An Internationl Peer Reviewed

SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

Oct-Nov,2019, vol-7/36

Impact Factor: 6.251

ISSN: 2348-3083

Date: 2019-12-01

SRJHEL, OCT-NOV 2019, Vol - 7/36

PRIMARY STAGE OF MATHEMATICS AND SCIENCE LEARNING

Prakash B. Salavi

Page No.: 9524 - 9531

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 Probably one of the themes least explored in the social sciences is the fear of the unknown and the fear of the invisible. It was Sigmund Freud in his celebrated essay ‘The Uncanny’ who explored this theme saying that these terrains of the “unknown” and the “invisible” create the feeling of dread and anxiety. It is this theme that we are extending in the phenomenological reading of Death.
In this essay we have analyzed what Death means through a philosophical exploration. The philosophical figures of J. Krishnamurti and Osho Rajneesh are brought in the reflections of Death. This essay claims that there is a philosophical path to the understanding of Death which could be called a new philosophy of life. 
 
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B. ED. PRASHIKSHNARTHIYON KA MANAVADHIKAR KE PRATI JAGARUKATA KE PARIPEKSHYA ME ADHYAYAN

Geeta Khanduri, Anoop Kumar Singh & Tanuja

Page No.: 9532 - 9541

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P. GANGARATN PANDEY KE UPNYAS 'EK AUR NILKANTH' ME NAYA VAICHARIK PRAYOG

Priti Patel

Page No.: 9542 - 9547

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EARLY CHILDHOOD CARE DEVELOPMENT AND EDUCATION IS THE FOUNDATION OF LEARNING

Kaluram Nathu Bhise & Sudarshan Tapsale

Page No.: 9548 - 9551

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 Keywords: National Education Policy 2019, Early Childhood Care and Development, Fragments of Early Child development, Significance of Early Childhood Care and Development.
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Dandekar, W.N.(2003).Psychological Foundations of Education.New Delhi: Macmillan India Publication. Phyllis, Click.(2004). Administration of Programs for Young Children.USA: thMSON Learning Incorporation Schaffer, H. Rudolph(2004).Introducing Child Psychology. New Delhi: Neelkamal Publication. (https://wikieducator.org/Early_childhood_care_and_development ) https://www.ccrc.org.za/eccd/
CHALLENGES OF ICT FOR TEACHERS IN MADRASA

Shamima Ansari

Page No.: 9552 - 9560

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 In the present era of digitisation, ICT use in the classroom is crucial for giving students opportunities to learn and apply to satisfy their needs essential 21st-century skills. Digital learning has the potential to reach more children than ever before. It has the ability to motivate the unmotivated. This study aims to finding out the difficulties faced by Madrasa teachers in using Information and Communication Technology (ICT) for classroom teaching-learning. The use of ICT in the classroom is immensely important to offer opportunities for students to learn to operate their learning task in an information age. The objective of this paper is to assess teachers’ perceptions of the challenges faced in using ICT tools in the classroom transactions.   A qualitative research design was used to collect the data randomly from a sample of 86 teachers in which 46 males and 40 females, who were selected from the 5 Madrasas of Varanasi in the state of Uttar Pradesh. For data collection, the investigator has used a self-developed questionnaire for knowing the teacher\'s perception of the challenges faced in using ICT in the classroom.  The findings indicated that although teachers had a strong desire to use ICT in the classroom, they were encountered with some barriers such as insufficient technical supports at Madarsa and little access to Internet problems, electricity, knowledge regarding information communication technology, lack of training, lack of supporting system, lack of institutional support, no encouragement from government, no availability of teaching-learning material in the local language, etc. There are so many challenges to face teachers using ICT in the classroom. The researcher made an attempt to describe the list of challenges faced by the teacher will be discussed in the present paper. 
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Abdullahi, H. (2013). The Role of ICT in Teaching Science Education in Schools, International Letters of Social and Humanities Sciences, 19, 217-223. Amin. S. (2017). An Effective Use of ICT for Education and Learning by Drawing on World Wide Knowledge, Research and Experience: ICT as a Change Agent for Education (A Literature Review), Department of Education, University of Kashmir. Akudulo, L. R. (2002). Restructuring Nigerian Secondary Education System Though ICT Driven Curriculum, Journal of the World Council for Curriculum and Instruction Nigerian Chapter, 3(1), 7-17.
CHANGING ROLE OF WOMEN IN INDIAN SOCIETY

Kewal Krishan

Page No.: 9561 - 9565

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A women\'s role has changed tremendously and is making its greatest impact in our society today. Many years ago, women\'s contribution to society was limited and controlled by men. Women are playing a major role in many important areas. Women\'s role has changed at an accelerating rate and has part in areas such as Politics, Professional Training Jobs, Medicine, Business and Law. Formerly they were not part of any political matter, but they have advanced in many aspects. Women in India face lots of social issues and problems all through the life which are big struggle for them right from their beginning of life. Female infanticide is the most common practice of killing girl child in mother’s womb in the Indian society. Women in India are considered as burden for their parents and husbands as they think that women are here only to consume money whole life without earning a little bit. Another common problem for women is sex discrimination which they face from their birth and continues till their death. Illiteracy, lack of proper education, responsible for household works, rape, sexual harassment at workplace, etc are some big issues for the women in India. 
This paper attempts to analyze the changing status of women in modern India and is based purely on secondary data. The analysis shows that although women in modern India have made a considerable progress in every sphere of life, they still have to struggle against deep-rooted patriarchal mentality of society. The Indian constitution grants women equal rights as that of men but they were never been effective to bring a remarkable change in the status of modern women. Equal footing with men is still an illusion for females because male dominance still prevails in the society.
Keywords--- Society, Role, Participation, initiatives
 
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http.//www.indiacelebrating.com/essay/socialissues/women-empowerment/role-of- women- in- society Human Development Report 2015, UNDP (United Nations Development Program) Gender Discrimination & Social Norms in India, Poverty, Resource Equality and Social Policies The Accumulated Effects of Poverty, Social Watch Neera Desai, ‘Changing status of Women, Policies and Programmes’ in Amit Kumar Gupta (ed.) Women and Society, Development Perspective, Quiterion Publishers, New Delhi 1986,
SHIKSHAK PRASHIKSHNARTHACHYA TAN STARACHA ABHYAS

Pooam Bhimrao Waghmare

Page No.: 9566 - 9570

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SOCIALIZATION CONSEQUENCES OF PARENTING STYLES: A STUDY OF MIDDLE CLASS INDIAN FAMILIES

Aparna Ray

Page No.: 9571 - 9578

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 Parenting style has been considered as one of the primary sources of socilization for children. However, researchers have pointed that the impact of parenting is not independent of the socio-cultural context of children. Indian middle class families having shared some sort of socio-cultural uniqueness are the focus of the present study to examine their nature of parenting and its consequences on the socilization of their children. The participants were 480 highschool students including equal number of boys and girls, who were randomly selected from the middle class families of Odisha. They were asked to respond to a standardized parenting style questionnaire relating to their perception of parents’ behavior towards them and also to a questionnaire which measures their socilization skills. The results pointed out 27% of parents preferred authoritarian parenting,  22% preferred permissive parenting, 45% preferred authorative parenting, and only 5% were uninvolved parents. Authoritative and permissive parenting styles were found better in promoting adequate socilization skills except taking of responsibility. Authoritarian and uninvolved parenting were found to be negatively influencing the development of socilization skills.  Gender preferences were also found in the parenting of both parents, father being more permissive for girls, and mother being more permissive for boys.     
Keywords: parenting, culture, socilization, middleclass
 
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Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1-103. https://doi.org/10.1037/h0030372 Cablova, L., Pazderkova, K., & Miovsky, M. ( 2015). Parenting styles and alcohol use among children and adolescents: a systematic review. Drugs, 21, 1–13. doi:10.3109/09687637.2013.817536, Google Scholar Darling, E., McCartney, K., & Taylor, B.A. (2006). Within-child associations between family income and externalizing and internalizing problems. Developmental Psychology, 42, 237-252. http://dx.doi.org/10.1037/0012-1649.42.2.237
PERSPECTIVE OF TEACHERS TOWARDS THEIR INVOLVEMENT IN SELECTION AND ORGANIZATION OF LEARNING EXPERIENCES AND THEIR IMPLEMENTATION IN SECONDARY SCHOOL CURRICULUM

Omprakash H M & Sasmita Maharana

Page No.: 9579 - 9586

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 Teacher authorisation has been the topic of extended academic analysis in recent years; however the capability of Teachers in program development particularly in choice and organization of learning experiences has received restricted empirical attention. The aim of this study was to ascertain teachers’ perspective towards their involvement in choice and organization of learning experiences and implementation of Secondary School Curriculum in Karnataka. The study utilized descriptive survey analysis style and was conducted in four divisions of Karnataka. The target population was 2964 Teachers comprising of 1671 males and 1256 females. Stratified sampling was wont to draw the collaborating Schools and Teachers. A sample of 248 Teachers participated  in this study. Questionnaires for Teachers and an interview guide for principals were utilized in information assortment. The collected information was analysed by use of each descriptive and inferential statistics. The study findings established that there was a statically vital relationship between teachers’ perspective towards their involvement in choice and organisation of learning experiences and implementation of Secondary School curriculum in Karnataka, but because of the top- down model of curriculum development followed by Department of Public Instruction of the Govt. of Karnataka, curriculum development method is basically centrally-controlled and therefore the experiences and skills of Teachers square measure untapped and under-utilized throughout curriculum development method.
               The study recommends that Teachers ought to be concerned within the designing and development of the curriculum all told stages for effective implementation. The Department of Public Instruction of the Govt. of Karnataka ought to widen the scope of its recruitments and lay higher ways to involve Teachers within the curriculum development method. This may be done by redefining the curriculum development unit at SCERT/DSERT as an extension of the school system, so providing a lot of lecturers to serve in it for a amount of your time. Also, curriculum development ought to be decentralised to native levels for easier participation of Teachers from schools and colleges, faculties and therefore the University level lecturers taking into issues to all or any relevant contributions. Studies on curriculum models followed by Department of Public Instruction of the Govt. of Karnataka ought to be conducted with a read to proposing different models that may modify alotof lecturers and alternative stakeholders additionally toparticipate absolutely in curriculum development method.
Keywords: Teachers Perspective, Organization of Learning Experiences, Implementation, and Secondary School Curriculum.
 
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Abiero, M. O. (2009). Curriculum Development. Longhorn Publishers. Carl, A. E. (2009). Teacher Empowerment Through Curriculum Development: Theory into practice (3rd Ed) at http//books. Marsh, C. J. (2004). Key Concepts for Understanding Curriculum (3rd.ed). London: Rutledge & Flamer Manassas, A. (2004). Analysis of Curriculum process and Development of a Model for Secondary Level in Pakistan. University of Arid Agriculture, Rawalpindi at http.//www. E prints. Wesel, F.A. (2014). Pedagogy from Perception to perspective. New Delhi Global Publications.
A STUDY OF EMOTIONAL INTELLIGENCE OF CENTRAL SCHOOL TEACHERS OF MYSORE DISTRICT

Chetankumar, D & Nagappa P. Shahapur

Page No.: 9587 - 9597

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Aron, A. M., Milicic, N. (2000). School social climate. Revista Latinoamercana de Psicologia, 32(3), 447-466. Bakker, A. B., Schaufeli, W. B. (2000). Emotional intelligence of school students. Journal of Applied Social Psychology, 30(11), Pp. 2289-2308. \ Bar-on R. (2000). Emotional and social intelligence: Insights from the emotional quotient inventory (EQ-i). In R. Baron and J.D.A. Parker (Eds.) Handbook of Emotional Intelligence, 363-388, San Francisco: Jossey-Bass. Chad ha, N. K. (2005). Human resource management issues: Case studies and experimental exercises. Delhi: Shri Sai Printographers. Cobb, C.D., Mayer, J.D. (2000). Emotional intelligence: What the research says. Educational Leadership, 58, Pp. 14-18. Cooper, C.L., Dewe, P.J., and O'Driscoll, M.P. (2001). Organizational stress: A review and critique of theory, research and application. New York: Sage Publication. Goleman, D. (l 995a). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
VIDYARTHIYON KI SHAIKSHIK UPLABDI PAR SHAIKSHIK TANAV KE PRABHAV KA ADHYAYAN

Sanjeev Kumar & Jyoti Juyal

Page No.: 9598 - 9603

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Banerjee, S. (2011). Effect of various counselling strategies on academic stress of secondary Level students. Unpublished ph.d. Thesis, Punjab University, Chandigarh. Bisht, A.R. (1980). A study of stress in relation to school climate and academic achievement (age group 13-17). Unpublished doctoral thesis, Education, kumaon university. J. V. Rama Chandra Rao (2015). Academic Stress among Adolescent Students, Conflux Journal Of Educatio, ISSN 2320-9305 E-ISSN 2347-5706 vol 2(9). http://cjoe.naspublishers.com/ Krishan, L. (2014). Academic Stress among Adolescent In Relation To Intelligence and Demographic Factors, American International Journal Of Research In Humanities, Arts And Social Sciences, ISSN (print): 2328-3734, ISSN (online): 2328-3696, ISSN (cd-rom): 2328- 3688 pp 123-129.
CREATIVE ABILITIES AND ACADEMIC ACHIEVEMENT OF SCIENCE AND SOCIAL SCIENCE UNIVERSITY STUDENTS

Nawaz Ahmad Bhat & Prof. Nighat Basu

Page No.: 9604 - 9611

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 Creative children are assets to the society. Development and progress in various fields depend on these children. Our educational institutions should aim at the development of creativity in children to prepare them for different walks of life. No nation whether big or small can afford to overlook the importance of creativity in this age of competition. Who survives this competition largely depends upon its creative minds. The creative acts affect enormously not only scientific and technological progress, but society in general. Nations who learn best how to identify, encourage and develop the creative potential in their people may find themselves in a very advantageous position as compared to the nations that are failed to identify and develop the talented mind. The present study is an attempt to study the Creative abilities and Academic Achievement of Science and Social Science Students of Kashmir University. Baqer Mehdi`s Non-Verbal Test of Creative Thinking was employed to assess the Creative Abilities of the University Students whereas marks obtained by the University Students at P.G. 1st Semester and P.G. 2nd Semester was considered as their academic achievement. Mean, S.D and t-test were used to analyse the data. Significant difference was found between Social Science and Science University Students on overall scores of creativity as well as on Academic Achievement.  Science students were found to have better cognitive abilities as well as academic achievement as compared to Social Science University students.
Keywords:  Creative Abilities, Academic Achievement, Science and Social Science University Students
 
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Maphoso, L. S. T., & Mahlo, D. (2014). Basic facilities and academic achievement: A comparative study between boarding and non-boarding schools. International Journal of Educational Sciences, 6(2), 309-315. Runco M. A., (2007a). A Hierarchical Framework for the Study of Creativity, New Horizons in Education, 55 (3) 1-9. Simonton, D. K., (1990). Creativity in the later years: Optimistic prospects for achievement. Gerontologist, 30(5), 626–631. Simpson, J. A. (1989). The Oxford english dictionary (Vol. 15). Oxford University Press, USA. Subhash Sarkar, and Sangita Banik. (2017). “A study on the adjustment and academic achievement of adolescent students.” International Journal of Research - Granthaalayah, 5(6), 659-668. https://doi.org/10.5281/zenodo.825592. Vaishnav, R. S., & Chirayu, K. C. (2013). Learning style and academic achievement of secondary school students. Voice of Research, 1(4), 1-4. Walton A. P., (2003). The impact of interpersonal factors on creativity. International Journal of Entrepreneurial Behavior & Research, 9 (4) 146 – 162.
EFFICIENCY MEASUREMENT OF SCHEDULED COMMERCIAL BANKS STATE-WISE: A REGIONAL ANALYSIS

Amit Khatri

Page No.: 9612 - 9637

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 One of the principal goals of the Indian banking sector reforms was to enhance the efficiency of the banking industry. This article contributes to the banking efficiency literature by measuring the technical efficiency of scheduled commercial banks at the state level. This study estimates the technical efficiency of scheduled commercial banks (SCBs) at the state level for a time span of fifteen years using data envelopment analysis (DEA). Data for the same is obtained from the RBI website from 1996-97 to 2010-11. It is found that technical efficiencies of different states are different during different time periods indicating that some states are prompt, while, other states are slow in adopting the banking reforms. Super efficiency estimated for each state year-wise reveals that Uttar Pradesh is the leading state rank wise followed by Maharashtra, Rajasthan, and Gujarat. While the comparison of the rank of states with the gross state domestic product indicates that the states with higher banking efficiency are better in development.    
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Bhattacharyya A, Lovell CAK, Sahay P (1997), The impact of liberalization on the productive ef?ciency of Indian commercial banks. European Journal of Operation Research, vol. 98: pp. 332–345. Bhattacharyya, A., Bhattacharyya, A. (1997), Changes in Economic Regime and Productivity Growth: A Study of Indian Public Sector Banks Source, Journal of Comparative Economics, vol. 25, no., 2: pp. 196-201. Bhattacharyya, A., Lovell, C.A.K. &Sahay, P. (1997), The Impact of Liberalization on the Productive Efficiency of Indian Commercial Banks, European Journal of Operational Research.vol.98, pp. 332-345. Banker, R.D., Charnes, A. & Cooper, W.W. (1984) Some Models for Estimating Technical and Scale Inefficiencies in Data Envelopment Analysis, Management Science, vol. 30, no., 9, pp. 1078-1092. Berger et al., (1993), Bank efficiency derived from the profit function, Journal of Banking and Finance, issue: 17, pp. 317-347, North-Holland.
A STUDY ON WOMEN AND SELF HELP GROUP EMPOWERMENT OF DISTRICT KANGRA OF HIMACHAL PRADESH

Ashwani Kumar

Page No.: 9638 - 9650

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 Women’s empowerment is a process in which women challenge the existing norms and culture in efforts to promote their well being. This paper analyses the significance and effect of programmes by Self Help Groups (SHG s) by comparing empowerment levels before and after three years of programme intervention based on a survey conducted the District Kangra, Himachal Pradesh . The SHG s in Kangra operate under Mahila Mandal , a state government programme funded by the Himachal Pradesh Corporation for Development of Women (HPCDW). The International Fund for Agricultural Development (IFAD) empowerment indices are used to study levels of empowerment. Quantitative methodology is adopted using the self-reporting method. A three-stage stratified random sampling method was employed for data collection. The first stage involved the NGO s, the second stage focused on the SHG s and the third stage dealt with SHG members on the basis of demographics. Average and percentage were calculated to draw meaningful interpretation on the Empowerment Indicators using IFAD Model. Friedman test and Chi Square test followed by a DMRT test were used to measure the relationship between observed variables. The study revealed that levels of self-confidence and self-esteem of women increased indicating positive changes. The women in SHG s emerged as more assertive of their rights, in particular when dealing with the local community and on social matters.
Keywords: Empowerment, IFAD, Mahila Mandals, Self Help Groups, HPCDW 
 
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Affolter, F.W. and Findlay, H. 2002. Assessment of Mobilization and Leadership Challenges in Azerbaijani IDP and Refugee Camps, Journal of Convergence. 34(4): 55-67. Agrawal, M. 2003. Women in Grassroot Democracy’, paper presented at the conference on Citizenship and Governance: Issues of Identities, Inclusion and Voice, New Delhi: PRIA. Ahmed, W.S.; Nilofer and Parveen, G. 2008. Women’s Political Participation and Changing Pattern of Leadership in Rural Areas of U.P., The Indian Journal of Political Science, Vol. LXIX, No. 3, July-Sept., pp. 661671.
CHALLENGES OF WOMEN TEACHER IN PRESENT ERA

Balbir Singh Jamwal

Page No.: 9651 - 9660

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 In this research paper an attempt has been made to focus on challenges of women teachers in the present Era and give major suggestions. It has and has been observed that there is drastic change in the women status. Due to advancement of the science and technology status of women has changed. Due to education women keeping step by step with men. But in real sense they have to faced so many challenges. The quote Williams “It is most fascinating to behold that after independence, the education of girls had been progressing more rapidly than that of boys and that parents have shown remarkable interest in their education. The women education in the recent year has received great encouragement in both private and public sectors. The overall figures of women education at all stages show impressive advancement. ” Pt. Jawahar Lal Nehru rightly emphasized that “Education of boy is the education of one person, but educational of girl is the education of the entire family.”Every women having challenges, but working women having more challenges than house wives. Teacher is considered a major pillar of the society. Teacher is also considered a nation builder..There are so many responsibilities to bear to institution, to family and to society as per Indian culture context by women teacher in comparison to men. The researcher has made to focus on major challenges faced by women teachers.
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Agarwal S.P.(2001) Women’s Education in India. Present status, perspective plan, statistical indicators with a Global new. Vol-3, Concept Publishing Company, New Delhi. Jamwal,B.S.(2019) Role of education in women development published In book Empowerment in Education, New Delhi:A.P.H.Publishing corporation,pp-250-255 Kolhatkar, N.R. (1997) Education Planning and National Development: Some Critical Aspects. M.D. Publishing, New Delhi. Naik, J.P. (1982) The education and after, Allied Publishers, Bombay, 1982 Singh, D.R. “Current Trends and Forms ff Crime Against Women,” Indian Journal of Social Work, Vol. XLII, No.I April 1981. Srivastava, T.N. (ed.) Women and the Law, New Delhi. Walia, J.S. (1994) Trends in Education, Jalandhar City (Pb.) Paujab
FEEDBACK OF DIPLOMA IN TEACHER-EDUCATION CURRICULUM OF MAHARASHTRA STATE

Bhaskar Vishnu Igawe

Page No.: 9651 - 9655

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Primary Teacher plays very important role in every student’s life. Student imitates various skills, behavioral or learning style from their primary teacher. After twelve years in June 2005 Maharashtra state has revised the curriculum of Diploma in Teacher-Education (D.T.Ed. earlier it was known as D.Ed.). Researcher was teacher-educator at that time. Researcher strongly felt the need to know, what will be the effects of new curriculum, What are the strengths and weaknesses of this curriculum, what are the opinions of teacher-trainees, teacher-educators, Principals, experts and educationalists about this new curriculum. Researcher has dual mind situation about the new curriculum and he decided to work on this for his M.Phil. level research work. Researcher stated the research problem as “Feedback of Diploma in Teacher-Education Curriculum in Maharashtra”. He applied Survey research method for the same. Data was collected from the Teacher-trainees, Teacher-educators and Principals of D.T.Ed. College. He adopted simple random sampling method for selection of sample. Sample was according to subjects, medium, gender, class. Data was collected with the help of questionnaire, interview and schedules. Collected data was analyzed by statistical tools, i.e. percentage, graph, etc. Researcher used SWOT analysis method, to state the Major findings, which was very impressive and useful. Conclusions of the research were very important for implementation to this curriculum. Researcher also recommended suggestions to teacher-trainees, teacher-educators, Principals, D.I.E.T. and Maharashtra state examination Board for best results from the curriculum. Success of this research work is that D.T.Ed. Curriculum Board, Maharashtra state made changes according to this study.
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UNDERSTANDING HUMAN RIGHTS EDUCATION

Kishwar Badakhshan

Page No.: 9656 - 9663

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Human rights reflect basic human needs. It establishes the basic standards without which people cannot live in dignity. Human rights are about equality, dignity, respect, freedom and justice. Human rights are held by all persons equally, universally and forever. They are universal, that is, they are the same for all human beings in every country. They are inalienable, indivisible and interdependent, that is, they cannot be taken away – ever; all rights are equally important and they are complementary, for instance the right to participate in government and in free elections depends on freedom of speech. The aim of human rights education is to create a world with a culture of human rights. This is a culture where everyone's rights are respected and rights themselves are respected; a culture where people understand their rights and responsibilities, recognise human rights violations and take action to protect the rights of others. This conceptual paper explores on ways of ensuing human rights education in the classrooms. Keywords: education, human rights education, primary learners
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Osler, Audrey, and Hugh Starkey. Teachers and Human Rights Education. Trentham Books Ltd. Westview House 734 London Road, Oakhill, Stoke-on-Trent, Staffordshire, ST4 5NP, UK, 2010. Tibbitts, Felisa, and William R. Fernekes. "Human rights education." Teaching and studying social issues: Major programs and approaches (2011): 87-118. Flowers, Nancy. The Human Rights Education Handbook: Effective Practices for Learning, Action, and Change. Human Rights Education Series, Topic Book. Human Rights Resource Center, University of Minnesota, 229 19th Avenue South, Room 439, Minneapolis, MN 55455, 2000. Reardon, Betty. Educating for human dignity: Learning about rights and responsibilities. University of Pennsylvania Press, 1995.
SHAIKSHNIK SASODHNASATHICHE VIVIDH DRUSHTIKON - EK ABHYAS

Dr. Aruna Rajaram Bhambare

Recived Date: 2019-11-25 | Accepted Date: 2019-11-29 | Published Date: 2019-12-01

Page No.: 9664 - 9669

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