paragraph, omit the year in subsequent citation - Goyal et al. also determined …
13.
REFERENCES:
The list of all references must be serially numbered and should be alphabetically arranged by family name (surname) first. The author (s) should mention only the actually utilised references in the preparation of manuscript and they are supposed to follow APA Style of Referencing. The author (s) are supposed to follow the references as per the following: Alphabetical arrangement within list ( Each source retains its original order ) , starts on a New Page immediately after the last main text page of the paper , Double – Spaced , Introduced by the word “ References ” at Top of First Reference Page Only , Centered with No Quotes .
Basic format
-
itle ( of article or book )
Standard formats ( books & journal / research articles ( pdf format ) ) One author ( book ) : Goyal, S. ( 2003 ). Industrial Sociology. Jaipur : RBSA Publishers.
Two authors ( scholarly journal article ) : Goyal, S., & Swami, S.G. ( 2002 ). Institutionalized organizations: Formal structure as myth and ceremony. “ International Journal of Sociology ”, 83(2), 340-363.
Three or more authors ( scholarly journal article ) : Goyal, S., Swami, S. G., & Shukla, R. N. ( 2004 ). Services for victims: A market research study [Electronic version]. International Review of Sociology, 6, 101-115. First citation in paper - ( Goyal, Swami, & Shukla, 2004 ) Second citation in paper - ( Goyal et al., 2004 ) All works cited in the text ( including sources for tables and figures ) should be listed alphabetically. Use (ed.) for one editor, and (ed.s) for multiple editors. When listing two or more works by one author, use --- (20xx), such as after Kohl (1997), use --- (2001), etc, in chronologically ascending order. Indicate (opening and closing) page numbers for articles in journals and for chapters in books. The title of books and journals should be in italics. Double quotation marks are used for titles of journal articles , book chapters , dissertations , reports , working papers , unpublished material, etc. For titles in a language other than English, provide an English translation in parentheses. The location of endnotes within the text should be indicated by superscript numbers. Spell out org’s name the first time & abbreviate thereafter ( The Global Association of Social Sciences [GASS], 2012) Subsequent text citation - (GASS, 2012)
References The Global Association of Social Sciences. (2012). Victim rights and services: A legislative directory. India: Author.
References (electronic version) Central Bureau of Investigation. (2007, September). Crime in the India, 2006. Retrieved November 5, 2007, from http://www.cbi.gov.in/ucr/cii2006/ Always indicate the date that the source was accessed, as online resources are frequently updated or removed.
References ( Legal Materials ) Court Decisions - Standard format : Name v. Name, Volume Source Page (Court Date). Citation: Lessard v. Schmidt (1972) or (Lessard v. Schmidt, 1972) Reference: Lessard v. Schmidt, 349 F. Suppl. 1078 (E.D. Wis. 1972) U.S. Supreme Court reference examples Brown v. Board of Education, 347 U.S. 483 (1954). Maryland v. Craig, 110 S.Ct. 3160 (1990).
CONFERENCE PAPERS Goyal, S. (2012): " Research Ethics" Paper presented at the 1 st International Conference of Social Sciences and Humanities for The Global Association of Social Sciences, Indore, India, 19–22 June.
UNPUBLISHED DISSERTATIONS AND THESES Goyal, S. (1995): "A Sociological Study of Workers in Textile Industries in Madhya Pradesh," Thesis, Devi Ahilya University, Indore. Disclaimer: This is a rough overview. Scholars are responsible for consulting APA for correct citations and references . See APA book for more detailed instructions and example .
xi THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
ETHICAL GUIDELINES Ethical guidelines accepted by the Editorial , Advisory and Academic Board of The IRJSSH : April , 2012
1.0 Statement of Purpose The purpose of this document is to enhance the quality and protect the integrity of scientific publishing in addiction specialty journals. It is written in the interests of all those who engage in the scientific endeavor and those who put trust in the truthfulness of the scientific output. To that end, this document provides guidance to authors, editors and other individuals regarding ethical and procedural issues that affect the integrity of scientific publishing. These guidelines were developed to deal with the growing complexity of decision-making in addiction journal publishing, which often requires critical judgment on the part of editors, reviewers, authors, publishers and others with regard to ethical issues. The guidelines address two broad areas : 1) the responsibilities of authors, and 2) the responsibilities of editors, journal staff and journal owners.
2.0 Responsibilities of Authors The responsibilities of authors include but are not limited to study design, ethical approval of research, data analysis, authorship credits, conflict of interests, redundant publication, and plagiarism. 2.1 Study Design and Ethical Approval Research reported in IRJSSH should be well justified, well planned, appropriately designed, ethically approved when necessary or appropriate to do so, scrupulously analyzed and honestly interpreted. Formal supervision, usually the responsibility of the principal investigator, should be provided for all research projects.
2.2 Authorship Credits Authorship of a scientific report refers to the origin of a literary production, not just to the experimentation, data collection or other work that led up to it. All persons named as authors should 1) have made a major contribution to the work reported, and 2) be prepared to take public responsibility for its contents. Early agreement on the precise roles of the contributors and collaborators, and on matters of authorship and publication, is advised. All contributors to a research project or other scholarly publication should be advised of their authorship responsibilities and given the opportunity to participate in the drafting of the manuscript. Initial inclusion in the planning of a scientific paper does not necessarily warrant authorship credit unless the prospective author makes a substantive contribution as described below. The lead author should periodically review the status of authorship credits and substantive contributions with all prospective collaborators, in order to avoid disputes. The award of authorship should balance intellectual contributions to the conception, design, analysis and writing of the study against the collection of data and other routine work. If there is no task that can reasonably be attributed to a particular individual, then that individual should not be credited with authorship. All listed authors on a paper should have been personally and substantially involved in the work leading to the paper. Involvement in data collection and other routine tasks does not necessarily warrant authorship credit. Similarly , merely granting access to clinical samples or being the head of a research unit or grant is not by itself sufficient to justify a share in authorship. If professional writers employed by pharmaceutical companies, medical agencies, or other parties have written the paper, then their names should be included, and any conflicts of interest declared. Authors should not allow their name to be used on a piece of work merely to add credibility to the content.
2.3 Redundant Publication Redundant publication occurs when two or more papers, without full cross-reference, share any of the same data. Authors are expected to ensure that no significant part of the submitted material has been published previously and that it is not concurrently being considered by another journal. An exception to this general position may be made when previous publication has been limited to another language, to local publication in report form, or to publication of a conference abstract. In all such instances, authors should consult the editor. Publication in different papers of subsets of data from the same population of subjects in a study may be acceptable if publication in one article would render it unreasonably long and complex. In such cases, cross- referencing to the other relevant publication(s) must occur. Re-publication of a paper in another language is acceptable, provided that there is full and prominent disclosure of its original source at the time of submission and provided that any necessary copyrights are respected. At the time of submission, authors should disclose details of related papers, even if in a different language, and similar papers in press. When in doubt, authors should provide the editor at the time of submission with copies of published or submitted reports that are related to that submission.
2.4 Plagiarism Plagiarism ranges from the unreferenced use of others' published and unpublished ideas, including research grant applications, to submission under "new" authorship of a complete paper, sometimes in a different language. It may occur at any stage of planning, research, writing, or publication; it applies to print and electronic versions. All sources should be disclosed through appropriate citation or quotation conventions, and if a large amount of other people's written or illustrative material is to be used, permission must be sought.
2.5 Conflict of Interest A conflict of interest is a situation or relationship in which professional, personal, or financial considerations could be seen by a fairminded person as potentially in conflict with independence of judgment. It has also been described as a situation or relationship which, when revealed later, would make a reasonable reader feel misled or deceived. A conflict may be personal, commercial, political, academic or financial. "Financial" interests may include employment, research funding, stock or share ownership, payment for lectures or travel, consultancies, and company support for staff. Conflict of interest is not in itself wrongdoing.
xii THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
The potential for conflict of interest in the addiction field is enhanced by any relationship or funding connected with the tobacco industry, the alcohol beverage industry, for-profit health care systems, private hospitals, the pharmaceutical industry, and "social aspect organizations" that receive their primary support from these sources. There are three levels of conflict of interest: real, apparent, and potential. A real conflict of interest means that the author, or the administrative unit with which the author has an employment relationship, has a financial or other interest that could unduly influence the author's position with respect to the subject matter being considered. An apparent conflict of interest exists when an interest would not necessarily influence the author but could result in the author's objectivity being questioned by others. A potential conflict of interest exists with an interest that any reasonable person could be uncertain whether or not it should be reported. Each author should declare to the editor any interests that could constitute a real, potential or apparent conflict of interest with respect to his/her involvement in the publication, between (1) commercial entities and the participant personally, and (2) commercial entities and the administrative unit with which the participant has an employment relationship. "Commercial entity" refers to any company, association (e.g., trade association), organization, or other unit with commercial interests. Sources of funding for the study, review, or other item should be declared in the final publication.
3.0 Responsibilities of Editors/ Journal Staff/Journal Owners Journal editors can have a significant influence on the practice of addiction science, as well as treatment and prevention. Editors need to promote the highest standards of ethical practice in order to advance addiction science and to maintain the trust of the people their journals serve. The ethical responsibilities of editors include the ethical decision-making, the peer review process, advertising, conflict of interest, and how to deal with scientific misconduct. Editors' decisions to accept or reject a paper for publication should be based only on the paper´s importance, originality, and clarity, and the study’s relevance to the remit of the journal. All original studies should be peer reviewed before publication, taking into full account possible bias due to related or conflicting interests. Studies that challenge previous work published in the journal should be given an especially sympathetic hearing. Studies reporting negative results should not be excluded. Editors must treat all submitted papers as confidential. When a published paper is subsequently found to contain major flaws, editors must accept responsibility for correcting the record prominently and promptly.
3.1 Peer Review Addiction journals should be committed to peer review, and research reports and scientific reviews should go through this process. As regards the extent to which other material (e.g., commentary, book reviews) will be so reviewed, we see that as a matter for editorial discretion. Peer reviewers are external experts chosen by editors to provide written opinions, with the aim of improving the study. Reviewers are also expected to behave in an ethical manner and the editor should consider breaches of the following guidelines as instances of misconduct no less serious than comparable actions by authors. Editors must treat all submitted papers as confidential. The duty of confidentiality in the assessment of a manuscript must be maintained by expert reviewers, and this extends to reviewers' colleagues who may be asked (with the editor’s permission) to give opinions on specific sections. Referees should be told that their access to the papers on which they have been requested to comment is in strict confidence. Confidentiality should not be broken by prepublication statements on the content of the submission. Manuscripts sent to reviewers should be returned to the editor or destroyed. Reviewers and editors should not make any use of the data, arguments, or interpretations, unless they have the authors' permission. Reviewers should provide speedy, accurate, courteous, unbiased and justifiable reports. If reviewers suspect misconduct, they should write in confidence to the editor. To enhance the quality and efficacy of the peer review system, addiction journals should audit the quality of peer review on a continuous basis, and where possible, provide training to enhance the quality of peer review. Journals should publish accurate descriptions of their peer review, selection, and appeals processes. Journals should also provide regular audits of their acceptance rates and publication times. In refereeing journal supplements, an editorial note should be published to indicate whether or not the papers have been peer-reviewed.
3.2 Conflict of Interest Referees should be asked to declare to the editor if they have a conflict of interest in relation to the material which they are invited to review, and if in doubt they should consult the editor.' Conflict of interest ' is defined as a situation in which professional, personal, or financial considerations could be seen by a fair-minded person as potentially in conflict with the editor's independence of judgment. Conflict of interest is not in itself wrongdoing. To protect the independence of the editorial process, the owner or another body that may influence the editorial process should be declared, and sources of support from the alcohol, tobacco, pharmaceutical or other relevant interests should be published in the journal. When a journal publishes journal supplements, an indication will be given of sources of support for their production. Editors should also disclose relevant conflicts of interest to their readers. Sometimes editors may need to withdraw from the review and selection process for the relevant submission. Conflicts of interest, where relevant, must be declared to editors by researchers, authors, and reviewers. To further enhance the integrity of science, editors are urged to adopt a more complete disclosure policy. Such a policy should require contributors to disclose to journal editors at least the following information: Sources of funding for the study, review, or other item being published. Sources of funding for the submitted paper must be declared and should be published. Financial or other significant relations (e.g., consulting, speaker fees, corporate advisory committee memberships, expert testimony given in legal cases) of the author and the authors' immediate family in the last 5 years with companies, trade associations, unions, or groups (including civic associations and public interest groups) that may gain or lose financially from the results or conclusions in the study, review, editorial, or letter. If an editor considers he/she may be subject to Conflict of Interest, advice from a co-editor may be sought and a co-editor or guest editor should have full responsibility for editing the manuscript.
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The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
Double Blind , Open and Ethical Peer Review Referral Process MANUSCRIPT SUBMITTED TO THE JOURNAL IS SUBJECT TO THE FOLLOWING DOUBLE BLIND ETHICAL PEER REVIEWING AND REFERRAL PROCESS: 1. 2.
3. 4.
5.
Each manuscript will be initially evaluated by the editor / co - editor, who may make use of appropriate software to examinethe originality of the contents of the manuscript. The manuscripts passed through screening at above noted level will referred to two experts for blind peer review, each ofwhom will make a recommendation to publish the article in its present form/modify/reject. During this period referees shalltreat the contents of papers under review as privileged information. The review period varies from a week to one month (Maximum two months in extra ordinary circumstances). Reviewers and editors shall a. read and evaluate the article b. Reviewers submit their reviews back to the journal editor c. The journal editor takes all comments, including their own, and communicates this feedback to the original author (or authors) . Both experts should approve the paper and their decision regarding acceptance will be final and binding. The editorial board reserves the right to condense or make changes in the paper.
Jurisdiction All legal disputes are subject to territorial jurisdiction of District Indore , Madhya Pradesh , India Only.
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The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
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xv THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
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The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
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xvii THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
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xviii THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
Publications of Dr. Sunil Goyal - International Editor – in – Chief : Publication of Books - As Author S.No.
Year
Title of Book
Name of Publisher
Place
Nation
24
2011
Government Narmada P.G. (Exc.) College , Hoshangabad
H’bad
India
23
2007
M/s RBSA Publishers
Jaipur
India
22
2007
M/s RBSA Publishers
Jaipur
India
21
2007
M/s RBSA Publishers
Jaipur
India
20
2005
M/s RBSA Publishers
Jaipur
India
19
2005
M/s RBSA Publishers
Jaipur
India
18
2005
M/s RBSA Publishers
Jaipur
India
17
2005
M/s RBSA Publishers
Jaipur
India
16
2004
M/s RBSA Publishers
Jaipur
India
15 14
2004 2004
M/s Ram Prasad and Sons M/s Ram Prasad and Sons
Agra Agra
India India
13
2004
M/s Ram Prasad and Sons
Agra
India
12
2003
M/s RBSA Publishers
Jaipur
India
11
2003
M/s RBSA Publishers
Jaipur
India
10
2003
M/s RBSA Publishers
Jaipur
India
9
2003
M/s RBSA Publishers
Jaipur
India
8
2003
M/s RBSA Publishers
Jaipur
India
7
2002
India
2002
Dept. of P. G. Studies and Research Centre in Sociology , Government College M/s RBSA Publishers
Sarni
6
Jaipur
India
5
2002
M/s RBSA Publishers
Jaipur
India
4
2001
M/s RBSA Publishers
Jaipur
India
3
2000
M/s RBSA Publishers
Jaipur
India
2
1999
M/s RBSA Publishers
Jaipur
India
1
1998
Poverty in India , Book of Abstracts (Ed.) Dept. of P. G. Studies and Research Centre in Sociology Social Anthropology ISBN 81 - 7611 - 410 - 3 Criminology ISBN 81 - 7611 - 405 - 7 Social Thought ISBN 81 - 7611 - 404 - 9 Advanced Social Research ISBN 81 - 7611 - 285 - 2 Elementary Social Research ISBN 81 - 7611 - 284 - 4 Advanced Sociological Theories ISBN 81 - 7611 - 220 - 8 Sociological Essays ISBN 81 - 7611 - 209 - 7 Crime in India ISBN 81 - 7611 - 252 - 6 Sociology B A III rd Year , Chhatis Garh Sociology B A III rd Year , Madhya Pradesh Sociology B A II nd Year , Madhya Pradesh Industrial Sociology ISBN 81 - 7611 - 205 - 4 Social Change In India ISBN 81 - 7611 - 202 - X Women In Indian Society ISBN 81 - 7611 - 200 - 3 Indian Social System ISBN 81 - 7611 - 186 - 4 Basic Sociological Concepts ISBN 81 - 7611 - 064 - 7 Globalisation and Strikes and Lock Outs in Indian Industries , Book of Abstracts ( Ed. ) Great Sociological Thinkers ISBN 81 - 7611 - 164 - 3 Indian Society ISBN 81 - 7611 - 141 - 4 Elements of Social Research ISBN 81 - 7611 - 108 - 2 Sociology of Organisation ISBN 81 - 7611 - 0768 - X Urban Sociology ISBN 81 - 7611 - 062 - 0 Rural Sociology
M/s RBSA Publishers
Jaipur
India
xix THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
The Int. Res. J. Soc. Sc. Hum. __________________________________________________________Vol. 6 (4) Apr (2017) ISSN 2320 ‐ 4702
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Registered India Office
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Publish your Scholarly Work on any Subject / any Discipline in Hindi or English as Double Blind Peer Reviewed , Referred , Recognised and Scientific ISBN numbered International Reference Book. Research Reports of Minor / Major Projects , Ph.D. Research Work , Manuscript of Text Book / Reference Book , Conference / Seminar / Workshop Proceedings , Edited Volume of Chapters written by different Authors , Novels / Stories etc. The double blind peer reviewing , referring and scientific processing of manuscripts is done by the Association on nominal Processing Charges on No Profit - No Loss basis .
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E Book will be launched internationally on Association’s Official Website without any extra expenses . The Book Rs. 60 only will also be abstracted , Indexed and listed in international Institutions without any extra expenses . Fifty books in CD ROM format will be given as CD Rom complimentary copies without any extra expenses . In case mode as CD Rs. 75 only of Co Author (s) the number will be divided equally Rom Book between them . For book containing less than 200 pages author will be given 50 printed copies and for books containing 200 or Print mode as Rs. 150 more pages author will be given 100 printed copies of books towards full amount paid as processing charges. In case of Printed Book only Co Author (s) the number will be divided equally between them.
Electronic mode as E Book
As per new UGC Guidelines for Performance Based Appraisal System ( PBAS ) – Academic Progress Indicator (API) , single author is entitled to get a score of 50 marks for every Text / Reference Book published by an International body like us with an established peer review system . Interested Scholars my contact : International Secretary ( Hon. ) at e mail [email protected] , [email protected] , Mob. + 91 94253 82228 . Visit us at www.thegass.org.in xx THE INTERNATIONAL RESEARCH JOURNAL OF SOCIAL SCIENCES AND HUMANITIES An Official International Double Blind Peer Reviewed Referred Recognized Indexed Impact Factor Open Access Monthly Scientific Research Journal of The Global Association of Social Sciences included in the International Serial Directories, Visit us at www.thegass.org.in
