Modern Approaches and Innovation in Psychology

Modern Approaches and Innovation in Psychology
EDITOR
Dr. Charulata S. Pradhan

Assistant Professor, Dept. of Psychology Kohinoor Arts, Commerce and Science College, Khultabad, Dist. Aurangabad (MS)
CO-EDITOR
Dr. Shaikh Mohd. Arif

Assistant Professor, Dept. of Physical Education Kohinoor Arts, Commerce and Science College, Khultabad, Dist. Aurangabad (MS)
ISBN 978-93-82504-46-7

Copyright Kohinoor Shikshan Sanstha, Aurangabad (MS) Publisher : New Voices Publication, Aurangabad - 431001 (MS) www.newvoicespublication.com. Mob. 9890450746 Year of Publication : 2014 ISBN 978-93-82504-46-7 DTP : Yajuwendra Wankar Mob. 9763830016
Disigning : Well Done Graphics Manzoorpura, Aurangabad - 431001 (MS) Mob. 9595335538 Printer : Omkar Printers, CIDCO, Aurangabad - 431001 (MS) Mob. 9423744183 Price : ` 300/Note : The views expressed by the authors in their research papers in this book are their own. The Editor/Publisher is not responsible for them. Author is responsible all grammatical error. Subject to Aurangabad (MS) Jurisdiction.
MESSAGE
I am glad to know that Dept. of Psychology, Kohinoor Arts Commerce and Science College, Khultabad is organizing a National Conference sponsored by UGC on "Modern Approaches & Innovation in Psychology" on 1717-18 February 2014. This conference will be an exciting and congenial opportunity for delegates to discuss and explore innovative Psychology applications. The congress Program feature several outstanding speakers from all all India who are leader in various faculties. The Theme of the conference is challenging challenging to the Academic and research scholars. I understand that a good number of delegates from all over the over the country would be participating in this national event and discuss ways and means to promote the strengthen programs of Education. I expect that the outcomes of conference will be of great importance to the participants. I send my Warm Greetings reetings and hope that participants will seriously discuss improvements needed in teaching learning process, modernizing curricular to take care of of recent trends in interdisciplinary and
multidisciplinary research. I congratulate organizers for their efforts and wish the NCMAIP a grand success. With Regards...!
MAZHAR KHAN Secretary Kohinoor Shikshan Sanstha, Aurangabad
FROM THE DESK OF CONVENER

Dear Colleagues and Friends, Friends, Warm Greetings I would like to Welcome all the delegates from different esteemed institutions to "National Conference on "Modern Approaches & Innovation in Psychology" on behalf of Kohinoor Arts, Commerce and Science College Khultabad. The conference is a reflection of our objective to reach out to Psychologist, interested in multidisciplinary discourses. discourses. The aim of NCMAIP is to provide platform for scientific discussion. Our tremendous intellectual energy is realized through such scientific Endeavors and many remedies to the problems could be reached. By organizing this National Scientific Expression we want to create an Academic and scientific framework where there will be presented the most important results of some individual or collective studies and researches, to reunite specialists from the connection domains of close understanding of this issue from
Psychology to allow the expression, expressi on, at the highest quality standards of the accumulated experiences of the practitioners from a perspective but also the multidisciplinary view points. I hope your scholarly gracious presence will make this conference a grand success. With Best Best Wishes. directive
Dr. Baig Akhtar Mirza

Convener NCMAIP
EDITORIAL
Living in the twenty first century is an exciting and bewildering experience for most of us. And it requires no great stretch of imagination to explain why? Extraordinary technological achievement are changing our world with alarming regularity. The rapid march of technology, although bringing to us many benefits, is also creating problems heretofore never encountered. Technology has broken the time and space barriers. Although physical distance between people are decreasing is some respects, "Psychological distances" are becoming greater. That modern man is having difficulties despite the benefits from technology is apparent from a quick glance at today's news. The headlines characteristically read : "Thousands of workers on strike", Race riots in two cities, "Juvenile delinquency on the increase, "Hospitals for the mentally sick over crowded" All these headlines bear mute testimony all our problems are human problems. Now Psychologists will help us to solve these problems. Psychology is the science that studies behavior and the physiological and mental process that underlie it, and it is the profession that applies the accumulated knowledge of this science to practical problems. Psychology leads complex dual existence as both a science and profession. It focuses on behavior and related mental process. Psychology looks at behavior. Behavior is any overt observable response or activity by an organism. Psychology is also interested in the mental process - the thought, Feeling & wishes - that accompany behavior. Mental processes are more difficult to study than behavior because they are private and not directly observable. However, They exert critical influence over human behavior. So psychologist have strived to improve their ability to "look inside the mind". New models is gradually emerging. e.g. the bio psycho social model holds that physical illness is caused by a complex interaction of biological, psychological and socio cultural factors. The present Journal "Modern Approaches and Innovation in Psychology" is the collection of papers presented in the NCMAIP organized by Dept. of Psychology Kohinoor Arts, Commerce and Science College, Khultabad, Dist. Aurangabad, (MS). This journal gives the major trust areas of sports psychology, social Psychology, cognitive Psychology and many more. Nearly 76 Contributors have presented their papers. The major problems likes mental health, Self concept, Emotional intelligence, female feticide, Stress management, Job Satisfaction, Gender differences are discussed. I express my deepest thank to Hon. Mazhar Khan and Hon. Smt. Asma Khan for their encouragement and support which has proved worthy in my work. My sincere thanks to Dr. Baig Akhtar Mirza for their intellectual guidance. I would also like to thank all the contributors for their scholarly papers to this volume.
- Dr. Charulata Pradhan
NCMAIP ISBN 978-93-82504-46-7
INDEX
PSYCHOLOGY
1 2 3 4 5 Dr. Ram Kalap Tiwari* Akanksha Srivastava** Role of Social Media in Career Counseling of College Student's Sufia Azmat A Study on Awareness and Access to Child Health Services among Muslims in Slums of Delhi Mallikarjun H Krishnakar* Dr.Shivkumar S Chengti** Self-Concept and Emotional Intelligence of Students Dr. Kumar, N.K. Reviving Higher Education In India Shirish K. Shitole The study of relationships and differences between male and female students appearing for civil services competitive examinations related to different aspects of strategic learning approach and emotional intelligence Gaikwad Santosh B. Psycho-Socio Perspective of Female Feticide Shradha A. Raravikar Modern Approaches to Stress Management A Positive Psychology Perspective Manisha Gujar* Rebecca Rozario** Study on Insight Development for Verbal Stimuli Sushma Arjun Ohol* Sangita Subhash Bharti** Modern Approaches to Stress Management Rajni Ramesh Senad Modern Approaches to Stress Management Coping With Stress through Non-Drug Methods Dr. Ravindra M. Ghoti A Study of Personality in Fencing Players Dr. Rasway V.B. A Psychological Investigation of Job Satisfaction and Effectiveness among Male & Female Jr. College Teachers Dr. Raypure S.E. The Rel at ionship bet ween Anxi ety-Perf ormance and self- Confi dence of Sportsm en Dr. V.G. Pingale Effect of Locus of Control on Life Satisfaction of Senior Citizen Deore S.K.* Agnihotri G.M.** Nanotechnology: An Opportunity and New Challenge In Psychology Lokhande Ganesh Vishnu Family Stress and Gender Difference. Swati H. Kekare A Comprehensive Approach to Stress Management In School Children Dr. Sujata L. Waghmare Gender Inequality of Human Psychology Belnur Ramkisan Sitram* Mate Ashok Ankushrao** The Impact of Gender on Self-Concept among Adolescents Dr. Gopal J. Pedapalli A Psychological Investigation of Emotional Competencies and Emotional Maturity among Minority Students. Rakhonde M.K. A study of Emotional Intelligence of Handicapped Students and Normal Students Dr. Marathe Sambhajirao Ravsaheb A study of the parental Attitude in single child family with reference to late childhood. Dr. Ina D Nath Impact of Parenting Style and Socio- Economic Status on Development of Self Confidence Sayeed Salar Gaffar A study of Ego-Ideal and Introversion among Male-Female and Rural-Urban College Student in Aurangabad District Phad Darmraj Dadarao A Comparative Study of Job Satisfaction and Occupational Stress among Secondary School Teachers Serving in Granted And Non-Granted Schools Joshi Maithili Shrikant School Psychology in Indian Context
Page No.
1 4 7 11 15
6 7 8 9 10 11 12
18 20 22 25 28 31 33
13 14 15 16 17 18 19 20 21 22 23 24
35 38 40 43 46 48 50 52 54 57 59 61
25 26
65 67
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27 28 29 Priya Jagannath Adhane A Study of Stress Level and Adjustment among Working and Non-Working Women Taur Anil Dilipsingh* Devre Subhash Sahebrao** A Comparative Study of Mental Health of Rural and Urban Secondary School Students Narsing Gawali* Pradnya Kale** Importance of Emotional Intelligence in The Work Place: Working with People Means Working With Emotions Nila Pratibha Babu To Understand The Effectiveness Of Cognitive Behavior Therapy On Obsessive-Compulsive Disorder Dr.A.A.Ashtaputre* Dr. S.N.Sisode** Mobile Text Messaging (SMS) and Personality Dr.N.V.Singapure* Dr.Sudhir Padghan** A Psychological Study of Cognitive Style and Prejudice among Minority College Students. More T. S. A Comparative Study of Emotional Intelligence, Self-confidence Professional and NonProfessional College students 70 72 74
30
79
31 32 33
81 83 85
PHYSICAL EDUCATION
34 35 36 Mushtaq Mohammad Kutubuddin Shaikh* Dr. V. Vallimurugan** Study on Sports Achievement Motivation among Men Hockey Players A Position-Wise Analysis Dr. Govind Bohra A Study of Achievement Motivation and Physical Fitness of Group Success Oriented Vs Personal Success Oriented Players Prabhanshu Awasthi Personality of Individual Game Players and Team Game Players of Saurashtra University: A Comparative Study Dr. Jagdish L Gothi The Effect of Selected Exercise on Anthropometric Measurement of Women of Gandhinagar City Bhagat S.B. The Need of Yoga for Physical Fitness Dr. Asmaparvin Sayyad* Dr. Meenakshi R. Mooliya** A Study of Psychological Differentials of Sports Performance between District, State and National Rifle Shooters. Dr. Sonone U.P.* M.S. Rathod** Effect of Drugs on the Physiological & Psychological Factors of Sportsman Zende Vasant G* Dr. Dube Pradeep B.** A Comparative Study of Anxiety Level between Cricket and Volleyball Men Players Aged 18 To 25 Years Smita Dnyanoba Rodge Attaining Balance Health and Physical Fitness through Yoga: A Review Analysis Leela Sukhdeo Bansode Yoga and Importance Dr. P.K.Patel Role Of Pranayam Suhas D. Yadav* Madhukar P. Wakale** Psychological Benefits of Exercise in Physical Education Dr.Vishal Deshpande The Study of Physical Talent Indicators in Sports Talent Identification Kalpana Fulsunge Need and Importance of Meditation Dr.Dayananad Kamble* Dr.Phulchand Salampure** The Study of Altitude Illness among the Athletes 88 90 93
37 38 39
97 100 103
40 41
106 108
42 43 44 45 46 47 48
110 113 115 117 119 121 123
EDUCATION
49 50 51 Munthir Shakir Jokey An Investigation of the Obstacles to Apply Communicative Approaches in Teaching English from Iraqi Teachers' Point of View A Pedagogical View Prachi Vashishtha Teacher Mediation and Intersubjectivity : Creating shared Ground for Learning Dr. Sanjay Bharatiya* Dr. Shikha Verma** Importance of Inclusion Education 125 128 131
ii
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52 R.N. Jadhav A Comparative Study of Achievement Motivation and Emotional Intelligence among D.Ed College Students Dr. Pratima P. Girgaonkar Constructivism: Role of Technology Dr. Smt. Padma M. Jadhav* Pathan Md. Wasim Md. S.** Empowerment of Learner: Core of Multiple Intelligence Theory Dr. Vaishali A. Khoptikar A Study of Creative Thinking of Secondary School Boys & Girls Dr. Mrs. Moin Fatema* Role Of Teacher In Developing Desirable Habits among Children Belonging to Socially, Culturally and Economically Deprived Class A Case Study Mrs. Santwana G. Mishra Study of Family Climate of Adolescents and its Relationship to Gender and Academic Achievement Asore Manisha Digambarrao Teaching Creativity Attitude among Secondary Teachers with Respect to Gender and Teaching Experience Kharat Siddharth Sandu Learning Disability Dr.Saheb Ali H N Quantitative Aspects of Cognitive Development: A Review Shailaja Kariveerayya Introduce Education in Pre-Service & In-Service Teacher Training Dr.A.R.Purwant The Learning and Wellbeing Outcome Sought-Inclussive and Effective Schools Sangeetha Basavantappa A Focus on the Right to Education International Mandates Tanuja Sebraj. T Pre - Service & in-service Teacher Training : Inclusive Education Dr. B. K. Pandav Inclusive Education Dr. Shaikh Feroz Constructive Approach in Learning Kaninde Sambodhi Vithalrao Awareness about Sustainable Development among B.Ed. level Student Teachers. Miss. Unhale Gangutai Sambhaji Awareness about Non-Violence among B.Ed. level Student Teachers Seema Ghike Effect of Stress Relaxation Techniques and Stress Management Strategies and Programs on Scholastic Achievement, Performance, Social and Emotional Development and Physical and Mental Health of 10th Class Students an Experimental Study Sandip Pratap Wahule* Madhav Hari Gavit** Tulshiram C. Khotare*** Utility of Leaning Disability 134
53 54 55 56
136 138 141 144
57 58
146 149
59 60 61 62 63 64 65 66 67
151 153 155 157 160 163 165 167 169
68 69
171 173
70
178
SOCIAL WORK-SOCIOLOGY
71 72 73 74 75 76 Dr. Athing Ningshen Psychological Factors of Poverty in Manipur State Jagdevappa Chakki Interpersonal Relations Sadiq Bagwan Communal Violence in India Ganapurkar G.T. Gender Inequality of Human Psychology Dr. Kalpana Deokar Sociological and Conceptual Insight on Violence Prof. Mohite Anita Shankar Socio-Economic Status of Vadar Community in Pune District 179 184 187 190 192 195
iii
NCMAIP ISBN 978-93-82504-46-7
Research Paper
Psychology
Role of Social Media in Career Counseling of College Student's
Dr. Ram Kalap Tiwari Akanksha Srivastava
K.S. Saket P.G. College, Ayodhya, Faizabad (UP) Research Scholar, K.S. Saket P.G. College, Ayodhya Faizabad (UP)
ABSTRACT The present investigation was conducted to evaluate the utilization of social media for career advancement in college students. A sample of 50 (30 boys & 20 girls of 20 to 23 years) at Dr. R. M. L. Avadh University, Faizabad city of Uttar Pradesh selected for the study. All participants were users of social media (Face book, twitter & Google+). Rich information about career development was provided on their sites frequently. Analysis of the responses mentioned that social media become a powerful and strong tool for their career advancement. 98% students reported that social media is helpful for their career. The study provided a significant contribution of social media for students learning and career opportunities.
KEYWORDS : Social Media, Career Counseling, College Student
office and those who have social phobia and home sickness. Social media counseling have clear flexibility for counselor as well as for counseling seekers. Counselor can utilize social media to help students engage outside the traditional classroom space in order to develop career goal and get current news and trends in the career (Yaremich, 2012) Barnes (2009) found that 61% of universities are currently utilizing social media in some form to recruit students. Further 88% of universities see it is part of their future recruitment strategies. He articulated that for adolescents social media has become a necessity for their learning and career. Kettunen, et al. (2013) conducted a study on career practitioners, conceptions of social media in career services. Fifteen finish career practitioners were interviewed in focus groups. The results indicated associations between career practitioners conceptions and their practice. Existing research has investigated the role of social media in career Counseling (Bimrose et al. 2011; Obsorn et al. 2011). There are a limited number of researches using social media as a tool for career counseling among college students in Indian context. The present investigation is a pioneer research in the area of career counseling using social media among college students who frequently use social media sites for their career development. Objectives: 1. The main objective of the present study was to investigate the role of social media in career counseling among college students. 2. To examine the role of situational variables affecting career counseling of college students. Methodology: Participants: A sample of 50 college student was selected for the present study. They were studying in post graduate classes at Dr. R.M.L. Avadh University, Faizabad city of
Introduction: The importance of social media in career advancement has increased dramatically in modern time. Several researchers have emphasized that it is important that career counselors gain skilled training and mastery in current and ongoing technologies in order to consider their utility and potentiality for students (Bimrose, Hughes, & Barmes, 2011; Osborn, Dikel,& Sampon, 2011). Social media is a foresting field for counselor who has different opinion and skill in use of social media in Counseling of college students. Some counselors are not interested in the utilization of social media in providing career Counseling and a large number of counselor do not have the skills, expertise or experience to be able to conduct this type of Counseling effectively. However, experts believe that social media replaced their jobs (Vuorinen, Sampson, & Kettunen, 2011), but they accept that social media is a worthily medium that can assist in performing their jobs. Researchers are in view that social media has an important role to play in delivering of career Counseling for college students. Social networks such as Facebook, MySpace, twitter, Google+, are important web pages that users utilize frequently. Users create their safe rate pages and allow those they select to have various levels of access to their sites. Counselors often create one open- access page for counseling seekers. Counselors utilize twitter to communicate information and links to those who follow them. Reportedly, Counseling and therapy groups have also used twitter to conduct feelings check- ins throughout the week. Social media offers counselors a valid advertising and networking platform, providing a venue where they can introduce themselves and conduct Counseling program. Counseling through social media is not a modality but rather a method of delivery. Within delivery, a counselor can utilize various modalities. This type of Counseling has many advantages: it allows counselor to reach a larger number of people including rural area resident, those who are disabled, who have a fear to come to counselors
NCMAIP ISBN 978-93-82504-46-7

Uttar Pradesh. The age range of the participants was 20 to 23 years. 30 boys and 20 girls were participated in this investigation. All selected participants were using social media tools for gathering informations about their learning and career. Counseling Materials: Career Counseling materials were selected and prepared by the counselor. Detail information about careers of college students were systematically arranged by the researcher and it was posted on students Facebook, twitter and Google+ accounts. Feedback Information: Counselor prepared some statements for feedback information and posted it on their social networking sites. Interview: Counselor conducted a short interview of all participants for seeking information about advantages of career counseling through social media. Procedure: First of all, counselor registered all participants through their email addresses, after that posted primary information about career advancement on their Face book, twitter and Google+ account. It was believed that all participants would gather this information seriously for their career advancement. After some time new information were posted, then feedback items were emailed to all participants and they were asked to send feedback information on feedback email. At last, interview was conducted on all participants. Statistical Analysis: Qualitative and quantitative both analyses were applied for interpretation of the data. Results: Analysis of Responses: The analysis of responses regarding social media mainly as information settings was that students and counselors have conversations. The importances of these conversations among college students, through the means of social media, is growing and observed by both counselors and students. Thus, they see new possibilities of reaching people and initiating conversation with students by interring into the realm of social media. 90% students reported that conversations were career and school related or about training and education. 95% students reported that a lot of recent and current information were available for which we are not aware of. They reported that it could be possible place to open some recent career related topics for discussion and then everyone should participate in these discussions. Table 1 indicated the present analysis patternTable-1: Category and Percentage of Students responses about career information posted on Social Media Sites Category of Percentage Information Career, School and 90% Educational Information Recent and Information Current 95% College students perceived social media as a change. They mentioned that social media created a need for career advancement to change the way. They all are accustomed to seeking new information. They have the skilled to use social media but are hesitant. Table-2: Feedback Analysis Percentage Dimensions Positive attitude and 98% desirable Highly 96% beneficial Interesting tool 98% The analysis of feedback indicated that college students more strongly reported social media as a desirable in career advancement. They expressed positive attitude and high interest towards social media. They consider these new sites as a compliment to the other ways in which they collect information and connect to people on a daily basis. They also reported that social media is a big and interesting tool. They recognized that these platforms facilitated our careers and encouraged students to engage in recent meaningful opportunities. Table-3: Category of Responses based on Interview Category Percentage Social change Helpful in career 99% 98%
Social media was perceived as a part of modern days reality, including the area of career advancement. It is a kind of societal change. In interviews students reported that use of social media might be beginning of a new phase in career development. 98% students reported that social media is helpful in our career structure. Category wise analysis of the obtained data was further presented graphically. Figure 1 represents the actual picture of responses collected from students who participated in the career counseling information activities.
NCMAIP ISBN 978-93-82504-46-7

Figure-1: Gr aphic r epresentation of per centages of responses on var ious categories of social media The analysis of the present study showed that these dimensions were interrelated with interest and aim of the career of the college students. Counselor (researcher) adopted a holistic approach for providing information to college students using social media and this approach was powerful instrument in strengthening and cultivating opportunities. College students can also utilize social media in services, learning and training for acquisition that changes the aim and development of individual lifelong career management skills. The results of the present study were similar to Watts (1996) views that technology in career is helpful for users to cultivate a new culture to collect information using social site for their career. Social media shifts from unexpected to expected outcome. It at this point the strong usefulness of social media in career advancement was articulated, that the counselors role moved from directive to supportive stage. In this situation one way transmission of information shifted to two way interaction. The shift helps both students and counselors to gain new expertise in this domain. There is a need to evaluate these programs in the light of opportunities provided by social media. Career counselor need to develop a useful model in career counseling using social media. The findings of present study are very encouraging in the development of career counseling training. In my view, it is important to develop the training and support for the expansions of career counselors understanding of new technologies like social media using the critical and significant aspects.
100 95 Percentage 90 85 1 2 4 5 Category 3 6 7
Note- 1. Career, School and Educational Information 2. Recent and Current Information 3. Positive attitude and desirable 4. Highly beneficial 5. Interesting tool 6. Social change 7. Helpful in career. Discussion: The present study revealed counselors engagement of social media as a significant instrument for college students career structure. Researcher, in the Counseling program identified various dimensions: curiosity of the participants; continuous information seeking, perception, guidance strategy, role of counselor and interaction with counselor. These dimensions were effective in career Counseling sessions through which information were transmitted using social media to participants.
REFERENCES
Barnes, N. G. (2009). Reaching the wired generation: How social media is changing college admission. National Association for College Admission Counseling. Retrieved from http://www.nacacnet.org/research/research-data/Research Member Only/SocialMediaDiscussionPaper.pdf. Bimrose,J.,Hughes,D.,&Barnes,S.A.(2011).Integratingnewtechnologiesintocareerspractice:Extendingtheknowledgebase.London:UKCommissionf orEmploymentand Skills. Kettunena J., Vuorinena R., &Sampson, J.P. (2013). Careerpractitionersconceptionsofsocialmediaincareerservices.BritishJournalofGuidance&Counselling,Vol.41,No.3,302317,http://dx.doi.org/10.10 80/03069885.2013.781572 Osborn,D.S.,Dikel,M.R.,&Sampson,J.P.(2011).The internet :A tool for career planning(3rded.).Broken Arrow, OK: National Career Development Association. Vuorinen, R., Sampson, J.P., & Kettunen, J. (2011).Theperceivedroleoftechnologyincareerguidanceamongpractitionerswhoareexperiencedinternetusers.AustralianJournalofCareerDevelopm ent, 20(3), 3947. Watts,A.G.(1996).Computersinguidance.InA.G.Watts,B.Law,J.Killeen,J.M.Kidd&R.Hawthorn(Eds.),Rethinkingcareerseducationandguidance:The ory,policyandpractice(pp.269286).London:Routledge. Yaremich, M. (2012). 5 ways counselor educators can use new technology. PhoenixForwardRetrievedfromhttp://www.phoenix.edu/forward/careers/2012/02/5-ways-counselor-educators-can-use-new-technology.html
NCMAIP-2013 - ISBN 4564646
Research Paper Psychology A Study on Awareness and Access to Child Health Services among Muslims in Slums of Delhi Sufia Azmat
Centre for Early Childhood Development and Research, Jamia Millia Islamia University, New Delhi.
ABSTRACT It is a settled law that right to health is included in the right to life guaranteed by Article 21 of our Constitution. Public Health services play a critical role in promoting, restoring or maintaining the health status of a population whether they do so effectively depends on which services are provided and how they are organized. The public health system, particularly with respect to child health, in a sense has also not met the principle of equity in its delivery of healthcare services. This may be traced to a series of factors ranging from lack of medical personnel, drugs and equipment, inaccessible facilities or due to a poorly dysfunctional organization of the health system even where in some cases inputs exist and financial support is adequate and well-distributed. The health of Muslims, especially women, is much worse than for women from other SRCs. The objective of the paper is to determine the access of child health services on Muslims. The study is conducted in an urban slum area of Delhi. Using qualitative approach the study basically focuses on level of awareness, accessibility and quality of services of child health services. For this purpose an interview guide was administered over 20 women selected on the basis of quota sampling. The findings reveal that, in a city like Delhi also, majority of Muslim women have very limited access to public health services. Most of the time women are unaware about the services. Also, lack of facilities, rude behavior of staff and long distances to health centers makes them inaccessible.
Introduction India has the fastest-growing segment of urban poor on earth, with urban population believed to be doubling or even tripling from a mid-1990s figure of 250 million, thus possibly propelling the urban population to 660 million by 2025. Slums represent fallout of the reckless economic growth and poor town planning in a country. The number of people living in slums in India has more than doubled in the past two decades and now exceeds the entire population of Britain, the Indian Government has announced. The number of people living in slums is projected to rise to 93 million in 2011 or 7.75 percent of the total population. Muslims population in slums represents a doubly disadvantaged group. Firstly by being a slum dweller and secondly by having a minority status. Hence they have limited access to all the public provisions especially healthcare. The Sachet Committee Report commissioned by the Indian Prime Minister documents their relatively weak social, economic and educational status (Government of India 2006, henceforth GOI). The broad aim of the paper is to explore the knowledge and access of Muslims about existing provisions of healthcare. Child Health Scenario in the Urban Slums The urban poor are vulnerable to disease brought on by these unhygienic conditions. In two out of three key indicators for child health, the urban poor children fall well below the national urban average. Only 53 per cent of the urban poor children are covered by an Anganwadi Centre (AWC) and only 10.1 per cent of women had regular contact with a health worker. All this translates into poor nutritional status as well. Nearly 59 per cent of urban poor women and 71.4 per cent of urban poor children suffered from anemia. Malnutrition, measured through underweight (47.1 per cent) and stunted children (54.2 per cent), is significant among the urban poor. (NSSO 61 Round). So far, the so called urban advantage has invariably been evading the poor, though not by design or intent. Whenever and wherever infrastructure and services are lacking, urban settlements are amongst the worlds most life threatening environments. Under-5, infant and neonatal mortality rates are considerably higher among the urban poor as compared to National and State averages. Infant and child mortality rates, in some sense reflect the level of socio economic development and quality of life. Methodology The current study was majorly qualitative and was conducted in Jaitpur locality of Delhi state. The researcher has taken 20 interviews through convenient sampling from respondents who were mothers belonging to low SES, have at least one child more than 5 years of age and family should have migrated in less than 5 years from the place of origin. With respect to healthcare the area only have few private practitioners, whose credibility is again a questionable issue. There is no provision of public health. Also it is not linked to any government hospital nearby. In the name of health and nutrition there was an Anganwadi centre in the area. The researcher also planned to have an Interview of Anganwadi Workers, who is the only representative of child healthcare in the area, to assess the access of health and nutrition facilities to Muslim families. But the centre continued to be closed for 15 consecutive days. Knowledge and access of Muslims about existing provisions of healthcare Health care delivery should be evaluated against certain criteria. This has been referred to as effective
NCMAIP ISBN 978-93-82504-46-7

coverage. Health facilities proximal to slums affect awareness and health behaviors. A study conducted in Bangladesh showed that children living in communities where outreach clinics were farther than 2 miles were 30 percent less likely to be immunized than children living in communities where outreach clinics were within 2 miles. A survey conducted in the slums of Indore provide evidence that access to essential services such as delivery and immunization is different across different categories of slums: complete immunization was 34, 45 and 49 per cent for the most vulnerable, moderately vulnerable and others slums, while the percentage of home deliveries were 69, 50 and 38 for those slums respectively. In the current study the most commonly reported problem is distance to a health facility. It represents a big obstacle to obtaining medical care. The other problems include hassles of transport, concern that there may be no provider available, and concern that there may be no drugs available. Within a slum, households close to the main street have greater access to the Auxiliary Nurse Midwife or other health workers as compared to the houses deeper in the slum where paths are muddy and difficult to reach (personal observation in slums). This scenario contributes to well-intentioned programs often not reaching all slum dwellers. Mothers were quite aware about the level of health provisions of the area. They reported that there is no Government or Non- Government Hospital or Programmes in the area. Also there is no public health facility within 5 kms, most often visit quacks, private practitioners. Also medical stores turn out to be a favorite option. The researcher also explored their belief system about evil spirits and superstitions. Most of them say that to protect their child from evil spirits they put kajal, kaala teeka, black and white beads in hands locally called nazariya, or also take amulets and holy water from Molvi. While few of them say that they dont believe in evil spirits and in one of the respondents words Hum bhoot balaun ko nahi mante, agar bachche ko nazar ho jaye to main khud hi dua par k phunk deti hu bachcha theek ho jata hai. This suggests that when a child fell ill then apart from medical treatment he is also treated for evil spirits from holy waters. As Aggarwal, Taneja, (2005) says an important factor that acted as a barrier was traditional customs. In several communities, women (who are primary care givers) remain cut off from health information and continue to follow unhealthy practices affecting childrens health. For example, in slum communities home deliveries (often by unskilled persons) and neglect of childhood immunization is often the norm. Pediatricians in independent private practice or working in Hospitals/Health centers will need to persuasively counsel families from such communities regularly for timely immunization and other health services. The researcher probed about the consciousness among mothers about the signs of illness in the baby. It is found that most of them are aware about major illness signs which include crying, high body temperature, coughing, chest in drawing, child also stops eating or vomits after eating, child becomes lethargic. Even one of the respondents is smart enough to keep a thermometer at home to detect fever. In case of illness most of them took nearby quacks or if the problem persists then to some private doctor and finally to government hospital. Only in one case mother responded that in any illness she always takes her child to safdarjung hospital and nearby doctors (quacks) are incompetent, so one should take child to big hospital early rather than waiting for the disease to become big. This suggests of her being aware and conscious about childs health. Another concern is that utilization is lowest among the poor who need it the most. Evidence shows that there is pro-rich bias in the distribution of health benefits. On qualitative probing of affordability factor (since treatment at government facilities is supposed to be free), most people complained of short supply of drugs at government hospitals and dispensaries because of which cost had to be borne by the patients from their pocket. Most of them reported that right from the mechanism of registration up to reaching a doctor is so complicated that at times it takes 2-3 days to reach the right place. In their words Bade hospital me to koi batane wala nahi kaha jaye, kya kare, kabhi kabhi to 2-3 din lag jate hai sahi doctor k pass pohanchne me, bimar bachche k leke kaise ghume itna. Also because of distance from residence to government facility is as high as 20 kms in some cases so the affordability of cost of transport was also a factor. Other view offered, mostly those working as casual workers, was the loss of wages at work due to time spent in government hospitals waiting for their turn to be attended. ICDS, which covers a population of approximately 28 million, has a poor reach in urban areas, with only 278 urban ICDS projects out of 4348 projects. Aggarwal, Taneja, (2005) reports, Presence of an Anganwadi centre in a slum has been positively associated with decreased malnutrition amongst children and a lower Infant Mortality Rate. In Agra, with a slum population of approximately 9,00,000 across 513 slums, there are only 95 Aangan Wadi Centers (AWCs) leaving large slum clusters outside ICDS coverage. The study found that low facilities (only vaccination and that at rare occasions) are available from nearby anganwadi centre as most of the time it is closed. The researcher could not have the anganwadis version as it was closed for 15 continuous days. This is also evident in the argument that with respect to the fact that Muslims are a minority group which, it has been argued, may have poorer access to public services (Government of India 2006, Betancourt and Gleason 2000, Banerjee and Somanathan 2007). Conclusion Although the sample studied may not be representative of all slum areas in the country, it is important to note that this dismal situation prevails in the field practice area in a metro city. The situation elsewhere is likely to be worse than better. There are three main
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issues that require attention if health services for the poor are to be improved and made more accessible - while inadequate health facilities maybe partly responsible for the poor health status of slum dwellers the answer does not lie in simply providing more services. Although it is extremely important to invest in more services like reorienting and sensitizing doctors/nurses, additional beds in government hospitals, well equipped dispensaries and maternity clinics near slums and settlements inhabited by the poorer sections; focus needs to be on accepting and understanding that although medical facilities for the urban poor are both inadequate and the poor have limited access, the poor can avail of the same in cities that are not available to them in the villages; and a demand for such services must be identified and this demand must be fulfilled keeping in mind the felt needs of the poor. For the poor private doctors are approachable for small ailments or coughs/cold, but free services at government hospitals is always the option in case of severe health problems.
REFERENCES
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
Aggarwal, O.P., Kumar, R., Gupta, A. (1997). Utilization of antenatal care services in peri-urban areas of east Delhi. Indian J. Community Med., 22: 29-32. Agarwal.S, Taneja. S, All Slums are Not Equal: Child Health Conditions Among the Urban Poor, Indian pediatrics 2005; 42:233-244, Bavdekar, S.,B., Bavdekar, M.,S., Kasla, R.,R., Raghunandan, K.,J., Joshi, S.,Y., Hathi, G.,S., Infant feeding practices in Bombay slums. Indian Pediatrics 1994; 31: 1083-1087. Barrett, A., and R. Beardmore. 2000. Poverty Reduction in India: Towards Building Successful Slum Upgrading Strategies. Discussion Paper for Urban Futures 200 Conference, Johannesburg, South Africa, 2000. Banerjee. A, Bhawalkar. J.S, Jadhav, S.L, Hetal Rathod. H, Khedkar, D.T., Access to health services among slum dwellers in an industrial township and surrounding rural areas: A rapid epidemiological assessment, 2012 ;1 20-26 Chamberlain, Gethin. "Two Million children die every year as India Booms." Observer Sunday 4 October 2009: 1. Web. 22 Jul 2010. http://www.guardian.co.uk/world /2009/oct/04/india-slums-children-death-rate <http://www.timesonline.co.uk/tol/life_and_style/health/article5931974.ece>. Hussain A, Ali K, Kvale G. Determinants of mortality among children in the urban slums of Dhaka city, Bangladesh. Trop Med Int Health 1999; 4: 758-764. http://twocircles.net/2012dec10/national_seminar_opportunities_and_challenges_muslims_manipur.html Lawn, J., Cousens, S., Bhutta, Z., Darmstadt ,G., Martines, J., & Paul, V.( 2004). Why are 4 million newborn babies dying each year? Lancet, 364: 399401. Turner, Amy. "Used needles are causing a health crisis in India." The Sunday Times.N.p.,22Mar.2009.Web.20July2010. Bhalotra, S & Soest, Av 2008, Birth spacing, fertility and neonatal mortality in India: Dynamics, frailty and fecundity. Journal of Econometrics, vol 143 (2)., pp. 274 - 290 Bhalotra. S., and Zamora, B., (2008) primary education in india: propects of meeting MDG targets, Mark McGillivray (ed.) Millennium Development Goals: Assessing and Forecasting Progress,Palgrave-McMillan Bhaumik, Sumon Kumar & Chakrabarty, Manisha, 2009. "Is education the panacea for economic deprivation of Muslims?: Evidence from wage earners in India, 1987-2005," Journal of Asian Economics, Elsevier, vol. 20(2), pages 137-149, March. 2006 Patra, Nilanjan, 2008. "State-wise pattern of gender bias in child health in India," MPRA Paper 21435, University Library of Munich, Germany. Betancourt, R.,R.., and Gleason, S., (2000)The Allocation of Publicly-Provided Goods to Rural Households in India: On Some Consequences of Caste, Religion and Democracy, World Development. Elsevier, vol. 28(12), pages 2169-2182 Banerjee, A., & Somanathan, R., (2007) "The political economy of public goods: Some evidence from India," Journal of Development Economics, Elsevier, vol. 82(2), pages 287-314, March. India. Prime Minister's High Level Committee, Rajindar Sachar (2007). High Level Committee Report on Social, Economic, and Educational Status of the Muslim Community of India, November 2006. Akalank Publications. p. 404.
NCMAIP ISBN 978-93-82504-46-7
Research Paper
Psychology
Self-Concept and Emotional Intelligence of Students

Mallikarjun H Krishnakar Dr.Shivkumar S Chengti
Research Scholar, Gulbarga University, Gulbarga, Karnataka Gulbarga University, Gulbarga, Karnataka
ABSTRACT The major aim of the present study was to assess the Self-concept and Emotional intelligence of Degree college student. The sample of 100 (50 Boys Girls & 50 Government private students) students was chosen from Gulbarga district on whom the Self-Concept and Emotional intelligence Scales were administered. After scoring, the data were subjected to t test. The results revealed that there is significant difference in Self-concept and Emotional intelligence of the sample subgroups. The study also revealed significant gender differences in the amount of self-concept and Emotional intelligence
Introduction: A. Self-Concept: The self-concept is the accumulation of knowledge about the self, such as beliefs regarding personality traits, physical characteristics, abilities, values, goals, and roles. Beginning in infancy, children acquire and organize information about them as a way to enable them to understand the relation between the self and their social world. This developmental process is a direct consequence of childrens emerging cognitive skills and their social relationships with both family and peers. During early childhood, childrens selfconcepts are less differentiated and are centered concrete characteristics, such as physical attributes, possessions, and skills. During middle childhood, the self concept becomes more integrated and differentiated as the child engages in social comparison and more clearly perceives the self as consisting of internal, psychological characteristics. Throughout later childhood and adolescence, the selfconcept becomes more abstract, complex, and hierarchically organized into cognitive mental representations or self-schemas, which direct the processing of self-relevant information. Self-concept is one of the most important variables within the motivational (Nez, Pienda Gonzlez-Garca, Gonzlez-Pumariega, Rods, Alvarez and Gonzlez Torre, 1998). As noted by Malo, Bataller, Houses, Gras and Gonzalez (2011), the self is a psychological construct studied from almost all areas of psychology (Baumeister, Campbell, Krueger and Vohs, 2003; Gergen, 1984, Palacios and Zabala, 2007, Stevens 1996). Thus, Sanchez (2009) believes that the self is responsible for many successes and failures, as it promotes a positive self-esteem, promoting safety and personal trust to develop skills. Broadly speaking, we could identify components are self-knowledge (Sanchez, 2009): (a) recognize what emotions you are feeling and why they feel, (b) Understanding the links between thoughts, feelings, words and actions; (c) Understand how emotions influence the performance and actions, (d) Know the intra-personal characteristics, that is, the ethical and moral values, goals, etc.. (E) Identify interpersonal skills, and finally, (f) Recognize attitudes and behavioural characteristics. B. Emotional intelligence: Emotional intelligence (EI) is ability, skill or, in the case of the trait EI model, a self-perceived ability to identify, assesses, and controls the emotions of oneself, of others, and of groups. Various models and definitions have been proposed of which the ability and trait EI models are the most widely accepted in the scientific literature. Criticisms have centered on whether the construct is a real intelligence and whether it has incremental validity over IO and the big five personality dimensions. In recent years, emotional intelligence has attracted the interest of researchers (Bar-On, 2006, Goleman, 1995). As pointed out by Goleman (1995, 1998), emotional intelligence can understand the ability to recognize feelings in themselves and others, and have enough ability to handle satisfactorily. For their part, Mayer, Salovey and Cause (2000) argue that it is the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotions and regulating emotions of oneself and also of others. For Goleman (1996) emotional intelligence is reflected in the way people interact with the world. In this sense, emotionally intelligent people take into account their own feelings and those of others. They are aware of their strengths and weaknesses, are reflective and self-assured, among other things. Emotional intelligence has been defined as the ability to adaptively recognize, understand, manage, harness emotions both in self and others (Mayer & Salovey 1995; Schutte et al., 1998) and to use emotion to facilitate cognitive processing (Mayer et al., 1999). Emotional intelligence has been conceptualized in the literature both as a relatively
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enduring trait and as ability (Mayer et al., 2002;Petrides & Furnham, 2003; Schutte et al., 1998). Self esteem of the same individual cannot be overlooked (Carmeli et al., 2007). Hence attempt is made in the present study the self-concept and Emotional Intelligence of students. The study also includes Government college students and Private college students for comparison. Objectives: 1. To study the self-concept among male and female students. 2. To examine differences in self-concept between groups of Government and Private college Students. 3. To study the emotional intelligence among male and female students. 4. To examine differences in emotional intelligence between groups of Government and Private college Students. Hypotheses: 1. There would be significant difference in self concept between male and female. 2. There would be significant difference in selfconcept between high and low self-concept. 3. There would be significant difference in emotional intelligence between male and female. 4. There would be significant difference in emotional intelligence between high and low emotional intelligence. Sample: The sample of the present study consists of 50 male and 50 female students. The sample was randomly selected from various degree college students located in Gulbarga city Karnataka. The sample design is as under Institution Male Female Total Government 25 25 50 students Private Students 25 25 50 Total 50 50 100 Tools/ Tests 1. Childrens Self-concept Scale (CSCS) Childrens self- concept scale was developed by Dr. S.P. Ahluwalia (2005) which consists of 80 items in all with response categories like yes or no. the scoring is done with the help of scoring key provided in the manual. Accordingly, the one who scores high is said to have high self-concept and vice-versa. The reliability of scale is significant. The validity is adequate. 2. Emotional Intelligence: The scale was adapted by Dr. S.K.Mangal & Mrs.Shubhra Mangal. It consisted of 100 items and sub divided into four components having 25 items in each. Category. In a two rating scale varying from the response of yes, or no with regard to degree of emotional intelligence. The high emotional intelligence and vice-versa. The reliability of scale is significant. The validity is adequate. Statistical Analysis: T-test was used to analyze the results of the study. Results and Discussion: The major objective of the study is to examine the differences in Self-concept and Emotional intelligence between Male &Female students. The sample was further classified into two groups of Government and Private college Students. The self concept scale and Emotional intelligence scale were administered. The Self concept & Emotional intelligence scores were analyzed with the help of ttest. Thus the means SD and t-value are presented in tables. Table:- 1 Shows the Mean, SD and t-value of Emotional Intelligence Government and Private degree college students of Total (N= 100).
INSTITUTION Government college Students Private college students N 50 50 Mean 40.36 46.36 SD 10.01 09.28 7.54 ** t-value
** Significant at 0.01 level.
Private college Government 35 40
45
50
MEAN SCORE
Table NO: 1 shows the Mean, SD and t-value of Emotional Intelligence of Government and Private Degree college students. The Mean scores of Government student is 40.36 and of Private students 46.36.The mean score of government college student is a lower than the private college students. The t-value of 7.54 is a significant at 0.01 levels. This clearly shows that there is a significant difference in emotional intelligence between government college students and private college students. As Mean scores of private college group is higher than Government College students, the emotional intelligence of private college students is higher than government college students. The result are highlighted in graph-1
NCMAIP ISBN 978-93-82504-46-7

Table:- 2 Shows the Mean, SD and t-value of Emotional Intelligence Male and Female degree college students of Total (N= 100). Gender Male Female N 50 50 Mean 51.54 47.32 SD 6.28 6.90 5.86** t-value
** Significant at 0.01 level.
GENDER
Mean
Table NO: 3 shows the Mean, SD and t-value of SelfConcept of Government and Private Degree college students. The Mean scores of Government student is 40.17 and of Private students 46.10.The mean score of government college student is a lower than the private college students. The t-value of 2.28 is a significant at 0.05 levels. This clearly shows that there is a significant difference in self-concept between government college students and private college students. As Mean scores of private college group is higher than Government College, the Self-concept private college students is higher than government college students. The result are highlighted in graph-3 Table:- 4 Shows the Mean, SD and t-value of Self-Concept Male and female degree college students of Total (N= 100). N Mean SD t-value Gender Male 50 77.80 Female 50 74.42 ** Significant at 0.01 level. 3.47 2.66 5.54**
51.54 Male
47.32 Female
Table NO:02 shows the Mean, SD and t-value of Emotional Intelligence of Male and Female Degree college students. The Mean scores of Male student is 51.54 and of Private students 47.32.The mean score of Female Degree college student is a lower than the Male degree college students. The t-value of 5.86 is a significant at 0.01 levels. This clearly shows that there is a significant difference in emotional intelligence between Male degree college students and female degree college students. As Mean scores of Male Degree College students is higher than Female Degree College and the emotional intelligence of Male degree college students is higher than female degree college students. The result are highlighted in graph-2 Table: - 3 Shows the Mean, SD and t-value of Self-Concept Government and Private Degree college students of Total (N= 100).
INSTITUTION Government Students Private students N 50 50 Mean 40.17 46.10 SD 10.72 12.89 2.28* t-value
GENDER
78 76 Mean 74 72 Male Female
**Significant at 0.05 level.
INSTITUION
50 40 30 Government Students Private students Mean
Table NO: 04 shows the Mean, SD and t-value of SelfConcept of Male and Female Degree college students. The Mean scores of Male degree college student is 77.80 and of female degree college students 74.42.The mean score of Female Degree college student is a lower than the Male degree college students. The t-value of 5.54 is a significant at 0.01 levels. This clearly shows that there is a significant difference in Self-concept between Male degree college students and female degree college students. As Mean scores of Male Degree College students is higher than Female Degree College students and the self-concept of Male degree college students is higher than female degree college students. The result are highlighted in graph-4
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Conclusion: 1. The Private college students have high Emotional intelligence than government College students. 2. Male students exhibited higher Emotional intelligence status than female students. 3. The private college students have high Self-concept than government college students. 4. Male students exhibited higher Self-concept status than female students.
REFERENCES
1. 2. 3. 4. 5. 6. 7.
8.
Carmeli, et al. (2007), The relationship among emotional intelligence, task performance, and organizational citizenship behaviors, Human Performance, Vol. 19 No. 4, pp. 403 19. Golaman, D. (1996). La inteligencia emocional. Buenos Aires: Javier Vergara Editor. Malo, S., Bataller, S., Casas, F., Gras, M.E., & Gonzlez, M. (2011). Anlisis psicomtrico de la escala multidimensional de autoconcepto AF5 en una muestra de adolescentes y adultos de Catalua. Psicothema, 23 (4), 871-878. Malo, S., Bataller, S., Casas, F., Gras, M.E., & Gonzlez, M. (2011). Anlisis psicomtrico de la escala multidimensional de autoconcepto AF5 en una muestra de adolescentes y adultos de Catalua. Psicothema, 23 (4), 871-878. Mayer, J., & Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied & Preventive Psychology, 4 (3), 197-208. Nez, J.C., Gonzlez-Pienda, J.A., Garca, M., Gonzlez-Pumariega, S., Roces, C., lvarez, L., & Gonzlez, M.C. (1998). Estrategias de aprendizaje, autoconcepto y rendimiento acadmico. Psicothema, 10(1), 97-109. Salovey, P & Mayer, J. D. (1993). The intelligence of emotional intelligence. Intelligence, 17 (4), 433-442. Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. Pennebaker (Ed.), Emotion, disclosure, and health 1995, Washington: American Psychological Association; 125154 Snchez, A. (2009). El valor de la Inteligencia emocional. Jan: Alcal. Reddy, S. Rao, G. B. and Nagarathnamma, B., 2002, Mental health status of students of coeducational and non-co-educational schools. Ind.Psy. Rev., 58 (1) : 31-36.
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NCMAIP ISBN 978-93-82504-46-7
Research Paper
Psychology
Reviving Higher Education In India

Dr. KUMAR, N.K.
Centre for Early Childhood Development and Research Jamia Millia Islamia, New Delhi.
ABSTRACT The state of the country and of its educational system today calls for an enormous attitude change and rethinking. The heritage educational tradition of India has long been banished from thought and practice. Education today has become a tradable commodity with far reaching and possibly some irreversible damages to the very fabric of Indian-ness. The country needs to re-discover what true education is and set on the task of renovation of its failing and falling educational system. It is generally believed that the teacher is the nation builder. Most of the ills plaguing society today can be traced to the failure of teachers to inspire and empower the children and youth of today. This paper discusses the crisis in the Indian educational system which is churning out ready-made human beings for the job market. The Indian citizen is no longer one of character but of matter. Unless the teaching goals, methods and the philosophy of education undergo a radical change, we are in for the dark ages in actuality. What seems an appealing restorative and curative path is the amalgamation of traditional Indian knowledge and philosophy of education and the contemporary technology savvy and modern idea of what life should be for todays citizen. Education in contemporary India is no longer an art, or science, it has now become a business, a trade, a give and take based solely on monitory considerations, akin to a demand and supply chain in which there is a mass scale production of goods (students) as per the requirements of the job market. What is of further misfortune is that once the goods are ready, a large part of them lie redundant, unused and rejected as there are not enough takers for them. They increasingly become dejected, a liability for society and source of increasing social unrest and conflict. Education the process of lifelong learning and development has failed miserably in contemporary India and increasingly so. The education process that is unable to provide its youth a sense of identity, a worthwhile purpose to life, a source of livelihood, a path of self-knowledge, as well as a sense of connection with the community, society and the Nation, can only be said to be totally ineffective, if not dead. In ancient India, education not only provided a sense of identity, purpose and livelihood but also served as the basis of character building and nation building. According to Altekar (1934), formation of character, building up of personality, preservation of ancient culture and the training of the rising generation in the performance of the social and religious duties were the main aims of the Ancient Indian system of Education. The Teachers since ancient times were known by the phrase simple living and high thinking. They were considered gurus, highly respected in society, revered by the educated and the uneducated alike, and considered as the most noble profession. The delivery and facilitation of information and knowledge as well as personality development were the core functions of institutions of higher learning, money was not a consideration. India was considered to be the hub of knowledge and wisdom, and its teachers were true tutors, mentors and guides. It is a great irony that the quality of education was of such high standards in earlier times when teaching was largely a hereditary profession, while the quality has taken a deep dive now when teaching has become a profession of choice. The process of education that today has become a facade, a formality, a trade, was in ancient times, the very means of creating truly unique and enlightened individuals with a national and spiritual character. It is commonly acknowledged that teachers have a huge role to play in the life and development of tomorrows adults. After parents, it is the teacher who has the most important role of socialization and education of our young. But in contemporary times, teachers most unfortunately have become mere mediums through which pre-set and highly politicized curriculums are transacted, with students as mere passive recipients of information. Most teachers today enter this profession as it is easy and paying. Higher education is delivered in packages for which students and their families pay a huge price, be it medicine, engineering, law or business studies. On the other
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hand, Humanities and the Social Sciences are still largely considered subjects of arts students or those who are less intelligent or for girls. There is a famous quote those who learn from others experience are wise, and those who wait to learn from their own experience are fools. However, in todays times those who learn from any experience or even from multiple failures are rare. There is a major migration from public to private education, as the government educational institutions have proved to be increasingly lagging behind in the race for resources quality and quantity both. The government on one hand is making policies and programmes to make education accessible to each and every child and youth in the country, on the other hand it is increasingly making it easy for foreign and private educational institutions to set up base in our land. In these institutions, a large amount of money is used up to curb and shape the students uniqueness, creativity, interests, aspirations so as to make them part of the system a highly complex and hierarchical machinery that is slowly destroying all that is of value for life tomorrow, be it environment, be it society, be it institutions, be it democracy, be it mutual love and respect, be it a sense of connection, or even basic safety and respect for human life. In the light of the background of what education, teachers and students used to be like in India and what they are presently, it is not difficult to understand the contemporary state of our Nation as well as the cause for various ills plaguing the country today. In a country where 50% of the population comprises the young category, a Nation which is considered a young nation, it is great misfortune that more than 90% of those that comprise our Parliament are older and elderly adults. This speaks a great deal of the interests, aspirations and empowerment of the young generation and the mentality of the older generation. From corruption that runs across all sectors of the economy, polity, judiciary, bureaucracy, religion and society to rampant ignorance, apathy and inaction, the main cause for this sad state of affairs seems to be the lack of quality education and ineffective teaching. There is no dearth of information today; in fact the world is exploding with information, especially with the global boom of internet and distance education. However, if information is plenty, but education is rare, then it will not be a wrong lead to question the nature of knowledge and the methods of delivery of this knowledge as the source of problem. In addition, the fact those human beings have made money as an end in itself and not a means as it should have been, underlies the gravity of the situation. Just as the fear of natural adversity, leads people to start consuming more and hoarding, the phobia of poverty and death, is making human beings great hoarders of material belongings and creating a mad rush for consumption of the same. When children are young, in the early childhood years from age zero to eight, they have most qualities which are even today desired and considered essential ingredients of human nature abundant energy, excitement, curiosity, generosity, sharing, innocence, pure emotions, unconditional love, intelligence and purity. However, the process of socialization and upbringing that happens at home, in school and specially in higher education and the professional world, seems to corrupt the very innate nature of human beings and turns them into largely apathetic, stale, selfish and wild creatures that the world seems to be full of today. The essential humane quality of human beings has become a rarity possessed only by a handful of people in society. A large majority of people are happy to suffer in ignorance and eat the fruits of ill-education. Literacy has increased tremendously to the extent that every tom, dick and harry can use the mobile, the biggest ill of our times, but when it comes to education, the so called civilized society would embarrass even the most wildest of animals on this planet. If the nature, process and quality of education is lacking, then where is the right place to begin? It would not be a wrong assumption to say that since all parents are natural teachers for their children and most teachers are parents, it would be ideal if they were to become true change agents for society, being the up-bringers and guardians of tomorrows citizens. It is not that parents and teachers have wrong intentions or they are naive. However, the fault lies in lack of insight, shallow thinking, and non-practice of essential values themselves, that today teachers and parents alike are not able to educate and inspire the young. We all collectively need to tackle ineffective parenting and ineffective teaching as they are the root causes of the degradation of human life and character. Since, effective parenting is not the central concern of this paper; the focus will be on effective teaching. The aim is to re-discover a high quality and effective higher education which ideally should have elements from traditional Indian philosophy and practice as well as from contemporary thought and ideas.
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In the modern times education has acquired two different shades of meaning namely: (1) an institutional instruction, given to students in school colleges formally; and (2) a pedagogical science, studied by the student of education. In the historical development of man, education has been the right of a privileged few. It is only in recent centuries that education has come to be recognized as a human right. All have equal right to be educated as education has become sine qua non of civilization. Educational philosophy critically evaluates the different aims and ideals of education. These aims and ideals have been propagated by various philosophers in different times. They are character building, man making, harmonious human development, preparation for adult life, -development of citizenship, -utilization of leisure, training for civic life, training for international living, achieving social and national integration, scientific and technological development, education for all, equalizing educational opportunities, strengthening democratic political order and human source development. In the process of social development the old traditions become outdated for the people. They are replaced by the new traditions. But this process of replacement is not always smooth. It is faced with lots of opposition from certain orthodox sections of the society. At the same time it must be kept in mind that every 'old' is not outdated and every 'new' is not perfect Therefore, there is a need of co-coordinating the two in order to maintain the harmony between both. This function can be performed by philosophy of education. In the current Indian perspective, the role to be played by the education system is facing new challenges. Normally the main aims of education have been the physical, psychological, interpersonal, professional and spiritual refinement of a personality. In modern Indian perspective it is deemed that the system of education should also be helpful in the attainment of the objectives of socialism and democracy mentioned in Indian constitution too. Besides , to attain refinement at the level of thoughts (intellectual development) and feelings (affective aspect), contributing to the development of national character and scientific mentality among the people, at present it is seriously being felt that the aim of education should also include the liberation of mind and soul as well. Acharya Vinobha Bhave , the spiritual heir of Mahatma Gandhi suggested the same that Education in India should be based on three principles i.e. yoga (spiritual training), udyoga (vocational training) and sahayoga (social training). Accumulating many years of experience does not guarantee effective teaching; experience becomes an asset only when the teacher continuously engages in self-reflection and modifies classroom techniques and uses them flexibly to the needs and demands of the students. Todays teachers have to be prepared to handle a heterogeneous student population differences of social and economic background, as well as differences in interest, motivation, ability and goals. The words teacher and teaching are different and have to be understood separately. A teacher has to do more than teaching by contributing to the general academic, emotional and cultural development of learners. Teachers of the Spartan and Gurukul schools taught learners in this fashion and made them capable of undertaking opportunities and facing challenges of the society. Teaching, in essence, is the passing of culture from one generation to the next. Teachers need to recognize this fact and consider their profession to be a noble one involving the task of engineering minds and attitudes of learners. Teaching is not mere delivery of knowledge. It also includes motivating the learner for searching new knowledge and possibilities. Good teachers motivate learners in different ways and one best practice in this area involves exposing learners to the life and works of legendary figures. The teachers who are effective assess the needs, preparedness and motivation of their students on a class-by-class basis making the necessary accommodations in teaching content and style. The choice of teaching method also needs to vary so as to be best suited to the topic, teachers expertise and the student characteristics. Expert teachers ought to be master craftsmen who mould generations to become responsible citizens of the society. The qualities of an expert teacher not only include basic instructional skills but also others such as learner motivation and welfare. To be effective and provide true education teachers must: 1. Be provided training and continuing education on traditional Indian thought and philosophy of education; 2. Participate fully in the formulation and implementation of a new education policy and
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paradigm aimed at national building and character building of the citizens of India; Sensitize and develop passion in the children and youth towards being Indian first and Global later; Keep abreast of the latest developments in their field and incorporate the same in their teaching content; Not restrain themselves to their subject but must compulsorily have extensive reading of other subjects as well so as to be true gurus character makers and not mere transmitters of information and knowledge; Sensitize youth on matters of national, social and international importance so that they can be aware of the situation around them; Encourage differences of opinion, uniqueness, respect for differences (social and biological) and deep contemplation of relevant issues; Elicit parental awareness and participation in the continuation of the true education at home as well; Become substantive role models in thinking, research and practice; Inform their modern thinking with Indian values so as to be able to deliver a healthy knowledge to their students; Conduct quality research work which is relevant and is targeted at creating impact and social change; Encourage students to take up real and actionorientated research for the welfare of society and the nation, be it any subject area; Empower students and encourage them to develop political and social thought and also create space for themselves in the political arena. Facilitate character building of youth so that they can renovate their personal, spiritual and social spheres.
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REFERENCES
1. Allan, J., Clarke, K. & Jopling, M. (2009). Effective teaching in Higher Education: Perceptions of first year Undergraduate students. International Journal of teaching and learning in Higher education. Volume 21 (3): 362-372. 2. Altekar, A.S. (2009). Education in ancient India. Vishal Kaushik Printers, Delhi. 3. Jaikiran, K.P. (year not mentioned). Expert teachers and their teaching skills. Free online paper. 4. Mukhopadhyay, M. (Ed) (2010). Value development in Higher education. Viva Books Pvt Ltd. rd 5. Pollard, A. (2008). Reflective Teaching. 3 Edition. Continuum International Publishing Group, London.
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Research Paper
Psychology
The Study of Relationships and Differences between Male and Female Students Appearing for Civil Services Competitive Examinations Related to Different Aspects of Strategic Learning Approach and Emotional Intelligence
Shirish K. Shitole
Mahavir Mahavidhyalay, Kolhapur, Maharashtra,
ABSTRACT - The Aim of this research was to find out the relationship between Emotional Intelligence and Strategic
Learning Approach used by students appearing for Civil Services Competitive Examinations. The gender difference regarding various aspects of strategic learning was also studied. Two scales namely, Approaches and Study Skills Inventory for Students (ASSIST)-Short Version developed by Centre for Research on Learning and Instruction by University of Edinburgh (1997) and Emotional Intelligence Scale developed by Hyde A., Pethe S. and Dhar U. (2002) were used in this research. The total number of sample was 234 (64 Females and 170 Males) and it was taken from civil services competitive examination centers at Pune in Maharashtra. The significant and positive correlation between strategic learning approach and emotional intelligence was found (r=-.9; p<.01) in case of males. In case of female students also, this correlation was found to be significant at .01 level (r=.53). The significant difference related to emotional intelligence was found between male and female civil services aspirants (z= 4.72; p<.01). In case of strategic learning approach also, significant differences at .01 level was found between males and females (z= 29.82; p< .01).Both differences were in favour of females. Regarding various aspects of strategic learning, the significant gender difference at .01 levels were observed. They too were found to be in favour of female students. The respective z-values for various aspects were: Organized Study (z=10.07; p<.01), Alertness to Assessment Demands (z=- 6.6; p<.01), Time Management (z= 8.6; p<.01), Monitoring Effectiveness (z= 10.5; p<.01) and Achieving (z= 7.1; p<.01). Despite bearing different social pressures like parental pressure for marriage or getting comparatively less span for building career etc., females may exercise more emotionally intelligent ways to coping. It may have led them to be more strategic towards their study efforts. It may be a good sign that females are showing higher level of achievement motivation to get success in competitive environment. KEYWORDS : Emotional Intelligence, Strategic Learning Approach, Civil Services Competitive Examinations. among students appearing for civil service competitive Introduction : examinations. He is also interested in exploring the A list of qualified candidates for Class-I Nongender differences related to these aspects. Technical Civil Services is used to be recommended by REVIEW OF LITERATURE: Albert Banduras socio-cognitive model of Union Public Service Commission to government motivation (1986) emphasized self-regulated learning through a competitive examination. Every year, strategies which involve cognitive and meta-cognitive approximately three lakhs graduate students, appear for this examination. There are three stages of this study strategies with appropriate motivational examination: preliminary, mains and personality test. To orientations (Pintrich, 2000). Cognitive aspects like time planning and management, organizing study schedules, get selected, students have to clear all three stages awareness of criteria of assessment, monitoring the simultaneously through comparative merit system. The progress and effectiveness of study etc. are associated final result percentage is less than .4 percent. The with strategic study approaches. Highly self-regulated examination is highly ambiguous having multi students use more self-monitoring strategies than low disciplinary syllabi. Its cut-throat competition demands self regulated students (Pintrich & De Groot, 1990). various academic competencies. It requires strategic When students apply performance-approach goals in preparation, proper direction, consistency in study, their study, they are found to make greater use of disciplined efforts, greater achievement motivation, strategic cognitive ways (Pintrich, 2000). Positive self-corrective attitude, time- management, performance relationships have been reported between academic monitoring, management of stress, emotional stability achievement and time management (Britton and etc. Tessor, 1991), environment management (Zimmerman Our educational system does not develop and Martinez-Pons, 1986), help seeking (Rebovich, strategic study approach required for such complex Brooks and Peterson, 1998) and effort regulation examinations which will reduce examination fear and (Chen, 2002). The latter two are more related with thereby improve performance. Therefore, researcher aspects of emotional intelligence. Students using has decided to find out the relationship between strategic study approach were found to be more strategic study approach and emotional intelligence
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achievement oriented who choose appropriate study material and external conditions, analyze previous question papers, show higher awareness about marking scheme, organize time and efforts for greatest effects (Lublin, 2003). Non-cognitive areas, mainly related with emotional intelligence are stress management, cooperative learning, handling of distractions, dealing with intermittent failures in study etc. Emotional intelligence has been proved instrumental in converting feelings of examination fear, restlessness and helplessness into hope and courage. It helped to prepare students for cooperative and collaborative learning. It has allowed individuals to be optimistic and balanced while receiving positive as well as negative feedback. It has helped students to follow strategic learning approach to study. To crack civil services competitive examination, all these things matter in great way. Objectives 1. To study the relationship between strategic learning approach and emotional intelligence among civil services career aspirants. 2. To study the gender difference between civil services career aspirants regarding emotional intelligence. 3. To study the gender difference between civil services career aspirants regarding various aspects of strategic learning. Methodology: A) Hypotheses: 1. There is no significant difference in emotional intelligence between male and female civil services career aspirants. 2. There is no significant difference in application of strategic learning approach between male and female civil services career aspirants. 3. There exists significant positive correlation between strategic learning and emotional intelligence used by civil services career aspirants. B) Sample: The total sample number was 234 (64 Females and 170 Males). It was collected from civil services competitive examination centres at Pune, Maharashtra, India. B) Tools: Following tools were used in this research. 1. Emotional Intelligence Scale (EIS): Hyde A., Pethe S. and Dhar U. (2003) had developed this scale. It is a self-report measure consisting of thirty-four items. It has five alternatives to respond ranging from Strongly Agree to Strongly Disagree. Its split-half reliability is .88 and content validity is .93. 2. Approaches and Study Skills Inventory for Students (ASSIST-Short Version): Centre for research on Learning and Instruction, University of Edinburgh (1997) had developed this scale. It is a self-report measure consisting of fifty-two items. There are five alternatives to respond which range from Agree to Disagree. The reliability coefficients are .65 for deep approach, .7 for strategic approach and .75 for surface approach to learning. C) Procedure: After arranging the students in group, trained test administrator gave the instructions properly. The samples were collected afterword. The incomplete samples were omitted. RESULTS AND DISCUSSION: Table 1 (see on last page as per APA) shows that there is a significant difference observed between male and female civil services career aspirants in case of both factors namely, emotional intelligence and strategic learning approach to study and these differences are to be in favour of females. The respective z-values were 4.72 (p<.01) for emotional intelligence and 29.82 (p<.01) for strategic learning approach. Related to all five aspects of strategic learning under study, the similar results are found. The z-values are significant at .01 level and the respective zvalues for various aspects were: Organized Study (z=10.07; p<.01), Alertness to Assessment Demands (z=- 6.6; p<.01), Time Management (z= 8.6; p<.01), Monitoring Effectiveness (z= 10.5; p<.01) and Achieving (z= 7.1; p<.01). It seems that more emotionally intelligent ways of coping lead to greater use of strategic study approach in case of females. Despite bearing different social pressures like pressure for marriage or getting comparatively less span for building career etc., females may exercise more emotionally intelligent ways to coping. It may have led them to be more strategic towards their study efforts. It may be a good sign that females are showing higher level of achievement motivation to get success in competitive environment. Table 2 (see on last page as per APA) shows correlation between emotional intelligence and strategic approach to study. For male aspirants, it is found to be .9 (p<.01) and for female aspirants it is .54 (p<.01). Both correlations are positive and significant at .01 level. This result is consistent with general expectations. The role of cognitive as well as non-cognitive factors in succeeding civil services competitive examinations is well recognized. The intensive, multi-disciplinary and multi-layered preparation cant be done with academic brilliance alone but emotionally balanced attitude and intelligence is also required. Students, having less emotional intelligence, may fail to handle pressures and initial failures. They may opt for surface level approach of study which is superficial one, like rote memorizing instead of comprehending, taking narrow perspectives, showing inability to distinguish between principles and examples etc. On the other hand, students having higher level of emotional intelligence may move in more strategic ways during their study. The organize their study schedule with effective time management, assess the examination requirements for better grades, monitor and evaluate their performances through feedback mechanisms and maintain higher level of achievement through constant improvement in study.
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CONCLUSION: 1. In case of emotional intelligence, significant difference between male and female civil services career aspirants is found. 2. In case of application of strategic learning, significant difference between male and female civil services career aspirants is found. In case of both male and female civil services career aspirants, the correlation between Emotional intelligence and strategic learning is found to be significant and positive.
ABLES Table 1: Gender Differences among Civil Services Aspirants related to Emotional Intelligence and Five Aspects of Strategic Learning Approach to Study
Factors Organized Studying Alertness to Assessment Demands Category Male Female Male Female Male Time Management Female Male Monitoring Effectiveness Female Male Achieving Strategic Learning Approach to Study Emotional Intelligence Female Male Female Male Female N 170 64 170 64 170 64 170 64 170 64 170 64 170 64 Mean 13.2 15.82 13.77 15.69 13.2 15.7 14.26 17.31 15.08 17 69.49 81.49 121 138 SD 5.44 2.4 5.7 3.43 5.85 3.08 5.76 2.46 5.87 2.66 26.97 10.85 45 12.2 29.82 Significant at .01 level Significant at .01 level 7.1 10.5 Significant at .01 level Significant at .01 level 8.6 Significant at .01 level 6.6 Significant at .01 level Z 10.07 Significance Significant at .01 level
Table 2: Correlation Coefficient between Emotional Intelligence (EI) and Strategic Learning Approach (SLA) to Study among Civil Services Aspirants. Sex Males Females Factors SLA and EI SLA and EI N 170 64 df 168 62 r .9 .54 Significance Significant at .01 Level Significant at .01 Level
4.72
REFERENCES Bandura, A.(1986). Social foundations of thought and action: A social cognitive theory . Englewood Cliffs, NJ: Prentice-Hall. Bhadouria, P. (2013). Role of Emotional Intelligence for Academic Achievement for Students. Research Journal of Educational Sciences, Vol. 1(2), 8-12, Britton, B & Tessor, A. (1991). In Kosnin, A.M. (2007). Self-regulated learning and academic achievement in Malaysian undergraduates. International Education Journal, 8(1), 221-228.. Chen, C. (2002). In Kosnin, A.M. (2007). Self-regulated learning and academic achievement in Malaysian undergraduates. International Education Journal, 8(1), 221-228.. Lublin, J. (2003). Deep, surface and strategic approach to learning, Centre for Teaching and Learning, UK:Warwick University. Martinez-Pons, M. (1990). In Hardie, J. (2009). New Opportunities or Difficult Challenges?: Self-regulation of Learning of Chinese Students in a Western University Setting .Unpublished doctoral thesis. University of Canterbury. Pintrich, P.R. (2000) The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, and M. Zeidner (Eds.), Handbook of self-regulation. San Diego, CA: Academic Press Pintrich, P. R., & De Groot, E. V. ( 1990). Motivational self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Rebovich, J., Brooks, G. & Peterson, E.. (1998). In Kosnin, A.M. (2007). Self-regulated learning and academic achievement in Malaysian undergraduates. International Education Journal, 8(1), 221-228.. Zimmerman, B.J. (2000). Attaining self-regulation: a social-cognitive perspective. In M. Boekaerts, P.R. Pintrich and M. Zeidner (Eds.), Handbook of Self -Regulation (pp.245- 262), San Diego: Academic Press.
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Research Paper
Psychology
Psycho-Socio Perspective of Female Feticide

Rayat Shikshan Sansthas, Radhabai Kale Mahila Mahavidyalaya, Ahmednagar (MS)
Gaikwad Santosh B.
ABSTRACT - India is on course to overtake China as the world's most populous nation by 2030, but its growth rate
is falling, figures show. China has 1.3bn people. The census also reveals a continuing preference for boys - India's sex ratio is at its worst since independence. The phenomenon of female feticides in India is not new, where female embryos or fetuses are selectively eliminated after pre-natal sex determination, thus eliminating girl child even before they are born. As a result of selective abortion between 35 and 40 million girls and women are missing from the Indian population. In some parts of the country, the sex ratio of girls to boys has dropped to less than 900:1000.The United Nations has expressed serious concern about the situation. This paper theoretically analyses the magnitude of the incidence of female feticides in India. But the rate of that growth is slower than at any time since 1947. The 2011 census charts a population increase of 17.6%, compared with one of 21.5% over the previous decade .
KEYWORDS : Feticide; sex selective abortion;

Introduction: India is on course to overtake China as the world's most populous nation by 2030, but its growth rate is falling, figures show. China has 1.3bn people. The census also reveals a continuing preference for boys - India's sex ratio is at its worst since independence. In Indian society, female feticide has emerged as a burning social problem during the last few years. Female feticide is the act of aborting a fetus because it is female. This is a major social problem in India and has cultural connections with the dowry system that is ingrained in Indian culture; despise the fact that it has been prohibited by law since 1961.The sex ratio in India is about 927 girls to every 1000 boys. In many states, like Haryana and Punjab, young men have to spread their nets very wide to look for wives. This situation is similar to the one faced by China when its one child policy led to many female babies being aborted. The problem, however, is not just about men not finding wives. Its larger than that: it is about a society which finds it acceptable to murder there is no polite word for it female children because it believes that boys are more useful to society and to their parents. Narrowminded people do not mind murdering their unborn daughters for the fear of giving huge amounts of dowry at the time of her marriage. Such people, whenever they discover they are going to have a girl child (through illegal sex selection tests), get the fetus aborted. Else they would continue to reproduce till they get a male heir. When price rise is already taking a toll on the standard of living, is it necessary to go in for more than two children irrespective of their gender? Many families put pressure on women to give birth to boy so that he can take familys name forward, light the funeral pyre and be the bread earner of the family. But these days, are girls less competent than boys? Just look at the results of Board exams or any other competitive exams, girls mostly outshine boys. Women empowerment has led to inundation of females excelling in the corporate world, engineering, medical and other every profession. In India, the girl child is considered a burden as huge amounts of money, gold and other items need to be given in the form of dowry when she gets married. Dowry is not the only reason for poor couple to abort their girl child. The ages old traditions, customs and beliefs of the Indian society are largely responsible for creating a negative mindset among the couples. More shocking is the fact that the sinful crime of female feticide is not only common in rural areas where social discrimination against women, lack of proper education etc. can be considered as reasons behind carrying out such acts, but also the ultramodern, so-called educated people living in urban areas and metropolitan cities who are a step ahead in killing the girl child in the womb. If we look at the figures of sex ratio in India, according to the 2011 Census, the number of girls stands at 940 which is a marginal increase from 933 in 2001. Not surprisingly, Haryana has the lowest sex ratio among the states while Kerala remains at the top with the highest sex ratio. In the national capital Delhi, the statistics stand at 821 girls against 1000 boys in 2001 compared to 866 in 2011. According to the statistics, nearly 10 million female fetuses have been aborted in the country over the past two decades. Of the 12 million girls born in India, one million do not see their first birthdays. As a result, human trafficking has become common in various states of India where teenage girls are being sold for cheap money by poor families. The girls are treated as sex objects and more than half of such cases go unreported. The United Nations World Population Fund indicated that India has one of the highest sex imbalances in the world. Not surprisingly, demographers warn that there will be a shortage of brides in the next 20 years because of the adverse juvenile sex ratio, combined with an overall decline in fertility. India is on course to overtake China as the world's most populous nation by 2030, but its growth
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rate is falling, figures show. China has 1.3bn people. The census also reveals a continuing preference for boys India's sex ratio is at its worst since independence. Female foeticide remains common in India, although sexselective abortion based on ultrasound scans is illegal. Sons are still seen by many as wage-earners for the future. Statistics show fewer girls than boys are being born or surviving. The gender imbalance has widened every decade since independence in 1947. According to the 2011 census, 914 girls were born for every 1,000 boys under the age of six, compared with 927 for every 1,000 boys in the 2001 census. Female feticide: The killing of a fetus; especially illegal abortion, also called aborticide. -Feticidal, foeticidal The act of aborting or terminating a fetus while its still in the womb, because it is female, is known as female feticide. This can be done after determining the sex of the child before its born, through ultrasound scans. Although, sex determination in India is illegal, the practice is rampant and has become a multi-million dollar industry. Coupled with prospective parents desperate for a boy child, and physicians who are carrying out these abortions, female feticide has become a shameful and shocking reality of our nation. Cause Of Female Feticide: For centuries, families across many parts of India have regarded a male child as the preferred of the two sexes. There have been many social, financial, emotional and religious reasons for this preference and while times have changed, many of these reasons and beliefs continue to remain. Today, some of the key reasons that exist for the preference of a male child are as follows: 1. The tradition of paying dowry at the time of a daughters marriage is alive and kicking. This amount can be so huge that many parents will go to extreme lengths to avoid having a daughter in the first place. 2. A son is seen as someone who can earn and care for his parents in their later years, while a daughter will get married and go away. 3. A son can carry on the family name, while a daughter becomes part of her husbands family. 4. Girls are seen as consumers, whereas boys are seen as producers. 5. Many families consider it a status symbol to have a son, and a point of shame to have a daughter. Often, the pressure to bear a male child on the woman is so great that she herself might choose to get sex determination done and abort the baby if its a girl. 7. Illiteracy, poverty and the tag of burden that is assigned to a girl child, makes the desire for a male child even stronger. Impact Of Female Feticide: Sex ratio refers to ratio of females to males in a given region. Practices like female feticide and female infanticide (killing a baby girl after she is born) have had an adverse effect on the sex ratio of a nation and gives rise to further social evils. As per the Indian Census 2011 report, the sex ratio of India (females per 1000 males) is as follows: Average India sex ratio 933 Rural sex ratio 946 Urban sex ratio 900 State with highest female sex ratio Kerala 1058 State with lowest female sex ratio Haryana 861 The most important impact of female feticide is the skewed ratio it gives rise to. The dearth of females leads to other complications like female trafficking, kidnappings and in increase in assault and rape against women. Female feticide is a horrific and illegal practice that has got to be stopped. The way to do this is by implementation of stronger laws and bringing about a change in the mind-set of our countrymen uphill tasks, but absolutely crucial nevertheless. Concluding Remarks: Our Constitution provides for the Right to Equality under Article 14 and right to live with dignity under Article 21. Sex detection tests violate both these rights. Right to life is a well-established right and is recognized by various international instruments. In India the right to life is guaranteed to every person under the Constitution of India. But the rate of that growth is slower than at any time since 1947. The 2011 census charts a population increase of 17.6%, compared with one of 21.5% over the previous decade. There is an urgent need to alter the demographic composition of Indias population and to tackle this brutal form of violence against women. Apart from the above, a feeling has to be inculcated in the minds of the people that she is the daughter, she is the sister, she is the mother and she is the life partner of a man.
6.
REFERENCES
Female Feticide In India, Census 2011 Indian Constitution (1950) Article 21: Protection of Life and personal liberty No person shall be deprived of his personal liberty except according to procedure established by law. Preeti Panwar [2012] Girl Child Killing, India`s Sex Ratio, Satyamave Jayate Srivastava, S.P. (2001). The Perils of Pre-Birth Murder A Sociological Analysis of Female Foeticide. Journal of Social Welfare, Vol.47, No. 10 January 2001. Pp.7-12. Merco Press South Atlantic news agencies, Montevideo, November 21st 2013 - 13:31 UTC.
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Research Paper
Psychology
Modern Approaches to Stress Management A Positive Psychology Perspective
Shradha A. Raravikar
M.V.P.s Arts, Science and Commerce College, Ozar (Mig) Maharshtra
ABSTRACT The Positive Psychology Perspective can give a totally different alternative to stress management that is not about handling stress but to enhance subjective wellbeing and thereby creating a stress buffer and to prevent stress to some extent by using this enhanced wellbeing. An effort should be done to change overall evaluation of life by changing our perspective, strengthen ourselves emotionally and achieve highest possible emotional resistance. In short to do every possible thing to remain emotionally fit. Just as we keep our body fit with food nutrients and exercise, we should actively nurture our mind. At the outset, we must actively assume our responsibility to keep ourselves happy and perseveringly keep trying. The ultimate goal shall be to make life worthwhile through self-efforts i.e. Intentional Enrichment. A rationale behind this effort is the incompatibility of positive and negative emotions. The potential effects of negative experiences can be offset by positive emotions such as joy and contentment. Fredrickson, Mancuso, Branigan, & Tugade (2000) have found evidences of undoing potential of positive emotions. Fredrickson and Losada (2005) found that a mean ratio of 2:9 positive to negative emotions predicts human flourishing. Thus environmental, situational and interpersonal negativities can be offset by self gifted positive experiences and cumulative effects of such persistent efforts would invigorate mental health and enhance well-being. Also previous research shows that such activities do enhance subjective well-being (Fordyce; 1977, 1983). In such case it can be proved a great preventive measure of stress. To large extent, it can put a stop to occurrence of stress. On Fordyces 14 Happiness Fundamentals (1977, 1983) and Keyes concept of Mental Health (Keyes and Lopez, 2002), a model is proposed to enhance Subjective well-being and named as Intentional Enrichment Technique.
Positive Psychology Perspective, Stress Buffer, Nurturing Mind, Intentional Enrichment Technique Introduction : different alternative to stress management that is not The term stress has been used in different ways about handling stress but about enhancing subjective by different theorists. Some have viewed stress as a wellbeing and thereby creating a stress buffer, thus stimulus event that presents difficult demands, while preventing stress to some extent by using this enhanced others have viewed stress as a response of physiological wellbeing. arousal elicited by a troublesome event (Cooper and Dive Our feelings change in reaction to the surrounding 2004).However the emerging consensus among events. Simultaneously we judge the consequences in a contemporary researchers is that stress is neither a momentary, domain specific as well as broader context of stimulus nor a response but a special stimulus response our life. Thus subjective well-being involves various transaction in which one feels threatened. Managing components: positive affect (many pleasant experiences) stress is a top priority of almost everyone given to its and low levels of negative affect (lesser unpleasant detrimental physiological and psychological effects. It is experiences), satisfaction pertaining to particular domains an everyday event and unavoidable too. As Hans Seley and satisfaction with life as a whole. If analyzed carefully, (1973) noted, Contrary to public opinion, we must notit becomes clear that the components are our passive and indeed cannot avoid stress. Thus, most stress reaction to the events. We have a very little, if any control management programmes encourage people to confront over them. If we try to maximize positive affect with stress than to sidestep it. This requires training people to indulging ourselves, those efforts give momentary engage in action-oriented, rational, reality-based pleasure. Even ecstatic experiences make us happy for a constructive coping. Moreover Stress Tolerance can be short duration. With the process of adaptation very shortly build by enhancing social support, hardiness and we return to the baseline. In the context of positive affect optimism. the process is somewhat undesirable but it helps us to Objectives: sustain pain and survive in extremities. To some extent negativities can be avoided but many times they keep To view stress management through Positive falling and we become passive recipients left helpless. Psychology Perspective The satisfaction in important domains of life like To find out the ways to create a stress-buffer by relationships, work, and finances are also partially increasing Subjective Well-being dependent upon significant interpersonal and To explain The Intentional Enrichment Technique environmental interactions. And satisfaction with life as a Positive psychology is the scientific and applied whole is a sum of these components. Given the lack of approach to uncover peoples strengths and promote their total control over all these factors, its better to be selfpositive functioning. The perspective can give a totally KEYWORDS :
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reliant in our pursuit of happiness. Of course total selfreliance is unrealistic, impossible and somewhat abnormal goal; at least we should be aware of our ability to enhance our sense of well-being. An effort should be done to change overall evaluation of life by changing our perspective, strengthen ourselves emotionally and achieve highest possible emotional resistance. In short to do every possible thing to remain emotionally fit. Just as we keep our body fit with food nutrients and exercise, we should actively nurture our mind. At the outset, we must actively assume our responsibility to keep ourselves happy and perseveringly keep trying. The ultimate goal shall be to make life worthwhile through self-efforts i.e. Intentional Enrichment. A rationale behind effort is the incompatibility of positive and negative emotions. The potential effects of negative experiences can be offset by positive emotions such as joy and contentment. Fredrickson, Mancuso, Branigan, & Tugade (2000) have found evidences of undoing potential of positive emotions. Fredrickson and Losada (2005) also found that a mean ratio of 2:9 positive to negative emotions predicts human flourishing. Thus environmental, situational and interpersonal negativities can be offset by self gifted positive experiences and cumulative effects of such persistent efforts would invigorate mental health and enhance well-being. Also previous research shows that such activities do enhance subjective well-being (Fordyce; 1977, 1983). In such case it can be proved a great preventive measure of stress. To large extent, it can put a stop to occurrence of stress. The well organized efforts in the direction can be fruitful. On Fordyces 14 Happiness Fundamentals (1977, 1983) and Keyes concept of Mental Health (Keyes and Lopez, 2002), a model is proposed to enhance Subjective well-being and named as Intentional Enrichment Technique. A rationale behind the technique is as follows. According to Lyubomisky and colleagues, 50 % of a persons happiness is determined by genetic factors and another 10 % is determined by circumstances. This still leaves 40% for the effects of intentional activity. Intentional activities mean those activities that are consciously chosen and require sustained efforts. The Intentional Enrichment technique provides such activities. It assists individual to take up his responsibility of own happiness and actively try for it. The technique takes support of Fordyce 14 Happiness Fundamentals (1977, 1983) and Keyess model of mental health (Keyes and Lopez, 2002). These efforts can be divided into five ingredients1. Enrichment of the Self 2. Enrichment of Thoughts 3. Enrichment of Relationships 4. Enrichment of the Work 5. Enrichment of society Enrichment of these five ingredients can definitely enhance subjective well-being as they are very crucial and core parts of our life. Initial requisites of Enrichment 1. Individual should be ready to take up his or her responsibility of own happiness 2. Individual should take active efforts to boost his or her happiness 3. The intention should not be the avoidance of pain but to offset its effects through self-efforts Conclusion: If people intentionally try to enhance subjective well-being, stress can be managed well. Further research on the effectiveness of Intentional Enrichment Technique is in progress.
REFERENCES B.M.S. van Praag , P. Frijters , A. Ferrer-i-Carbonell (2003). The anatomy of subjective well-being: Journal of Economic Behavior & Organization, Vol. 51 (2003) 2949 Baumgartner S. R. & Crothers M. R. (2009); Positive Psychology. Pearson Education ED Diener (2000). Subjective Wellbeing, A Science of Happiness and a Proposal for National Index American Psychologist Fordyce M. W. (1983). A Programme to Increase Happiness: Further Studies, Journal of Counseling Psychology, Vol. 30, No. 4 Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Behavior Research, 43, 207222 Keyes C. L. M. (2007). Promoting and Protecting Mental Health as Flourishing: A Complementary Strategy for Improving National Mental Health, American Psychologist, Vol. 62, No. 2, 95-108 Lamers, S. M. A. (2012). Positive mental health: Measurement, relevance and implications., the Netherlands. Seligman M. (2004); Authentic Happiness. Free Press Snyder C. R. & Shane J. L. (2007); Positive Psychology. Sage Publications, South Asia Edition Weiten W. & Lloyd M. A. (2007); Psychology Applied To Modern Life. Cengage Learning, Eighth Edition.
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Research Paper
Psychology
Study on Insight Development for Verbal Stimuli

Manisha Gujar Rebecca Rozario
Model college , Ghansawangi, Jalna, Maharashtra-431 209 Chrysalis High school, Bangalore,Karnataka-560 078
ABSTRACT The study is conducted to infer whether insight is developed for verbal stimuli by using anagrams arranged
in a specific group group-member relationship. This test was conducted on a sample of IX std. English medium students and it was found that insight indeed developed due the specific relationship among anagrams in the list .The influence of verbal ability as well as gender difference in developing insight were also factors that were studied in the research work and the effect of both the variables on insight development for verbal stimuli could not be established. . Introduction: If the above mentioned hypothesis is rejected, it is Cognition can be defined as, the act or process of established that insight for verbal stimuli is developed forming new associations and perceptions of new in the sample; we then proceed to test two further relationships among events. It is an intellectual hypotheses. Ho2 > process by which knowledge is gained in the form of perceptions and ideas. verbal ability does not affect insight development for An important view point in addition to cognitive verbal stimuli. Ho3 > learning is Gestalt Psychology whose main proposition is that mental experiences or our make up There is no difference in the development of insight for of the stimuli in the environment depends on the the verbal stimuli in boys and girls. Method patterning and organization of elements. According to 1} Subjects Gestalt Psychologists, the mind is best understood in terms of the ways elements are organized. Different subjects were used in various stages of this In other words, when studying the mind and related experiment. thought activities, one must perceive the mind as a A1] a sample of 10 students ranging from age 13to result of a whole pattern of sensory activities and their 16 were administered a list for obtaining the relations. equal difficult level of anagrams. An important part of cognitive learning is insight A2] a group of 8 subjects aged between 13 and 15 learning . We use insight to solve problems in day to years were selected as control group. day life. A3] a batch of 8 boys from std ix were selected as The term insight denotes the aha experience when an experimental group. a solution is suddenly sorted for a consistent different A4] a batch of 8 girls from std ix were selected as problem. During an insight, a reorganization takes an experimental group. place n order to form new relations that could 2} materials required possibly lead to a solution. The answer to a problem in - 2 lists (A) and (B) of 50 anagrams and 4 anagrams insight situation, in addition to perceptual respectively, specifically prepared for the experiment. reorganization is usually a transfer of previously - Stop-watch learned materials to insight situations. -scoring sheet 3} procedure Therefore, it was conceived that, a list of anagrams could be presented such that the first anagram was a In order to test whether insight was developed, the first word representing a definite group (e.g.-Animal) and step taken was the random preparation of a list of the following anagrams were also members belonging anagrams randomly selected and positioned in to that group. If insight is developed, the time taken to groups. For e.g., words like WINDOW, ERASER, solve the last anagram would be considerably lesser ELEPHANT, FRANCE etc were included in the list. On than of a control group. administration of 50 such anagrams, the time taken for Hence it would be safe to put forward the following identifying each word by 10 subjects was recorded. hypothesesThe second step was to select 4 words that ranged within an equal measure of difficulty and Ho1> arrange them in a specific order where the first There is no development of insight for verbal stimuli in anagrams was a label of a group and the following 3 the sample when anagrams are presented on a group anagrams were members of that group. Thus creating member relationship.
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a group member relationship between the four anagrams. Care was taken that all 4 anagrams fell within the same difficulty level. The list B was presented to the experimental group that consisted of 8 boys and 8 girls from IX std of an English medium school (Nath Valley School). The time taken for identifying the correct word for each anagram by every individual was recorded and displayed in table. On the assurance that insight was developed (refer discussion section ), the research students proceeded to test the second hypothesis Ho2 i.e.to check if verbal ability played a role in development of insight for verbal stimuli. For this, the marks obtained in the final English examination in the preceding year (VIII std) by the subjects were collected and an attempt was made to find any correlation between the English marks and the average time taken for the target word by each subject. (n=16) In addition, a third hypothesis Ho3 was tested to check for any difference in gender in insight development hence the sample consisted of equal number of 8 boys and 8 girls from the same class of std IX. Results were obtained by using appropriate statistical formulae as mentioned in the following section. Results TABLE I Time taken for target word mouse
Control Group Time Taken (seconds) _ X = 19.25 SD= 6.229 Experimental Group Time Taken (Boys)(Secs) _ X = 7.25 SD = 4.26 Time Taken (Girls)(Secs) _ X = 6.75 SD = 5.03
Independentt test (Control group N= 8, Expt. group N= 16) t = -7.447 df = 22 p < .001 Significant *Scores are marks received by subjects in final examination in the 8 th Std. The mean for the control group and the experimental group was found to be 19.25 and 7.25 and 6.75 respectively. While the Standard Deviation for the control group and the experimental group was computed as 6.229 and 4.26 and 5.03 respectively. With the help of these values the independentt test was applied and the value obtained was t= - 7.447 with the degrees of freedom of df =22. The value of t was found to be significant at the 0.01 level. This indicates that there is development of insight for verbal stimuli
in the sample when anagrams are presented in a group - member relationship. The research students proceeded to test the second hypothesis and computed the mean for boys girls to be 7.25 and 6.75 respectively. The standard deviation was computed as 4.26 and 5.03 for boys and girls. The independentt test was applied and computed as t=0.214, hence found to be not significant at the 0.05 level, for 14 degrees of freedom. Means there is no difference in the development of insight for boys and girls. With the help of Spearmans Rank Difference Correlation, the Coefficient Of Correlation was obtained between the marks in English and the time taken for the target word for both boys and girls. The value of rank difference coefficient was rho = 0.277 which is not significant at the 0.05 level with degrees of freedom. Hence this result indicates that Verbal ability does not affect insight development for verbal stimuli. DISCUSSION This experimental research was conducted to find if insight was developed for verbal stimuli when anagrams were presented in a group-member relationship. A list of 50 anagrams was presented to 10 students and the average time taken for each word was computed. Based upon this, list B of anagrams was prepared such that would help test the development of insight for verbal stimuli. The meaningful words for the anagrams were ANIMAL, ELEPHANT, SHEEP and MOUSE in order of presentation the average time taken for all the words ranged between 15 to 25 seconds. Other similar lists with the same criterion of the first word being the name of a group and the other three member of that group, failed to meet the criterion of similar difficulty level. For e.g., COUNTRY and names of countries, FLOWER and names of flowers .similar difficulty level was taken as a criterion level for selecting word from the anagrams was to be later used as a measure of insight. List B was presented to a group of 8 boys and 8 girls randomly selected from a class of 75 students of Std IX from Nath Valley School. The time taken to identify the target word by the subjects is displayed in table III.8 students were randomly selected from the initial pool of 10 students and these 8 students comprised of the control group was found to be 19.25 secs,7.25 secs and 6.75 secs respectively . An independentt test was computed to check the difference between the mean time taken to identify the target word by the control group and the experimental group of boys and girls. The value of t is found to be 7.447 which is significant beyond the .01 level for 22 degrees of freedom. This means that a significant difference in the time taken by the control group and the experimental group to identify the target word. This was due to the
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specific group composition of list B in which the first correct word was ANIMAL and was followed by three more whose correct words were names of various types of animals. This composition represents a group -member relationship. It seems that the subjects were able to identify this relationship, which was confirmed later in the introspection report. Because of this specific relationship, the subjects could focus their attention and optimize their resources in searching limited area in memory that is names of animals. Thus by the time the subject was solving the fourth (last) anagram/target word, he/she had definitely developed an insight into the specific relationship. No such cues were available to the control group. Hence, their area of search was very wide and the subjects took a longer time to identify the correct words. The second hypothesis was to test whether insight development for verbal stimuli differed between boys and girls. The value obtained for the independentt test was 0.214, not significant at the 0.05 level. The result thus indicated that there is no significant difference in the development of insight for boys and girls. There are probably extraneous factors such as similar age of the sample (14/15years), similar level of education and school environment ,same socioeconomic status ,etc .may have affected the result .in addition ,there are no prior theories known to support the difference in development of insight based on gender . The third hypothesis tested the influence of verbal ability on insight development for verbal stimuli, i.e. lesser the time taken for identifying the correct words, higher the rank of the individual in scores of English. The results were a bit surprising, as the research students believed that the verbal ability of the individual should affect the development of insight for verbal stimuli. This may not have been found because of two important factors .one, the size of the sample was very small with only 16 subjects. two, the correct words for the anagrams in the list were very simple for 9th standard English medium students .hence, although the subjects have varied in terms of their verbal ability from a range of 26 marks in English within the group, the low level of verbal ability needed to identify the target word is possessed by all the members of the group. Hence no significant correlation is formed between verbal ability and insight development for verbal stimuli. Conclusion Insight is developed for verbal stimuli in the sample when anagrams are presented in a group-member relationship. There is no difference in development of insight for verbal stimuli in boys and girls. Verbal ability does not affect insight development for verbal stimuli.
REFERENCES
1. Morgan, T. Clifford; King, A. Richard; Weisz, R. John (2004, 7th edition), Introduction to Psychology, New York, Tata McGraw hill. 2. Minium, W. Edward; King, M .Bruce; Gordon Bear (2004, 3rd edition)Statistical Reasoning in Psychology and Education, Canada, John Wiley & Sons, Inc. 3. Mangal, S. k ;( 2003) Statistics in Psychology and Education, Prentice Hall of India Pvt Ltd. 4. Pandit, R. V; Bapat, V.W; Pandharipande,(1973,1st edition) Elementary Psychology, G .Y. Rane Prakashan.
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Research Paper
Psychology
Modern Approaches to Stress Management

Sushma Arjun Ohol Sangita Subhash Bharti
ABSTRACT
Balasheb Jadhav Arts,Comm.& Sci. College,Ale.TalJunnar, Pune, Maharashtra.
Stress is a fact of everyday life. When people reach out for help, they are often dealing with circumstances, situations, and stressors in their lives that leave them feeling emotionally and physically overwhelmed. Stress can come from any situation or thought that makes you feel frustrated, angry, or anxious. Everyone sees situations differently and has different coping skills. For this reason, no two people will respond exactly the same way to a given situation. Stress is a normal part of life. In small quantities, stress is good; it can motivate you and help you become more productive. However, too much stress, or a strong response to stress can be harmful. How we perceive a stress provoking event and how we react to it determines its impact on our health. We may be motivated and invigorated by the events in our lives, or we may see some as stressful and respond in a manner that may have a negative effect on our physical, mental, and social well-being. Many people feel that they have very little resources or skills to deal with the high levels of stress they are experiencing. The most popular stress management and relaxation techniques are being used today. This information could be helpful for people who want to learn how to react to stress in a more constructive, proactive way. The basic premise of this article is benefits of stress reduction and relaxation techniques can be best noticed after they have been practiced regularly over a period of time.
KEYWORDS :
Stress Management, Overwhelming, Physiological, Psychological, Behavioral, Stressors, Anxious Thoughts

Hans Selye, the first major researcher on stress, was able to trace what happens in your body during the fight or flight response. He found that any problem, real or imagined, could cause the cerebral cortex (the thinking part of the brain) to send an alarm to the hypothalamus (the main switch for the stress response, located in the midbrain). The hypothalamus then stimulates the sympathetic nervous system to make a series of changes in your body. Your heart rate, breathing rate, muscle tension, metabolism, and blood pressure all increase. Your hands and feet get cold as blood is directed away from your extremities and digestive system into the larger muscles that can help you fight or run. You experience butterflies in your stomach. Your diaphragm locks. Your pupils dilate to sharpen your vision and your hearing becomes more acute. While all of this is going on, something else happens that can have long-term negative effects if left unchecked. Your adrenal glands start to secrete corticoids (adrenaline, epinephrine, and nor epinephrine), which inhibit digestion, reproduction, growth, and tissue Repair and the responses of your immune and inflammatory systems. In other words, some very important functions that keep your body healthy begin to shut down. The stress response is useful and can be necessary in times of emergency, but the frequent or unrelenting triggering of the stress response in our modern life without a balancing relaxation response can contribute to a number of illnesses and symptoms. The same mechanism that turned the stress response on can
IntroductionStress is part of life in a fast-paced society. However, contrary to popular belief, stress is not always bad. We need some stress to stimulate us. A certain level of stress is beneficial. Psychologist Richard S. Lazarus best described stress as a condition or feeling that a person experiences when they perceive that the demands exceed the personal and social resources the individual is able to mobilize. This type of stress is called eustress. It helps us to set and achieve goals as well as perform at a higher level. For example, the demands of an upcoming competition, work project or exam can create stress, which stimulates a person to work harder to win the competition, finish the project on time or do well on the exam. However, there are times when stress is overwhelming. This type of stresscalled distress paralyses rather than stimulates. It contributes to decreased health and well-being. Therefore, an important part of healthy living is to learn to bring stress to beneficial levels. The groundwork for the modern meaning of stress was laid by Dr. Walter B. Cannon, a physiologist at Harvard almost 100 years ago. He was the first to describe the fight or flight response as a series of involuntary physiological and biochemical changes that prepare you to deal with threats of danger. This response was critical to the survival of primitive humankind when requiring quick bursts of energy to fight or flee predators such as the saber-toothed tiger.
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turn it off. This is called the Relaxation Response. As soon as you decide that a situation is no longer dangerous, your brain stops sending emergency signals to your brain stem, which in turn ceases to send panic messages to your nervous system. Minutes after the danger signals stop, the flight or fight response burns out. Your metabolism, heart rate, breathing rate, muscle tension, and blood pressure all return to their normal levels. Many professionals suggest that you can use your mind to change your physiology for the better, and improve your health by using the natural restorative process called the Relaxation Response. Sources of Stress We can experience stress from four basic sources: The Environment the environment can bombard you with intense and competing demands to adjust. Examples of environmental stressors include weather, noise, crowding, pollution, traffic, unsafe and substandard housing, and crime. Social Stressors we can experience multiple stressors arising from the demands of the different social roles we occupy, such as parent, spouse, caregiver, and employee. Some examples of social stressors include deadlines, financial problems, job interviews, presentations, disagreements, demands for your time and attention, loss of a loved one, divorce, and co-parenting. Physiological Situations and circumstances affecting our body can be experienced as physiological stressors. Examples of physiological stressors include rapid growth of adolescence, menopause, illness, aging, giving birth, accidents, lack of exercise, poor nutrition, and sleep disturbances. Thoughts Your brain interprets and perceives situations as stressful, difficult, painful, or pleasant. Some situations in life are stress provoking, but it is our thoughts that determine whether they are a problem for us. Types of Stressors Situations that are considered stress provoking are known as stressors. Stress is not always a bad thing. Stress is simply the bodys response to changes that create taxing demands. Many professionals suggest that there is a difference between what we perceive as positive stress, and distress, which refers to negative stress. In daily life, we often use the term stress to describe negative situations. This leads many people to believe that all stress is bad for you, which is not true. Positive stress has the following characteristics: Motivates, focuses energy, is short-term, is perceived as within our coping abilities feels exciting, Improves performance. In contrast, negative stress has the following characteristics: Causes anxiety or concern, Can be short or long-term, is perceived as outside of our coping abilities, Feels unpleasant, Decreases performance, Can lead to mental and physical problems. Stressors can contribute to our feelings of anxiety. Anxiety is a feeling that we commonly experience when faced with stressful life events. Anxiety can be one of the most distressing emotions that people feel. It is sometimes called fear or nervousness. Anxious thoughts often begin with, What if and end with a disastrous outcome. Anxious thoughts frequently include images of danger as well. For example, a man with a fear of public speaking may, before a talk, think, What if I stumble over my words? What if I forget my notes? What if people think Im a fool and dont know what I am talking about? He may have an image of himself standing frozen in front of the crowd. These thoughts are all about the future and predict a dire outcome. Examples of stressors that contribute to feelings of anxiety might include trauma (being abused, being in an accident, war); illness or death, things we are taught (snakes will bite you); things we observe (an article in the newspaper about a plane crash); and experiences that seem too much to handle (giving a speech, job promotion or termination, having a baby). The thoughts that accompany anxiety involve the perception that we are in danger or that we are threatened or vulnerable in some way. A threat of danger can be physical, mental, or social. A physical threat occurs when you believe that you will be physically hurt (e.g. a snake bites, a heart attack, being hit). A social threat occurs when you believe you will be rejected, humiliated, embarrassed, or put down. A mental threat occurs when something makes you worry that you are going crazy or losing your mind. The perception of the threats varies from person to person. Some people, because of their life experiences, may feel threatened very easily and will often feel anxious. Other people may feel a greater sense of safety or security. Certain life experiences such as growing up in a chaotic home with volatile surroundings may lead a person to conclude that the world and other people are dangerous. The perception of danger and sense of vulnerability may have helped a person survive as a child. Being able to recognize danger and its early warning signs are critical to ones emotional and physical survival. Some may have developed a very fine ability to spot and respond to dangerous situations. As an adult, it may become important to evaluate whether or not. There are numerous physical as well as emotional responses as illustrated by the following list of some common signs and symptoms of stress. Common Signs and Symptoms of Stress Management Frequent headaches, jaw clenching or pain , Neck ache, back pain, muscle spasms Light headedness, faintness, dizziness, Ringing in the ears , Frequent blushing, sweating , Dry mouth, problems swallowing , Cold or sweaty hands, feet , Frequent colds, infections. Rashes, itching, Unexplained or frequent allergy attacks Heartburn, stomach pain, nausea, Constipation, diarrhea ,Difficulty breathing, sighing ,Sudden attacks of panic , Chest pain, palpitations, Frequent urination ,Low sexual drive or performance, Excess anxiety, worry, guilt, nervousness, Increased anger, frustration, hostility, Depression, frequent or intense mood swings, Increased or decreased appetite26. Insomnia, nightmares, disturbing dreams, Difficulty concentrating, racing thoughts, Trouble learning new information Forgetfulness, disorganization, confusion, Difficulty in making decisions
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Feeling overwhelmed, Frequent crying spells or suicidal thoughts Feelings of loneliness or worthlessness, little interest in appearance, punctuality Nervous habits, feet tapping, fidgeting, increased frustration, irritability Problems with communication, Social withdrawal or isolation Constant tiredness, weakness, fatigue, frequent use of over-the-counter drugs Weight gain or loss without diet increased smoking, alcohol, or drug use Stress Management Strategies 1. Learn how to say NO! know your limits and do not compromise them. Taking on more than you can handle is not a good choice. It is ok if you dont do every single activity that your club, fraternity, sorority or your friends are doing. 2. Attitude it is human nature to want to freak out. Your mind is a powerful tool; use it in your favour. Thinking rationally can take you a long way. 3. Laugh Do something that you enjoy, take on a hobby, hang out with friends, and learn to balance your life. If you are feeling upset, express your feelings. Dont keep them to yourself because that will only add to your stress. 4. Avoid alcohol and cigarettes this is just a quick fix. Once the chemical leave your body, you are back to feeling stressed and you are probably worse off than when you started. 5. Healthy eating get the proper nutrition. Eat at least one hot-home cooked meal a day. 6. Exercise physical activities can help you in not only burning off calories, but burning off stress. Exercise helps release tension. Exercise for 30 minutes a day for at least 3 times per week. DiscussionThis presents good news for the stressed, as it indicates that research in this area is burgeoning and that many treatment options are available. Many of the technique labels, however, look initially different, whereas upon closer inspection, it appears that the huge number of different terms probably reflects a much more limited number of actually different techniques. In a workshop of stress management, A psychologist walked around a room while teaching stress management to an audience. As she raised a glass of water, everyone expected they'd be asked the "half empty or half full" question. Instead, with a smile on her face, she inquired: "How heavy is this glass of water? Answers called out ranged from 8 oz. to 20 oz. She replied, "The absolute weight doesn't matter. It depends on how long I hold it. If I hold it for a minute, it's not a problem. If I hold it for an hour, I'll have an ache in my arm. If I hold it for a day, my arm will feel numb and paralyzed. In each case, the weight of the glass doesn't change, but the longer I hold it, the heavier it becomes." She continued, "The stresses and worries in life are like that glass of water. Think about them for a while and nothing happens. Think about them a bit longer and they begin to hurt. And if you think about them all day long, you will feel paralyzed incapable of doing anything." Remember to put the glass down. ConclusionStress Relief Strategies1. Body relaxation exercises- breathing techniques, guided imagery 2. Physical exercise- Yoga , workout routine, 3. Meditation 4. Counseling- talk therapy, life coaching. Benefits of Stress Management-Physical health gets better, more energy and stamina, Emotions stabilized Positive attitude, hopeful/happier, Ability to focus improve-able to learn and achieve. .
REFERENCES
http://www.cmha.ca, http://www.mentalhelp.ne, http://helpguide.org http://www.oprah.com:http://stress.about.com, http://www.psybersquare.c http://www.kstate.edu/counseling/student/biofedbk/sample,http://www.stressreliefexercises.comhttp:// www.hypknowsis.com,http://www.info.med.yale.edu
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Research Paper
Psychology
Modern Approaches to Stress Management Coping With Stress through Non-Drug Methods
Rajni Ramesh Senad
Dr.(Sow)IBP Mahila College, Aurangabad, Maharashtra
ABSTRACT
The modern world, which is said to be world of achievements, is also a world of stress everywhere, whether it be within the family, business organization/ enterprise or any other social or economic activity. Right from the time of birth till the last breath drawn, an individual is invariably exposed to various stressful situations. There are basically two methods of coping with stress. 1) Drug therapy and (2) non drug method. The present paper explained that coping with stress through Non-drug Methods. Some of the non drug Methods are relaxation training, Acupuncture, Breathing exercise, physical exercise, walking, meditation and Yoga, Time Management, Human, Laughter therapy, Recreation, Nutrition, Assertiveness training, Visualization techniques and Biofeedback described Briefly. These non drug methods of coping are described advantageous and safer.. Introduction Today, we all are a part of globalizing era which is characterized by excellence, competitions, quality etc. along with stress; strain on human being stress is an inseparable part of human life. To fulfill social, environmental, economical needs one has to face stress, strain and anxiety. Stress is such that one cannot keep it aside, nor is it a fad to be worn on one's shoulder to attract attention and sympathy of others. One should accept that stress is reality of life. The success, an achievement, mobility, progress are on one side and failures, stagnation on the other. Stress includes all human beings irrespective of their gender, age, category, religion, level of education, occupation, income etc. It includes all service such as Agriculture, Business, Education, Housing, Manufacturing etc. Thus it should be considered as an important aspect of life without which life will become boring. There are basically two methods of coping with stress. (a) Drug therapy and (b) non drug method. In todays space age where one is always faced with a multitude of problems and tensions, it is not advisable to use drug continuously to cope with stress and related ailments like headaches and backaches. The non-drug methods of coping are advantageous and safer. Some of the non-drug methods are as following:1) Relaxation training: Relaxation training is aimed at reduction of stress features such as anxiety and tension, to lead to a calm and peaceful state of mind by lessening nervousness, worries etc. Relaxation techniques lead to deep muscle relaxation which in turn brings down physiological tension and counteracts anxiety. Relaxation training is found effective in treating muscular tension, neck and back pain, anxiety, fatigue, irritable bowel syndrome, insomnia, hypertension and phobias, to mention a few. Relaxation training involves five basic activities such as drawing clients attention to be appropriate muscle group, instructing client to tense the muscles, asking them to feel the tension, then teaching them to relax and finally directing them to feel the comfort and pleasant feeling of the relaxed state. 2) Acupuncture: Stress leads to psychosomatic disorders, since emotional states are often expressed in term of bodily reactions. The common manifestations resulting from distress are depression, anxiety, cardiovascular accidents, allergies and mental derangements. Acupuncture helps in tranquilization and psychic elation and allows one to relax. It does not depend on drugs, is safe, simple, economical and yet an effective therapy with hardly any side effects. Its clinical success has demonstrated that it has a definite role to play in coping with stress. 3) Breathing exercises: Breathing exercises are also very similar in purpose as relaxation training. Poor breathing habits result ultimately in the maintenance of body tension. As one learns to be aware of one's own breathing and practice slowing and normalizing of breaths, the mind will turn quiet and body will relax, relieving the individual from stressfulness and tension. Increased breathing facilitates high intake of oxygen and removal of carbon-dioxide which result in experience of high level of energy and vigor. Breathing exercises are found effective against anxiety, Panic, depression, irritability, muscle tension and fatigue. 4) Physical Exercise : Physical exercise is necessary to maintain a healthy body and mind. In recent years, there has been a trendous increase in the general public consciousness about the benefit of exercise. It is necessary in order to keep the body healthy, both physically and mentally, and is the best antidote for stress. It provides recreation and mental relaxation.
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5) Walking : Today after nearly 2,000 years, modern medical researches are demonstrating that Hippocrates, the father of medicine was light when he said that' 'walking is man's best medicine. Walking is the most efficient form of exercise and the only one an individual can safely follow all his life. Sufficient walking is an important for the circulation of bloods as sufficient motion is for a stream of water. Stress and strain can be counteractered and even prevented by regular vigorous walking, it is nature's antidote. It is by far the best and safest exercise of all. 6) Meditation and Yoga : Meditation and Yoga are also techniques with similar intentions and functions comparably. These reduce the individuals arousal levels when exposed to source of excessive stress and brings about a calmer physiological and psychological state. Yoga techniques (Pranayama, Sudarshan Kriya, Shavasana etc.) and meditation techniques (Transcendental Meditation, Vipasana or Mindfulness Meditation, Kundalini, Dynamic Meditation, etc.) have been impressively advocated in the prevention and treatment of hypertension, heart diseases, migraine headache, auto-immune diseases like arthritis and diabetes, etc. besides in the management of anxiety, depression, hostility, obsessions, and such like. In almost all the Indian cities and major Township, these training are available for people with help from qualified trainers. 7) Time Management : The essence of time management lies in working smarter, not harder : Time management includes developing a personal sense of time, thinking about future and setting goals; analyzing where, how and why one is spending the time (procrastination, waste of time; lack of delegation, bungled meeting or appointment, etc.) grouping activities into sensible key result areas based on the urgency and significance; concentrating on priorities; reducing stressful demands through work scheduling and time-logs; identifying the best time for one to do effectively rewarding work; reorganizing systems of practice developing a prioritized action plan; developing a balance between life, work and leisure and achieving life and works goals by gaining effective control of time. In short, it is training in spending some time to plan the effective use of one's time. This technique is promoted to deal with deadline anxiety, procrastination, and job stress and burn out. 8) Humor/Laughter: Laughter is an audible expression of happiness, or an inward feeling of joy. It may ensue from jokes, tickling or other stimuli. It is in most cases of very pleasant sensation. At the Sydney children's hospital, a recent survey of senior staff showed that humor in teaching reduces stress, increase motivation; improves morale enjoyment, comprehension, interest and report, and facilitates socialization into profession. 9) Recreation: Recreation provides an opportunity to let oneself go, become uninhibited, thus, reducing tension and stress. There are various forms of recreation like music, and entertainment, painting, fishing, hunting, gardening, dancing etc. These recreation pursuits are important to the prevention of the damaging effects of stress. 10) Nutrition: The saying, 'a sound mind in a sound body' is a very popular one. Many problems in living can be traced to poor eating habits and lack of exercise. Unfortunately many foods that people pleasurably consume are not always nutritionally adequate or healthy as in the case of too many chocolates, chips, ice-creams or junk food. Similarly, obesity is a major problem among people who do not exercise adequately, but keep on over-eating preferred foods. Many psychological problems and tensions are observed to be associated with over eating and its consequences. Nutrition experts or dieticians advocates and train people to reduce fatty foods, avoid excessive sugar consumption, minimize sodium intake, use an assortment of foods, to consume fibrous and starchy food, and to remain within range of height and weight proportion or to follow the body mass index (BMI), to do without or moderately use caffeine, tobacco, cola drinks and alcohol, to ensure adequate intake of vitamins and minerals, not to eat excessively but just enough and to eat at regular times in a relaxed atmosphere. Refusal skills are also part of such dietary programmes. Health screening and wellness programmes emphasize the role of control over food abuse, i.e. excessive and inappropriate consumption of foods. 11) Assertiveness training: Many people today suffer from or are victims of violations of their rights, and being bullied against their own will into doing things one way or the other resulting in the development of nervousness and irrational fear towards bosses or other authority figures, crowd, etc. So in assertiveness training, clients are typically trained to understand differences among assertion, non assertion (passivity or submissiveness), and aggression; to recognize different types of assertion including empathy, to appreciate and distinguish between rights and responsibilities, to make and refuse requests (to express one's desire and to say 'no' appropriately) and to give and receive praise, handle negative feelings and criticism, and to give bad news. Here clients are also taught to be able to speak up for themselves and between seriously without breaking or depriving the rights of other people in addition to training in accepting feedback about one's own negative behaviors; and initiating,
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maintaining and terminating or ending conversations. This technique is one of the best among various strategies of stress management. 12) Visualization Techniques: Visualization techniques are based upon the enormous power of human imagination and positive thinking by visualizing a safe and beautiful retreat where one imagines and experiences relaxation spreading through the body, in order to reduce stress level. It has been time and again observed that people feel unhappy when they recollect memories of early sad or pain feel events, and they feel happy and light when they remember earlier good or happy events in life when we day dream or get immersed in memories of good events from the past, we are actually practicing a form of visualization. The techniques here involves creation of mental sensory impressions consciously and training the body to relax and to ignore or manage stress through positive affirmations. Various headaches, muscle spasms, chronic pain and general or situation specific anxieties are managed thus using visualization techniques. 13) Bio-feedback: Biofeedback method is now being used for training patients in the act of relaxation and thereby treating various psychosomatic disorders like hypertension, tension headaches, migraine headaches, backache, and depression. The purpose of biofeedback is to heighten awareness of body functions as well as to see the mind and body as one unit, sophisticated biofeedback instruments have been developed that inform the user constantly about changes which are characteristic of stress within his/her own body, for example, the intensity of tension in muscles, the temperature of the skin, heart rate, BP etc. Biofeedback provides a wide variety of benefits. Some of these are: Production of an altered state of consciousness, an interaction with the inner self, increased self-awareness and increased self control. Stress and strain are natural to all human being and in all situations asking for some standards in performance. They affect all the citizens including primary school children and senior citizens. And it has become a universal par of human life. Hence, one should learn how to manage stress by using various, Psychotherapies, intervention therapies, methods etc. to make their lives successful.
REFERENCES
1. Jadhav, S.M. and Patankar P.S. (2013). Stress, Strain in Education and Psychotherapies, Education Track, March, 2013. 2. Dr. Chandraiah, K. (2013) Stress and Wellbeing in Adolescents, APH publishing corporation, New Delhi, 2013. 3. Dr. Johnson, J and Rao V. N. (2004). Coping with Stress, Health Action, 'Research in health & Diseases' June 2004. 4. Pestonjee, D.M. (2009). 'Stress and Coping' The Indian Experience, Second Edition, Sage Publication, New Delhi. 5. Dr. Bhardwaj (2013), Overcome Stress, Goodwill Publishing House, New Delhi. 6. Brannon, L and Feist J. (2007), Introduction to Health Psychology, Cengage learning, India Private Limited, New Delhi.
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Research Paper
Psychology
A Study of Personality in Fencing Players
Dr. Ravindra M. Ghoti
Shivaji college Kannad, Dist. Aurangabad, Maharashtra
ABSTRACT The present study has been conducted to investigate the difference between fencing players (Male and Female) on personality in Indian context. Study includes the Fencing Players in Aurangabad city 40 Fencing Players (male) and 40 Fencing Players (female) respectively who were between the age of 17 and 19. To assess the personality factors of the subject the NEO-PI five factor inventory. Proposed Statistical Procedure is Descriptive statistics i.e. Mean, S.D, will be computed and T test. Conclusion in this study On the basis of data and discussion of results, the hypotheses were tested and verified. Subject with fencer (male) tend to show higher Neuroticism, Openness, Extraversion than Subject with fencer (female). Subject with fencer (female) tend to show higher Conscientiousness, Agreeableness than Subject with fencer (male).
KEYWORDS : Fencing ,Personality Sport Psychology, Aggression, Resignation
To explore the gender difference in personality factors. Hypothesis:Subject with Fencing Players (male) would posses higher Neuroticism, Openness, and Extraversion than Subject with Fencing Players (female). Subject with Fencing Players (female) would posses higher Conscientiousness, Agreeableness than Subject with Fencing Players (male). Methodology Sample:The present research study includes the Fencing Players in Aurangabad city 20 Fencing Players (male) and 20 Fencing Players (female) respectively who were between the age of 17 and 19. Design:Single factors design Fencing Players Fencing Players (male) (female) 20 20 Total 40 Variable:I) Independent variable a) Fencing Players (male) b) Fencing Players (female) II) Dependent variable a) Personality factors Research of Tools:Big Five Factor Inventory (NEO-PI) To assess the personality factors of the subject the NEO-PI five factor inventory constructed by Paul T.Costa, Jr. PhD and Boberd R. Mc Crare, PhD. This questionnaires contains 60 statement and good reliability and validity i.e. 0.75& 0.76
. Introduction: Fencing is one of the most mental sports. It has been linked to badminton in terms of its speed, time periods, head to head play and demands for balance, quickness, fakes, mental acuity and mental agility. In short, fencing is chess on your feet, using a weapon. The mental demands of competitive fencing require strong control over mind, body and emotions, and any fencer wishing to succeed under fire needs calmness, poise and mental toughness. There are lot definitions of personality and they all are important because of the wideness of this concept. Broadly personality is supreme realization of self. It gives experience and confidence to that person. It gives idea of his behavior in the society. It shows openness of that person. Personality shows Consciousness and agreeableness of the person. Some important Personality Factors are Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness. These all factors make an individual personality. Personality is the supreme realization of the innate idiosyncrasy of a living being. It is an act of high courage flung in the face of life, the absolute affirmation of all that constitutes the individual, the most successful adaptation to the universal condition of existence coupled with the greatest possible freedom for self-determination. The present study has been conducted to investigate the difference between fencing players (Male and Female) on personality in Indian context. Problem of the Study The Study of Personality in Fencing Players. Objectives:To understand Fencing Players (male) in personality factors. To understand Fencing Players (female) in personality factors.
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Proposed Statistical Procedure:Descriptive statistics i.e. Mean, S.D, will be computed. II) t test RESULT ANALYSIS:I) Hypothesis No1. Subject with fencer (male) would posses higher Neuroticism, Openness, and Extraversion than Subject with fencer (female). There are significant a difference between mean score of fencer (male) higher Neuroticism (29.5), Openness (28.75), Extraversion (30.15) is comparatively larger than the mean score of fencer (female) Neuroticism(20.5), Openness (18.5), Extraversion(27.5) . t value significant ( t Neuroticism 18.01**, Openness (23.23**), Extraversion ( 1.47*), P < 0.001 & 0.005 Level) difference between fencer (male) and fencer (female) Neuroticism, Openness, Extraversion factors. Hypothesis No2. Subject with fencer (female) would posses higher Conscientiousness, Agreeableness than Subject with fencer (male). There are significant a difference between mean score of fencer (female) higher Conscientiousness (29.50), Agreeableness (28.85) is comparatively larger than the mean score of fencer (male) Conscientiousness(22.10), Agreeableness (21.20). t value significant ( t Conscientiousness (15.41**, Agreeableness ( 18.66**), P < 0.001 & 0.005 Level) difference between fencer (male) and fencer (female) Conscientiousness, Agreeableness factors. CONCLUSIONS: On the basis of data and discussion of results, the hypotheses were tested and verified. Some hypotheses were partially retained and some were rejected and following conclusions were drawn. Subject with fencer (male) tend to show higher Neuroticism, Openness, Extraversion than Subject with fencer (female). Subject with fencer (female) tend to show higher Conscientiousness, Agreeableness than Subject with fencer (male) Limitations and suggestions of the present research:Some limitations inherent in this study are; The population was limited areas restricted to state fencing players and only Dist. Aurangabad. It can be spread into other areas also. The sample of the study was small. The study can also be done by taking large sample size. The tools used in this investigation were self reporting instrument, it is therefore noted that the accuracy of data reported is limited to the abilities and willingness of the respondents to give truthful responses.
REFERENCES
Block J. A (1995) Contrarian View of the 5-Factor Approach to Personality Description. Psychological Bulletin. 1995(pp.117:187215). Booth-Kewley S, Vickers RR. (1994)Associations between major domains of personality and health behavior. Journal of Personality. (pp62:282298) Costa PT, Jr, McCrae RR. PAR Staff. (2000)NEO PI-R interpretive report. NEO Software System. Odessa, FL: Psychological Assessment Resources, Inc. Costa PT, Jr, McCrae RR. (1992) Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources. Kene Roche, Escrime International FIE, Jounal Published by FIE, Lausanne, Sept. 2005, Rene Roche, Escrime International FIE, Jounal published by FIE, Lausenna, Sept. 2005, Rudy Volkman Magnum, Libra d' Escrime, 1997, USA, Steve Higginson and peter Jacobs, The FIE Rules for competition, the British Fencing Association, 2006.
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Research Paper
Psychology
A Psychological Investigation of Job Satisfaction and Effectiveness among Male & Female Jr. College Teachers
Dr. Rasway V.B.
P.A.H. College Ranishawargaon, Parbhani, Maharashtra
The percent study was carried out to find out the job satisfaction and teacher effectiveness Among male & female Jr. College teacher with purposive sampling technique so college teacher were considered that equal number of Jr. college teacher the scale such as teacher effectiveness ( Dr. Shally Puri, & Prof S.C. Gakhar ) and job satisfaction scale ( Dr. Amar Singh & Dr. T.R. Sharma)were administered on the selected sample, mean, SD, & T test was applied to analyze date Resht of Present study showed that the No Significant difference In teacher effectiveness of male and female Jr. College teacher, teacher from rural area Jr. College have more than effectiveness than urban area Jr. College male teachers have more Job satisfaction than female teachers urban Jr. college teachers have more job satisfaction than rural area Jr. College teachers
ABSTRACT
KEYWORDS :
Teachers Effectiveness, Job Satisfaction .

There will be no significant difference between male & female of rural area Jr. College teachers on their job satisfaction 6) There will be no significant difference between male & female of urban area Jr. College teachers on their job satisfaction 7) There will be no significant difference between male & female of rural Jr. College teachers on their teachers effectiveness 8) There will be no significant difference between rural & urban area Jr. College teachers on their teachers effectiveness 9) There will be no significant difference between rural & urban area male Jr. College teachers on their teachers effectiveness. 10) There will be no significant difference between rural & urban area female Jr. College teachers on their teachers effectiveness. 11) There will be no significant difference between male & female of rural area Jr. College teachers on their teacher effectiveness. 12) There will be no significant difference between male & female of urban area Jr. College teachers on their teacher effectiveness. Methodology:The sample for the study consisted of male & female Jr. College teachers of Parbhani dist. The sample of 80 teachers was obtained by par purposive sampling out of which 20 male teachers and 20 female teachers of rural area Jr. college and20 female teachers of urban area Jr. College. Were chosen all of these belong to Marathi medium college. Tools used for data collection:1) Job satisfaction scale :Dr. Shally Puri (Chandigarh ) Prof. S.C. Gakhar ( Chandigarh ) 2) Teachers effectiveness scale Dr. Amar Singh ( Patiala ) 5)
Problem :1) To study the effect of Gender on teachers Job satisfaction of Jr. College teachers 2) To study the effect of Inhabitance on job satisfaction of Jr. College teachers 3) To study the effect of Inhabitance on Job satisfaction of male Jr. College teachers 4) To study the effect of Inhabitance on Job satisfaction of female Jr. College teachers 5) To study the effect of Gender on Job satisfaction of rural area Jr. College teachers 6) To study the effect of Gender on Job satisfaction of urban area Jr. College teachers 7) To study the effect of Gender on teachers effectiveness of Jr. College teachers 8) To study the effect of Inhabitance on teachers effectiveness of Jr. College teachers 9) To study the effect of Inhabitance on teachers effectiveness of male Jr. College teachers 10) To study the effect of Inhabitance on teachers effectiveness of female Jr. College teachers 11) To study the effect of Gender on teachers effectiveness of rural area Jr. College teachers 12) To study the effect of Gender on teachers effectiveness of urban area Jr. College teachers Hypothesis:1) There will be no significant difference between male and female Jr. College teachers on their job satisfaction 2) There will be no significant difference between rural and urban area Jr. College teachers on their job satisfaction 3) There will be no significant difference between rural and urban area Male Jr. College teachers on their job satisfaction 4) There will be no significant difference between rural and urban area female Jr. College teachers on their job satisfaction
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Dr. T.R. Sharma ( Patiala ) Methods of Analysis :1)Measure of central tendency mean 2)Measure of dispersion Standard Deviation 3)Test of Significance of deference between means T test. 1) Job satisfaction of male and female Jr. College teachers Mean S.D. Male 57.35 5.81 TValue = 7.86 Female 42.89 6.32 2) Job satisfaction of rural and urban area Jr. College teachers Mean S.D. Rural 45.28 6.14 TValue=13.75 Urban 42.89 4.87 Job satisfaction of rural and urban male Jr. College teachers Mean S.D. Rural 48.34 6.11 TValue = 0.78 Urban 46.85 5.94 Job satisfaction of rural female Jr. College teachers Mean S.D. Rural 53.17 5.23 TValue = 1.77 Urban 50.18 5.47 Job satisfaction of male and female rural Jr. College teachers Mean S.D. Male 56.34 5.13 TValue = 5.54 Female 46.31 6.23 Job satisfaction of male and female urban area Jr. College teachers Mean S.D. Male 52.71 5.68 TValue = 0.27 Female 51.86 5.46 Teachers effectiveness of male & female Jr. College teachers Mean S.D. Male 274.3 35.75 TValue = 0.82 Female 267.5 38.33 Teachers effectiveness of rural & urban Jr. College teachers Mean S.D. Rural 278.77 39.7 TValue = 3.78 Urban 240.3 50.6 Teachers effectiveness of rural male Jr. College teachers Mean S.D. Rural 241.8 52.7 TValue = 2.09 Urban 270.9 32.66 10) Teachers effectiveness of rural female Jr. College teachers Mean S.D. Rural 238.75 53.33 TValue = 1.67 Urban 264.25 42.54 11) Teachers effectiveness of male & female rural area Jr. College teachers Mean S.D. Male 256.48 46.63 TValue = 0.27 Female 260.36 44.23 12) Teachers effectiveness of male & female urban area Jr. College teachers Mean S.D. Male 271.3 34.35 TValue = 0.11 Female 270.13 36.23 Result :1) Significant difference in teacher Job satisfaction of male & female Jr. College teachers 2) Significant difference in teacher Job satisfaction of rural and urban area Jr. College teachers 3) Insignificant difference in teacher Job satisfaction of rural and urban male Jr. College teachers 4) Insignificant difference in teacher Job satisfaction of rural and urban area female Jr. College teachers 5) Significant difference in teacher Job satisfaction of male and female rural area Jr. College teachers 6) Insignificant difference in teacher Job satisfaction of male and female urban area Jr. College teachers 7) Insignificant difference in teacher effectiveness of male & female Jr. College teachers 8) Significant difference in teacher effectiveness of rural & urban Jr. College teachers 9) Significant difference in teacher effectiveness of rural & urban area male Jr. College teachers 10) Insignificant difference is teacher effectiveness of rural and urban area female Jr. College teachers 11) Insignificant difference is teacher effectiveness of rural and female urban area Jr. College teachers 12) Insignificant difference in teacher effectiveness of male and female urban area Jr. College teachers Conclusion:There was no significant difference in teacher effectiveness of male & female Jr. college teachers from rural area Jr. college have more than effectiveness than urban area Jr. college teachers male teachers have more job satisfaction then female teachers urban area Jr. college teachers have more job satisfaction than rural Jr. college teachers
3)
4)
5)
6)
7)
8)
9)
REFERENCES
1) 2) 3) 4) 5)
Atkinson J.W. (1966) Theory of achievement motivation New York Eble R.L. (1966) Measuring Education achievement New Delhi Prevstic Hall of India Pvt. L.T.D Dohald P.et. AI (1970) theories of performance and satisfaction A Review Industrial Relation Dr. Amar Shigh and Dr. T.R. Sharma Manual for Job satisfaction scale National psychological cooperation (Agra) Hoppook R (1935) Job satisfaction New York National occupation conference Harper & Row
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Research Paper
Psychology
The Relationship between Anxiety-Performance and SelfConfidence of Sportsmen
Dr. Raypure S.E.
M.S.S. Arts Maharashtra
Commerce
&
Science
College,
Jalna,
ABSTRACT Objective of the study was to search the relationship between anxiety-performance and self-confidence of
sportsmen. Hypothesis: Positive correlation between anxiety and self confidence of sportsmen. Sample: For the present study 80 Sample were belongings to Jalna and Aurangabad, 80 subjects were included of various games sportsmen i.e. . Football, hockey, cricket, tennis and runner. The age range of subjects was 18-30 years. purposive non-probability sampling technique was used. Tools: 1) Sports Anxiety Test (SAT) this scale was constructed and standardize by Dr. Quadri Syed Javeed. That test consists of 30 items, each item 'YES' 'NO' type alternatives. 2) Agnihotris Self-confidence Inventory (ASCI): This test is developed and standardized by Rekha Agnihotri the 56 items. The subjects were required to respond to each item YES and NO. Result: Positive correlation between anxiety and self confidence of sportsmen . . Introduction: Although some support exists for the tenets of reversal theory (Kerr, 1997), and the fact that it attempts to Initial inquiries attempted to determine the explain the more positive aspects of the individuals anxiety-performance relationship through arousalcompetitive affective experience, the approach has based explanations. For example, drive theory been suggested as offering little in terms of explaining (Spence and Spence, 1966) purported that an how and why anxiety (through changes in arousal increase in drive or arousal was associated with a states) might affect motor performance (cf. Woodman linear increase in performance providing that the and Hardy, 2001). learned dominant response was one of a correct skill In contrast to Hanins approach that suggests execution. This approach was superseded in sport an appropriate emotional zone exists for optimal psychology by the inverted-U hypothesis (Oxendine, performance (e.g., high levels of anxiety can have 1970) that described the relationship between arousal positive performance effects), multidimensional anxiety and performance through an inverted-U Increases in theory (MAT; Martens, Burton, et al., 1990) describes arousal up to an optimal level were suggested to the relationship between the specific components of result in positive performance gains, beyond which the competitive state anxiety response and performance decrements occurred. Optimal levels of performance. While self-confidence is predicted to arousal were also suggested to be dependent on the exhibit a positive linear association with performance type of task, with more complex tasks requiring lower and somatic anxiety a quadratic or inverted-U arousal levels for optimal performance (cf. Landers relationship (i.e., performance increases up to a given and Arent, 2001). level of symptom intensity), cognitive anxiety is A recent approach that accounts for the suggested to exhibit a negative linear relationship with positive aspects of the arousal performance performance. Burtons (1998) review of the relationship relationship is that of reversal theory (Kerr, 1993). between the separate components of anxiety and Based upon the work of Apter (1982, 1984), the theory performance indicated that of the sixteen studies suggests that motivation is influenced by changes or examined, only two strongly supported the theoretical reversals between four paired alternate metapredictions (i.e., Burton, 1988; Taylor, 1987); six motivational states. In a telic state, high physiological provided moderate or partial support (i.e., Barnes, arousal will be interpreted as anxiety; whereas in a par Sime, Dienstbeir, and Plake, 1986; Gould et al., 1987; atelic state, high physiological arousal will be Jones and Cale, 1989; Krane, Williams, and Feltz, experienced as excitement. Equilibrium in the desired 1992; Maynard and Cotton, 1993; Williams and Krane, meta-motivational state is achieved when minimal 1993); and eight provided weak support that was differences arise between an individuals preferred and unable to demonstrate any anxiety-performance actual arousal state. In addition, contingent upon the relationship (i.e., Caruso et al., 1990; Gould et al., perceived pleasure or hedonic tone of the individual, 1984; Hammermeister and Burton, 1995; Karteroliotos performers can also suddenly reverse from the and Gill, 1987; Martin and Gill, 1991; Maynard and experience of high arousal as excitement to one of Howe, 1987; Maynard, Smith, et al., 1995; McAuley, anxiety (Kerr, 1997). Unlike the inverted-U hypothesis, 1985). Although MAT provides some indication of the high levels of physiological or felt arousal may not positive influence that somatic anxiety (up to moderate automatically lead to detrimental performance levels) and self-confidence can have upon invariably consequences and may actually be beneficial.
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be negative and detrimental, with no positive consequences. In addition, the findings from recent meta-analyses suggest weak to moderate relationships between the subcomponents of multidimensional anxiety and performance (e.g., Craft et al., 2003; Woodman and Hardy, 2003) and emphasize both conceptual and methodological shortcomings (Burton, 1988, 1998; Jones, 1995a, 1995b; Raglin, 1992; Woodman and Hardy, 2001). One particular criticism is that MAT attempts to explain the additive as opposed to interactive effects of the competitive anxiety subcomponents upon performance (Hardy, 1990; Woodman and Hardy 2001). PROCESSING EFFICIENCY THEORY A further theoretical approach to explain the notion that high anxious individuals may sometimes perform better than their low anxious counterparts is processing efficiency theory (PET; Eysenck and Calvo, 1992). Based upon Eysencks (1986) work in the field of cognitive psychology, the experience of high anxiety symptoms is suggested to lead to positive performance consequences (cf. Hardy 1997). Eysenck (1992) purported that cognitive anxiety served two principal functions. Firstly, it consumed some of an individuals attentional capacity for the task, effectively reducing working memory capacity due to task irrelevant cognitive activity or worry, thereby impairing processing efficiency. Secondly, cognitive anxiety or worry also signals the importance of the task to the individual and may lead to an increased investment in the task if a below par performance is perceived. Objective of the study: 1. To search the relationship between anxietyperformance and self-confidence of sportsmen. Hypotheses: 1. Positive correlation between anxiety and self confidence of sportsmen. Methods: Sample: For the present study 80 Sample were belongings to Jalna and Aurangabad, 80 subjects were included of various games sportsmen i.e. . Football, hockey, cricket, tennis and runner. The age range of subjects was 18-30 years. Purposive non-probability sampling technique was used. Tools 1) Sports Anxiety Test (SAT) This scale was constructed and standardize by Dr. Quadri Syed Javeed. That test consists of 30 items, each item 'YES' 'NO' type alternatives. Reliability of the test was found by test retest method, and it was found to be .89 for the anxiety measure. Validity the test was also validated by correlating the scores obtained on this test with the scored obtained by the subject on Dr. Ravikant and Dr. V N Mishra (2003) Sports Competition Anxiety Inventory. The Concurrent Validity coefficient obtained is .84 which is significant beyond .01 levels. 2. Agnihotris Self-confidence Inventory (ASCI):\ This test is developed and standardized by Rekha Agnihotri the 56 items. The subjects were required to respond to each item YES and NO. This is well known test having high reliability and validity coefficients. 3. Procedures of data collection Sports Anxiety Test (SAT) and Agnihotris Self-confidence Inventory (ASCI) test could be administered individuals as well as a small group. While collecting the data for the study the later approaches was adopted. The subjects were called in a small group of 20 to 25 subjects and there seating arrangements was made in a classroom. Prior to administration of test, through informal talk appropriate rapport form. Following the instructions and procedure suggested by the author of the test. The test was administered and a field copy of test was collected. Following the same procedure, the whole data were collected. Variable Independent variable1) Various Games Sportsmen Dependent Variable 1 Anxiety 2. Self Confidence Statistical Analysis and Discussion Sportsmen Mean, Std. Deviation, Std. Error of Mean and person r dimension on anxiety and self confidence.
Anxiety N Valid Missing Mean Std. Error of Mean Std. Deviation 50 0 25.9200 .18034 1.27520 SC 50 0 26.0000 .19166 1.35526
Correlations Anxiety Anxiety Pearson Correlation Sig. (2-tailed) N SC Pearson Correlation Sig. (2-tailed) N 50 .495** .000 50 50 1 SC .495** .000 50 1
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SPSS 16 versions was used for statistical analysis. The results related to the hypothesis have been recorded. Mean of anxiety was 25.92 and mean of self confidence was26.00, the difference between the two mean (anxiety and self confidence) was highly correlate person r (49) = .495 Null hypothesis there was no significantly difference between anxiety and self confidence of sportsmen was rejected and research hypothesis was accepted Positive correlation between anxiety and self confidence of sportsmen. And Support the Hypothesis Similar results were showed individuals may sometimes perform better than their low anxious counterpart is processing efficiency theory (PET; Eysenck and Calvo, 1992). Based upon Eysencks (1986) work in the field of cognitive psychology, the experience of high anxiety symptoms is suggested to lead to positive performance consequences (cf. Hardy 1997). A recent approach that accounts for the positive aspects of the arousal performance relationship is that of reversal theory (Kerr, 1993). Spence,1966) purported that an increase in drive or arousal was associated with a linear increase in performance providing that the learned dominant response was one of a correct skill execution.
REFERENCES Apter, M. J. (1982). The experience of motivation: The theory of psychological reversals . New York: Academic Press. Burton, D. (1988). Do anxious swimmers swim slower? Re-examining the elusive anxiety performance relationship. Journal of Sport and Exercise Psychology, 10, 45-61. Burton, D. (1998). Measuring competitive state anxiety. In J. L. Duda (Ed.), Advances in sport and exercise psychology measurement (pp. 129-148). Morgantown, WV: Fitness Information Technology Inc. Eysenck, M. W. (1992). Anxiety: The cognitive perspective. London: Lawrence Erlbaum Eysenck, M. W. (1997). Anxiety and cognitions: A unified theory. Hove, UK: Psychology Press Eysenck, M. W., and Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition and Emotion, 6, 409-434. Hanin, Y. L. (1980). A cognitive model of anxiety in sports. In W.F. Straub (Ed.), Sport psychology: An analysis of athlete behavior (pp. 236-249). Ithica. NY: Movement Publications. Hanin, Y. L. (1986). State-trait anxiety research on sports in the USSR. In C. D. Hanin, Y. L. (1989). Interpersonal and intragroup anxiety in sports. In D. Hackfort and C. D. Spielberger (Eds.), Anxiety in sports: An international perspective (pp. 19-28). Washington, DC: Hemisphere. Hardy, L. (1997). The Coleman Roberts Griffiths address: Three myths about applied consultancy work. Journal of Applied Sport Psychology, 9, 277-294. Kerr, J. H. (1997). Motivation and emotion in sport: Reversal theory. Methuen: Psychology Press Landers, D. M., and Arent, S. M. (2001). Arousal-performance relationships. In J. M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance (pp. 206-228). Palo Alto, CA: Mayfield. Oxendine, J. P. (1970). Emotional arousal and motor performance. Quest, 13, 23- 32. Spence J T., and Spence, K. W. (1966). The motivational components of manifest anxiety: Drive and drive stimuli. In C. D. Spielberger (Ed.), Anxiety and behavior (pp. 291-326). New York: Academic Press. Spielberger and R. Diaz-Guerrero (Eds.), Cross cultural anxiety (Vol. 3, pp. 45-64). Washington, DC: Hemisphere.
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Research Paper
Psychology
Effect of Locus of Control on Life Satisfaction of Senior Citizen Dr. V.G. Pingale
Dr. Ambedkar College of Arts and Commerce, Aurangabad, Maharashtra
ABSTRACT Forty males and forty females were administered locus of control scale and life satisfaction scale. Half of
the males as well as females have internal locus of control and remaining have external locus of control. All the Ss were senior citizen in the age range 65 to 70 years. A 2 x 2 factorial design was used and two hypotheses were tested. The data were treated by two Ways ANOVA. Both the hypotheses got strong support. The Ss who have internal locus of control exhibited greater life satisfaction than the Ss who have external locus of control. The male Ss exhibited greater life satisfaction than the female Ss. Introduction : Old age is inevitable as evening after day. The figures 16 and 61 are just opposite. At 16 years, man dreams about life and at 61 begin to wonder how all life has passed off. Hence old age is filled with memories of childhood, adolescent excitement and adulthood responsibilities. The aged in traditional societies occupied a pre-eminent place and were venerated because they were repositories of wisdom, experience, custom and property rights. Due to certain physiological changes as well as psychological conditions, the aged may manifest certain behavioral patterns, which the rest of the community may not be in a position to readily accept. The people should become aware of the process and product of aging and accommodate the behavioral manifestation of the aged. (Geetha C, 2004). It was around 1911, that E.L. Thondike propounded. The twin terms "satisfaction" and "dissatisfaction". Generally, the satisfying responses are rewarded and consequently they are acquired. In the same way, one usually learns those responses which lead to satisfaction of needs, motives and drives. What Thorndiks meant by satisfying state is one which an individual does nothing to avoid, rather often does such acts which sustain or renew it. On the other hand, the dissatisfying (annoying) state in meant one which the individual does nothing to maintain or preserve, rather, often undertakes acts which put an end to it, thus, satisfaction, reinforces an act whereas dissatisfaction inhibits it, and may lead to stress, anxiety, tension and lowering down of the efficiency. Satisfaction makes an individual happy and aroused, and ensures the continuance of the same act or behavior. Life satisfaction or personal adjustment is something very important in our life. In the modern life, which is so full of stresses of various kinds, life satisfaction has acquired supreme significance. Therefore it (life satisfaction) is considered. An important variable in younger adults as well as aged citizens. Positive relationship have consistently been obtained between life satisfaction and SES, perceived adequacy of income and perceived health status. (e.g. Kuntner et, al 1956; Cutler 1973: Edwards and Klemmack 1973). The present study is an attempt to examine the effect of internal and external locus of control on life satisfaction of male female senior citizens. Hypotheses: 1. The Ss who have internal locus of control exhibit greater life satisfaction than the Ss who have external locus of control. 2. The male Ss exhibit greater life satisfaction than the female Ss. Methodology: Sample The effective sample consisted of 80 Ss only. They were senior citizen of Aurangabad. (M.S.) Out of them 50% Ss have internal locus of control and 50% Ss have external locus of control. Their age range was 65 to 70 years. Male female ratio was 1:1. Tools Rotter's Locus of control Scale: Rotter's I-E scale was use for measuring the locus of control. The scale was developed by Julian Rotter (1960). The scale consists of 29 pairs of statements of which six are filler statements it has reliability coefficient of 0.79 and its validity was 0.77. Life Satisfaction Scale: This scale was developed by Dr. Q.G. Alam and Dr. Ramji Srivastava. It comprises of sixty items related to six areas of life. The responses are to be given in yes/No. Yes responses indicate satisfaction, whereas No indicate dissatisfaction. There is no time limit yet it takes about 20 minutes to complete the test. It is paper-pencil questionnaire which can be administered on an individual or a group of individuals. The reliability was 0.84 and validity was 0.84.
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Procedure: Both the scales were administered on the Ss individually. However, all the Ss performed to read the instructions themselves and responded to the scales independently. Results and Discussion: In the present study a 2x2 factorial design was used. The factor of locus of control was varied at two levels viz. internal locus of control and external locus of control and the factor of sex was varied at two levels i.e. male and female. Thus there were four classified groups. Means and SD of obtained on the life satisfaction by four classified groups are given in the following table. Table No. 1 Showing the Means and SDs (Life Satisfaction) A1B1 0 SD n 60.10 3.28 20 A1B2 57.70 2.30 20 A2B1 54.70 2.75 20 B1 = A2B2 51.40 3.80 20 Male Main effect A refers to the factor of locus of control varied at two levels. Main effect A brought out an F value of 74.88, which for 1 and 76 df, is significant beyond 0.01 level Since the Ss who have internal locus of control had shown greater life satisfaction, it could be stated that Ss who have internal locus of control had significantly greater life satisfaction than the Ss who have external locus of control. Main effect B represents sex, it has yielded an F value of 18.10, it is also significant (F= 18.10, df= 1 & 76, p<0.01). From the result it could easily asserted that the male Ss had significantly greater life satisfaction than the female Ss. The interaction effect AxB is non-significant, which indicate that internal locus of control and sex functioned independently. Conclusions: 1. The Ss who have internal locus of control exhibited greater life satisfaction than the Ss who have external locus of control. 2. The male Ss exhibited greater life satisfaction than the female Ss.
A1 = Internal locus of control
A2 = External locus of control B2 = Female Means displayed in table 1. show, that the Ss who have internal locus of control exhibited greater life satisfaction than the Ss who have external locus of control, but on the basis of the means and SDs inferences cannot be drawn confidently. Hence, the data of the four classified groups were treated by two Way ANOVA. Summary of the ANOVA is given in the table 2. Table No. 2 Complete summary of Two Way ANOVA (Life Satisfaction)
Source of Variation A : Locus of control B : Sex AXB Within Total SS 684.45 162.45 4.05 695.00 1545.95 df 1 1 1 76 MSS 684.45 162.45 4.05 9.14 F 74.88** 18.10** 0.44
**Significant at 0.01 level.
REFERENCES
Geetha C (2004). : A multidimensional study in stress and coping among elderly Ph.D Thesis : ANGRAU. Cutler, S.J. (1973) : Voluntary association participation and life satisfaction : a cautionary research note. Journal of Gerontology, 28,96-100. Edwards, J.N. and Klemmack, D.L. (1973) : Correlates of life satisfaction a re-examination. journal of Gerontology, 28, 497-502. Kutner, B.; Fanshel, D. ; Togo, A.M and Langer, T.S. (1956) : Five hundred over sixty : a community survey on aging. New York: Russell Sage
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Research Paper
Psychology
Nanotechnology: An Opportunity and New Challenge in Psychology Deore S.K.

Agnihotri G.M.
. MSS College Of Arts, Science and Commerce, Jalna, Maharashtra PNP College Of Arts, Science and Commerce, Alibag, Dist Raigad (MS).
ABSTRACT Nanotechnology is the manipulation of matter on an atomic and molecular scale typically between 1 to
100nm, at such dimensions materials can show significantly different physical, biological and or chemical properties leads to be the promising materials used in various applications. The growing investment in the field of Nanotechnology and Nano science is of more concerned today. Besides the countless beneficial applications including health and medicine concerns exists or adverse health consequences of unintended human exposure to Nanomaterials such as in pharmaceutical and medical applications, cosmetics and personal products, energy storage and efficiency, water treatment and air filtration, environmental remediation, chemical and biological sensors, military defense and explosives and in countless consumer products. This exposure can occur via inhalation, ingestion or skin absorption depending on the nanomaterial and the specific application. Moreover, determination of exposure matrix is the dire need of time. Furthermore, effective monitoring of production, uses, exposures and overall health conditions among workers and the general population is the key in order to develop early warning systems that enable identification of unexpected effects. General technological awareness, continuous counseling for changing a paradigm shift in the mindset of a common man in understanding the possible applications and hazards of exposure to Nanomaterials are the challenges for the Psychologist in the present societal transformation in the age of nanotechnology. Psychology is embedded or connected in deep ways with the diverse array of other sciences. The powerful tools using the advancement in Nano engineering can be used in understanding the fundamental questions such as human cognition, perception and action to any psychologist researcher. The connections between nanotechnology and psychology are small but they are worth of drawing advancement in the field psychology.
KEYWORDS: Nanotechnology, Nan materials, b Societal Transformation

Introduction: A nanometer (nm) is one thousand millionth of a meter. A single human hair is o 80,000 nm wide, a red blood cell is approximately is 7,000 nm wide, a DNA molecule 2 to 2.5 nm and a water molecule 0.3 nm. The term nanotechnology was created by Norio Taniguchi of Tokyo University in 1974 to describe the precision manufacture of materials with nanometer , tolerances but its origins date back to Richard Feynmans 1959 talk Theres plenty of Room at the Bottom In which he proposed the direct manipulation of individual atoms as a more powerful form of synthetic chemistry (R. Feynman 1959). Because of the relatively larger surface area-to-mass change in the nanomaterial the laws of classical physics give way to quantum effects, provoking different optical, electrical and magnetic behavior making them a very promising material for various applications as in manufacturing the computer chips, medical diagnosis and healthcare, energy biotechnology, space exploration, security and so on. Applications of Nanotechnology Nano materials are making their way into all aspects of our lives; These materials are being increasingly used in pharmaceutical and medical applications, cosmetics and personal products, energy storage and efficiency, water treatment and air filtration, environmental remediation, chemical and biological sensors, military defense and explosives and in countless consumer products and materials. In the area of food, nanomaterial can be used to provide new tastes and flavors, functional foods, hygienic food processing and packaging; intelligent, lightweight and strong packaging, extended shelf-life, and reduced agrochemicals, colors, flavors and preservatives.(Chaudhry, 2012). The Nanotechnology is expected to fundamentally change products in the next 10-15 years. An electronics and telecommunication field is entirely being changed using Nano layers and Nano dots, flat-panel displays, huge data storage and processing circuits. In the field of chemicals materials new catalysts can be explored that increases the energy efficiency of chemical plants more smart materials by the use Nano engineering concepts. (e.g. Nano powders use in sensors and some bio inspired materials and bio structures.) The nanostructured drugs, gene and drug delivery systems targeted to specific sites in the body, biocompatible replacements for body parts and fluids, self-diagnostics for use in home, sensors for labs-on-a chip, material for bone and tissue regeneration. The new types of batteries clean energy some promising energy savers using lighter materials are possible
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using the nanotechnology. Detectors and detoxifiers of chemical and biological events, camouflage materials, light and self- repairing textiles, blood replacement etc. are the new application of nanotechnology in the field of national security. Adverse Health Effect and Risk in Nanotechnology: Although one cannot predict the future of any technology. Considering the enormous technical and economic potential in Nanotechnology it is necessary to identify the likely possibilities in order to anticipate ethical issues. A more differentiated approach is required in order to face the consequences of the technology. There are multiple possible primary and secondary exposure pathways stemming from current and potential nanotechnology applications, leading to occupational and consumer exposure. This exposure can occur via inhalation, ingestion or skin absorption depending on the nanomaterial and the specific application (for treated patients, injection is also relevant) (Hansen, 2012; Poland, 2012). Therefore, there is an urgent need to assess the level of population exposure to nanomaterial, over time and for different population subgroups. Extensive data is required to complete a full exposure assessment including information about manufacturing conditions, level of production, industrial applications and uses, consumer products and behavior, and environmental fate and distribution (Hansen, 2012). Unfortunately, such detailed information is lacking for virtually every type of nanomaterial or group of Nanomaterials, and technical difficulties hamper accurate measurement of Nanomaterials in the workplace as well as in the environment. It is well known that children are disproportionately more sensitive than adults when it comes to hazardous chemicals and that children have a larger relative body surface area (WHO, 2012). In addition, it is important to note that some nanoproducts are intended for use by specific subgroups, such as children and the elderly, for example with baby bottles, pacifiers, and health-care products containing nanosilver for antimicrobial activity (Chaudhry, 2012). Since the early 2000s, concerns have been raised about whether carbon nanotubes (CNTs) might be hazardous. These concerns were initially based on the physical similarities with asbestos fibers, and indeed since 2004 a series of experimental studies have indicated that some CNTs are able to cause asbestoslike effects (Poland et al., 2008). This was one of the factors, among others, that influenced the United States National Institute for Occupational Safety and Health (NIOSH) to issue a recommended exposure level (REL) of 1 microgram (g) per cubic metre of elemental carbon as a respirable mass 8-hour timeweighted average (TWA) concentration (NIOSH, 2011). For titanium dioxide nanoparticles it has been shown that 2030 nanometre (nm) particles are considerably more toxic when it comes to respiratory health than their microparticle (>100 nm) counterpart (Vogel, 2012). For humans, it is known that nanoparticles deposit in the alveoli, where they are predominantly cleared via normal macrophage mediated mechanisms. A proportion of particles can translocate and this appears dependent on physicochemical properties; but whether chronic exposure leads to sufficient particle accumulation to trigger disease is unclear (Howard, 2012; Poland, 2012). For titanium dioxide, NIOSH has proposed an occupational exposure limit (OEL) of 0.3 mg/m3 for nano-titanium dioxide, compared to 2.4 mg/m3 for fine titanium dioxide particles (Vogel, 2012). In general, healthy skin is a better barrier than the respiratory tract, but further research is needed to assess the effect of formulations and coatings, as well as effects on damaged skin, (such as burned or stretched skin). Transfer and systemic distribution of nanoparticles has been reported via the gut after oral exposure in several studies, with accumulations typically in the liver and other organs of the reticuloendothelial system. Further research is needed on the dosimetry, as well as longterm effects of such accumulations (Poland, 2012). Teams of researcher at the University of Buffalo have discovered that the clusters of heated, magnetic nanoparticles targeted to cell membranes can remotely control ion channels, neurons, even animal behavior (Nature, 2010). A psychological Approach and Nanotechnology Ethical, legal and societal aspects (ELSA) of nanotechnology have become important fields of research, in part because of the promises of revolutionary technology (Atmann 2006). A general recognition of the important of incorporating an ethical consciousness throughout the process of nanotechnology innovation needs to be deployed from the beginning. Work on the societal and ethical implications of nanotechnology faces major obstacles, but at the same time these obstacles present significant opportunities to re-conceptualize how societal and ethical concerns can work together that drive this technological change.(Davis Baird, 2003) as a scientific discipline psychology is embedded within rich nexus of other scientific traditions that connects deeply in many ways. Along with an ethics education psychologists have to explore the use of nanotechnology and need to draw upon its theories and methods to enrich an area of computer science, cognitive science, neuroscience, economics and sociology. An interpersonal relationship can be developed using an explosive growth in mass media and communication technology that helps to create a new human machine interactions. Psychologists who are specialized in the study of diffusion of innovation, decision making and social influence should be immersing themselves in the rich field of nanotechnology. Moreover the powerful technologies can be extended to explore a complex behavior
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patterns in both human and inhuman tendencies. A psychologist has to play a role of moral agent who helps in imposing ethical use of technology. As nanotechnology is a very specialized interdisciplinary area that merges people collaborating from science, engineering and many other disciplines, Psychologists have a great role to play in coordinating the ethical use of nanotechnology and its exploration for the wellbeing of the society. The societal transformation takes place smoothly only in the presence of conscious psychologists. Perhaps the connections between psychology and nanotechnology are small but they are worth knowing about and drawing upon for the advancement of our discipline. Conclusion Nanotechnology has the potential applications in many fields attracting many investors. It is the driving force behind industrial revolution. The Nanotechnology is expected to fundamentally change products in the next 10-15 years. Along with the discussion of an enormous technological and economic potential, a differentiated approach is needed regarding all the relevant risk in an exposure to the nanomaterial in general. An adverse health effect of over exposure to the nanomaterials has been recorded and a perfect dosimetrry and exposure metric is the need of time. Psychologists have a great role to play in coordinating the ethical use of nanotechnology and its exploration for the wellbeing of the society. The societal transformation takes place smoothly only in the presence of conscious psychologists.
REFERENCES
1.
Altmann, Jrgen (2006) Military Nanotechnology: Potential Applications and Preventive Arms Control, Abingdon/New York: Routledge. 2. Richard Feynman (1959), A transcript of the classic talk that Richard Feynman gave on December 29th 1959 at the annual meeting of American Physical Society at the California Institute of Technology (CALTECH), published in 1960. 3. Chaudhry Q (2012). Current and projected applications of nanomaterials. WHO Workshop on Nanotechnology and Human Health: Scientific Evidence and Risk Governance. Bonn, Germany, 1011 December 2012. 4. Davis Braid (2003), Navigating Nanotechnology through Society, A Report by National Science Foundation on Nanotechnology: Societal Implications Individual Perspectives., 2003, 75-85. 5. Hansen SF (2012). Exposure pathways of nanomaterials. WHO Workshop on Nanotechnology and Human Health: Scientific Evidence and Risk Governance. Bonn, Germany, 1011 December 2012. 6. Howard V (2012). General toxicity of NM. WHO Workshop on Nanotechnology and Human Health: Scientific Evidence and Risk Governance. Bonn, Germany, 1011 December 2012. 7. NIOSH (2011). Occupational exposure to carbon nanotubes and nanofibers. Washington, DC, Department of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health (Current Intelligence Bulletin 65). 8. Poland CA et al. (2008). Carbon nanotubes introduced into the abdominal cavity of mice show asbestos-like pathogenicity in a pilot study. Nature Nanotechnology, 3:423428. 9. Poland C (2012). Nanoparticles: Possible routes of intake. WHO Workshop on Nanotechnology and Human Health: Scientific Evidence and Risk Governance. Bonn, Germany, 1011 December 2012. 10. Vogel U (2012). Pulmonary and reproductive effects of nanoparticles. WHO Workshop on Nanotechnology and Human Health: Scientific Evidence and Risk Governance. Bonn, Germany, 1011 December 2012. 11. WHO (2008). Children are not little adults. WHO Training Package for the Health Sector. Geneva, World Health Organization (http://www.who.int/ceh/capacity/Children_are_not_little_adults.pdf, accessed 23 June 2013).
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Research Paper
Psychology
Family Stress and Gender Difference

Lokhande Ganesh Vishnu
R. B. Narayanrao Borawake College, Shrirampur, Dist-Ahmednagar, Maharashtra
ABSTRACT The present research statement of the problem was Family Stress and Gender Difference. The main aim
of the study was to examine and analyze the family stress among boys and girls. This research was completed on secondary school students in 10th standard. The purposive sampling method was used for the selection of the sample. The two hundred students were selected. This research students gender was independent variable and family stress level: frustration, conflict, pressure, and anxiety were dependent variable. Bisht Battery of Stress Scales developed by Dr.(Km) Abha Rani Bisht was used. The results were analyzed and it was found that the there is no significant difference between boys and girls in terms of their family stress, frustration level, conflict level. Gender difference is not vital key in point family stress, frustration level, conflict level. But, there is significant difference between boys and girls in terms of their family pressure and anxiety level. So, Gender difference is vital key point in family pressure and anxiety level. Girls have high family pressure and anxiety than boys. KEYWORDS - Family Stress, Frustration, Conflict, Pressure, Anxiety and Gender Difference, Boys and Girls.
Introduction: Stress is effect on humans physical and mental health. Stress is a condition or feeling experience. According to psychology stress is the mental and physical response. Stress is adaptation by our bodies to the real or perceived changes and challenges in our lives. Smritikana Mitra Ghosh 2012, stated Girls experienced more stress as compared to boys. Harajyoti Mazumdar, Dipankar Gogoi, Lipika Buragohain and Nabanita Haloi (2012) have study on stress and its contributing factors among the Graduate and Post-graduate students. There were different percentages of stress symptoms among the male and female students. Headache, blood pressure, anxiety, back pain, neck pain, appetite and skin rashes were more predominately observed among females. On other hand poor sleeping patterns, hair falls, erratic moods, heart diseases and depressions was found to be more often in males. Balkishan Sharma, Rajshekhar Wavare, Ajit Deshpande, Richa Nigam and Ramkrishna Chandorkar, in 2011 stated, academic examinations for medical students are stressful and produce changes in vital parameters which may affect their academic performance. Girls had more stress as compared to boys. Academics and examinations are the most powerful stressors in medical students. Frustration is the blocking of ongoing goal-directed behavior. Frustration is the condition of deficient something and not getting it, or not wanting something and having it forced on you. Anxiety is an emotional or / and phylogical response to know or /and unknown causes that may range from a normal reaction to extreme dysfunction affect decisionmaking and adherence to treatment and impair functioning and /or affect quality of life. American 1. Psychological Association, 2000; Bush & Griffin-Sobel, 2002; Noyes, Holt, & Massie, 1998; Vitek, Rosenzweig, & Stollings, 2006; Shahrokh & Hales, 2003). Dr. Ajay Kumar Attri. Neelam 2013,stated, there exist significant differences in academic anxiety and academic achievement of male and female secondary school students. Girls found to be more academically anxious and had better academic achievement than boys. In this study, researcher has studied significant difference in family stress among boys and girls. The present study is done on secondary school students in th 10 class studying. In the study researcher, has examined difference in frustration, conflict, pressure, anxiety level between boys and girls. 2. Objectives of the Research: 1. To study the family stress of the boys and girls. 2. To compare the frustration level among boys and girls. 3. To study the conflict level of boys and girls. 4. To find out the significant difference between boys and girls in term of their family pressure. 5. To find out the significant difference between boys and girls in term of their anxiety level. 3. Hypothesis: 1. There is no significant difference in family stress among boys and girls. 2. There is no significant difference among boys and girls in term of their frustration level. 3. Girls will have more conflict than boys. 4. There is no significant difference among boys and girls in term of their family pressure. 5. Boys will have more anxiety level than girls. 4. Research Methodology: This research was conducted on school going students in 10th standard. Descriptive survey research method was used for collection of the data.
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Variables of the Study: In the present research, gender ( Boys and Girls) was independent variable and family stress: frustration, conflict, pressure, anxiety were dependent variables. It is showed as follows. A) Independent Variables: Students Gender :1) Boys 2) Girls B) Dependent variables: Family Stress 1. Frustration, 2.Conflict, 3.Pressure, 4..Anxiety. Selection of the Sample: In the present research, sample consisted of two hundred school going students of both sex. Out of two hundred, one hundred were boys selected and one hundred were girls. The sample age range was between 13 to 15 years. Purposive sample method was used for selection of the sample. Limitations of the Study: 1. The present research was conducted on only students of 10th standard. 2. The present research was conducted on only secondary school students. 3. Sample age range between 13 to 15 years. Scopes of the Study: 1. The present research was conducted on school going students of both sex in terms of their family stress such as, frustration, conflict, pressure, anxiety. 2. The present study was completed on two hundred boys and girls. Tools of the Research: I. Bisht Battery of Stress Scales: BBSS This scale is developed by Dr. (Km) Abha Rani Bisht. The scale normative data were collected from th th a sample of 300 students of 9 and 10 Classes. This battery has 13 sub scales. In the research family stress scale was used. This scale 83 items. 5. Statistical Analysis and Interpretation: Researcher has examined the family stress level among boys and girls. Following tables No.1 to 5 shows the boys and girls family stress of four areas. Researcher has used mean, SD and t test for statistical analysis and interpretation of the data. H:1: There is no significant difference in family stress among boys and girls. Table No.1. Showing the difference among boys and girls in family stress.
Variable Family Stress Gender Boys Girls Mean 293.11 299.48 S.D. 19.11 18.43 N 200 t 2.4 0 P N 0.05
I.
point in family stress. Because, not significant difference between boys and girls on family stress. H:2: There is no significant difference among boys and girls in term of their frustration level. Table No.2. Showing the difference among boys and girls in frustration level.
Variable Frustration Gender Boys Girls Mean 74.22 71.52 S.D. 8.84 9.40 N 2 0 0 t 2.0 9 P N 0.05
With reference to the above table No.2. it is observed that, the boys mean value is 74.22 and SD is 8.84. Therewith the girls mean value is 71.52 and SD is 9.40. It shows that the mean value of boys is more than girls. But, Obtainedt Value is 2.09 on frustration. Which is not significant at 0.05 level. Table t value is more than calculated t value. So, there is no significant difference between boys and girls on frustration. So that the hypothesis no.2. There is no significant difference among boys and girls in term of their frustration level are accepted. So, gender difference is not vital key point in frustration. Because, not significant difference between boys and girls on frustration level. H:3: Girls will have more conflict than boys. Table No.3. Showing the difference among boys and girls in conflict.
Variable Conflict Gender Boys Girls Mean 54.00 53.63 S.D. 5.18 5.25 N 20 0 t 0. 50 P N 0.0 5
From the above table No.3. it is observed that, the boys mean value is 54.00 and SD is 5.18. Like that the girls mean value is 53.63 and SD is 5.25. The boys mean score is higher than girls on conflict. But, Obtainedt Value is 0.50. Which is not significant at 0.05 level. Tablet value is more than calculatedt value. So, there is no significant difference among boys and girls in term of their conflict. So that the hypothesis no. 3. Girls will have more conflict than boys is rejected. So, gender difference is not vital key point in conflict level. Because, not significant difference between boys and girls on conflict level. H:4: There is no significant difference among boys and girls in term of their family pressure. Table No.4. Showing the difference among boys and girls in family pressure.
Variable Gend er Boys Girls Mean 82.34 87.10 S.D . 11. 52 8.0 4 N t P Si g. 0. 01
Family Pressure
20 0
3. 32
From the above table No.1. it is observed that, the boys mean value is 293.11 and SD is 19.11. Like that the girls mean value is 299.48 and SD is 18.43. The girls mean score is higher than boys on family stress. But, Obtained t Value is 2.40. Which is not significant at 0.05 levels? Tablet value is more than calculated t value. So, there is no significant difference in family stress among boys and girls. So that the hypothesis no. 1. There is no significant difference in family stress among boys and girls are accepted. So, gender difference is not vital key
With reference to the above table No.4. it is observed that, the boys mean value is 82.34 and SD is 11.52. Therewith the girls mean value is 87.10 and SD is 8.04. It shows that the mean value of girls is more than boys. Obtainedt Value is 3.32 on frustration. Which is significant at 0.01 level. Calculatedt value is more than table t value. So, there is significant difference between boys and girls on family pressure. So that the hypothesis no.4. There is no significant difference among boys and girls in term of their family pressure are rejected. So,
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gender difference is vital key point in family pressure. because, significant difference between boys and girls on family pressure. Girls have high family pressure than boys. H:5: Boys will have more anxiety level than girls. Table No.5. Showing the difference among boys and girls in anxiety level.
Variable
Anxiety Level
Gender
Boys
Mean
82.53
S.D.
10.71
N
200
t
3.33
P
Sig. 0.01
Girls
87.00
8.07
From the above table No.5. it is observed that, the boys mean value is 82.53 and SD is 10.71. Like that the girls mean value is 87.00 and SD is 8.07. The girls mean score is higher than boys on anxiety level. Obtained t Value is 3.33. Which is significant at 0.01 level. Calculated t value is more than table t value. So, there is significant difference in anxiety level among boys and girls. So that the hypothesis no. 5. Boys will have more anxiety level than girls is rejected. So, gender difference is vital key point in anxiety level. because, significant difference between boys and girls on anxiety level. Girls have high anxiety level than boys. 6. Results: 1. No significant difference among boys and girls in the terms of family stress. 2. No significant difference in the frustration level among boys and girls. 3. No significant difference among boys and girls in the terms of conflict. 4. Significant difference among boys and girls in the terms of family pressure. gender difference is vital key point in family pressure. Girls have high family pressure than boys. 5. Significant difference among boys and girls in the terms of anxiety level. Gender difference is vital key
REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.
point in anxiety level. Girls have high anxiety level than boys. 7. Conclusion: In short, there is no significant difference between boys and girls in terms of their family stress, frustration level, and conflict level. Gender difference is not vital key point family stress, frustration level, conflict level. But, there is significant difference between boys and girls in terms of their family pressure and family anxiety level. So, Gender difference is vital key point family pressure and family anxiety level. Girls have high family pressure and anxiety level than boys.
Balkishan Sharma, Rajshekhar Wavare, Ajit Deshpande, Richa Nigam and Ramkrishna Chandorkar A study of academic stress and its effect on vital parameters in final year medical students at SAIMS Medical College, Indore, Madhya Pradesh, Biomedical Research 2011; 22 (3): 361-365 Clifford, T. Morgan, Richard A. King., John R. Weinz, & John Schopler., (1993).Introduction to Psychology. 38 th Reprint. Tata McGraw Hill Education Private Ltd. Colman, Andrew M.(2009), Oxford Dictionary of Psychology, Third Edition , New York, Oxford University Press Lnc.. Pp. 1 to 882. David, H. Barlow., & V. Mark, Durand,(2008). Abnormal Psychology second Reprint. New Delhi, Cengage Learning India Private Ltd. India Print by Baba Barkha Nath. Dr. Ajay Kumar Attri, Neelam 2013, academic anxiety and academic achievement of secondary school students: a study on gender differences,Intrenation Journal of Behaviral Social and Motivational Sciences (ISSN: 2277-7547) Vol.02,Jan2013,Issue,01 Dr. Borude, R.R.:Sanshodhan Padhatishastra,(2008), Pune, Vidharthi Gruha Prakashan. Dr. Km. Bisht, Abha Rani.: Bisht Battery of Stress Scales, Agra, National Psychological Corporation. Dr.Patil,V.B.:Research Methodology,(2006), First Edition, Pune Prashant Publications. Harajyoti Mazumdar, Dipankar Gogoi, Lipika Buragohain and Nabanita Haloi (2012) : A Comparative study on stress and its contributing factors among the Graduate and Post-graduate students: Pelagia Research Library, Advances in Applied Science Research, 2012, 3 (1):399-406 Kothari, C.R.:Research Methodology,(2004) Second Revised Edition, New Delhi, New Age International (p) Limited, Publishers. Rober, A. Baron, (2001). Psychology, (Fifth Edition) India, Dorling Kindersley Pvt. Limited, Licensees of Pearson Education in south Asia. Robert S. Feldman(2004)Understanding Psychology, Eighth Reprint,2009., New Delhi, Published by Tata McGraw Hill Education Private Limited. Smritikana Mitra Ghosh, 2012:Stress Among School Students International Indexed&Referred Research Journal,Sept,2012.ISSN-09753486,RNI-RAJBIL 2009/30097;VoL.IV*ISSUE-36. st Wayne Weiten, Margaret A. Lloyd,(2011): Psychology Applied to Modern Life-Adjustment in the 21 Century, Second Indian Reprint, 2011., New Delhi. Cengage Learning Indian Privet Limited. http://www.nasponline.org/resources/intonline/anxiety_huberty.pdf http://www.working-well.org/articles/pdf/Frustration3.pdf www.google.co.in Wikipedia, the free encyclopedia
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Research Paper
Psychology
A Comprehensive Approach To Stress Management In School Children
Swati H. Kekare
Milind college of Arts, Aurangabad , Maharashtra
ABSTRACT
A school childrens of pre-primary, primary and secondary level, lives often become much more pressured. Schoolwork gets harder, teachers assign more homework, social activities become more important , increased weight of school bag and children are expected to take on more independent responsibilities. This study offers ways to keep these changes from adding unnecessary stress to childs life. It will also help to manage stress of pre-primary, primary, and secondary school children.
KEYWORDS :
Pre-Primary, Primary, Secondary Level School Children, Stress Management

DATA COLLECTION AND METHOD The present study followed the procedure of descriptive research. Data was collected from various schools, teachers, and parents. Information was collected by interview, observation and document analysis. MAJOR FINDINGS: The weight of bag of school children is mainly contributed by text books , note books (separate for school & private tuition), collection books, project album, and assignments as the academic materials . Other materials such as lunch box, snack box , water bottle, pencil box , etc. are the other articles cause increase in weight of the bag. Supplementary articles such as collection books, project album, assignment report, geometry box, pencil box etc also included in the school bag of children of primary and secondary levels. Number of students traveled in such student carriages ranges up to 10 in auto rickshaw, 30 in small vans, 50 in medium sized vans and 70 or more in buses The home work given is excess according to majority of children at pre- primary, and primary level. Standard of drinking water is very poor in most of the schools and hot water is not provided in majority of schools. The conditions of urinals were poor in most of the schools in general and very poor for girl children even at girls schools. Almost all govt. and aided institutions have a good play ground, but in many unaided schools running pre primary and primary section have no play ground. Many students at primary level seek help from parents or others to do homework and projects; but majority at secondary level doesnt get help
Introduction Stress is a natural part of every young persons life. Stress is any change, internal or external, positive or negative, to which a young person must adapt; simply, stress is anything that causes physical and/or mental wear and tear on the body and mind (Joyce V. Fetro, Personal & Social Skills, 2000). Students stress is usually related to everyday experiences, worries and challenges at school, home, in the community and within their peer group. Recently school children, regardless of the level of education, suffer different types of stress. The recent changes in school curriculum, constructivist approach in instruction, modern trends in a rapidly changing society, change in family structure into a nuclear family, preferably with a single child complicated the situations further. If a teacher wishes to provide guidance to his disciples in this regard, s/he should first of all know the stressful situations, possible causes of such stressful situations, and how to relieve them from such situations. A study of this type is essential to give a guideline in this direction .Physical stress is the one which is of prime consideration among different types of stress. Thus, the aim of the present study was to study the stress management of pre-primary, primary, secondary school children and help to manage their stress. OBJECTIVES 1. To identify the factors contribute to increased weight of school bag of children at pre primary , primary , and secondary levels; 2. To investigate into other important factors put in to physical stress in school children; 3. To suggests necessary measures to reduce weight of school bag of children at pre- primary , primary , and secondary levels ; 4. To provide suggestions to overcome physical stress in school children.
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from parents or teachers to do their homework and projects. RECOMMENDATIONS There should be no text books at least up to 4th standard. Instead of text books, teachers handbooks and resource materials should be provided to each teacher. If text book is a must, then provision should be made to keep those at school itself. There should be no home work for pre primary children. Home works should be given in a limited . Work book or portfolio should be provided to do home work , which should be kept at home and sent to school only once in every term . There should be an institutional plan to assign home work even for higher classes. Specific days should be fixed for home work in each subject. This should help to reduce overstress in children .Files should be made as a practice instead of note books, collection books. Introduction of file system is helpful to reduce number of note books and thereby reduce weight of school bag .In most of the high schools number of periods are seven or eight , or it may increase up to nine by the introduction of library period which is under consideration. The number of periods per day should be reduced urgently to realize maximizing learning and to reduce weight of the bag. Number of periods can be reduced by combining subject periods, so as to get enough time for group learning techniques which is essential for constructivist classrooms. Reduction in periods may result to reduce stress in children also .This is also helpful to teachers that they will get more preparation time, since preparation time is very crucial in constructivist approach .Number of papers in the secondary level examinations should be reduced as in CBSE / ICSE, which will have direct impact on physical stress. Provision of food and quality drinking water at school help to reduce weight of school bag. There is a social feeling that private tuition is essential for effective learning. Standard of instruction along with remedial works at school should be made optimum to develop the feeling that private tuition is unnecessary. This should be helpful to reduce bag weight and to avoid time spent for tuition in early morning or late evening and on holidays thereby reduce mental stress. Mode of conveyance and number of co travelers would increase stress in children by their early departure and late arrival at home along with congested travel for a long time in poorly ventilated and age old vehicles .The rules regarding student carriages should be redefined and strictly observed all over the state and school management. Ensure better urinal facilities and create awareness about better sanitation practice in children, since they are responsible for keeping their whereabouts healthy.
REFERENCES
Massey, Marilyn, S. (1998). Promoting stress management: The role of comprehensive school health programs ERIC Digest, Health Educational Research, 26(1), 119-130. Sorenson, R. D. (2007). Stress Management in Education: Warning signs and coping mechanisms, International Journal of Science Teacher Education, 21(7), 873-874. www.earlychildhoodaustralia.org.au Pestonjee (1999), Stress and coping: the Indian experience, 2nd edition, New Delhi, Sage Publications.
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Research Paper
Psychology
Gender Inequality of Human Psychology

Dr. Sujata L. Waghmare
Dr.(Sow) IBP Mahila Mahavidyalaya, Aurangabad, (MS)
ABSTRACT Perhaps the most crucial element of personal identity is whether we categorize ourselves as either female or male, most of us may or may not be overly concerned about ethnic identity or social class or whatever, but it would be rare indeed to find an individual who is indifferent about being identified with one sex or the other. In hundreds and hundreds of ways, we are reminded each day of our gender by our first names, the way we dress and how others respond to us, GENDER DISCRIMINATION This is over whelming evidence to show that discrimination against women in various spheres of life grossly affects their health. This discrimination begins right from birth; in fact these days even before birth, when efforts are made to abort the female foetus determined by modern technology. The life of the girl child is threatened from the time she arrives in this world, most unwanted, the girl child is also largely uncared for, and soon to be exploited in different ways, she is given less food, even reduced share of mothers milk, less education and less respect. She is physically beaten and sexually harassed. In brief society forces her to demand less and give more at every turn in life. A whole set of myth about the womans place in society have taken root in our culture based on misconception, wrong information and gender prejudice, many families believe that rich protein food i.e. meat eggs or milk are not good for girls. Even doctors are taught that it is normal for women to be anemic. Employers feel it is fair to pay less to women workers than men. Husbands consider it legitimate to occasionally beat their wives. Gender inequality of human psychology is not limited to the low treatment to the women or raring of the female child, but it has resulted into the inequality in number of fields amongst men and women even today. This can be a good starting point for discussion in this type of a national elite gathering. Why are there fewer women than men in India and why this situation differs from Kerala to Punjab? It may also be noted that women to men sex ratio in the population has been constantly falling in our country, since independence, The famous Indian economist Amartya Sen drew attention to this anomaly in an article in 1990 under the dramatic headline Over 100 million women are missing he calculated that if all the women, who were born in India since independence in 1947 had been allowed to live the same way as men were, there would have been at least one hundred million more women in India! Where have these women disappeared? This shows the human attitude and psychology against the equality for women in the male dominated society..
Introduction : Perhaps the most crucial element of personal identity is whether we categorize ourselves as either female or male. Most of us may or may not be overly concerned about ethnic identity or social class or whatever, but it would be rare indeed to find an individual who is indifferent about being identified with one sex or the other in hundreds and hundreds of ways, we are reminded each day of our gender by our first names, the way we dress, and how others respond to us. SEX AND GENDERSex is defined in biological terms based on the anatomically and physiological differences between males and females that are genetically determined. Gender refers to everything else associated with an individual sex, including the roles, behaviors, preferences and often attributes that define what it means to be a male or female in given culture. the origin of gender difference is often a matter of dispute, but many gender attributes may be based entirely on what one is taught (such as an association between long hair and feminity .) Barbara Mackoff (quoted in Angier, 1998, P.F-5) says, The biggest difference between girls and boys is in how we treat them. other attributes are based entirely on biological determinants (such as the presence or absence of facial hair). GENDER DISCRIMINATION AND WOMENS HEALTH There is overwhelming evidence to show that discrimination against women in various spheres of life grossly affects their health. This discrimination begins right from birth, in fact these days even before birth, when efforts are made to abort the female fetus determined by modern technology. The life of the girl child is threatened from the time she arrives in this world, most unwanted. The girl child is also largely uncared for, and soon to be exploited in different ways. she is given less food, even a reduced share of mothers milk, less education and less respect. She is physically beaten and sexually harassed. In brief, society forces her to demand less and give more at every turn in life. A whole set of myths about the womens place in society have taken root in our culture based on misconceptions, wrong information and gender prejudice. Many families believe that rich protein food, i.e. Meat, Egg, or Milk are not good for girls. Doctors are taught that it is normal for women to be anemic. Employers feel it is fair to pay less to women workers. Husbands consider it legitimate to occasionally beat their wives. WHY ARE THERE FEWER WOMEN THAN MEN IN INDIA? This can be a good starting point for a discussion in this type of national elite gathering. Why are there fewer women than men in India and why the situation differs from Kerala to Punjab?
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Why this kind of inequality between men and women? The following table provides some figures as compiled in the census of 1991 SEX RATIO IN SOME SELECTED STATES IN INDIA (Number of Females per thousand males) been reduced and gone underground ultimately, it is the attitude of the community and preference for the male child which encourages such practices. THE KILLINGS OF FEMALE INFANTS Another terrible practice which is still prevalent in many parts of India is the killing of newly born female babies. It was reported in newspapers that there is a RAJPUT Village in Rajasthan were the residents take pride in saying that for more than fifty years the village has never received a bridegrooms party! Obviously, no girl child was allowed to be born or allowed to survive in that village. It was considered a disgrace to have a girl child because man was the pride of the community. It is the human psychology to have a girl child was considered disgraces, a feeling of inferiority, demand for the future dowry and low status in the society. This happened only because of the gender inequality of human psychology. The following chart will make inequality amongst genders male-female, crystal clear. MALE-FEMALE DIFFERENCES IN EDUCATION: GENERAL TRENDS
Spheres Literacy Rates Level of Education Educational Institutions Males 64 Percent Minimum Matric to enable employment English medium; best institutions to which family has access To earn remuneration wages. -To acquire social status -To enhance decision making capacity Females 39.3 Percent Up to 8 Class; up to the age girl reaches puberty Local schools within the vicinity of the home; irrespective of the quality of the school -No perceived Need. -Education in keeping with the family status. -As a requisite to marriage -To earn supplementary income for the family
th
Kerala 1036 Tamil Nadu 974 Andhra Pradesh 972 Orissa 971 Maharashtra 934 Punjab 882 Utter Pradesh 879 Haryana 865 India 927 SOURCE-CENSUS OF INDIA, 1991 It may also be noted that women to men sex ratio in the population has been constantly falling in our country since independence- it was 946 in 1951, 1934 in 1981 and reached 927 in 1991. The famous Indian economist Amartya Sen drew attention to this anomaly, in an article in 1990 under the dramatic head line. Over 100 million women are missing, He calculated that if all the women who were born in India since independence in 1947 had been allowed to live the same way as men were, there would have been at least one hundred million more women in India! Where have these women disappeared? They all have died. They were either killed as infants at birth or died of neglect through malnutrition, poor hygiene, infection diseases all causes that were preventable. This is the result of the gender inequality of human psychology. The only state in the country which has more women than men is Kerala, A state where literacy among women is the highest and where they enjoy the high social status. The worst states in this regard are Punjab and Haryana with a sex ratio of 882 and 865 respectively. It is obvious that poverty has not much to do with it because both Punjab & Haryana are among the most prosperous states in the country. But gender inequality of human psychology plays an important role there. THE CURSE OF SEX DETERMINATION BEFORE BIRTH It is sad how modern technology is being exploited to the detriment of one sex. Scientifically it has become possible now to determine the sex of the unborn child in the womb of the mother even during the first few months of pregnancy. In the last two decades, tens of thousands of female fetuses were thus identified and then destroyed through abortion at the clinics of doctors. It is only the feeling of inequality of females which is fixed in the Psyche of the male class. Ultimately the government had to put a ban on sex determination tests before birth. This has not completely eliminated this practice but it has
REFERENCES
Perceived need to Education
Sexuality on the job is also a special problem of gender inequality of human psychology. For example, women in non-traditional female occupations (Such as steel workers) are not as likely to be viewed as the victims of harassment as are men in traditional female occupations (such as Secretaries), even when the evidence for harassment and the context are identical. In a nation wild survey of US Physicians, more than a third of the female doctors reported experiences of sexual harassment while in medical school, during their later training and after they began practicing medicine. Therefore, it is a fact that there is a gender inequality of human psychology.
1. 2. 3.
East Wood, Atwater, Psychology for Living , Adjustment, Growth, and Behavior today, Prentice Hall of India Pvt. Ltd. New Delhi, 5th Edn.1995. Renuka Dagar (Ed), Manual On Womens Development and Gender Justice, Brijesh Printers Pvt.Ltd. SCF, 55, PhaseV, Sas Nagar,Mohali,Punjab,1998 Robert A Barron.Donn Byrne, Social Psychology 10th Edition USA, Printies-Hall of India,Pvt.Ltd. New Delhi- 110001; 2004
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4.
Research Paper
Psychology
The Impact of Gender on Self-Concept Among Adolescents

Belnur Ramkisan Sitram Mate Ashok Ankushrao
M.S.S. Arts & Science College Ku .Pimpalgaon, Jalna Balbhim College, Beed, Maharashtra.
ABSTRACT The present study attempts to study the impact of gender on self concept among adolescents. A sample of 50 students was taken from two graduate colleges in Ku. Pimpalgvon , age ranging from 18-22 years. The impact of gender on self concept among adolescents was examined by computing t-test for male and female adolescents. Findings suggest that gender did not have any significant impact on self concept among adolescents. One possible reason for it could be the changing role and awareness among the female counterparts. However, further research needs to be done to validate its effect on both self -concept among adolescents.
Introduction Psychology is a comparatively young science that proliferated rapidly into numerous areas of specialization. Developmental psychology is concerns with now regularities and individual differences manifest themselves as individuals grow and change. Youth in every country is the supreme symbol of the strength. Therefore it is in the interest of any country to pay attention to the specific needs and problem's of its Adolescence. The problems of youth are however compounded and complicated by environmental factors which impinge with special force upon the youth of today. Gender: Gender is the social dimension of being male or female. Gender identity is the sense of being male or female, which most children acquire by the age of three. Gender typing is the way society stereotypes males and females who have characteristics of the opposite gender. The social learning theory is the view of psychologists who emphasize behavior, environment and cognition as the key factors in development. Self-concept: Self concept is best conceived as a system of attitudes towards oneself. Just as a person, as a result organizes to a self-consistent system and defends against threats and stacks so the person also forms attitudes towards himself. The development of self concept involves a slow process of differentiation in which the child gradually emerges into forces out of his total world of awareness and defines what he is and his position in relation to his environment. Adolescence: Adolescence is a stage of life which signifies transition from child hood to adulthood. Adolescent experiences several physical, psychological and emotional changes during this phase. The adolescent attempts to break discipline from the protected environment of the family. There is a marked influence of peers on their lifestyle attitudes and behavior. Though is difficult to exactly specify the age of the beginning of adolescence but psychologist on the basis of the date collects extend adolescence from age 12 to 20/21 years of age. There are sex differences among boys & girl's form example girl's reach maturely earlier than boy's. Review of literature: Al-Zyoudi, Mohammed (2007): The study aimed to investigate whether there were differences in selfconcept among adolescents with low vision due to gender. The sample population consisted of (23) adolescents, 12 (10 males and 13 females) aged 1217 years in the first year of secondary school. The researcher used the Tennessee self-concept scale for the evaluation of self-concept. The results of this study showed that there were some differences in the adolescents self concept and self-behavior due to gender. Female students scored lower on social selfconcept, family self-behavior, and moral self-behavior dimensions than male students, but higher on physical self-concept. Objectives of the study: To find out the Impact of gender on self-concept among adolescents. Hypothesis: There will be no significant differences among the gender and Self-concept of adolescence. Methodology: Sample: A Sample of the present study consists of 50 adolescence. boy's 25 and girl's25. Adolescence will be selected from the Ku.Pimpalgon in Jalna District of Maharashtra by stratified random sampling method. The males & females ratio will be kept 1:1.The age range of the subject will be 18to 20 years.
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Tool's: Following standardized tool be used for collecting the data. Dr.(Mrs.)Pratibha Deo, Self Concept list Rating scale (SCLRS). The self-concept List Rating Scale standardized by Dr. (Mrs.) Pratibha Deo (1971) was used for data collection. The scale consisted of 106 old personality word list. Scoring of SCL is quick through the use of stencil hand scoring keys. There are separate transparent keys for positive & negative scores as well as for neutral words. For the check list, a positive word marked carries a weight of +1,& negative word marked weight of -1. The reliability of test is.89.The SCL Validity of test is .83. Variables: The following variables will be studied Independent Variables : Gender 1) Boys 2) Girls Depended Variables: Self concept
Statistical Technique : The data was first treated by mean, standard deviation (SD) & t-test. Result And Discussion: The mean value for males was found to be 166.36 while for females it was 162.68. However, the tvalue on the dimension of self-concept was 0.56 which was not found to be significant either at 0.5 levels nor at .01 levels which indicate that gender did not have any significant effect on the self-concept of both male and female adolescents. Therefore our hypothesis is prow.
REFERENCES
1. Andrew M. Colman (2009) Dictionary of psychology New York, Oxford University Press Inc. 2. Al-Zyoudi,Mohammed (2007) Gender Differences in self-concept among Adolescents with low vision. International. 3. Chavhan S.S (1983) Psychology of Adolescence, New Delhi, Allied Publishers Private Limited. 4. Colin Dyer, (2006), Research in psychology, Australia, Blackwell Publishing. 5. www.goole.com
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Research Paper
Psychology
A Psychological Investigation Of Emotional Competencies and Emotional Maturity among Minority Students.
Dr. Gopal J. Pedapalli
Sharda College, Parbhani, Maharashtra.
The present study was carried out of find out the emotional competencies and emotional maturity among minority college students. With purposive sampling technique, 80 minority college students were considered that equal number of rural and urban minority college students. All two groups were made with equal number of male and female minority college students. The scales such as the scale of emotional competencies revised scale (Dr.H.C.Sharma & Dr.R.L.Bharadwaj) and emotional maturity scale(Dr.Yashvir Singh & Dr.Mahesh Bhargava) were administered on the selected sample, mean, S.D. & t test was applied to analyze data. Results of the present study showed that the significant difference between male and female minority college students on their level of emotional competencies and no significant difference between rural & urban on their level of emotional competencies & emotional maturity.
ABSTRACT
KEYWORDS :
Emotional Competencies & Emotional Maturity considered under rural and 40 students were considered urban aria. Before finalized the sample of rural and urban groups it was taken into consideration that equal number of male and female college students. Tools used for data collection:1) The scale of emotional competenciesDr.R.L.Bharadwaj & Dr. H.C.Sharma (Agra) 2) Emotional maturity scale- Dr.Yashvir Singh & Dr.Mahesh Bhargava (Agra) 1) 2) 3) Method of Analysis:Measure of central tendency Mean Measure of dispersion Standard Deviation Test of significant of difference between two means t test
Problem:1) What is the effect of inhabitance on minority college students emotional competencies? 2) What is the effect of gender on minority college students emotional competencies? 3) What is the effect of inhabitance on minority college students emotional maturity? 4) What is the effect of gender on minority college students emotional maturity? Hypotheses:1) There will be no significant difference between rural and urban minority college students on their emotional competencies. 2) There will be no significant difference between male and female minority college students on their emotional competencies. 3) There will be no significant difference between rural and urban minority college students on their emotional maturity. 4) There will be no significant difference between male and female minority college students on their emotional maturity. Methodology: Variables a) Independent Variables were gender and inhabitance of minority college students b) Dependent Variables were emotional competencies and emotional maturity Sample:For the present research study the sample was confined from Parbhani District (MaharashtraIndia) The whole sample comprised 80 minority college students, in which 40 students were
Control:- Only those minority college students were selected who were studying UG level. To control the sequence relevant variables, tests were administration in similar sequence.
Data Analysis:1) Emotional competencies of rural and urban minority college students. Mean S.D. t Rural Urban 48.17 50.75 11.55 1.09 9.40 Not significant
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2) Emotional competencies of male and female minority college students. Mean S.D. t Male Female 49.38 40.13 10.37 3.50** 13.11 Significant at 0.01 levels 3) Emotional maturity of rural and urban minority college students. Mean S.D. t Rural Urban 89.35 94.71 40.13 0.58 42.83 Not significant 4) Emotional maturity of male and female minority college students. Mean S.D. t Male Female 90.33 85.86 40.22 0.51 38.35 Not significant Results:The result of present study shows that the mean score on the emotional competencies is significantly different for the male and female minority college students. Male college students have obtained higher mean score(49.38) than female college students(40.13),(t=3.50, 0.01 level) level of emotional competencies is more in male college students. The result of present study shows that the mean score on the emotional competencies and emotional maturity are not significantly different for the rural and urban minority college students.
REFERENCES
1) 2) 3) 4) 5)
Anna Anastasi (1982) Psychological testing ,New York:The Macmillan Co.Inc. Baron, R.A. (2001), Psychology, New Delhi: Pearson Education Pvt. Ltd. Bouma,G.D .(1994), The Research Process, London:Oxford University Press. Cochran, W.G.(1977), Sampling Techniques(3rd ed.), New York: John Wiley. Cronbach, Lee J. (1990), Essential of Psychological Testing(5th ed.), New York: Harper Collins Publishers. Lahey, B.B. (2003), Psychology: An Introduction, New Delhi: Tata Mcgraw-Hill.
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Research Paper
Psychology
A Study of Emotional Intelligence of Handicapped Students and Normal Students
Rakhonde M.K.
Kohinoor Arts, Commerce & Science College, Khultabad, Maharashtra.
ABSTRACT
The purpose of the present study was to investigate the relationship between emotional intelligence on handicapped students and normal students. The sample included in this study was 40 secondary students from to Sawitribai Fule school and Hiraji Baba Handicapped school in Kannad Dist. Aurangabad. 20 students were Normal student and 20 students were Handicapped students (this students only Physical handicapped and 40% to 60 % handicapped). To assess the Emotional Intelligence factors of the subject the Mangal Emotional Intelligence inventory. Proposed Statistical Procedure is Descriptive statistics i.e. Mean, S.D, will be computed and t test. Conclusion in this study On the basis of data and discussion of results, the hypotheses were tested and verified. Subject with Normal students tend to show higher Intra-personal awareness, Inter-personal awareness and Intra- Inter personal management than Subject with Handicapped students.
KEYWORDS :
Handicapped And Normal Students, Emotional Intelligence, Intra- Inter-Personal, Awareness, Intra- Inter Personal Management ones own and others feelings and emotions, to discriminate among them, and to use this information to guide ones thinking and action. It was made popular by Goleman (1995) who refers to it as the ability to sense, understand, value and effectively apply the power and acumen of emotions as a source of human energy, information, trust, creativity and influence. Snarey and Valliant, (1985) further suggested that the key skills and qualities needed to be successful came from within which is emotional rather than from cognitive intelligences and that emotional intelligence plays a key role in determining life success as people progress up the career ladder of their life (Kolb & Hanley-Maxwell, 2003; Richburg & Fletcher, 2002). These a assertions explain why a person with these abilities is considered to be well adjusted and emotionally skilled; the lack of which renders an individual socially and emotionally handicapped. Nasir and Masur (2010) asserted that effective learning takes place when students have an understanding of how to learn and this understanding requires such emotional skills as confidence, selfcontrol, the ability to communicate and cooperate with others, Present study conducts the emotional intelligence on handicapped students. Problem of the Study The Study of Emotional Intelligence on handicapped student and normal student.
Introduction:Emotional Intelligence Developing Emotional Intelligence (EI) is a key to success in school and in life. A review of research on EI demonstrates that it has positive effects on well being (Spence, Oades, & Caputi, 2004; Mavroveli, Petrides, Rieffe, & Bakker, 2007) and life satisfaction (Ciarrochi, Chan, & Caputi, 2000; Gannon & Ranzijn, 2005; Extrema, Duran, & Rey, 2007; Saklofske, Austin, & Minski, 2003; Kluemper, 2008). Having higher emotional intelligence is also linked to better health (Schutte, Malouff, Thorsteinson, Bhullar, & Rooke, 2007) and reduced risk of depression, anxiety (Fernandez-Berrocal, Alcaide, Extremera, & Pizarro, 2006), and substance abuse (Trinidad & Johnson, 2002). EI is a combination of skills and abilities that students need to survive in life. These skills are intertwined with their academic, emotional, and social development. These are the skills that help students a) recognize and manage their emotions, b) learn problem solving strategies, and c) effectively handle interpersonal relationships. Studies have demonstrated that students with high emotional intelligence have better academic achievement in both high school and college (DiFabio & Palazzeschi, 2009; Parker et al., 2004; Parker, Hogan, Eastabrook, Oke, & Wood, 2006; Petrides, Fredrickson, & Furnham, 2004; Van der Zee, Thisjs, & Schakel 2002). The term emotional intelligence was first described by Salovey and Mayer (1990) as a form of social intelligence that involves the ability to monitor
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Objectives:To understand emotional intelligence factor of handicapped student and normal student. Hypothesis:Subject with Normal Students would posses higher Intra-personal awareness than Subject with Handicapped students. Subject with Normal Students would posses higher Inter-personal awareness than Subject with Handicapped students. Subject with Normal Students would posses higher Intra-personal management than Subject with Handicapped students. Subject with Normal Students would posses higher Inter-personal management than Subject with Handicapped students. Methodology Sample:The sample included in this study was 40 secondary students from to Sawitribai Fule school and Hiraji Baba Handicapped school in Kannad Dist. Aurangabad. 20 students were Normal student) and 20 students were Handicapped student this students only Physical handicapped and 40% to 60 % handicapped). Design:Signal factorial design will be used A B 20 20 40 A Normal Students B- Handicapped students Variable: Independent variable Normal students Handicapped students Dependent variable Emotional intelligence factors Research of Tools:Mangal Emotional Intelligence Inventory (MEII) To assess the Emotional Intelligence factors of the subject the Mangal Emotional Intelligence inventory constructed by Dr. S.K. Mangal and Mrs. Shubhra Mangal This questionnaire contains 100 statement and good reliability and validity. Proposed Statistical Procedure:Descriptive statistics i.e. Mean, S.D, will be computed. t test The raw data compared Emotional intelligence factors within, Normal students and Handicapped students in order to accept or reject the hypotheses. RESULT ANALYSIS:Hypothesis No.1 Subject with Normal students would posses higher Intra-personal awareness than Subject with Handicapped students. There are significant a difference between mean score of Normal students on Intra-personal awareness (21.3) is comparatively larger than the mean score of handicapped student on Intra-personal awareness (18.55). t value significant (t=6.13, P < 0.001 & 0.005 Level) difference between Normal and Handicapped students on Intra-personal awareness. Hypothesis No.2 Subject with Normal students would posses higher Inter-personal awareness than Subject with Handicapped students. There are significant a difference between mean score of Normal students on Inter-personal awareness (21.65) is comparatively larger than the mean score of Handicapped students on Interpersonal awareness (19.45). t value significant (t=3.44, P < 0.001 & 0.005 Level) difference between Normal and Handicapped students on Inter-personal awareness. Hypothesis No.3 Subject with Normal students would posses higher Intra-personal management than Subject with Handicapped students. There are significant a difference between mean score of Normal Students on Intra-personal management (21.55) is comparatively larger than the mean score of Handicapped students on Intra-personal management (18.6). t value significant (t=5.83, P < 0.001 & 0.005 Level) difference between Normal and Handicapped students on Intra-personal management. Hypothesis No.4 Subject with Normal students would posses higher Inter-personal management than Subject with Handicapped students. There are significant a difference between mean score of Normal students on higher Inter-personal management (21.3) is comparatively larger than the mean score of Handicapped students on Interpersonal management (17.9). t value significant (t=5.07, P < 0.001 & 0.005 Level) difference between
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Normal and Handicapped students on higher Interpersonal management. CONCLUSIONS: On the basis of data and discussion of results, the hypotheses were tested and verified. Subject with Normal students tend to show higher Intra-personal awareness than Subject with Handicapped students. Subject with Normal students tend to show higher Inter-personal awareness than Subject with Handicapped students. Subject with Normal students tend to show higher Intra-personal management than Subject with Handicapped students. Subject with Normal students tend to show higher Inter-personal management than Subject with Handicapped students. Limitations and suggestions of the present research:Some limitations inherent in this study are; The population was limited areas restricted to Sawitribai School and Hiraji Baba Handicapped school, Kannad Dist. Aurangabad. only. It can be spread into other areas also. The sample of the study was small. The study can also be done by taking large sample size. The tools used in this investigation were self reporting instrument, it is therefore noted that the accuracy of data reported is limited to the abilities and willingness of the respondents to give truthful responses.
REFERENCES
Boeree, C.G. (2006). Gordon Allport. Personality Theories. Found online at http://webspace.ship.edu/cgboer/allport.html Cattell, R.B. (1965). The scientific analysis of personality. Baltimore: Penguin Books. Duane Schultz & Sydney Ellen Schultz(2011) Psychology and work today Emerald V. Dechant & Henry P. Smith (1977) Psychology in teaching reading Eysenck, H.J. (1992). Four ways five factors are not basic. Personality and Individual Differences. McCrae RR, Costa PT, Jr, Bosse R. (1978). British Journal of Social & Clinical Psychology. McCrae, R.R., & Costa, P.T. (1997) Personality trait structure as a human universal. American Psychologist, Oberauer, K., Schulze, R., Wilhelm, O., & S, H.-M. (2005). Working memory and intelligence. Paunonen SV. (2003) Big five factors of personality and replicated predictions of behavior. Journal of Personality and Social Psychology. th Robert A.Baron (2009) 5 Ed. Psychology Tara Chand & Ravi Prakash (1997) Advanced Education Psychology
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Research Paper
Psychology
A Study of the Parental Attitude in Single Child Family with Reference to Late Childhood.
Dr. Marathe Sambhajirao Ravsaheb
Shivchhtrapati College, Aurangabad, Maharashtra .
ABSTRACT The study on child rearing practices has been the focus of research in Psychology. Attempts have been
made to relate the specific child-raring practices to the development of specific personality traits. Child-raring attitude of the parents are equally important in influencing personality development of the child. Several studies pertaining to the parental attitudes towards child-raring have been conducted. Attitude towards the children can be defined as degree of positive or negative affect associated with psychology of parents. The major purpose of the present investigation was to undertaken A study of the parental Attitude in single child family with reference to late childhood. In this abstract contains a summary of the total investigation activities-the problem, objectives, hypotheses, sample as well as tools used is the study.
Introduction: Family is a group which is based on perfect and permanent type of sexual relationship and the work of family is reproduction and child rearing practice. All members in the family help, love and show affection to each other. The study on childrearing practices has been the focus of research in Psychology. Attempts have been made to relate the specific child-raring practices to the development of specific personality traits. Child-raring attitude of the parents are equally important in influencing personality development of the child. Several studies pertaining to the parental attitudes towards child-raring have been conducted Review of Literature: Weinraub, Marsha; Ansul, Susan (1985) have reported that mother appears to be in greater control with daughters than with sons. Mothers who were stressed communicated less optimally, were less nurturing, and tended to have children who were less compliant than were other mothers. For both single and married families, qualities of the mother-child interaction predicted children's behaviors toward female but not male strangers.. Zimmerman, et al(1995) have suggested that the only difference found was that subjects living in single-mother households reported more parental support than those from other family structures. Eccles et al (1990) also suggests that the degree of importance parents assign to their childrens academic performance may influence attitude. Lezin et al., 2004; Shek, 2000 shows that Mothers as reported by themselves, spent significantly more time with both sons as well as daughters. Similar findings are reported in literature too Adolescent children spent more time with their mothers than with fathers and the girls perceived more closeness with their mothers as compared to fathers. Beside Radin, Norma (1975) have discussed in terms of the child's sex role identification, and the observed differences in the behaviors fathers exhibited towards sons and daughters. According to Daltman(1958), if the parents behave lovingly, kindly with their child, the child gets relaxed if he would be under emotional stigma hence the child becomes strong enough to bear emotional stigma. A secure attachment is marked by the development of an internal working model that is self defined as a dynamic structure made of affectively charged representations of self as being worthy and deserving love and attention. Objectives of the study:1. To study parental attitude in urban areas in a single child family. 2. To study parental attitude in rural areas in a single child family. Hypotheses: 1. There will be significant differences in parental attitude of mother and father towards their children. 2. The level of parental attitude will be more in father than mother towards their boys. 3. The parental attitude would be more in mother than father towards their girls. Variables: 1. A. Independent variables:-1. Mother and Father B. Dependent variables:-1. Parental Attitude . Research Design: - 2x2 Factorial design:In present study following research designs would be using. Area and gender of parents.
Area of Residence B B1 Urban B2 Rural A1 Gender A1 Mother 100 100 A2 Father 100 100
Tools: Following tools were used for the collection of data Parental Attitude Research Instruments (PARIFor father and mother) By Dr.smt Uma Saxena:Reliability found to0. 79 and test-retest (N=100) was found to be 0.77.
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Validity 0.81 for fathers PARI and 0.78 for Mothers PARI Shows difference between mother and father for dependent variable parental attitude.
Group Mother Father N 200 200 Mean 250.22 232.08 SD 14.91 12.78 t 13.14 Significance level 0.01 Group Mother Father N 200 200 Mean 249.71 232.73 SD 15.31 13.58 t 11.87 Significance level 0.01
In the above table shows the mean value of father and mother in single child family. The mean value of mother is 250.22 and SD is 14.91 as well as the mean value of father is 232.08 and SD is 12.78. Obtained t value is 13.14 which is significant on 0.01 levels. On the basis of mean it is concluded that the parental attitude is high in mothers than fathers towards their children in urban and rural areas single child family. Hence hypothesis is accepted There will be significance differences in parental attitude of mother and fathers towards their children in single child family. Table : shows difference between mother and father for dependent variable parental attitude towards their boys. [Parental Attitude differences between mother and father for their Boys.]
Group Mother Father N 200 200 Mean 250.74 231.30 SD 16.44 12.34 t 13.40 Significance level 0.01
In the above table shows the mean value of father and mother towards their boys about parental attitude. The mean value of mother is 250.74 and SD is 16.44 as well as the mean value of father is231.30 and SD is 12.34. Obtained t value is 13.40 which is significant on 0.01 level. On the basis of mean it is concluded that the parental attitude is high in mothers than fathers towards their boys in urban and rural areas single child family. Hence hypothesis is accepted The level of parental attitude more in mother than father towards their boys. Table : shows difference between mother and father for dependent variable parental attitude towards their girls.
In the above table shows the mean value of father and mother towards their girls about parental attitude. The mean value of mother is 249.71 and SD is 15.31 as well as the mean value of father is232.73 and SD is 13.28. Obtained t value is 11.87 which is significant on 0.01 level. On the basis of mean it is concluded that the parental attitude is high in mothers than fathers towards their girls in urban and rural areas single child family. Hence hypothesis is accepted The parental attitude would be more in mother than father towards their girls. Results of present study 1. There are significant differences between mean scores of mother and father on parental attitude for their children.(t=13.14,P<0.01), Mothers scoring higher than father. This indicate that gender of parents has influence on parental attitude for their children 2. There are significant difference between mean scores of mother and father on parental attitude for their boys (F = 189.138,P<0.01), Thus gender of parents has influence on parental attitude for their boys. 3. There are significant difference between mean scores of mother and father on parental attitude for their girls (F=148.4, P<0.01), mother scoring higher than father, Thus gender of parents has influence on parental attitude towards their girls. Conclusion- 1.The parental attitude is high in mother than father towards their children in urban and rural areas single child family. 2. The parental attitude is high in mother than father towards to their boys in urban and rural areas single child family. 3. The parental attitude is high in mother than father towards to their girls in urban and rural areas single child family.
REFERENCES Weinraub, Morsha. Ansul, Susan; ( 1985 ) : Childrens Response to Strangers : Effects of Family Status, Stress and Mother child Interaction; Reports Research; Speeches / Meeting Paper. Zimmerman, Mare, A. ( 1995 ) : Family structure and psychosocial correlates among urban African American Adolescent Males. Child Development, v 66 n 6 p 1598 1613. Zuckerman, M. Ribback , B. B., Monashkin, I. and Norton , J. A. ( 1958 ) : Normative data and factor analysis on the parental attitude research Instrument. Journal Consulting Psychology. 22, p 165 171. Eccles, J. S., & Midgley, C. (1990). Changes in academic motivation and self-perception during adolescence. In R. Montemayor, G. R. Adams, & T. P. Gullotta (Eds.), From childhood to adolescence: A transitional period? (pp. 134-155). Newbury Park: Sage. Daltman(1958),Lafor(1990),Kiarsley(1981),Kemwiengs(1981), Solman(1948), Shimbarg(1988) and Himarvent(1958):Hurlock,E.B:Child development, fifth Ed, McGraw-Hill Kogakusha,Ltd,Reprint-1998
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Research Paper
Psychology
Impact of Parenting Style and Socio- Economic Status on Development of Self Confidence Dr. Ina D Nath
Dr. Babasaheb Ambedkar College of Arts & Commerce, Aurangabad, Maharashtra
ABSTRACT Present study aimed at examining the influence of sex, parenting style and SES on the development of self
confidence. 160 Ss participated in the study. They were junior college students of Aurangabad, (Maharashtra), and their age range was 17 to 19 yrs. Male female ratio was 1:1. Self confidence was measured by Dr M. Basavanna's S-C inventory; parenting style was measured by Stendler. Janbandhu's SES scale was used for measuring SES. A 2x2x2 factorial design was used. Data were treated by Mean, SD, three Way ANOVA. All the three hypotheses got strong support. Male Ss had significantly better self confidence than females. The Ss whose parents were authoritative have significantly better self confidence than the Ss whose parents were authoritarian. The Ss coming from HSES had significantly better self confidence than the Ss coming from LSES
Introduction Parental acceptance and warmth appear to influence the degree to which children internalize the standards and expectations of their parents (Eccles et al, 1997). Children whose parents hold them in high regard develop high self-esteem and self-control (behave appropriately even if the parents are not present.) In Contrast, children whose parents are less accepting may develop lower self-esteem and less self-control. Thus, they may behave when the parents are around (out of fear of punishment) but misbehave when on their own. The second dimension of parenting behavior is parental control, or strictness of parental standards. For example, a parent who is moderately controlling sets high performance standards and expects increasingly mature behavior. A parent who is un-controlling expects little of the child. The absence of control is associated with maladjustment and high levels of aggression. Diana Baumrind (1967, 1971, 1978) has looked at specific parenting styles as interactions between the two dimensions of acceptance and control. Baumrind was able to identify four distinct parenting styles; authoritarian, permissive, authoritative, and neglectful. In the present study only two parenting styles are studied. Authoritative parents: (High acceptance, high control) set high goals for their children but are also accepting of their children and responsive to their needs. They encourage verbal give-and-take and allow their children to question parental requests. They also provide ageappropriate explanations that emphasize the consequences of "good" and "bad" behavior. Authoritative parents maintain firm control but take into account each child's unique and changing needs. They are willing to negotiate with their children, setting new and less restrictive limits when appropriate, particularly as children mature. Authoritarian parents: (low acceptance, high control) are highly demanding and controlling and use physical punishment or the threat of it with their children. By virtue of their higher status, they issue commands that are to be obeyed without question ("Do it because I said so"). These parents rigidly maintain tight control even as their children mature. They also tend to be somewhat emotionally distant and may be rejecting. In present study an attempt has been made to examine the effect of parenting style, socio-economic status and sex on development of self-confidence of junior college students. Hypotheses : The Ss whose parents are authoritative (democratic) have better self confidence than whose parents are authoritarian. The Ss coming from high SES have better self confidence than Ss coming from Low SES. The male Ss have better self confidence than female Ss. Method : Sample At the first stage 300 Ss participated in the study. All of them were junior college students studying in Aurangabad City. However, when the sample was distributed into eight classified groups to meet the requirement of a factorial design, many Ss were deleted and the effective sample, that was retained, consisted of 160 Ss only, of which half of them were males and remaining were females. Their age range was 17 to 19 years. While classifying the Ss HSES and LSES, and while classifying the Ss authoritative and authoritarian the criteria suggested by the author was used. Tools Self confidence inventory : This inventory developed by Dr M. Basavanna. It consists of 100 items. The reliability of the inventory was 0.94 and validity was 0.76. Socio-Economic Status : This is a short-scale developed by Janbandhu. It consists of 15 items only which demand factual information about the S socioeconomic background. Stendler Test:This test is developed and standardized by Stendle. The test consists of 25 items which are incomplete sentences. The Ss. has to complete as fast as he/she can. After words the responses are categorized in mainly two categories, democratic and authoritarian. The readability of the test is 0.73 and validity is 0.67.
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Procedure : The Ss were called in a small group of 20 to 25 Ss and their seating arrangement was made in a classroom. Prior to administration of each test appropriate rapport was formed and following the instructions and procedure suggested by the authors of the test the instruments were administered. Results and Discussion : Means and standard deviations obtained by the eight classified groups are given in the following table. Table 1 Means and SDs of eight classified groups (Self confidence)
0 SD n
60.50 3.68 20 57.40 2.91 20 54.60 2.17 20 51.30 1.41 20 58.30 3.26 20 55.30 1.56 20 52.30 2.66 20 49.40 3.33 20
A1= Male; A2 = Female; B1 = Authoritative parents; B2 = Authoritarian parents; C1 = HSES; C2= LSES; Careful examination of the standard deviations associated with the means reveals that in all the eight classified groups the distribution of self confidence scores in Normal. Since, the distributions of scores in normal, the eight group data were treated by Three Way Analysis of Variance (ANOVA). A 2x2x2 balanced factorial design was used; hence, Three Way ANONA is the most appropriate statistical technique for analyzing the data. Complete summary of three Way ANOVA for self confidence measure is given in the following table. Table 2 Complete Summary of 3 Way ANOVA
Source of Variation A B C Ax B Ax C Bx C Ax BxC Within : Error Total Ss 180.62 1428.02 378.22 0.04 0.62 0.04 0.22 1084.19 3071.97 df 1 1 1 1 1 1 1 152 MSS 180.62 1428.02 378.22 0.04 0.62 0.04 0.22 7.13 F 25.33** 200.28** 53.05** 0.01 0.09 0.01 0.03
(** Significant at 0.01 Level) ANOVA results show the all the three main effect are highly significant. The factor of sex yielded an MSS value of 180.62 which is highly significant (F=25.33, df= 1 and 152, p< .01). If the eight groups are clustered into
two broad groups on the basis of sex and examine their mean scores, than it is seen that the boys had significantly high self confidence than the girls. These results supported the first hypothesis. The factor of parenting style was seen as the most influential among the three main effects. The B main effect which represents parenting style varied at two levels brought out highly significant differences in authoritative and authoritarian parents. (F= 200.28, df=1 and 152, p< .01). The mean self confidence score of authoritative group is larger than that of authoritarian groups. These results suggest that the authoritative group had significantly self confidence than the authoritarian group. Thus, the second hypothesis is to be retained. Among the three main factors, the fact of SES is also most influential. An F value of 53.05 was yielded by main effect C, that is the factor of SES; which for 1 and 152 df is significant at 0.01 level. The Ss having HSES background had significantly better self confidence than those who were coming from LSES background. Third hypothesis also got strong support. The ANOVA results show that all the interaction effects are non- significant. It means that, while evaluating the effects of any one of the three main factors on self confidence it is not necessary to bring in the reference of other two main factors, because three main factors are independent. Conclusions : Boys had significantly better self confidence than the girls. It suggests that even today the traditional thinking is prevalent. Parenting style is a crucial factor which is strongly associated with the development of self confidence. The Ss whose parents are authoritative had significantly better self confidence than the Ss whose parents are authoritarian. For aspiring high appropriate socio economic conditions are necessary. The HSES Ss had significantly better self confidence than LSES Ss.
REFERENCES
Eccles J.S., Karly D., Frasier, K., Belansky, E., & McCarthy, K. (1997). The relation of connection, regulation, and support for autonomy to adolescents' functioning. Journal of Adolescent Research, 12, 263-286. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. (Genetic Psychology Monographs, 75, 43-88. Baumrind, D. (1971). Current patterns of parental authority. Developmental psychology Monographs, 4 (1, Part2). Baumrind, D. (1978). Parental disciplinary patterns and social competence in children. Youth and Society, 239-276.
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Research Paper
Psychology
A study of Ego-Ideal and Introversion among Male-Female and Rural-Urban College Student in Aurangabad District
Sayeed Salar Gaffar
Research Student, Aurangabad, Maharashtra.
ABSTRACT Personality is the unconscious ,conscious or subconscious, good bad or neutral, thus developed, undeveloped or developing who impressed by heredity and environment, well organized constant and dynamic traits of person and characteristically art of internal person who expressed to external form with the help of unique adaptive behavior pattern. The present study was an attempted to investigate Ego- ideal and Introversion among Male-Female and RuralUrban college students in Aurangabad District. The sample consists total 200 college students from 300 by Disproportionate Stratified Random and then Simple Random Probability Sampling Method; ranging in the age group 16-30 drawn from Randomly selected colleges of Aurangabad District (M.S., India). DR. B.C. Muthayyas Multi variable Personality Inventory (M.P.I.) Hyderabad was administrated. Descriptive and Inferential research statistical methods (i.e. Mean & SD), and 2 way Anova were used. It was observed that: 1)there was significant difference in EgoIdeal of MaleFemale; This is inconsistent with Sarswat(1964).2)Not significant difference in Introversion personality factor among Male and Female students;This is support to study of Dr.Kazi &Patel(Gujarat) but opposite of Agrawal & Surendran(Chennai),Dr. Santosh Jadhav (Mumbai),Sayyed Faisal(2009) and Sayyed Salar(2013, Aurangabad). 3) And not significant differences in Ego-Ideal, Introversion Personality factors among Rural and Urban; This is inconsistent with Research of Sayyed Faisal(2009)and consistent with Research of Sayyed Salar(2010). KEYWORDS :
Ego-Ideal, Introversion, Male-Female, Rural-Urban, Students, Aurangabad District.
there is rural mentality in group members, called as Rural. Urban An urban area is characterized by higher population density and vast human features in comparison to areas surrounding it. Urban areas may be cities, towns or conurbations, but the term is not commonly extended to rural settlements such as villages and hamlets. Urban areas are created and further developed by the process of urbanization. Measuring the extent of an urban area helps in analyzing population density and urban sprawl, and in determining urban and rural populations. For the Census of India 2011, the definition of urban area is as follows: All places with a municipality, corporation, cantonment board or notified town area committee, etc. All other places which satisfied the following criteria: A minimum population of 5,000;At least 75% of the male main working population engaged in non-agricultural pursuits; and A density of population of at least 400 persons per sq. km. Operational Definition: More than 10-15 years old stable residence, who has located in advanced and well developing area, there is more density of population, urban mentality in group members, maximum peoples are engaged in nonagricultural pursuits and who are accept and consume basic and advance, super advance services and facilities, called asUrban area.
Introduction: India is one of the developing country in the world. India is also known as Country of Village . So many changes created in our present life as well as in our Independent and self sufficient Indian village economy and our social life styles. for understanding Indias most ancient history we need study of Village (Rural) and Urban community. 1.1 What is Rural and Urban? Rural: Rural area is a geographic area that is located outside cities and towns.[7] Typical rural areas have a low population density and small settlements. Agricultural areas are commonly rural, though so are others such as forests. Rural areas are also known as 'countryside' or a 'village' in India. It has a very low density of population. In rural areas, agriculture is the chief source of livelihood along with fishing, cottage industries, pottery etc. The National Sample Survey Organization (NSSO) defines rural as follows: An area with a population density of up to 400 per square kilometer, Villages with clear surveyed boundaries but no municipal board, A minimum of 75% of male working population involved in agriculture and allied activities. Operational Definition: Insufficient basic & other facilities, rate of development is low, low density of population, prefer to agriculture and allied activities, minimum 10-15 years old or less stable residential place, more social and cultural similarity and
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1.2 About Aurangabad District: Aurangabad District is one of the 35 districts of state in western India. It is bordered by the districts of Jalna to the east, Nashik to the west, Jalgaon to the north and Ahmednagar to the south. Aurangabad is a city in the Aurangabad district (M.S.,India). Aurangabad (meaning "Built by the Throne") is named after the Mughal Emperor Aurangzeb. The city is a tourist hub, surrounded with many historical monuments, including the Daulatabad Fort, Bibi Ka Maqbara(Deccan Taj) which is UNESCO World Heritage Site, as well as Ajanta Caves and Ellora Caves . The administrative headquarters of the Aurangabad Division or region, Aurangabad is said to be a City of Gates and the strong presence of these can be felt as one drives through the city. Recently, Aurangabad has been declared as Tourism Capital of State. It is also one of the fastest growing cities in the world. Nicknames of Aurangabad city : The City of Gates, The Historical City, The land of Muslim Sufi Saint,etc. Now Aurangabad becoming an Industrial city. The culture of Aurangabad city is heavily influenced by Hyderabad. Urdu, Marathi, Hindi and English are the principal languages of the city. Population (2011) is 1,710,285+. According to the 2011 census Aurangabad district, has a population of 3,695,928. In district Languages spoken include Ahirani,Urdu, a Kandeshi tongue similar to Marathi and Bhili; and Andh, an Indo-Aryan language spoken people. Dr. B.A.M.University (BAMU) is located in Aurangabad city. Most of the colleges of the region are affiliated to it. One of the famous educational campus located in Aurangabad city this is DR. Rafik Zakaria Campus (Number of Colleges and Institutes are present in a single Campus). Aurangabad is a hub of Pharmaceutical Education. Aurangabad has many state govt. colleges for higher studies such as Govt. College of pharmacy, Aurangabad. Yash Institute of Pharmacy is one of the pharmacy colleges offering B.Pharm, M.Pharm and Ph.D education. People has been Demanding One Urdu University for Aurangabads Urdu medium students in region. 1.3 Personality: Personality is one of the most famous concept which is use by general person for showing specific expressions in their daily life. So many types of person in this world .[1]. Every person different from another; some are very fast, [1] some are slow, some persons are selfish. ,some are ideal some are controlled and some are out of control; some are very intelligent, some are low. Psychologically we accept three main types of personality these are [2] Introvert, Extrovert and Ambient. . . Important factors in this research are Introversion and Ego-Ideal. This research related on Rural-Urban and Male-Female college students. This is one of the important and unique research in this field. Operational Definitions: 1) Personality: Personality is the unconscious ,conscious or subconscious, good bad or neutral, thus developed, undeveloped or developing who impressed by heredity and environment, well organized constant and dynamic
[3] [4] [12]
traits of person and characteristically art of internal person (as a energy ) who expressed to external form with the help of unique adaptive behavior pattern. 2) Ego-Ideal: Organization of Good, Ideal, Right and Acceptable traits of person which has achieved from his or her family and social environment, called as Ego-Ideal personality factor. 3) Introversion: Introversion is a trait of person who is included more self centeredness, conservativeness, seclusive and detached; as well as quality who is handling very limited friends and also social relations. 2.0 LITERATURE OF REVIEW 1)According by Sarswat(1964):Not difference in general process of male & female adolescents Ego. [6] 2)According by Survey of G. Company(2001-2009): 27Latin American and European nations social survey report said that, Muslims are more peace loving, having patience, nationalist, against violence and more helping tendency than other religious persons.10,000people were [6] participated as a sample in this survey. 3) According by Dr. Kazi and Patel (2009,Gujarat):Not significant difference in Introvert-Extrovert among male [6] [7] and female adolescent. 4) According by Vandana Agrawal,S.V.Surendran (2009,Chennai):The college students were high Extroversion.[6] [7] 5) Research Conclusion of Thoke S.F. (2009,Aurangabad):Research (On urban &rural 50female college students) shows that the girls were more smart and modern from urban area[1] [7] 6) Sayyed Faisal A.(2009):Research indicate that the sex and culture variables were found statistically significant. He was select 300National Hockey players of both the sex male and female from Rural and Urban culture to study the relationship between Extroversion and Introversion dimensions amongst the Hockey [6] [7] players. 7)Sayyed Salar S.G. (2010)Research Thesis indicate that No significant differences in Ego-Ideal, Introversion Among Urban & Rural college students from Aurangabad [6] District. 8)Sayyed Salar S.G. (June,2013) was found that significant difference in Introversion Personality Factor Among Male & Female college students of Aurangabad [5] city. 9) According by Dr. Santosh R. Jadhav (2009,Mumbai):Indicate that Females also founded [6] [7] significantly more Introvert than Males. (t=8.60) 3.0 Methodology 3.1 Objectives: Following objectives has been investigated in the present investigation. 1. To study the Ego-Ideal & Introversion personality factors of Male college going students. 2. To study the Ego-Ideal & Introversion personality factors of Female college going students. 3. To study the Ego-Ideal & Introversion personality factors of Rural college going students.
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To study the Ego-Ideal & Introversion personality factors of Urban college going students. 3.2 Hypotheses: 1. Female college students will be more Ego Ideal as compare as the Male college students. 2. Female college students will be more Introvert as compare as the Male college students. 3. There will be significant difference between the Urban and Rural college students in personality factor Ego Ideal. 4. There will be significant difference between the Urban and Rural college students in personality factor Introversion. 3.3 Variables : *Independent Variable : Gender :i)Male ii)Female Area of Residence: i) Rural ii) Urban *Dependent variable :Personality Factors : i) Ego Ideal, ii) Introversion, 3.4 Sample: The total sample consists of 200 college students acquired from 300 by Dis-Proportionate Stratified Random Sampling and then Simple Random Probability Sampling Method. Students selected from randomly selected colleges of Aurangabad District (M.S.). Respondents age group were taken between 16 to 30 years. Sample Distribution as: Male= 50 Rural +50 Urban =100 and Female= 50 Rural +50 Urban =100. 3.5 Statistical Method: Descriptive statistics ( i.e. Mean and SD) and t test and 2 way Anova, etc. were used. 3.6 Research Design : 2x2 Factorial Research Design was used as a research design, Research Design as followA1 B1 B2 A1 B1 A1 B2 A2 A 2B1 A 2B2 4.
Urban Male Female 3.42 3.23 3.52 3.56 3.62 3.42 Urban Male Female 3.23 2.98 3.28 3.47 3.23 3.51
Table 4.3 Personality Factor: Ego Ideal

Source of Variance A: Gender (M&F) B: Area of Resi. (U& Rl) AxB Within Group (Error) Total Sum of Square 4.205 0.405 0.125 206.14 Degree of Freedom 1 1 1 196 199 Mean of Square 4.205 0.405 0.125 1.0517347 F Value 3.998* 0.385 0.118851 Significance Level 0.01 NS NS
Table 4.4 Personality Factor: Introversion

Source of Variance A: Gender (M&F) B: Area of Resi. (U& Rl) AxB Within Group (Error) Total Sum of Square 4.5 Degree of Freedom 1 Mean of Square 4.5 F Value 2.76 Significance Level
NS
2.00 0 319.12
1 1 196 199
2.00 0 1.628163 3
1.228 00
NS NS
A1 = Male A2 = Female B1 = Rural B2 = Urban 3.7 Tools: Following tool was used; 1. DR. B.C. Muthayyas Multi variable Personality inventory (M.P.I.) Hyderabad. 4.0 Results: In this study an attempt was made to test the hypotheses. These were related on Personality factors of the RuralUrban and Male-Female college students. For interpretation of all data Descriptive statistics (Mean and SD) t statistics and two way Anova, etc. were used. Result tables as follows:
Table 4.1: Ego Ideal Mean Rural 3.33 S.D. 3.49 Rural Table 4.2: Introversion Mean 3.03 S.D. 3.27
5.0 Discussion and Interpretation: We can discuss and interpret results with the help of all hypotheses and result tables as: 1) There will be significant difference between the Rural and Urban college students in personality factor Ego Ideal. As per table 4.1 the mean values of Rural and Urban students on Ego Ideal are 3.33 and 3.42 respectively. Urban scoring is higher than Rural. Table 4.3 reveals F value 0.385 which is insignificant. No significant difference is found among Rural and Urban students on Ego Ideal. Family Atmosphere, Surrounding Environment, Domicile Factor and other same factors were responsible for this result. 2) There will be significant difference between the Rural and Urban college students in personality factor Introversion. As per table 4.2 the mean values of Rural and Urban students on Introversion are 3.03 and 3.23 respectively. Urban scoring is higher than Rural. Table 4.4 reveals F value 1.228 which is insignificant. Not significant difference is found among Rural and Urban students on Introversion. Because level of freedom of expression of our opinions and thoughts were not very different here. 3) Female college students will be more Ego Ideal as compare as the Male college students. As per table 4.1 the mean values of Male and Female students on Ego Ideal are 3.23 and 3.52 respectively.
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Female scoring is higher than Male. Table 4.3 reveals F value 3.998 which is significant. So significant difference is found among Male and Female students on Ego Ideal. Because difference in Tender Mindedness, cultural factors and traditions were responsible. 4) Female college students will be more Introvert as compare as the Male college students. As per Table 4.2 the mean values of Male and Female subjects on Introversion are 2.98 and 3.28 respectively. Females scoring higher than Male. Table 4.4 reveals F value 2.76 which is not significant. Females are found more Introvert than Males. Because Family and Social Environment, Electronic Media, Newspapers, etc. were responsible. 6.0 Conclusion: 1)There was significant difference in Ego Ideal; 2) Not significant difference in Introversion personality factor among Male and Female students; 3) And not significant differences in Ego-Ideal, Introversion Personality factors among Rural and Urban. Researcher interpret conclusion here with the help of previous researches as: 1)there was significant difference in Ego Ideal of Male-Female; This is inconsistent with Sarswat(1964).2)Not significant difference in Introversion personality factor among Male and Female students; This is support to study of Dr.Kazi &Patel(Gujarat) but opposite of Agrawal & Surendran(Chennai),Dr.Santosh Jadhav(Mumbai)Sayyed Faisal(2009) and Sayyed Salar(2013, Aurangabad). 3) And not significant differences in Ego-Ideal, Introversion Personality factors among Rural and Urban; This is inconsistent with Research of Sayyed Faisal(2009)and consistent with Research of Sayyed Salar(2010).
REFERENCES
1. 2. 3. 4. 5. 6. 7. 8. 9.
The Holy Quran, Chapter:1:Soorah Fateha,Chapter:15: Soorah al Isra: Aayat11; Chapter: 24,25: Soorah Hamim: Aayat 49,50,51. Carl Jung(1923),Psychological Types. Shaughnessy, J. J., & Zechmeister, E. B.1997. Research Methods in Psychology(4thed.). Sayyed Salar.S.G.& Dr. V.P.Bansod (2013) To Study some Personality factors of Rural and Urban Female-Male College Students. International Monthly Research Journal, Akshardeep, ISSN 2278-8204, July 2013. Sayyed Salar.S.G.(2013) A Study The Personality of Male-Female College Students in Aurangabad City International Monthly Research Journal, Akshardeep, ISSN 2278-8204, Published: June 2013. Sayyed Salar S.G.(2010) The Comparative Study of Some Personality Factors and Study habit of Urban & Rural College students. Unpublished M.Phil. Research work;Y.C.M.O.U.Nashik. th th Handbook of Abstracts,13 International and 44 National Conference-2009,Aurangabad,IAAP,pp: 113, 154,166,171,172. Lokmat samachar; Article, 9 june 2009,&Inqilab (Urdu news paper) Article, 6 june 2009. WWW.Wikipedia. The Free Encyclopedia\Aurangabad.
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Research Paper
Psychology
A Comparative Study of Job Satisfaction and Occupational Stress among Secondary School Teachers Serving in Granted and Non-Granted Schools
Phad Darmraj Dadarao
Research Scholar, Maharashtra
ABSTRACT A comparative study of job satisfaction and occupational stress among secondary school teachers serving
in granted and non granted school in Aurangabad district is may be fruitful to improve education system, also helps to increase job satisfaction and decrease occupational stress to strengthen quality education. Here researcher chosen problem to compare job satisfaction of granted and non - granted secondary school teachers and to compare occupational stress of granted and non-granted secondary school teachers. Researcher got results like Job satisfaction found more in granted school teachers than non-granted school teachers and Occupational stress found more in non granted school teachers than granted school teachers. Introduction: In the education process teacher is main pillar. Teacher is arguably the most important group of professionals for our nations future. His place in the society is of vital imprudence. He not only guides individual but also to say the destiny of nation. Frustrated, unsatisfied and anxious teacher will not be affective in the all round development of personality of students. Job satisfaction Describes how content is with his or her job. The happier people are within their job, the more satisfied they are said to be. Job satisfaction is not the same as motivation, although it is clearly job design aims to enhance job satisfaction and performance; methods include job rotation, job enlargement and job enrichment. Other influences on satisfaction include the management style and culture, employee involvement, empowerment and autonomous work groups. Job satisfaction is a very important attribute which is frequently measured by organizations. Job satisfaction is a primary requisite for any successful teaching learning process. It is a complex phenomenon involving various personal and social aspects. If the position fulfill the educational objective and national goals. We are living in an era of growing complexities and pressures where human constitution and capacities are being taxed severely. The stresses relating to job have become predominant feature of modern life exerting for reaching effects on focus employees behavior and job this is the reason that systematic studies of stress in organizationally setting have increased dramatically over the past one decade. Currently, job stress has become a prominent work related research topic .Mc. Garth (1976) has notes that a stress involves an interaction of person and SEX Granted Non-Granted Total Female 50 50 100 Male 50 50 100 Total 100 100 200 environment. To define stress he said, there is potential for stress when an environmental situation is perceived as presenting demand which theaters to exceed the persons capabilities and resources for meeting it, under conditions where the rewards a substantial ersus not meeting it. Review of Literature: Richford M.L. Fortune jim (1984) conducted a study on sample of 225 secondary level public school principals completed a questionnaire assessing manipulative, job satisfaction .and locus of control. Result showed external locus of control positively associated with manipulative and high job satisfaction. Achris Byriacou (1987) this paper reviews studies on teacher stress and burnout conducted over the past decade. The range of studied considered indicates that this topic is now of major international concern such have led a much clearer understanding of teacher stress and burnout . priority now useful be given to exploring how such understanding can faster the reduction of stress levels in schools. Objectives of the study 1. To compare job satisfaction of granted and non granted secondary school teachers. 2. To compare occupational stress of granted and nongranted secondary school teachers. Hypotheses : 1. Job satisfaction would be more in granted school teachers than non granted school teachers. 2. Occupational stress would more in non-granted school teachers than granted school teachers. Variables: Independent Variables A) Government granted and non granted school secondary school teachers. Dependent Variables a) Job satisfaction and b) Occupational stress Study Design
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Tools for Data Collection 1) Job satisfaction scale :It was developed by Dr. (Mrs) Meera Dixit (1993) specially prepared for primary and secondary teachers. This is Likert type point scale and it contains 52 items. Reliability (split. half)=0.93 ,Validity = sound face validity. 2) Occupational Stress Test: This test was developed by Dr. Shrivastav and Dr. Singh. Specially prepared for primary and secondary teachers the scale consist of 46 items, each to be rated on the five point scale. Reliability = (Split-Half) = .94 ,Validity = .44
Living Status Teacher Serving in Granted school Teacher Serving in Non-Granted school Total Gender Male Female Total Male Female Total Male Female Total Mean 117.74 124.68 121.21 106.44 120.40 113.42 112.09 122.54 117.32 S. D 22.96 29.79 26.69 22.29 26.74 25.48 23.22 28.24 26.31 N 50 50 100 50 50 100 100 100 200
The above table provides the mean score; standard deviation and N for each
Living Status Teacher Serving in Granted school Teacher Serving in Non-Granted school Total Gender Male Female Total Male Female Total Male Female Total Mean 158.20 154.36 156.28 168.98 162.28 165.63 163.59 158.32 160.95 S. D 7.35 7.06 7.43 5.52 6.35 6.81 8.44 7.78 8.51 N 50 50 100 50 50 100 100 100 200
Subgroup of the two independent variables and here occupational stress is treated as dependent variable. Inspecting the pattern of these values give us an indication of the impact of Independent variable. Conclusion1. Job satisfaction found more in granted school teachers than non-granted school teachers. 2. Occupational stress found more in non granted school teachers than granted school teachers.
The above table provides the mean scores, standard deviations and N for each sub groups of the two independent variables and here job satisfaction is treated as dependent variable. Inspecting the pattern of these values give us an indication of the impact of Independent Variable.
REFERENCES
Garrett, H.E.(2006) statistics in psychology and education surjeet publications, New Delhi. Harrison, s.(1988).stress in schools; An organizational respective work and stress,2,353-362. Miller.U.K. Travers VF (2000) Research paper on job satisfaction and job stress of Minority ethnic Teachers. Teveh, Jason j. (2007) Teacher temperament; Correlates with teacher caring, Burnout and organizational Out Outcomes. Communications Education,V56h3p382-400.
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10.
Research Paper
Psychology
School Psychology in Indian Context

Joshi Maithili Shrikant
P.G. Student Dr. Babasaheb Ambedkar Marathwada University, Aurangabad, Maharashtra.
ABSTRACT India is the second largest country to provide school education to her children. More than 130 million
children are in the classrooms. School psychology is an area within psychology that is concerned with the educational and psychological well-being of children in academic setting. The Government of India is taking several initiatives to educate all her children between the age groups of 6 to 14 years. In India, school psychology is a new field of study. It has not been widely introduced in the university departments. This paper analytically discusses certain basic issues related to school psychology and its future prospects in India. The major objectives are (i) To explore Indian perspectives of education settings. (ii) To examine current research trends in school psychology in India. (iii) To describe the role of professional organizations in school psychology. To achieve these objectives, the researcher used psychological literatures and t he documents on current practi ces. As a conclusion I underscore the importance of school psychology in India, the role of school psychologist in contributing to the psychological and academic well-being of school children.
KEYWORDS: School Psychology, School Psychologist, School Education.

Introduction: School psychology dates back to the beginning of American psychology in the late 19th and early 20th centuries. Lightner Wimertmer has been acknowledged as the founder of school psychology. The field is tied to both functional and clinical psychology. School psychologists were interested in childhood behaviors, learning processes, and dysfunction with life or in the brain itself. They wanted to understand the causes of the behaviors and their effects on learning. In addition to its origins in functional psychology, school psychology is also the earliest example of clinical psychology, beginning around 1890. In India, school psychology is a new field of study. It has not been widely introduced in the university departments. School psychology is an area within psychology that is concerned with the educational and psychological well-being of children in academic setting. It mainly applies principles of clinical psychology and educational psychology to the diagnosis and treatment of childrens behavioral and learning problems. In developed nations, the expectations for more professionalism within school psychology are substantially higher in developed nations. The growth of school psychology as a profession is closely linked to a countrys economic resources to promote the education of all children. The school psychology is intertwined with issues related to education and psychology of children. As the children grow the role of school psychologists are vital and essential. In India, school psychologists are generally known as counseling psychologists or counselors. The roles and functions of school psychologist vary across countries and are developed in accordance with the education policies of that nation. The psychological services available to schools are extremely limited in relation to the hundreds of thousands of sc hools spread over the country. The Indian constitution provides directives to develop education in the country. School education had been categorized under t he State list till 1970. It has been shifted to the concurrent list in 1976 so as to provide effective school education to the children. The present school education is free and compulsory and a fundamental right of the children from the age of 6-14 years since April 2010. Another feature in such countries that contributes to effective school psychology practice is the ratio of school psychologist to school children. In the US, for example, 1 school psychologist per 1000 students was recommended by the National Association of School Psychologists (NASP) in 2000. Only one out of four school psychologists had that ration in 1995 (Curtis et al 1999), but based on NASPs recommendation, the percentage of school psychologist working at a ratio of 1:1000. Currently countries such as Australia, Canada, Israel, New Zealand, the United states, and most Western European countries have well developed and regulated training programs and professional practices (Farrell, 2007). In contrast, the governments of developing nations such as India, Pakistan, and Zimbabwe lack the economic resources to adequately fund general education, enhance existing practices in school mental health or develop new strategies for school psychology services. In addition, because of the general lack of awareness of the importance of addressing mental health issues in academic setting in India, school psychology services in government-funded schools are almost nonexistent. With few employment opportunities in schools, the only option for mental health professionals remains the psychology departments in colleges and universities
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and the private settings such as private schools, private clinics, and non-governmental organizations. School education in India is a challenge to policymakers, educators, families and communities. Some of the difficulties include: lack of awareness of commonly occurring mental health and learning problems among children; lack of sufficient resources for school-based psychological services; a burgeoning school population; a dismally low number of professionals providing psychological services; social stigma of mental illness; and highly variegated social and cultural practices across the nation. These factors add to the complexity of developing school psychology services in India. Analytical Discussion i) School education in the Indian context Establishing a schooling system catering to about 130 million children is in itself a significant achievement. The education system in India at present is one of the largest such system in the world. While traditional Indian schooling and pedagogical practices are ancient and steeped in rich history, modern schooling in India has its roots in British education. At present in India are categorized as primary (from 1st to 5th std.), upper primary (6th to 8th std.), secondary (9th and 10th std.) and th th higher secondary (11 and 12 std.) currently, India constitutes about 22% of the world population, but Indians constitute 46% of the worlds illiterate population. Recognizing that basic education is the fundamental right of every child, and is key to sustainable socio-economic development, the Government of India has taken several measures that are in large part, responsible for rising school enrolments. As mandated by the 86th amendment to the Constitution, the government has endeavored to provide free and compulsory education to all children between the ages of 6 and 14 years. This initiative is geared to meeting the objectives of Universalization of Elementary Education (UEE) through Sarva Shiksha Abhiyan (SSA) or `Education for All, the governments flagship programme for the achievement of the long cherished goal of 100% school enrolment and retention of children in schools. In addition to meet the educational needs of children, the government also provides basic services related to childrens nutritional heath. The Integrated Child Development Scheme (ICDS) is one of the worlds largest integrated early childhood development programs. Services are provided through more than a million centers across the country. While programmes such as SSA or ECCE cater to childrens educational and physical health needs, the large-scale comprehensive and integrated programmes to address psychological and educations issues of children are entirely missing. Efforts to promote school mental health are limited to a few policy guidelines for the implementation of nation-wide school psychology services. World Health Organization who publish manuals on promoting school mental health in different parts of the world, including India. These manuals seek to empower teachers and school counselors by providing basic information about cognitive, social-emotional or behavioral difficulties that are commonly seen in schoolage children. Teachers and school counselors can refer to these manuals to identify various sources of academic difficulties among school children, and where possible and appropriate, provide remedial services (WHO, 2006). In general, guidelines and training opportunities that help educators and general psychology professionals recognize and deal with academic difficulties are scarce. There is a dearth of qualifies and trained school personnel and clinicians who can address basic behavioral problems, emotional disturbances, and learning difficulties of students (Paliwal, 1984). It is therefore incumbent upon the Central and State governments to formulate policies that recognize the importance of school psychology in supporting and enhancing childrens educational achievement and psychological well-being. ii) Mental Health of School Children in India The mental health of school children is a primary concern for school psychologists. Children and adolescents constitute roughly 40% of Indias population. About 10-13% of them suffer from behavioral, learning or developmental disorders (Srinath, 2000). Moreover, a few studies in India have focused only on problems such as learning disabilities, - that are typically assessed in school settings. Estimating the prevalence and burden of mental health problems is necessary for identifying and addressing these problems and developing school-based interventions. Another area of concern to mental health professionals, educators and policy-makers is the alarming increase in reports on suicidal behavioral. According to the National Crime Records Bureau (NCRB), more than a third of all suicides in India were committed by youth aged 15 to 29 years. The staggering number of students in schools and colleges that commit suicide each year point to the dire need to identify students who experience a variety of academic and psychological problems and those at risk for suicidal behaviors. These concerns bring to light the need for school psychologist in conducting timely assessments of mental health problems, suicide risk assessments where appropriate and necessary. In addition school psychologist can make a significant contribution to the well-being of children by working with the school administration to develop standard protocols for suicide risk assessment and intervention and suicide prevention policies. If childrens psychological and academic outcomes are to be improved, the Government of India needs to make a much greater resource commitment at the Centre and State levels towards the promotion of school mental health. iii) School Psychology Surveys Over the last two to three decades, surveys conducted by local and international bodies, as well as data from independent researchers have helped shape the field of school psychology. Examples of such research include surveys that have been conducted by the International School Psychology Association (ISPA) since 1990. The ISPA survey consists of 46 items that address five principal areas: a) characteristics of school
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psychologist, b) training and regulation of the profession, c) roles and responsibilities, d) challenges, and e) research. In India, the Indian Council for Social Science Research (ICSSR) has carried out periodic surveys on the state of the field of psychology in the country. These surveys cover aspects of the profession such as areas of focus, development and the amount and quality of psychological research undertaken (Jain, 2005). Since school psychology is not a well-established sub-discipline of psychology in India, there is a paucity of research on its current status. Surveys such as those conducted by ISPA can greatly contribute to understanding several areas of school mental health in India. iv) School Psychology Training Training is a vital component of the development of school psychology as a profession in India. The recently founded professional organization, Indian School Psychology Association (ISPA), an affiliate of ISPA, is launching the first training programme for school psychologist in 2012. The training programme, conducted in partnership with international experts has been designed to international standards while also being adapted to Indian settings. The training modules (ISPA, 2011) include: The individual modules are as follows; Module I: Theoretical framework of school psychology, Module II: Role of school psychologists, overview of ISPA standards and Code of Ethics, Module III: Understanding school settings in India: rules, acts, policies and the educational context, Module IV: Mental health of school children, Module V: Crisis intervention and assessment techniques, Module VI: Yoga and meditation for school children. v) A Future Vision Several dedicated educators, clinicians, and members of the community have made concerted efforts to form a psychology council in India. However, as discussed above, there is a specific and urgent need to create a school psychology council in India. This Council would be responsible for developing guidelines for training programmes in school psychology and for the professional practice of school psychology, monitor and evaluate these programmes and professional activities, issue licenses to qualified professionals, and mandate ethical principles for school psychology practices. Through continued research and evaluation, these guidelines would be updated regularly and reflect the changing needs of student populations as well as changes in the wider context of international school psychology. Conclusion In this paper we discussed the roles and functions of school psychologists as viewed across countries and underscored the urgent need for development of school psychology training and practice in India that reflect international standards. We highlighted the role of organizations such as ISPA and ISPA in leading initiatives to engage educators, clinicians, and policy makers, in discussing, developing and implementing strategies to advance school mental health. In this context, given the close association of education and social and economic access, agency and mobility, the role of school psychologists is especially relevant in the Indian context. We believe that school psychologists will play an extremely important role in improving the academic and mental health outcomes of millions of children across India in the future. Thus, every effort towards advancing school psychology must be supported by policy makers, planners, educators, political leaders and communities across India.
REFERENCES
Paliwal, T.R. (1984). The prospects for Psychology in Indian Schools, School Psychology International, 5, 27-30. Ramalingam, P. (2011). Prospects of School Psychology in India. Journal of Indian Academy of Applied Psychology, 37, 201-211. Duraisamy. P. (2002). Changes in returns to education in India, 1983-94: by gender, age-cohort and location. Economics of Education Review, 21, 609-622. Farrell, P. (2010). School psychology: Learning lessons from history and moving forward School Psychology International, 31, 581-598
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Research Paper
Psychology
A Study of Stress Level and Adjustment among Working and Non-working Women
Priya Jagannath Adhane
Research Student, Dr. Babasaheb Ambedkar Marathwada University, Aurangabad, Maharashtra.
ABSTRACT The present study is an attempt to study the stress and adjustment among working and non working
womens. The sample consists total 200 Women (100 working and 100 Non-working) drawn randomly from various areas in Aurangabad city, Dist Aurangabad, Maharashtra. They were administered the presumptive stressful life event scale developed by Singh, Kaur and Kaur (1983) and bell Adjustment Inventory (BAI) scale by Hindi adaptation. Correlation coefficient and two ways ANOVA was used for dependent variables of the total sample under study. A 2*2 factorial design was used to analyzing for working women is higher than non working womens (The correlation coefficient between adjustment and stress). Overall stress was found significant and positive correlated with adjustment.
Introduction Stress: Stress is simply the bodys non specific response to any demand made on it. Stress is not by definition synonymous with nervous tension or anxiety. Stress provides the means to express talents and energies and pursue happiness; it can also cause exhaustion and illness, either physical or psychological, heart attacks or accidents. Hans Selye first introduced the concept of stress in the life sciences in 1936. Wolff (1968), describes stress as an inherent character of life. Lazarus (1971) went on to explain stress is a broad class of problems or demands which tax the system (Physiological, social, and psychological systems) and the response of that system. Stress is treated as a generalized and non-specific physiological response syndrome Selye (1950). Adjustments: Adjustment generally refers to modification to compensate for to meet special conditions. In the dictionary the term adjustment means to fit, make suitable, adopt, arrange, modify, harmonize or make correspondence. Before understanding the adjustment as a process it is necessary to examine some of the definitions of adjustment given by various researches. Adjustment may be defined as A Process of bringing about a balance between motives, restrictions on their satisfaction, opportunities offered by the environment for the same and personal limitations. Adjustment is the established of a satisfactory relationship as representing harmony, conformance, adaptation or the like (Webster, 1951). Review of Literature. Harshpinder and Paramjit Ahuja (2006). Psychological and physiological stressors among working and nonworking women have been examined in the present study. This study shows that working women were more stressed as compared to non-working women. Ravinder Kaur, Nagender Kaur and harpreeet kaur (2008) this paper is study of the psycho-social problems and adjustment of women teachers due to
institution area (Rural/Urban). Significant difference existed in psycho-social problems and adjustment problems of school teachers of age <35 years & > 35 years. Ms. Hina Ahmed Hashmit, Ms. Maryam Khurshid and Dr. Ishtiaq Hassan (2006) studied the relationship between marital adjustment, stress and depression. Results indicated highly significant relationship between marital adjustment, depression and stress. Statement of the problem:The Purpose of the presents research work is to study the stress level and adjustment among working, nonworking women. Objective of the study:1. To study the effect of working and non working women stress level. 2. To study and compare the adjustment level of working and non working women. 3. To study the relation between stress and adjustment among working and non working women. Hypotheses:1. There would be no significant difference between working and non working women on their adjustment. 2. Stress will be positive correlated with adjustment. 3. Stress will be differing between working and non working women. 4. There would be no significant difference between working and non working women on their stress level. Sample:For this research work on incidental purposive sampling technique was used. The sample consists of 200 subjects including two groups i.e. 100 working womens and 100 non working womens. Working women will be selected from both public and private sectors. Non working will be selected from home makers.
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Variable: Independent Variables: Working Women Non-Working Women. Dependent Variables: Stress level. Adjustment. Research Design The present study was a 2x2 factorial design utilizing the variables of working and non working of the womens.
A Working Women B Non Working Women b1 b2 a1 a1b1 a1b2 a2 a2b1 a2b2
Table No.2 Correlation Coefficient between adjustment and stress. Adjustment Correlation Level of Area Coefficient Sig. Home Health Social 0.44 0.67 0.58 0.1 0.1 0.1
2x2 factorial Design was used. Research Tools The Following tools will be used for the research present research work. 1. Presumptive stressful life event scale developed by Singh, Kaur and Kaur (1983). 2. Bell Adjustment Inventory (BAI) developed by Hindi adaptation. Statistical Analyses & Discussion:Hypotheses No.1 There will be significant differences in the degree of adjustment on following area, of working and non working women. Table No.1 Mean value for work status on Adjustment
Adjustment Area Home Health Social Emotional Working 22.03 21.91 24.23 20.19 Non-Working 17.69 18.64 19.87 23.94
Emotional 0.62 0.1 Overall stress was found significant and positive correlated with following area of adjustment of the present research thus the considered hypothesis has been proven. Hypotheses No.3 Stress will be differ between working and non working women. Table No.3 Mean Values for work status on stressful life events Dependent Variable Working Non-Working Stressful Life Events 39.79 31.85 Overall the alternative hypothesis in which working status was expected to determined factor for womens experience of stress from different events of their life. Thus it has been accepted here. Conclusions 1. An emotional area of adjustment working women were found to be highly adjustable than those are not working. 2. Working women were found to be significant higher on their experience of stress resultant from daily hassles of their life. 3. Stressful life events were found significant and positive correlated with following area of adjustment. Home, Health, Social and Emotional area.
On the basis of the above finding, it can be concluded that it has been rejected here. Hypotheses No.2 Stress will be positive correlated with adjustment.
REFERENCES
Lazarus, R.S (1966). Psychological stress and the copying process. New York: McGraw-Hill. Hobfoll, S.E (1986). Stress, social support, and women. Washington, DC Hemisphere. Holmes TH, Rahe RH: The Social Readjustment Rating Scale. J Psychosom Res 1967; 11:213-218 Holmes, T.H., & Rahe, R.H. (1967). The Social adjustment rating scale. Journal of Psychosomatic Research, 11,213-218
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Research Paper
Psychology
A Comparative Study of Mental Health of Rural and Urban Secondary School Students
Taur Anil Dilipsingh Devre Subhash Sahebrao
P.G. Students. Dr. Babasaheb Ambedkar Marathwada University, Aurangabad, Maharashtra.
ABSTRACT The present study was undertaken to see the relationship of Mental Health of urban and rural secondary
school students. For this investigation comparative study was conducted. To conduct study, tools were used Mental Health Battery (MHB) by Dr. Arun Kumar Singh and Dr. Alpana Sen Gupta (2005) to measure the Mental Health of the secondary school students. For this study following statistical techniques were used, Mean, Standard Deviation, t-test. The present study was conducted on 100 students of secondary school students. The sample comprised of 25 boys and 25 girls students from urban and 25 boys and 25girls students from rural. The findings of the study are this study reveals the significant difference between Mental Health of urban secondary school students and rural secondary school student. Introduction:The place of education has become very important in the fast changing world. As adolescents are the vital part of country, they have a great responsibility. It is education, which develops the individual. Mental development is one of the most important aims of education. A good mental Health of student is depend upon the home and school environment. MENTAL HEALTH:The expression Mental Health consists of two words: Mental and Health. The Mental generally means some things more than purely cerebral functioning of a person. Health generally means sound condition or well being or freedom from disease. Mental Health is defined by Kornhauser (1968)-Can notates those behaviors, perceptions and feeling that determine a persons overall level personal effectiveness, success, happiness and excellence of functioning as a person. Mental Health is a state, of mind characterized by emotional well being, relative freedom from anxiety, disabling symptom, capacity to establish constructive relations, cope with the ordinary demands and stresses of life. REVIEW OF LITERATURE:1) Gupta s. (2002) conducted a study. Mental Health in relationship to self concept of adolescents and found that there is a significant correlation between mental Health and self concept of adolescents. 2) Taak (1999) conducted a study on. Mental health as a function of age, sex and area and found that there is no significant difference between the mental health of boys and girls of some age group. OBJECTIVES OF THE STUDY:1. To study the difference on Mental Health between rural and urban secondary school students. To study the difference on Mental Health between rural and urban secondary school boys students. 3. To study the difference on Mental Health between rural and urban secondary school girls students. HYPOTHESES OF THE STUDY:1. There is significant difference between on Mental Health between Rural and Urban secondary school students. 2. There is significant difference between on Mental Health between Rural and Urban secondary school boys students. 3. There is significant difference between on Mental Health between Rural and Urban secondary school girl's students. METHODOLOGY: Sample: On the basis of simple random sampling technique, 100 boys and girls of rural and urban area secondary school of Aurangabad district constituted the sample of present study. The sample comprised of 50 boys and 50 girls students from urban and rural background. Tools used: Following tools were used for collecting data: Mental Health Battery (MHB) (2005) by Dr. Arun Kumar Singh and Dr. Alpana Sen Gupta. Design:The present study, data was analyzed by using statistical techniques like Mean, S.D and t-test. Analysis and interpretation of Data: The data collected during investigation was computed to apply the parametric statistical methods. Showing mean, SD, t Values for Mental Health of Urban and Rural Students. Table No. 01 Group N Mean S.D tSig value 2.
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Urban Rural 50 50 104.26 100.02 10.14 11.09 1.99* 0.05 The mean of Urban Girls is 100.80 & SD is 10.07,The mean for Rural Girls is 99.52 & SD is 10.12 the t value is 0.448 it is not significant at both level it means there is no significant difference between urban and rural Girls on their mental health, thats why this hypothesis is rejected in the present study Thus the hypothesis is not proven there is no significant difference between urban girls and rural girls in their mental health. Hence, hypothesis 3 which states there exists significant difference between mental health of Urban secondary school and Rural secondary school students. CONCLUSIONS: On the basis of the interpretation following results have been drawn: 1. This study concludes that Urban and Rural secondary school students had significant difference on their Mental Health. 2. This study concludes that Urban and Rural Boys had significant difference on their Mental Health. This study reveals no significant difference of mental health between Rural and Urban secondary school Girls.
significant at 0.05 levels, Df = 98 The mean of Urban Students is 104.26 & SD is 10.14.The mean for Rural students is 100.02 & SD is 11.09 the t value is 1.99, is significant at 0.05 level, at means that there is significant difference on Mental Health of Urban and Rural Students. Showing means, SD, t Values for Mental Health of Urban and Rural Boys Students. Table no- 02 Group N Mean S.D tSig value Urban Boys Rural Boys 25 25 107.72 100.52 9.14 12.17 2.36* 0.05
Significant at 0.05 levels, Df= 48 The mean of Urban Boys is 107.72 & SD is 9.14,The mean for Rural Boys is 100.52 & SD is 12.17 the t value is 2.36, is significant at 0.05 level, at means that there is significant difference in Mental Health of Urban and Rural Boys. Hence, this hypothesis is accepted. This hypothesis is proven collect the Students from rural area feel insecure about their future thats why see the difference in their Mental Health. Showing mean, SD, t Values for Mental Health of Urban and Rural Girls Students. Table no- 03 Mean S.D t- value Sig Group N Urban Girls Rural Girls level .
REFERENCES
1. 2. 3. 4. 5. 6.
25 25
100.80 99.52
10.07 10.12
0.448Ns
No significant
No significant at table value 0.05 level 0.01
Gupta s. (2002. Mental Health in relationship to self concept of adolescents M.Ed. Dissertation. Kothari,Saroj (2009) . Spiritual Orientation as Predictor of mental health in executives. Praachi Journal of Psycho Cultural Dimensions. Nasreen Banu and B.Sandhya (2009). Impact of intervention on mental health levels of rural adolescents Girls. Praachi Journal of Psycho Cultural Dimensions. NHS Health Scotland. (2008). Scottish Commentary on NICE Public Health Guidance 12 on promoting childrens social and emotional wellbeing in primary education. Taak (1999).Mental health as a function of age, sex and area. M.Ed. Dissertation. Punjab University Chandigarh. Tennat R, Goens C, Barlow J, and Stewart-Brown S. (2007). A systematic review of interventions to promote mental health and prevent mental health problems in children and young people. Journal of Public Mental Health.
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Research Paper
Psychology
Importance of Emotional Intelligence in The Work Place: Working with People Means Working With Emotions

Narsing Gawali Pradnya Kale
MIT College, Aurangabad, Maharashtra. Kohinoor College, Khultabad, Aurangabad, Maharashtra.
ABSTRACT An employee with a "good" personality may be fun, social, energetic, and outgoing. However, having a
"good" personality doesn't necessarily equate to success in the workplace. A "good" personality tells you nothing about the fact that the employee can also make errors in judgment due to lack of "clarity" when making decisions within their own biases. This is why people with varying personality styles can successfully perform the same job. It boils down to their ability to exercise clear and sound judgment in those situations their job/role presents on a regular basis. An employee with high emotional intelligence can manage his or her own impulses, communicate with others effectively, manage change well, solve problems, and use humor to build rapport in tense situations. These employees also have empathy, remain optimistic even in the face of adversity, and are gifted at educating and persuading in a sales situation and resolving customer complaints in a customer service role. This "clarity" in thinking and "composure" in stressful and chaotic situations is what separates top performers from weak performers in the workplace..
KEY WORDS: Emotional Intelligence, Temperament, Emotional Empathy, Assertiveness, Conflict Resolution, Personality
Introduction : Emotional Intelligence Quotient, or EQ, is a term being used more and more within human resources departments and which is making its way into executive board rooms. This article will help shed some light on what EQ is, how it is different than personality, and how it has proven to impact the bottom line in the workplace. What is Emotional Intelligence? Emotional Intelligence Quotient is defined as a set of competencies demonstrating the ability one has to recognize his or her behaviors, moods, and impulses, and to manage them best according to the situation. Typically, "emotional intelligence" is considered to involve emotional empathy; attention to, and discrimination of one's emotions; accurate recognition of one's own and others' moods; mood management or control over emotions; response with appropriate (adaptive) emotions and behaviors in various life situations (especially to stress and difficult situations); and balancing of honest expression of emotions against courtesy, consideration, and respect (i.e., possession of good social skills and communication skills). Additional, though less often mentioned qualities include selection of work that is emotionally rewarding to avoid procrastination, self-doubt, and low achievement (i.e., good self-motivation and goal management) and a balance between work, home, and recreational life. In essence, EQ is the pattern of how people's biases in their thinking leads them to think one thing or choice is better than another, as well as their clarity in differentiating within those biases to exercise clear and sound judgment. "People see what they want to see." Red Barber How is EQ Different from Personality? In psychology, personality refers to the emotion, thought, and behavior patterns unique to an individual. Personality influences one's tendencies, such as a preference for introversion or extroversion. Like Intelligence Quotient (IQ), personality cannot be used to predict EQ. However, as EQ can identify both the biases and clarity in one's thinking patterns that allow them to make good sound decisions, personality only refers to the biases in the behaviors themselves. Personality tests typically only distinguish four categories of temperament but do not distinguish which melancholy person is actually high in ambition. For example, business people know that they want an extrovert to fill the sales position, but they cannot tell from a temperament test which ones will be persistent from those who will be insistent. It is desirable for salespeople to have persistence, which allows them to have the energy, drive, and thick skin to develop and close new business. Less effective, however are insistent salespeople who 1) turn off prospective buyers because they are too pushy, and 2) cannot give up on a prospect who is not going to buy when they could be focusing their efforts on more promising opportunities. We know we want an extrovert, sensor, thinker, and judger (ESTJ) but we cannot tell which ESTJ will make sound judgments under stress and which ones will maim everyone in his/her path when under stress. An employee with a "good" personality may be fun, social, energetic, and outgoing. However, having a "good" personality doesn't necessarily equate to success in the workplace. A "good" personality tells you nothing about the fact that the employee can also make errors in judgment due to lack of "clarity" when making decisions within their own biases. This is why people with varying personality styles can successfully perform the same job. It boils down to their ability to exercise clear and sound judgment in those situations their job/role presents on a regular basis.
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An employee with high emotional intelligence can manage his or her own impulses, communicate with others effectively, manage change well, solve problems, and use humor to build rapport in tense situations. These employees also have empathy, remain optimistic even in the face of adversity, and are gifted at educating and persuading in a sales situation and resolving customer complaints in a customer service role. This "clarity" in thinking and "composure" in stressful and chaotic situations is what separates top performers from weak performers in the workplace. As managers and business executives we have often asked ourselves the following questions: Why do certain employees get into accidents more often than others? Why do they violate company ethics and policies? Why do they ignore the rules of the organization? Why do they use illegal drugs while on the job? Why do some people cause conflict while others are so gifted at resolving it? Why do they put self-interest ahead of the organizational values? Why do some salespeople build large books of new business with ease while others struggle to do so even though they seem to be putting forth the required effort? In many cases the answer to the above questions lies in "emotional intelligence" rather than the individual's "personality type." EQ Competencies that Correlate to Workplace Success The following outlines a set of five emotional intelligence competencies that have proven to contribute more to workplace achievement than technical skills, cognitive ability, and standard personality traits combined. Social CompetenciesCompetencies that Determine How We Handle Relationships Intuition & Empathy: Our awareness of others' feelings, needs, and concerns. This competency is important in the workplace for the following reasons. Understanding others: an intuitive sense of others' feelings and perspectives, and showing an active interest in their concerns and interests Customer service orientation: the ability to anticipate, recognize, and meet customers' needs People development: ability to sense what others need in order to grow, develop, and master their strengths Leveraging diversity: cultivating opportunities through diverse people Political Acumen & Social Skills: Our adeptness at inducing desirable responses in others. This competency is important in the workplace for the following reasons. Influencing: using effective tactics and techniques for persuasion and desired results Communication: sending clear and convincing messages that are understood by others Leadership: inspiring and guiding groups of people Change catalyst: initiating and/or managing change in the workplace Conflict resolution: negotiating and resolving disagreements with people Building bonds: nurturing instrumental relationships for business success Collaboration and cooperation: working with coworkers and business partners toward shared goals Team capabilities: creating group synergy in pursuing collective goals Personal CompetenciesCompetencies that Determine How We Manage Ourselves Self Awareness: Knowing one's internal states, preferences, resources, and intuitions. This competency is important in the workplace for the following reasons. Emotional awareness: recognizing one's emotions and their effects and impact on those around us Accurate self-assessment: knowing one's strengths and limits Self-confidence: sureness about one's self-worth and capabilities Self Regulation- Managing one's internal states, impulses, and resources: This competency is important in the workplace for the following reasons. Self-control: managing disruptive emotions and impulses Trustworthiness: maintaining standards of honesty and integrity Conscientiousness: taking responsibility and being accountable for personal performance Adaptability: flexibility in handling change Innovation: being comfortable with an openness to novel ideas, approaches, and new information Self Expectations & Motivation- Emotional tendencies that guide or facilitate reaching goals: This competency is important in the workplace for the following reasons. Achievement drive: striving to improve or meet a standard of excellence we impose on ourselves Commitment: aligning with the goals of the group or organization Initiative: readiness to act on opportunities without having to be told Optimism: persistence in pursuing goals despite obstacles and setbacks Emotional Intelligence's Impact on the Bottom Line To date, many companies have focused their selection criteria and training programs on hard skills (e.g., technical expertise, industry knowledge, education) and the assessment of personality traits. Topics including competencies like stress management, assertiveness skills, empathy, and political/social acumen were never measured in the selection process or focused on in training and development programs. In reality, these are critical success factors that should not be dismissed, and have a direct impact on the bottom line. For example, the Hay Group states one study of 44 Fortune 500 companies found that salespeople with high EQ produced twice the revenue of those with average or below average scores. In another study, technical
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programmers demonstrating the top 10 percent of emotional intelligence competency were developing software three times faster than those with lower competency. Additional research unearthed the following success stories. A Fortune 500 company in financial services proved that their high EQ salespeople produced 18 percent more than the lower EQ salespeople. One recent study conducted by a Dallas corporation measured that the productivity difference between their low scoring emotional intelligence employees and their high scoring emotional intelligence employees was 20 times. A Fortune 500 Company had utilized personality assessments for candidate selection for years with little results in reducing turnover in their high turnover sales force. After turning to an emotional intelligence-based selection assessment and EQ training and development program, they increased retention by 67 percent in the first year, which they calculated added $32 million to their bottom line in reduced turnover costs and increased sales revenues. A large metropolitan hospital reduced their critical care nursing turnover from 65 percent to 15 percent within 18 months of implementing an emotional intelligence screening assessment. A community bank that reduced staff by 30 percent due to the sluggish economy assessed the remaining workforce for their emotional intelligence competencies, placed them in the right role for those competencies, and the bank is now producing more with less people. Lastly, through a series of recent studies conducted by ZERORISK HR, Inc., a correlation was found among low emotional intelligence and theft and shrinkage. One other study in the construction industry yielded results showing workers with low emotional intelligence had a higher likelihood of getting injured while on the job. All of these cases are starting to prove the value of having highly emotionally intelligent employees make up your workforce if you want a competitive advantage in this highly competitive business world. Imagine if you couldnt understand when your co-worker is angry or your friend is sad. This ability is referred as Emotional Intelligence. In the simplest terms, emotional intelligence (EQ) is the ability to perceive, control and evaluate emotions. There exist many different schools of thoughts while some give EI importance over IQ and suggest that emotional intelligence can be learned and strengthened, while others claim it is an inborn characteristic. Peter Salovey and John D. Mayer have been the leading researchers on emotional intelligence since 1990. In their influential article Emotional Intelligence, they defined emotional intelligence as the subset of social intelligence. Later Daniel Golemans book on Emotional Intelligence described that to be successful EQ is more important than traditional IQ measures. Emotional intelligence impacts many different aspects of your daily life, such as the way you behave and interact with your colleagues, customers, seniors and family. EQ matters more than our Intellectual ability (IQ) to effectively deal with these stakeholders as it helps in building stronger relationships, achieving career goals and successes at work. For better understanding we can say that there are two important aspects of EQ - Your ability to identify, control and express your emotions - Your ability to understand, interpret and respond to the emotions of others So now we probably know why people who are academically brilliant still are unsuccessful at work or socially inept or fail at building good relationships. Even employers have now realised that skills like Maths, verbal, and logical reasoning are not the enough to predict the ability of the employees. While cognitive skills (IQ) can get you in the company, but it is your emotional skills that help you thrive in the job. So how we can improve our emotional intelligence? 1- Self Awareness- Learn to recognise your emotions, understand their origin and segregate them into strengths and weaknesses. This will be the first step towards understanding your emotions. Your body language, facial expressions and other nonverbal signals gives important queues to understanding emotions. Self-awareness is the foundation to emotional intelligence. 2- Self Management Here you need to balance your emotions. For example, if in some situations you get angry than make a conscious effort to control your anger or if there are situations where you need to be more assertive than pull yourself to make your point. An important part in controlling your emotions is being able to recognise stress triggers and bring yourself back to calm and relaxed state. 3- Social Awareness- It is about understanding others emotions, accordingly adapt and provide response. For example, if your boss is acting angry, it might be because he is dissatisfied with your work; or it could be because he had a fight with his wife. In both these cases your response would be different. Keeping awareness about your surroundings, reaction of people is critical to providing a rational response to the situation. 4- Relationship Management- Effective relationship management can largely define your success at work. So you need to give importance to building relationships, maintain existing relationships and manage conflicts effectively. Be open and agreeable to others suggestions, respect difference of opinions, accept your mistakes and show empathy to others. Successful relationship management is the key to building strong emotional intelligence. To reflect the same on your Profile is an even more challenging job, because it is always hard to express abstract qualities and hence qualitative information in minimal words. To do the same, one youve mastered the above 4 tips, you must get on to the task of doing a SWOT analysis on yourself, note down your strengths, weaknesses, opportunities & threats and then include strengths and opportunities in your profile! This way, youd find yourself in a better position to have your EQ become complementary to your overall candidature and get you a step closer to your dream job!
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Current interest in "emotional intelligence" has raised the question of whether it is possible to improve the social and emotional competence of adult workers. Research in training and development, sports psychology, and behavior change suggests that it is possible, but the typical approach used in corporate training programs usually is flawed. Social and emotional learning is different from cognitive and technical learning, and it requires a different approach to training and development. Bringing Emotional Intelligence to the Workplace When the book, Emotional Intelligence, appeared in 1995, many business leaders agreed with the basic message that success is strongly influenced by personal qualities such as perseverance, self-control, and skill in getting along with others(1). They could point to "super sales persons" who had an uncanny ability to sense what was most important to the customers and to develop a trusting relationship with them. They could point to customer service employees who excelled when it came to helping angry customers to calm down and be more reasonable about their problems with the product or service. And they also could point to brilliant executives who did everything well except get along with people, or to managers who were technically brilliant but could not handle stress, and whose careers stalled because of these deficiencies. Business leaders well understood how valuable these "emotionally intelligent" employees are to an enterprise. But what about the many workers who lack these important emotional competencies? Is it possible for adults to become more socially and emotionally competent? Many business leaders are less certain about this question. For instance, the dean of a major business school, when asked about the importance of emotional intelligence at work, enthusiastically agreed that it was crucial. But when we asked him how his school attempted to improve the emotional intelligence of MBA students, he said, "We dont do anything. I dont think that our students emotional intelligence can be improved by the time they come here. Theyre already adults, and these qualities are developed early in life." On the other hand, there are those who seem to claim that they can raise the emotional intelligence of a whole group of employees in a day or less. Scores of consultants now are selling workshops and seminars designed to help people become more emotionally competent and socially skilled. Some of these programs are quite good, but others make unrealistic claims. The worst ones are those that involve a heavy reliance on inspirational lectures or intense, short-lived experiences and little else. So who is right the skeptics who believe that nothing can be done to improve emotional competence after the age of 15, or the hucksters who claim that they can turn emotional dunces into emotional Einsteins in an afternoon? As usual, the answer lies somewhere in between. A growing body of research on emotional learning and behavior change suggests that it is possible to help people of any age to become more emotionally intelligent at work. However, many programs designed to do so fail to recognize the difference between two types of learning. Two Types of Learning Training and development efforts in industry have not always distinguished between cognitive learning and emotional learning, but such a distinction is important for effective practice. For instance, consider the example of the engineer whose career was stymied because he was shy, introverted, and totally absorbed in the technical aspects of his job. Through cognitive learning, he might come to understand that it would be better for him to consult other people more, make connections, and build relationships. But just knowing he should do these things would not enable him to do them. The ability to do these things depends on emotional competence, which requires emotional learning as well as cognitive learning. Emotional incompetence often results from habits deeply learned early in life. These automatic habits are set in place as a normal part of living, as experience shapes the brain. As people acquire their habitual repertoire of thought, feeling, and action, the neural connections that support these are strengthened, becoming dominant pathways for nerve impulses. Connections that are unused become weakened, while those that people use over and over grow increasingly strong. When these habits have been so heavily learned, the underlying neural circuitry becomes the brains default option at any moment what a person does automatically and spontaneously, often with little awareness of choosing to do so. Thus, for the shy engineer, diffidence is a habit that must be overcome and replaced with a new habit, self-confidence. Emotional capacities like empathy or flexibility differ from cognitive abilities because they draw on different brain areas. Purely cognitive abilities are based in the neocortex. But with social and emotional competencies, additional brain areas are involved, mainly the circuitry that runs from the emotional centers particularly the amygdala deep in the center of the brain up to the prefrontal lobes, the brains executive center. Effective learning for emotional competence has to re-tune these circuits. Cognitive learning involves fitting new data and insights into existing frameworks of association and understanding, extending and enriching the corresponding neural circuitry. But emotional learning involves that and more it requires that we also engage the neural circuitry where our social and emotional habit repertoire is stored. Changing habits such as learning to approach people positively instead of avoiding them, to listen better, or to give feedback skillfully, is a more challenging task than simply adding new information to old. Motivational factors also make social and emotional learning more difficult and complex than purely cognitive learning. Emotional learning often involves ways of thinking and acting that are more central to a persons identity. A person who is told, for instance, that he should learn a new word processing program usually will become less upset and defensive than if he is told that he should
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learn how to better control his temper or become a better listener. The prospect of needing to develop greater emotional competence is a bitter pill for many of us to swallow. It thus is much more likely to generate resistance to change. What this means for social and emotional learning is that one must first unlearn old habits and then develop new ones. For the learner, this usually means a long and sometimes difficult process involving much practice. Oneday seminars just wont do it. Those who study training "have tended to consider all training the same, without regard to the purpose of the training or the type of learning involved." Some of the previous thinking about training, based largely on cognitive learning, is valid for social and emotional learning as well. However, the principles for social and emotional learning differ greatly from those that apply to purely cognitive abilities. A better source of guidance comes from research that examines social and emotional change processes more directly. Such research comes from many different fields, including sports psychology, psychotherapy and behavior change, and personal development. This research suggests a set of guidelines for the design of effective social and emotional learning. Conclusion It is possible for people of all ages to become more socially and emotionally competent. However, the principles for developing this type of competence differ greatly from those that have guided much training and development practice in the past. Developing emotional competence requires that we unlearn old habits of thought, feeling, and action that are deeply ingrained, and grow new ones. Such a process takes motivation, effort, time, support, and sustained practice, as the guidelines presented in this article make clear. The guidelines also suggest that the preparation and transfer-andmaintenance phases of the training process are especially important. Yet too often these phases are neglected in practice. Organizations increasingly are providing training and development that is explicitly labeled as "emotional intelligence" or "emotional competence" training. However, the guidelines presented here apply to any development effort in which personal and social learning is a goal. This would include most management and executive development efforts as well as training in supervisory skills, diversity, teamwork, leadership, conflict management, stress management, sales, customer relations, etc. Ideally, efforts to develop emotional competence would include all the elements we have identified here, but we realize that it often will not be practical to do so. Fortunately, the effect of adhering to the guidelines is multiplicative and synergistic: the more guidelines that trainers can follow, the greater and more lasting will be their impact. If the current interest in promoting emotional intelligence at work is to be a serious, sustained effort, rather than just another management fad, it is important that practitioners try to follow guidelines based on the best available research. Only when the training is based on sound, empirically based methods will its promise be realized.
REFERENCES
D. Goleman, Working with Emotional Intelligence (New York: Bantam, 1998). G. Edelman, Neural Darwinism: The Theory of Neuronal Group Selection (New York: Basic Books, 1987). S. I. Tannenbaum and G.Yukl, "Training and development in work organizations," Annual Review of Psychology, 43 (1992): 399-441. Irwin L. Goldstein, Training in Organizations (3rd Edition), (Pacific Grove, CA: Brooks/Cole, 1993). D. A. Kolb, S. K. Winter, and D. E. Berlew, "Self-directed change: Two studies," Journal of Applied Behavioral Science, 4 (1968): 453-471. D. R. Ilgen, C. D. Fisher, and M. S. Taylor, "Consequences of individual feedback on behavior in organizations," Journal of Applied Psychology, 64 (1979): 349-371. D. B. Peterson, "Executive coaching at work: The art of one-on-one change," Consulting Psychology Journal, 48 (1996): 78-86. E. A. Fleishman, "Leadership climate, human relations training, and supervisory behavior," Personnel Psychology, 6 (1955): 205-222. J. I. Porras, B. Anderson, "Improving managerial effectiveness through modeling-based training," Organizational Dynamics, 9 (1981): 60-77. J. E. Hunter, F. L. Schmidt,, & M. K. Judiesch, "Individual Differences in Output Variability as a Function of Job Complexity," Journal of Applied Psychology, 75 (1990): 28-42.
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Research Paper
Psychology
To Understand The Effectiveness of Cognitive Behaviour Therapy on Obsessive-Compulsive Disorder.
Nila Pratibha Babu
S.N.D.T Womens University Mumbai, Maharashtra.
Introduction: Obsessive Compulsive Disorder is an intriguing and disabling illness characterized by the presence of obsessions (unwanted thoughts, images or impulses) and/or compulsions (repetitive behavior) (Khanna et al, 1990). As recently as in the 1980s, OCD was considered to be a rare disorder that was hardly responsive to treatment. Much of the progress in understanding the OCD has occurred following the finding of the National Epidemiological Catchments Area (ECA) survey (Karno et al, 1988) that OCD is the fourth most common psychiatric disorder. An important additional impetus to the increased interest in diagnosing OCD is the availability of effective treatments. However, despite the high prevalence only a minority of the sufferers seeks professional help because of the secretive nature of the illness. Those who suffer from OCD often find it embarrassing to talk about their unwanted thoughts resulting in considerable delay in seeking treatment. By the time medical help is sought, many years of illness would have elapsed. Even after starting with pharmacotherapy they fail to adhere to treatment due to lack of knowledge about disorder. Hence with the help of Cognitive Behavior Therapy they understand the illness, the course and prognosis and the importance of treatment continuation. This leads to better outcome. Definition of Obsessive-Compulsive Disorder: The essential feature of obsessive-compulsive disorder (OCD) is the symptom of recurrent obsessions or compulsions sufficiently severe to cause marked distress to the person. The obsessions or compulsions are time consuming and interfere significantly with the persons normal routine, occupational functioning, usual social activities, or relationships. A patient with OCD may have obsessions or a compulsion or both. An obsession is a recurrent and intrusive thought, feeling, idea, or sensation. In contrast to an obsession, which is a mental event, a compulsion is a behavior. Specifically, a compulsion is a conscious, standardized, recurrent behavior, such as counting, checking, or avoiding. A patient with OCD realizes the irrationality of the obsession and experiences both the obsession and the compulsion as ego-dystonic (i.e., unwanted behavior). Although the compulsive act may be carried out in an attempt to reduce the anxiety associated with the obsession, it does not always succeed in doing so. The completion of the compulsive act may not affect the anxiety, and it may even increase the anxiety. Anxiety is also increased when a person resists carrying out a compulsion.
Definition of Cognitive Behavior Therapy: Developed by Dr. Aaron T. Beck, is a form of psychotherapy in which the therapist and the client work together as a team to identify and solve problems. Therapists use the cognitive model to help clients overcome their difficulties by changing their thinking, behavior, and emotional responses. Cognitive therapy has been found to be effective in more than 1000 outcome studies for a myriad of psychiatric disorders, including depression, anxiety disorders, eating disorders, and substance abuse, among others, and it is currently being tested for personality disorders. Techniques used in Cognitive Behavior Therapy for OCD: - Empirical research on OCD-specific beliefs has led to refinement of cognitive theories of OCD. This work has been paralleled by the development of CT protocols incorporating techniques to help patients challenge and modify the dysfunctional beliefs that maintain OCD symptoms (e.g., Freeston et al., 1996; Freeston & Ladouceur, 1997; van Oppen & Arntz, 1994; Wilhelm, 2000, 2001, 2003; Wilhelm & Steketee, 2002). Some examples of CT techniques found especially effective are briefly described below: i) Exposure and Response Prevention Technique: Contrived versus Uncontrived Exposure: In contrived exposure, the patient chooses to face a feared stimulus that could be avoided (i.e., it is the opposite of intentional avoidance). Avoidance behaviors should have been placed on the stimulus hierarchy, so that, when ready, the patient may chose a contrived exposure task in which he or she will on purpose seek out and stay in contact with a phobic object until habituation occurs. Preventing escape-avoidance (defined as bailing out in the middle of contrived exposure) is a response prevention (RP) procedure, with avoidance defined as a ritual in this case. In uncontrived exposure, the patient comes into contact with an OCD trigger that is essentially unavoidable, which usually results in the performance of rituals. The purpose of RP in uncontrived exposure is to prevent or modify the ritual. ii) Thought Stopping: Thought stopping is a technique that can be used to interrupt and sometimes stop obsessions and mental rituals (Emmelkamp, Bouman, & Scholing, 1989). The technique, which is simple to implement, involves jerking attention off OCD by introducing a powerful competing stimulus. Thought stopping has two basic components: 1) loudly shouting Stop! to oneself, while 2) simultaneously snapping a rubber band once against the left wrist. For eg, immediately following the Stop, the patient might tell
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herself that her brain is playing tricks on her again and that the worry thoughts she is experiencing are unimportant and can safely be ignored. Next, she would engage her mind on something to compete with the obsessive thought, such as a long math problem, remembering a recipe, or reading a funny story. iii) Fear Thermometer: The fear thermometer provides the patient with a tool for rating anxiety or other dysphoric affects. The fear thermometer is also used during exposure tasks to measure the patients anxiety until it attenuates, which in turn documents the success of the treatment strategy. iv) Explaining the Cognitive Model: Therapists explain that psychological distress (eg, anxiety, guilt) does not result from intrusive thoughts or certain situations per se, but rather from how the individual appraises and responds to such stimuli (Beck, 1976). Patients learn how dysfunctional appraisals and beliefs lead to negative emotional responses, and to behavioral patterns, (e.g. compulsions, avoidance) intended to neutralize anxiety or guilt. Finally, patients learn about the role of rituals and avoidance in the maintenance of OCD (eg, Salkovskis, 1985). v) Identification of Cognitive Errors: Patients are shown a list of common cognitive errors (eg, catastrophizing; always expecting the worst outcome), asked to identify which errors they engage in when interpreting stimuli and situations, and helped to generate alternative interpretations. vi) Cognitive Continuum: This technique assists patients with discriminating between the presence of an intrusion and the commission of a negative act. Using a visual analog scale from 0 (most moral person ever) to 100 (most immoral person ever), patients rate how immoral they are for having intrusive thoughts. Next, patients rate the morality level of other individuals who have committed acts of varying degrees of immorality (e.g. a serial rapist, abusive parents). Then, patients rerate themselves and reevaluate how immoral they are for simply experiencing intrusive thoughts. Methodology: To start with, detailed case history could be taken after that 10-15 structured and planned counseling sessions can be arranged with booster up sessions for future. The Yale-Brown Obsessive Compulsive Scale, developed by Wayne Goodman et al, is a rating scale to evaluate the severity of illness in individuals with obsessive-compulsive disorder (OCD) could be measured pre and post counseling sessions to check the symptom ratings before and after counseling sessions. Also Cognitive therapy scale 1980 by J. E. Young & A. T. Beck whose one of the most important functions is to identify the therapist's specific strengths and Weaknesses could be measured. Conclusion: Cognitive Behavior Therapy is increasingly described as the psychotherapeutic treatment of choice for children, adolescents, and adults with OCD (Berg, Rapoport, & Wolff, 1989; Wolff & Wolff, 1991). Unlike other psychotherapies that have been applied to OCD, CBT for OCD is based on a logically consistent and compelling relationship between the disorder, the treatment, and the specified outcome (Foa & Kozak, 1985). CBT has long been demonstrated to be a remarkably effective and durable treatment for adults with OCD (Dar & Greist, 1992); likewise, CBT can help the child to internalize a strategy for resisting OCD, which depends on a clear understanding of the disorder within a medical framework. While periodic booster sessions may be required, those who are successfully treated with CBT alone tend to stay well (March, 1995). Moreover, while relapse commonly follows medication discontinuation in OCD, March et al. (1994) found that improvement persisted in six of nine responders following withdrawal of medication, providing limited support for the hypothesis that behavioral therapy inhibits relapse when medications are discontinued.
REFERENCES
1. 2. 3. 4.
5.
Concepts and Controversies in Obsessive-Compulsive Disorder Edited by Jonathan S. Abramowitz, Mayo Clinic, Rochester, Minnesota and Arthur C. Houts, The West Clinic, Memphis, Tennessee. KAPLAN & SADOCKS Synopsis of Psychiatry Behavioral Sciences/Clinical Psychiatry Benjamin James Sadock, M.D. , Virginia Alcott Sadock, M. D. OCD in Children and Adolescents. A Cognitive-Behavioral Treatment Manual by John S. March and Karen Mulle Foreword by Edna B. Foa. http://www.beckinstitute.org/ http://www.nimhans.kar.nic.in/ocdclinic/home.hml
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Research Paper
Psychology
Mobile Text Messaging (SMS) and Personality

Dr.A.A.Ashtaputre Dr.S.N.Sisode
Dr. Babasaheb Ambedkar Marathwada University, Aurangabad, Maharashtra
self-conscious and paranoid (Devaraj et al. 2008). Highly neurotic people tend to be fearful, sad, embarrassed, distrustful, and have difficulty managing stress (McElroy et al. 2007). Openness to the experience Those who score high in openness have flexibility of thought and tolerance of new ideas. They actively seek out new and varied experiences and value change (McCrae and Costa, 1997). In the present study massaging text and extroversion are studied. The relation between the massaging and extroversion is studied here. Methodology Objective: To study the relation between the SMS content and the extroversion trait. Problem: To find out is there difference in extroversion trait in individual and the SMS content. Hypothesis: There is difference in the content of SMS of extroversion individuals. Sample: The sample consisted of both male and female. The age range of the sample was 20 to 30 yrs. All the sample was from urban area and their education was graduation and above. Total sample was of 30. Tool: NEO-PI test by McCrae and Costa was used for the research. The reliability and validity of the test was very high. SMS content it was divided in to two categories - 1. The massages which were conversations 2. was proverbs, pomes and sayings. Procedure of data collection: The psychological test was first administered. The respondents were asked to write their age and gender on the test sheet. After the completion of test it was collected and scored according to the manual and interpreted. The respondents were asked to write the recent sent 10 SMS i.e massages on a paper. Then these massages were categorizes as conversations and proverbs, pomes or sayings. Further the analysis was done.
A majority of Indians use mobile. One of the popular features of mobile is a text messaging. The availability of such technology has lead to the phenomenon of text massaging.( Herring 2004) this feature has grown in popularity over the past few years for many reasons. Texting is less expensive and convenient so it is used on a larger scale. One can communicate an idea directly. Cell phone users tend to carry their devices on their person a majority of their waking hours which leads to the convenience of instant connection. Wanting to stay connected through text messaging. The time intervals between text massages may also lend to individual perceptions of others in reaction to text messages. Text messaging is a catalyst in the relationship. Cell phones have created a new dimension in the way that we are able to connect. Since text messaging is a form of interpersonal communication it seems likely that it will be related to various aspects of personality. Butt and Philips (2008) found that individuals scoring high on neurotic and extroversion, and low on conscientiousness spent more time text messaging relative to other participants. Personality is a stable set of characteristics and tendencies that determine peoples commonalities and differences in thoughts, feelings, and actions (Maddi 1989). Many individual traits have been identified, but this study focused on the so-called Big Five personality factors: agreeableness, conscientiousness, extraversion, neuroticism, and openness to experience. Agreeablenees McElroy (2007) stated that people who score high on agreeableness are sympathetic, good natured, cooperative and forgiving. They help others and expect help in return. Conscientiousness The hallmark of the conscientious personality is self-control, reflected in a need for achievement, order, and persistence (Costa et al, 1991). Conscientious people actively plan, organize, and carry out tasks. They are strong-willed, deliberate, and reliable. Extraversion are describe as being sociable, gregarious, and ambitious. They are optimistic and seek out new opportunities and excitement (McElroy, et al. 2007). Those high in extraversion are social, active, and outgoing, and place a high value on close and warm interpersonal relationships. Neuroticism people tend to be anxious,
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Results and Discussion: The data of 30 was scored on extroversion and from that 29 respondents were extrovert and only one was introvert. So further the SMS of these 29 respondents were studied. The SMS were divided into conversations and proverbs, pomes or sayings. The extroversion were divided into highly extrovert and average extrovert. From the 29 extroverts 12 were highly extrovert and the 16 were average extrovert. Highly Extrovert Average Extrovert 12 16 Conclusion: Highly extrovert individuals use conversation SMS more than average extroversion. Average extrovert individuals use more proverb and others than highly extrovert.
N=29 From the 12 highly extrovert -9 respondents used conversations in their SMS and only 3 used proverbs and others. This means that 75% used conversations and 25% used proverbs. The average extroverts were 16 from that 11 respondents used conversations that means 69% used conversations while 5 respondents used proverbs and others which means 31%. Total Conversations Proverbs respondents and others Highly 12 9 3 extrovert Average 16 11 5 extroverts From this we can say that the average extrovert use massaging for conversation more than highly extrovert. Thus the hypothesis There is difference in the content of SMS of extroversion individuals. Is proven
REFERENCES
Maddi, S. R. (1989) Personality theories: a comparative analysis (5th ed.), Dorsey, Homewood, IL, 1989. McCrae, R.R.,and John, O.P. (1992). An Introduction to the five-factor model and its applications. Journal of Personality, 60, 175-215. McElroy, J. C., A. R. Hendrickson, A.. M. Townsend, and S. M. DeMarie. (2007) Dispositional factors in internet use: Personality versus cognitive style. MIS Quarterly 31 4, 809- 820. Costa, P. T., R. R. McCrae, D. A. Dye. (1991) Facet scales for agreeableness and conscientiousness: A revision of the neo personality inventory. Personality Individual Differences 12 9, 887898. Costa, P. T., R. R. McCrae. (1992) Revised neo personality inventory_neo pi-r_ and neo five- factor inventory _neo-ffi_ professional manual. Psychological Assessment Resources, Odessa, FL Devaraja, S.R. F. Easley, J. M. Crant. (2008)"How Does Personality Matter? Relating the Five Factor Model to Technology Acceptance and Use." Information Systems Research 19 1, 93-105.
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Research Paper
Psychology
A Psychological Study of Cognitive Style and Prejudice among Minority College Students.
Dr.N.V.Singapure Dr.Sudhir Padghan
Sharda College, Parbhani, Maharashtra D.S.M.college, Parbhani, Maharashtra
Methodology: Variables Independent Variables were gender and inhabitance of minority college students Dependent Variables were cognitive style and prejudice Sample:For the present research study the sample was confined from Parbhani District (Maharashtra-India) The whole sample comprised 80 minority college students, in which 40 students were considered under rural and 40 students were considered urban aria. Before finalized the sample of rural and urban groups it was taken into consideration that equal number of male and female college students. Tools used for data collection: Cognitive style inventory Dr.Praveen Kumar Jha(Bihar) Prejudice scale Dr.R.L.Bharadwaj & Dr. H.C.Sharma (Agra) Method of Analysis: Measure of central tendency Mean Measure of dispersion Standard Deviation Test of significant of difference between two means t test Control:- Only those minority college students were selected who were studying UG level. To control the sequence relevant variables, tests were administration in similar sequence. Data Analysis:Cognitive style of male and female minority college students. Mean S.D. t Male 77.41 6.13 1.73 Female 75.13 5.67 Cognitive style of rural and urban minority college students. Mean S.D. t rural 72.35 6.38 7.78** urban 84.17 7.18
Introduction:Cognitive style is a hypothetical construct that has been developed to explain the process of mediation between stimulus and response. The term cognitive style refers to the characteristic ways in which an individual conceptually organizes the environment. It is viewed that cognitive style refers to the way an individual filters and processes stimuli so that the environment takes on psychological meaning. Cognitive style is also understood in terms of consistent patterns of organizing and processing information. Coop and Sigel equated cognitive style with modes of behaviour rather than a mediating processes, they used the term cognitive style to denote consistencies in individual modes of functioning in veriety of behavioural situations. The term prejudice is derived from the latin word Prejudicium which means a premature judgment formation before due consideration of the facts. It is also known as a preconceived opinion or bias against a person or a thing and as an unfavorable attitude. Problem: What is the effect of gender on minority college students cognitive style? What is the effect of inhabitance on minority college students cognitive style? What is the effect of gender on minority college students prejudice? What is the effect of inhabitance on minority college students prejudice? Hypotheses: There will be no significant difference between male and female minority college students on their cognitive style. There will be no significant difference between rural and urban minority college students on their cognitive style. There will be no significant difference between male and female minority college students on their prejudice. There will be no significant difference between rural and urban minority college students on their prejudice.
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Prejudice of male and female minority college students. Mean Male Female 54.3 49 S.D. 13.72 1.64 15.15 t
Prejudice style of rural and urban minority college students. Mean S.D. t rural urban 51.34 63.17 13.13 4.17** 12.3
Results:The result of present study shows that the mean score on the cognitive style is significantly different for the rural and urban minority college students. Urban college students have obtained higher mean score(84.17) than rural college students(72.35),(t=7.78, 0.01 level) level of cognitive style is more in urban college students. The result of present study shows that the mean score on the prejudice is significantly different for the rural and urban minority college students. Urban college students have obtained higher mean score(51.34) than rural college students(63.17),(t=4.17, 0.01 level) level of prejudice is more in urban college students. The result of present study shows that the mean score on the cognitive style and prejudice are not significantly different for the male and female minority college students.
REFERENCES
1. 2. 3. 4. 5. 6. 7. 8.
Anna Anastasi (1982) Psychological testing ,New York:The Macmillan Co.Inc. Baron, R.A. (2001), Psychology, New Delhi: Pearson Education Pvt. Ltd. Bouma,G.D .(1994), The Research Process, London:Oxford University Press. rd Cochran, W.G.(1977), Sampling Techniques(3 ed.), New York: John Wiley. Cronbach, Lee J. (1990), Essential of Psychological Testing(5th ed.), New York: Harper Collins Publishers. Hunt, R.R., & Ellis, H.C.(2004), Fundamentals of Cognitive Psychology, New Delhi: Tata McGraw-Hill. Lahey, B.B. (2003), Psychology: An Introduction, New Delhi: Tata Mcgraw-Hill. Sternberg, R.J. (2006), Cognitive Psychology, Australia: Thompson Wadsworth.
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Research Paper
Psychology
A Comparative Study of Emotional Intelligence, Self-confidence Professional and Non-Professional College Students
More T. S.
Kohinoor Arts, Commerce & Science College, Khultabad (MS)
Introduction : Education is one of the most important facets of national life. It is the vital tool in attending economic independence and dominance, social stability and security, political integrity and harmony if viewed from a broader perceptive. It is the merely a means to the end of earning livelihood and social prestige, if viewed form a narrow perspective, as is generally the case. In any case, however, competency for the fruitful life is the goal of all education. While there is a growing tendency for the advanced education for every one the best jobs will still be available to those who are very well trained and are preferred to take risk and show alertness in seizing oppertunities. At present there is a great demand for professional education from almost all the classes of our society; Because professional education gives them better social status and chances for improvement; Generally students with high percentage of marks in qualifying examination opt for professional courses while the remaining join academic courses. Thus, students with high academic attainment in qualifying examinations seek admission in professional faculties, in general and Medical and Engineering, in particular. Rather, students with high academic attainment are selected for professional courses. Academic attainment is not only governed by intellectual equipment but also by personality variables. In our country there are different courses at the degree level all of which the don't involve professional training Infact there are very few colleges imparting professional training and education. The importance of professionalization of courses appears to have been realized by institutions, with her to engaged in importing instructions solely for a degree in , Commerce or Science with the growing industrialization, advancements in technologies and competition, it has become necessary for the youth of today to strive for a course which would ensure his livelihood through his professional training and education. He has faith that professional training will improve his earning ability, this ultimately we lead to self-respect, social status and social security. Emotional intelligence, self confidence, are the dependent variables and faculty is independent variable, in this study
Objectives of the study. The objectives of the present study are as under: 1. To compare Emotional Intelligence, selfconfidence of Professional (Medical & Engineering) and Non-professional (Arts & Commerce) College students. 2. To study gender differences in Emotional Intelligence, self-confidence. 3. To search association among dependent variables. Hypotheses tested in the Study. To attain the objectives of this study, following hypotheses were framed : 1. Non-professional college (Art's & Commerce) students have low Emotional Intelligence than the professional college students (Medical , Engineering) 2. Non-Professional college students (Arts & Commerce) have low self-confidence than the professional college students. (Medical, Engineering) 3. Girls have more Emotional Intelligence than Boys. 4. Girls have low self-confidence than Boys Emotional Intelligence : The concept of emotional intelligence was first introduced by Slovery and Mayer (1990). They defined it as the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use this information to guide ones thinking and action. (Mayer and Slovery, 1993). Golem an (1998) defined emotional intelligence as the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. After Goleman (1995) popularized the construct, it gained considerable public interest. Emotional intelligence is a relatively new term for a construct that complements the traditional concept of intelligence with an emphasis on the emotional, personal and social contributions to intelligent behavior (Dawda and Hart, 2000). People differ with respect to emotional intelligence (Mayer and Slovery, 1993), which has three aspects: a) the accurate appraisal and expression of emotion (in self and other people), b) the adaptive regulation of emotions (in self and other people) and c) the utilization of emotions to plan, create and motivate
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action (Salovey, Hsee, and Mayer, 1993). Much of the recent popular work suggests that emotional intelligence is highly predictive of an individuals general functioning and functioning within specific domains, such a career performance (Goleman, 1995). The work of Bar - On (1997) in the domain of emotional intelligence culminated in the publication of the emotional Quotient inventory (EQI). He defined emotional intelligence as an array of non-cognitive capabilities, and skills that influence ones ability to succeed in coping with environmental demands and pressures. (P.14) Emotional intelligence and emotional skills develop via training and remediation. Cooper and Sawaf (1997) defined emotional intelligence as the ability to sense, understand and effectively apply the power and acumen of emotions as a source of human energy, information, connection and influence. Emotional intelligence is comprised of four psychological processes : a) the ability to perceive, appraise and express and express emotion accurately b) the ability to access and / or generate feelings when they facilitate thought c) the ability to understand and use emotional knowledge affectively and d) the ability to regulate emotions adaptively and reflectively in ways that promote emotional and intellectual growth. Thus, emotionally intelligent individuals presumably are geared toward success in number of ways. Emotional intelligence involves the ability to monitor ones own- and others feelings and emotions, to regulate them and to use emotion based information to guide thinking and action. According to Goleman (1998) emotional intelligence consists of five basic emotional and social competencies. These are: 1) Self-awareness : 2) Self- regulation : 3) Motivation : 4) Empathy : 5) Social skills : Self-confidence : In general, self-confidence refers to an individuals perceived ability to act effectively in a situation to overcome obstacles and to get things go all right. It is a characteristic or an aspect of self - concept and should not be confused with self - concept itself. It is simply an attribute of perceived self. Like selfesteem, self-confidence is another self - construct. In a factor analytic study of self-confidence is another self - confidence. This factor had high projections on elements such as Confident, Valuable, Stable, Satisfied, etc. it is the perception of qualities such as these in himself that constitutes an individuals self confidence. Thus, self-confidence is an attitude which allows individuals to have positive yet realistic views of themselves and their situations. Self - confident people trust their own abilities, have a general sense of control in their lives and believe that with in reason, they will be able to do what they wish, plan and expect. Having self-confidence does not mean that individuals will be able to do everything. Self - Confident people have expectations that are realistic. Even when some of their expectations are not met, they continue to be positive and to accept themselves. Review of Literatures Tehan, M (2002) explored EI as predictor of graduation for older (age 30 plus) non traditional students in an alternative college degree completion program. The purpose of this study was to investigative the role that EI plays in gradational from such program. At test comparing the mean scores of the two independent sample group tested but failed to support the hypothesis that EI was a critical factor in determining successful completion of an alternative college degree program. Katyal And Awasth, E (2005); Studied gender differences in emotional intelligence among adolescents. Girls were found to have higher emotional intelligence than that boys. However the differences touched only 0.10 level hence finding are just suggestive of the trend. Tavani, C., and Losh, S. (2003) examined the relationship among students academic performance, expectations, motivations and self-confidence during a summer orientation at a larger southeastern university. Significant positive correlations were found among all variables. These variables were also all significant predictors of students academic performance. Gender had statistically significant effects on students expectations and self-confidence level. Ziegler et all, (2000) examined Predictors of self-confidence among girls and boys attending college preparatory schools prior to Initial chemistry instruction the result showed that girls had significantly lower of self confidence regarding chemistry than boys. METHODLOGY The hypothesis formulated for the purpose of this study were to be tested by collecting relevant data, Steps taken in this direction are described in the present chapter. Variables The dependent variables involved in the present investigation are Emotional Intelligence, self confidence. Educational faculty (Professional and nonprofessional) and gender are independent variable. Sample. The sample is drawn from the population of students taking collegiate education in Aurangabad and Nanded city. The sample consists of students of senior college. (Age between 17-21 years) It was chosen from the students belonging to Medical, Engineering, and commerce faculties.
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Boy s Girls Tota l Professional Medical Engineering 25 25 25 50 25 50 Non-Professional Arts Commerce 25 25 100 25 50 25 50 100 200
Tools Employed 1. Emotional Intelligence Scale (E.I.S.) (Hyde, Pethe and Dhar, 2001) 2. Self-confidence Inventory (Basavanna, 1971) Data collection The data were collected by the investigator personally from the local colleges on different occasions employing the tools. The tools were administrated in Manageable batchs of about 20-30, The testing sessions were about 2 hours duration with arrest pause of the Emotional intelligence, Selfconfidence. All tests were carried out in accordance with specific instructions. Given by the authors of the tests. Although the test carried with them printed instructions much emphasis was placed on oral explanations of these instruction, science the students are not ordinarily familiar with psychological test of these nature. A good deal of time was spent
before the actual administration of the test on explaining how it was to be answered only when the investigator was satisfied that the students had understood well what was expected of them they were allowed to start answering the test. The students were asked, to feel the personal data in the response sheet. Before writing the responses for the tests. Statistical Analysis 1. Mean 2. S. D. 3. Anova 4. Correlation CONCLUSIONS 1. Non-professional college (Arts & Commerce) students have low Emotional Intelligence than the professional college students (Medical & Engineering) 2. Non-Professional college students (Arts & Commerce) have low self-confidence than the professional college students. (Medical & Engineering) 3. Girls have more Emotional Intelligence than Boys. 4. Girls have low self-confidence than Boys
REFERENCES
1. 2. 3. 4. 5. 6. 7. 8. 9.
Ann Kathleen Burlew. (1982) The Experiences of black female in traditional and Non-traditional professions. Psychology of women Quarterly. Vol No. 6 (3) page No. 312-326. March 1982. doi:10.1111,J1471-6402.1982.T.B.00034.x Bansod. P.S. (1991) A Comparative study of personality Charactorstics & motivational pattern of professional (Medical & Engineering) non-professional ( Arts & Commerce )College students Unpublished Ph. D. Thesis. Marathwads University Aurangbad . Brackett, M.A. Mayar , J.D. and warner, R.M. (2004) Emotional Intelligence and its relation to every day behaviour personality and individual differences, Vol.36, 1387 1402 Bonnie, C.Dorsey (2004) Qualitative Exploration of timeless of Pursuits of higher education by non traditional female Baccaureates students in West Verginia. Chanda, N.K. (2001) Emotional intelligence test emotional intelligence at work; A professional guide by Dilip Singh, new Delhi Katyal, s; And Awasthi ; E (2005) Gender differences in Emotional Intelligence among adolescents of chondigarch Journal of Human ecology 17 (2) 153 - 155 Tavani, C. M; and Losh, S.C. (2003) Motivation, self confidence and expiations as predictors of the academic performance among high school students. Child study journal, Vol. (33) (3), 141 - 151. Tehan, M. (2002) Emotional intelligence as a predictor of graduation for older non traditional students in as alternative college degree completion program dissertation abstracts international Vol. 62 (10 - B), 4815 Zieglar A. Dresal m. and Schober .B. (2000) Predictor of self-confindence among girls and boys attending college prior to intail chemistry instruction psychologia - in - Erziehung - und - unterricht Vol. (47) (1) 66-75.
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Research Paper
Physical Education
Study on Sports Achievement Motivation among Men Hockey Players A Position-Wise Analysis
Mushtaq Mohammad Kutubuddin Shaikh Dr. V. Vallimurugan
Ph.D., Research Scholar (PT), TNPE&SU, Chennai Selvam College of Phy. Edu., Nammakkal-03
ABSTRACT The main objective of the present study was to analyze the sports achievement motivation level of men
hockey players among different playing positions. The standardized sports achievement motivation questionnaire developed by Kamlesh. M.L was used. To test the difference between the playing positions namely forwards (n=42), half backs (n=32) and full backs (n=46) analysis of variance (ANOVA) was used. In case of any significance of mean difference among the playing positions, and to find out which pair of group was better among the others, the Scheffes post hoc test was applied. The results reveals that there was significant differences on sports achievement motivation among men Hockey players pertaining to their playing positions namely forwards, halfbacks and full backs. It also indicates that half back players showed higher sports achievement motivation level followed by full backs and forward players. KEY WORDS: Sports Achievement Motivation, Playing Positions. Introduction Hockey is the national game of India, which is played in more than 132 countries around the globe. The game of Hockey gone through tremendous changes in the last three decades. Wein (1973) opines Hockey is a game, consisting of many skills with lot many variations being executed under constantly changing situations. According to Aggiss, (1984) the game is deeply influenced by the positional play. The Hockey players were classified according to their position of play and the forwards main job is to work together to score goals. The halfbacks main job is to provide a link between the forwards and the Fullbacks. The defenders main job is to stop the other team forwards from scoring goals. In order to differentiate the sports achievement level among various playing positions, the present study was formulated. The main objective of the study was to analyze the sports achievement motivation level of men Hockey players among different playing positions. Materials and Methods To achieve the purpose of this study totally one hundred and twenty men Hockey players were selected and their age ranged between 18 and 25. The data was collected during All India Inter-University Hockey tournament during 2012. The standardized sports achievement motivation questionnaire developed by Kamlesh.M.L (1983) was used. To test the difference between the playing positions namely forwards (n=42), half backs (n=32) and full backs (n=46) analysis of variance (ANOVA) was used. In case of any significance of mean difference among the playing positions, the Scheffes post hoc test was applied.
Results and Discussion The results were presented in the following tables, Table I
Mean and Standard Deviation of Sports Achievement Motivation Among Different Playing Positions of Men Hockey Players Sl.No Region Mean SD () 1 Forwards 27.81 4.39 2 Halfbacks 33.19 2.43 3 Fullbacks 29.35 3.21
The mean and standard deviation of sports achievement motivation were numerically presented in the above table-I. The mean sports achievement motivation level of halfbacks was better when compared with fullbacks and forward players. Table II Analysis of Variance of Sports Achievement Motivation among Different Playing Positions of Men Hockey Players
Sl. No 1 Variable Sports Achievement Motivation SOV BG WG df 2 117 Sum of Squares 542.88 1437.79 Mean Squares 271.44 12.29 Fvalue 22.09*
* Significant at 0.05 level of confidence It was very clear that the obtained F-value of sports achievement motivation was 22.09 which was greater than the table value of 3.07 for the degree of freedom 2 and 117. Thus it was concluded that there was significant differences between the different playing positions on sports achievement motivation level. In case of any significance of mean difference
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among the playing positions, the Scheffes post hoc test was applied. Table III Scheffes Post-Hoc test for mean Differences Between the Various Playing Positions of Men Hockey Players
Sl. No Means Variable Sports Achievemen t Motivation Forwards 27.81 27.81 --Halfback 33.19 --33.19 Fullbacks --29.35 29.35 MD 5.38* 1.54 3.84* CI
2.41
Conclusions From the analysis of the data, the following conclusions were drawn. 1. The results reveals that there was significant differences on sports achievement motivation level among Hockey players pertaining to their playing positions namely forwards, halfback and fullbacks. 2. The halfback players showed high sports achievement motivation level followed by fullbacks and forwards.
* Significant at 0.05 level From the above table it can be seen that the mean difference between forwards & halfbacks, halfbacks & fullbacks were 5.38 and 3.84 respectively, which was greater than the confidential interval value of 2.41, hence there exist significant difference at 0.05 level of confidence. The mean difference between the forwards & fullbacks was 1.54, lesser than the confidential interval value of 2.41, hence there exist no significant difference at 0.05 level of confidence. Figure 1 Sports Achievement Motivation Level among different Playing Positions of Hockey players 34 32 30 28 26 24 Forwards Halfbacks Fullbacks 29.35 27.81 33.19
REFERENCES
Aggiss, R. (1984) Coaching Hockey, The Australian way. Australian Hockey Association, Australia. Halvari, H. & Thomassen, T.O. (1997). Achievement Motivation, Sports-Related Future Orientation and Sporting Career. Genetic, Social, and General Psychology Monographs. 123. 3: 343. Kamlesh, M.L. (1983). Psychology of Physical Education and Sports. New Delhi: Metropolitan Books. Wein, H. (1973). The Science of Hockey. New Delhi: S Chand and co.
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Research Paper
Physical Education
A Study of Achievement Motivation and Physical Fitness of Group Success Oriented Vs Personal Success Oriented Players
Dr. Govind Boh Bohra
G.V. Pant University of Agriculture and Technology, Pant Nagar, Dist. Udhamsingh Nagar, Uttara Khand
ABSTRACT Present study aimed at examining the influence of sex, success orientation and physical fitness on the development of achievement motivation. Effective sample consisted of 320 Ss. They were players from V.B. Pant University of Agriculture and Technology, Pant Nagar, Dist. Udhamsingh Nagar, (Uttara Khand) and their age range was 19 to 20 yrs. Male female ratio was 1:1. Achievement Motivation was measured by Dr. B.N. Mukhrerjee's. Achievement Motivation Scale; Success orientation was measured by Zander's Personal Preference inventory. Fleishman's (1964) nine tests were administer to measure physical fitness. A 2x2x2 factorial design was used. Data were treated by Mean, SD, three Way ANOVA. All the three hypotheses got strong support. Male players had significantly more achievement motivation than the female players. The players who had individual success orientation had significantly better achievement motivation than those having predominance of group success orientation. Those players who are categorized as physically better fit had significantly better achievement motivation than those who were physically poor fit.
Introduction : Accomplishments of the sportspersons in the field of sports are the results of many factors associated with sports. These factors are physical as well as psychological. As physical fitness is necessary to acquire skill in any sport or game, psychological fitness is also more or less equally important in achieving the skill physical characteristics, sense acuity, perceptual and decision making process, acquired skills and developed abilities structure the human system for preparation for competition. The optimal state of arousal encourages the structure to function in a desirable way. But emotions and attitudes translated into motivational force accomplish more than this. They are responsible for the athlete's selection of particular sports activity over other possible activities at some point in his or her life. Achievement motivation is a striving to overcome challenges, improve oneself, attain excellence and accomplish more than others. Thus, it is a unique human drive. McClelland et al (1953) primarily investigated human motivation through the intensive study of a single motive, the achievement motive. They based their theory of motivation on the assumption that motives arise from changes in emotional states. Specifically, they define motive as, "A motive is the reintegration by a cue of a change in an effective situation (McClelland et al, 1953). The term "affect" is a traditional concept for denoting co native processes such as feeling, will, emotional and motivational states (Maslow et al.1953). According to definition motives arise when learned cues reinstate emotional states or feelings. They further argued that all motives are learned whether they are primary physiological drives or the social motives. Anything that is acquired or learned is definitely influenced by personal and environmental factors. For example, the need for achievement motivation or n-Ach (used by McClelland) is influenced by individuals wishes for what they want to achieve, their interest which influence the areas of achievements; past experiences, personality pattern, personal values, sex, socio-economic background, and even by the racial and caste background. Apart from personal factors there are many environmental factors such as parental ambitions, social expectations, peer pressures; sex appropriateness of aspirations; cultural tradition, social values and competition which influence the n-ach (Hurlock, 1997). In present study only sport persons (Players) were included. The study aims at examining the Achievement Motivation of sport persons, both males and females who differ in their physical fitness and in their orientation towards success i.e. who are group success orientated and those who are individual success orientated. Hypotheses : Male sport persons have significantly more achievement motivation than the female sport persons. Achievement Motivation is significantly more among personal success oriented sport persons than the sport persons having group success orientation. The sport persons who are physically more fit, have significantly more achievement motivation than those who are rated physically less fit sport persons. Method Sample The Universe of the study was restricted to all the players of V.B. Pant University of Agriculture and Technology, Pant Nagar, Dist. Udhamsingh Nagar,
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(Uttara Khand). At the initial stage the total sample consisted of 400 Ss. All of them were undergraduate students studying in their final year. In present study a 3 2 factorial design was used. So, the total sample of 400 Ss was distributed into eight classified groups. Male and female Ss were separated on the basis of sex. Those who were personal success oriented were classified in separate group, and those who were group success oriented were classified in another group. Finally, on the basis of the scores obtained on different physical fitness tests, the Ss were classified as physically better it and physically poor fit. However, when the sample was distributed in to eight classified groups to meet the requirement of a factorial design, many Ss were deleted and the effective sample, that was retained, consisted of 320 Ss only, of which half of them were males and remaining were females. Tool (i) Achievement Motivation Scale This scale was constructed and standardized by Dr. B.N. Mukhrerjee. It is a kind of projective technique. It consists of 50 incomplete sentences and each item is provided with three alternatives. The S has to select one of the three alternatives and complete the sentence. The reliability coefficients given by the author was 0.92. (ii) Personal Preference inventory This inventory was developed by Zander. It consists of 12 items. Each item is an incomplete sentence. It is to be completed by selecting one of the two alternatives provided with each of the incomplete sentence. The inventory is very much helpful in classifying the individuals into group success oriented Vs personal success oriented person. (iii) Physical Fitness Tests Nine different tests were administered on Ss. Fleishman (1964) suggested ten different tests to measure physical fitness of the sport persons. Of these ten tests only nine tests were used. The nine different test of physical fitness were extent flexibility, dynamic flexibility, shuttle run, hand grip, leg lifts, cable jump, pull ups, balance and six hundred meter runwalk. Soft- Ball Throw Test was not administered. Procedure of Data Collection The paper pencil scales were administered on small groups of Ss, comprising 20 to 25 Ss in each group. Before administering each scale, proper rapport was formed and the instructions laid down by the author of the scale were followed strictly. For administering all the nine tests of physical fitness appropriate instruments, such as meter scale, rod, tape, stop watch etc. were used. These tests were administered on the Ss in the playground. Results and Discussion Means and standard deviations obtained by the eight classified groups given in the following table. Careful examination of the standard deviations associated with the means reveals that in all the eight classified groups the distribution of achievement motivation scores is normal. Table 1 Means and SDS of Eight Classified Groups (Achievement Motivation)
GR S 0 SD A1 B1 C1 26.20 2.13 A1 B1 C2 21.45 3.40 A1 B2 C1 20.20 3.88 A1 B2 C2 16.77 2.99 A2 B1 C1 24.90 2.54 A2 B1 C2 18.70 3.44 A2 B2 C1 19.35 3.42 A2 B2 C2 18.30 3.55
A1= Male B1= Group success oriented C1= physically better fit A2=Female B2=Individual success oriented C2=physically poor fit Form the mean values it could be seen that group A1B1C1 had shown the highest achievement motivation among all the 8 groups (Mean =26.20, SD = 2.13). The poorest achievement motivation among all the 8 groups was shown by A1B2C2 (Mean =16.77, SD = 2.99). Even the groups are seen differing largely from each regarding their achievement motivation. However, only form the mean and SD, It is not possible to draw the conclusions correctly. Hence, the data were treated by three way ANOVA. The results are presented in the table 2. Table 2 Complete Summary of 3 Way ANOVA
Source of Variation A : Sex B : success orientation C : physically fitness AxB AxC BxC AxB xC Within : Error Total Ss 242.56 1037.75 1174.31 124.26 166.05 66.31 174.31 1699.99 4685.54 df 1 1 1 1 1 1 1 152 MSS 242.56 1037.75 1174.31 124.26 166.05 66.31 174.31 11.18 105.04** 11.11** 14.85** 5.93 15.59** F 21.70** 92.82**
ANOVA results show that all the three main effects are highly significant. Here main effects refers to the factor of sex was varied at two levels. It is associated with and F value of 21.70 which for 1 and 152 df is significant at 0.01 levels. It means that male players and female players differ from each other significantly, with regards two achievement motivation. If the means of these two major groups are examined then it is seen that male players are significantly superior to the female players with regards to achievement motivation. These findings are in live with the assumption of study. Main effect B refers to the success orientation. It was also varied at two levels i.e. individual success oriented and group success oriented. Main effect B is seen associated with F value of 92.82. This value is much larger than what is needed to be significant at 0.01 level, when the df are 1 and 152. Here also when we examine the mean scores obtained on
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achievement motivation, scale the individual success oriented players were found having significantly more achievement motivation than those players who were having groups success orientation. The third main effect C refers to physical fitness. It was believed that the player with better physical fitness have significantly more achievement motivation than those who are having poor physical fitness. Main effect C also yielded significant F value (F=105.04, df 1 and 152, p<0.01) Here, the Ss having better physical fitness had shown significantly high achievement motivation than the Ss having relatively poor physical fitness. The ANOVA results also show that all the three first order interaction effects and one second order interaction effect are significant. It means that, while evaluating the effect of any one of the three main factors on achievement motivation it is necessary to bring in the reference of other two main factors, because the three main factors are interdependent. Conclusions Male players had significantly more achievement motivation than the female players. The players who had individual success orientation had significantly better achievement motivation than those having predominance of group success orientation. Those players who are categorized as physically better fit had significantly better achievement motivation than those who were physically poor fit.
REFERENCES
Hurlock, E.B. (1997) Child Development (6th ed) Mumbai. Tata MCGraw Hill. Maslow, A.et al. (1953), cf Chaplin, J.P. and Krawiec (1974) Systems and theories of Psychology. N.Y Holt, Rinehart and Winston lnco. P. 456. McClelland D.C. ; J Atkinson; R. Clark and E. Lowell (1953). The Achievement Motive. N.Y.Applection.
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Research Paper
Physical Education
Personality of Individual Game Players and Team Game Players of Saurashtra University: A Comparative Study
Prabhanshu Awasthi
G.H. Gosrani College, Jamnagar, Gujarat
ABSTRACT The present investigation is an attempt to study the personality of individual and team game player. 200
players participated in study. There were undergraduate students of Saurashatra University (Gujrat) and their age was 19 to 22 years. Male female ratio was 1:1. Cattel's 16 PF test was used to measured personality. Data were treated by Mean, SD and 't' test. All the ten hypotheses got strong support. Team game players s had significantly more outgoing, more intelligent, more stable, more assertive, more tough minded, more Imaginative, more Experimenting, more Self sufficient, more Control, more Relax than Individual game players .
Introduction : In the modern age man has shattering all the previous records of different games and sports if we compare the performance with primitive days we will definitely come to conclusion that state national and international level is better. The crazy for victory is always there new records are no less predominant nations are concerned either for maintaining their supremacy in every sphere of life. Several reasons have been contributed to this, improved physical performance of modern men. The competitively sports have been highly specialized excellence, achievement, of high sport standards depends largely upon the different component of physical fitness and volume of training. In the past a great emphasis was laid on physical and hard training only in sports and the important psychological factors were ignored the expert in the field of sports started recognizing the importance of psychological factors which contribute so much to the physical fitness in sports. It is now taken for granted that psychological training is on integrated factory in building standard players for competitive sports this leads to discovery of new scientific method there has been on increased interest among biologists, anthropologists, physical educationists and sport coaches, in determining the effect of physical factors in different sports. Having explained to an extend necessity for the awareness and physiological and psychological makeup of human organism, the investigator proceeds to highlight the importance of psychological training in sports. The present study is an effort to add to the knowledge of sports for coaches, heads and leaders. Our boys and girls can achieve national and international triumphs only if they are scientifically trained. The study of psychological components is there for as on essential part of the scientific approach towards the development of training techniques in physical education and training in India. Success is very largely a matter of adjusting oneself to the changing environment facts of life psychology is a key note the success. Through the study it would be possible to pinpoint psychological compounds of success that can be applied in our sports performance. Hypotheses : 1. Team game players significantly more outgoing than individual game players. 2. Team game players are significantly more intelligent than individual game players. 3. Team game players are significantly more stable than individual game players. 4. Team game players are significantly more assertive than individual game players. 5. Team game players are significantly more tough minded than the individual game players. 6. Individual game players are significantly more imaginative than the team game players. 7. Team game players are significantly more experimenting than the individual game players. 8. Team game players are significantly more self sufficient than the individual game players. 9. Team game players are significantly more controlled than the individual game players. 10. Team game players are significantly more relaxed than the individual game players. Sample : The present study consisted of 200 hundred players those participating in interuniversity competition in Saurashatra University. Out of 200 players 100 wares individual game players and 100 were team game players. The age range of the Ss were 19 to 22 years. Male female ratio was 1:1. Tools : The 16 PF tests Cattells 16 Personality factor test will be used to measure the personality characteristic of team game players and individual game players. In the present study only 10 personality factors were selected. they were; Reserved Vs Outgoing, Less Intelligent Vs More Intelligent, Affected by Feelings Vs Emotionally Stable, Humble Vs Assertive, Tough Minded Vs Tender Minded, Practical Vs Imaginative, Forthright Vs Shrewd, Group dependent Vs Self Sufficient, Undisciplined Self Conflict Vs Controlled, Relaxed Vs Tense. Variables under study : In the present study several factor were studied the first important variable was team game players and
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individual game players and the ten other important variables were ten personality dimensions. Results and Discusses; The first characteristic was Reserved Vs Outgoing. Means and Standard Deviations obtained by the two groups of Ss are presented in Table 1. Table No. 1 Mean, S.D. and t-value of Reserved vs. Outgoing Factor
Groups Team game players Individual game players Mean 16.15 8.99 SD 1.21 1.29 t 39.11**
other. The Team game players had significantly more intelligent than Individual game players. The third personality dimension measured in the study was affected by Feelings Vs Emotionally stable. On this dimension low score denotes less stable and more score indicates emotionally stable. Table No. 3 Mean, S.D. and t-value of Feelings Vs Emotionally stable Groups Mean SD t Team game players 17.35 1.87 20.62** Individual game players 12.40 1.75 **Significant at 0.01 level On this measure if the score is less the individuals is consider emotionally less stable and large score means the pre dominance emotionally stabled characteristic. Considering this if the two groups are consider then the Team game players were found to relatively more emotionally stable than the Individual game players. The Team game players had a mean score of 17.35 and the associated standard deviation was 1.87 where as the Individual game players obtained a mean scores are 9.10 and the standard deviation was 1.29. It appears that the two groups differ largely on affected by feelings Vs Emotionally stable measured. Hence the data were treated by t tests. The computed value of t was 20.62 which is much larger than what is required to be significant at 0.01 level when the df are 198 . Since the calculated t value is significant it could be stated that the two groups differ significantly from each other. The Team game players had more emotionally stable than the Individual game players. The fourth personality dimension studied was humble Vs Assertive. On this dimension low scores denotes humble and more score denotes more assertive. Table No. 4 Mean, S.D. and t-value of Humble Vs Assertive dimension Groups Mean SD t Team game players 17.89 1.57 30.00** Individual game players 12.90 1.02 **Significant at 0.01 level In view of the above fact if the two groups are consider then the Team game players were found to be relatively more assertive than the Individual game players. The Team game players had a mean score of 17.89 and the associated standard deviation was 1.57 were as the Individual game players obtained a mean score of 12.90 and standard deviation was 1.02. It appears as the two groups differ largely on humble Vs assertive dimension. Hence the data were treated by t test of significant. The value of t was 30.00 which is larger than what is required to be significant at 0.01 level when the df are 198. Since the computed t value is significant it could be stated that the two groups differ significantly from each other. The Team game players had predominantly more assertive than the Individual game players. The fifth personality dimensions measured in study was tough minded Vs Tender minded. On this
**Significant at 0.01 level On this measure if the score less than the individual is consider having predominance of reserved characteristic and large mean scores means the predominance of outgoing characteristic. Considering this if the two groups are considered then the Team game players were found to be relatively more outgoing than the Individual game players. The Team game players had a mean score of 16.15 and the associated standard deviation is 1.21, whereas the Individual game players obtained a mean scores of 8.99 and the SD was 1.29. It appears that the two groups differ largely on Reserved Vs Outgoing measured. However whether the difference is significant or not cannot be judge on the basis of means and standard deviations. Hence the data were treated by t test of significant. The computed value of t was 39.11 which is much larger than what is required to be significant at 0.01 level when the df are 198. Since the computed t value is significant it could be stated that the two groups differ significantly from each other. The Team game players had significantly more predominance of outgoing characteristic than the Individual game players. The second personality dimension measured in the study is more Intelligent Vs Less Intelligent on this dimension also more score denote more Intelligence and less score indicates less intelligence. Table No. 2 Mean, S.D. and t-value of Less Intelligent Vs More Intelligent Dimension Groups Mean SD t Team game players 9.11 1.23 20.00** Individual game players 5.97 1.18 **Significant at 0.01 level The two groups are considers then the Team game players were found to relatively more intelligent than the Individual game players. The Team game players had a mean score of 9.11 and the associated SD is 1.23 where as the Individual game players obtain a mean score 5.97 and standard deviation was 1.18 it appears that two differ largely on Less Intelligent Vs More Intelligent measure. However whether the difference is significant or not cannot be Judged on the basis of means and standard deviations hence the data were treated by t tests of significant. The Computed value of t was 20.00 which is significant at 0.01 level when the df are 198. since the computed t value is significant it could be stated that the two groups differ significantly form each
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dimensions less score indicate tough minded quality whereas high score indicates tender minded. Table No. 5 Mean, S.D. and t-value of Tough minded Vs Tender minded
Groups Team game players s Individual game players Mean 12.35 14.00 SD 1.22 9.70** 1.45 t
The next personality dimensions measured in study was Conservative Vs experimenting. On this dimensions less score indicates conservative whereas high score indicates experimenting. Table No. 7 Mean, S.D. and t-value of Conservative Vs Experimenting Groups Mean SD t Team game players Individual game players 14.15 11.30 1.38 1.69 12.95**
**Significant at 0.01 level On this measure if the score is less than the individuals is consider having pre dominance of tough minded characteristic and large score means the predominance of tender minded characteristic. Considering this if the two group is consider than the Team game players were found to be relatively more tough minded than Individual game players. The Team game players had mean score 12.35 and the associated standard deviation is 1.22 where as the Individual game players obtained a mean score of 14.00 and standard deviation was 1.45. It appears that the two groups differ largely on tough minded Vs tender minded dimension. However whether the difference is significant or not cannot be judged on the basis of means and standard deviations. Hence the data were treated by t test of significance. The calculated t value was 9.70 which is much larger than what is required to be significant at 0.01 level when df are 198. Since the computed the t value is significant it could be stated that the two groups differ significantly from each other. The Team game players had significantly more predominance of tough minded characteristic than the Individual game players. The personality dimensions measured in study was Practical Vs Imaginative. On this dimensions less score indicates practical minded quality whereas high score indicates imaginative. Table No. 6 Mean, S.D. and t-value of Practical Vs Imaginative Groups Mean SD t Team game players s 11.55 1.43 6.50** Individual game players 12.85 1.42 **Significant at 0.01 level On this measure if the score is less then the individuals is considered having predominance of practical and large score means the predominance of imaginative characteristic. Considering this if the two group is consider than the Team game players were found to be relatively more practical than Individual game players. The Team game players had mean score 11.55 and the associated standard deviation was 1.43 whereas the Individual game players obtained a mean score of 12.85 and standard deviation was 1.42. It appears that the two groups differ largely on Practical Vs Imaginative dimension. Since the computed the t value is significant it could be stated that the two groups differ significantly from each other. The Team game players had significantly more predominance of practical characteristic than the Individual game players.
**Significant at 0.01 level On this measure if the score is less than the individuals is consider having pre dominance of conservative characteristic and large mean score means the predominance of experimenting characteristic. Considering this if the two group is consider then the Team game players were found to be relatively more experimenting minded than Individual game players. The Team game players had mean score 14.15 and the associated standard deviation was 1.38 whereas the Individual game players obtained a mean score of 11.30 and standard deviation was 1.69. It appears that the two groups differ largely on conservative Vs experimenting dimension. Hence the data were treated by t test of significance. Since the computed the t value is significant it could be stated that the two groups differ significantly from each other. The Team game players had significantly more experimenting characteristic than the Individual game players. The personality dimensions measured in study was Group dependent Vs Self sufficient. On this dimensions less score indicates group dependent quality whereas high score indicates self sufficient. Table No. 8 Mean, S.D. and t-value of Group dependent Vs Self sufficient Groups Mean SD t Team game players Individual game players 13.45 10.45 1.05 21.43** 1.31 **Significant at 0.01 level On this measure if the score is less the individuals is consider having predominance of group dependent characteristic and large mean score means the predominance of self sufficient characteristic. Considering this if this two groups consider then the Team game players were found to relatively more self sufficient than the Individual game players. The working had a mean score 13.45 and standard deviation had 1.05 whereas the Individual game players obtained a mean score of 10.45 and the standard deviation was 1.31. It appears that the two groups differ on Group dependent Vs Self sufficient measure. The computed value of t was 21.43 which is larger then what is required to be significant at 0.01 level when the df are 198 . Since the computed the t value is significant it could be stated that the two groups differ significantly from each other. The Team game players had significantly more self sufficient than the Individual game players. The personality dimensions measured in study was undisciplined self conflict Vs Controlled. On this
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dimensions less score indicates undisciplined self conflict quality whereas high score indicates controlled. Table No. 9 Mean, S.D. and t-value of Undisciplined self conflict Vs Controlled dimension Groups Mean SD t Team game players Individual game players 13.85 11.90 1.31 1.07 11.47** Table No. 10 Mean S.D. and t-value of Relaxed Vs Tense dimension Groups Mean SD t Team game players Individual game players 17.70 11.05 1.38 33.25** 1.54 **Significant at 0.01 level On this measure if the score is less the individuals is consider having predominance of relaxed characteristic and large mean score means the predominance of tense characteristic. Considering this if this two groups consider then the Team game players were found to relatively more tense than the Individual game players. The Team game players s had a mean score 17.70 and standard deviation had 1.38 whereas the Individual game players obtained a mean score of 11.05 and the standard deviation 1.54. It appears that the two groups differ on Relaxed Vs Tense measure. However whether the difference is significant or not cannot be judged on the basis of means and standard deviations. Hence the data were treated by t test of significance. The computed value of t was 33.43 which is much larger then what is required to be significant at 0.01 level when the df are 198 . Since the computed the t value is significant it could be stated that the two groups differ significantly from each other. The Team game players had significantly more tense than the Individual game players. Conclusions: Team game players had significantly more outgoing, more intelligent, more stable, more assertive, more tough minded, more Imaginative, more Experimenting, more Self sufficient, more Control, more Relax than Individual game players.
**Significant at 0.01 level On this measured if the score is less the individuals is consider having predominance of undisciplined characteristic and large means scores means the predominance of controlled characteristic. Considering this if this two groups consider then the Team game players were found to relatively more controlled than the Individual game players. The working had a mean score 13.85 and standard deviation had 1.31 whereas the non group of women obtained a mean score of 11.90 and the standard deviation 1.07. It appears that the two groups differ on undisciplined self conflict Vs Controlled measure. The computed value of t was 11.47 which is much larger then what is required to be significant at 0.01 level when the df are 198. Since the computed the t value is significant it could be stated that the two groups differ significantly from each other. The Team game players had significantly more controlled then the Individual game players. The next personality of characteristic measured in the study was Relaxed Vs Tense. On this dimension low score denotes relaxed whereas more score denotes tense.
REFERENCES
Maslow, A.et al. (1953), CF Chaplin, J.P. and Krawiec (1974) Systems and theories of Psychology. N.Y Holt, Rinehart and Winston lnco. P. 456. Morle J.T.1964,science of Educational Research ,Eurasia publication House Delhi . Kundu Dibakar, (1991), Modern Education Psychology Arya Book Depot, Karol Bagh, New Delhi 05
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Research Paper
Physical Education
The Effect of Selected Exercise on Anthropometric Measurement of Women of Gandhinagar City
Dr. Jagdish L Gothi
M.D.Sharirik Shikshan Mahavidhyalaya Sadara, Gujrat.
ABSTRACT An Research and Study of human as specially in case of women body composition has been introduced
late in the 20th century. The main objective was to see and study the effect of physical exercise in women's Anthropometric measurement I have also put forth my efforts to study the effect in this respect, Forty women were selected from Gandhinagar city. (aged between 30-40 years) and their samples were taken by purposive sampling method and divided into two main groups like Experimental and Control group of women. In this course of study of Anthropometric measurement variables like butt, belly,and thigh Twelve Week Training Programme was conducted and after training, measurement shows the difference between Control Group and Experimental Group . It was found that Experimental group was significant on butt, belly, and thigh
KEYWORDS: Anthropometric, Butt, Belly and Thigh

Introduction Since ancient times, people in India believed that the human body is indeed an instrument of dharma (shareeram madyam hi khalu dharmasadhnam). Hence the body is to be properly nourished and maintained. The principal of "A sound mind in a sound body " was not only accepted but also faithfully practiced. much when they lose weight. People who store fat below the belt will start accruing it above the belt too and they will start experiencing all the more immediate health threatening problems their apple shaped body experienced. The Apple body shape means body fat is stored around the middle- i.e. abdomen, chest and surrounds internal organs. Such as the heart is liked with health problems such as coronary heart disease, diabetes, stroke, high blood pressure and gall bladder disease. The shape is predominantly a male phenomenon: although women are more prone to develop an apple shape in mid- life, particularly after menopause. This is because the female hormones are present in much smaller amounts and so the shape tends to become more male. There is also evidence that abdominal fat develops when you are under long term stress. The hormone control is released during stress and it seems that high levels of cortisol in the body tend to encourage central fat to accumulate. Researchers at Yae University studied 60 women and found that the more stress they were under, the more fat they stored around their stomach. In other words the people most likely to develop an Apple body shapes are stressed men of any age and older stressed women. The apple shaped body effect can be minimized with a sensible diet, regular exercise and stress- reduction techniques. Women of above shaped fat is on thigh the part of leg between the hip and the knee its also call the long adductor muscle. The corresponding part of the hind leg of quadruped or other vertebrate animal. And the second part of fat on body is butt, the fleshy part of the human body that you sit. And the third part is belly. The part of body between the breast and thighs, containing the bowels. A kind of body tissue containing stored fat that serves as a source of energy, it also cushions and insulated vital organs, and its also call a wall of the abdomen .
There are two major types of body. One is Pear body shape. There are two major types of body-one is pear body shape and second is Apple body shape. People with a pear body shape have hips wider than their shoulders because their bodies store fat there and on the thighs. Pear shaped bodies carry their extra weight below the waistline, and do not seem to have as high a risk of developing health problems like diabetes, heart disease, stroke, high blood pressure the with an apple Body shape. Pear shaped people usually low fat in the upper body. So their Over all shape doesnt change
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Material and methods 40 women of Gandhinagar city were selected randomly of Gandhinagar District for the purpose of the study. There was two groups control experimental group. For this group A and B has made. Group A has given special excises of but,t belly and thigh . Taking into consideration, the above reviews, and the following physiological aspects was selected for this study Anthropometric measurement of body parts Result and discussion TABEL-1 The Difference of the significance of the Mean of Gandhinagar womens experimental and control group in the performance of Butt
NO 1 2 GROUP EXPERIMENTAL CONTROL PRE TEST 1.15 95..99 POST TEST 4.45 95.75 MEAN DIFFERRENCE 3.3 o.22 t ratio 6.48* 0.98
mean is 81.80. and post test mean is 82 .Mean difference of two group is experimental 0.25 and control group is 0.2 and t ratio of experimental group is3.33 and control group is 0.99 . which is significant at level 0.05 level .Therefore it can be said that there is significant for experimental group and control groups is not significant womens Belly medium TABEL-4 The Difference of the significance of the Mean of Gandhinagar womens experimental and control group in the performance of Belly low
NO 1 2 GROUP EXPERIMENTAL CONTROL PRE TEST 1.15 86.9 POST TEST 4.45 86.85 MEAN DIFFERRENCE 3.3 0.05 t ratio 5.57* 0.99
From table of butt it seems that experimental group mean is 1.15 of pre test and after giving training post test mean is 4.45 and control group pre test mean is 95.99 and post test mean is 95.75 .Mean difference of two group is experimental 3.3 and control group is 0.98 and t ratio of experimental group is 6.48 and control group is 1.14 which is significant at level 0.05 level .Therefore it can be said that there is significant for experimental group and control groups is not significant women's Butt. TABEL-2 The Difference of the significance of the Mean of Gandhinagar womens experimental and control group in the performance of BELLY HIGH
From table of belly low it seems that experimental group mean is 1.15 of pre test and after giving training post test mean is 4.45 and control group pre test mean is 86.9 and post test mean is 86.85 .Mean difference of two group is experimental 3.3 and control group is 0.05 and t ratio of experimental group is 5.57and control group is 0.99. which is significant at level 0.05 level .Therefore it can be said that there is significant for experimental group and control groups is not significant womens Belly low TABEL-5 The Difference of the significance of the Mean of Gandhinagar womens experimental and control group in the performance of Thigh near
From table of belly high it seems that experimental group mean is 5.00 of pre test and after giving training post test mean is 4.00 and control group pre test mean is 118.4 and post test mean is 118.55 .Mean difference of two group is experimental 1.00 and control group is 0.10 and t ratio of experimental group is 3.30 and control group is 0.14. which is significant at level 0.05 level .Therefore itcan be said that there is significant for experimental group and control groups is not significant womens Belly high TABEL-3 The Difference of the significance of the Mean of Gandhinagar womens experimental and control group in the performance of BELLY MEDIUM
NO 1 2 GROUP EXPERIMENTAL CONTROL PRE TEST 5.00 81.80 POST TEST 4.75 82 MEAN DIFFERRENCE 0.25 0.2 t ratio 3.33* 0.32
From table of Thigh near it seems that experimental group mean is 2.5 of pre test and after giving training post test mean is 2.4 and control group pre test mean is 39.25 and post test mean is 39.40 .Mean difference of two group is experimental 0.1 and control group is 0.15 and t ratio of experimental group is 6.83 and control group is 0.62. which is significant at level 0.05 level . Therefore it can be said that there is significant for experimental group and control groups is not significant womens Thigh near. TABEL-6 The Difference of the significance of the Mean of Gandhinagar womens experimental and control group in the performance of Thigh above knee
From table of Belly medium it seems that experimental group mean is 5.00 of pre test and after giving training post test mean is 4.75 and control group pre test
From table of Thigh above knee it seems that experimental group mean is 2.15 of pre test and after giving training post test mean is 2.1 and control group pre test mean is 49.95 and post test mean is 50.20.Mean difference of two group is experimental 0.05 and control group is 0.25 and t ratio of
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experimental group is 4.66 and control group is 1.16 . which is significant at level 0.05 level .Therefore it can be said that there is significant for experimental group and control groups is not significant womens Thigh above knee. Discussion of finding The t ratio of the Gandhinagar city womens experimental group in butt 6.48 which was significant at 0.05 level and control group in butt was0.98 which wasn't significant at 0.05 levels The t ratio of the Gandhinagar city womens experimental group in belly high is 3.30 which were significant at 0.05 levels and control group was 1.14 which wasn't significant at 0.05 levels. The t ratio of the Gandhinagar city womens experimental group in belly medium is 3.33 which was significant at 0.05 level and control group was 0.32 which wasn't significant at 0.05 levels. The t ratio of the Gandhinagar city womens experimental group in belly low is 5.52 which was significant at 0.05 level and control group was 0.99 which wasn't significant at 0.05 levels. The t ratio of the Gandhinagar city womens experimental group in thigh near is 6.83 which was significant at 0.05 level and control group was0.62 which wasn't significant at 0.05 levels. The t ratio of the Gandhinagar city womens experimental group in thigh above knee is 4.66 which was significant at 0.05 level and control group was 1.16 which wasn't significant at 0.05 levels. Therefore, statistical analysis shows that there is significant effect of exercise on experimental group. CONCLUSION Keeping in view the basic limitations, of the research work, conclusion shows that Exercise group loss inches in Butt, Belly and Thigh then control group
REFERENCES ACSM Fitness Book Leisure Press Champaign Illinois American College of Sports Medicine 1992 Arrows The complete Book of Exercise The Diagram Group Books Limited 1979 A penguin Book 2055 Physical Fitness Australia Bray George A . History of obesity Edited by Gareth Williams and Gamma Fruhbeck 2009 John Wiley & sons, Ltd Kamat's potpourri Research database 1996 /books/Kareducation M. Evans company The aerobics way A bantam book/ published by arrangement with, Inc November 1977 Tiwari Saket Raman and Rathor Chhote La, History of Physical Education Jalandhar: Publish by Yogesh Kumar sing 2006 Alan Maryon Obesity: the prevention, identification, Assessment and management of overweight and obesity in adults and children. National Institute for Health and Clinical Excellence, 2006 Available at: http://www.nice.org.uk/guidance/CG43 Crawford Maria A Healthcare providers should screen for obesity using the body mass index. COLLEGE OF NURSING in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE IN NURSING in the Graduate College THE UNIVERSITY OF ARIZONA Dennis M. Bier American Indians of all ages and both sexes have a high prevalence of obesity.A Masters Project Submitted to the Faculty of the COLLEGE OF NURSING THE UNIVERSITY OF ARIZONA 2 0 0 6 Jackson R. Sharmanand Central Advisory Board of physical Education and Recreation Rudd Center for Food Policy & Obesity, Yale University, New Haven, Connecticut, USA Kulie Teresa Obesity and Women's Health: An Evidence-Based Review University of Wisconsin, 777 S. Mills St., Madison, Kenneth Cooper the Aerobics News volume 3, Number 7, M.D., M.P.H Dallas, Texas Matthew A. McQueen, Americans are overweight, defined as a body mass index MD Department of Sports Medicine, Ochsner ClinicFoundation, New Orleans, LA 1201 S Clear view Parkway, New Orleans, LA 70121, (504) 736-4800
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Research Paper
Physical Education
The Need of Yoga for Physical Fitness

Bhagat S.B.
Anandrao Dhonde College, Kada, Tq. Ashti, Dist. Beed Maharashtra
ABSTRACT This paper is highlighting the yogic benefits for reaching optimum level of physical fitness of an individual.
In sports and general life. The human body needs sound relation to nature and its natural remedies which are available in our surround in this paper I tried to highlight the need of yoga and its benefits for human being to be in physically fit. Yoga is a procedure to control and advance the psyche and figure to increase great health, adjust of psyche and self-acknowledgement. Fitting comprehension and rehearse one can achieve the ideal level to keep physical fitness. Secret of serenity and clam of mind is depending upon physical fitness. Activity obtain from food and unwinding will furnish the sound mental and physical capacities of to human beings. I have chosen here for asanas for mental and physical fitness in brief. Practice of Yoga does not need any equipment and can be done daily. It is simple and given feeling of satisfaction. Introduction: Physical fitness is the capacity to do work; it is needed in every aspects of life. i.e. for sitting, standing, sleeping, reading. Dancing or any other major or minor, things requires energy. This energy is also needed in sports activity, can be improved by Yogic asana and kriya. The word Yoga comes from the Sanskrit word You which means to unite or to bind It is about the union of a persons own consciousness and the universal consciousness. The scientific inventions, technological developments and rapid processes of urbanization have improved the standard of bring forth varied range of materialistic sufficiency, comfort and enjoyment in human life. We see number of victimized people by cardiac disorders, respiratory ailments, diabetes and peptic ulcer is increasing day by day. Today medical research declares that 90 to 95% of physical disorders are due to stress and tension (zaveri and zaveri, 2006). Thats why natural life through the yoga is demand of today. Competition demands, huge hard work and sound will to win the match. Every field is connected with competition even in academic field or sports. Everybody is trying to get medals or a place in sports by any mean whether it is fair or unfair. In the field of Sports, Coaches, Sports Scientist, Physiologist, Psychologist are trying to find out the momentum of success for player. Science helps to develop maximum performance. But our own science i.e., Yoga is proved to be very helpful to thousand of players and sport men to have secret of serenity and improve performance. The World Health Organization has defined health as a state of complete physical, mental and social well-being, and not merely the absence of disease of infirmity. Normally we feel that if we are not till, we are healthy. Health is not simply absence of disease; it is something positive. Health is a personal affair. One must be interested in ones own health and there are numerous methods in yoga for keeping oneself healthy. By starting from the physical level by practicing asanas and pranayama we fell psychologically healthy; calmer, free from irritation and we have glimpse of what being healthy in spirit feels like. Occasionally we fell so happy that we lose all sense of the body, but at the same time we have a sense of wholeness. The word health means wholeness. When you lose your health, you lose your sense of wholeness. A loss of wholeness or iteration leads to disintegration. Vigor is the limit of a single physical framework to perform work, it is wanted in each parts of life. i.e., for strolling, utilizing, sitting, standing, dozing, perusing, Dancing or any possible major or minor, things needs vigor. This vigor could be enhanced by Yogic asana and Kriya. Physical fitness is a state of well being with flat danger of rash health issues and vigor to partake in an assortment of physical exercises. Physical Fitness: General fitness (a state health and well-being) Specific fitness (an assignment situated definition dependent upon the capacity to perform particular parts of games or occupations.) Physical fitness is for the most part realized through right nourishment, exercise, and rest i.e. yoga. Yoga is a practice that having significant part with individual to arrive at ideal level of physical fitness.
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There are different types of Yogas : Astanga Yoga Discipline of Mind Hatha Yoga- Discipline of Body and Prana Bhakti Yoga Discipline of Emotions Karma Yoga Discipline of Actions Gyan Yoga Discipline of Intellect Standard Yoga means : Proper unwinding Proper activity Proper inhaling Proper Diet Positive thinking and contemplation Profits of Yoga : Increased adaptability. Increased grease of joints, ligaments and tendons. Massaging the forms interior organs. Toning the muscles. Help in listening to and feeding the form. Also cools your brain. Help to decrease the weight. Yoga can improve focus. Help in evacuation of poisons in the form and support in relaxation. Yoga can expand your respiratory fitness levels. It can expand your respiratory fitness levels. It can expand our expiratory fitness levels. Provide an all encompassing methodology towards your welfare. Gives clearness to your consideration. Some Yogic Asanas with their benefits of Physical fitness :A) Paschimatanasana(Head to knee Pose) : Sit with legs extended. Bend the trunk forward and reach for the toes with both hands. Bend the elbows and try to touch the knees with the forehead. Maintain the position comfortably. Profits : Head to knee posture assists offset glucose levels and the metabolism. Improves adaptability of sciatic nerve and ankle, knee and hip joints. Increases adaptability of the trapezes, deltoid, erectus femoras and biceps. Stretches and reinforces pelvic support, hip joints, bear joints and Mobilizes joints and expands versatility in the lumbar spine. Strengthens and extends the hamstrings. Improves focus and mental continuance.
B) Poorna salabhasana(Full locust Pose) :- It is back bend, or spine stretch, using the strength of the upper and middle back to lift the weight of the legs as high as possible from a starting position face down on the floor. It improves flexibility and coordination and increases strength and stamina. Beginners may find that their shoulder and elbow flexibility is not sufficient to allow them to get the hands palm downright underneath the body. Profits : Firms muscles of the abdomen, upper arms, hips and things. Increase spinal strength and flexibility. Improves flexibility and tone of spinal muscles. Helps relieve and prevent lower backache. Helps cure or relive lumbago, rheumatism, arthritis and menstrual. Problems helps cure loss of appetite. Helps correct bad posture. Improves function of liver and spleen. C) Tadasana(Tree Pose) : It is the basic standing asana in most forms of yoga with feet together and hands at the sides of the body. There is some contention between different styles of yoga regarding the details of the asana which results in some variations. Although Tadasana is a very basic asana, it is the basis and starting point for many standing asanas. As such, Tadasana is important in the context of other asanas because it allows the body and consciousness to integrate the experience the preceding asana and prepare for the next. Further, as a common and fundamental asana, Tadasana can help develop habits for further practice and asanas. Asanas that help prepare for Tadasana include Adho Mukha Svanasana and Uttanasana. Urdhva Hastasana is a very similar asana with the hands raised above the head. Profit : Assists to remedying terrible carriage. Increases hip and knee adaptability and portability.
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Stretches spine. Releases stomach tension. Relieves lower back torment. Relieves lower back torment. Tightens gluteus muscles fitness. Balance between exercise diet and relaxation will provide the sound mental and physical capacities. Yoga has the potential power to make up healthy, add to our vigor, still most people lack the knowledge of systematic practice of yoga. If you do yogik procedures there will be miracules results. Practice of Yoga does not need any equipment and can be done daily. It is simple and gives feelings of satisfaction.
D) Shavasana(Corpose Pose) : Lie on the back with hands extended along the body. Keep the feet 40 to 50 cms apart allowing the toes to point outside. Place both the hands on the sides at about 15 to 20 cms. Distance from the body. The finger are in a semiflexed condition. Keep the head in a most convenient position. Close the eyes. Breathe a little deeply allowing the abdomen to move up and down. Attend to the flow of breath at the nose. Profits : Returns cardiovascular flow to typical Slow heart rate, decreases pulse. Teaches complete unwinding. Still and centres the brain. Remember, daily practice is more beneficial than intermittent practice. It is the continuity that is more important than the intensity of the practice. Start your practice slowly Progress gradually and stop at the point of discomfort. Yoga is a procedure to control and advance the psyche and figure to increase great health, adjust of psyche and self-acknowledgement. Fitting comprehension and rehearse one can achieve the ideal level to keep physical fitness. Equalize between activity abstain from food and unwinding will furnish the sound mental and physical capacities. Conclusion : Yoga is a process to control and develop the mind and body to gain good health, balance of mind and self realization. Proper understanding and practice one can reach the optimum level to keep physical
REFERENCES
1. Morrthy AM (2006) Yoga therapy. National seminar on Research Trends in Physical and Altemate Therapies. 2. Dr. M.L. Gharote. Applied Yoga. Kaivalyadhama S.M.Y.M. Samiti Lonavala, Dist. Pune 4100403. 3. T.D. Vimala. Stress Coping and Management Sonali Publications, New Delhi-1100022. 4. Acharya Keshav Dev. A Mystery. Acharya Shri Enterprises.
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Research Paper
Physical Education
A Study of Psychological Differentials of Sports Performance between District, State and National Rifle Shooters. Dr. Asmaparvin Sayyad Dr. Meenakshi R. Mooliya
Lokseva Arts & Science College, Aurangabad, Maharashtra M.S.Ms. College of Physical Education, Aurangabad.(M.S)
ABSTRACT The purpose of the present study was to find the A study of psychological differentials of sports performance between district, state and national rifle shooters. The present study was conducted on 300 rifle shooting players of India. Keeping in view the objectives, the players were categorized into three main groups: district (100), state (100), and national (100) rifle shooting players. The sample representing the district school players who participated in the district rifle shooting championship. The sample representing the state school players who participated in the state school rifle shooting championship. And national school rifle shooting championship. From the analysis of data it is found significance difference between national, state and district school rifle shooting players in the sports achievement motivation level. It is evident that national, state and district school rifle shooting players in sports achievement motivation test differed significantly, as they obtained F-value of 57.44 is much more than the tabulated value F0.05 (2,297) = 4.71. It is obvious that there is significant difference between national and state; national and district players on sport achievement motivation level at 0.05 level as the mean difference of 5.14 and 6.27 is higher than the critical difference of 1.22. Hence the null hypothesis is rejected and it was proved that district players have higher sports achievement motivation as compared to national and state rifles shooting player. But the mean difference of 1.13 between state and district medium students is insignificant at 0.05 level as critical difference of 1.22 is higher than the mean difference of 1.13.
Introduction Physical education also offers a unique setting in which to foster positive interactions among students. Through quality, structured activities and games, physical education can help students develop appropriate game play behaviors, such as treating equipment and players with respect, playing fairly with regard to etiquette and demonstrating good sporting behaviors. Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. The study of personality focuses on two broad areas: One understands individual differences in particular personality characteristics, such as sociability or irritability. The other understands how the various parts of a person come together as a whole. Achievement motivation is one type of motivation that helps to determine how and why an individual has behaved in a certain way. It investigates what gives some people drive and some dont. This has lead to research and to the development of achievement motivation theory. The need for achievement has lead many researchers to investigate why and what makes people do and achieve different things. Many wanted to explain the factors involved in high and low achieving personalities. METHODOLOGY The present study was conducted on 300 rifleshooting players of India. Keeping in view the objectives, the players were categorized into three main groups: district (100), state (100), and national (100) rifle shooting players. The sample representing the district school players who participated in the district rifle shooting championship, state school players who participated in the state school rifle shooting championship, and national school rifle shooting championship. As explained in the foregoing pages, the tests were administered to the three sample groups district school, state school, and national school rifle shooting players. The managers of all the teams were contacted personally and requested to permit their respective team members to serve as subjects for this study. Subjects were contacted personally when they were not busy and their sincere co-operation was solicited. Necessary instructions were given to the subjects before the administration of each test. At the same time research scholar motivated the respondents by promising to send a separate abstract of the conclusions of her study to each of them. It was clearly explained to the subjects that overall purpose of the study was to allow each subject to acquire deeper insight into her psychological functioning. Confidentiality of responses was guaranteed so that the subjects would not camouflage their real feelings. After making sure that subjects understood the general instructions, the questionnaires were distributed to the subjects. All the eight questionnaires were administered to all subjects under the direct supervision of the investigator. The questionnaires were administered in accordance with the instructions laid down in the manuals.
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The subjects were asked to read each statement of the questionnaire carefully. In case of doubts, they were clarified by the investigator and were asked to reply the question as per direction in the questionnaire. The approximate time taken to complete each questionnaire was about 30 minutes. However, no time limit was given for the various tests and the subjects were asked to response to each statement truthfully as soon as possible. The questionnaires were taken back after duly completed. Selection of Variable In the present study, care was taken to pin point the variables for psychological aspects, which were not only relevant but also closely related to the purpose of this study. Therefore, based on literary evidence, correspondence with the experts and scholars own understanding as well as keeping the feasibility aspect in mind besides importance of psychological aspects, the following variable were selected for the purpose of this study: Achievement motivation. Achievement Motivation: - It is an athletes predisposition to approach or avoid a competition situation. Criterion Measures To Assess Psychological Variable: The criterion measures adopted for the study were as follows: The total scores in Sports Achievement Motivation Test (SAMT) developed by Dr. M.L. Kamlesh assessed achievement motivation. The descriptions of the tools /questionnaires are as follow: Achievement Motivation: Sports Achievement Motivation Test (SAMT) developed by Dr. M.L. Kamlesh assessed achievement motivation. Achievement motivation is an athletes predisposition to approach or avoid a competitive situation. Achievement tests attempt to measure what an individual has learned his or her present level of performance. Sports achievement tests are particularly helpful in determining individual or group status in sports settings. Achievement test scores are used in placing, advancing or retaining students at particular grade levels. They are used in diagnosing strength and as a basis for awarding prizes, scholarship or degrees. The sports achievement motivation test is a selfevaluation questionnaire of twenty statements responses value of which extend from 0-40 in total. Each statement carries a maximum score of two and minimum zero. When the subjects ticked the high pole part, he/she was given two points and when touched to low pole, he/she earned zero. After constructing further studies by using SAMT the author has given the following classification criteria based on percent and points. Raw/mean score Classification 0-24 Low 24-30 Moderate Above-30 High Scoring: The SAMT carrying a test retest reliability as 0.70, in a test of twenty statements the response value of which range between 0 40. The validity SAMT with the actual performance of the athletes had been n worked out to be 0.55, which is marked. On the basis of percentile point norms suggested in the said test, subjects scoring below 24 could be characterized low in sports achievement motivation, those scoring below 30 but above 24 as moderate and those scoring above 30 as highly motivated4. STATISTICAL PROCEDURE Mean score and standard deviation of district (N=100), state (N=100), and national (N=100) and the sample (N=300) were calculated in all the eight variables i.e. Personality (Extroversion, Neuroticism), Sports Aggression, Self-Esteem, Sports Achievement Motivation, Self-Confidence, Social Adjustment, Locus of control and Self-Concept One-way analysis of variance was applied to find out the significance of mean difference among National (N=100), State (N=100) and Districts (N=100) players in each of the variable. This was followed by Least Significance Difference Test (L.S.D.) of Post-hoc comparison to determine the significance of difference between ordered paired means at 0.05 levels. Selection and Description of the Tools/Questionnaires The tools/questionnaires used in this study for the collection of the data were selected because they were found to be most reliable and have been widely used in the profession of physical education and sports throughout the world. The reliability and validity quotients as given in the manuals of the respective tests are as under: Table 1 Reliability and Validity Quotient of Various Test
S.No. Variables Test Reliability Validity
Achievement Motivation
Sports Achievement Motivation Test (SAMT)
.70
Face
From the analysis of data, it is found significance difference between national, state and district school rifle shooting players in the sports achievement motivation level. It is evident that
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national, state and district school rifle shooting players in sports achievement motivation test differed significantly, as the obtained F-value of 57.44 is much more than the tabulated value F0.05 (2,297) = 4.71. It is obvious that there is significant difference between national and state; national and district players on sport achievement motivation level at 0.05 level as the mean difference of 5.14 and 6.27 is higher than the critical difference of 1.22. Hence, the null hypothesis is rejected and it was proved that district players have higher sports achievement motivation as compared to national and state rifles shooting player. But the mean difference of 1.13 between state and district medium students is insignificant at 0.05 levels as critical difference of 1.22 is higher than the mean difference of 1.13. Conclusions The purpose of the present study was to find the A study of psychological differentials of sports performance between district, state and national rifle shooters. On the basis of the findings of the study, the following conclusions are drawn:. National players have higher achievement motivation in comparison to state and district rifle shooting players. State and district rifle shooting players are moderate to low on achievement motivation.
29.97 ACHIEVEMENT SPORTS 24.83 23.7 MOTIVATION

30 20 10 0
NATIONAL STATE DISTRICT
REFERENCES
1. Din, Feng S. (2005). Sport activities versus academic achievement for rural high school students. National Forum of Applied Educational Research Journal-Electronic Volume 19. 2. Kamlesh M. L. (1990). Constriction and standardization of a sports achievement motivation test. NIS Scientific Journal. 13:3, 28-29. 3. Rathee, Nirmaljit, Kaur and Singh, Jagbir (2011). Achievement motivation and adjustment patterns among international and national players of different team sports. Journal of Social Sciences. 7 (3): 369-374. 4. Ryska, Todd A. (2001). The impact of acculturation on sport motivation among mexican-american adolescent athletes. The Psychological Record. 51, 533-547.
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Research Paper
Physical Education
Effect of Drugs on the Physiological & Psychological Factors of Sportsman

Dr. Sonone U.P. M.S. Rathod
M.S.Ms. College of Physical Education, Aurangabad. (M.S) M.S.Ms. College of Physical Education, Aurangabad. (M.S)
ABSTRACT Nowadays sports attracting the attention of the people particular the youth to make a career in sports. The
sports star getting, fame, rewards and becoming the icons, role model for the young. The price money through agreement with their associations, clubs are increased much more, as the reason, athletes who participating in the competition wants to win at any cost. By using performance enhancing drugs or doping such as Anabolic steroids, diuretics, Beta Blockers etc. KEY WORDS : Banned Substance, Banned Methods, Substance under restriction, IOC and other bodies, WADA, Physiological & Psychological Introduction The use of performance enhancing drugs in human sport as commonly referred to by the term doping. Particularly by the organization that regulates completions, Most of the athlete using the performance enhancing drugs for the improvement in their performance. Doping is defined as the pressure in the human body of substance which are prohibited according to the list published by the international Olympic Committee and or the member of the International organization in question. The use of such substances, their presence in urine or blood samples, and the use of methods with the purpose of altering the result of an analysis of urine or a blood sample are prohibited. Pierre De coubertein, founder of the modern Olympic Games, started in 1896 in Greek, was the first to point out the necessity of protecting the sport form the danger use of performance enhancing drugs. History Talking performance enhancing drug or doping has a long history in sports. Since ancient times, Greek & Roman civilization used mushrooms and herbs to improve their performance, Later in the 19th century substances including alcohol, opium and caffeine were used. In 1904, a marathon runner nearly died from a mixture of brandy & strychnine, a poisonous substance that in small quantities acts as a stimulant. The recent forms of drugs have roots from World War II where Amphetamines where used by American soldiers & Germans used anabolic steroids to keep alerts and increase their aggressive behavior. In 1960 Olympic & the 1967 Tour De France, a cyclist used amphetamines & methadone were found. It was the 1968 Olympic games were the drug testing of contestants was began. Since then the International Olympic Committee IOC has continuously testing the competitors the most famous Olympic drug test came after the 100 meter dash at the 1988 summer Olympics in Seoul. Jamaican sprinter Ben Johnson set a world record of 9.79 second, but had his gold stepping from him when he tested positive for anabolic steroids. Johnson was not the only athlete to abuse drugs. Robert Voy, chief Medical officer of the United States Olympic Committee from 1985 to 1989, concluded that the only thing that separated Johnson from a great number of others who competed in Seoul in simple, he got caught. Definition Doping is defined as he occurrence of one or the antidoping rule violations set forth in code of Anti doping rule. Doping in sports is The administration to sportsmen or sportswoman, or the use of them, of pharmacological classes of doping agents or doping methods. Since the IOC has continuously testing the competitors and ban the following substances and methods. Banned Substance:i) Stimulants ii) Narcotics, doth natural & synthetic. iii) Anabolic agents. iv) Diuretic v) Peptide and glycoprotein hormones and analogs.
Banned Methods:I) Blood doping II) Pharmacological, chemical manipulation Substance under restriction:i) Alcohol ii) Marijuana iii) Local Anesthetics iv) Corticosteroids v) Beta blockers
or
physical
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IOC and other sporting bodies like ATP,WTA, FIFA, UEFA, national hockey league, notional Basketball Asso. , WWE, NFL, UCI, & European Athletic Asso. Banned these drugs. Why? Athletes are using drugs: In order to enhance their performance sportsman are using specified methods of doping which optimize the qualities needed for their sport, on the basic of various physiological, biological and psychological factors. Aerobic potential can be increased by increasing the bloods oxygen transfer capacity. Drugs are used to modify the metabolic process, to increased strength, muscular power, to improve technique, muscle mass to fight stress, facilitated sleep. Sports where body features or size, tall or short are important, such as body Building the shape of the body can be modified through hormonal manipulations. Factors Affecting or contributing to an Athlete and other sportsman missing drugs:1) Pressure of performance & progress, either from themselves or coaches or family. 2) Desire to cope with anxiety or stress. 3) Believe that other athletes are using drugs. 4) Lack of confidence, lack of knowledge regarding side effects. 5) Lack of training facilities, psychological support. 6) Financial rewards, prestige, popularity for outstanding performance. However, drugs are mainly used by the athletes because they have tremendous pressure to win from their parents, coaches, Association, Public and media. Measures:1) To form more agencies or organization like WADA (WORLD Anti-Doping Agency) 2 ) To conduct awareness programme, Educational workshops. 3) 4) Technology watch. Conduct medical as well as sociological survey. Doping is linked to a lock of objective information concerning the risks involved in the use of the most substances. Their positive effects are felt well before their negative side effects; it is difficult to convince athletes and coaches not to use them. Through the use of drugs to enhance performance is considered unethical having high health risks & denying the equality of opportunity for athletes. Conclusion : Due to rising finical stakes and the toughening of the competition for recognition and fame, athletes tend to search for additional ways of improving performances, even if it means disobeying the rules established by the sports federations. But the issue of drugs in sports not only affect athletes but their fans also successful athletes are seem as a role model for the young, many argue, that their actions may have the effect of increasing drug abuse among young people. For example, sales of androstenedione have surged more than 1000 percent since McGwire first admitted to using it. The concern for many people opposing the drugs in sports is the health of athlete. Because many performance enhancing drugs pose health risk. Stimulates can cause changes in heart rhythm and increased blood pressure. Anabolic steroids are linked with liver and hearth disorders, psychiatric disturbances, and reduced fertility. It is also against the sport sprit. Because the main of the Olympic is Not wining or loosing, but participating is important . The aim of the sports is to make every citizen healthy, make thinking positive, to create friendly atmosphere. Whether or not the use of performance enhancing drugs is somethings that can ever be fully stopped is one of the important issue, and every possibly steps should be taken to prevent it.
REFERENCES
Best j.w,1977,Research in Education, New Delhi Blachly m.d,1975,personality and Leadership behavior of selected student leaders,besertation abstracts international . Bleyer p.,1979,An attitude study of students in a community college, a state university and technical institute community. Carl E. willgoose, evaluation and physical Education, NewYork . Folx kalnean,1994,The methodology of social science,oxford University Herold M.Barro,Tense P.Brown ,Man and movement principles of Physical Education, Liberty of congress cataloging in publications of data. kote S.M.,kamble B.R.,Joshi M.S,2006 Principles and History of physical Education,chhya publishing House , Aurangabad. Morle J.T.1964,science of Educational Research ,Eurasia publication House Delhi . New encyclopedia of sporty by Ralph Hicock ,1977, mackrow Hill Book co. inc. N. J. New york. Varma D. R.,1970, A study of teacher training as catalyst of change in professional Attitutes of student teacher . Kundu Dibakar, (1991), Modern Education Psychology Arya Book Depot, Karol Bagh, New Delhi 05 zeigler Earle F. Philosophical FoundationsFor Physical Education, Health and Recreation Education Kochhar S. K. ,(1977),(Third Edition, Methods of techniques of teaching, Sterling Publisher p. Ltd..
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Research Paper
Physical Education
A Comparative Study of Anxiety Level between Cricket and Volleyball Men Players Aged 18 To 25 Years
Zende Vasant G Dr. Dube Pradeep B.
Pratisthan Mahavidalaya, Paithan, Aurangabad, Maharashtra M.S.M.s, College of Physical Education, Aurangabad (MS)
ABSTRACT Anxiety is a psychological and physiological state characterized by somatic, emotional, cognitive and
behavioral components. The root meaning of the word anxiety is to vex or trouble in either the absence or presence of psychological stress, anxiety can create feeling of fear, worry, uneasiness and dread. The purpose of the study was to compare the level of anxiety between cricket and volleyball men players aged 18 to 25 years. A total subjects were 80 nos., Cricket = 40 nos. and Volleyball = 40 nos. To find out their level of anxiety a test Social Anxiety Scale for Adolescents (SASA: La Greca, 1999: La Grece and Lopez, 1998) was administrated. T test was used to analyze the data. Result of the study revealed that there is a significant difference in the anxiety level in both the groups. The volleyball player is having lower anxiety level than cricket players
KEYWORDS: Anxiety Level, Players (Cricket And Volleyball), T Test

Introduction Anxiety is an arousal state of mind which has both negative and positive effects on sports performance. Anxiety is a psychological and physiological (e.g. increased activation of the autonomic nervous system) state characterized by somatic, emotional, cognitive (e.g. feeling of apprehension) and behavioral components. The root meaning of the word anxiety is to vex or trouble in either the absence or presence of psychological stress, anxiety can create feeling of fear, worry, uneasiness and dread. Anxiety is considered to be a normal reaction to a stressor. Excess anxiety may result in abnormal functions for the body. Everybody feels different anxiety and physiological and physical properties plays very important roles in this situation (spilberger 1996) Anxiety stats gradually and increase step by step. In case not controlled it rises and irritates the people. The main reason of anxiety are overweight, failure, inappropriate physical appearance etc., Anxiety indication may be bone pains, being tired, headache, nervous, poor sleeping, forgetting , hesitations etc. Physical activity is having a significant effect on mental health. It enhanced self concepts, self esteemed as indicated by increased confidence, assertiveness, emotions, stability, independence and self control. Although lower levels of anxiety have been reported for the young, who engage in physical exercises. Anxiety could be eliminated mainly by uses of physical exercises. Thus the present study investigated the comparison of anxiety level between cricket and volleyball players. PURPOSE OF THE STUDY The aim of the study was to compare the anxiety level between the cricket and volleyball men players. RESEARCH METHODOLOGY AND PROCEDURE The data was collected by Social Anxiety Scale for Adolescents. The Social Anxiety Scale for Adolescents (SASA: La Greca, 1999: La Grece and Lopez, 1998) is a 22 items (4 filler) self report measure answered to on a 5 point Likert scale (1= definitely not true and 5= definitely true). The following three subscales were factorially derived: 1. Fear of Negative Evaluation (FNE): It reflects fears, concerns and worries regarding negative evaluations from peers (8 items: e.g., I worry about what others say about me). 2. Social Avoidance and Distress Specific to new situations (SAD New): It consists 6 items; (e.g., I get nervous when I talk to peers I dont know very well) 3. Generalized Social Avoidance and Distress (SAD General): It consists 4 items; (e.g., Im quit when Im with a group of people) After the collection of all data. The Statistical Package for Social Science (SPSS) was used to analyse the data. T- test was used for comparison. SAMPLES A total number of 80 males were selected by simple random sampling in the age group of 18 to 25 years as the subjects from Pratishthan Mahavidalaya Paithan, District Aurangabad. Number 40 (n=40) was Cricket players and Number 40 (n=40) was Volleyball players.
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RESULTS The collected data from the samples was analysed by using t test and result is presented in the following table.
Sr. No. Sports Sample size Mean Standard Deviation t value
1. 2.
Cricket Volleyball
40 40
13.3750 14.8500
1.78 2.88
2.94
Table: The Mean, Standard Deviation and t value of anxiety level of Cricket and volleyball players. The table reveals that the mean value, standard deviation and t value of two groups that is Cricket and Volleyball men players. The t score on calculation is 2.94 which is greater than table value i.e., 2.02 and is significant at 0.5 level. CONCLUSIONS The study reveals that there is a significant difference in the anxiety level in both the groups. The volleyball player is having lower anxiety level than cricket players. Since the volleyball is played regularly throughout the year which leads to less anxiety. It is further concluded that playing the same game regularly can eliminate anxiety, tension and stress under pressure conditions.
REFERENCES
Proceedings of the International Conference Physical Activities and Sports for Global Peace and Development, 2011, New Delhi, pg nos. 153 & 210 Craft, L. et al. The relationship between the competitive state anxiety inverntory-2 and sport performance: A meta analysis. Journal of sport and Exercise Psychology, 25 (2003):44-65 Hann,Y.L., Emotions in Sports La Greca, A.M. Manual for the Social Anxiety Scales for Children and Adolescents Miami, 1999 KARSERAS, G. (2003) When you can manage your emotions, you can perform at your best [WWW] Available from: http://www.brianmac.co.uk/articles/scni6a9.htm COHN, P. (2006) Sports Psychology and Performance Enhancement [WWW] Available from: http://www.brianmac.co.uk/articles/scni34a6.htm Resources for Coaches. Association for Applied Sport Psychology. <http://appliedsportpsych.org/resourcecenter/coaches>. Retrieved from the website http://www.aaasponline.org/journal.html Retrieved from the website http://www.issponline.org/isspjournal.tpl
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Research Paper
Physical Education
A
Attaining Balance Health and Physical Fitness through Yoga: Review Analysis
Smita Dnyanoba Rodge
Research Scholar, Maharashtra.
ABSTRACT Today, universally the yoga has been accepted as a way rather a method to achieve the holistic health. The
art of happy living, involves our body, psyche, mind and soul. Physical education and health are reciprocal of each other. Physical fitness is the ability to carry out daily tasks with vigor and alternate, without undue fatigue and with ample energy to enjoy leisure time pursuits and to up and to persevere hardship under difficult circumstances where an unfit prison would give up. Yoga benefits mankind physically, mentally and psychologically as follows. Asthama, self awareness, mental performance, mood change, spiritually respiration problems, high blood pressure, pain management i.e. back pain, arthritis weight reeducation. It also helps individual to give up bad habits to solve social problems like family problems, environmental problems, employment problems, housing problems, and communal violence all these problems solved by yoga help in the building at good and healthy society as well as nation.
KEYWORDS: Balance Health, Physical Fitness, Yoga

Introduction: Meaning of yoga Yoga is an ancient art based on harmonizing system of development for the body, mind and spirit. It is a practical aid, not a religion. The word yoga comes form the Sanskrit root yuj, which means, to join or to yoke or to unite. Translations include joining, uniting, union, conjunction and means. It is also possible that the word yoga derives from yujir smaadhau, which mans contemplation or absorption. History of Yoga Vedic Yoga : The yogic teachings found in the mentioned Rig Veda and the other three ancient hymnodies are known as Vedic Yoga. Pre-classical Yoga: This category covers an extensive period of approximately 2,000 years until the second century. Pre-classical yoga also comprises many schools whose teachings can be found in Indias two great epics, the Ramayana and the Mahabharata. Classical Yoga: This applies to the eightfold Yoga also known as Astanga Yoga or Raja Yoga taught by Patanjali in his Yoga-Sutra. Post-classical Yoga: Post-classical yoga affirms the ultimate unity of everythings. Definitions of Yoga: yoga is the process of reuniting finite microcosmic individual self with the infinite. Absolute, Pure, Macrocosmic Consciousness, upgrading man into an, Superman, Goldman and ultimately Godhood. Yoga is exemplary uniquely Indian technique, helping man to develop a deep awareness of every vibrating and pulsation within, at the body, mind and intellect levels, by virtue of which he can master the forces internal and external. for most of the ills of man resulting from the so called modern living. Need of Yoga: Yoga is all about feeling good; feel the blood surging through veins, the energy pulsating though nerves, the bliss coursing through whole being. Yoga is apt for all, regardless of age, colour, caste, creed or religion; form the healthiest to the sickest, from the richest to the poorest, from the whitest to the blackest. Objective of Yoga: To maintain physical, mental and emotional equilibrium, to active physical and mental health, to improve the working capacity of internal organs, to improve brain working capacity, to improve blood quality means to improve percentage of HB, RBC, WBC, to improve cardiovascular, endurance respiratory capacity etc. to relax mental and physical mental stress, to improve eye vision, to improve physical ability and muscle strength, to adopt the good habits. Contribution of Yoga: Yoga exercises brings down stress and enhances powers of relaxation, boosts physical strength, stamina and flexibility. Bestows greater powers of concentration and self control. Inculcates impulse control. Helps in rehabilitation of old and new injuries. Intensifies tolerance to pain and enhancing mental clarity. Boosts functioning of the immune system enhances posture and muscle tone. Improves blood circulation. Results in health, glowing skin, Cleanses and improves overall organ functioning. Bestows peace of mind and a more positive outlook to life. Infuses a sense of balance and internal harmony. Best of all, yoga is highly therapeutic. Some of the ailments proven to be relieved, reversed and even healed through the practice of Yoga are acidity, allergies, Alzheimer disease, anemia, anger, anxiety, arthritis, asthma, back pain, bronchitis, cancer, carpal tunnel syndrome, chronic fatigue, colitis, common cold, constipation, depression, diabetes, epilepsy, eye problems, facial wrinkles, gastro intestinal disorders, headaches, heartburn, hemorrhoids, hepatitis, high bold pressure, hypertension, immune deficiency, impotence, menopause, menstrual cramps, migraines, multiple sclerosis, muscular dystrophy, nervous tension, obesity, osteoporosis, prostate, enlargement, sciatic, skin
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problems, sleep apnea, slipped disk, sterility, stiffness, stress, insomnia, intoxication, thyroid problems, kidney stones, stuttering and stammering, urinary tract disorders for women, vaginal infections and many more. Physical fitness: Physical fitness is defined as a set of attributes that people have or achieve that relates to the ability to perform physical activity (UPSHHS, 1996). Being physically fit has been defined as the ability to carry out daily works with vigor and alertness, without undue fatigue and with ample energy to enjoy leisure time pursuits and to meet unforeseen emergencies. Fitness means improved physiological state that leads to improved health and longevity. Health related Fitness : Cardiovascular ability : Bodys ability to take in oxygen, deliver it to cells, use it at a cellular level, to create energy for physical work endurance, strength, power. Muscular ability: Analysis of muscular capability endurance, strength, power. Flexibility: Ability of a joint to move through a specific range of motion. Body composition: Proposition of fat free mass to fat mass. Skill related fitness: Agility, balance, coordination, speed, power and reaction time. Need of physical fitness: Effective work, good health, face emergencies. Importance of physical fitness: Fitness is important for people of all groups, overall health, boosts energy, weight reduction, keep bones strong, sleep better, strong build, mental strength and personality development. Benefit of physical fitness : Improvise sleeps, improves body composition, increases bone density, decreases risk of injury, promotion, joint stability and strength, increase BMR, increases immunity, improves circulatory system health, decreases risk of disease (cancer, type ii diabetes), assist in stress management, decreases depression, improves self image, lose excess body fat, increase energy, improves athletic performance, injury and disease prevention, increase muscle mass and bone strength, wonderful stress reliever, improves flexibility, increases energy levels and stamina, helps regulate your appetite, postpones the process of aging, enhances quality of life, helps look better, helps sleep better. Releases endorphins which are responsible for our psychological well being also help in reducing pain, increase brain power by increasing serotonin levels in our brains, which leads to improved mental clarity and boosts self confidence, improves mood, and relives symptoms of depression. Modern parameters of physical fitness: The ability to exert force strength, along with optimum degree of join mobility, the ability to react or more quickly speed, to maintain function over time stamina, to achieve sport objectives, the ability to select and execute by effective and efficiency methods-skills, to have optimally motivated performance sprint. According to the sports medicine, the avoidance or minimizing of injuries effect of competition and training stress. Importance of physical fitness: Efficiency in work and performance, develop immunity power resistance to disease, efficient functioning of various systems of body, proper development of body. Health: According to the world health organization (WHO) the state of health is defined as a state of complete physical, mental, social and spiritual well being and not merely an absence of disease or infirmity. Dimensions of health: physical well being, mental and emotional well being, social well being, spiritual well being. Health is precisely the condition in which human being has full sensitivity and in which all his faculties are operating fully, to actively work towards this condition is to cure illness and to develop maximum health. For total health one should seek the truth by skepticism. The body mind system processes the innate power of recovering health and the logic method of curing human life aim at simulating it. Role of yoga in balance health: Yoga blends two states of tension and relaxation. The basic characteristic yoga is its use of mediation. A regular practice of yoga 30 to 50 minutes daily with faith in self carves a blessing in the from of spiritual illumination which slowly develop into awareness of reality. Review of Literature: Sambhaji (2009) concluded that Yoga is a process to control and develop the mind and body to gain good health, balance of mind and self realization. Though Yoga has the potential power to make up healthy and to our vigour, still most people lack the knowledge of systematic practice of Yoga. Diwanj et al. (2009) found that regular Yoga training for at least two weeks can be useful at some extent to improve concentration, emotional fitness, physical fitness and also students can develop the ability to cope up with mental stress. If Yoga can be practiced regularly for 25 minutes as the regular routine it can overcome regular routine it can overcome many more problems of students. Singh (2009) observed that Yoga as one of the ancient techniques which help in building physical and mental health of a person. It is a great science that has evolved in India centuries ago. This science combines the breathing techniques so as to produce the best results of human anatomy. Research methodology: Various yogic practices and asanas have been utilized by the research workers for attaining balance health and physical fitness. For examples, effect of selected asanas training programme of seven weeks on body fat percentage of 16% 18 years old students. The effect of physical exercise and yoga on obesity of men between 50 and 60 years. Stretching your body in new ways brings flexibility in back, shoulder, hips and hamstrings physical
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activity. The impact of yogic practices on selected psychological variables among sportsman. The Yoigc exercises group participated for a period of six weeks for alternate three days in a week. Use of Hathya yoga ( a static body postures) for improving mental skills. The effect of selected asamas along will Surya, Nameskar, Pranayamas, Om chaining and yoga Nidra on anxiety and self confidence. Results: Attainment of balance health and physical fitness through yoga A 2010 literature review of the research on the use of yoga for training depression said that preliminary research suggests that yoga may be effective in the management of depression. Both the exercise and the mindfulness meditation components may be helpful. A study on the effects of hatha yoga showed that the emphasis on breath awareness internal centering, relaxation, and mediation enables participates to learn to avoid mental and emotional blockages. These strategies helped participations experience lower stress and anxiety levels in addition to higher quality of life scores. Yoga exercise helps to increase life expectancy, makes live an abundant, vibrant and longer life. Increases body flexibility; driving away aches and pains, and helps to delay signs of aging. Improves general health; regular exercise take fewer off from work. Improves cardiovascular efficiency and health in all its dimensions. Increases lean body mass and decreases unwanted body fats, thereby giving a slim and trim look, Increases strength, stamina and muscular endurance, so vital for sport. Increase productivity and energy level. creates a sense of well being and ensure better sleep. Regulates digestion, circulation, respiration and all vitally important parameters of health and fitness. Improves body tone, and reduces the risk of osteoporosis, Keeps high blood pressure in check, and reduces the risk of cardiac disorders. Improves sleep and help to relive depression. Improves body posture and body mechanics, thereby machining reasonable energy costs. Prepares for handling emergencies. Improves sex life, which is one of the basic needs of life, reduces stress and tension, aids relaxation and ensures total well being. Improves concentration, so as to perform better at home and at work. Conclusion Yoga is the best medicine for all kinds of ailments. It is the grater reverser of human mind, body and soul. It help to make an individual physically and mentally active. Thats why it is very important for everybody to perform yoga regularly to remain fit and levity for the whole life.
REFERENCES
Diwanji, S. N., B. D. Salvi and R. D. Mishra (2009). Impact of Yoga on fitness components of college students. Asian J. phy. edn. and comp. Sci. in sports. 1(1) : 313-315. Gharote, M. L. (1987). Effect of everyday and alternate day yoga training on the physical fitness of school children. Ayurved and yoga, 7 (17) : 9-15. Sambhaji, O. P. (2009) Yogi practices to develop sports performance and benefits of Yoga. Asian J. phy. edn. and comp. Sci. in sports. 1(1) : 218-220. Tiwari Subhod. The Kaivalyadhama and off shoots. 5th international conference on advances in Yoga research education and therapy, Lonavala Kaivalyadhama, Souvenir 2006, p.46. Singh, G.C. (2009) Yoga health and physical fitness. Asian J. phy. edn. and comp. Sci. in sports. 1(1) : 367-368. U.S. Department of health and human services. Physical activity and health: a report of the surgeon general, Atlanta: U.S. department of health and human services, centres for disease control and prevention, national centre for chronic disease prevention and health promotion, 1996.
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Research Paper
Physical Education
Yoga and its Importance

Leela Sukhdeo Bansode
Shri Muktanand College, Gangapur, Maharashtra 7. Samdhai. Objective of Yoga: To maintain physical mental and emotional equilibrium. To active physical and mental health. To improve working capacity of internal organ. To improve brain working capacity. To improve blood quality means to improve percentage of RBC.WBC To improve eye vision . To improve physical ability and muscle strength. To adopt the good habits To improve cardiovascular, endurances respiratory capacity etc. Modern life : To this one may add also a moral dimension as an ethical question and ask to what extent in the process of modernization and conquering nature have we deviated the ability to conquer ourselves? Has the struggle for survival meant that the modern man has become a slave to selfishness ,bound by his own desires and his whims ? have we lost all the things of very special value to human beings such as interpersonal relation the anxiety to look after the well being of others the spirit of being of selfless services to other? Have we lost these? So when one things modern life one can think in terms of a great degree of optimism and at he same time an equal degree of permission. one can be so please that we live today at a time when there seems to be nothing that man cannot conquer ,May be there are still some disease that challenge him ,may be there are still certain places in the universe where man would like to be and still he has not developed his technology ,to be there but it appears as if all there are within reach of man with this optimism about mans capacity comes the pessimistic aspect that we have in the process. In modern life mens life style has undergone a change, suffering various kinds of the disease like blood pressure, mental disease ,It is relevant to modern life . Asanas Benefit Physical Benefit: It is often said that you are as young as yours spine asanas initially focus an increasing and maintaining flexibility of the spine to ring and rejuvenating the nervous system ,the gentle stretching
Introduction: Yoga originated in India from the Sanskrit word yuj meaning union between mind , body , sprit Include ethical discipline ,physical posture ,breathing control and meditation .one of the most detailed and through exposition on the subject is the yoga sutra of patanjali ,which defines yoga as the stilling of the changing states . Yoga is an ancient system of technique for all round health and well being of the individual these technique have been tested and refined over thousands of years and are available to anyone willing to learn them .The scientific and easy to learn exercise provide a practical, natural and holistic way to achieve health and vitality . It has becomes a universal language of the spiritual exercise , every day millions of the people practise yoga to improve their health and overall well being . Yoga builds strengthens the body through a series of postures and stretches it views the person as a whole as unique combination body, mind and consciousness or soul and its technique maintain that body ,mind soul harmony . Yoga exercise have a strengthening effect on the nervous system through its non tiring physiological activities that brings about poise of the body and mind .Unlike the normal workout that concentrate more on the inflation of the muscles ,Yoga takes care of every little part of anatomy . Physical : Through healing ,strengthening ,stretching and relaxing the skeletal muscular digestive cardio vascular ,glandular nervous system Mental : Through the cultivation of a quite and a peaceful ,mind and alertness ,concentration Spritual : By preparing for meditation . Eight limbs of Yoga: The main objective of the yoga is to help the practitioner cultivate an awareness of self .It describe the inner working of the mind and provide eight steps to control its restlessness to enjoy the lasting peace. Each part ultimately brings completeness to the individual .There are eight limbs of the system found in the famous yoga sutras of patanjali .i.e. 1. Yama 2 .Niyam 3 Asanas 4. Pranayama 5. Pratyahara 6 Dharana
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,twisting and bending movements brings flexibility to the others ,joints and musle of the vody as well as massaging the glavds and organ .Circulation is also improved ,ensuring a rich supply of nutrients and oxygen to all the cells of the body . Ageing : Yoga stimulation the detoxification process within body ,Detoxification has been shown to delay aging among many other health benefits . Posture: The very nature of yoga teaches the practitioner how to hold and control ones body in a more healthful position ,through consistent practice ,your posture will improve so that you look more confident and healthy . Strength: one of the premises of yoga is that you are using the weight of your own body for overall strength , with a strong body core ,you receive better posture and overall body strength ,A strong core helps heal and reduce injuries ,thats why a lot of athletes do yoga as cross training . Immunity: Yoga practise has frequently been co related with a stronger immune system it impove the capacity of the WBC cell to fight against the foreign Mental Benefits : Increase memory conctration and intellectual capacity enhances all the sensory faculties steady posture free the mind from disturbances caused by physical movements ,promoting steadiness of mind balancing the emotions and improving yours outlook on life . Due to strong mind body connection, yoga can help improve emotional health . Stress reduction: the concentration required during yoga practise tends to focus your attention on the matter at hand thereby reducing the emphasis you may have been putting on the stress in your life. Concentration: it results in better concentration and more motivation. Pranic Benefits: Asnas work in much the same way as acupuncture or shiatsu but the yogic system of panic balancing is more suitable ,to gain the benefit they will last longer ,The different poses put pressure on various points ,purifying and strengthing the nadis . Emotional Health Benefits : Due to strong mind body connection ,yoga can help improve emotional health , Stress Reduction : the concentration required during yoga practise tends to focus your attention on the matter at hand ,thereby reducing during yoga practise tends to focus your attention on the matter at hand thereby reducing the emphasis you may have been putting on the stress in your life . Anxiety: One benefit to the controlled breathing used in yoga is a reduction in anxiety learn more about how you can use yoga breathing to reduce your anxiety. Depression : The negative energy is n longer stuck within you during some types of yoga exercise but released through exercise ,Regularly releasing this negativity leads to reduction of depression
REFERENCES
Yoga: In synergy with medical sciences ,Acharya Balkrishna Published by Divya Prakashan Mahaboojan A.and Viswejan V.Sports training Published Khel Sahitya Bouchard C.and Shepard RJ 1993 Physical Activity Fitness And health :The model and key concepts :In champaign Kinetics11-24
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Research Paper
Physical Education
Role of Pranayam
Dr. P.K.Patel
Nowrosjee Wadia College-Pune, Maharashtra.
Introduction : Pranayama is a Sanskrit word meaning "extension of the pr a or breath" or, "extension of the life force". This word is composed of two Sanskrit words, Prana, life force, or vital energy, particularly, the breath, and "ayma", to extend or draw out . The origins of this yogic discipline lies in ancient Bharat and what is known as present day Hinduism. Pran Pran is a subtle invisible force (high valence ion charged oxygenated air) - is the life-force that pervades the body. It is the factor that connects the body and the mind, because it is connected on one side with the body and on the other side with the mind. It is the connecting link between the body and the mind. The body and the mind have no direct connection. They are connected through Pran only. Swami Chidananda Saraswati Yog Yog primarily works with the energy in the body through the science of pranayam or energycontrol. Pran also means breath. Yog teaches how to still the mind through breath-control and attain higher states of awareness. The higher teachings of yog take one beyond techniques and show the yogi or yog practitioner how to direct his concentration in such a way as not only to harmonize human with divine consciousness, but to merge his consciousness in the Infinite. Paramahansa Yogananda Pranayam aims at bringing the involuntary functions of the respiratory mechanism within human control. The term pranayam has been constituted by two words: Prana + Ayama. Prana is the vital force which pervades the whole cosmos. Prana is more subtle than air and can be defined as the energy essence that is within everything in the universe. Prana is the principle of development and sustenance both of the nervous and cellular tissues of the body and the mind. In the process of breathing when the prana air is inhaled, definite action takes place. One is related to the ingestion of oxygen into the alveoli and the other to the ingestion of the nervous energy into the brain system. PRANAYAMA: HOW TO DO
A. BHASTRIKA PRANAYAM Sit in Sukha Asana and take deep breathe so that your lungs are full with fresh air. Hold the air for a few seconds and release it through nose. Repeat this for 5-10 times till your breathing system is perfect. B. KAPAL BHATI PRANAYAM Sit in Sukha Asana and take a deep breathe. Exhale the air by pushing the stomach inside and let the process of fresh air inhalation be done with least effort. Repeat this process of exhaling the air by pushing the stomach inside and inhaling fresh air with least efforts atleast 200 times or say for about 15 minutes. C. BAGHI PRANAYAM Sit in Sukha Asana and exhale the air to the maximum possible level and try to move your stomach inside by pressure. Hold it for a few seconds then inhale fresh air. Again exhale the air as above and repeat the process for 10-15 times. By doing this Baghi pranayam you can cure all problems relating to abdominal and intestine. D. ANULOM VILOM PRANAYAM Sit in Sukha Asana and take deep breathe with one nostril open and the other closed by use of your fingers. Now release the air by another nostril which was closed while inhaling the air and closing the other nostril by use of fingers. Take deep breathe by the nostril through which air was exhaled last time and exhale the air through another nostril. By doing this anulom vilom pranayam for about 15 minutes a day you can cure the following diseases: 1. Hypertension or high blood pressure 2. Diabetes 3. Migraine Pain. 4. Asthma 5. Bronchitis E. BHRAMRI PRANAYAM A person should sit in Sukha Asana or dhyan asan , close his eyes , keep his fingers in such a way that three fingers cover the eyes and one finger gives a little pressure on the forehead . The thumb should cover the ears by giving the little pressure.
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Now he has to take deep breath and release the air slowly through nose so that a sound similar to the humming of bees comes out . Repeat the process for about 15 minutes. Benefits of pranayam : Purifies 72,000 nerves in our body, strengthens five pranas, adjusts the energy flow in our body, improves memory and concentration. If this is practiced without holding the breath, then it can cure high BP, insomnia, stress, migraine, paralysis, nervous weakness and heart diseases. He who practices Pranayama will have good appetite, cheerfulness, handsome figure, good strength, courage, and enthusiasm, a high standard of health, vigor and vitality and good concentration of mind. Pranayama is quite suitable for the Westerners also. A Yogi measures the span of his life not by the number of years but by the number of his breaths. You can take in a certain amount of energy or Prana from the atmospheric air along with each breath. Vital capacity is the capacity shown by the largest quantity of air a man can inhale after the deepest possible exhalation. A man takes fifteen breaths in a minute. The total number of breaths comes to 21,600 times per day. Other benefits are as follows:1. It makes the life meaningful and social. 2. It keeps the man balanced in all the conditions and situations. 3. It helps in understanding the real nature of man and its relationships with the community. 4. It makes the life meaningful and social. 5. It keeps the man balanced in all the conditions and situations. 6. It helps in understanding the real nature of man and its relationships with the community. 7. It manages psycho physical diseases. 8. It put chain on the senses. 9. It makes the body healthy. 10. It helps in controlling the modalities of mind. 11. It gives opportunities to soul to flourish. 12. Intellectual development is accelerated. 13. Will power becomes strong through its practice. 14. It develops feelings of national and international well-being. 15. It makes the life meaningful and social. IMPORTANT INSTRUCTIONS FOR PRANAYAMA 1. Place for pranayama should be clean, peaceful and airy. 2. Pranayama should not be performed under a fan on full speed. 3. Pranayama should be done in morning hours preferably before the dawn. 4. Body must be cleansed before sitting for Pranayama. 5. Duration of Pranayama should be increased gradually and gradually. 6. One should not sit for Pranayama after meals. At least a gap of 3-4 hours is essential. 7. Pranayama should be practiced after Asans and before Meditation. 8. One should not strain the body.
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Research Paper
Physical Education
Psychological Benefits of Exercise in Physical Education

Suhas D. Yadav Madhukar P. Wakale
Arts, Commerce & Science College, Kannad, Maharashtra Rajarshi Shahu Art's & Sci. College Waluj, Maharashtra The beneficial effects of an acute bout of exercise are not necessarily dose sensitive. Consequently, a 20 minute bout of moderate exercise should be as beneficial psychologically as a 40 minute bout. Competition and performance outcome, however, may be a mediator of whether exercise results in improved affects. Research shows, for example, that successful adult runners realize a reduction in negative affect following competition, whereas unsuccessful runners do not. Sometimes the beneficial effects of exercise are not evident until sometime following an acute bout of exercise. In the case of anxiety reduction, this observation is referred to as the delayed anxiously response. Acute bouts of exercise, however, do not result in long-term reductions in negative psychological mood. Regular chronic exercise is needed to maintain the short and long-term benefits of exercise. Stress Inoculation : The ability of individuals to insulate, protect or inoculate themselves against the stresses of life through regular exercise is called stress inoculation. Research shows that the psychological benefits associated with regular exercise do not normally require an increase in physical fitness. Aerobic fitness, however, does appear be a necessary precursor to the stress inoculation effects. Acrobatically fit individuals appear to be inoculated against stress illness and the general hassles of life to a greater extent than less aerobically fit individuals. Special Populations : It has already been mentioned that the positive benefits of regular exercise are particularly effective with clinical patients suffering from some psychological disorder. This makes sense, because these individuals have greater room for improvements. Research has also shown the beneficial effects of exercise on children and older adult children's exercise behaviors are greatly influenced by their parent's attitudes and
Meaning and Nature of Sports Psychology : Hardly a subject associated with sport is more intriguing than the subject of sport psychology. Perhaps this is because it is a comfortable subject for so many people associated with sport. The average spectator does not care to offer a biomechanical Explanation for why an athlete achieves a linear superhuman feat, yet the same spectator is often more than willing to give a psychological explanation. In many ways it is good, but it is also the reason any athletes and coaches dont feel the need for a professional sport psychologist on their team. Sport Psychology Defined : Sport psychology is a science in which the principles of psychology are applied in a sport or exercise setting. These principles are often applied to enhance performance. However, the true sport Psychologist is interested in much more then performance enhancement and sees sport as a vehicle for human enrichment. Development of sports Psychology : Sport Psychology as a field of study is extremely young and still evolving. The first clear example of historical research being conducted in the area of sport psychology was reported by Norman Triplett Drawing upon field observations and secondary data, Triplett analyzed the performance of lists under conditions of social facilitation. He concluded from this milestone research that the presence of other competitors was capable of facilitating better cycling performance. Psychological Benefits of Exercise : The majority of the reported research on this topic has focused upon the relationship between chronic bouts of exercise with changes in psychological states or personality traits. A chronic exercise program is one that involves daily or regular exercise across a long period of time. A study involving a chronic exercise regime is typically 10 to 12 months in length. Conversely, acute exercise bouts are usually of short duration, lasting approximately 30 minutes.
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behaviors regarding exercise. Finally it is important to mention that the beneficial psychological effects of regular exercise extend to physically challenged individuals as well. Wheelchair-bound sport participant enjoy greater psychological benefits than non-sport participants. Mediating Variables : Based upon the foregoing discussion, it can be concluded that a psychological benefit may be divided from regular moderate physical activity. In addition, research suggest that there may be intervening or mediating variables that can facilitate this relationship. Conclusion : 1. Exercise can have beneficial emotional effects across all ages and both genders. 2. Exercise can result in the reduction of various stress indices. 3. Exercise may be an adjunct to the professional treatment of server depression. 4. Long-term exercise is usually associated with reductions in neuroticism and anxiety. 5. Exercise can be associated with a decreased level of mild to moderate depression. 6. Exercise can be associated with reduced state anxiety.
REFERENCES
1) 2)
Psychology in sports and physical education - Prof. Dr. Amresh Kumar Sports Psychology a study of India sportsman - Singh Agyajit
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Research Paper
Physical Education
The Study of Physical Talent Indicators in Sports Talent Identification

Dr.Vishal Deshpande
S.B.E.S.College of Science, Aurangabad, Maharashtra
Quickness Coaches in every movement sports are looking for athletes who have quick feet. Quickness, by their definition, is the ability to explode towards an opponent, the ball, or an area of the field or court. Quickness, frequently related to lower-body power, refers to how fast an athlete moves over distance of 10 yards or less. Strength Exercise scientists can point out complex relationships among characteristics such as strength, force, and power. These relationships involve the speed at which muscles contract and the resistance that they contract against. But most of us are correct when we define strength as a muscle`s ability to produce force. Keep in mind that muscle strength is different from muscle endurance. Some sports require strength of shorts periods. Muscle endurance, however, requires strength over an extended period. Power Power is one of the most important elements in sports and is defined as the ability to exert maximum force in the shortest period. It is the coordinated combination of both strength and speed. Agility Agility can be defined in two ways. First, it is the ability to change directions while moving. Some great athletes, believe it or not, are not agile. That physical skill is just not part of their job descriptions. A sprinter who runs in a straight line has to be fast, not agile. Agility does not always involve running, however. It is also the ability to make rapid changes in body position, which is essential in sports such as gymnastics and wrestling. Although some consider balance as a separate skill category, we include it with agility in this discussion. Being fast and agile in sports such as soccer, football, wrestling, and gymnastics is not an advantage if the person keeps falling down. Flexibility
Introduction : Sports talent often depends on the eyes of the beholder millions of parents in the eyes of trained coaches, recruiters, and scouts, however, sports talent is more difficult to assess. People who make a living recognizing and developing athletic ability understand that the potential to excel in sports depends on a combination of physical, environmental, mental, and emotional factors. Talent, even when it is present and accounted for, does not guarantee athletic excellence. Although recognizing athletic talent is difficult, it`s not impossible even the most uninitiated parent or inexperienced coach can observe signs of outstanding ability (or the lack of it). Here the researcher has tried to focus on the physical talent indicators which should be taken into the consideration while spotting the talent Size Size the characteristic of athletes that is easiest to describe and observe is simply the person`s height, weight, or combination of both. This characteristic (and all of the other characteristic), however, must be considered in the context of the individuals sports. It is also important to note that, although athletes in almost every sports are getting bigger, a tall tennis player wouldn`t necessarily be a tall basketball player. Finally, height is an advatage in some sports (basketball, for example), but can be obstacle in others (such as gymnastics). Speed In the minds of most coaches and athletes, there is a difference between speed and quickness. An athlete is quick if he or she moves quickly during the first four or five steps. Speed is the ability to move from one point to another after those first few steps. Michael Johnson and Donovan Bailey, both Olympic sprinters, have speed and they may also have quickness (though we don`t know for sure). Basketball`s Allen Lverson is quick, but he may or may not have speed at longer distances.
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Flexibility is the ability to move the part of the body through a wide range of motion. In all sports, flexibility is an advantages; in some, it is a prerequisite. Wrestlers, divers, and gymnasts must have great flexibility to be talented. Runners don`t necessarily have to be flexible to compete, although it makes movement more fluid and probably makes an athlete less susceptible to injuries. Coordination Coordination comes with territory of being a gifted athlete. If a parson is not coordinated, he or she will not likely achieve success in sports. Some sports, however, require more coordination than others. Just as there are different movement require of outstanding athletes, there are different kinds of coordination. The coordination of hands, arms, and eyes is usually called hand- eye coordination. Foot-eye coordination is needed by kickers in football and every player on a soccer team. Total body (or general) coordination is require by gymnasts, pole vaulters, basketball players, to name just a few. Aerobic Fitness Aerobic fitness is the maximal capability to take in, transport, and use oxygen. Athletes who demonstrate aerobic fitness are those who run, walk, swim, or ski long distance. Many exceptional athletes have high levels of cardio respiratory fitness, although it is not needed to perform the skills in their respective sports. Vision Sports vision is an emerging science that encompasses elements such as acuity, tracking, contrast sensitivity, peripheral vision, depth perception, and color vision. Generally speaking, quarterbacks need good vision to see the whole field. Point guards use peripheral vision to see the entire court. Good hitters in baseball usually have better than average ability to pick up and track a pitch moving at high speed.
REFERENCES
1. Motor performance. Michigan State University Department of kinesiology. Available: http/edweb3.educ.msu.edu/kin/activities/mps.htm [1998] 2. Vickers, Joan N. and Raissa M. Adolphe. 1997. Gaze Behaviour: A Ball Tracking and Aiming Skill. International Journal of Sports Vision 4(1): 18-27. 3. National centre for Chronic Disease Prevention and Health Promotion. 2000. CDC Growth Chart: United States. 4. Kraemer, William J., and S. J. Fleck. 1993. Strength Training for Young Athletes. Champaign, IL: Human Kinetics.
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Research Paper
Physical Education
Need and Importance of Meditation

Kalpana Fulsunge
Research Scholar, J.J.T. University, Rajasthan.
Meditation can be an effective form of stress reduction and has the potential to improve quality of life and decrease healthcare costs. Meditation involves achieving a state of thoughtless awareness in which the excessive stress producing activity of the mind is neutralised without reducing alertness and effectiveness. Authentic meditation enables one to focus on the present moment rather than dwell on the unchangeable past or undetermined future. The theoretical explanation for the effects of meditation and relaxation techniques is that the release of catecholamines and other stress hormones are reduced and parasympathetic activity is increased. Benefits of Meditation Meditation helps with Stress Meditation helps with Anxiety Meditation helps with Hypertension Meditation helps with drug abuse Meditation helps with depression Meditation helps with Asthma Meditation, if done on a regular basis, can do wonders for you. Here are some basic benefits which you will draw by regular meditation . The foundation of self awareness that meditation provides is useful in many areas. It shows us how to focus on the present moment and stop worrying about future or past. It teaches us how to be in control of mind and emotions instead of the other way around. It develops insight into the unconscious causal connections between thoughts, attitudes, perceptions, feelings, body states, and behaviors. When you meditate, slowly you start recognizing even the most subtle fluctuations of your emotions and thoughts. This results in a better understanding and control of mind and body. It is a healthy way to handle stress. Meditation lowers hypertension and high blood pressure while slowing heart rate and quickening recovery time. Meditation has been linked to a variety of health benefits. found that meditation may produce physiological benefits by changing neurological
Meditation is a practice in which an individual trains the mind or induces a mode of consciousness, either to realize some benefits or as an end in itself. The term meditation refers to a broad variety of practices (much like the term sports) that includes techniques designed to promote relaxation, build internal energy or life force and develop compassion ,love, patience, generosity and forgiveness. A particularly ambitious form of meditation aims at effortlessly sustained singlepointed concentration single-pointed analysis, meant to enable its practitioner to enjoy an indestructible sense of well-being while engaging in any life activity. The word meditation carries different meanings in different contexts. Meditation has been practiced since antiquity as a component of numerous religious traditions and beliefs. Meditation often involves an internal effort to self-regulate the mind in some way. Meditation is often used to clear the mind and ease many health issues, such as high blood pressure, depression, and anxiety. It may be done sitting, or in an active way. Prayer beads or other ritual objects are commonly used during meditation in order to keep track of or remind the practitioner about some aspect of the training. Meditation may involve generating an emotional state for the purpose of analyzing that state , such as anger, hatred, etc. or cultivating particular mental response to various phenomena, such as compassion. The term "meditation" can refer to the state itself, as well as to practices or techniques employed to cultivate the state. Meditation may also involve repeating a mantra and closing the eyes. The mantra is chosen based on its suitability to the individual meditator. Meditation has a calming effect and directs awareness inward until pure awareness is achieved, described as "being awake inside without being aware of anything except awareness itself. In brief, there are dozens of specific styles of meditation practice, and many different types of activity commonly referred to as meditative practices.
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processes. This finding was supported by an expert panel at the National Institutes of Health. The practice of meditation has also been linked with various favourable outcomes that include: effective functioning, including academic performance, concentration, perceptual sensitivity, reaction time, memory, self control, empathy, and self esteem. The rest in meditation is deeper than the deepest sleep that you can ever have. When the mind becomes free from agitation, is calm and serene and at peace, meditation happens. The benefits of meditation are manifold. It is an essential practice for mental hygiene. A calm mind, good concentration, clarity of perception, improvement in communication, blossoming of skills and talents, an unshakeable inner strength, healing, the ability to connect to an inner source of energy, relaxation, rejuvenation, and good luck are all natural results of meditating regularly. Here are some ways to practice meditation : Breathe deeply. This technique is good for beginners because breathing is a natural function. Focus all attention on your breathing. Concentrate on feeling and listening as you inhale and exhale through your nostrils. Breathe deeply and slowly. When your attention wanders, gently return your focus to your breathing. Scan your body. When using this technique, focus attention on different parts of your body. Become aware of your body's various sensations, whether that's pain, tension, warmth or relaxation. Combine body scanning with breathing exercises and imagine breathing heat or relaxation into and out of different parts of your body. Repeat a mantra. You can create your own mantra, whether it's religious or secular. Examples of religious mantras include the Jesus Prayer in the Christian tradition, the holy name of God in Judaism, or the Om mantra of Hinduism, Buddhism and other Eastern religions. Walk and meditate. Combining a walk with meditation is an efficient and healthy way to relax. You can use this technique anywhere you are walking a tranquil forest, on a city sidewalk or at the mall. When you use this method, slow down the pace of walking so that you can focus on each movement of your legs or feet. Do not focus on a particular destination. Concentrate on your legs and feet, repeating action words in your mind such as lifting, moving and placing as you lift each foot, move your leg forward and place your foot on the ground. Engage in prayer. Prayer is the best known and most widely practiced example of meditation. Spoken and written prayers are found in most faith traditions. You can pray using your own words or read prayers written by others. Check the self-help or 12-step-recovery section of your local bookstore for examples. Talk with your rabbi, priest, pastor or other spiritual leader about resources. Read and reflect. Many people report that they benefit from reading poems or sacred texts, and taking a few moments to quietly reflect on their meaning. You also can listen to sacred music, spoken words or any music you find relaxing or inspiring. You may want to write your reflections in a journal or discuss them with a friend or spiritual leader. Focus your love and gratitude. In this type of meditation, you focus your attention on a sacred object or being, weaving feelings of love and gratitude into your thoughts. You can also close your eyes and use your imagination or gaze at representations of the object. Meditation influences the body in unexpected ways. Experienced meditators, for instance, can speed or slow their metabolism by more than 60% and raise their body temperature by as much as 8 C. Even a little training in meditation can make people calmer, less stressed and more relaxed. Atleast 20 minutes a day leads to physical changes, such as reduced blood pressure, lower heart rate, deeper and calmer breathing. Improvements in blood pressure as a result of meditation have also been linked to a lower risk of heart attack.Meditation is also beginning to prove effective as a treatment for chronic and acute pain. One experiment showed that four days of mindfulness meditation substantially reduced the participants experience of unpleasantness and the intensity of their pain.
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Research Paper
Physical Education
The Study of Altitude Illness among the Athletes

Dr.Dayananad Kamble Dr.Phulchand Salampure S.B.E.S.College of Arts and Commerce, Aurangabad Pandit Jawaharlal Nehru College,Soygaon
altitude illness. Check if medical help will be handy. Ask your health care provider for advice about high altitute travel for children, for pregnant women and for people with chronic health problems. It may be safe, but, find out for sure. While on the trip, slowly adjust to the change in altitude. Reset for a day or two at each 1,0002,000 feet. Take it easy, don`t overdo, drinkfluids, but not alcohol. WHAT TO EXPECT DIAGNOSTIC MEASURES Your own observation of symptoms. Medical history and exam by a doctor. SURGERY Not necessary for these disorders. NORMAL COURSE OF DISORDER Most cases are mild and do not need medicinal treatment .Recovery takes only one to a few days. POSSIBLE COMPLICATIONSOutcomes ,including death, are very rare. They are only likely to occur if unable to go down to a lower level, or not able to get medical help. HOW TO TREAT NOTE- Follow your doctors instructions. These instructions are supplemental. MEDICAL TREATMENT If symptoms do not improve or they get worse, seek medical help. Your health care provider will ask about your symptoms, may do a physical exam and have medical tests. Treatment steps will depend on your symptoms. You may be advised to go to a lower altitude. This is the most important and only sure treatment step. symptoms should improve in a few days if you rest, drink plenty of fluids, dont drink alcohol, and avoid heavy exercise. For more severe symptoms, you will need to go to a lower altitude immediately. You may need pure oxygen breathed in through a mask for a period of time. A hospital stay might be necessary until your recover. HOME TREATMENT- If mild symptoms occur, rest for a day or two at that altitude. You may want to go back
Introduction: Altitude illness results from travel to higher than normal altitudes. It can affect anyone, no matter their age of how healthy they are. Types of altitude illness include: Acute mountain Sickness (AMS); the most common. High- altitude pulmonary edema (HAPE) and high- altitude pulmonary edema (HACE). These are less common. SIGN & SYMPTOMS Mild symptoms may being when you climb or travel to around 7,000- 8,000 feet. Headache, feeling lightheaded and weak. Nausea or Vomiting. Sleeping problems. As you go higher, more severe symptoms may occur. Cough and trouble with breathing. Unsteady Walk. Confusion; Seeing things that aren`t there. Coma (being unconscious ). CAUSES & RISK FACTOR There is less oxygen in the air at higher altitudes. Symptoms starts to develop when the body tries to adjust to having less oxygen than it normally has. People who live at high altitudes have adapted to these lower oxygen level and do not get sick. Risk increases with: Some people are more susceptible. It is unclear why certain people get sick while others do not. At 14,000 feet, most people will have at least mild symptoms. People with severe heart or lung disease or people with sickle cell anemia. Going too high fast. HOW TO PREVENT Educate yourself before you trip. Find out how high the altitude will be. Know the Symptoms of
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down (to descend) to a lower altitude. Do not travel higher (to ascend) until the symptoms resolve or get much better. MEDICATION Ask your health care providers advice before your travel about drugs that can help prevent or treat symptoms. They do have side effects so be cautious. For mild symptoms, Such as headache, you may use pain relievers such as ibuprofen or naproxen. In severe cases, drugs will be given to treat complication and help speed recovery. ACTIVITY - Resume daily activities gradually upon returning to your normal altitude. DIET- Increase fluid intake, avoid alcohol, eat small meals. CALL YOUR DOCTOR IF You have symptoms of any altitude illness. New, unexplained symptoms develop. Drugs used in treatment may produce side effects.
REFERENCES
1. 2. 3. 4. 5. 6. 7.
8.
Honigman B, Theis MK, Koziol-McLain J, et al. Acute mountain sickness in a general tourist population at moderate altitudes. Ann Intern Med 1993;118:587-92. [Erratum, Ann Intern Med 1994;120:698. Dean AG, Yip R, Hoffmann RE. High incidence of mild acute mountain sickness in conference attendees at 10,000 foot altitude. J Wilderness Med 1990;1:86-92. Roach RC, Maes D, Sandoval D, et al. Exercise exacerbates acute mountain sickness at simulated high altitude. J Appl Physiol 2000;88:581-5. Hackett PH. High altitude and common medical conditions. In: Hornbein TF, Schoene RB, eds. High altitude: an exploration of human adaptation. New York: Marcel Dekker, 2001:839-86. Hackett PH, Rennie D. The incidence, importance, and prophylaxis of acute mountain sickness. Lancet 1976;2:114955. Roach RC, Houston CS, Honigman B, et al. How well do older persons tolerate moderate altitude? West J Med 1995;162:32-6. Yaron M, Waldman N, Niermeyer S, Nicholas R, Honigman B. The diagnosis of acute mountain sickness in preverbal children. Arch Pediatr Adolesc Med 1998;152:683-7. Milledge JS, Beeley JM, Broome J, Luff N, Pelling M, Smith D. Acute mountain sickness susceptibility, fitness and hypoxic ventilatory response. Eur Respir J 1991;4:1000-3.
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Research Paper
Education
An Investigation of the Obstacles to Apply Communicative Approaches in Teaching English from Iraqi Teachers' Point of View A Pedagogical View Munthir Shakir Jokey
Research Scholar, Iraq
ABSTRACT Recent communicative approaches have demonstrated that one intention of teaching English should be to
replicate genuine or natural rather than typical or traditional classroom communication. In this regard, Language teaching is a laborious work where coexistence is required among diverse components. These elements, the teacher, the pupils and the curriculum, are all varied. A good language teacher is known for his practical knowledge to apply most effective communicative activities that enable learners using the target language. As a matter of fact, until the beginning of 1990s, English language teaching (ELT) had been traditionally structure-based where form had precedence over authentic use of language. To achieve the aim of the study, a hypothesis has been conducted to state that Iraqi teachers of English face kinds of difficulties to apply communicative activities in intermediate schools. To verify this hypothesis, a questionnaire of (18) items has been constructed to be distributed to the intended teachers. This questionnaire is administrated to (75) teachers. Results indicate that most of the mentioned teachers are fairly tend to apply the principles of communicative approaches, which is evident in their attitude to resort to structure-based practices.
Introduction 1.1The Problem and Its Significance The main test for real success in teaching and learning should be whether or not the pupils can communicate at all in English. The development of an ability to communicate in English must be a major goal of any EFL effective lesson. However, language classrooms can be considered as sociolinguistic environments and discourse 1 communities . Oral practices are believed to contribute to learners language development. It is worth to mention that an important shift has occurred, concerning foreign language teaching, the responsibility has shifted from the teacher to the learner: there is less emphasis on the teacher and teaching and greater responsibility on learners and learning, or a learner-centered curriculum2. Accordingly, the teaching and assessment continuous to be a challenging endeavor. In this view, most EFL teachers are frequently not fluent in English and therefore not confident in their use of the target language. The EFL pupils do not necessarily speak very much English in class, nor do they have much opportunity to practice using the language outside of the classroom. Classes may be large, the curriculum may favor the written language, and the focus may be on grammar rather than on oral practices. Hence, the speaking skills among these EFL pupils may not be well exercised and consequently underdeveloped. Along with a possible lack on the part of teachers to promote speaking in the classroom and a sense of inability on the part of EFL pupils to speak English adequately, there may also be a set of beliefs on the part of both pupils and teachers supporting a more traditional approach to language instruction that a reasonable way to proceed is to focus on the other modalities (that is, grammar, reading, and writing) rather than on oral practices. This study is presented to explore some invaluable principles to take into consideration the value of oral practices to promote the EFL pupils oral performance. 1.2 The Aim of the study It's to investigate kinds of obstacles to apply effective English communicative approaches by teachers in intermediate Iraqi classrooms. 1.3 The Hypothesis It's hypothesized those teachers of English in intermediate Iraqi classrooms face kinds of obstacles to apply communicative approaches. 1.4 Procedures The procedures followed in this study include the followings: i. Presenting the theoretical background of the study, ii. Conducting a questionnaire to investigate the obstacles for applying communicative approaches in intermediate classrooms, iii. Analyzing the results and iv. Drawing conclusion and to suggest some solutions. 2. Theoretical Background 2.1 A Fundamental Vision Oral English is a kind of ability that uses language to express ones thoughts and communicate in words 3. One of the best ways to learn to communicate is to speak a lot. Pupils therefore need plenty of speaking practices. Certainly the ultimate aim of all our language teaching is to foster learners for communicative efficiency. It isnt fair enough to work at the development of the learners linguistic competence but furthermore at the development of their communicative competence. Traditionally, foreign language teaching is deeply focused on grammar, dull repetition, and discourse analysis. As a result, learners remain insufficient to apply what they have learned from books for the purpose of communication in spite of their ability to deal with linguistic problems, and failed to give learners an opportunity to gain realistic experience in 4 actually using of the target language . stresses that oral
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English learning is a real challenge due to the old traditional classroom procedures. EFL teachers are preferred to adopt some new teaching techniques in oral class, to break the traditional teaching methods and to help pupils losing their inhibition and learn English easily 5 and happily . 2.2 The Value of Oral Presentation Oral presentation reflects the persistent and powerful role of language and communication in human society. Basically, the aim of all our EFL teaching is to train pupils to communicate adequately. Learning to speak is an important goal in itself, for it equips pupils with a set of skills they can use for the rest of their lives. Researches indicate that more learning takes place when pupils are engaged in communicative activities within a dynamic learning environment rather than in traditional 6 teacher-led classes . Accordingly, communicative approach represents the effective and authentic aspect to reflect natural use of the target language. However, this approach requires, on the part of the teacher, structures and planning to support language development. Inside the classroom, oral interaction is directed by the teacher to motivate the learners practicing language functions. 2.3 Competence and Performance Its well advised that EFL teachers need to accept oral presentation inside their classroom as an effective attitude to guide pupils mastering the target language. Oral presentation is a kind of ability that uses language to express pupils thoughts and communicate in words. On proposing the linguistic theory of generative grammar, Chomsky has drawn the attention to the authentic requirements by which one can acquire. These are represented by competence and performance. The former is envisaged as a mental discipline that enables us to recognize the linguistic rule of the used language. The latter refers to the actual application of this competence in speaking and listening. It is possible for a person having a large number of vocabularies and a large number of sentence structures without knowing how they are actually put in a communicative situation7. However, pupils who have acquired a good deal of those linguistic rules find a real obstacle with actual representative of performance. As a matter of view, to cultivate competence does not ensure cultivating performance though the latter constitutes the top of the pyramid. As though, it is essential to contrive lesson subject for the purpose of effective performance. 2.4 Dealing with Huge Class Size Another factor which may affect classroom management is the size of the class. As it is known that the teaching methods are more successful with small classes than with large classes8. Most teachers would hope for a small class size in which pupils are more or less homogeneous in terms of proficiency. Teachers find themselves working with a class of fifty pupils or more and the worse they often exhibit a wide variety of abilities. Such situation often leads to use teaching methodology which does not promote optimal learning9. Clearly the size of the class will inevitably affect the way of teaching. The most effective way in teaching in large classes is pair work and group working it gives pupils more opportunities for communicating than they would get in whole class teaching. Also it fosters cooperative activity in that the pupils involved work together to complete a task10. 2.5 Applying Communicative Approaches: Skills & Techniques The main goal of communicative language teaching is to enable students to communicate in the target language. Therefore, communication requires more than mastering linguistic structures such as promising, inviting and declining invitations within social context 11. To achieve such goal in classroom there are certain characteristics which must be focused on the followings: 1. Classroom goals must focus on communicative competence rather than linguistic competence. 2. Function is the primary framework through which forms are taught. 3. Fluency may take on more importance than accuracy in conveying a message. 4. In communicative classroom, students have to use the language productively and receptively in unrehearsed 12 contexts . The teacher has two main roles in communicative classroom. The first role is to facilitate the communication process between students in the classroom, and between them and the various activities and the texts. The second role, on the other hand, is to act as an independent communicator within the learning-teaching group 13. 2.6 Using Effective Teaching Materials Once upon a time classrooms only had pens, board and chalk to work with. But then along came the tape recorder, the language laboratory, video machines, the overhead projector, computers, data projectors and interactive whiteboards. Thanks to technical innovations, students can do things they were unable to do before, and can have more listening opportunities, write their own 14 blogs etc. . Since language is a social practice, there has been a call for the use of authentic materials rather than the artificial language found in textbooks. Materials need to be authentic in the sense that language is not artificially constrained, and is, amenable to exploration for language teaching purposes. Authenticity is also important because it concerns the classroom interaction, the more realistic the language, the more easily it can cater to the range of proficiency levels 15 found in classes . 3. Procedures To fulfill the aim of the study, the following procedures are adopted: 1. A thorough survey is done concerning the topic under investigation. 2. A questionnaire is constructed and distributed to English language teachers of intermediate schools. 3. The sample, which is randomly chosen, is (75) English language teachers from the intermediate schools of directorates of education in AlMuthenna province, Iraq. 4. The teachers' responses are analyzed under adequate statistical techniques.
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4. Results The study has reached to the following results: 1. Teachers mostly face difficulties to manipulate visual aids in the lesson either they are unavailable or hard to deal with. The item gets(95%). 2. Teachers find difficult to demonstrate communicative approaches due to the varied standard among the pupils. The item gets (89%). 3. Pupils mostly prefer using their native language that is Arabic. The items get (88%). 4. Pupils are not interesting to conduct communicative activities as well as their sitting in the class is unfit to such activities. The item gets (79%). Pupils are not interesting to their homework, so only lesson time allows English practicing. The item gets (86%). 5. Large number of pupils diverts the teacher away from the real goals of the lesson where the teachers are observant to control the pupils. The item gets 6. Teachers' classroom English is insufficient to use instructional English effectively. The item gets (76%). 5. Conclusion On the basis of the results, Iraqi English language teachers seem to face a variety of obstacles in managing communicative approaches. Accordingly, the hypothesis of the study is verified, due to the following conclusions: 1. Teachers face difficulty in using authentic materials because of time, electricity or because of the huge number of the students which makes things get messy. Yet using them in communicative classroom is important for achieving the learning goals. 2. The time specified for the lesson is not sufficient for performing a variety of activities. 3. The teachers must walk around the room to communicate with students, but because of the large number of students they lose control of the class. 4. Teachers think that achieving examination results is more important and valued by school than achieving communicative language teaching goals. 5. Students lack the motivation for learning English.
REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Hall, J.K. and Verplaetse, L.S. (2000) . Second and Foreign Language Learning through Classroom Interaction (p.48) . Mahwah, N.J.: Lawrence. Norris-Holt, J. (2001). Motivation as a Contributing Factor in Second Language Acquisition(p.74). The Internet TESL Journal, Vol. VII, No.6, June 2001. http://teslj.org/. Littlewood, William. (1987). Communicative Language Teaching (p.112). Cambridge Universi Nunan, David. (1989). Design Tasks for the Communicative Classroom (p.155). London : Cambridge University Press. th Al-Mutawa , Khalil and Younis , Hamdi .(1989) . Principle and Techniques of Teaching English as a Second Language 5 Edn.(p.146). Baghdad: Al- Rusafa Publishing Press. Jeremy Hammer. (1991).The Practice of English Language Teaching(p.22). Longman, New York, Fries, C.C (1961) . The Structure of English: An Introduction to the Construction of English Sentence(p.277) . Al-Khuli, M. (1996) Teaching English to Arab Students (p.9). Amman: Al-Falah House. Richards, J. & Renandya, W. (2002) Methodology in Language Teaching (p.49). Cambridge: Cambridge University Press. Harmer, J. (2007) How to Teach English(pp.13,43) . Essex: Pearson Education Limited. Freeman, D. (2000) Techniques and Principles in Language Teaching2ndEd (p.121). Oxford: Oxford University Press. Brown, W. (1987) Principles of Language Learning and Teaching(p.213) . New Jersey: Prentice Hall Richards, J. & Rodgers, T. (1986) Approaches and Methods in Language Teaching(p.77). Cambridge: Cambridge University press. Harmer, J. (2007) How to Teach English (pp.31-32). Essex: Pearson Education Limited Richards, J. & Renandya, W. (2002) Methodology in Language Teaching(p.85) . Cambridge: Cambridge University Press.
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Research Paper Education Teacher Mediation and Intersubjectivity : Creating Shared Ground for Learning Prachi Vashishtha
Centre for Early Childhood Development and Research, Jamia Millia Islamia, New Delhi.
ABSTRACT Intersubjectivity can be viewed as a mutual sharing of ideas and understanding which is essential for
learning to take place. The study was conducted in one of the preschools of Delhi to understand the role of teacher mediation in the creation of shared spaces in the preschool classroom. The important components of teacher mediating behavior that facilitated the establishment of intersubjectivity emerging from the analyses of the data were affective involvements, use of motivational strategies, joint regard and coordination of resources. Efforts to promote shared understanding were made by helping children to link their everyday experience with the classroom discourse/activities. Therefore, creating and maintaining intersubjectivity involves continued, reciprocal efforts by teachers as well as students to make sense of what each other is doing and actually conveying Learning: Sharing world through mediating devices Vygotskian theory stipulates that the development of the childs higher mental processes depends on the presence of mediating agents in the childs interaction with the environment. There can be two types of mediation, one human and the other symbolic (Kozulin 2003). The role of human mediator is defined in Vygotskys (1978) theory through the notion that each psychological function appears twice in development, once in the form of actual interaction with the people, and then as an internalized form of this function. There can be different forms of adult mediation, from the adults presence, which provides the child with a secure learning environment, to encouragement, challenge, and feedback (Schaffer, 1996). It is experienced that childrens encounter with objects and especially artefacts is much more social than is generally recognized. These encounters are social in the much deeper sense as many if not most of the objects with which children interact are artefacts that adults have designed and the purpose of an artefact can only be discerned through adult mediation or instruction that establishes what it is for or what we do with it (Tomasello, 1999). This involves intersubjectivity to attain the intentional sense of such interaction. The importance of human mediator is also reflected in Vygotskys (1978) concept of Zone of Proximal Development as it asserts that a child performs at a higher developmental level of abstraction and performance with a knowledgeable and skilled partner than she would achieve independently. By interacting with more skilled partners, children learn about the objects, people, and events in their everyday experience and about the symbolic system in their community that is used to label and categorise these experiences. Intersubjectivity and learning According to Tudge (1992), the term intersubjectivity is based on the view that individuals come to a task, problem, or conversation with their own subjective ways of making sense of it. If they then discuss their differing viewpoints, shared understanding may be attained. In other words, in the course of communication, participants may arrive at some mutually agreed-upon, or intersubjective, understanding. Individual performance. In its minimal form, intersubjectivity implies that conversational participants share a materially present referent, such as a physical object or display of some kind. At other levels, intersubjectivity is achieved through shared presuppositions, resulting from local negotiations of meaning, past activity together, or the possession of cultural or disciplinary knowledge (Empson, 1999). According to Vygotsky (1978) the experience in educational activity is an important force that guides the development of genuine concepts in children. He distinguished between the genuine or scientific concepts, learned as a result of schooling and the everyday or spontaneous concepts learned by the child elsewhere. The former are different as they are marked by the absence of a system. Here the childs attention is always focused on the object being represented and not on the thought that grasps it. On the other hand, in case of the scientific concepts, they are mediated through other concepts with their internal, hierarchical system of relationship. It is important to understand how children moves from their context bound understanding to de-contextualization and abstraction. Vygotsky (1978) explicated that language is the most important tool for mediation which guide these movements through encounters that are Intersubjective in nature. Taking a Vygotskian stance the study attempts to explore the process of teachers mediation and its role in creation of shared grounds for learning in a preschool classroom. The objective is to understand
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the intricacies of learning from the socio-cultural perspective. It will contribute to the model of learning that involves the careful creation of intersubjective spaces to promote dialogue in the classroom. Findings and Discussion The study was conducted in one of the preschools of Delhi, Santa Maria Integrated Learning Environment. The main tools for data collection comprised of observation and field notes interview of teachers, audio-recording of classroom discourses. The data were critically analysed to explore and understand how shared understanding is established and maintained through the classroom talk. Analyses of a typical classroom Discourse Close attention to the classroom discourse is an important means of understanding schooling as social activity. In this study, because the relationship between the interpersonal and experiential is of interest, the classroom discourses provided glimpses of how teachers and learners make sense of classroom experiences. Also as the major focus for the research is on the role of intersubjective resources in the construction of learning, classroom discourses are important to consider. Critical analysis of one of the excerpts from the classroom discourse is discussed to provide an idea about the nature of classroom interaction. Excerpt Context: The children have just come back from their music class. Some of them are drinking water from their bottles, some talking and moving here and there, some just standing at their places. Then the teacher asks them to settle down. Teacher notices Naina as plays with her ping-pong ball. 1) T: Naina, please come here with what you have (Naina, with a ping-pong ball in her hand, approaches teacher) 2) T: Naina ye kahan se mila? 3) Naina: Mamma ne dilwaya hai shop se. Mein isse rub bhi kar sakti hoon, umm, aur khel bhi sakti hoon 4) T: Uh hum 5) Naina: Maam dekho ye do- do colour ki hai, pink aur.. aur yellow 6) T: Uh hum, interesting. Okay, ye rough hai ya smooth? Is it rough or smooth? 7) Naina : Smooth and its..and itsand its soft 8) T: Okay, can you name some of the other things that are soft to touch? Aur kya soft hota hai? Batao 9) Pratham: Bag 10) T: Bag? 11) Pratham: (Showing his bag) Maam dekho mera bag chunne mein soft hai (Directing the teachers attention) 12) T: Yes, Pratham ka bag soft hai kyunki usme fur laga hai aur fur bahut soft hota hai. 13) Pratham: Mera soft hai. 14) T: But see nainas bag. Is it soft? 15) Naina: Mera toh soft nahi hai (Naina touches her bag) 16) T: Okay, aur kya soft hota hai? Think and tell me. 17) Priyansh: Maam mera pillow jispe mein sota hun wo soft hai 18) T: Very good Priyansh 19) T: Priya go and touch something soft in the class 20) Priya: (She touches the cotton ball placed on the shelf) 21) T: Yes, very good Priya, now touch something hard. 22) Priya: (She touches the duster) 23) T: Okay, very good 24) T: Why dont you go around and let children touch both of them (cotton ball and Wooden duster), soft and hard. Okay? (Priya takes them round). 25) T: Press it and see which one is soft and which is hard. Okay, which one is light, kaunsa light hai? 26) Priya: Ye light hai (Touches the cotton ball) 27) T: Its light 28) T: Sabko chukar dehne do, may be they could touch it and hold it to see whether its heavy or light. In the first part of the excerpt, the teacher initiates the discourse by pointing towards the referent that the child was having (ping-pong ball) (turn1). The teacher makes a conscious attempt to influence the childs attention from simple play to classroom discourse. Then, the child expresses her perspective on the referent from the point of her everyday experience (turn 3) making associations and sharing her experience about the ball. The teacher uses the situation to introduce the relational concepts (smooth/ rough) [turn6]. The child introduces a new typology (soft) in the ongoing discourse which takes it further. Throughout the discourse the focus is on providing the specific information to the children (the objective is to talk about relational concepts) to maintain joint intention and attention by not deviating from the main track of the discussion (turn 8, 14, 16, 21, 25, 28). This intentionality is maintained throughout by providing children constant stimulation and motivation to participate in the discussion. The ZPD is created through questions and answers, probing and prompting (turn 6, 8, 14 and16), negotiation and compromise (turn 8-12) and elaboration (turn12 and 20). The teacher attempts to broaden childrens understanding by providing hands-on-experience (turn 22, 24). Common ground for sharing is maintained as the children make connections (turn 11, 17), bridging the gap between what they already know and what they are capable of understanding at the point i.e. by introducing them to the peripheral aspects of scientific concepts. According to Hedegaard (1998), the integration of subject matter knowledge and everyday knowledge is important for childrens conceptual
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development. Vygotsky (1978) states that the experience in educational activity is an important force that guides the development of genuine concepts in children. He distinguished between the genuine or scientific concepts, learned as a result of schooling and the everyday or spontaneous concepts learned by the child elsewhere. The former are different as they are marked by the absence of a system. Here the childs attention is always focused on the object being represented and not on the thought that grasps it. On the other hand, in case of the scientific concepts, they are mediated through other concepts with their internal, hierarchical system of relationship. The emphasis shifts away from those aspects of linguistic organization that involve contextualization to the capacity of entering into decontexualized relationship (Wertsch, 1991). It is important to realise that young children come to school in the early years with their own contexts and storiesthose that they bring from their homes. These beliefs imply that one of the teachers primary roles in instruction is to serve as a strategist and negotiator. She must determine the childs context (and functional developmental level) and negotiate a plan for facilitating the childs discovery of how the knowledge that she brings to the classroom can be utilized (and extended in the childs zone of proximal development) within the functions of the classroom context- in other words, how the childs context can become a part of the classroom context and how the classroom context can become a part of the childs context in designing the learning that could occur. Conclusion In the classroom learning, intersubjectivity enters as a mediating agency essential to the negotiate process, whereby uncertainty is resolved and new understandings are constructed. Effective instruction requires willingness to allow the childrens context to permeate the classroom context. An effective means of accomplishing this goal is through the use of dialogue in learning. Intersubjectivity can be viewed as a mutual sharing of ideas and understanding which is essential for learning to take place. The important components of teacher mediating behavior that facilitated the establishment of intersubjectivity emerging from the analyses of the data were affective involvements, use of motivational strategies, joint attention, joint regard and coordination of resources with primacy given to experience and not expertise. It is important to consider here that one of the prime objectives of preschool education is to bridge the gap between the everyday world of the child and the world of scientific concepts i.e. school. In the present study as evident from the above examples, it was observed that the teacher tried to expose children to the peripheral aspects of scientific concepts. Such exposures without delving deeper into the nitty-gritty of the concepts were regarded beneficial for the young children as they were still in the phase of exploring and discovering their environment with the help of adults.
REFERENCES Empson, S.B. (1999). First-Grade Classroom. Cognition and Instruction, 17, 3. 283-342. Hedegaard, M. (1998). Situated learning and cognition: Theoretical learning of cognition. Mind, culture & activity, 5, 114-126. Kozulin, A., (2003). Psychological tools and mediated learning. In A. Kozulin, B.Gindis, V.S. Ageyev, S. M. Miller (Eds.), Vygotskys educational theory in cultural context ( pp.15-38). Cambridge: Cambridge University Press. Schaffer,R. ( 1996). Joint involvement episodes as context for development. In H. Daniels (Ed.), An Introduction to Vygotsky ( pp. 251-280). London: Routedge. Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press. Tudge, J.R. H. (1992). Processes and Consequences of Peer Collaboration: A Vygotskian Analysis. Child Development, 63, 13641379. Vygotsky, L. S. (1978). Mind and society. Cambridge, MA: Harvard University Press Wertsch, J. V. (1991). A sociocultural approach to socially shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 85-100). Washington, DC: American Psychological Association.
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Research Paper
Education
Importance of Inclusion Education

Dr. Sanjay Bharatiya Dr. Shikha Verma
K.S. Saket P.G. College Faizabad, Uttar Pradesh.
ABSTRACT Inclusion in education is an approach to educating students with special educational needs. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Implementation of these practices varies. Schools most frequently use them for selected students with mild to severe special needs. Inclusive education differs from previously held notions of integration and mainstreaming. Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities.. Inclusion also applicable in postsecondary education. According to UNESCO, inclusion is increasingly understood more broadly as a reform that supports and welcomes diversity amongst all learners. Under this broader definition of inclusion, steps should also be taken to eliminate discrimination and provide accommodations for all students who are at a disadvantage because of some reason other than disability
KEY WORDS : Education, Special Education, Progressive Education ,Disable Students, Special Schools, Social, Culture Economy IntroductionInclusion in education is an approach to educating students with special educational needs. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Implementation of these practices varies. Schools most frequently use them for selected students with mild to severe special needs. Inclusive education differs from previously held notions of integration and mainstreaming, which tended to be concerned principally with disability and special educational needs and implied learners changing or becoming ready for or deserving of accommodation by the mainstream. By contrast, inclusion is about the childs right to participate and the schools duty to accept the child. Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities. A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights. Inclusion gives students with disabilities skills they can use in and out of the classroom. Fully inclusive schools, which are rare, no longer distinguish between "general education" and "special education" programs; instead, the school is restructured so that all students learn together Classification: Inclusion has two sub-types: 1-Regular inclusion or partial inclusion, and 2-Full inclusion. "Inclusive practice" is not always inclusive but is a form of integration. For example, students with special needs are educated in regular classes for nearly all of the day, or at least for more than half of the day. In the "full inclusion" setting, the students with special needs are always educated alongside students without special needs, as the first and desired option while maintaining appropriate supports and services. Some educators say this might be more effective for the students with special needs. Legal issues: The new anti-discriminatory climate has provided the basis for much change in policy and statute, nationally and internationally. Inclusion has been enshrined at the same time that segregation and discrimination have been rejected. Articulations of the new developments in ways of thinking, in policy and in law include: The UN Convention on the Rights of the Child (1989) which sets out childrens rights in respect of freedom from discrimination and in respect of the representation of their wishes and views. The Convention against Discrimination in Education of UNESCO prohibits any discrimination, exclusion or segregation in education. The UNESCO Salamanca Statement (1994) which calls on all governments to give the [13] highest priority to inclusive education. The UN Convention on the Rights of Persons with Disabilities (2006) which calls on all States Parties to ensure an inclusive education system at all levels.[14] For schools in the United States, the federal requirement that students be educated in the least restrictive environment that is reasonable encourages the implementation of inclusion for some students.
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Frequency of use: The proportion of students with disabilities who are included varies by place and by type of disability, but it is relatively common for students with milder disabilities and less common with certain kinds of severe disabilities.99% of students with learning disabilities like dyslexia are placed in general education classrooms.[15]and three out of five students with learning disabilities spend the majority of their time in the general education classroom.[16] Necessary resources: Although once hailed as a way to increase achievement while decreasing costs, full inclusion does not save money, reduce students' needs, or improve academic outcomes; in most cases, it merely moves the special education professionals out of their own classrooms and into a corner of the general classroom. To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required, including. Adequate supports and services for the student Well-designed individualized education programs. Professional development for all teachers involved, general and special educators alike. Time for teachers to plan, meet, create, and evaluate the students together. Reduced class size based on the severity of the student needs. Professional skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum. Collaboration between parents or guardians, teachers or para educators, specialists, administration, and outside agencies. Sufficient funding so that schools will be able to develop programs for students based on student need instead of the availability of funding. In principle, several factors can determine the success of inclusive classrooms: Family-school partnerships Collaboration between general and special educators Well-constructed plans that identify specific accommodations, modifications, and goals for each student Coordinated planning and communication between "general" and "special needs" staff Integrated service delivery Ongoing training and staff development Common practices: Students in an inclusive classroom are generally placed with their chronological age-mates, regardless of whether the students are working above or below the typical academic level for their age. Also, to encourage a sense of belonging, emphasis is placed on the value of friendships. Teachers often nurture a relationship between a student with special needs and a same-age student without a special educational need. Another common practice is the assignment of a buddy to accompany a student with special needs at all times (for example in the cafeteria, on the playground, on the bus and so on). This is used to show students that a diverse group of people make up a community, that no one type of student is better than another, and to remove any barriers to a friendship that may occur if a student is viewed as "helpless." Such practices reduce the chance for elitism among students in later grades and encourage cooperation among groups. Teachers use a number of techniques to help build classroom communities: Using games designed to build community Involving students in solving problems Sharing songs and books that teach community Openly dealing with individual differences by discussion Assigning classroom jobs that build community Teaching students to look for ways to help each other Utilizing physical therapy equipment such as standing frames, so students who typically use wheelchairs can stand when the other students are standing and more actively participate in activities Encouraging students to take the role of teacher and deliver instruction (e.g. read a portion of a book to a student with severe disabilities) Focusing on the strength of a student with special needs Social and Cultural inclusion: As used by UNESCO, inclusion refers to far more than students with special educational needs. It is centered on the inclusion of marginalized groups, such as religious, racial, ethnic, and linguistic minorities, immigrants, girls, the poor, students with disabilities, HIV/AIDS patients, remote populations, and more. In some places, these people are not actively included in education and learning processes.[36] points out that teachers who are culturally responsive know how to base learning experiences on the cultural realities of the child (e.g. home life, community experiences, language background, belief systems). Proponents argue that culturally responsive pedagogy is good for all students because it builds a caring community where everyone's experiences and abilities are valued. Relationship to progressive education: Some advocates of inclusion promote the adoption of progressive education practices. In the progressive education or inclusive classroom, everyone is exposed
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to a "rich set of activities," and each student does what he or she can do, or what he or she wishes to do and learns whatever comes from that experience. Maria Montessori's schools sometimes named as an example of inclusive education. Inclusion requires some changes in how teachers teach, as well as changes in how students with and without special needs interact with and relate to one another. disabilities include the development of positive attitudes and perceptions of persons with disabilities and the enhancement of social status with nondisabled peers. Criticism: Critics of full and partial inclusion include both educators, administrators and parents. Full and partial inclusion approaches neglect to acknowledge the fact most students with significant special needs require individualized instruction or highly controlled environments. Thus, general education classroom teachers often are teaching a curriculum while the special education teacher is remediating instruction at the same time. Similarly, a child with serious inattention problems may be unable to focus in a classroom that contains twenty or more active children. Although with the increase of incidence of disabilities in the student population, this is a circumstance all teachers must contend with, and is not a direct result of inclusion as a concept.
Positive effects: There are many positive effects of inclusions where both the students with special needs along with the other students in the classroom both benefit. Research has shown positive effects for children with disabilities in areas such as reaching individualized education program (IEP) goal, improving communication and social skills, increasing positive peer interactions, many educational outcomes, and post school adjustments. Positive effects on children without
REFERENCES
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.
Allen, K. E.; Schwartz, I. (2000). The Exceptional Child: Inclusion in Early Childhood Education (4 ed.). Delmar Cengage Learning. ISBN 0-7668-0249-3. Scheyer et al. (1996). The Inclusive Classroom Teacher Created Materials, Inc. The Inclusive Classroom Definition of inclusion, accessed October 11, 2007. Archived 2009-10-31. Bowe, Frank. (2005). Making Inclusion Work. Merrill Education/Prentice Hall. Understanding Psychology Eighth Edition, Feldman, Robert S. (2008), page 309. Retrieved 2010-06-10. Student teachers' attitudes toward the inclusion of children with special needs. Educational Psychology, Hastings. R.P., & Oakford, S. (2003), page 23, 87-95 Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development, and Education, Kavale, K.A. (2002), page 49, 201-214. Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, Praisner, C. L. (2003), page 69, 135-145. Jorgensen, C., Schuh, M., & Nisbet, J. (2005). The inclusion facilitator's guide. Baltimore: Paul H. Brookes Publishing Co. Homeschooling in the United States: 2003 http://www.unesco.org/en/inclusive-education/ Salamanca Statement and Framework for Action on Special Needs. (PDF-File, 198 KB) Convention on the Rights of Persons with Disabilities, Article 24 Education. Robert Holland (06/01/2002). "Vouchers Help the Learning Disabled: Lesson from 22 countries: Special-education students thrive in private schools". The Heartland Institute. Cortiella, C. (2009). The State of Learning Disabilities. New York, NY: National Center for Learning Disabilities. This list from the Utah Education Association. Strully, J., & Strully, C. (1996). Friendships as an educational goal: What we have learned and where we are headed. In W. Stainback & S. Stainback (Eds.), Inclusion: A guide for educators. Baltimore: Paul H. Brookes Publishing Co..
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16.
Research Paper
Education
A Comparative Study of Achievement Motivation and Emotional Intelligence among D.Ed College Students R.N. Jadhav
North Maharashtra University, Jalgaon.
ABSTRACT Achievement motivation and emotional intelligence plays vital role in education system. Generally achievement motivation means task oriented behavior which is very necessary to complete any type of work. Emotional intelligence includes factors like i)knowing your emotions ii)Managing emotions iii)Motivating oneself iv)Recognizing emotions in others v)Handling relationships. In the present study researcher dealt with concept of achievement motivation and emotional intelligence in case of D.Ed Teacher trainee. Here researcher got some findings those may be helpful to further research. Emotional intelligence also plays vital role to achieve desired goal. If we increase achievement motivation and emotional intelligence in an individual it will directly help to improve performance of an individual, so investigator choose this problem to check whether they are positively related or not, and to find out differences on the basis of gender. To find factors affecting achievement motivation and emotional intelligence, researcher selected this problem.
Introduction: Education is one of the important facets of national life. It is the vital tool to attending economic independence and dominance, social stability, security, political integrity. Here researcher deal with such concepts those are important in education i.e. achievement motivation and emotional intelligence. Achievement motivation is important to complete any type of work, it means task oriented behavior of an individuals towards work, so if increase in achievement motivation means increase in performance of individuals. Emotional intelligence also plays vital role to achieve desired goal. If we increase achievement motivation and emotional intelligence in an individual it will directly help to improve performance of an individual, so investigator choose this problem to check whether they are positively related or not, and to find out differences on the basis of gender. To find factors affecting achievement motivation and emotional intelligence, investigator selected this problem. Review of related literature : 1) Daniel Goleman, the leading expert in this field, reported ''IQ is only a minor predictor of success in life, while emotional and social skills are far better predictors of success and well being than academic intelligence". 2) Need for achievement is one of the first social motives to be studied in detail (Mcclelland 1953) and research in this field continuous today. Need for achievement is strong seek to become accomplished and to improve their task performance. Objectives of the study: 1) To study the role of gender differences in terms of n-Ach. 2) To study the role of gender differences in terms of emotional intelligence. 3) To study the correlations between achievement motivation and emotional intelligence of D.ED. teacher trainees. Hypotheses: 1) Achievement motivation is higher in girls than boys. 2) Emotional intelligence is more in girls than boys. 3) N-Ach and emotional intelligence are positively correlated. Sample in the present study: Put of the total population related with study researcher select 100 students as a sample from four D.Ed. Colleges in Aurangabad city by randomized method of sample selection out of total sample 50% are girls and remaining are boys from equal proportion in 4 Colleges. Tools for the Research: Standardized psychological test used as tool for present study. 1) Achievement motivation scale-Deo Mohan. 2) Emotional intelligence scale-Upendhar Dhar and A. Hyde. Analysis and interpretation of the data: Researcher used psychological tests for data collection, out of the total D.Ed. Colleges, 4 D.Ed. Colleges are selected. Total 100 students are selected from these Colleges. Two psychological tests used for data collection namely achievement motivation and emotional intelligence. Researcher used statistical techniques like mean, standard deviation and ANOVA used to interpreted the data. Analysis of variance for n-Ach one way ANOVA: I)Achievement versus gender. Table No. - 1 Source DF SS MS F P Gender 01 4900 4900 Error Total 98 99 78624 83524 802 6.11 0.015
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Table No. - 2 N Mean Level F M 50 50 153.00 139.00 S.D. 25.20 31.14 III) Achievement motivation and emotional intelligence are positively correlated. Table No. - 5 S.S. MS F P Source DF ender 1 16200 6200 19.98 0.00 Error 160504 811 198 Total 176704 199 Table No. - 6 N Mean 100 100 128.00 146.00
Above table shows that the relation between achievement motivation of females and males. Researcher used ANOVA and mean to find out gender differences, in table - 1, f value is 6.11and it is significant at the level of 0.01 hence according to mentioned scores & ANOVA, it is proved that achievement motivation is more in females than males. Table - 2 show that means & standard deviations, mean value of females is 135.00 and in males that is 139.00. That is found significant differences, hence again if we compare both the means, mean value of females is much more than males. II) Emotional intelligence is more in females than males. Table No. - 3 Source DF S.S. MS F P Gender 01 4900 4900 6.66 0.011 Error 98 72080 736 Total 99 76980 Table No. - 4 Level N Mean S.D. F 50 135.00 28.96 M 50 121.00 25.14 Above table shows that the relation between intelligence of females and males. Researcher used ANOVA to find out gender differences. In table - 3 , f value is 6.66 and it is significant at the level of 0.011, hence according to mentioned scores & ANOVA, it is proved that emotional intelligence is more in females than males. Table - 4 shows that means & standard deviations. Mean value of females is 135.00 and in males that is 121.00. That is found significant differences, hence again if we compare both the means; mean value of females is much more than males.
Level EQ Achievement
S.D. 027.89 29.05
Above table shows that the relation between achievement motivation and emotional intelligence. In table e), f value is 19.98; it means both these terms are positively correlated. Comparison found between means and standard deviation of emotional intelligence and achievement motivation, hence according to this value, we conclude that E.Q. and n-Ach is positively correlated. Statistical techniques used in the present study: According to data various statistical techniques can be used in research study. In present study researcher used following statistical techniques. 1) Mean 2) Standard Deviation 3) ANOVA Conclusion: 1) There is significant difference found in males and females in case of achievement motivation. 2) Females are more emotionally intelligent than males. There is positive correlation found between achievement motivation and emotional intelligence in D.ED. Teacher trainees.
REFERENCES
1) 2) 3) 4) 5)
Agrawal, J.C. (1972), 'Educational Research: An Introduction: New Delhi : R.K. Printers. Best, J. W. (1989), 'Research in Education', (Ed-7), New Dehli : Prentice Hall Publication. Buch, M.B. (Ed) (1978-83), 'A Survey of Research In Education,' Baroda : society for educational Research and Development. Kundu, C.L. and Tutoo, D.N. (1988), 'Educational Psychological,' New Delhi : Prenticce Hall Publication. Morgan, C.T. Etal (1993), 'Introduction to Psychology', (Ed-7), New Dehli : Tata McGraw Hill Publishing Company Limited.
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17.
Research Paper
Education
Constructivism: Role of Technology

Dr. Pratima P. Girgaonkar
Govt. College of Education, Ambajogai, Maharashtra.
ABSTRACT
The paper is based on the study about constructive exam and the role of technology in constructivism. Questions arise in the researchers mind that - Is there a link in the constructivism and technology? Is the fusion of technology and constructivism is useful for learning? According to these questions objectives of the study are stated. In the paper, firstly explained the constructivism theory which clears the constructivist approach and constructivist view of learning. Constructivism is child centered, it proposes that learning environments should support multiple perspectives or interactions of reality, knowledge, construction, context rich, and experience based activities. Modern technology impacts on society and our daily lives. Technology also impact on teaching-learning processes. In a technology rich environment student are more actively engaged. Students become more co-operative and less competitive. Finally conclusions are drawn that there is positive link and connection between constructivism and technology. Technology plays an important role in constructivist activates so shift in the role of teacher is necessary. Teachers role must be changed from tradition teacher to constructivist teacher.
Introduction: If we focus on todays situation of classrooms learning we see that learning is based on repetition, teachers role is directive, rooted to authority & knowledge is seen as inert. Students work primarily alone. This situation can be change with accepting constructivist approach. In the constructivist approach learning is interactive, building on what the student already knows. Constructivists teachers role is interactive, rooted in negotiation; knowledge is seen dynamic, ever changing with our experiences and students works in groups. Co-operative learning, collaborative learning problem solving projects are the best methods for the constructive learning. In such methods teacher can create learning environment with the help of technology. Objectives : 1) To focus on constructivist view of learning. 2) To review the researches on technology in the constructive classroom. 3) To highlight the role of technology in constructivism. Concept of constructivism : Constructivism is a theory based on observations and scientific study about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new we have to reconcile it with our previous ideas and experiences may be changing what we believe or may be discarding the new information as irrelevant. In any case we are active creators of our own knowledge. To create our own knowledge we have to ask questions, explore and assess.
In constructivism one constructs knowledge from experiences, mental structures, and beliefs that are used to interpreting objects and events. Jonassen (1991) stated that The mind is instrumental and essential in interpreting events objects, and perspectives on the base that is personal and individualistic ones view of external world differs from others because of difference between set of experiences. Senge (1995) that we dont describe the world we see, we see the world we can describe. Constructivist view of learning : Constructivism is basically a theory based on philosophical and psychological approaches, derived mainly from the works of Piaget (1970), Jeram Bruner (1962,1978), Vygotsky (1962,1978). Constructivism states that learning takes place in contexts and that learners form and construct much of what they learnt and understand as a function of their experiences in situations (Schunk 2000). Constructivist view of learning point to words number different teaching practices in the classroom. It means that in the constructivist classroom students gets encouraged. Techniques such as experiments, problem solving, projects encouraging the students to create more knowledge and then to reflect on it. Students talk about what they are doing and how their understanding is changing. Constructivist theory states that children learn whole to part not incrementally. Dwyer (1992) states that this approach is child centered rather than curriculum centered. Holding (1994) states that learning must become the constant and time the variable in a constructivist setting. Bagley and Hunter (1992) says that learning becomes a dynamic process and active learning leads to greater retention and higher level thinking.
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Role of Technology in Constructivism : Technology is integral part of constructive activity. Technological tools such as spreadsheets, databases etc. can be useful for students to analyze subject matter develop representative mental models, and then transcribe them into knowledge bases (Jonassen and Reeves, 1996). Technologies Primarily computers help build knowledge bases, which will engage the learners more and more result in more meaningful and transferable knowledge. Learners functions as designers using the technology as tools for analyzing the world, assessing information, interpreting and organizing their personal knowledge bases. According to Swain and Pearson (2001) teachers and students must be educated to use the computer as a productivity tool, as well as a tool for learning, research networking, and collaboration. Jonaseen (1994) describes technological tools as intellectual partners and Powerful catalysts in the process of the learning. Barr (1990) states that resources in a typical school library are usually quite limited and often imposed artificial restrictions which limit the potential for genuine exploration and discovery with in half year the library sources becomes outdated. Barr (1990) also says that If we wish to prepare students for lifelong learning we must introduce them to the tools which they will use in the careers they pursue after their formal education completed so the most useful available technology is a important tool for learning. Collins (1991) states that inadvertently technology seems to be coming down on the side of constructivists who have been trying unsuccessfully to date-to change the prevailing societal view of education According to Munn (1994) the use of technologies in an educational setting has caused the theory of learning, Constructivism, to receive new attention. Students in these settings become empowered by gaining access to real data and work on authentic problems. From the above discussion we can draw following conclusion. Conclusions: Constructivist learning is active process of construction rather than passively acquiring knowledge. Technology can play an integral part in the learning environment. The richness of the technology permits us to provide a richer and more exciting learning environment our concern is the new understanding and new capabilities that are possible through the use of technology. By integrating technology with constructivist method such as problem based learning and project based learning, learners are more responsible for and active in the learning process. For authentic learning applications such as word processor and spreadsheets are powerful instruments. Technology plays an important role in the Constructivist activities. Fusion of Constructivism and technology helps to engage student, creates proper environment but for this teacher must shift their role from traditional teacher to Constructivist teacher.
REFERENCES
Aloka Nanjappa and Michael M. Grant: Constructing on Constructivism: the role of technology, university of Memphis paper review. http://Pixel.cs.vt.edu/edu/fis/techcons.html
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18.
Research Paper
Education
Empowerment of Learner: Core of Multiple Intelligence Theory

Dr. Smt. Padma M. Jadhav Pathan Md. Wasim Md. S.
Govt. College of Education IASE, Aurangabad. Maharashtra
Maulana Azad National Urdu University, Hyderabad (AP).
ABSTRACT Man is a rational animal. He has more rational power than other beings on the earth. With this rational
power he made different identity of his own and has done uncounted developments in the all sphere of life. Everyone should have the knowledge of that power i.e. intellect among human being. Especially in the field of education and those who serve in the field of education i.e. teachers must have the systematic requisite knowledge of intelligence for the betterment and balanced development of their students. In present paper researchers aims to through the lights on current situation where we can observe that our education system including policy makers, curriculum developers, teachers and parents focused most of their attention on linguistic and logical mathematical intelligence, at the same time we ignore other types of intelligences instead of placing equal attention on individuals who show gifts in the other intelligences. Unfortunately many children who have these gifts dont receive much reinforcement for them in schools. Many of these kids in fact, end up being labeled Learning Disabled, Attention Deficit Disorder (ADD) or simply under achievers. Their unique ways of thinking and learning arent addressed by heavily linguistic or Logical-Mathematical classrooms. Hence , to overcome or to change above stated situation of todays learner and to strengthen and to empower to them it is necessary to us that we have to implement the principles and practices suggested in the theory of Multiple Intelligences by Howard Gardner. KEY WORDS : Intelligence, Multiple Intelligence , Empowerment, Learner Introduction: Man is a rational animal. He has more rational power than other beings on the earth. With this rational power he made different identity of his own and has done uncounted developments in the all sphere of life. Everyone should have the knowledge of that power i.e. intellect among human being. Especially in the field of education and those who serve in the field of education i.e. teachers must have the systematic requisite knowledge of intelligence for the betterment and balanced development of their students. Concept of Intelligence: 1. Intelligence is the aggregate capacity of the individual to react purposefully to think rationally, to deal effectively with his environment.- Wesher.D 2. Intelligence is an ability to apprehend and to adopt oneself to the circumstances.- Binnet & Simon 3. Intelligence is an ability to undertake activities that are characterized by difficulty, complexion, abstraction, economy, adoptiveness to goals, and social values that demands a condition of energy and resistance to emotional force.- Stoddard In short intelligence is an ability to adjust in a new situation, to think abstractly, to solve complexities, and it is an ability to learn new things in an innovative way. There are so many theories of intelligence developed by various Psychologists. But instead of those theories the theory of Multiple Intelligences presented by Dr. Howard Gardner having a special significance in the field of Psychology and Education. Gardners Theory of Multiple Intelligences: Howard Gardner was the professor of Education in Harvard University. He had done his research on Brain and published a book under the title Frames of Mind: Theory of Multiple Intelligences. In that book Gardner articulated seven criteria for a behavior to be considered intelligence. These were that the intelligences showed potential for brain, isolation by brain damage and place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct progression the existence of savants, prodigies and other exceptional people and psychometric findings. Gardner chose nine abilities that he held to meet these criteria: Verbal: Linguistic, Logical: Mathematical, Visual: Spatial, Bodily: kinesthetic, Musical: Rhythmic, Intrapersonal, Interpersonal, Existential and Naturalist. He later suggested that Existential and Moral Intelligence may also worthy of inclusion. Gardner opposes the idea of labeling learners to a specific intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of Multiple
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Intelligences should Empower Learners not restricted them to one modality of learning. Concept of Multiple Intelligences: Howard Gardner defines intelligence as The capacity to solve problems or to fashion products that are valued in one or more cultural setting (1989). Ability to create an effective product or offer a service. A set of skills that makes it possible to solve problems. The potential for finding or creating solutions for problems, which involves gathering new knowing. Gardner has done a long period research on intelligence and came to a conclusion that the foundation of intelligence is the biological and cultural . Foundations of Intelligence a) Biological Foundation Learning process is a result of interaction of various, Neuro-Cells in the Brain b) Cultural Foundation Developmental stages can be determined by cultural variances as values of society. Thus we can say that intelligence is the outcome of biological and cultural interactions. Types of Multiple Intelligences with characteristics and examples:
Sr. No. 1. Area of Intelligence Verbal: Linguistic Characteristics The capacity to use language to express whats on your mind and to understand other people The ability of reasoning, Logical thinking, handling Mathematical problems. The ability to present the spatial world internally in our mind the ability to create and feel rhythm to express a mood; detecting and analyzing musical themes. The capacity to use your whole body to solve problems, make something or to put on a production The capability to discriminate Type Word Smart Examples Journalists, Teachers, Lawyer, Poets, Writer etc.(ex. Rabindranath Tagore). Engineer, Programmer, Mathematician, Scientists etc. (ex. Dr. A.P.J. Abdul Kalam) Navigator, Sculptor, Architect, surgeon etc. (ex. B.R. Ambedkar) Musician, Composer, Singer, etc.(ex. Lata Mangeshkar) 7. Intrapersonal among living things as well as sensitivity to other features of the Natural world An ability to have an understanding of ourselves, knowledge of who you are? And what you can do? The ability to understand other people. To exhibit the productivity to pose and ponder questions about life, death and ultimate reality. Botanist etc. ( ex. Jagdish Chandra Bose)
Self Smart
Researcher, Novelist,
8.
Interpersonal
People Smart
9.
Existential
Existence Smart
Counselor, politician, Sales Person, Teacher etc. Philosopher, Saints, Theorist, etc
2.
Logical: Mathematical
Number, Reasoning Smart
Visual: Spatial
Picture Smart
Musical: Rhythmic
Music Smart
Present situation of Learner: In present situation we can observe that our education system including policy makers, curriculum developers, teachers and parents focused most of their attention on linguistic and logical mathematical intelligence, at the same time we ignore other types of intelligences instead of placing equal attention on individuals who show gifts in the other intelligences. Unfortunately many children who have these gifts dont receive much reinforcement for them in schools. Many of these kids in fact, end up being labeled Learning Disabled, Attention Deficit Disorder (ADD) or simply under achievers. When their unique ways of thinking and learning arent addressed by a heavily linguistic or Logical-Mathematical classrooms. Hence , to overcome or to change above stated situation of todays learner and to strengthen and to empower to them it is necessary to us that we have to implement the principles and practices suggested in the theory of Multiple Intelligences. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection and much more. One of the most remarkable features of the theory of Multiple Intelligences is how it provides different potential pathways to learner. If a teacher finds difficulty in reaching to a learner by traditional methods of teaching he should go through the several other ways suggested by the theory of multiple Intelligences in which content might be presented to facilitate effective learning of the learner. Nature of Content and reinforced area of Intelligence:
Sr. No. 01 02 03 04 Intelligence Type Verbal: Linguistic Logical: Mathematical Visual: Spatial Musical: Nature of content Words Numbers or Logic Pictures Music, dance, Song
5.
Bodily: Kinesthetic
Body Smart
Athlete, FireFighter, Actor, Player, Dancer etc. (ex. Sachin Tendulkar)
6.
Naturalist
Nature Smart
Environmentalist, Farmer and
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05 06 07 08 09 Rhythmic Bodily: Kinesthetic Naturalist Intrapersonal Interpersonal Existential A physical experience, sports, games. An experience in the natural world Self-reflection A social experience, group activity Visit to holy place, reading of Great Books.
4. 5. 6. 7. 8. 9. 10. 11.
Group discussion Reading Poem writing Silent reading Drawing Dancing Chanting table Finding places in map
Use of Multiple Intelligence Theory in Classroom Situation: Generally, in our daily classroom teaching learning processes we use such activities which frequently reinforce and utilized more than single intelligence. A small effort has done through following waySr. No. 1. 2. 3. Classroom Activities Reciting Poems Writing an Essay Role playing Utilized Intelligence Verbal, Rhythmic and Linguistic Verbal, linguistic Verbal, linguistic,
interpersonal Verbal, linguistic, interpersonal Linguistic Musical Intrapersonal Visual: spatial Rhythmic, kinesthetic Musical Spatial
Conclusion: In conclusion we can say that by using the principles and ways of Multiple Intelligence Theory we can reinforce various intelligences of the learner in particular lessons of various subject. In that way we can bring those students who are lacking in some particular skills and excluded from main stream of education and ultimately empower the learner. With that they will be able to find their inherited qualities and do their best in their particular field.
REFERENCES
1. 2. 3. 4. 5. 6.
Gardner, H. (1982). Art, Mind and Brain. New York: Basic Books. Gardner, H. (1983). Frames of Mind. New York: Basic Books. Gardner, H. (1993a). Multiple Intelligences: The Theory in Practice. New York: Basic Books. Gardner, H. (1993b). Creating Minds: New York: Basic Books. Gardner, H. (1983). Frames of Mind. New York: Basic Books. Marks-Tarlow, T. (1995). Creativity inside Out: Learning Through Multiple Intelligences. Reading , M.A.; Addison-Wesley.
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19.
Research Paper
Education
A Study of Creative Thinking of Secondary School boys and girls

Dr. Vaishali A. Khoptikar
Marathwada College of Education, Aurangabad, Maharashtra
ABSTRACT The creative persons are really the assets of the nation & the greater the creative potential that a nation
holds, the better it is exploited for the cause of the nation. Therefore, in the educational process we should develop the creative abilities among children. The researcher is working in teachers training college since last ten years and educational psychology is being her most favorite subject she always try to undertake action researches related to educational psychology. The students of secondary school are in such a stage of growth and development where they can show the creativity in doing various types of activities and they can be properly guided and given opportunities to do so. Considering the importance this stage the researcher has selected the secondary school boys and girls to study their creative thinking
Introduction: Discovery and development is possible only due to creative thinking. Thus, whatever good & beautiful that has survived through the passage of time in human civilization & culture is designed & determined by the creative thinkers. Creativity, thus the highest order of human potentiality of a country that contributes optimum growth & development, progress & prosperity, and nurtures the greatness & glory of nation's destiny. The creative persons are really the assets of the nation & the greater the creative potential that a nation holds, the better it is exploited for the cause of the nation. Therefore, in the educational process we should develop the creative abilities among children. Meaning / Defining Creativity:1) Skinner defined the creative thinker is one who explores new ideas & makes new observation, new predictions & new inferences. Thus, creativity is the capacity or ability of an individual to create, discover or produce a new idea or object including the re arrangement or reshaping of what is already known to him? 2) Guilford (1960):- said that, creativity refers to abilities that are most characteristics of creative people. Thus Creativity refers to the abilities of individuals to create or produce results of creative nature 3) Ausubel (1963) defined "Creativity is a generalized constellation of Intellectual abilities, Personality Variables & problem solving traits. Nature of Creativity:The following are the nature of Creativity a) Creativity is universal b) Creativity abilities are natural c) Creative expressions are new or novel d) Creative expressions are wider in scope e) Creative expressions carry ego involvement. f) Creative abilities are not completely spontaneous rather it requires constant understanding. g) Creativity is the ability to go beyond the immediate solution Characteristics of a Creative Person:According to Taylor, the Characteristics of Creative Person are the following: a) Strong memory powers & Full of new ideas about things:b) Tendency to evaluate the ideas & reactions of self & others. c) Flexible & open minded. d) All the four qualities like originality, Fluency flexibility & power of elaboration e) Sensitivity to problems, openness to new ideas & experiences; f) Curiosity & having intellectual persistence. g) Tendency to seek challenges & manipulative i deas; h) Preferring Complex ideas & tolerance for ambiguity. i) Commitment to work & inclination to take risk. j) Resourceful, adventurous & extrovert; k) More perseverance & less traditional bound. Steps or stages of creative thinking process : a) Preparation :- It is the first step in which a problem is investigated in every possible way It means the conscious work on the problem is initiated & continued till the problem Solver is familiar with the Various features of the problem. Here the Problem is analyzed & the stage or plan of action is set for its solution. The facts & materials relevant to the problems are collected or gathered for solving the problem in hand. But sometime it so happens that without solving the problem the thinkers keep aside the problem for the time being & do some other activities. b) Incubation: - IN the second stage no conscious thought is given to the problem but the ideas & materials collected in the period of preparation are somehow stored below the conscious level or the psyche. This is the stage of no work or rest period. But somehow the mind continues to search or experience clue to the solution of the problem. C) Illumination: - During this stage the Aha' feeling is, suddenly, experienced. Often unexpectedly this
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means a sudden appearance of the solution of his problem comes to the mind. d) Verification: The final stage is vindication when the new idea is evaluated on the basis of its crater's own standards which may be sharply different from the Public and criticism starts. Here the idea which appeared through insight may be considered as the correct answer. In case it does not work out, fresh attempts are made to solve the problem. Dimensions of Creativity:3) Originality: - The process of originality is on products that are unexpected & sometimes amusing. It is found out that divergent production is the generation of logical alternatives depends upon the original ideas of the person concerned. Thus creativity is the process of originality, uniqueness & even sometimes idiosyncratic ways of doing things or showing problems. 4) Elaboration: Elaboration is seen in facility in giving details to round out a complex innovation, saunas an organized plan or how much skilled in planning & organization. For ex a person demonstrates the ability to fill in all of the various details necessary to make a briefly Out lined project depends upon the elaboration. Identification of Creative Individuals:Researches in this regard have proved that creative potential are unique & divergent in nature rather than associating with Intelligence Following measures can be taken for identifying notifying creative potential
Fluency: - Researches in the field of Creativity have revealed that highly creative persons are thought to be more fluent in their thinking and able to generate alternative ideas in great varlet & large quantity. Quantity of Synonyms a Person can attach to any familiar word that has many meanings or it characterizes thinking by Analogy. Expressional fluency refers to skills in Juxtaposing words to meet Sentence's structure requirements. It is the production of alternative organized thoughts. A Sequence of words in a Sentence represents a thought System. In Short fluency has its three types as .
Factors Affecting / Hindering / Obstructing to the promotion of creativity: a) Partiality or negative treatment of parents. b) Unfavorable home conditions & Unfavorable attitudes towards children c) Lack of simulation & Unfavorable Environment d) Socio - economic status & family size e) Inability to deflect Creativity in time. f) Unfavorable school conditions g) Unwilling to take Risk & lack of Foresightedness.
Objectives of the study: 1) To study the creative thinking of secondary School boys. 2) To Study the creative thinking of secondary School girls. 3) To compare the creative thinking of boys & girls. Assumptions: - Students apply creative Thinking in doing day-to-day work Hypothesis: - There is no significant difference in the creative Thinking of boys & girls of secondary school. Sample: - all the boys and girls of class eighth. Method of study: - Normative survey method is used for the study. Tool: - The researcher has used a standard test of creative thinking by Dr. Baqer Mehdi (New Delhi) having four dimensions to test the creative thinking ability of students i.e. consequences test, unusual uses test, new relationship test and product improvement test Procedure :-
2) Flexibility :- The Skill of being to able discontinue an existing pattern of thought & shift to new patterns or shifts from one set of assumption or approach to another is celled flexibility. Spontaneous flexibility deals with changes in direction of thinking when a person is not instructed to do so. For ex. in listing the various uses of a brick, the flexible individual tends to produce ideas relating not only to the weight of the object but also to its size color shape, textures & so on. Adaptive flexibility deals with changes in direction of thinking to solve problems. In this case content is figural such as geometric forms which the persons use to make as many objects as possible.
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The researcher has randomly selected a school in Aurangabad city. 2) in that School She has randomly selected boys & girls of Std. 8 th 3) She allowed them to sit in the Separate class 4) She has given all the necessary instructions to them. 5) She distributed the test amongst pupil 6) Asked them to complete the activity as per instruction in time. 7) Pupil recorded their responses & returned the test booklet in time 8) IN this way the data was collected by the Researcher. Analysis & Interpretation of data :After data collection she has scored it as per the pre decided norms. Then she analyzed the Scores using, statistical technique of mean, S.D. &'T' test findings of the data was calculated. Then it was interpreted. Sr. No. of Mean Standard T Percent dimension score deviation Scores 1 04 3.31 74.1692 99.18 2 3 4 06 03 02 2.50 2.09 0.632 53.9856 88.1388 18.3544 65.54 99.99 0.069 1) a) Remove the internal blocks to creativity: - Help to developed severe relationship with others without worrying about the acceptability of their ideas b) Create an Awareness of the role of the subconscious c) Defer Judgment d) Create an Awareness of the power of metaphor & Analogy in Triggering new connections & Associations. e) Provide Experiences with mind stretching Exercises f) Keep fantasy alive g) Remove mental Breaks & Encourage free wheeling h) Discipline the Imagination i) Increase sensitivity j) Increase knowledge k) Help children to understand why they Engage in various Exercises Related to creative Thinking. (Source: International En cyclopedia of Education, 1985) In addition to that parents & teachers can do a no of things to foster creativity among children. These are as follows:1. Creative reading should be encouraged. 2. Self - initiative learning should be initiated. 3. Democratic & permissive child training in the home & school should be employed. 4. Teacher should not give everything readymade to the pupils. Dynamic methods with scientific temper & participatory approach should be adopted 5. Students should be made self - reliant & self confident & the instinct of the child should be effectively dealt with 6. Develop positive attitude towards every work. 7. Encourage originality & flexibility. 8. Teacher should show examples of critical & creative behavior before the students. 9. Sense of humor constant persuasion / motivation encouragement of independent thinking enriched experiences & removal of hesitation & fear help in promoting creativity among the children 10. Develop healthy habits avoidance of blocks to creative thinking like.
Conclusions and suggestions 1) The creative thinking ability of students of eighth class is highest in new relationships test and consequences test. 2) The students of eighth class show lowest creative thinking in product improvement test. 3) The students of eighth class show medium creative thinking in unusual uses test. Suggestions: Panes' & his colleagues (1977) suggested the following strategies for creative problem solving.
REFERENCES
1. 2. 3. 4. 5. 6. 7. 8.
Social Psychology (12the edition) by Robert A. Baron Nyla R. Brams combe. Donn Byme, Gopa Bharaway Dorling Kindersley (India) Pvt.Ltd. (2010) nd Advanced educational psychology by S.K. Mangal (2 edition) PHI learning Pvt Ltd. Delhi-110001 (2011) 3) Psychology of Teaching Learning process by B.N. Dash Dominant Publishers & Distributors New Delhi-110002 Advanced educational psychology by B.N.Panda Discovery publishing house New Delhi-110002 Research Methodology by R.A.Sharma Research methodology & statistics by C.R.kothari. Statistics in educational & Psychology by S.K. Mangal Statistics is education & Psychology by Ahuja.
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Research Paper
Education
Role Of Teacher In Developing Desirable Habits among Children Belonging to Socially, Culturally and Economically Deprived Class A Case Study
DR. MRS. MOIN FATEMA
Marathwada College of Education, Aurangabad, Maharashtra.
ABSTRACT The present case study deals with the secondary school students studying in THANE BMC SCHOOL
MUMBRA, and belongs to socially, culturally and economically deprived class. These students are not paid individual attention by the teachers and also neglected by the parents. They become stubborn .They come from the locality where all the families live anti-social life and think that this is only the normal life style. Slowly and gradually they too get involve in different anti-social activities and turns into juvenile delinquents. They need to be paid serious attention by the teachers. The main objectives of the study are, to evaluate critically the psychology of these children, to find out the undesirable habits among them and suggest some measures to the teachers teaching them. Introduction: Habits play a very decisive role in the development of personality. Major portion of our behavior and activities are dominated by habits. Habitual actions are uniform actions and are also performed with promptness. In the beginning one may feel difficult in performing some task but once habit is established it reduces the need of paying attention .Besides habit also diminishes fatigue and boredom. Garrett defined: "Habit is the name given to behavior so often repeated as to be automatic" VALUING HABITS: The early years of childhood are very important from the point of view of habit formation. Through habit formation it is possible to do more than one thing at a time. Habit saves our time as well as our energy. Absence of proper habits hampers the progress of an individual and the society. NEED AND IMPORTANCE OF DEVELOPING DESIRABLE HABITS AMONG SOCIALLY, CULTURALLY ANDECONOMICALLY DEPRIVED CHILDREN: These children are so unfortunate children who are neglected by their homes and also by the society. Because of the poor economic condition parents consider them as a burden and society also exploited them due to social, cultural and economic deprivation. As other children belonging to economically sound classes have right to enjoy their lives and also the right to enjoy all human rights too these children should not be deprived of these. Moreover majority of the population is belonging to this minority class. PSYCHOLOGY AND OBSERVED UNDESIRABLE HABITUAL ACTIONS OF THE STUDENTS CONCERNED: FRUSTRATED: Misbehaves with everybody. SUSPECIOUS: Do not trust anybody. AGGRESSIVE: Ready for quarrel. NERVOUS: Get nervous when the things do not happen according to their mind. JEALOUS: Become jealous whenever other children have valuable things. STRESS: Get stressed when loose something. ANXIETY: Success of classmates and other schoolmates increases anxiety. GAIN WITHOUT PAIN: Steal valuable things whenever gets chance. BLAME: Blame others for their own mistakes. WITHDRAWAL: Habitual of running out from the odd situations troubling in life. NEGATIVE SELF CONCEPT: Loose marks and make mindset regarding failure and very comfortable with the marks scored. INSENSITIVE REGARDING SOCIAL ENVIRONMENT: Insensitive about the social system and the individual and social progress.
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AIMLESSNESS IN LIFE: Comfortable with the failures in life. COMPANIONSHIP: Like to make friendship with the children possess the same habits. EMOTIONALLY IMBALANCED: Feel happy when others are in pain and sorrow. ROLE OF TEACHER IN DEVELOPING DESIRABLE HABITS AMONG S.C.E DEPRIVED STUDENTS: DOS: 1. Give love and affection to all without discriminating on any ground. 2. Imbibe social, moral, religious, cultural, economic and educational values 3. Motivate them for participating in curricular and cocurricular activities. 4. Help them in modifying their instincts which reflect animal behavior. 5. Appreciate them publicly even for their single good deed. 6. Shoulder some school responsibilities and appreciate for the job done. 7. Develop creativity. 8. Make them aware of social responsibilities. 9. Act as a true path- maker in deciding their aim of life. 10. Show them the importance of their existence. DO NOTS: 1. Do not humiliate them. 2. Do not criticize them. 3. Do not neglect them. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Do Do Do Do Do Do Do Do Do Do Do Do not misbehave with them. not be unjust with them. not make fun of them. not blame them. not discourage them. not exploit them. not shout on them. not neglect their domestic problems. not label them as idiot, nonsense, duffer etc. not disappoint them. not frustrate them. not forget their all-round development.
CONCLUSION: Teacher is popularly known as an agent of desirable social change. In the school if sincere efforts will be taken regarding the development of desirable habits among S.C.E deprived class students, means half job is done because they are in majority and are always frustrated. Intentionally or unintentionally they adopt the same undesirable habits of their parents as they only involve them in anti-social activities because of which they are introduced as juvenile delinquents in the society. The only message I AM OK YOU ARE OK may bring revolution in the lives of these children.
REFERENCES
1. 2. 3. 4. 5.
S.S. Chauhan (1987) - Advanced Educational Psychology, Sixth Revised Edition, New Delhi. S.K. Mangal (2009) - Essentials of Educational Psychology. N.R. Saxena (2008) - Teacher in Emerging Indian Society, Meerut. J.C. Aggarawal (2004) - Essentials of Educational Psychology, Seventh Edition, New Delhi. Prof. A.C. Kashayapa, Prof. G.S. Puri (1969) - Educational Psychology & Guidance & Counseling, Second Revised Edition, New Delhi. 6. B.H. Panda (2003) - Advanced Educational Psychology, New Delhi.
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Research Paper
Education
Study of Family Climate of Adolescents and its Relationship to Gender and Academic Achievement Mrs. Santwana G. Mishra
ABSTRACT The adolescence period is a time of storm and stress, intense moodiness and preoccupation with the self. The families in general and parents in particular, have often been deemed to be the most important support system available to the child. The family is the first school where a child learns his initial lessons of life. The strongest factor in molding a childs personality is his relationship with his parents. The present study is aimed to study the academic achievement of adolescents in relation to their family climate. The researchers also try to A total of 109 adolescents (63-Boys and 46-girls) were randomly selected for the study. The tool used for this study was Family Climate Scale (FCS) developed by Dr. Beena Shah. This tool access the family climate on 10 different dimensions. Academic scores were taken from the school records. The analysis of the data was done using one way ANNOVA and calculation of correlation coefficient. It was found that though there is no significant correlation between academic achievement and the family climate of the adolescents, the gender was found to be significant in determining the family climate in the house. This indicated that there still exists the social discrimination on the basis of gender in families. It was recommended that the teachers should play a role in curbing this social divide in the society.
Introduction & Literature Review It is a common belief that home environment plays a significant role in overall development of the child. The family is the first school where the child understands himself and discovers the magnificence of the world around him. The families in general and parents in particular, have often been deemed to be the most important support system available to the child. The strongest factor in molding a childs personality is his relationship with his parents. Though the importance of home environment cannot be overruled during any of the developmental stages of the child, there is a special need of support during the adolescent period. Adolescent is a period of storm and stress. Poets have described it as the spring of the human life span. The child experiences a number of changes in this transitional period of his growth and development. Adolescents have a reputation of getting along poorly with their families. The teenage boy or girl may be faced with serious problems of adjustment when there is a difference of opinions, ideals and attitudes with their parents. As soon as the child enters the adolescence, his social roles and responsibility change. Change of role requires adjustment to new situations in a different way by changing the old habits of childhood in home, school and society. The change over to a new pattern of habits creates emotional tensions in adolescents. It is this emotional aspect which is to be cared by the parents. Conflicts may arise between the adolescent and the parents that are difficult to resolve if neither is willing nor able to compromise. It takes all the tact and understanding of parents to handle their teenage son or daughter. In a study titled, Home environment, selfconcept, and academic achievement: A causal modeling approach, John Hattie investigated the relation between home environment, self-concept, and academic achievement in 2,297 1415 yr old Koreans and found that though the home environment does not exert direct effects on academic achievement, but social status indicators had indirect effects on selfconcept via family psychological characteristics. Also, academic self-concept affected academic achievement more strongly than did social self-concept. School adjustment was found to be related to family climate in a research by Kurdek, Sinclair and others where they studied the adjustment to the school context and factors from both family context and peer context of sixth graders. Rani Mahanraj and Latha studied the relationship between family environment, the home adjustment and academic achievement in adolescents and found that family environment appeared to influence home adjustment as well as academic performance. Jagpreet Kaur, J. S. Rana and Rupinder Kaur studied the academic achievement and home environment as correlates of self concept in 300 adolescents and concluded that there is significant positive relationship of home environment with selfconcept which is not significantly correlated with academic achievement. In studies related to academic achievement or family climate, gender played no significant role. But the researcher wanted to study this aspect also in Indian scenario. In a study titled Gender, education and child labour: A sociological perspective, Bilal Ahmad Bhat (2010) mentions that in India, boys and girls are assigned different societal roles and experience different perspectives of life as a result of their being male or female. Such differences have a gigantic impact on their lives.
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The discrepancies in terms of gender, its effect on family climate and subsequently on the academic achievement are the core aspect of the present study. Problem of the Study In the present study, the researcher wanted to study the family climate of adolescents in relation to their gender. The present study also deals with the correlation between the family climate and academic achievement of the adolescent. The study was designed to test the following hypothesis: There is no difference in family climate for male and female students. There is no relationship between family climate and academic achievement Academic achievement and gender are not significantly related. Methodology The study is essentially a survey, and the instrument of data collection was Family Climate Scale (FCS) developed by Dr. Beena Shah. This tool access the family climate on 10 different dimensions. Academic scores were taken from the school records.. This test was personally administered to the students of grade 9. For this study, the researcher had selected the 109 students of grade 9 from 11 secondary schools of Aurangabad city using stratified random sampling technique. The statistical analysis technique used in testing the hypotheses was one-way analysis of variance (ANNOVA). All the hypotheses were tested at 0.05 level of significance. Data Analysis and Results: The data was tabulated and was analyzed using one-way ANNOVA. The testing of the hypothesis is presented one by one. All the analysis was done using well-known statistical software Minitab16. Hypothesis one: There is no difference in family climate for male and female students. The data regarding the gender was collected though the preliminary information column of the answer sheet provided during administering the scale for assessing the family climate of students. The Family climate score was calculated by the response received from the students. To test the hypothesis, one-way analysis of variance (ANNOVA) method is used, as one variable (gender of trainee teacher) is dichotomous. The result of one-way ANNOVA is shown in table below: Source Gender Error Total DF 1 105 106 SS 3.087 23.548 26.636 MS 3.087 0.224 F 13.77 P 0.000 Table 1: One way ANOVA: FCS versus Gender Notations: DF is for degree of freedom, SS is for Sum of square, and MS is for Mean of Square The P- Value obtained in the above table is 0.000. This P-value is less than 0.05 which indicates that there is a significant relationship between independent and dependent variable. This implies that there is a significant relationship between gender and the Family Climate of the student. Hence Hypothesis one is rejected. Hypothesis two: The family climate and academic achievement are not significantly correlated The respective method subjects opted by the trainee teachers were also collected though the preliminary information column of the answer sheet provided during administering the emotional intelligence test. This data was sorted and tabulated along with the emotional intelligence score of the trainee teachers. To test this hypothesis, one-way analysis of variance (ANNOVA) is used. The result of one-way ANNOVA of Emotional Intelligence score and method subject is shown in table below: Source Academic Score Error Total DF 34 72 106 SS 8.563 18.072 26.636 MS 0.252 0.251 F 1.00 P 0.481
Table 2: One way ANOVA: FCS versus Academic score Notations: DF is for degree of freedom, SS is for Sum of square, and MS is for Mean of Square From the table no. 2, the P value associated with method subject is 0.211 which is more than 0.05. It implies that Academic Score of adolescents is not affected by family climate. Hence Hypothesis two is rejected. Hypothesis three : The academic achievement and gender are not significantly correlated To test this hypothesis, one-way analysis of variance (ANNOVA) is used. The result of one-way ANNOVA of Emotional Intelligence score and method subject is shown in table below: Source FCS Error Total DF 1 105 106 SS 0 11358 11358 MS 0 108 F 0.00 P 0.985
Table 2: One way ANOVA: Academic score versus Gender
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Notations: DF is for degree of freedom, SS is for Sum of square, and MS is for Mean of Square From the table no. 2, the P value associated with method subject is 0.985 which is more than 0.05. It implies that Academic Score of adolescents is not affected by gender. Hence Hypothesis three is rejected. Findings & Recommendations The present study concludes that Academic Achievement is not significantly related to the gender of the trainee teachers. As there is no significant difference between the academic achievements with family climate, it can be concluded that, the family climate plays no significant role in determining the academic achievement. But this study highlights that family climate is significantly related to the gender. The age old gender bias is still very much prevalent in India. There is a need for creating awareness to curb this bias and help the girls in the family be treated at par with their male counterpart.
REFERENCES
1. Asthana, Bipin (2005). Measurement and Evaluation in Psychology and Education. Ed.8, Agra: Vinod Pustak Mandir. 2. Best, J.W and James, V.K. (2005). Research in Education. Ed.9, New Delhi: Pearson Education Pte Ltd. 3. Chandra, S.S. and Sharma, R.K. (2002). Research in Education. New Delhi: Atlantic Publishers and Distributors. 4. Halawah, Ibtesam (2006). The effect of motivation, family environment and student characteristics on academic achievement. Journal of Instructional Psychology (www.freelibrary.com) 5. Hattie, John (1984). Home environment, self-concept, and academic achievement: A causal modeling approach. Journal of Educational Psychology. Vol. 76(6) 1269-1281 6. Jagpreet Kaur, Rana J.S and Rupinder Kaur (2009). Home Environment and Academic Achievement as Correlates of self-concept among Adolescents. Stud Home Comm Sci, 3(1): 13-17 (2009) 7. Lawrence A. Kurdek, Mark A. Fine and Ronald J. Sinclair (1995) School Adjustment in Sixth Graders: Parenting Transitions, Family Climate, and Peer Norm Effects. Society for Research in Child Development. (http://www.jstor.org) 8. Rani Mohanraj and Latha (2005) Perceived Family Environment in Relation to Adjustment and Academic Achievement. Journal of the Indian Academy of Applied Psychology. Vol. 31, no.18-23
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Research Paper
Education
Teaching Creativity Attitude among Secondary Teachers with Respect to Gender and Teaching Experience
Asore Manisha Digambarrao
Dr. Babasaheb Ambedkar Marathwada Campus-Osmanabad, Maharashtra. University, Sub
ABSTRACT Teaching is an art as well as science as it matters about its logical nature and style of presentation also. Due to this, every teacher and his teaching method is too much differing from one another. This study aims to find and compare teaching creativity attitude among secondary teachers with respect to gender and their teaching experience. The sample comprised of 80 secondary teachers selected by stratified sampling. The data were collected with the help of Teaching Creativity Attitude Scale developed by R.P. Shukla and analyzed with the help of mean, standard deviation, t-test and F-test. The results revealed that the teaching creativity attitude of secondary teachers is distributed from medium to high level. There is no significant difference among male and female secondary teachers teaching creativity attitude whereas there is significant difference among their teaching creativity attitude regarding their teaching experience.
Introduction Teaching is an art as well as a science. Some teachers consider it as art then they have special characteristics and attitude about teaching which is referred as Teaching Creativity Attitude. This attitude decided the teachers behavior in the classroom, their devotion for teaching, the innovative practices developed by them and their relationship with their students. In todays scenario every person has become too much self-centered, because of this every individual concentrate on personal development related with material gains only. Therefore, so many teachers acquired teaching skills which are essentially required to become a teacher in the form of a degree or document only. It means they are ready to perform the duties of a teacher according to the degree or document. But very few such teachers have real potential to deal with classroom situations and can teach effectively and creatively. As creativity is called as Devine gift and very few of us are gifted in such sense. It is very essential that teacher must have a positive attitude of creative teaching. It makes a lot of difference in teaching methods and teaching aids applied by teachers. This study attempted in order to find out the teaching creativity attitude among secondary teachers and compare it on the basis of gender and teaching experience. Need and significance Teachers are important elements for giving new directions to upcoming generations. In this sense they have key role in nourishing creativity among students. Therefore the teachers must possess certain qualities in which teaching creativity attitude is an important one. Due to teaching creativity attitude, a teacher works very positively, devotedly and implements newer and innovative ideas in his daily teaching tasks which also enhance certain creativity behavior of his students also. It means teaching creativity attitude of teachers is important and helpful for developing creative attitudes of students and develops a creative personality among them (O. Dau-Gasper, 2011). The same result observed that the teachers attitude towards creativity, their level of understanding of it and also their type of attitude and teaching method have a direct relationship on enriching the class environment for students growth of creativity (AoS. Hosseinee, 2008.) The teaching creativity behavior of teachers is positively related with their schools organizational climate. It showed that open, familiar and paternal organizational climate enhanced the positive attitude towards creative teaching among teachers (V. S. Chauhan 1993.). The above mentioned studies are focusing on the creative teaching and its relation with students creative behavior or skills whereas this study focused on the teaching creativity attitude and its comparison on the basis of gender and teaching experience. Objectives: The objectives of the study were 1. To find out teaching creativity attitude among secondary teachers. 2. To compare teaching creativity attitude of male and female secondary teachers. 3. To compare teaching creativity attitude of secondary teachers on the basis of their teaching experience. Hypothesis: The following were the hypothesis as1. There is no significant difference between teaching creativity attitude of male and female secondary teachers. 2. There is no significant difference among teaching creativity of secondary teachers on the basis of their teaching experience. Research Methodology The details about method, sample, tool, procedure and statistical methods used for analysis are as follows. Method: The study has been completed by using survey method. Population & Sample: The estimated population of the study is comprised of secondary teachers working in secondary schools in Aurangabad district from which the sample of 80 secondary teachers has been selected by following stratified sampling method.
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Tool: The teaching creativity attitude scale developed by R.P. Shukla has been used to collect data from secondary teachers. Statistics used: Considering the nature of data, the mean, standard deviation, t-test and F-test were used for analyzing the data. Analysis and interpretation The collected data has been analyzed with the help of t-test and F-test. The analysis has been presented here in following tables as per the objectives. Table 1. Comparison of Teaching Creativity Attitude of male and female secondary teachers
Groups Male Female N 66 14 Mean 108.5 107.6 S.D. 10.39 7.94 SEM 2.4758 t-calculated 0.3643 (NS*)
(NS*- Not Significant at 0.05 &0.01 level of significance) From the table 1, it is clear that the calculated value of t-test is smaller than its table value (1.99=at 0.05 level of significance), hence the null hypothesis is accepted and it is concluded that there is no significant difference among teaching creativity attitude of male and female secondary teachers. It means gender does not play any significant role in teaching creativity attitude. Table 2. Comparison of Teaching Creativity Attitude of secondary teachers on the basis of their teaching experience
Source of Variation Between Groups Within Groups Total Sum of squares 7372.19 60141.56 67514.75 df 3 76 79 Mean squares=SS/df 2457.73 791.33 -----F-ratio
F ratio=3.10 (S*)
(S*- Significant at 0.05 &0.01 level of significance) It is revealed from table 2; the calculated value of F-ratio is greater than its table value (2.73= at 0.05 level of significance), therefore the null hypothesis is rejected and it is stated that there is significant difference among teaching creativity attitude of secondary teachers on the basis of their teaching experience. As the teaching
experience enhanced the teaching creativity attitude also enhanced. But in few of the cases it is reverse condition, that the experienced teachers lacking the teaching creativity attitude. Results and discussion After analyzing the data, it is cleared that secondary teachers teaching creativity attitude is not differing on the basis of gender but it showed significant differences on the basis of teaching experiences of secondary teachers. The highly experienced teachers have high level of teaching creativity attitude and most of such teachers taught by using various teaching methods and teaching aids. They are always ready for acquiring new and innovative methods from different in-service trainings organized by various government agencies. The teachers who have about ten years experience, they also showed moderately high level of teaching creativity attitude and asked their seniors for new ways so as to implement in their teaching. It means experience played a vital role in developing teaching creativity attitude among secondary teachers. Conclusion As we always mention that teaching is an art and teachers are artists. In this sense, it is very simple that teaching is related with some kind of creativity and it needs a creative attitude also. It is revealed from this study that every teacher has teaching creativity attitude which can be enhanced through his experience. It is also clear that we can develop such platform where these teachers can share their innovative ways with other teachers. As a result of this other new teachers can enrich their own teaching with the help of experiences of senior teachers. It will be helpful for creating a creative group of teachers which can develop innovative methods and models for primary and secondary level of education. It would enhance the quality of education in general and quality of primary and secondary education in particular.
REFERENCES
Buch, M.B. (1985). Third survey of educational research. New Delhi: NCERT. Chauhan, V.S. (1993). The effect of school organization climate on attitude of teachers towards creative teaching and learning. Retrieved on 12/07/2012 from eduresearch.dauniv.ac.in/file.asp?ID=1007. Croply, A. (2001). Creativity in Education and learning: A guide for Teachers and Educators.London: Kegan Pawl. Dau-Gasper, O. (2011). The Teachers Creative Attitudes-An Influence Factor of the Students Creative Attitudes. Retrieved on 12/07/2012 from www.pixel-online.net/edu-future/common/.../ITL53-Gasper.pdf. Hosseinee,A.o.S. (2008). Investigating the Impact of the Creativity Teaching programme on Teachers Knowledge, Attitude and Skills. Retrieved on 12/07/2012 from www.sid.ir/en/VEWSSID/J-pdf/97420082210.pdf. Shukla, R.P. (2005). Attitude Scale of Creative Teaching. Agra: National Psychological Corporation.
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20.
Research Paper
Education
Learning Disability
Kharat Siddharth Sandu
Research Student, Aurangabad, Maharashtra.
ABSTRACT This paper is about the children's learning disability. When children have learning problems, their parents
are usually the first to notice that something is just not right. Teachers often notice a child having trouble in their class and when they notice want reliable information so they can help their student's. I try to focus on learning disability with the introduction of learning disability, whole meaning of learning disability, causes of learning disability, types of learning disability, common signs of learning disabilities etc. Introduction : Learning disabilities affect about 15% of the population and can have a profound impact on individuals and families. People with learning disabilities are just as smart (and sometimes smarter) then their peers, but have difficulty learning in conventional school setting. Understand more about learning disabilities, discover how to overcome obstacles and learn how to uncover hidden aptitudes and gift. Learning disability : A learning disability is a neurological disorder. in simple terms a learning disability results from a difference in the way a persons brain is "Wired". Children with learning disabilities are as smart or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling or organizing information if left to figure things out by themselves or if taught in conventional ways. A learning disability can't be cured or fixed, it is a lifelong issue. With the right support and intervention, however, Children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life. Parents can help children with learning disabilities achieve such success by encouraging their strength knowing their weakness, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties. Common Signs of Learning Disabilities:If parents, teachers and other professional's discover a Childs learning disability early and provide the right kind of help, it can give the child a chance to develop skills needed to lead a successful and productive life. If you are aware of the common signs of learning disabilities You will be able to recognize potential problems early The following is a checklist of characteristics that may point to a learning disability :Speaks later than most children. Pronunciation Problems. Slow vocabulary growth , often unable to find the right word. Difficulty rhyming words. Trouble learning numbers, alphabet, days of the week. Colors , shapes. Extremely restless and easily distracted. Difficulty following directions and routines. Slow to learn the connection between letters and sounds, confuses basic wards, unstable pencil grip. Avoids reading aloud difficulty with hand writing etc. Causes of Learning disability A learning disability happens when a person's brain development is effected, either before they are born, during their birth or in early childhood. several factors can effect brain development, including : The mother becoming ill in Pregnancy. Problems during the birth that stop enough oxygen getting to the brain The unborn baby developing certain genes. The parents passing certain genes to the unborn baby that make having a learning disability more likely (known as inherited learning disability ) Illness such as meningitis or injury in early childhood. Sometimes there is no known cause for a learning disability.
Types of Learning Disability: Learning Disabilities are neurological disorders that can make it difficult to acquire certain academic and social skills. They are not the result of poor intelligence or laziness. Knowledge about learning disability will allow you and your child to advocate for success in learning and in life.
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1. Dyslexia : As with other learning disabilities, dyslexia is a lifelong challenge. This language based processing disorder can hinder reading, writing, spelling and sometimes even speaking. Dyslexia is not a sign of poor intelligence or laziness or the result of impaired hearing or vision. Children's and adults with dyslexia have a neurological disorder that causes their brains to process and interpret information differently. 2. Dyscalculia Dyscalculia refers to wide range of lifelong learning disabilities involving Math. There is no single type of math disability. Dyscalculia can vary from person to person and if affect people differently at different stages of life. 3. Dysgraphia : Dysgraphia is a learning disability that effects writing, which requires a complex set as motor and information processing skills it can lead to problems with spelling, poor hand writing and putting thoughts on paper people with dysgraphia might have trouble organizing letters, numbers and words on a line or pages. 4. Executive Functioning Many people with learning disability struggle with executive function which can make activities like planning, organizing strategizing, remembering details and managing time and space difficult. Problem with executive function a set of mental processes that helps connect past experience with learning disabilities face in academic learning.
REFERENCES 1) 2) 3) 4) 5)
Cecil marcer and paigl pullen, (2008) : Students with learning Disabilities (Edition 7 ) James R.L. Allyam & Baker, (1971) : New Directions in special education Uday Shankar (1958) Exceptional Children, Sterling Publishers Pvt. Ltd. www.goodreads.com/special education www.amazon.com>books>new.used&rentaltextbooks>specialeducation
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Research Paper
Education
Quantitative Aspects of Cognitive Development: A Review Dr.Saheb Ali H N

K.C.T College of Education, Gulbarga, Karnataka
relations in abstract forms, but some of them may possess specific abilities for language or for spatial relations. The multiple abilities of intelligence As against spearmans theory, Thorndike conceptualized intelligence as consisting of many specific abilities not bound together by a common factor. These two conceptualizations stimulated many studies. As a result, a number of group factors of intelligence were indentified; such as: verbal ability, numerical ability, mental speed, mechanical ability and so on. Studies by Thurstone and thurstonet and Thurstone revealed six primary mental abilities as constituting intelligence, and they are: V-verbal comprehension W-Word Fluency S- Space N-Number Relations M-Memory I-Induction Guilfords three-dimensional model of mentality Later on, Guildford (1957) came out with a dynamic and comprehensive model of intelligence. His multiple-factor-analysis studies indicated that intelligence is a multiple facet construct. Guilford perceived a three- dimensional structure of intellect as presented in figure 1. This model indicates that there is not one single entity to be called intelligence, there are a number of operations in which a person engages, numerous kinds of materials (contents) that he/she uses may reinterpret a piece of literature in as many ways as possible . The Indian college about social and psychological Background
Introduction: According to quantitative approaches, intelligence is constituted of various abilities. All of them can be measured separately through standardized tests. These abilities can change quantitatively in different stages of human development. Unlike the piagetian view of intelligence as an adaptation process, quantitative approaches treat intelligence in terms of abilities, as possessed by the individual. We shall examine here in brief, what these abilities, as possessed by the individual. We shall examine here in brief, what these abilities are, how they are measured, and how they vary among adolescents and adults. Nature of Intelligence: Serious efforts have been made by several scholars since the beginning of this century on conceptualizing and measuring intelligence. Since intelligence is not an object which can be seen, heard or touched, it is very difficult to tell precisely what it means. Intelligence is treated as a hypothetical construct. Because of this, there is no single correct definition of the term. While such a complexity exists in identifying a single definition of intelligence, one can consider multiple facets of intelligence as highlighted by a number of psychologists. Single, dual and multiple abilities. In the initial stage of studies on intelligence, it was viewed in terms of a single ability. All mental processes and all mentally directed activities like learning, thinking and adjusting to the environment were treated as functions of a single ability. The extent to which such ability was possessed by an individual was tested by means of a test, and the test score was taken to indicate the individuals level of intelligence, with reference to Specific norms of the intelligence test. Intelligence as a two factor The idea of intelligence as a unitary ability was questioned by Charles spearman who conceived intelligence as a two-factor construct. According to him, every human being possesses general intelligence known as the g factor. At the same time, an individual also possesses specific ability or S factor for a particular kind of performance which may differ from one individual to another. For instance, every person may possess general abilities to perceive
Cells in Guilfords structure of Intelligence
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Guilford identified 120 cells for 120 abilities (5 operations X 4 contents X 6 products) in the model where each of the cells indicates the combination of certain kinds of operation, content and product. One cell may indicate the ability of behavioral implications, while another cell may relate to the ability to recognize a unit making use of figural content. Studies using Guilfords model of intellect have identified a number of independent abilities/ factors of intelligence on the basis of more sophisticated factor- analysis techniques. Cattels Model of structure of intelligence R.B.Cattel (1955) conducted multiple-factor analysis studies on a large variety of ability tests and identified two major factors of intelligence, viz., fluid intelligence and crystallized intelligence. Fluid intelligence is the major measurable outcome of the influence of biological factors on intellectual development- that is heredity, injury to the central nervous system. (CNS). Basic sensory structures, etc. this is linked with neurological processes of human mind and is affected by hereditary inputs. This is also not affected by education. Or training or the kind of environment in which the individual grows. Fluid intelligence Fluid intelligence is nothing but ability to form concept, to use abstract reasoning, and to perceive complex relationships. This form of intelligence can be applied to a wide range of intellectual activities involving grouping letters and numbers, pairing related words of analogies, remembering a series of digits, projecting short-term memories, etc. Crystallized Intelligence Crystallized intelligence is the learn ability to make relationships, judgments, use strategies, to solve various problems, etc. these abilities usually develop through cultural influences, school experiences, family interactions, peer group influences and so on. Such acquired abilities can be developed to higher level through enrichment of experiences throughout ones life. Culturally deprived persons may not be able to compete with others since their early environments do not provide stimulation for an adequate level of development of crystallized intelligence. It has been found that even though crystallized abilities are influenced by environmental stimulations, fluid intelligence plays a major role in the level of achievement of crystallized intelligence. It has been found that even though crystallized abilities are influenced by environmental stimulations, fluid intelligence plays a major role in the level of achievement of crystallized intelligence. For instance, to acquire the skills and knowledge that are specific to a culture and individual must possess the basic abilities to form concepts, see relationships, etc. Conclusion: From the above presentations, it can be recognized that, of late, intelligence has been identified with multidimensional functioning of intellectual structure. Guilford identified varieties of separate abilities in terms of its three dimensions, viz Operation, content and product, but did not identify intelligence in terms of its determinants. Cattel, on the other hand, identified a mode which differentiates between acquired abilities or the other hand, identified a model which differentiates between acquired abilities or the know how to solve various problems and the genetically determined potentiality to acquire these know how and the ability to perform difference tasks. Mostly, the present-day intelligence tests have concentrated on multiple factor studies on the basis of above models.
REFERENCES
Arlin, P.K. (1979). Cognitive Development in Adulthood: a fifth Stage in Development psychology,11,602606. Cattel, R.B.(1957) Factor Analysis: an introduction and manual for the psychologists and social Scientists, N.Y: Harper. Guilford,J.P. (1957) The Nature of Human Intelligence, NY;NY: McGraw-Hill.
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Research Paper
Education
Introduce Education in Pre-Service & In-Service Teacher Training Shailaja Kariveerayya

Gavisiddeshwara College of Education Koppal Karnataka
Introduction: The Victorian Government believes that all government school students, including those with disabilities and additional learning needs, are entitled to an excellent education that provides them with a genuine opportunity to succeed. In responding to this vision, mainstream and special schools in Victoria are adopting policies and practices that are driven by the desire to be providers of high quality education services to all students regardless of their learning needs. Inclusive schools: Inclusive schools recognize & respond to the diverse needs of their students, accommodating both different styles and rates of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnerships with their communities. Whilst inclusive beliefs, policies and practices specifically address the needs of students with disabilities and additional learning needs, they are equally beneficial for the full range of students. Inclusiveness is evident when: A schools enrolment practices do not discriminate between students with disabilities and those without disabilities; School Services and facilities are equally accessible to students with disabilities and those without disabilities; Curriculum programs are designed in such a way that the leaning needs of all students are catered for; Assessment and certification procedures are responsive to the learning outcomes targets and goals of students with and without disabilities; Specialist services and equipments needs to be able to experience success with their learning are supplied; and The school environment is friendly are teachers and students respond positively to student diversity. An inclusive education is characterized by a blurring of the boundaries between children with and those without additional learning needs, so that the focus is on: The level of capacity each individual child possesses to learn and progress; The learning and wellbeing outcomes sought; and
The environment and support which the school undertakes to provide. An inclusive and effective school: Is driven by a moral imperative to improve the learning outcomes of all students regardless of their capacities and backgrounds; Adopts a whole school focus that is reflected in the schools vision, beliefs, policies and practices; Is deeply committed to the belief that all children can learn; Recognize that all students have special learning needs of one sort or another; Focuses on students learning needs rather than on their learning disabilities; Provides learning programs and tasks that are targeted to students learning styles, interests and needs; Has high expectations of students, sets unambiguous but challenging achievement targets, rewards effort and celebrates success; Is alert to and uses a range of multi-skilled personnel (e.g. teachers, specialists, aides, clinicians, volunteers and other students) to assist students with their learning; Has a strong performance and development culture that supports all staff and volunteers to continuously improve their effectiveness to promote student learning; Adopts a team teaching approach to meeting the diverse needs of learners; Adopts an open classroom structure that enables various grouping sies to be assembled for teaching and learning; Helps students to identify learning targets, regularly monitors performance and provides constructive feedback to students and parents on learning progress and challenges and how these can be achieved; Provides additional support as soon as the need for this becomes evident; and Forges strong links with parents, clinicians, staff in local special schools, disability services providers and relevant support agencies within the wider community Pre-service training A focus on pre-service education will provide the greatest effect towards achieving the desired long term change in school systems and ensuring that all
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teachers have the commitment and capability to teach all children. A strategy to achieve this should be planned as soon as a decision has been made to introduce inclusive education. This will involve changes to teacher education programmes. Programmes of teacher training will need to be reoriented towards inclusive education and the teaching methodology needed for this to succeed should be introduced into the training programme of all student teachers in the regular school system. This should include strategies for teaching diverse groups of students, and should contain knowledge about disabilities, and other groups of frequently excluded students. A key component of the training will involve the development of positive attitudes towards a philosophy of inclusion and a commitment to the responsibility of upholding the right to education of all children in the regular school, including children with disabilities. In-service training: Widespread in-service training is essential for preparing teachers for the changes which must take place as inclusive education is introduced into school systems. This training should involve awareness raising and the development of positive attitudes and teaching strategies which are appropriate and effective for children with diverse abilities. There is also a need to generate a cooperative, problem solving approach, which encourages teachers within a school to work together to find solutions and to share their experiences. Where some teachers in a school have received training, opportunities should be provided for in-school training of other teachers. A comprehensive system of teacher education is needed to ensure the widest coverage of training to develop the enthusiasm, commitment and expertise needed to ensure positive learning outcomes for all children and a high level of satisfaction for teachers. The process and goals of inclusive education must be clear. Inclusive education may be better for the emotional and social development of the child, but if it comes at the price of individual assistance when it is needed. Conclusion: Inclusive education is still sometimes perceived to be a special field that requires many years of studies and is only accessible to experts.. Teachers may not realize there are also simpler, practical steps they can take to learn to work with students with special needs. Teacher training colleges may lack expertise in inclusive education and may not teach the attitudes, skills and competencies necessary for teachers who will work in inclusive settings.
REFERENCES
Towards Inclusive education for children with Disabilities Published UNESCO Bangkok. http://www.sofweb.vic.edu.au/blueprint/es/expectations.htm
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Research Paper
Education
The Learning and Wellbeing Outcome SoughtInclusive and Effective Schools Dr.A.R.Purwant
KSH College of Education Raichur, Karnataka
Introduction The Victorian Government believes that all government school students, including those with disabilities and additional learning needs, are entitled to an excellent education that provides them with a genuine opportunity to succeed. In responding to this vision, mainstream and special schools in Victoria are adopting policies and practices that are driven by the desire to be providers of high quality education services to all students regardless of their learning needs. Inclusive schools Inclusive schools recognize & respond to the diverse needs of their students, accommodating both different styles and rates of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnerships with their communities. Whilst inclusive beliefs, policies and practices specifically address the needs of students with disabilities and additional learning needs, they are equally beneficial for the full range of students. Inclusiveness is evident when: A schools enrolment practices do not discriminate between students with disabilities and those without disabilities; School Services and facilities are equally accessible to students with disabilities and those without disabilities; Curriculum programs are designed in such a way that the leaning needs of all students are catered for; Assessment and certification procedures are responsive to the learning outcomes targets and goals of students with and without disabilities; Specialist services and equipments needs to be able to experience success with their learning are supplied; and The school environment is friendly are teachers and students respond positively to student diversity. An inclusive education is characterized by a blurring of the boundaries between children with and those without additional learning needs, so that the focus is on: The level of capacity each individual child possesses to learn and progress;
The learning and wellbeing outcomes sought; and The environment and support which the school undertakes to provide. Effective schools Effective schools are schools that produce learning outcomes for all students that are above typical expectations. Such schools do not settle for average performance, but take action to ensure that their teaching and learning environment and programs are highly responsive to the needs for all learning environments and programs are highly responsive to the needs of all learners, including those with disabilities and additional learning needs. Staff in effective schools views students with disabilities as having sets of capabilities that need to be further developed and determine educational provision accordingly. Effective schools are also inclusive schools. An inclusive and effective school: Is driven by a moral imperative to improve the learning outcomes of all students regardless of their capacities and backgrounds; Adopts a whole school focus that is reflected in the schools vision, beliefs, policies and practices; Is deeply committed to the belief that all children can learn; Recognize that all students have special learning needs of one sort or another; Focuses on students learning needs rather than on their learning disabilities; Provides learning programs and tasks that are targeted to students learning styles, interests and needs; Has high expectations of students, sets unambiguous but challenging achievement targets, rewards effort and celebrates success; Is alert to and uses a range of multi-skilled personnel (e.g. teachers, specialists, aides, clinicians, volunteers and other students) to assist students with their learning; Has a strong performance and development culture that supports all staff and volunteers to continuously improve
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their effectiveness to promote student learning; Adopts a team teaching approach to meeting the diverse needs of learners; Adopts an open classroom structure that enables various grouping sizes to be assembled for teaching and learning; Helps students to identify learning targets, regularly monitors performance and provides constructive feedback to students and parents on learning progress and challenges and how these can be achieved; Provides additional support as soon as the need for this becomes evident; and Forges strong links with parents, clinicians, staff in local special schools, disability services providers and relevant support agencies within the wider community Each of the above characteristics or practices can be located in our schools, but not all of the characteristics are evident, or are not implemented as effectively as they need to be, in all our schools. Schools that are exemplary models of inclusiveness and effectiveness are working on a variety of fronts to sustain their of inclusiveness and effectiveness. They also monitor their whole school processes and classroom practices to ensure that their policies and actions reflect current understanding about effective practice. They understand that to sustain effectiveness and inclusiveness adjustment may needs to be made to school buildings, curriculum content, assessment procedures and methodologies, the format and suitability of teaching materials, learning activities, modes of delivery and teaching styles. They also understand that as our knowledge improves about how learning occurs, todays good practices will in due course provide the platform for and be replaced by a new generation of more effective practices. 1. School values, beliefs and expectations An effective and inclusive school is a school with strong moral purpose. It believes that its purpose is to assist all students to learn and to keep them engaged with learning regardless of their ability or disability. Whilst the belief that all students can learn regardless of ability or disability, is now generally accepted throughout the teaching profession, the conditions for this belief to be realized are not always present in our schools and classrooms. An effective and inclusive school not only believes it can make a difference to a students learning, it has high and unambiguous expectations for students learning, demands students effort and organizes its resources to optimize students opportunities for learning. 2. Teaching and learning arrangements Effective and inclusive schools make purposeful and strategic decisions about the allocation of teaching and learning resources. Schools have a broad range of teaching and learning resource at their disposal and the way that these resources are allocated can greatly impact on students opportunities to learn. A school that is alert to the diverse needs of students would seek too optimize the personnel and resource within a classroom that are available to support student learning. Effective and inclusive schools understand that students development needs are best promoted through a collaborative approach and by focusing on the students learning needs rather than on their disability. They understand that a range of multi-skilled personnel (e.g. teachers, specialists, teacher aides, clinicians, volunteers and other students) are available to support students with their learning and that decision about the allocation of special program funds should be based on the desire to make the classroom a rich learning environment for all where additional support is available for those with special needs. 3. Teaching practices Teachers in effective and inclusive schools know their students and understand their learning needs. They are able to adapt current pedagogical knowledge and thinking and apply it in different ways. Teachers in effective and inclusive schools are able to engage all students in productive learning, valve the contributions of all students and work to create environments where all students can participate in and contribute meaningfully to the learning activities. Effective and inclusive schools have processes for engaging parents, careers and students in discussion about students learning needs, goals and targets and for converting these discussions into manageable and challenging teaching and learning plans for each student that guide student learning efforts. 4. Learning environments A precondition for student learning is the establishment of an environment where students feel welcome, valued and cared for. A key element of effectiveness and inclusiveness is the capacity to create supportive learning environments. Supportive and productive learning environments are evident when students are willing to step outside their comfort one to explore and express new ideas, to work within various student groupings, to assume leadership or support roles and to assume greater personal responsibility for managing their learning. Effective and inclusive schools establish learning environment that facilities team teaching, the use of teacher aides, specialists or trained volunteers and to increase the flexibility to vary the size and composition of classroom learning groups. This can entail the joining of two or three learning space into a single or partitioned large space, the subdivision of a larger space into more intimate learning spaces or the connection of the classroom to outdoor learning spaces. In these modifications a space may be created
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for supervised stroked play, silent reading or small group instruction or turned into a dedicated oral language centre that contains games, toys and other artifacts that are used to stimulate students imagination and oral language development. 5. Learning communities Effective and inclusive schools have a culture of high professional trust and collegiality and a culture that fosters openness, inquiry, risk taking and innovation. Staff team in effective and inclusive schools meat regularly to provide each other with information and support and to review the progress of all students involved in the teams program. Effective and inclusive schools provide training programs of teacher aides, clinicians, parents, staff and students so that a multi-skilled team is available, as required, to support the classroom teacher with program development, monitoring student work and managing small group or intensive one-on-one support. Effective and inclusive schools are alert to the need to explore the role that specialists might play in supporting them to become more inclusive of students with additional needs. As an alternative or adjunct to employing specialist teachers, effective and inclusive schools establish good links with local special schools and call on specialist teachers and clinicians to provide professional learning (workshops, mentoring, lesson planning advice observation and feedback, demonstration lessons, etc) on specialist teaching strategies. 6. Leadership It is the combination of certain beliefs, policies and practices that help to characterize inclusive and effective schools differentiate them from other schools. Effective and inclusive schools not only support the principle of inclusive education, if they make changes in their structures, processes and practices as required o translate this principle into action. School leaders in effective and inclusive schools are adept at managing change and at building a school culture that is committed to inclusiveness and that is improvement oriented. In order to meet this commitment, school communities need to recognize and celebrate student diversity and create innovative, flexible and inclusive environments where all students, including students with disabilities and additional learning needs, feel safe and motivated to learn. Effective schools consistently cater for the diversity of their students learning needs and it is this capacity that makes them both effective and inclusive. The brief descriptions of those characteristics of effective and inclusive schools and the questions for reflection are provided to stimulate discussion about the beliefs, policies and practices that schools needs to embrace in order to become highly effective in responding to the diversity of their students academic, social and personal learning needs.
REFERENCES
Gigh expectations of all learners, blueprint for government schools, 2003 Towards Inclusive education for children with Disabilities Published UNESCO Bangkok. http://www.sofweb.vic.edu.au/blueprint/es/expectations.htm
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Research Paper
Education
A Focus on The Right to Education International Mandates
Sangeetha Basavantappa
KSH College of Education, Raichur, Karnataka
Introduction: The first international mandate on the right to education for all children was pronounced 60 years ago. Since that time the right to education has been repeatedly endorsed and expanded by the international community. Response by national governments has varied, but overall has moved in a direction towards fulfilling this right for the majority of children, but not for all. Interpretation of the word all has reflected the values and attitudes of the times. Only relatively recently has there been the beginnings of a shift towards including the right to education of children with disabilities within the commonly accepted understanding of the right to Education for All. UNESCO Constitution, 1945 In 1945 UNESCO was founded with a constitution expressing a belief, in full and equal opportunities for education for all.12 Since that time, UNESCO has been working to make these opportunities a reality, but the realization of full and equal opportunities is still proving elusive. United Nations Universal Declaration of Human Rights In 1948 the Universal Declaration of Human Rights was adopted by the General Assembly of the United Nations. Article 26 proclaimed that everyone has the right to education, free and compulsory at the elementary stages, with technical and professional education made generally available and higher education equally accessible to all on the basis of merit. Article 2 affirmed that everyone is entitled to all rights and freedoms set forth in the Declaration, without distinction of any kind. The Convention on the Rights of the Child (1989) and A World Fit For Children (2002) The Convention on the Rights of the Child (CRC) (1989)14 was the first treaty developed specifically to uphold the rights of children. Ratified by more states than any other convention, it was followed a little more than a decade later by the United Nations General Assemblys Special Session on Children (2002). A World Fit for Children, the outcome document, extended and expanded the rights covered in the Convention on the Rights of the Child, with increased concern for the specific rights of a wide range of minority groups, including children with disabilities.
Article 3: Leave no child behind. Each girl and boy is born free and equal in dignity and rights; therefore all forms of discrimination affecting children must end. Article 20: Discrimination gives rise to a self-perpetuating cycle of social and economic exclusion and undermines childrens ability to develop to the fullest potential. We will make every effort to eliminate discrimination against children whether rooted in the childs or his or her parents or legal guardians race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status. Article 21: We will take all measures to ensure the full and equal enjoyment of all human rights and fundamental freedoms, including equal access to health, education, and recreational services, by children with disabilities and children with special needs; to ensure the recognition of their dignity; to promote their selfreliance; and to facilitate their active participation in the community. Under the section on General Protection, article 3 mandates the adoption of special measures to eliminate discrimination against children on a number of grounds which include disability, and also ensures their equal access to education, health and basic social services. Article 1 call for the registration of every child at birth or soon after. Article 5: Educate every child. All girls and boys must have access to and complete primary education that is free, compulsory and of good quality as a cornerstone of an inclusive basic education. This incorporates the second Millennium Development Goal, one of a series of eight development goals adopted in 2000 by the world community to reduce poverty by half, by the year 2015. Strategies to achieve the goal and targets on education include: Article 2: Promote innovative programmes that encourage schools and communities to search more actively for children who have dropped out of, or are excluded from school and from learning, especially girls and working children, children with special needs and children with disabilities, and help them enroll, attend, and successfully complete their education, involving
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governments as well as families, communities and non-governmental organizations as partners in the educational process. Article 4: Ensure that all basic education programmes are accessible, inclusive, and responsive to children with special learning needs and for children with various forms of disabilities. Article 6: Develop and implement special strategies for improving the quality of education and meeting the learning needs of all. To understand the critical importance of measures which support the families of children with disabilities and the development of the disabled child in the early years, the following strategies were adopted: Article 10: Strengthen early childhood development by providing appropriate services and support to parents, including parents with disabilities, families, legal guardians and caregivers, especially during pregnancy, birth, infancy and early childhood, so as to ensure childrens physical, psychological, social, spiritual and cognitive development. Article 17: Ensure effective access by children with disabilities and children with special needs to integrated services, including rehabilitation and health care, and promote family-based care and appropriate support systems for parents, families, legal guardians and caregivers of these children. 1990 World Conference on Education for All, Jomtien, Thailand In 1990, UNESCO hosted the first World Conference on Education for All, in Jomtien, Thailand. The World Declaration on Education For All and the Framework for Action to Meet Basic Learning Needs had as its goal universal primary education, but with a major focus on providing educational opportunities designed to meet basic learning needs in a more flexible manner, responding to the needs, culture and circumstances of learners. In the years following the Jomtien conference, two significant events for persons with disabilities took place. The first was an initiative of the United Nations, focused on providing a set of norms and standards to guide the action of governments and civil society to promote full participation and equal opportunities for persons with disabilities in all aspects of life. 1993 The standard rules on the equalization of opportunities for persons with disabilities Rule 6 on Education requires states to recognize the principle of equal primary, secondary and tertiary educational opportunities for children, youth and adults with disabilities. It should be provided in integrated settings and as an integral part of the national educational system, included in planning, curriculum and school organization. Where education is compulsory it should be provided to all children with all kinds of disabilities. Parent groups and organizations of persons with disabilities should be involved in the education process at all levels. Special attention should be given to very young children and pre-school children with disabilities, as well as adults and particularly women with disabilities. 1994 Salamanca Statement and Framework for Action on Special Needs Education The focus on educating all children in the mainstream education system received strong support at the UNESCO World Conference on Special Needs Education: Access and Quality, held in Spain in 1994. The conference adopted the Salamanca Statement on Principles, Policy and Practice in Special Needs Education and a Framework for Action. The Salamanca Statement called for a policy shift which would require all schools in the regular school system to become inclusive schools and serve all children, particularly those with special educational needs. Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, create welcoming communities, building an inclusive society and achieving education for all; moreover they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system. The Salamanca Framework for Action received strong reinforcement from Bengt Lindquist, Special Rapporteur for the Standard Rules. He emphasized that it is all children, with their individual strengths and weaknesses, hopes and expectations, who have a right to education, not our education systems that have a right to certain types of children. It is school systems that must change to meet the needs of all children. World Education Forum and the Dakar Framework for Action (2000) The World Education Forum in Dakar provided the first opportunity to present the results of the global EFA 2000 Assessment involving more than 180 countries. After conducting the biggest review on education in history the results were mixed. Numbers of children in school rose with many countries reporting that they were approaching full primary school enrolment for the first time. At the same time the number of out-of-school children was cited as 113 million but given that data on many groups of excluded children, including children with disabilities, is not collected the numbers may well be higher. It was concluded that without accelerated progress towards Education for All, national and internationally agreed targets for poverty reduction will be missed, and inequalities within and between countries will widen. Six goals were set for the achievement of Education for All by 2015. (See Annex 1).
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The Dakar Framework has re-stated a global commitment to the achievement of Education for All as a fundamental right for all children, but the lack of reference to particular minority groups by name, and the articulation of strategies most appropriate for their inclusion, may have led to a lesser response by governments than has been the case when addressing the needs of more clearly stated target groups, such as children from ethnic minorities and children with HIV/AIDS. Stimulating government action towards the achievement of the right to education for children with disabilities may require a combined approach. Regional mandates Biwako Millennium Framework for Action: towards an Inclusive, Barrier-free and Rights-Based Society for Persons with Disabilities in Asia and the Pacific (2003-2012) Mandates which focus exclusively on the rights of persons with disabilities are a response to a situation in which the rights of this group of people have been systematically ignored or denied by the societies in which they live. Global mandates which implicitly, but not explicitly, include their rights often do not achieve the same results for disabled people as they do for non-disabled people. Relentless and continuing advocacy at every level is necessary to reach a point where disability issues are included and addressed as a natural part of the mainstream national development agenda. Attitude change is a slow process and a culture of prejudice, discrimination and exclusion takes time to transform. The objective of the Flagship is to unite all partners in its efforts to provide access to education and to promote completion of quality education for all children and adults with disabilities. Strategies include: Encouraging policy-makers and managers to look at the barriers within the education system, how they arise and how they can be removed; Working to ensure that the right to education for all persons with disabilities is incorporated in National Education Plans; Stimulating and monitoring development in the field of awareness raising and advocacy for the right to education; Ensuring that EFA monitoring processes include data and documentation of resources allocated to persons with disabilities; Encouraging parental involvement in the classroom, teacher problem-solving and mutual support, and having non-disabled students work with their disabled peers to support them in their learning.
REFERENCES
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Research Paper
Education
Pre - Service & In-Service Teacher Training : Inclusive Education
Tanuja Sebraj. T
TGT Kendriya Vidyalaya Raichur, Karnataka
Introduction: The challenge is to promote teacher education that results in a situation where all teachers in regular schools are qualified and competent to effectively teach all children in inclusive educational settings. Teacher competence is regarded as a key factor in developing quality education for all children, but is of critical importance in the achievement of successful educational outcomes for children and youth with disabilities. For inclusive education to be effective for all children it is necessary for change to take place in teacher education programmes. All teachers need to develop a common, broad-based understanding of inclusion. Teachers must be prepared to accept all children and to expect and celebrate diversity in inclusive schools. They need the knowledge, skills and expertise that will enable them to teach children with a wide range of abilities and disabilities within the regular classroom. Teachers need to understand that all children can learn, and to understand the variety of ways in which they do so. Children drop out of school because they experience the classroom as an unfriendly environment in which they are unable to learn, do not experience success or feel valued. The expectations of the teacher will affect the outcomes for the student. Teachers ideas, attitudes and knowledge about the impact of a disability will affect the learners academic potential and participation. There is a need for comprehensive pre- and in-service teacher education programmes which include methodology and techniques for teaching children with diverse abilities, the development of a flexible curriculum and teaching and assessment strategies. Pre-service training A focus on pre-service education will provide the greatest effect towards achieving the desired long term change in school systems and ensuring that all teachers have the commitment and capability to teach all children. A strategy to achieve this should be planned as soon as a decision has been made to introduce inclusive education. This will involve changes to teacher education programmes. Programmes of teacher training will need to be reoriented towards inclusive education and the teaching methodology needed for this to succeed should be introduced into the training programme of all student teachers in the regular school system. This should include strategies for teaching diverse groups of students, and should contain knowledge about disabilities, and other groups of frequently excluded
students. A key component of the training will involve the development of positive attitudes towards a philosophy of inclusion and a commitment to the responsibility of upholding the right to education of all children in the regular school, including children with disabilities. In-service training Widespread in-service training is essential for preparing teachers for the changes which must take place as inclusive education is introduced into school systems. This training should involve awareness raising and the development of positive attitudes and teaching strategies which are appropriate and effective for children with diverse abilities. There is also a need to generate a cooperative, problem solving approach, which encourages teachers within a school to work together to find solutions and to share their experiences. Where some teachers in a school have received training, opportunities should be provided for in-school training of other teachers. A comprehensive system of teacher education is needed to ensure the widest coverage of training to develop the enthusiasm, commitment and expertise needed to ensure positive learning outcomes for all children and a high level of satisfaction for teachers. The process and goals of inclusive education must be clear. Inclusive education may be better for the emotional and social development of the child, but if it comes at the price of individual assistance when it is needed. Quality and contents of teacher training in inclusive education Confusion regarding the concepts of special education and inclusive education is an issue that needs to be further clarified in many countries. The concept of inclusive education needs to be more fully explored so that the misconceptions are not accidentally promoted. Examples of what inclusive education practices might look like may assist those who are supportive but possibly uninformed. Teachers and others should realize, first, that inclusive education, in its simplest form, is simply the belief that all children have the right to an education. Schools need to be child-friendly but also disability aware. Inclusive Education training should incorporate principles and practices that begin with Early Intervention and proceed through to tertiary level education. Methodologies for assessment, curriculum adaptation, realistic programmes, cooperative teaching
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and learning techniques are some of the key skills that need to be taught to all teachers. A comprehensive teacher training plan As one recent UNESCO report stated: If inclusive education is to be sustainable, training must be planned, systematic and long term.59 A teachertraining plans must be realistic and based on the countrys current profile, including how many teachers are needed, how many have already received training and how many more should be trained. One should take account of the distribution of teacher-training resources, the options for training in different geographic areas of the country and current preservice and in-service programmes available. One excellent rule is to reach all schools in the country as quickly as possible so that no school has been left out of training on inclusive education. More in-depth training should be given to develop expertise, again on a broad geographic scale. The implementation of inclusive education programmes will only be as successful as training efforts. Attempts should be made to share knowledge on inclusive education to gain greater advantage from training and experience already undertaken by some teachers and administrators. Funding for teacher training is not always a part of the annual education funding. Funding and support for ongoing, in-service training efforts outside of the formal teacher-training system must be considered. Plans for training of teachers should address the needs of all students. Some countries provide teacher training courses on an ad hoc basis only, and are dependent upon outside funding for this essential need. Barriers in teacher training and professional development Teachers from mainstream classes may not have any introduction at all to inclusive education. They may believe they do not have the special skills needed to teach children of all levels of ability. Pre-service teacher education programmes may not provide training which prepares teachers to teach in inclusive schools and classrooms, with the appropriate attitudes, knowledge and skills to teach effectively a wide range of children with diverse abilities. Teachers in mainstream schools may not receive sufficient practical, in-classroom training in inclusive schools or classes. Expertise which may exist within schools is frequently not shared - barriers in terms of distance, time, administrative procedures and funding may prevent greater interaction. Expert support teachers with specialized training may have limited time to spend with teachers in mainstream schools, and may not respond to requests for specific assistance within an acceptable time-frame. They may also have limited experience in inclusive education. Resource and support teachers may work with individual children on a withdrawal basis, thus denying the opportunity for the class teacher to benefit by involvement in the decision-making and teaching strategies used with particular children. Inclusive education is still sometimes perceived to be a special field that requires many years of studies and is only accessible to experts.. Teachers may not realize there are also simpler, practical steps they can take to learn to work with students with special needs. School administrators and the school community may undervalue students with disabilities and the experts in special education who work with these students. They may put inclusive education low on their list of priorities and not respect the assignment of special teachers to these classrooms or work to improve the level of expertise of teachers within their school. Teachers may not be able to be dedicated to teaching full-time in countries where salaries are low. Teachers have many demands on their time and may not be compensated for their time in training or for other additional efforts. Teacher training colleges may lack expertise in inclusive education and may not teach the attitudes, skills and competencies necessary for teachers who will work in inclusive settings. There may be no programme of short courses or inschool training provided to schools when they begin to implement inclusive education.
REFERENCES
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Research Paper
Education
Inclusive Education
Dr. B. K. Pandav
Mohd. Ali Johar Womens College of Education, Aurangabad, Maharashtra
bones or joints. It is the result of uncongenial factors, injury or the effect of a disease. b) The blind and near blind : Blind and near blind means persons with eye defect. The deaf and Hard hearing : A totally deaf individual is that who has no hearing at all such children may be born dear or might have become deaf because of a disease or other environmental factors. The defective in Speech : Speech defects are of various kinds e.g. stammering, stuttering, lisping, nasality, baby tack, thick speech and hoarsens. The delicate person : Delicate children dont suffer from any specific disease but their health conditions are such that they need to exercise care of their health. Such individuals are often the result of malnutrition or infection.
Introduction: Every individual is Unique. No two individual are alike. Every individual has a different mental ability like emotional, appearance, feelings, behavior, activities, liking disliking, mechanical, scientific and behavioral abilities. CONCEPT: The term Exceptional Children refers to those children who deviate from normal children in any way. According to the Committee for the National Society for the Study of Education. NEED AND IMPORTANCE: Children who learn together, live together i) Normal mental growth is possible. ii) Social integration is ensured. iii) Integrated education is less expensive. iv) Interaction is possible through integration education v) Academic integration is possible vi) Principle of equality is maintained. TYPES OF CHILDREN WITH SPECIAL NEEDS: Exceptional Children
c)
d)
e)
1 Intellectually Exceptional Exceptional

a.
2. Physically Exceptional
Visual-Blind & Nearly Blind Auditory Hearing Speech Orthopedic Cerebral Palsy Delicate Persons
3.Socially
a. b. c.
Gifted Slow Learner Mentally Retarded
b. 1. 2. 3. 4.
a. Juvenile Delinquency b. Problem Children
1. Physically Handicapped 2. The Mentally Retarded 3. The Gifted 1. PHYSICALLY HANDICAPPED :A physically handicapped child is that who has some physical impairment that in any way limits or inhibits his participation in normal activities may be referred to as physically handicapped. a) The Cripple : A crippled child is that who suffered from a defect of physical deformity that does not allow him the normal case of his muscles,
EDUCATION FOR PHYSICALLY HANDICAPPED:According to the Physical ability education provided them. They should be provided proper vocational training except for those who have serious disabilities. The vocational adjustment will develop in them selfrespect and they will be able to carry on their own weight. Such below normal intellectual functioning as is curable. In other words a mentally retarded child may require temporary assistance in order to overcome his retardation. Mentally retarded child is not like by the other children of his group. According to Wallin, Mental retardation are thing minded, eye minded and ear-minded rather than word-minded or thought minded 2) MENTALLY RETARDED: Mental retardation stands for in life. He must be encouraged to take a realistic attitude of his defect. He should be offered opportunities for the experiencing of successful achievement that his
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attention is diverted form on unhealthy brooding over his handicapped condition. 2. EDUCATION FOR MENTALLY RETARDED CHILDREN: 1. The mentally retarded should be treated with sympathy and patience. 2. They should be taught simple vocabulary. 3. The reading material must be around their life interests. 4. The general teaching and learning must be slowed. 5. The mentally retarded should be given vocational training that develops attitudes of successful achievement. 6. They may give industrial training. 3) THE GIFTED : The gifted children are much more able than the average children. An individual whose IQ is above 130 is usually known as the gifted children. Lucito: He said that, the gifted are those children whose potential intellectual powers are at such as high additional level is both productive and evaluative thinking that it can be reasonably assumed that they could be future problem solvers innovators and evolutions of the culture if adequate educational experiences are provided to them. EDUCATION FOR THE GIFTED CHILDREN :1. Segregation of classes :There should be separate classes for the gifted children. Rapid Promotion :Gifted Children should be given rapid promotions. Individual Attentions :Individual attention should be paid to them so that they may feel psychological security. Diversification of Courses :It helps then to take subjects according to their interests need abilities and aptitudes. Enrichment in co curricular activities :There should be enrichment in cocurricular activities i.e. debates declamations, paper reading contests, variety programmes, game exercise etc. Library Facilities :Gifted children should be given special library facilities. They should be encouraged to make intelligent use of library. Competent and noble teachers :They should handle the children psychologically and make arrangement for their studies. Scholarships :A large number of scholarships should be given to the gifted children. Hostels facilities :If the home atmosphere of the gifted children is not good, then they must be given free hostel facilities.
3.
4.
5.
6.
7.
8.
9.
REFERENCES
1. 2. 3. 4.
5.
Panda, K.C.Education of Exceptional Children.
Tony Booth & Patricia Potts. Integrating special Education. Rao, Usha. Exceptional Children their psychology & Education. Chauhan, S.S. Advanced Educational Psychology. Sharma, R.A. Fundamentals of special Education-Integrating Teaching for Mainstreaming.
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Research Paper
Education
Constructive Approach in Learning Dr. Shaikh Feroz

Syed Pir Haji Ali Sha Bhukhari (R.A.) College of Education, Khuldabad Dist. Aurangabad, Maharashtra.
concepts. experience and habits students who do not have appropriate backgrounds will be unable to see what is before them. Learning is successful Learning is successful when the students can when students can repeat what was taught. demonstrate conceptual understanding. Why Constructivist Learning? Todays Classroom Shift to Focus on correct Exploration of ideas Answers Develop critical thinking Emphasis on rote Develop arguments memory Group and collaborative Recitation inquiry Bits and pieces of information Sharing of ideas Individual and competitive
Introduction: In layman language living is learning. As one grow one tries to adjust with the environment, influence the environment and also gets influenced by the surrounding environment and adopts new learning styles. The interaction between the living being and the environment results in the change in the behavior and such change in behavior is learning. Learning is nothing but, acquiring new knowledge behaviors, skills, values, preferences or understanding and synthesizing different types of information as modification in the behavior. Definition: Constructivism is the philosophy of learning found on the premise that by reflecting on our experiences we construct our own understanding of the world we live in. Each one of us generates our own rules and mental models. Which we use to make sense of our experiences. Learning therefore is simply the process of adjusting our mental models to accommodate new experiences. History of Constructivism: 1) Philosophy of constructivism can be traced back to 18th century in the work of Vico Giambattista. 2) He said humans understand what they have constructed themselves. 3) The other people who worked on this idea are Jean Piaget, Vyogotsky and John Dewy. 4) It is personal interpretation of external ideas and experiences how an idea relates to each other and pre existing knowledge Jean Piaget focused on individual construction of knowledge Lev Vyogostky focused on social construction of knowledge. Why do we Plan to Shift from Traditional Teaching to Constructivist Teaching?
Sr.No . 1 Objectivist View Knowledge exists outside of individual and can be transferred from teacher to students. Students learn what they hear and what they read. If a teacher explains abstract concepts well. Students will learn those Constructivist View Knowledge has personal meaning it is created by individual students.
Learner constructs their own knowledge by looking for meaning and order they interpret what they hear and read and see based on their previous
Principles of Learning: 1) Learning is an active process in which the learner uses sensory input. 2) People learn to learn as they learn. 3) Physical actions and hands on experience may be necessary for learning but it is not sufficient, activities should be such that the mind as well as hands is engaged. 4) Learning involves language learning and language is inextricably intertwined. 5) Learning is a social activity: Our learning is intimately associated with other human beings. 6) Learning is contextual: we learn in relationship with what else we know what we believe. 7) One needs knowledge to learn it is not possible to absorb new knowledge to build on. The more we know the more we learn. 8) Learning is not instantaneous it takes time to learn. For significant learning we need to revisit the idea and use them. 9) The key component in learning is motivation. Education is about using knowledge and not acquiring it. Classroom setting in two Types: Knowledge is not objective. Mathematics and Science are viewed as systems with models that describe how the world might be rather than how it is. These models derive their validity not from their accuracy in describing the real world but from their accuracy of any predictions which might be based on them.
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The role of the teacher is to organize information around conceptual clusters of problems, questions and discrepant situation in order to engage the students interest. Teacher assists the students in developing new insight and connecting them with their previous learning. Ideas are presented holistically as broad concepts then broken down into parts. Activities are student centered and they are encouraged to ask questions, carry out experiments make their own analogies and come to their own conclusions. What are the Underpinnings for a Constructivist Learning Setting and how they differ from Traditional Class Model? Traditional class is teacher driven, it depends on textbooks, there is idea that there is fixed world of knowledge. Information is divided in part and whole. There is little room for student initiated questions. The role of learner is to regurgitate the accepted explanation by teacher. A Teacher may structure the lesson in following way: The first objective in constructivist lesson is to engage students interest on a topic that has broad concept. This may be accomplished by doing a demonstration, presenting data or showing a short film. Ask open ended questions. Next present some information or data that does not fit with their existing understanding. Let the students take bull by horn. Let students break in small group formulate their hypothesis and experiment. After the experiment students can come to conclusion. Yager (1991) suggested: Use Students ideas to guide lessons. Accept and encourage students idea. Promote leadership, collaboration. Use students thinking and interests. Encourage alternative sources of information. Encourage students to give suggestions. Encourage students to challenge each other. Characteristics of Constructivist Teacher: 1. A constructivist teacher sets up a problem and monitors students exploration guides direction of students inquiry. 2. Promotes new pattern of thinking. 3. Construction of learning environment provide multiple representation of reality. 4. Multiple representations avoid oversimplification of reality and represent the complexity of the real world. 5. It emphasizes knowledge construction instead of knowledge reproduction. 6. Encourage the spirit of questioning by asking thoughtful open ended questions. 7. Use cognitive terminology, classify, analyze, and create 8. Encourage the accept students autonomy and initiative. 9. Use raw data and primary source along with physical material. 10. Insist on clear expression from students. Limitations: Some people say we are trying to reinvent the wheel. The answer is no we are just trying to understand how the wheel functions and how it turns? Conclusion: We can conclude that, we are trying to reflect and understand the functioning properly. So that the new understanding can help us in problem solving. Why the emphasis is on constructivism Students see little connection between what they learn in the classroom with real life. Today classroom teaching emphasize learning of answers more than explorations of questions, memory at the expense of critical thing, bits and pieces of information instead of understanding the context, recitation over arguments.
REFERENCES
1. 2. 3. 4.
5.
Chauhan, S.S. Advanced Educational Psychology. Sharma, R.A. Fundamentals of special Education-Integrating Teaching for Mainstreaming. Mangal S. K. (2006). Advanced educational Psychology. New Delhi: Prentice hall of India. Aggarwal J.C., Essentials of Educational Psychology. New Delhi. Dash, B.N. (2005). Elementary Educational Psychology and method of teaching. Hyderabad: Neelkamal Publications Pvt. Ltd
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Research Paper
Education
Awareness about Sustainable Development among B.Ed. Level Student Teachers.

Kaninde Sambodhi Vithalrao
Research scholars S.R.T.M. University, Nanded, Maharashtra.
Introduction:The concept of sustainable development was originally synonymous with that of sustainability and is often still used in that way. Both terms derive from the older forestry term "sustained yield", which in turn a translation of the German term nachhaltiger Ertrag is dating from 1713. According to different sources, the concept of sustainability in the sense of a balance between resource consumption and reproduction was however applied to forestry already in the 12th to 16th century. Sustainability is a semantic modification, extension and transfer of the term sustained yield. This had been the doctrine and, indeed, the holy grail of foresters all over the world for more or less two centuries. The essence of sustained yield forestry was described for example by William A. Duerr, a leading American expert on forestry: To fulfill our obligations to our descendents and to stabilize our communities, each generation should sustain its resources at a high level and hand them along undiminished. The sustained yield of timber is an aspect of mans most fundamental need: to sustain life itself. A fine anticipation of the Brundtland-formula. Not just the concept of sustainable development, but also its current interpretations have its roots in forest management. Strong sustainability stipulates living solely off the interest of natural capital, whereas adherents of weak sustainability are content to keep constant the sum of natural and human capital. The history of the concept of sustainability is however much older. Already in 400 BCE, Aristotle referred to a similar Greek concept in talking about household economics. This Greek household concept differed from modern ones in that the household had to be selfsustaining at least to a certain extent and could not just be consumption oriented. The first use of the term "sustainable" in the modern sense was by the Club of Rome in March 1972 in its epoch-making report on the Limits to Growth", written by a group of scientists led by Dennis and Donella Meadows of the Massachusetts Institute of Technology. Describing the desirable "state
of global equilibrium", the authors used the word "sustainable": "We are searching for a model output that represents a world system that is: 1. Sustainable without sudden and uncontrolled collapse; and 2. capable of satisfying the basic material requirements of its entire people." Researcher has decided to study the awareness about sustainable development among B.Ed. level students in Nanded District. Statement of Problem:Awareness about sustainable development among B.Ed. level student teachers in Nanded district. Need & Importance: This research is essential because sustainable development is introduced in entire education system. This research is very useful to studentteachers, teacher-educators & other stakeholders of education. Assumptions: B.Ed. level Student-teachers have knowledge about sustainable development. Student-teachers know the nature of sustainable development. Objectives:1. To study the awareness about sustainable development among B.Ed. level studentteachers in Nanded district. 2. To study the problems while understanding among B.Ed. level student-teachers in Nanded district. Scope & Limitations: This research has studied the awareness among B.Ed. level student-teachers. This research is focused on sustainable development. This research is related to Nanded district. This research is related to B.Ed. level student teachers.
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This research is restricted to only B.Ed. level student-teachers in Nanded district who studied in academic year 2011-12. Methodology:For this presented research study researcher has been selected survey research method. The survey method gather data from a respectively large number of cases at a particular time, it is not concerned with characteristics of individual as individual it is concerned with the generalized statistic that result, when data are abstract from a number of individual cases. It is essentially cross-sectional. Research Tool:There is various research tools like questionnaire, verbal interviews, observation, rating scale, inventories are used mostly to collect the data in survey method depending upon the type of survey. To find out the awareness about sustainable development among student-teachers, researcher used Sustainable development-Questionnaire made by self for data collection. This Questionnaire has 21 questions related to three aspects of sustainable development. i.e. Social, economic, & environmental needs. This Questionnaire was standardized by eight (8) educationalist and teacher-educators in Nanded district. Population:For this present research researcher has selected all the B.Ed colleges in Nanded District as a population. Sample:There are 15 B. Ed. Colleges in Nanded District. Out of this researcher has selected ten colleges by purposive sampling method and from each college 10 girls and 10 boys are selected by lottery method that means total 200 students are selected as a sample for this research. No.of colleges Girls Boys 10 10 10 total 100 100 Total 200 students are selected. Statistical Parameter:Researcher used the Percentage for analyze and interpretation of the collected data. Major Findings: All student-teachers give the response that along with social needs & environmental needs sustainable development must be the compulsory part of teacher education curriculum. All student-teachers responded that for the development of social needs sustainable development is essential. All student-teachers responded that for the development of environmental needs sustainable development is essential. All student-teachers responded that for the development of economic needs sustainable development is essential. Most of the student-teachers responded that with the help of practical activities feedback and reflection we can include sustainable development in higher level education. Most of the student-teachers give response to practical applications to day to day life challenges.
REFERENCES
1. Bansal Aarti-Teacher Education-Principal,Theory & Practices, Jaipur. (2004) 2. L.K. Sharma, Educational Review, NIEPA-Delhi(April 2008) th 3. Researches in education 10 addition, John W.Best,James V.Khan, New Delhi, PHI Learning private limited. 4. www.cbse.nic.in/cce/wiki/education
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Research Paper
Education
Awareness about Non-Violence among B.Ed. Level Student Teachers

Unhale Gangutai Sambhaji
Research scholars S.R.T.M. University, Nanded, Maharashtra.
INTRODUCTION:Gandhiji developed his world view against the background of world of violence. Violence by the foreign rule economic violence against the poor, political violence against the under privileged, educational violence against the literature and the backward and above all the violence of war and peace took all its sharpness & sensitivity against this background gain by violence will be lost be greater violence. Gandhi recognized violence as the root cause of all evils & all evils are reducible to violence against the spirit of truth. Hence for Gandhis non violence becomes the only path to truth and only solution to the problems of individual, social & national. Thus non violence becomes the identified with the peace. Researcher has decided to study the awareness about non- violence among B.Ed. level studentteachers in Nanded District. Statement of Problem:Awareness about non- violence among B.Ed. level student teachers in Nanded district. Objectives:1. To study the awareness about non-violence among B.Ed. level student-teachers in Nanded district. 2. To study the problems while understanding nonviolence among B.Ed. level student-teachers in Nanded district. Need & Importance: This research is essential because non-violence is introduced in entire education system. This research is very useful to studentteachers, teacher-educators & other stakeholders of education. The present research describes the role of nonviolence in education. This research is useful for understand the effect of non-violence on educational system.
Assumptions: B.Ed. level Student-teachers have knowledge about non-violence. Student-teachers know the nature of nonviolence. Scope & Limitations: This research has studied the awareness about non-violence among B.Ed. level studentteachers. This research is focused on non-violence.. This research is related to Nanded district. This research is related to B.Ed. level student teachers. This research is restricted to only B.Ed. level student-teachers in Nanded district who studied in academic year 2011-12. Methodology:For this presented research study researcher has been selected survey research method. The survey method gather data from a respectively large number of cases at a particular time, it is not concerned with characteristics of individual as individual it is concerned with the generalized statistic that result, when data are abstract from a number of individual cases. It is essentially cross-sectional. Research Tool:There is various research tools like questionnaire, verbal interviews, observation, rating scale, inventories are used mostly to collect the data in survey method depending upon the type of survey. To find out the awareness about non-violence among student-teachers, researcher used non-violence Questionnaire made by self for data collection. This Questionnaire has 21 questions related to three aspects of non-violence. i.e. Social, economic, & environmental needs. This Questionnaire was standardized by eight (8) educationalist and teachereducators in Nanded district. Population:For this present research researcher has selected all the B.Ed. Colleges in Nanded District as a
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population. It means 15 B.Ed. colleges are the population of the research. Sample:There are 15 B. Ed. Colleges in Nanded District. Out of this researcher has selected ten colleges by purposive sampling method and from each college 10 girls and 10 boys are selected by lottery method that means total 200 students are selected as a sample for this research. No colleges 10 Total .of Girls 10 100 Boys 10 100 Most of the student-teachers responded that with the help of practical activities, feedback and reflection we can include non-violence in higher level education. Most of the student-teachers give response to practical applications to day to day life challenges. Most of the student teacher state that the nonviolence affected on educational system
Total 200 students are selected. Statistical Parameter:Researcher has used the Percentage for analyze and interpretation of the collected data. Major Findings: All student-teachers give the response that along with social needs & environmental needs nonviolence must be the compulsory part of teacher education curriculum. All student-teachers responded that for the development of social needs non-violence g is essential. All student-teachers responded that for the development of environmental needs non-violence is essential. All student-teachers responded that for the development of economic needs non-violence is essential.
REFERENCES
1. Bansal Aarti-Teacher Education-Principal,Theory & Practices, Jaipur. (2004) 2. L.K. Sharma, Educational Review, NIEPA-Delhi(April 2008) th 3. Researches in education 10 addition, John W.Best,James V.Khan, New Delhi, PHI Learning private limited. 4. www.cbse.nic.in/cce/wiki/education
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Research Paper
Education
Effect of Stress Relaxation Techniques, Stress Management Strategies and Programs on Scholastic Achievement, Performance, Social and Emotional Development and Physical and Mental Health of 10th Class Students. - An Experimental Study
Seema Ghike
Research Student, R.T.M. Univerisity Nagpur, Maharashtra.
Introduction Stress is the body's way of responding to any kind of demand. When people feel stressed by something going on around them, their bodies react instantaneously. Stress can be good or bad. Stress can be a bad thing(distress), if it is in response to something emotional and there is no outlet for this extra energy and strength. And so it needs immediate attention. In small quantities, stress is good(eustress), it can stimulate person and help to become more productive. However, too much stress, or a strong response to stress can be harmful. There are numerous emotional and physical disorders that have been linked to stress including depression, anxiety, heart attacks, stroke, hypertension, immune system disturbances. How person react to it determines its impact on his health. Adolescence period is quite a tension ridden period of life. Teens life is full of storms. They have to face the tensions like- changes in their body, attraction of opposite sex, mood swings, peer pressure, conflicts with parents etc. Adolescents in the 10th class faces extra pressure of studies of different subjects, completion of home work, projects and assignments, high expectations of parents and teachers, perform good in different school competitions etc. 10th class students have too much jobs, if they cannot cope up with these demands they feel stressed. If it remains unattended for long time, stress becomes distress. It persists and eventually breaks down mental and physical health as well as it may become harmful to emotional and social development of students. Effect of stress on t he body Reactions of the body to stress are mainly controlled by a special part of the nervous system, called the autonomic nervous system. There are two parts to the system which normally remain in balance. The sympathetic part gears person for action and makes aware of body functions, i.e. 'fight and flight' system. It can be brought into operation fairly quickly because in addition to nervous stimulation there are hormones secreted into the blood which rapidly pass round the body and stimulate the organs for action. The chief hormone is adrenalin, which stimulates the heart and muscles and makes person aware of its effects in only a few seconds. By contrast there is the parasympathetic system. Its job is best summed up by the phrase 'rest and digest'. It is responsible for rest and sleep, storing up supplies in the body ready for use in an emergency and for keeping everything ticking over nicely.
Effect o f stress o n ado lescen ce If stressors that a teen is dealing with are allowed to pile up and are not dealt with in a proper manner, the teen will experience distress. Distress may cause certain ill effects such as -
Scholastic achievement
Mind ( Mental health ) Stress affects students Performance
Body ( Physical health ) Emotions ( Emotional development )
Behavior ( Social development )
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Effect of stress on scholastic achievement Stress affects the scholastic achievement of the students in the following way,
Difficulty in concentr ation
Effect of stress on physical and mental health - Stress can affect the physical and mental health of the students in the following ways,
Headache Lack of self worth Dry mouth Stomach ache
Feeling of failure
Exam fever Effect of stress on scholastic achievem ent
Exam phobia Tiredness
Effect of stress on physical health
Lethargy
Lack of confidenc e
Over confidenc e Breathless ness Sweating Muscle pains
Subject fear
Deteriora tion in recent memory
Fear of teacher
Effect of stress on performance Stress affects the performance of the students in the following ways,
Shaking of limbs Increased respiration rate Effect of stress on performance Increased Depression heartbeat Cracking in voice Out busts
Insomnia Mood swings
Frustration
Effect of stress on mental health
Anxiety
Afraid without real cause Worries
Nervousnes s
Sweating
Effect of stress on social and emotional behavior Stress affects the social and emotional behavior of the students in the following ways,
Inability to control emotions like anger, love etc Inability to relax
Students cannot avoid stress. So they should be able to manage it in such a way that while the positive stress keeps helping, its negative effects do not cause any harm. Students can learn to manage and release stress through a few wise strategies and techniques. Regular deep relaxation allows teens to wind down completely and be better prepared for whatever lies ahead. How can teens m anage their stress Although stress is uncomfortable, it is not unmanageable. Teens can manage their stress by using simple techniques and strategies and live a healthy, prosperous and comfortable life. Following are some strategies and techniques to manage stress.
Worries Aggressive ness
Decrease in decision making
Conflicts with parents
Effect of stress on social and emotional developme nt
Loneliness
Change in emotions
Depression
Fear of darkness, o f being alone, of strangers.
Unwillingn ess to participate in family or school activities
Stubborn behavior
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Need and signi ficance of pr oblem The prolonged stress is likely to reduce the efficiency of a person. It is an unseen ailment which disturbs the mental state of a person leading to anger, boredom, and even frustration. Stress is an emotionally disruptive or upsetting condition of mind. Stress raises the level of adrenaline which leads to increase in the heart rate, respiration and blood pressure and puts more physical stress on bodily organs. Stress refers to pressures or tensions people feel in life. In the 21st century, the rapid technological advancement is responsible for inducing stress into students life in general and academic life in particular. Particularly students in adolescence period feel more stress as adolescence is the period of stress and storm. Stress among adolescent is about self, physical changes occur in body, attraction of opposite sex, peer pressure, career choosing, academics, parents expectation and many other issues. Adolescents of X class are more prone to stress as they are living in an increasingly stress-ridden atmosphere, as desire for high level for academic achievement puts a lot of pressure on them. The informal discussion with X class student's parents and teachers researcher found that, the students become aggressive for small reasons, disrespecting elders, often shows anger outburst , commit suicide, becoming drug addicts, doing antisocial activities etc. Researcher observed that, the reason behind this behavior of students is the stressful situations they are facing. Researcher found some studies also, which support the researcher's observations. These things motivated the researcher to do research work on, reduction of stress on students and improve their academic and social and emotional behavior. That's why researcher selects this topic to do research work. Stress relaxation techniques and stress management strategies help students to overcome stress and anxiety. This also helps students to improve their academic achievement, performance, emotional and social development, as well as improvement of their physical and mental health. So investigator selected this topic for the research. Statem ent of the pr oblem Effect of stress relaxation techniques and stress management strategies and programs on scholastic achievement, performance, social and emotional development and physical and mental health of 10th class students. - An experimental study. Definition of the term s used 1. Stress Lazarus defined stress as, Stress refers to a very broad class of problems differentiated from other problem areas because it deals with any demands which tax the system, whatever it is, a physiological system, a social system, or a psychological system, and the response of that system. " 2. Scholastic achievement Scholastic achievement can be defined as an excellence in all academic disciplines, in class as well as extracurricular activities. 3. Performance Performance means involvement of students in cocurricular as well as extracurricular activities. 4. Social development Sorenson says that, by social growth and development we mean the increasing ability to get along well with oneself and others. " 5. Emotional development Emotional development refers to a child's increasing awareness and control of their feelings and how they react to these feelings in a given situation. 6. Physical health Physical health is a state of complete well-being in which a person is totally fit to perform his daily routine activities without any hindrance. 7. Mental health Hanfield considers that " in general terms we may say that mental health is the full harmonious functioning of the whole personality. " 8. Stress Management Stress management means managing stress by reacting to the stress causing factors and changing it so that stress get reduced. 9. Stress Relaxation Techniques The techniques which help in counter balancing between sympathetic nervous system and parasympathetic nervous system are called relaxation techniques. Review of literatureAtman (2001) reported that breathing exercises, meditation and yoga stretching lead to stress reduction. Assumption 1. There are always various types of stress and tensions on the 10th class students. 2. Stress affects the scholastic achievement, performance, social and emotional development, physical and mental health of the10th class students. Objecti ve To study the effect of stress relaxation techniques and stress management strategies and programs on the stress, scholastic achievement, performance, social and emotional development, physical and mental health of the th 10 class students. Hypot hesis There is no significant difference between the scores of pre and post tests of stress, scholastic achievement, performance, social and emotional development, physical and mental health of the 10th class students of rural area. Research design Single group design. An experiment will be conducted on randomly selected 30 students of 10th class from randomly selected school, from Nagpur district. 1. Sample Researcher selected 30 students randomly for study, in which 15boys and 15 girls are included.
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Table No. 1 single group research design.
Pre Test Stress relaxation technique s 1. Self understan ding. 2. Self Managem ent. 3.Conflict resolution . 4. Positive Attitude. 5.Self talk. 6.Breathin g exercise . 7.Meditati on. 8.Exercis e. 9.Altering your Diet. 10. Taking more Regular and Effective rest. Stress management strategies Programs Post test
Table No. 2 Consolidated Table of all 't' values.

Factors 1 2 3 4 5 Stress Scholastic achievement Social Maturity Emotional Maturity Mental Health 't' value of boys 5.00 5.93 5.57 6.28 5.67 't' value of girls 6.06 3.27 5.04 5.64 7.31
1. Stress test. 2. Scholastic
achievement. 3.Performanc e. 4. Social and emotional
development. 5. Physical and mental health.
1. Avoid unnecessary stress and events make excessive demands. 2. Alter the situation. 3. Adapt the stressor. 4. Accept the things you can't change. 5. Make time for fun and relaxation. 6. Adapt a healthy life style. 7. Avoid extreme reactions. 8. Set realistic goals. 9. Manage how stress affects you. 10. Get enough sleep. 11. Set priorities. 12. Do something for others. 13. Work off stress. 14. Learn how to best relax yourself. 15. Look around. 16. Avoid self medication or escape.
1. Counseling . program. 2. Guidance program. 3. Guest lecture. 4. Elocution. 5. Skit. 6. play. Role
1. test.
Stress
2. Scholastic
achievement. 3.Performan ce. 4. Social and emotional
development . 5. Physical and mental health.
7. Games.
Procedure phase-I: Selection of the sample and orientation of the students to the experiment. Phase-II: Pretest The following tests were administered on 30 students. 1. Student stress scale. - Dr. Zaki Akhtar. 2. Scholastic achievement - School records. 3. Performance - Rating scale. 4. Social maturity scale - Dr. Nalini Rao. 5. Emotional maturity scale - Dr. Yashvir singh & Dr. Mahesh Bhargava 6. Physical health - Rating scale. 7. Mental health battery - A.K. Singh & Alpana Sen Gupta. Phase-III: Experimental treatment The treatment given in experimental design was given to the students. Phase-IV: Posttest The tests given in pre test, were again administered on 30 students after the experimental treatment. Data analysis The inference regarding the effect of stress relaxation techniques, stress management strategies and programs on factors like stress, scholastic achievement, performance, social and emotional development and physical and mental health scores was made by computing t-ratios to test the hypotheses. Boys and girls t-ratios have been shown in table given below.
The t-value of the boys for factor stress was 5.00, for scholastic achievement was 5.93, for social maturity was 5.57, for emotional maturity was 6.28 and for mental health 5.67. All these values were significant at 0.01 level of significance. The t-value of the girls for factor stress was6.06, for scholastic achievement was 3.27, for social maturity was 5.04, for emotional maturity was 5.64 and for mental health 7.31. All these values were significant at 0.01 level of significance. Thus the given hypothesis was rejected, as stress relaxation techniques(SRT), stress management strategies(SMS) and programs did help in reduction of stress, improvement of- scholastic achievement, social maturity, emotional maturity and mental health of boys and girls. As related to boys, the t-value for factor emotional maturity(t=6.28) is greater than other factors and related to girls, the t-value for factor mental health(t=7.31) is greater than other factor, it proved that the effect of SRT,SMS and Program are more effective on emotional factor related to boys and on mental health factor related to girls. Table No. 3 Pre/Post test results of performance rating scale(in %).
Statements a)Students activities during performance. *1) Give reasons (health complaint) if not want to take part in competition. *2) Shaking of legs while performing. *3) Sweating while performing. *4) Makes unnecessary movements while perform *5) During performance forget the points of topic . *6) Cracking of voice while speaking. Never PRE % SomeAlways times 17 67 Never POST % SomeAlways times 37 33
16
30
27
33
40
40
40
20
23
37
40
37
43
20
13
20
67
37
30
33
13
27
60
20
50
30
13
40
47
30
47
23
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7) Do preparations for program. 8) Make eye contacts with audience while speaking. 9) During performance good body posture. 10) Confident 11) willingly take part in competitions. b) Students participated in cultural activities. c) Participation in sports and games. d) Participation in other activities like social services, NCC etc. 53 30 17 30 40 30 3) Lethargy. 4) Muscle pain.
5) Breathlessness or shortness of breathing.
23 30 10 20 23 27 27 10 33 23 30 20
40 37 23 30 30 37 37 23 30 30 30 30
37 33 67 50 47 36 36 67 37 47 40 50
47 30 50 43 37 43 40 37 40 37 37 43
30 47 27 43 40 30 43 37 43 47 47 43
23 23 23 14 23 27 17 26 17 16 16 14
43
40
17
20
43
37
34
43
23
23
37
40
57 57
30 33
13 10
20 23
43 47
37 30
50
33
17
20
41
39
6) Tiredness. 7) Dry mouth. 8) Constipation. 9) Chest pain. 10) Rapid heartbeat. 11) Difficulty in sleeping. 12) Too much / less eating. 13) Vomiting sensation. 14) Exhausted.
27
27
46
13
30
53
42
29
29
22
38
40
From table no.3, it is clearly seen that the program is more effective for statement 4, for 'always' rating decreased by 34%. For statement 10, 'never', rating decreased by 37%, and for statement 11, 'never', rating decreased by 34%, after the SRT, SMS, and program i.e. in post test. Taking part in cultural activities increased by 22% in 'always' rating and decreased by 30% in 'never' rating. Participation in sports and games and other activities are also increased in the post test result. Table No. 4 Pre/Post test results of Physical health rating scale(in %).
Statements Health complaints observed in students During exam period or during competitions 1) Headache. 2) Stomach ache Never PRE % SomeAlways times Never POST % SomeAlways times
17
37
46
53
23
24
From table no 4, it is proved that , post test results are positive. Major changes observed in following statements like, for statement 5, 'always' rating decreased by 44%, for statement 6,'always' rating decreased by 36%, for statement 10, 'always' rating decreased by 41%, for statement12,'always' rating decreased by 31% and for statement14,'always' rating decreased by 36%. Rating scale results of performance and physical health proved that the effect of SRT and SMS programs effect is positive. Concl usions According to the analysis and interpretation of data, following conclusions are drawn 1. The SRT & SMS programs are effective on reduction of stress level of girls and boys of 10th class students, as tvalues of both are significant at 0.01 level of significance. 2. Scholastic achievement, performance, social and emotional development, physical and mental health of 10th class boys and girls are improved due to SRT & SMS programs, as 't' values of boys and girls are significant at 0.01 level of significance. Suggestions Students should use relaxation techniques and stress management strategies to reduce stress so that they can handle the stress in a positive way.
23
33
44
47
37
16
REFERENCES
Gupta, M.K. (1998 & 2011), How to Control your MIND and be stress free, Delhi: Pustak Mahal. Mathur, S.S. (2010), Educational Psychology, Agra : Shri Vinod Pustak Mandir. Mehra, V. and Sharma, A. (March-2008), 'Effect of Yogic Practices on Social and Academic Stress of Female Adolescents.' Edutracks Vol. 7
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21.
Research Paper
Education
Utility of Leaning Disability

Sandip Pratap Wahule Madhav Hari Gavit Tulshiram C. Khotare
P.G. Student, Dr. Babasaheb Ambedkar Marathwada University, Aurangabad, Maharashtra.
ABSTRACT
The term Learning Disability describes a neurobiological disorder in which a persons brain works or is structured differently. These differences interfere with a persons ability to think & remember. Learning disabilities can affect a persons ability to speak, listen, read, write, spell, reason, recall, organize information & do mathematics. Our nations special education law the individuals with Disabilities Education Act, defines a specific learning disability as Learning Disability. A learning Disability cant be cured or fixed; it is a lifelong issue with the right support & intervention, however children with learning disabilities can succeed in school & go on to successful often distinguished careers later in life. Parent can help children with learning Disability achieve such success by encouraging their strengths knowing their weakness, understanding the educational system working with professional & dealing with specific difficulties.
Introduction :Learning Disability is a general tern that describes specific kinds of learning problems. A learning disability can causes a person to have trouble learning & using certain skills. A learning disability cant be cured or fixed; it is a lifelong issue; with the right support & intervention. However children with Learning Disabilities can succeed in school & go on to successful, often distinguished careers later in life. Parent can help children with learning disability achieve such success by encouraging their strengths knowing their weakness, understanding the educational, system working with professional & learning about their strategies for dealing with specific difficulties. Definition :- Our nations special education law the individuals with Disabilities Education Act, defines a specific learning disability as Learning Disability. Common Learning Disability 1) Dyslexia :- A language based disability in which a person has trouble understanding words stances or paragraphs. 2) Dyscalculia :-A mathematical person has a difficult in which an arithmetic problem & grasping math concepts. 3) Dysgraphia :- A Writing disability it hard to form letter or write with in a defined spale. Characteristics that many point to a learning disability Pre-School 1. Speaks later than most children 2. Pronunciation problem 3. slow vocabulary growth often unable to find the right word 4. difficulty rhyming words 5. fine motor skills slow to develop 6. confuses basis words (run, eat)
REFERENCES
Removing Barriers to access 1. Social restrictions of people with learning disabilities may prevent them from accessing IAPT services. 2. Challenging behavior may prevent people with learning disability accessing psychological therapy services. 3. People with learning disabilities are not always able to express their feeling in words & may use their behavior or action to express themselves. 4. Recognizes symptoms of depression or anxiety but fail to recognize that people with learning disabilities can be treated with psychological therapies. 5. Mistakenly be live that the symptoms of depression or anxiety are merely. Difficulty or challenging behavioral problem. Tips for teachers of children with learning disabilities Review the students evaluation reloads to indentify where specifically the student has trouble. Example:1. Giving the students more time to finish schoolwork or take tests. 2. Beating tasks into smaller steps & giving directions verbally & in writing 3. Letting the students with listening difficulties borrow notes from a classmate or use tape recorder 4. Letting the students with writing difficulties use a computer with specialized software that spell checks, grammars checks or recognizes speech Conclusion - There where many problem obstacles in learning disability i.e. the educational system working with professionals & learning about their strategies for dealing him specific difficulties
1. www.ipat.nhs.uk/learning.disability 2. www./daofky.org/learning%20disability www.medicinenet.comGardner, H. (1983). Frames of Mind. New York: Basic Books.
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Research Paper
Social Work
Psychological Factors of Poverty in Manipur State

Dr. Athing Ningshen
Post- Doctoral Research Scholar, Social Sciences Centre, Bharati Vidyapeeth University, Pune, Maharashtra.
ABSTRACT
This article considers the implications for personal and psychological factors of recent advances in research on Impact of Poverty on Livelihood in Manipur. The main objective of the study was to identify the causes of psychological factors in poverty in Manipur State. Research Approaches: Review the available data, reports, surveys & books of the Urban & Rural Poverty and initial consultations with the stakeholders, Government officials to understand the causative factors in Poverty. In this study, psychological factors in poverty is understood as a new race of people with common marks of frustrations, loss of hope, prospects and value for life through the immediate social situation of socio-psychological factors, psycho-economical factors, psycho-political factors & psycho-vulnerable factors in Manipur. . irrecoverable loss and damage. This again creates a vicious cycle of poverty, economic backwardness and political instability in poorer regions leaving them a fertile ground for terrorism and other organized criminal activities. The main reason behind the terrorism is poverty and corruption. Poverty leads to the unemployment and other things. Illiteracy is also main reason behind the terrorism. And also Indian government also take it was not seriously. Terrorism is not simply a regional problem but a national problem 1.2. Violent Crime Poverty, migration, unemployment, frustration, starvation, illiteracy, corruption nepotism and inflation are the major factors that stoke crime in Manipur. Then, there is the desire to become rich overnight, and to adopt Western values. People are increasingly becoming materialistic and resorting to crime. No doubt that poverty causes crime, its no coincidence that you dont see many middle class kids joining gangs, selling drugs or robbing people or murdering people. But its not just that people are doing these things just for money, its a symptom of the culture that goes hand in hand with poverty. Financial poverty is part of cultural poverty. 1.3. Family Disorder Poverty is one of the important factors that can put severe strains on spousal relationships (widows, broken family and single parent), bring about feelings of depression and increasing family dysfunction. Economically deprived parents struggle for the survival of their families. They are often unable to pay attention to the importance of parental care. Therefore, the children in poor families usually miss the personality development teachings from their first learning institution the family. Lack of parents attention, especially in early childhood years, could negatively impact the childs personality and therefore their future in the long run. Poverty has been found as a major
Introduction Psychological factor consist of thoughts, feelings, attitudes, or other cognitive or affective characteristics of an individual that influence his/her behavior. Poverty is a condition in which a person or community is deprived of, or lacks the essentials for a minimum standard of well-being and life. Poverty is a state wherein one is unable to earn enough wage to sustain himself and his family in terms of food, shelter, clothing and health. Poverty is seen not only as a state of income deprivation but also as a condition in which deprivation spans an entire social, economic and political context. Some of the chief causes of poverty in Manipur are lack of education, political shambles, lack of infrastructural growth, etc. And these different elements of poverty tend to have many negative psychological factors that constitute inertia of peoples mental wellbeing, such as stress, depression, loss of self-esteem and of the feeling of control, loss of ambition and aspirations etc. Poverty causes four causative psychological factors in Manipur; they are Socio-psychological factors; Psycho-economical factors; Psycho-political factors; & Psycho-vulnerability psychological factors. 1. Socio-psychological Factors 1.1. Extremist Among the northeast state Manipur remains the most violent in India's troubled northeast. Most often, the places that generate and breed terrorism and other related criminal activities such as drug & narcotics trafficking, money laundering, extortion, panted bomb, killing innocence people, etc. are the economically and politically instable regions where poverty, hunger and isolation have resulted in terrorism and violence. The incidents of terror not only unleash immediate fear and panic but a spiraling wave of economic recession across the globe causing
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barrier, which has blocked the way of parents to perform their parental duties with full attention. Furthermore, economic deprivation leads to health problems, domestic violence, addiction, teen issue & others problems and ultimately dysfunction of the family. 1.4. Social Discrimination The poor are routinely targets of discrimination, frequently viewed with contempt for circumstances beyond their personal control, which cause dehumanizing effects, reproduction effects and dis-empowerment effects. Discrimination is due to factors such as race, ethnicity, nationality, class, religion or belief, sex, sexual orientation, gender identity, age or health status or a combination of factors persists in many forms in every country in the world. Poor people are more likely to suffer discriminations of harsher treatment, possibly amounting to torture or other forms of ill-treatment. Also poverty may isolate some people and impose a social stigma from them, which results in discrimination. 1.5. Social Isolation Social isolation is one of the main problems that people living in poverty face, especially those who have little access to productive capital assets and employment, possess low human capability in terms of education and skills, and face social and political marginality. Social exclusion from participation in social, political and economic processes creates conditions for the persistence of poverty. Social Exclusion is a new concept in Manipur, although it has been in existence among the various peoples and groups since long time back. Dissatisfaction of certain individuals or groups in matters of co-existence may be referred to as exclusion - it may be either from within or from without. Among the many facets of social exclusions prevailing in the country, the most commonly encountered and impactful in Manipur are the exclusion of women (gender-based) and children, HIV related discriminations, ethnic/ communal exclusion and drug addicted family isolated from social/external contacts to protect themselves from further embarrassment. 2. Psycho-economic Factors 2.1. Human Trafficking Human Trafficking is a root cause of Poverty which exposed to unprecedented vulnerabilities; young people in Manipur are increasingly becoming victims of human trafficking. A large number of children were taken out from Manipur illegally on assurance of providing better job or education facilities but found kept in inhumane condition in children homes in other parts of India. Manipur records the second highest number of victims after Mumbai. It also indicates that Manipur figure is the highest among the North Eastern states. Poverty stricken people are often the victims of human-trafficking. The report also stated most of the children were victims of acute physical torture and "they are initially raped and flogged almost to death to take up the profession, which leads to many health problems like: Cervical cancer, Traumatic brain injury, HIV/AIDs, STD & Psychological disorders. Most of the sex workers were from broken families, having lost one or both parents in the regions protracted ethnic conflicts and poverty. 2.2. Drug Abuse Manipur is a region with serious drug use problems. This briefing examines the drug-related problems and evaluates the policy responses in Nagaland and Manipur, two sparsely populated states in that region, bordering Burma. These states have the highest prevalence of injecting drug users (IDUs) in India. Unsafe practices, especially needle sharing among IDUs, have been the main drivers of the HIV/AIDS epidemic in the region. By the end of the 1990s, Manipur had become the AIDS capital of India. Most of the problem substance abuse in the Manipur states of India relates to sada, bidi, cigarette, tobacco, alcohol, cannabis (commonly referred to as ganja), heroin Number 4 and Spasmoproxyvon. Heroin Number 4 enters the country across the border from Myanmar. The vicious circle of drug abuse, and the numbers of drug addicts are increasing day by day among youth of the poor families in Manipur state The family faces certain specific problems on an emotional roller coaster of embarrassment, guilt, hurt, anger and frustration, loss / grief, fear and hopelessness and Constant family conflicts, constant demands, provocations, erode the family's self esteem. 2.3. Child Labour In Manipur, over 1200 children under the age of 14 were employs as labourers in vendors at traffic intersections and in eateries, and many urban middleclass households hire young boys and girls from poor families as servants and many children are forced to work in inhumane conditions with full of tensions and burdens. The children are often physically, mentally, socially and sexually abused. Psychological deprivation has developed due to early exposure to adult life and child labours are being illegally and immorally indulged. Acute poverty is usually advanced as a reason for sending children to work. This obviously is an explanation, which requires neither substantiation nor verification. It is common sense to accept that the poorer the family, the higher the incidence of child labour. 2.4. Early Marriage Even though child marriage is illegal in India, the practice of marrying children at a young age
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continues to be accepted by large sections of Manipur state. Nearly half of all young women marry before the legal age of 18, and the situation is even more acute in poverty families. Early marriage causes the status and power of the girl, these girls are often subjected to domestic violence, sexual abuse and social isolation. Furthermore, early marriage almost always deprives girls of their education or meaningful work, which contributes to persistent poverty. Early marriage inevitably denies children of school age their right to the education. A girls education is also often seen as a waste of valuable resources, with families focusing on educating boys. Poverty is one of the major factors underpinning early marriage. Where poverty is acute, a young girl may be regarded as an economic burden and her marriage to a much older sometimes even elderly man. 2.5. Economic Crime Poverty - less or no food, this would make poor people want to steel food. No money to keep a house or hardly any money to provide for your family may want poor people to become dacoity, robbery, theft, burglary, kidnapper, looter, pick pocketing, bag & ornaments snatching, and others for food. Poor people live in such difficult lives that it may cause parents to split up because of arguments. This could lead to children not having a father especially boys for discipline leading to children being rebellious and even join gangs. And gangs obviously commit crimes. Different levels of poverty-homeless: stealing food for basic survival growing up in a poor family-seeing no other opportunities around, crime provides a decent income. Generational poverty-mum and dad lived by crime, this passes on to next generation and so forth. 2.6. Beggar/Hunger A person who had become suddenly penniless or bankrupt, jobless and directionless has naturally turned into a beggar. A recent survey in Delhi reveals that begging as a livelihood wins over casual labour. Poverty arising from unemployment, indebtedness loss of source of livelihood; and destitution, arising from natural calamities like floods, earthquakes, cyclones etc are one of the most causes of beggars in Manipur state. Begging is one of the most acute problems. It is true that ours is a country of saints, sages and sadhus; yet the problem of beggars as it exists in our society today, is a matter of great shame for everyone. It has assumed wide dimensions. It is estimated that there are about forty lakh beggars in India. Indeed, begging has become a profession. It is carried on as an art. While beggars are considered as social and economic evil of a country like India, Associated with the problems of poverty and unemployment is the problem of beggary which is a social problem of great magnitude and grave concern in developing countries. Begging is a problem for society in as much as a large number of beggars means non utilization of available human resources and drag upon the existing resources of the society. 2.7. Lower life expectancy The available health care facilities have remained beyond the reach of large part of the lower middle class population. Under-nutrition levels remain higher and have grown much more slowly, and have much higher levels of infant and child mortality. Having a household member fall ill can destroy a poor familys standard of living. According to the research study, Families facing a health problems were very often fall into substantial debt, from which they can only emerge with difficulty in possessing few of their liquid assets were they used for emergencies, either selling land or items central to sustained their livelihoods and even their children were also pull out of school and send them to work. The poor are more likely to suffer serious illness during their lifetime. They tend to live in higherrisk areas, with greater exposures to pollution, disease agents, and natural hazards such as floods. Poverty health problems are a cumulative result of inadequate shelter, morbidity, malnutrition and the lack of sanitary waste and sewage disposal systems. Moreover, poor health is a major determinant of household vulnerability. Serious illness of the health demands of a sickly child or an aging family member can push poor households to insurmountable levels of poverty. 3. Psycho-political Factors 3.1. Corruption Corruption is one of the main factors that affect the psychological wellbeing of the poor where they use of money to bribe and drawing benefits of the poor, misuse and misappropriation of resources is creating stability of poor families. Corruption affects the poorest the most and corruption is both a major cause and a result of poverty. Those who pay more can get their work done faster; since the poor dont have money to give bribes, their work is never done. So, the poor people lost their privileges in the hands of the political party. Recent report of the National Crimes Record Bureau says that Manipur has the second highest number of corruption cases among the North Eastern States. Manipur has become a corruption plank. There is lack of transparency in public procurement and allocation of public resources. In such a scenario, the vision of the Vision 2020 is dim. The poverty is endemic in Manipur states and it is a very big problem. It is the corruption which is keeping state people poor because the politicians and bureaucrats are Corrupt. 3.2. Low Literacy Low literacy is the main cause for under development of the economy. It leads social evils such as dowry and caste system. Low literate do not know
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there values. The rich people are humiliating the poor people. Low literacy is the root cause for unemployment and poverty. Illiterate people are forced to stay on the lowest levels of the work force and thus remain in poverty. Thus illiteracy in turn reinforces poverty, and poverty is cyclical in families. Illiteracy is the mother of all issues as it gives birth to many other issues like poverty, unemployment, child labour, female foeticide, population burst and many more. 3.3. Lack of Employment Opportunity People are poor because they are unemployed and unemployed are those who mostly live below and above the standard poverty line. Lack of employment opportunities and the consequential income disparity bring about mass poverty in Manipur state. Unemployment of the poor people in this region was mostly due to illiteracy, improper education and inadequate sources of private or government employment and Industries employment where they faced acute problems of indebtedness, militancy, crimes, social exclusions, etc. 3.4. Migration Migration is a natural phenomenon where a person migrated from one place to another due to social, economic, political or even psychological reasons. People migrated towards the so called Manipur since time immemorial in order to maximize their expectations. However, the process of migration appears to be a problem in the migration destination. There exists a prospect in Manipur for migrants particularly among the labourers as social and/or economic suppressions prevailed in their origin of migration. Seemingly, there co-exists a problem among the people of aboriginal Manipur of losing economic opportunity apart from changing social structure. These migrant people were not only having the economic problems but also given pressures to the whole poor communities and governmental issues, where, they face acute problem in their tenant position and this unplanned development identified peri-urban areas, outgrowths and urban corridors has leads to dispersed urbanization, and also the growth in population places severe strain on urban amenities and infrastructure such as housing stock, public transport system, water supply, rubbish collection (solid waste), sanitation and sewerage systems. A large number of citizens are deprived of the basic urban services, urban environment gets severely affected. 3.5. Poverty Manipur is the third highest rate of poverty in India. Many people die due to hunger. Unemployment is major cause of poverty. Poverty means hunger, lack of job, lack of medical add and lack of shelter. It is also a situation when parents do not have enough money and hence they are unable to afford for education of children. It also means that poor people do not have proper job, shelter to live and medical add. Poor people are ill treated by others. Proportion of poor people in Manipur state is increasing because of population and availability of resources. Poverty is still a serious problem which effect psychological wellbeing of the people. 4. 4.1. Psycho-vulnerability Factors Nature Disaster The state often suffers from two categories of disasters one is the natural disaster like landslide, fire and flood but the more frequent one is the manmade disaster i.e. the strike, bandh and economic blockade that often has a significant impact on human life and property. Poverty remains the main risk factor determining the long-term impact of natural hazards. Furthermore, natural disasters have themselves a tremendous impact on the poorest of the poor, who are often ill-prepared to deal with natural hazards and for whom a hurricane, an earthquake, or a drought can mean a permanent submersion in poverty. 4.2. Homelessness The number of homeless families in Manipur states has increased radically from last decades through an occurrence of natural disaster, communal clashes, scarcity, mentally ill, offensive relationship of feeble poor women and other significant reasons. One of the major causes of homelessness is poverty. Homelessness and poverty are attached together. As the misery of the cold wave continues to grip Manipur state, it's the homeless who are bearing the maximum brunt. Sleeping under the open skies and being exposed to the vagaries of weather, many are victims of not just the cold, but disease and age compounded by lack of food and shelter. 4.3. Orphanage Insurgency problems, drug use and accompanying HIV/AIDS and fast mechanized life leading to divorce have been identified as the prime causes adding to the number of orphans in Manipur state. Death by Drug use is one of the main facts (cause) that is making children orphan or single parents. A new type of problem has come mainly due to the process of modernization and industrialization where both the family members are working and with the increasing number of divorce cases the children are the worst sufferer and often find themselves in orphanages. 4.4. People with Disability Disability suffers from widespread stigma and quite obviously rests on the periphery of the collective consciousness. Its link to poverty is stark and persons
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with disabilities are, because of a disabling environment and poor awareness, often an invisible population. The challenges for persons with disabilities in the Manipur state are further compounded by the backwardness of the region -- economic and infrastructural, harsh terrain, disaster proneness and continued insurgency. All have culminated in a scenario of acute deprivation and poverty which has worked to continually exclude disabled persons from society. Poverty and a lack of economic and educational opportunities, as often experienced by people with disability (PWD) The poorest people in society face the greatest barriers to care, education and employment. For these populations, disability serves to fuel poverty and social exclusion. Conclusion Psychological factors in Poverty explain human behavior as a result of the interaction of mental states and immediate social situations. Mental interaction of poor human behavior with the immediate social situation are such as sociopsychological factors which causes extremist, violent crime, social discrimination, social isolation, family disorder, Psycho-economical factors which causes human trafficking, drug abuse, child labour, early marriage, economic crime, beggar/hunger and lower life expectancy, Psycho-political Factors which causes Corruption, Low Literacy, Lack of Employment Opportunities, Migration and Poverty, and Psychovulnerability Factors which causes Nature Disaster, Homelessness, Orphanage, and People with Disability; are effecting the psychological wellbeing of the vulnerable groups, that constitute inertia of peoples mental wellbeing, such as stress, depression, loss of self-esteem and of the feeling of control, loss of ambition and aspirations etc.
REFERENCES The Chronic Poverty Report 2004-2005: 34 National Crime Records bureau Ministry of home affairs 2009-11-08. Nehru Yuva Kendra Sangathan, Ministry of Youth Affairs & Sports, Government of India. Guideline for the implementation of the project Awareness and Education for prevention of Drug abuse & Alcoholism in Manipur. Thiyam Bharat Singh: Poverty in Manipur. Economic and Political Weekly 2007 Athing Ningshen: Livelihood problems of urban below poverty line families in Imphal city, Manipur. Article, Golden research thoughts. Volume 2, Issue. 3, Sept 2012 Athing Ningshen: Livelihood and Poverty Dimensions in North East India, Article, International Journal of Social Science Tomorrow, Vol.-1 Issue.-6, 15t h, August, 2012. Zahid Shahab Ahmed. Poverty, Family Stress & Parenting. 2005. T.Haokip. Economic doldrums and political melodrama. General Articles Marchang Reimeingam Ningshen: Migration to Manipur : A Problem or prospects, The Sangai Express, Imphal, 29th May 2009. Vijaya Murali and Femi Oyebode. Social Inequality and Metental Health, Article. Poverty begets terror: Meet - Speakers focus on causes of insurgency and ways to eliminate it. The Telegraph, Dec.12. 2010. Seram Neken. Northeast Vision 2020 and Corruption. E-pao.net. Hueiyenlanpao.com Headlines . Manipur sleeps over human trafficking issue, state 2nd highest in India Manipuronline.com/tag/human-trafficking . Dealing With The Issues Human trafficking Hueiyen News Service / Newmai News NetworkI mphal, Cases of drug abuse rising in Manipur. January 04 01 2010:
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Research Paper
Sociology
Interpersonal Relations
Jagdevappa Chakki
Siddartha Arts & Commerce Degree College Bidar, Karnataka
ABSTRACT Interpersonal Relations is a strong, deep, or close association/acquaintance between two or more people
that may range in duration from brief to enduring. This association may be based on inference, love, solidarity, regular business interactions, or some other type of social commitment. Interpersonal relations are formed in the context of social, cultural and other influences. The context can vary from family or kinship relations, friendship, marriage, relations with associates, work, clubs, neighborhoods, and places of worship. They may be regulated by law, custom, or mutual agreement, and are the basis of social groups and society as a whole.. 1. Introduction The study of interpersonal relations involves several branches of the social sciences, including such disciplines as sociology, psychology, anthropology, and social work. Interpersonal skills are extremely vital when trying to develop relations with another person. The scientific study of relations evolved during the 1990s and came to be referred to as 'relations science', which distinguishes itself from anecdotal evidence or pseudo-experts by basing conclusions on data and objective analysis. Interpersonal ties are also a subject in mathematical sociology. An interpersonal relation is a term used to denote a broad range of associations between two or more persons. Common types of interpersonal relations may be based on family, friendship, faith career or romantic association between people. Healthy interpersonal relations are characterized by one or more mutually felt sentiments such as affinity, attraction, care, respect and trust, while poor relations may suffer from a host of problems. Interpersonal relations are the basic foundation of broader associations such as familial and friendship networks, communities and interest groups. In the 1970s social psychologists Irwin Altman and Dalmas Taylor advanced a general mechanism for the development of interpersonal relations, known as the social penetration theory. More recently additional studies have focused on various aspects of interpersonal relations. In a 2003 journal articles on the subject scholar Jeffery Macquillen notes that the advent of the information age and the emergency of the so called Global village has profoundly changed social life. 2. DEFINITION An interpersonal relation is the nature of interaction that occurs between two or more people. People in an interpersonal relations may interact overtly, covertly, face-to-face or even anonymously. Interpersonal relations occur between people who fill each other's explicit or implicit physical or emotional needs in some way. Your interpersonal relations may occur with friends, family, co-workers, strangers, chat room participants, doctors or clients. 2.1 STRONG INTERPERSONAL RELATIONS Strong interpersonal relations exist between people who fill many of each other's emotional and physical needs. For example, a mother may have strong interpersonal relations with her children, because she provides her child's shelter, food, love and acceptance. The extent of needs that a mother fills is greater than the extent of needs that are filled between, for example, you and the cashier at the grocery store. 2.2 WEAK INTERPERSONAL RELATIONS Mild interpersonal relations exist when people fill modest needs. For example, if the extent of your relations with the clerk at the grocery store is that he scans your items and you give him money, which is a weak interpersonal relation. You need to go through him to get your items at the store, and he needs to collect money from you. 2.3 ENHANCING INTERPERSONAL RELATIONS Interpersonal relations occur between people who fill each other's needs in some way. According to Marriage Builders, needs that occur between married couples include affection, sexual fulfillment, physical attractiveness and conversation. You can control the strength of your interpersonal relations by acting or neglecting to act on the needs of the people that you interact with. For example, find out what your significant other expects from you on birthdays or other special occasions. You can enhance or weaken the relations by either filling those needs or neglecting to fill them. 3. Problems Interpersonal relations become problematic when one or more of the participants has needs that are not met
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within the relations. Someone who wishes to end a relation may intentionally neglect the needs of the other person, but sometimes needs change and people fail to keep up with those changes. 4. INTERPERSONAL RELATIONS SKILLS INCLUDES: 4.1 Verbal Communication - What we say and how we say it. 4.2 Nonverbal Communication - What we communicate without words, body language is an example. 4.3 Listening Skills - How we interpret both the verbal and non-verbal messages sent by others. 4.4 Negotiation - Working with others to find a mutually agreeable outcome. 4.5 Problem Solving - Working with others to identify, define and solve problems. 4.6 Decision Making Exploring and analyzing options to make sound decisions. 4.7 Assertiveness Communicating our values, ideas, beliefs, opinions, needs and wants freely. IMPORTANCE OF INTERPERSONAL RELATIONS 5.1 People who learn how to develop interpersonal relations with most everyone they meet certainly experience more success in life than those who dont. Effective and personal communication stands at the heart of every relation, whether you are interacting with a friend, a significant other, a family member, a professional colleague or the sales clerk at the local coffee shop. You may ask yourself, what are interpersonal relations and how can I enjoy more of what they offer? 5.2 Two people that share communication in any form have interpersonal relations. The types of interpersonal relations are many and some have lasting consequences. Interpersonal relations can be brief, such as when you interact with the pharmacist at the local pharmacy or lifelong such as the relations you enjoy with a spouse, friend or family member. Professional interpersonal relations, such as those with work colleagues, doctors or clients, take on a different tone than the relations you share with your friends or family members. Any person with whom you share communication, whether face-to-face, anonymously over the Internet, a stranger you pass on the street or the neighbor next door, defines the meaning of interpersonal relations. 5.3 The development of interpersonal relations is the keystone in building what you want to achieve in life. How you interact with others, your body language, the tone of your voice and the expressions on your face are just as important as what you say, if not more important. Interpersonal relations involve more than just the verbal communication between people. People communicate as much with their gestures and body language as they do with their voice and words. 5.4 When you learn to communicate effectively, people gravitate toward you naturally and interact with you because they sense this quality in you. Your ability to make a person feel comfortable in your presence, no matter their station in life, is a measure of your effectiveness in the development of interpersonal relations. 5.5 Learning to cultivate when and how to communicate is important to the development of interpersonal relations. But equally important is your willingness and ability to listen to the other person. Successful communicators all have one thing in common: they are good listeners. While it is certainly important to know how to communicate and talk with another person, nothing is more important in flourishing interpersonal relations than your ability to listen fully to the other person. 5.6 When you find yourself lacking in the development of interpersonal relations and want to know how to improve interpersonal relations, start with developing your listening skills. Learn to listen to what the other person is saying. Most people dont take the time to really listen. When the person with whom they are interacting is speaking, most people are often engaged in a conversation in their own head where they are constructing what they plan to say next. Good communicators are, first and foremost, good listeners because they have made a practice of listening and understanding what others say and can respond accordingly. 5.7 Interpersonal relations are two-way streets. Developing good listening skills is as important as effective communication, if not more so. In a world where everyone is clamoring to be heard, taking the time to listen, in all of your interpersonal relations, secures your success as a person and one who works and plays well with others. Most people are too full with the importance of their own words to take the time to listen fully to what another person has to say. The person who takes the time and gives the other person in the relations their full attention, responding with body language to the words being communicated will flourish in all of their interpersonal relations. 5.8 Cultivating the art of interpersonal communication in the work environment, at home, in play or with your neighbor is far more about how you respond to the person you are interacting with than what you have to say. If you can learn to take the time to listen, to engage yourself fully with the other person as they speak and give them your full attention, youll find that when its your turn to speak and share your words, all ears will turn toward you. Watch the difference in a persons face when you take the time to listen. Watch how they change right before your eyes. 5.9 In a world where everything is moving at lightning speed, and new forms of communication are changing
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the face of communication itself, the development of interpersonal relations becomes increasingly more important. This is evident with the popularity of social networking and the need to connect with others electronically. This represents a deep-seeded, but often misunderstood need for interpersonal relations with other people. 5.10 The importance of interpersonal relations cannot be denied. Whether you interact with a colleague, a stranger who shares your likes or dislikes on your favorite social network, your boss, your wife or your friend learn to listen, learn to care about what the other person has to say and you will find yourself at the center of several interpersonal relations that define and give meaning to your life. Making connections with other people starts with your ability to listen to them, your ability to validate them and your ability to let them know that what they say is important to you. 6. CONCLUSION Even before the emergence of Face book or Twitter in the later years of the 2000s, Mcquillen writes that mass media technologies like television and the Internet have had a transformational impact on interpersonal relations. One particular effect according to Mcquillen is the promotion of "idealized and parasocial relations" that stem from the personality stereotypes portrayed in mass media. Soap operas, for example, seem to develop very influential archetypes and plot logic, which are later emulated and replicated among viewers. The basic result is that people expect people around them to act in manners reminiscent of scripted characters from television.
REFERENCES
1.
Berscheid, Ellen (April 1999). "The greening of relations science". American Psychologist. 4 54 (4): 260266. doi:10.1037/0003-066X.54.4.260. PMID 10217995 2. Berscheid, E., & Peplau, L.A. (1983). The emerging science of relations. In H.H. Kelley, et al. (Eds.), Close relations. (pp. 119). New York: W.H. Freeman and Company. 3. Levinger, G. (1983). Development and change. In H.H. Kelley, et al. (Eds.), Close relations. (pp. 315359). New York: W.H. Freeman and Company. 4. Fincham, F.D., & Beach, S.R.H. (2010). Of Memes and Marriage: Toward a Positive Relations Science. Journal of Family Theory & Review, 2, 424. 5. Snyder, C.R., & Lopez, Shane, J. (2007). "Positive psychology: the scientific and practical explorations of human strengths. Thousand Oaks, California: Sage Publications, 297321. 6. Burleson; Samter (AprilJune 2009). Communication Quarterly 57 (2). 7. Poqurusse, Jessie. "The Neuroscience of Sharing". Retrieved 16 August 2012. 8. Hazan, Cindy; Shaver, Phillip R. (1994). "Attachment as an Organizational Framework for Research on Close Relations". Psychological Inquiry: an International Journal for the Advancement of Psychological Theory 5 (1): 122. doi:10.1207/s15327965pli0501_1. 9. Casriel, Daniel (1976). A Scream Away from Happiness. New York: Grosset & Dunlap. ASIN B003A1JRCI. 10. Eisenberg, Seth; PAIRS Foundation (2007). PAIRS Essentials. Florida: PAIRS Foundation. p. 72. ISBN 0985427817.
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Research Paper
Sociology
Communal Violence in India Sadiq Bagwan

ABSTRACT The Indian history is replete with incidents of Hindu Muslim antagonism in different forms and
manifestations. The incidence of communal riots in India has seen steady increase in last few decades as compared to after independence. The magnitude and intensity of violence is a matter of concern for government, police, intellectuals and common citizens. The violence may be small town based riots or large and extensive as state sponsored pogrom of Muslims in Gujarat in 2002. The recurrence of communal violence in India can be seen as result of various factors operating at the same time in Indian society and the nature of its electoral system. Many views have been put forward for analyzing the causes of communal violence in India. The economic prosperity of Muslims creates insecurity among the Hindus who fell that they might be economically and socially overshadowed by the Muslims (Imtiaz Ahmed). This fear takes form of resentment and anger, leading to discrimination and prejudices and ultimately incitement of violence against Muslims. The hate campaign of Hindu right wing organizations like RSS, VHP, Bajrang Dal and others against the Muslims has vitiated the communal atmosphere creating deep divide and polarization in the society. The lack of civic engagement and associational activities among the two communities has deepened the attitude of prejudice and discrimination with virtual loss of inter-community faith. Electoral politics and the role of various political parties and their elites are well documented. The use communal violence for electoral gain has become common feature of Indian political scene. The degree of capacity and autonomy vested in state government along with political will plays an important part in controlling the riot situation. The paper attempts to understand the different perspectives on causative factors for Communal violence is India.
KEY WORDS: Electoral Politics, Government, Prejudice, Polarization, Riots Introduction:

The problem of communal violence is causing an irreparable damage to secular nature of Indian polity. The violent clashes between various religious communities, especially Hindus and Muslims, have been assuming alarming proportions in last few decades. The polarization of society along religious lines, use of religion for electoral politics, policies hate preached by right wing Hindu organizations and communalization police force has vitiated the peaceful communal atmosphere of society. The decade after partition saw a relative calm in country which was on the path of planned development. The decade of 1960s saw deadly communal riots in Jabalpur, Jamshedpur, Ranchi, and Ahmadabad which for the first time brought to fore the problem of communalism in India. The decades of 70s and 80s also witnessed riots in various parts of the country, with some riots assuming proportion of pogroms. The nature of communal violence in these decades underwent significant change as; the number of Muslims lives lost were more than Hindus, the Muslims suffer significant loss of property and business and the police were highly partisan against Muslims. The decade of 90 changed the nature of Indian society and values of communal harmony forever. The communal polarization due to rath yatra and demolition of Babri masjid lead to widespread communal violence engulfing the country causing heavy loss to lives and properties, disproportionately in favour of Muslims. The spread of extremist Hindutva ideology of right-wing Hindu organization and portraying of Muslims as outsiders, invaders, Pakistani agents lead to steady deterioration of communal harmony and sharp polarization in society. The state sponsored pogrom of Muslims in Gujarat in 2002 was the epitome of communal violence in the country causing a blot on Countrys image worldwide. Various Commissions and Committees investigating the communal riots have failed to deliver justice to the victims. The state governments have also ignored their responsibility of rehabilitation of the victims. The insensitiveness of state and felling of insecurities among the Muslims has further compounded the problem of communal violence in the country. Perspectives on Causes of Communal Violence: The history of communal violence in India dates back to pre-independence period. However, the nature of communal riots has changed over the period time. Now in majority of community riots, the Muslims
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suffer disproportionate loss of life and damage to business and property. It is accepted fact by intellectuals and academicians that communal violence in form of riots does not takes place spontaneously. The riots that occur in India are systematically planned and carried out. Paul Brass argues that, riot system in India is institutionalized with different individuals performing their specific roles. P.Brass compares riots to a staged-drama, which is planned meticulously at different levels and carried out in systematic manner. Communal riots are organized and produced by network of known persons in the city. P.Brass blames the Hindu right-wing organization and its sister organizations like RSS, BJP, VHP, Bajrang Dal (popularly called as Sangh Parivar) for inciting riots. The distortion of history, memorialisation of dead and spreading of false facts to exaggerate imminent danger of Muslim superiority are some of the tactics used by these right-wing organizations. The staging of pre-planned violence at the time of elections guarantees rich dividends to political parties. The use of communal violence for electoral gain has become an important strategy of political parties. Statistical evidence suggests that proximity to an election sharply increases the likelihood of a riot (Wilkinson, 2004). The level of electoral politics in the state decides the frequency and intensity of riots. The competition for Muslim votes among different political parties decides whether riots will occur or not. States where there are multiple political parties and competition for Muslim votes is more are less prone to violence. In such states, the government will take active steps to protect the Muslims. States in which only two major parties are there, and the ruling party is having anti-Muslim sentiment, then the possibility of violence increases manifold. The ruling government will be least interested in protecting the Muslims and may be actively involved in violence e.g. state sponsored pogrom of Muslims in Gujarat, 2002. Steven Wilkinson believes that state autonomy and state capacity are important in controlling communal violence. Statistics point to fact that even the weakest state having low state autonomy and capacity have done seemingly well in preventing violence. The will power of politicians to control the riot or otherwise is of much significance along with state autonomy and capacity. The understaffed police and judiciary, political interference and punishment postings for honest officers reduces the states capacity in managing the violence. But, it is the electoral competition which will decide whether communal violence will be the game-changer for the competing political parties. The polarization of society on communal lines in last two decades has disturbed the societal peace and harmony. The lack of interaction among two major communities has given rise to attitude of discrimination and prejudice leading to physical violence. Ashutosh Varshney claims that the level of interaction between the two communities or absence of such relation is the primary cause of tension and conflict. The level of civic engagement between Hindus and Muslims at town level promotes peace at the community level. More is the civic engagement among the two communities grater is the possibility of enhancing peace and harmony. The day-to-day interaction also plays an important role in strengthening the inter-community relations. But, such kind of civic engagement and dayto-day interactions are possible more at the town level, and they are near to absence in the anonymous nature of cities. The intensity and frequency of riots in urban areas clearly points to little possibility of such engagements between Hindus and Muslims, and other factors playing an important role in communal violence. Role of Police and Judiciary: The role of police in preventing outburst of riots and its spread is dubious. The police acts in very biased manner, often seen cooperating with the rioters against Muslims. Various judicial commissions probing communal violence have probed the partisan role played by the police. It is found that police are biased against Muslims and this is evident in discrimination done in making preventive arrests, enforcing curfew, recording statements, treatment meted at police stations and general prosecution of cases. The police do not shed their affinity to religion while performing their duty, and work more as Hindu force protecting community interests. The communal outlook of police force is more to do with social composition of police force. The negligible presence of Muslims in the police force at various levels has made it a force representing majoritarian community. This partisan attitude of police and discrimination done against Muslims has generated a feeling among the Muslims that the police are their enemy. The bias role of police has been highlighted by every judicial commission probing incidents of communal violence in India. This has eroded the states capacity to effectively control and stem out communal violence. The Judicial Commissions appointed by the state government to probe the incidents of communal
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violence has very limited terms of reference. These inquiry commissions have to find out the underlying reasons for violence, the sequence of events and various acts of commissions and omissions in perpetuation of violence. These commissions though take much longer time for completion, have done commendable job in bringing out the facts about communal violence. They have pointed the culprits responsible for violence and have given noteworthy recommendations for preventing further violence. As these commissions have been entrusted with factfinding work, bringing of the guilty person to justice is the responsibility of state government. It is been observed that the government is reluctant to take action against political leaders and members of police found guilty by the commission. The government gives various excuses for bringing guilty to punishment and orders only departmental action against the erring officers. The denial of justice and lack of punishment to the accused has degraded the stature of not only judicial commissions, but it has eroded the faith of Muslims from state apparatus. Conclusion: Communal violence in preceding decades has assumed alarming proportion hurting the secular fabric of Indian state. The religious harmony and peace of the society has been disturbed by deadly violence causing loss of lives and properties. The communal polarization in urban areas, the vicious preaching by Hindu right-wing organizations against the Muslims and an institutionalized riot structure is responsible for increasing violence between Hindus and Muslims. The pre-planned violence with assistance from communal police force has lead to disproportionate loss of lives and properties of Muslims. The Muslims are at the receiving end in every act of communal violence. The inquiry commissions probing communal violence has correctly identified the culprits, but the failure of state governments to act against the accused has denied justice to the victims of violence. The nonimplementation of commissions recommendations by the state governments has weakened its ability to prevent the riots. The evolution of civic engagement between the two communities, working of peace committees in tandem with police, punishment to guilty and proper justice to victims within short time and diversity in composition of police force will help in future not only to prevent, but to stem out the menace of communal violence from the country.
REFERENCES Brass, Paul (2003): The Production of Hindu-Muslim Violence in Contemporary India, University of Washington Press, Washington, DC, US. Puniyani, Ram (2013) : Muslims in Indian Democracy, Kalpaz Publications, New Delhi. Shaban, Abdul (2012), Lives of Muslims in India: Politics, Exclusion and Violence (ed.), Routledge, New Delhi. Varshney, Ashutosh (2002): Ethnic Conflict and Civic Life: Hindus and Muslims in India, Yale University Press, US. Wilkinson, Steven (2002): Putting Gujarat in Perspective, Economic and Political Weekly, April 27. (2004): Votes and Violence: Electoral Competition and Ethnic Riots in India, Cambridge Studies in Comparative Politics Series, Cambridge University Press, New York and Cambridge, UK.
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Research Paper
Sociology
Gender Inequality of Human Psychology

Ganapurkar G.T.
Dr. B. R. Ambedkar Arts & Scinece First Grade College, Zaheerabad Road, Bidar, Karnataka
ABSTRACT This article is about gender, and the significant national and international social, economic, and political
problems associated with inequality in status and resources between women and men. Sexual identification at birth appears to be universal across the globe, and this recognition of a babys sexual category is followed everywhere by the development of gender a socially constructed category of relationship to other human beings that characterizes all of us throughout our lives. Because the behaviors expected of girls and boys, women and men, are, for the most part, unrelated to the few biological imperatives or biological distinctions between the sexes, we use the word gender to refer to these human groups.
Introduction It is customary everywhere to classify the human community on the basis of sex into groups of men and women. The biological fact of sex has created much difference between them. The aims and objectives, desires and aspirations, duties and responsibilities, dress styles and behavioral patterns, roles and statuses of men and women are different. Nowhere in the history of humanity were men and women treated alike and assigned statuses alike. Women have not been able to lead a life exactly on par with men in spite of their urge for equality. This does not mean that men and women represent two different cultures as such. They represent one way of life, one culture and one heritage. MEANING AND DEFINITION OF GENDER INEQUALITY Gender inequality refers to unequal treatment or perceptions of individuals based on their gender. It arises from differences in socially constructed gender roles as well as biologically through chromosomes, brain, structure and hormonal differences. Gender systems are often dichotomous and hierarchical; gender binary systems may reflect the inequalities that manifest in numerous dimensions of daily life. Gender inequality stems from distinctions, whether empirically grounded or socially constructed. (On differences between the sexes, see Sex and psychology.) According to John J. Macionis, Gender refers to the personal traits and social positions that members of the society attach to being male or female. According to Oakley, Sex refers to the biological division into male and female, while gender implies the socially unequal division into femininity and masculinity. Male and female are sex categories, while masculine and feminine are gender categories. WHAT CAUSES GENDER INEQUALITY The biology determines gender identity through identification with either the mother or father. While some people agree with this and some other argue that the development of the gendered self is not completely determined by biology based around ones relationship to the penis but rather the interactions that one has with the primary caregiver. The gender rules develop through internalization and identification during the childhood from birth. Parents interact differently with children depending on their sex, and through the interaction parents can instill different values are traits in their childrens on the basis of what is normative for their sex. This internalization of gender norms can be seen through the example of which types of toys parents typically give to their children feminine toys such as dolls often reinforce interaction, nurturing and closeness, masculine toys such as Cars or Fake Guns often reinforce independence competitiveness, and aggression. On the other hand it has been shown that chimpanzee children exhibit preference for stereotypically male and female toys. Education also plays an integral role in the creation of gender norms. The concept of gender bias refers to the peoples pre-conceived notions about the gender, that is about the group of men or the group of women. Gender bias, in simple words, denotes partiality and discrimination between men and women. The concept of gender bias suggests that women as a group can be usefully compared against men as a group with respect to their standing or position in society. This comparison may suggest that women as a group are not treated in the same way as men are treated and that all women suffer the same injustices while men as a group enjoy the same advantages. It is widely observed that women as a group experience many different forms of injustice and ill-treatment. In gender bias, normally women are subordinated to men. This ill-treatment and injustice often amount to oppression and exploitation. AREAS OF GENDER INEQUALITY According to Vir Bala Aggarwal, there are five major areas of gender inequalities. i) Female Foeticide ii) Female Infanticide iii) Selling of Girl Children iv) Girl Child Prostitutions, and v) Sexual abuse of Girl Children. vi) Discrimination in Socialization. i) Female Feticide: This refers to an atrocity against a girl even before she is born. This is the most unfortunate sophisticated way of getting rid of daughters through sex determination tests in which greedy doctors are involved. Though the latest legislation namely, Prenatal Diagnostic Techniques Regulation and Prevention of Misuse Act, 1994, prohibits such an act, it is carried on secretly. The
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worrying trend is that this is far stronger in urban areas and among literate women than in the rural areas. ii) Female Infanticide: This refers to the practice of killing female babies as soon as they are born. It is reported to be currently n existence in parts of Haryana, Rajasthan, Bihar, U.P., W. Bengal and Tamil Nadu. A few districts of Tami Nadu have been notorious for this practice. The Practice continues to exist even though its magnitude is reduced a little. iii) Selling of Girl Children: This is the practice of selling girl children for money just as any one sells commodities. There are organizations and agencies doing this work in a secret manner with the cooperation of corrupt government officers, police, border forces, etc. Girls from our nation are being sold mainly to Arab countries and the trade continues even today. iv) Girl Child Prostitution: The girl child is highly vulnerable to sexual exploitation at home and outside the home. Among the Jogins of Andhra, Basavis or Devadasis of Karnataka; Bedias, Nats and Gandharvas of North India, there is the practice of forcing young girls to resort to Prostitution. These child prostitutes are found to be suffering from skin diseases, venereal diseases, T. B., anemia, AIDS, etc. v) Sexual Abuse of Girl Children: Girl children often become the victims of sexual abuse. Sexual abuse refers to the forced involvement of children in sexual activities who are immature to understand or enjoy sex. Most of them become the victims of it at about 14 years of age or a little above that age. Around 20% of the girls suffer from it in one way or another. Girl children are abused at home, neighborhood, school, hospital and such other places. In more than 65% of the cases, they become the victims at the hands of employers, coworkers, tenants, neighbors and acquaintances. SOME STEPS TAKEN BY THE GOVERNMENT AGAINST THE GENDER INEQUALITY India embraced democracy soon after its independence and accepted equality as an article of faith. It treats men and women as equal. It has taken initiative to uplift the position of women in all the possible ways. It is relevant here to confine our discussion to some important areas of state action towards gender equality. They are mentioned below. The Constitution of India in its very preamble itself promises to secure to tits citizens justice, liberty and equality. Right to equality has been enshrined as a Fundamental Right under chapter III of the Constitution. It assures social, economic and political justice, and guarantees liberty of thought, expression, belief, faith and worship to men and women alike. The Constitution of India in its attempt to provide equal rights and opportunities to women, and to ensure protection and justice, has made the following provisions. Here we discussed only few as under. 1. Constitution assures equality before law to all its citizens including women (Article 14) 2. Ensures that no discrimination be made against its citizens on the basis of caste, class, creed, race, sex, place of birth, religious or region (Article -15(1)). 3. Does not deny or impose sanctions or conditions on its citizens to make use of any public place or institutions on the basis of sex, race, caste, religion, etc., (Article 15(2)). 4. Recommends the sate of make certain special arrangements in order to provide protection to women and children and to promote their welfare (Article 15(3)). 5. No discrimination be made by the State against its citizens including women in matters relating to employment or, appointment to any Office under the state (Article 16). 6. The state to direct its policy to secure equal remuneration for equal work without discriminating between men and women. (Article 39(d)). CONCLUSION Fifty years of Indian independence has witnessed many changes in many fields of our national life. From the womens point of view also these changes are significant. Issues and problems which were brothering our women 50 years ago have either disappeared or given place to new ones. Hence, issues relating to the practices of sati, devadasi, purdah, imposition of inhuman restrictions on women, child marriage, etc., have either become insignificant or not found at all. It does not mean that Indian women in the st beginning of the 21 century have become totally free from all these unwanted problems and inhuman practices. The end of 20th century, has brought new anxieties, fears and challenges for women. Unless women are determined to fight back with all the power at their command against these forces, they cannot become free from these anxieties.
REFERENCES 1. 2. 3. 4. Human Rights, gender equity and environmental studies. Revised Edition 2009. By Dr. Parvathy Appaiah, C. N. Shankar Rao, Jayanthi P. Shenoy.Womens Studies in India. (Published 2008-09) By C. N. Shankar Rao. Bartky, S L (1990) Femininity and domination: Studies in the phenomenology of oppression. New York and London: Routledge. Berger, J (1972) Ways of seeing. Harmondsworth: Penguin Books. Braidotti, R (1997) Comment on Felskis The doxa of difference: Working through sexual difference Signs, 23(1) , 23-40.
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Research Paper
Sociology
Sociological and Conceptual Insight on Violence

Dr. Kalpana Deokar
L.J.N.J. Mahila Mahavidyalaya, Vile Parle (East), Mumbai, Maharashtra
ABSTRACT In my Paper Sociological and Conceptual Insight on Violence, I have attempted to consider emergence
through History of Violence, categorization of Violence and its meaning from sociological point of view, the causes and the various Intervention Programs undertaken around the world as precautionary / aversion to violence. Violence to a layman might mean infliction of pain through some form of power. While this echoes a popular sentiment, an important fact to be considered here is the Intention of violence. The statistics of Violence throughout History says that it has always been a constituent irrespective of the generation. To understand Violence better, an integral necessity is to understand the Intention of violence. This will be in detailed explained through various categories such as first Self-directed Violence, second Interpersonal Violence and finally Collective Violence. Since Violence is persistent through ages, the causes cannot be attributed to a single factor. The complexity of violence will be explained through 4 levels using the ecological model as the framework. Knowing the causes, the precautionary / aversion measures will be suggested from the sociological point of view. To conclude, Interventions that are undertaken around the world against violence will be discussed.. Introduction : World Health Organization has defined violence as the intentional use of physical force or power threatened or actual, against a person, or against a group or community, which either results in or has a high likelihood of resulting in injury, death, psychological harm, or deprivation. This definition associates intentionally with the committing of the act itself, irrespective of the outcome it produces. Globally, violence takes the lives of more than 1.5 million people annually; just over 50% due to suicide, some 35% due to homicide and about 12% as a direct result of war or some other form of conflict. For each single death due to violence, there are dozens of hospitalization, hundreds of emergency department visits, and thousands of doctors appointments. Furthermore, violence often has lifelong consequences for victims physical and mental health, social functioning and can slow economic and social development. Violence, however, is preventable. Evidence shows strong relationship between levels of violence and potentially modifiable factors such as concentrated poverty income and gender inequality, the harmful use of alcohol, and the absence of safe, stable and nurturing relationships between children and parents. Scientific research shows that strategies addressing the underlying causes of violence can be effective in preventing violence. Examples of scientifically credible strategies to prevent violence include nurse home-visiting and parenting education to prevent child maltreatment, life skills training for children aged between 5-19 years; school-based programs to address gender norms and attitudes; reducing alcohol availability and misuse through enactment and enforcement of liquor licensing laws, taxation and pricing - reducing access to guns and knives; and promoting gender equality by, for instance, supporting the economic empowerment of women. History of Violence:In the book, War before civilization, Kelley provides an in-depth exploration of the various roles that
violence played amongst the past societies. The following years an edited volume called Trouble Times: Violence and Warfare in the Past dedicated to the identification of violent encounters in the past through the analysis of the scars that these events leave on the body was published. The impact of these books and the numerous publications on this subject since their release is that, our understanding of violence has changed significantly. Nearly a decade and half of research in archaeology and bioarchaeology has provided a substantial amount of evidence to support the notion that violence within and among groups is not a recent phenomenon. According to the recent book, The Bioarchaeology of Violence violence is a behavior that is found throughout human history. Types of Violence: The typology divides into three broad categories according to characteristics of those committing the violence act1. Self-directed Violence 2. Interpersonal Violence and 3. Collective Violence This initial categorization differentiates violence a person inflicts upon himself or herself, violence inflicted by another individual or by a small group of individuals, and violence inflicted by larger groups such as states, organized political groups, militia groups and terrorist organizations. These three broad categories are each divided further to reflect more specific types of violence. Self-Directed ViolenceSelf-directed violence is subdivided into behavior and self-abuse. The former includes suicidal through, attempted suicides-also called Para suicide or Deliberate self-injury in some countries- and completed suicides. Self-abuse, in contrast, includes acts such as self-mutilation. In the past 45 years suicide rates have increased by 60% worldwide. Suicide is among the three leading causes of death among those aged 15 - 44 years in some
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countries, and the second leading cause of death in the 10 - 24 years age group. These figures do not include suicides attempted which are up to 20 times more th frequent than completed suicide. Suicide was the 16 leading cause of death worldwide in 2004 and is th projected to increase to the 12 in 2013. Although traditionally suicide rates have highest among the male elderly, rates among young people have been increasing to such an extent that they are now the group at highest risk in a third of countries, in both developed and developing countries. Interpersonal ViolenceInterpersonal violence is divided into two subcategories: Family and intimate partner violence that is, violence largely between family members and intimate partners, usually, though not exclusively, taking place in the home. Community violence violence between individuals who are unrelated, and who may or may not know each other, generally taking place outside the home. The former group includes forms of violence such as child abuse, intimate partner violence and abuse of the elderly. The latter includes youth violence, random acts of violence, rape or sexual assault by strangers, and violence in institutional settings such as schools, workplaces, prisons and nursing homes. Rates and patterns of violent death vary by country and region. In recent years, homicide rates have been highest in developing countries in Sub-Saharan Africa and Latin America and the Caribbean and lowest in East Asia, the western pacific, and some countries in northern Africa. More than 500,000 people died from gun and violence in Brazil between 1979and 2003. Studies show a strong, inverse relationship between homicide rates and both economic development and economic equality. Poorer countries, especially those with large gaps between the rich and the poor, tend to have higher rates of homicide than wealthier countries. Homicide rates differ markedly by age and sex. Gender differences are least marked for children. Collective Violence Collective violence is subdivided into social, political and economic violence. Unlike the other two broad categories, the subcategories of collective violence suggest possible motives for violence committed by larger groups of individuals or by states. Collective violence that is committed to advance a particular social agenda includes, for example, crimes of rate committed by organized groups, terrorist acts and mob violence. Political violence includes war and related violent conflicts, states violence and similar acts carried out with the purpose of services, or creating economic activity, denying access to essential services, or creating economic division and fragmentation. Clearly, acts committed by larger groups can have multiple motives. This typology, while imperfect and far from being universally accepted, does provide framework for understanding the complex patterns of violence taking place around the world, as well as violence in the everyday lives of individuals, families and communities. It also overcomes many of the limitations of other typologies by capturing the nature of violent acts, the relevance of the setting, the relationship between the perpetrator and the victim, and in the case of collective violence- possible motivations for the violence. However, in both research and practice, the dividing lines between the different types of violence are not always so clear. Wars grab headlines, but the individual risk of dying violently in armed conflict is today relatively lower than risk of violent death in many counties that are not suffering from an armed conflict. For example, between 1976 and 2008, African Americans were victims of 329,825 homicides. Although there is widespread perception that war is the most dangerous form of armed violence in the world, the average person living in a conflict-affected country had a risk of dying violently in the conflict of about 2.0 per 100,000 populations between 2004 and 2007. This can be compared to average world homicide rate of 7.6 per 100, 000 people. This illustration highlights the value of accounting for all forms of armed violence rather than an exclusive focus on conflict related violence. Certainly, there are huge variations in the risk of dying from armed conflict at the national and sub national levels, and the risk of dying violently in a conflict in specific countries remains extremely high. In Iraq, for example, the direct conflict death rate for 2004-07 was 65 per 100,000 people per year and, in Somalia, 24 per 100,000 people. The rate even reached peaks of 91 per 100,000 in Iraq 2006 and 74 per 100,000 in Somalia in 2007. Causes: Violence cannot be attributed to a single factor. Its causes are complex and occur at different levels. To represent this complexity, the ecological, or social ecological model is often used. The following four-level version of the ecological model is often used in study of violence: The first level identifies biological and personal factors that influence how individuals behave and increase their likelihood of becoming a victim or perpetrator of violence such as demographic characteristics (age, education and income), genetics, brain lesions, personality disorders, substance abuse and a history of experiencing, witnessing, or engaging in violent behavior. The second level focuses on close relationships, such as those with family and friends. In youth violence, for example, having friends who are engaged in or encourage violence can increase a young persons risk of being a victim or perpetrator of violence, for intimate partner violence, a consistent marker at this level of model is marital conflict or discord in the relationship. In elder abuse, important factors are stress due to the nature of the past relationship between the abused person and the care giver. The third level explores the community contexti.e., schools, workplaces and neighborhoods. Risk at this level may be affected by factors such as the existence of local drug trade, the absence of social networks, and concentrated poverty. All these factors have been shown to be important in several types of violence. Finally, the fourth level looks the broad societal factors that fosters creation of a climate in which violence is encouraged or inhibited (as applicable) such as the responsiveness of the criminal justice system, social and cultural norms, inequality, the strength of the social welfare system, the social acceptability of violence, the
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availability of firearms, the exposure to violence in mass media and political instability. Precautionary / Aversion Measures: Evidence emerging suggests that limiting access to firearms can prevent homicides and injuries and reduce the costs of these forms of violence to society. There is some evidence, for example, to suggest that jurisdictions with restrictive firearms legislation and lower firearms ownership tend to have lower levels of gun violence. Evaluation studies are beginning to support community interventions that aim to prevent violence against women by promoting gender equality. For instance, evidence suggests that programs that combine microfinance with gender equality training can reduce intimate partner violence. School-based programs such as Safe Dates programmers in the United State of America and the Youth Relationship Project of Canada have been found to be effective for reducing dating violence. Changing cultural and social norms that support violence Risk or expectations of behavior norms-within a cultural and social group can encourage violence. Interventions that challenge cultural and social norms supportive of violence can prevent acts of violence and have been widely used, but the evidence base for their effectiveness is currently weak. The sexual abuse among teenagers and youth adult by challenging social and cultural norms related to gender is supported by some evidence. Interventions for Victim identification, care and support: Interventions of indentifying victim of interpersonal violence and provide effective care and support are critical for protecting health and breaking cycle of violence from one generation to the next. Examples for evidence of effectiveness are emerging which includes: screening tools to identify victims of intimate partner violence and refer them to appropriate services; psychological interventions - such as trauma-focused cognitive behavioral therapy to reduce mental health problems associated with violence, including post-traumatic stress disorder and protection orders, which prohibit a perpetrator from contacting the victim, to reduce repeat victimization among victims of intimate partner violence. To conclude, Violence is like a never ending cycle one factor leads to the other. As benefactors of transmitting education to our current generation, we can have our modest contribution towards curbing violence. Through the understanding of culmination of Violence and using it to prevent / averse it should be the main aim of responsible citizens of our society.
REFERENCES
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Mortality and Burden of Disease Estimates for WHO Members States in 2002 World Health Organization 2004 Kurg et al., World Report on Violence and Health, World Health Organization 2002 Global Burden of Disease, World Health Organization 2008 WHO/Liverpool JMU Centre for Public Health, Violence Prevention: The evidence, 2010 Global Burden of Disease, Disease and injury regional estimates, World Health Organization 2008 World Health Statistics, World Health Organization 2008 Kingstone, Steve (2005-06-27). UN highlights Brazil gun crisis. Retrieved 2010-04-30 WHO, Child maltreatment, 2010 WHO, Violence against women, 2011.
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Research Paper
Sociology
Socio-Economic Status of Vadar Community in Pune District

Mohite Anita Shankar
Bharati Vidaypeeth, Pune, Maharashtra.
Introduction Vadar community is one of the many Indian nomadic communities, known for their hard laborious work though they are found all over India. They are mainly concentrated in Andhra Pradesh, Maharashtra and Karnataka. The estimated population o f Vadar community in Maharashtra was 4.35 Lakhs in 1991. [Source - Dr. BARTI Report, Pune, 1991] The Vadar community is known by different names in India such as Mati Vadar, Gadi Vadar, Kala Vadar, Patharvat Vadar, Jati Vadar, Jati, etc.The main occupation of the Vadar community is traditional work which includes stone cutting, mine work, stone engraver, digging, housing construction etc, They are found working in agriculture laobur and non- agriculture labour in rural part of the Maharashtra state. Very few people are working in urban areas either in Govt. services or Private organizations. There are popular for their hard work in unorganized sector. Economic condition of Vadar community is very poor; it is observed that they are not able to full fill their basic needs such as food, clothing and shelter. These people are migrated all over country to full fill their basic needs .most of the rural based people migrates near by the village where they get opportunity of employment . Vadar community people invented many stone apparatus which can be used in our daily life but today this type work is not require to the present society The traditional work is decreasing day by day due to modern technology, atomization and globalization . The use of traditional stone apparatus taken place by new electrical equipments which leading to increase in unemployment of this community. The main occupation of this community was mining, construction and others are taken place by JCB machine, builders, contractors and labour unions. This also another cause of poverty and unemployment of Vadar community. Review of Literature Mr. Thade Commission Report 1996 [The Government of Maharashtra, Labour and Social Welfare Department, 1060-E. dated the 4th April, 1960] Maharashtra Government, Social Welfare Department, Pune A Study of Vimukat Jati and Bhatkya Jamati:Research committee establish in 1996 under the Mr. B.R.EDATE and other committee by following by: Mr. B.R.EDATE,A/P Jalana,TalDapoli, Dist- Ranagiri - Director History and Sanskruti of Vadar Samaj: - Mr. Bhimrao Chavan, A/P Babasaheb Ambedakar University, Aurangabad.
Vadar Samj and History: Mr. Satish Pawar, Kolhapur. He was writing of the History and Origin. Laxuman Gaikwad: Auotobigarhical novel Vadar Vedana, Parchure Publication, 203//4 Metha Bhavan , 311 Raja Rammomoham Roy Marge, Girgaon, Mumbai-400004 . Mr.Uttam Kamble: Autobiographical novel Bhatkyanche Lagan ,Manovikas Publication, Plat-No 3 4th floor Shakti tours, 672 , Narayan Peth, Pune. Mr. Shriram Durge: Auto biographical novel Ghadai, Kadar Publications, 142, Saniwar Peth, Pune -30. Objectives of the Study 1. To study the socio economic and educational changes of Vadar community. 2. To study on the impact of the modernizations on Vadar community. 3. To study and explore the traditional occupation of Vadar community. 4. To study on the adopt the modern life style in Vadar community. 5. To study and draw attention of the employment programmes and policies of the government. Hypotheses Decreasing traditional occupation and lack of educational status in the Vadar Community. Impacts of the modernization in Vadar community. Lack of employment programmes and policies of the government. Research Methodology The present study was conducted in Pune District of Maharashtra. Total 14 Villages from 14 blocks were selected purposively for study on the basis of existence of maximum Vadar community. A total 522 respondents were selected randomly from 14 villages. Quantitative and qualitative data were generated through personal interview schedule a long with participatory observation, interaction and discussion with key information, aged persons, housewives and traditional healer. Results and discussion Gender: It is found that 65 % of the respondents were male and 35 % were found to be Female. Age: It is found that 41 % of the respondents belonged to the age groups of 46 to 55 years, while 29 %t were in the age groups of 36 to 45 years, another, 25 %were in the age groups of 25 to 35 years and 6 % were in the age groups of above 56. Sub caste: It is found that 52 % Vadar people were Gadi Vadar, 34 %Vadar people were Mati Vadar, 9
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% were Pathrut Vadar .5 % Vadar people were Jati Vadar. Area: It is found that 59% of Vadar community people were representing the urban area of Pune district. Out of 24 % Vadar people were migrates to Pune district for the purpose of getting an employment. Languages: It is found that 53%of the respondents were speaking using Marathi language at home 47% of the respondents were using Telgu language at home. Type of family: It is found that 42 % of the respondents belonged to joint family system. 42% of the respondents were belonged to nuclear family system and only 8%of the respondents were belonged to single parent family system. House: A majority of the respondents living in the Tin houses .71.3 % respondents having their own houses .22.4 % respondents were living in rented houses. 6.3% respondents were living in relatives houses. Education: It is found that 50 % Vadar people who were interviewed were illiterate and 42 % Vadar people were educated up to High School, 3 percent Vadar people were Secondary and 5 % Vadar people were having other Degree/Course of education. Total stay: It is found that 69% respondents were staying in Pune since 35 years. 17% respondents were staying in Pune district since 50 years.24% respondents were staying in Pune district since 25 years TYPE OF WORK: It is found that, 42% of the respondents were working in daily wages worker.7 % of the respondents were working in Driveling sectors. 7 % of the respondents were working in construction work and Stone mine work. 38%t of the respondents were working in other types of work. Income: It is found that 71% of the respondents were having a monthly income of Rs. 1000 to 3000.11% of the respondents were having a monthly income of Rs.4000 to 6000. 7 % of the respondents were having a monthly income of Rs.7 000 to 10000. 7 % of the respondents were having a monthly income of Rs.11000 .to 13000. 3% of the respondents were having a monthly income of Rs.14000 to 16000. Traditional business: It is found that, 67 %Vadar people were not doing family business and 33 % Vadar people were doing family business. Problems faced at work place: It also found that 31 % respondents were less employment facing these difficulties in this sector. 30 % respondents were more time working in this sector. 7 % respondents were pressures in this working sector. 2 % respondents were not facing any difficulties in this work sector. Supportive business: It is found that 67 % respondents were doing supportive business. It is found that, 17 % respondent were Selling Domestic Animal (Goat) and Income of supportive Business Per month Rs.500-1000. 19 % respondents were selling vegetable and Income of supportive Business per monthRs.1001-1500. 23 % respondent were Selling Domestic Animal (Hen) and Income of supportive Business Per month Rs1501-2000. 4 % respondents were doing other work and Income of supportive Business per month Rs. Above 2000. Conclusions Vadar community peoples were mostly illiterate and the level of education amongst the literate parents was to secondary school education only. Vadar community peoples were mostly working in unorganized sector there for Lack of the traditional work. Vadar community was expert in building structure for Vadar management in the ancient time they built wells ponds, dames, canals for storage & big bungalows supply of weaker but todays Lack of the traditional. Suggestions: The vocational training should provide long term & shortterm courses to develop skills & knowledge in Vadar community people. Special attention should be given to the Vadar community women and children. Special attention should be given to the Vadar community in traditional occupation. Important role of the government to improve the Vadar community status.
REFERENCES
1. 2. 3. 4.
5.
Myth And Identity: The Narrative Construction Of Self In The Oral tradition Of Vadar Communities copyright 2001, Indian Folklore Research Journal, Volume One, Number One, May 2001Guy Poitevin Centre for Co-op. Research in Social Science, Rair Kar Bungalow,884, Deccan Gymkhana, Pune - 411 004, Maharashtra, India ACK-070: Jasma of Odes .Posted by PBC Sunday, February 15, 2009 [http://ncbc.nic.in/backwardclasses/maharashtra.html Centre for Co-op. Research in Social Science, Rair Kar Bungalow,884, Deccan Gymkhana, Pune - 411 004, Maharashtra, India The Resist Initiative International, Kalamati Chhak, Raigurupur, Puri, Orissa-752019, India, Email: resist.initiative@gmail.com Pargiter, F.E. (1972). Ancient Indian Historical Tradition. New Delhi: Motilal Banarasidass. pp. 9091
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Modern Approaches and Innovation in Psychology

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Modern Approaches and Innovation in Psychology

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Modern Approaches and Innovation in Psychology

Dr. Charulata S. Pradhan

Dr. Shaikh Mohd. Arif