An Internationl Peer Reviewed

SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

Nov-Dec,2020, vol-8/62

Impact Factor: 6.380

ISSN: 2278-8808

Date: 2021-01-01

NOV-DEC 2020, SRJIS

NEW EDUCATION POLICY 2020: A REVISIONIST APPROACH TOWARDS HOLISTIC LEARNING

Yudh Veer

Page No.: 14389 - 14392

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There is no hidden fact that Education and development are the two sides of the same coin and with various advancements in different genres of studies, the role of quality Education cannot be underestimated. It indeed can be considered as an essential ingredient for a better understanding of life and opportunities, as it paves the way for a holistic development of the individual, society and of course the nation at large. There have been several initiatives taken by the concerned authorities in the past to improve the methodology of Education, where some approaches proved to be effective while in some, few changes were required, according to the overall development of students and the teachers of the concerned departments. This year in the month of July, the Indian government announced a new Education policy (NEP 2020), after a huge gap of thirty-four years. The paper intends to introduce the currently proposed policy and highlight the important changes done for the effective working of the Education sector. Also, it offers a comparative analysis of the effectiveness of the policies in the past and predicted implications of the newly proposed policy.

Keywords: New Education Policy 2020, Higher Education, Effective implementation, Choice based courses, Four-year undergraduate program, experimental learning and critical thinking.

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National Educational Policy 2020 https://www.mhrd.gov.in/sites/upload_files/mhrd/nep/NEP_Final_English.pdf. Aithal, Sreeamana and Aithal, Shubhrajyotsana. Analysis of the Indian National Education Policy 2020 towards achieving it objectives. 5. 19-41. 10.5281/zenodo.3988767

IMPACT OF HEAVY RAINS AND FLOODS ON ARACANUT GROWERS

Devananda R. & GD Narayana

Page No.: 14393 - 14402

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An introduction of sociology by Vidya Bhushan, D.R. Sachdeva. Medical Sociology by M. Thamilarasan. Environmental Studies by Arun K Tripathi. Websites, journals, News papers and TV channels

AMENDMENT TO PROVISIONS AND THE EFFECT OF PUBLIC OPINION ON THEM

Suryaansh Kishan Razdan & Ashish Kumar Singh

Page No.: 14403 - 14425

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The following research paper is on the relation between public opinion and how public opinion regarding a particular issue brings change to an amendment made by the Parliament regarding any provision, be it constitutional or ordinary law. In order to show the influence of public opinion, 3 such Amendments have been discussed they are, the 42nd Amendment, Atrocities Act, 2018 Amendment and the Citizenship Amendment Act, 2019. All these amendments were affected by public opinion in some way or the other. The project first explains the basics of the concepts of Amendments and Public opinion and then creates a relationship between them by discussing the abovementioned amendments also, in order to understand clearly the situations that led to certain events, a clear explanation of social conditions of the time has also been provided. In the end, the paper discusses the importance of public opinion in today’s era and in the conclusion discusses about the potential solution in order to prevent peaceful public protests from turning into violent displays causing harm to life and property.

Keywords: Amendment, Public Opinion, 42nd Amendment, Emergency, Atrocities Act, CAA

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ENHANCING QUALITY IN CURRICULUM AND LEARNING OUTCOMES: RESPECT TO PLANNING AND MANAGEMENT

Shiferaw Teror Bersso, Taye Mosisa Gemeda, Tegene Hatamu Kebede & Oprakash H M

Page No.: 14426 - 14434

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Quality in education has become the prime concern of countries the world over. Quality is the result of high intention, sincere effort, intelligent direction and skillful execution. Total quality management in education is a universal compulsion. In Ethiopia, promoting quality has been the focus of almost all the committees constituted at different stages of development of Ethopian Education system. Enhancement of quality is an institutional effort and is not merely an outcome of an individual’s conviction. There should be a participatory and consultative decision–making to implement quality enhancement strategies. Prospective teachers are to be equipped with mental / intellectual abilities that enable them to refine thoughts, to reason and to judge. Present secondary school curriculum should be redesigned to enable the students in developing thinking ability. Goals should suit the contemporary as well as the larger needs of society. The attention of schools should focus on the right priorities and responsibilities especially with reference to teaching and learning. Improvement of teaching methods using educational technology, projects, providing computer skills and thinking skills, encouragement of co-curricular activities and incorporation of community orientation are to be observed. Life skills should be taught along with the regular lessons. Human resource development should be taken care off. Cooperation among the staff, management, students, heads of institutions are very important. An aura of healthy competition builds up wherever there is a healthy, mutually encouraging, congenial atmosphere. Improvement of teaching methods using educational technology, projects, providing computer skills and thinking skills, encouragement of co-curricular activities and incorporation of community orientation are to be observed if quality is to be enhanced.

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Kusuma, A. (1977), “Creative and cognitive styles in children”, Discovery Publishing House, New Delhi. Paul, Alexander (1982), “Creativity in small groups”, Sage publications, Beverly Hills, California. Paul, E. Torrance (1970), “Encouraging creativity in classroom”, W.M.C Brown Company Publishers; Dubuque, Iowe. Rajput, J. S (1998), “Curriculum framework for quality teacher education”, New Delhi, NCTE. Torrance, E.P (1970), “Encouraging creativity in class room”, Brown. Co. Pub., Dubuque, USA. Davis George, J.G.Valan Arasu (2008),”Quality Education”, APH Publishing Corporation, New Delhi. Mc Cannon. , & Crews, (2000). Assessing the technology training needs of. Journal of Technology and Teacher Education, 8(2), 111-121. UNESCO, (2002). Teacher education through distance learning: technology, curriculum, cost, evaluation, summary of case studies. NCERT (2000): National Curriculum for School Education, Published at the Publication Department, Secretary, NCERT, New Delhi. Harold Alberty : “Reorganising the School Curriculum”

CONTRIBUTION OF NGO IN GIRLS EDUCATION

Poonam Kadlag & Rajeshree Jaybhaye

Page No.: 14435 - 14445

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This article focuses on the current state of girls education in India 2019 and describes in detail the Nanhi Kali project of K.C.Mahindra Educational Trust and Nandi Foundation. Every child has the right to quality education and learning, regardless of their circumstances or wherever they live. The Government of India is implementing several schemes and programs to ensure child education and change the mindset of girls. Many Non-government in organizations are working at the grass-root level to improve the standards of the girls’ education. In this area, the project Nanhi Kali is remarkable. This project gets access to school for girls in dignity. This paper also focuses on studying the current status of the initiative (action, problems, and solutions) of project nanhi kali which one runs at Chakan (Pune) Maharashtra. The survey research method accepted. Data is collected from 200 primary teachers of Zilla Parishad schools in Chakan, Pune with the help of questionnaires. The findings of the study show that the Nandi Foundation and K.C.MAHINDRA educational trust seem to be helping to bring deprived girls into this stream of education. NGO providing activity booklets, educational materials and technological equipment to support girl children to complete their education. The NGO helps the government to provide free, fair and quality primary and secondary education to all girls and boys.

Keywords: Girls education, non-governmental organisation, K.C.MAHINDRA education trust, NANDI foundation.

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Educating and encourage underprivileged children since 1986 retrieved from https://www.kcmet.org/what-we-do-Girl-Child-Education.aspx Oxfam of India- the importance of girls education, empowering girls through education retrieved from https://www.oxfamindia.org/importance-of-girl-child-education?gclid=#cha Oxfam of India-provided education to all retrieved from https://donate.oxfamindia.org/girl-child-education retrieved from https://donate.oxfamindia.org/girl-child-education Ministry of Education, Government of India retrieved from https://mhrd.gov.in/statistics-new UNData retrieved from http://data.un.org/en/iso/in.html Govt looks at location-specific mergers of 260,000 schools to utilize resources retrieved from https://www.livemint.com/Education/K3Fgbf1GDrptRvqo0OKFTM/Govt-looks-at-locationspecific-mergers-of-260000-schools-t.html RMSA Technical Cooperation Agency (2015a). Ministry of Human Resource Development (2019: 157–175). Government Schemes and Policies for Girl Child Empowerment retrieved from https://www.news18.com/news/partner-content/government-schemes-and-policies-for-girl-child-empowerment-2275341.html Gender equality and women's empowerment – United Nations Sustainable Development retrieved from https://www.un.org/sustainabledevelopment/gender-equality/ Why Are So Many Girls in India Not Getting an Education? Retrieved from https://time.com/5614642/india-girls-education/

SOCIO-ECONOMIC CHANGES IN THE LIVES OF PROJECT AFFECTED PEOPLE: A STUDY OF DISPLACED PEOPLE OF CHAMERA-I HYDRO POWER PROJECT IN CHAMBA DISTRICT OF HIMACHAL PRADESH

Abhishiant Slariya

Page No.: 14446 - 14457

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Ravi basin had first hydroelectric power project 1904. But the development of Hydropower generation started in real sense with the installation of NHPC owned Baira Suil power project in 1982. After that the number of Hydroelectric Power Projects has increased rapidly till date. Chamera series of projects (Chamera-I, II and III) are the major projects and affected society at large including flora-fauna, physical environment by altering the ecology of the whole catchment area. These projects also displaced thousands of people and are still struggling for the identity even after 36 years at new place of their resettlement on the one hand and not got their dues and whatever they received they received with the intervention of High court and where some cases are still pending.

This paper is an attempt to understand, more than three decades journey of NHPC in Ravi basin and the changes brought because of the power projects installed by NHPC. Specifically, changes in socio-economic conditions of displaced people of Chamera-I will be the main focus of this paper. The paper is based on master level research conducted by the researcher by using exploratory research design and responses have been recorded by using interview schedule and observation methods. The research confirmed that this project has changed the way of living of people to a greater extend in many aspects of their life.

Keywords: Hydroelectric Power Project, Displacement, Resettlement, Rehabilitation

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Ojha, N.N. (2005). Ecology and Environment, New Delhi: Chronicle Publications Pvt. Ltd. Robinson, H. (1981). Population and Resources, New Delhi: The Macmillan Publications Pvt. Ltd. Rothschild B (2000). The Body Remembers: The Psychophysiology of Trauma and Trauma Treatment. New York: Norton. ISBN 0-393-70327-4. Scaer, Robert C. (2005). The Trauma Spectrum: Hidden Wounds and Human Resiliency. New York: Norton. ISBN 0-393-70466-1. Schechter DS, Coates SW, Kaminer T, Coots T, Zeanah CH, Davies M, Schonfield IS, Marshall RD, Liebowitz MR Trabka KA, McCaw J, Myers MM (2008). Distorted maternal mental representations and atypical behaviour in a clinical sample of violence-exposed mothers and their toddlers. Journal of Trauma and Dissociation, 9 (2), 123-149. Schmoelling, J. (2003). Management of integrated Pollution control- Concerning Air, Water Pollution Waste Management, in S.P. Dasgupta (ed) Environmental Issues of 21st Century, New Delhi: Mittal Publications.

PERSONALITY DYNAMICS OF EATING DISORDER AMONG ADOLESCENT FEMALE STUDENTS

G. K. Dhokrat

Page No.: 14458 - 14463

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The main objective of the present study was to determine the personality dynamics of eating disorder among adolescent female students. The sample for this study was 50 female adolescent students. The study area was Navi Mumbai, Maharashtra. The female students between age group of 13 to 15 years were selected from different CBSE and ICSE affiliated schools. Purposive sampling was used for the selection of the sample. Eating disorder inventory prepared by Agashe and Karkare (2007) and Eysenck\\\'s PEN Inventory was preferred for data collection. Analysis of data revealed that overall stepwise regression yields significant variance by psychoticism and neuroticism on eating disorder in female adolescent students and able to generate 54% variance while extraversion was excluded from the regression model. It was concluded that Eysenck\\\'s personality dimensions namely psychoticism and neuroticism are moderate predictors of eating disorder among female adolescent students.

Keywords: personality, eating disorder, adolescents

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Braun, D.L.; Sunday, S.R. and Halmi, K.A. (1994). Psychiatric comorbidity in patients with eating disorders. Psychological Medicine, Vol 24, pp. 859-867. De Bolle, M., De Clercq, B., Pham-Scottez, A., Mels, S., Rolland, J.P. and Guelfi, J.D. (2011). Personality pathology comorbidity in adult females with eating disorders. J Health Psychol.;16:303–13. Fassino, S., Amianto, F., Gramaglia, C., Facchini, F. and Abbate, D.G. (2004). Temperament and character in eating disorders: ten years of studies. Eat Weight Dirsord.; 9(2):81–90. Ghaderi, A., and Scott, B. (2000). The Big Five and eating disorders: a prospective study in the general population. Eur J Pers.; 14:311–23. International Statistical Classification of Diseases and Related Health Problems 10th Revision (ICD-10)-2015-WHO Version for 2015. Available at: http:// apps.who.int/classifications/icd10/browse/2015/en#/F50. Accessed 9th September, 2015. Klump, K.L., Strober, M., Bulik, C.M., Thornton, L., Johnson, C. and Devlin, B. (2004).. Personality characteristics of women before and after recovery from an eating disorder. Psychol Med.; 34(8):1407–18.

PERSPECTIVES OF FUTURE TEACHERS ON CULTIVATING HARMONY AMONG STUDENTS

T. Sahaya Saila

Page No.: 14464 - 14469

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This study mainly focuses on investigating perspectives of future teachers on cultivating harmony among students for a peaceful nation. The population of this study was composed of 222 student-teachers studying in the B.Ed., course at Chennai. Normative survey method was used. Modified version of the questionnaire developed by Nabeela Sulaiman was used and the reliability of tool was found to be 0.71. Findings of the study revealed that 75% of student-teachers have agreed that students should perform culture activities based on societal problems and programmes have to be conducted on national interests to cultivate harmony among students which can ultimately promote harmony in the nation. Student-teachers have to make substantial efforts to create harmony among students. Some strategies were also given to enhance the role of future teachers in promoting national harmony.

Keywords: Perspectives of Future Teachers, Harmony among Students

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Nabeela Sulaiman, (2015). Impact of Teachers on Cultivating Harmony among Students Journal of Contemporary Studies, Volume. IV, No.1, pp108-123. Jia-Li Huang, (2015). Cultivating teacher thinking: ideas and practice Students Journal of Educational Research for Policy and Practice,Volume 14, Issue 3,pp247–257 National Taiwan Normal University, Taipei Taiwan. Balakrishnan, and Balamuralithara, (2017). A Novel Module for Cultivate Unity and Harmony in Multicultural Society through Arts Education Journal for Multicultural Education, v11 n4 pp306-322 Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Ho, Li-Ching, (2017). Social Harmony and Diversity: The Affordances and Constraints of Harmony as an Educational Goal. Teachers College Record, Volume. 119 pp4.

EFFECTIVENESS OF EXERCISES TRANNING PROGRAMME IN TEARMS OF ABDOMINAL STRENGHT AND FLEXIBILITY OF MALE BOXERS

Swati Subhash Warule

Page No.: 14470 - 14475

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The purpose of the study was to determine whether eight weeks Exercise Training Programme (ETP) could improve Abdominal Strength and Flexibility of state level boxing players. To achieve this purpose 40 state level boxers belonging to 16 to 19 years age group were selected. These players were divided into two equal groups viz. the Experimental Group (Exercise Training Program Group, N=20) and the Controlled Group (N=20). The Exercise Training Group was imparted training for 6 days a week for 8 weeks, every day for 4 hours (morning 2 hours and evening 2 hours). The data were collected before and after training for both groups. The data was analyzed by using One Way ANCOVA. The result of the study showed that the Exercise Training Program has significantly improved the Abdominal Strength and Flexibility of the boxers of the Experimental Group as compared to the controlled group. The study concluded with the conclusion that the eight weeks Exercise Training Program (ETP) designed by the researcher is found effective for the improvement of Abdominal Strength and Flexibility of male boxers

Keywords: Abdominal Strength, Flexibility, Boxers, Exercise Training Program (ETP).

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SAID EL-ASHKER1,22018 The impact of a boxing training program on physical fitness and technical performance effectiveness Journal of Physical Education and Sport ® (JPES), 18(2), Art 137, pp. 926 - 932, 2018 online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES BOXING - Strength and Conditioning for Professional Boxing , Alan Ruddock, Daniel Wilson and David Hembrough”15031-1402-fullbook-science-4CH19-CH25indd 304-399 El-Ashker, S., & Nasr, M. (2012). Effect of boxing exercises on physiological and biochemical responses of Egyptian elite boxers. J Phys Ed Sport, 12, 111–116. Arseneau, E., Mekary, S., & Leger, L. A. (2011). VO(2) requirements of boxing exercises. J Strength Cond Res, 25(2), 348-359. doi: 10.1519/JSC.0b013e3181ef64cb Ruddock, A. D., Wilson, D. C., Thompson, S. W., Hembrough, D. and Winter, E. M. (2016) ‘Strength and conditioning for professional boxing: Recommendations for physical preparation’, Journal of Strength & Conditioning Research, 38(2), pp. 81–90. doi:10.1519/SSC.0000000000000217. Buchheit, M. (2008) ‘The 30–15 intermittent fitness test: Accuracy for individualizing interval training of young intermittent sport players’, Journal of Strength & Conditioning Research, 22(2), pp. 365–374.

ONLINE TEACHING – AN EXPLORATORY STUDY OF ITS ACCEPTABILITY AMONG STUDENT COMMUNITY DURING COVID-19

Deepti Rani & Rini Pundir

Page No.: 14476 - 14481

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The recent pandemic of Corona virus posed a challenge to many sectors of the economy with regard to continuity of their operations. Sudden lockdown brought all activities to rest and gradually alternatives of operations were conceived. All the sectors found there ways of continuing their operations through one way or the other. The role of technology needs to be applauded for playing a vital role in keeping all sectors functional. It is all due to technology that most of the sectors survived and were able to keep them active to a large extent. The silver lining or the positive part of corona virus crisis was that it led to invention of many new techniques and alternative mode of functioning. Among the various sector, one of the sector which connects large segment of society is ‘Education’. Emergence of Online education system and ability of teachers as well as students to respond to the new system really need to be appreciated. It is against this background the study has been conducted to identify and highlight the perception of the students particularly in NCR region of Delhi comprising of Noida, Ghaziabad and Faridabad. Responses of various issues relating to online teaching were sought through questionnaire and subsequently analyses using SPSS (Statistical Package for the Social Sciences) to draw meaningful interpretations. The study is exploratory in nature and therefore does not give any conclusive evidence.

Key words: Online teaching, Covid -19, exploratory study, NCR region, Likert scale, Cumulative frequency, valid frequency.

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Ballew, T.D. (2017), Teacher Perceptions of a Technology-Based Google Classroom, Carson-Newman University, Carson. Beatty, B. and Ulasewicz, C. (2006), “Faculty perspectives on moving from Blackboard to the Moodle learning management system”, TechTrends, Vol. 50 No. 4, pp. 36-45. Johnston, J.C., Killion, J.B. and Oomen, J. (2005), “Student satisfaction in the virtual classroom”, The Internet Journal of Allied Health Sciences and Practice, Vol. 3, p. 6. Kearsley, G. (2000), Online Education: Learning and Teaching in Cyberspace, Wadsworth Publishing Company. Kebritchi, M., Lipschuetz, A. and Santiague, L. (2017), “Issues and challenges for teaching successful online courses in higher education”, Journal of Educational Technology Systems, Vol. 46 No. 1, pp. 4-29, doi: 10.1177/0047239516661713

BHARATIY ARTHVYAVSTHA SANKAT ME: COVID-19 KA PRABHAV EANV CHUNOTIYA

Prof. Alka Jain

Page No.: 14482 - 14489

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GUTNIRPEKSH ANDOLAN KE MADHYAM SE BHARAT KI VIDESHNITI

K. B. Patil

Page No.: 14490 - 14495

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KALA AUR SAUNDARYA

Premlata Kashyab

Page No.: 14496 - 14500

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ETHNIC NATIONALISM: THE NEED TO REVISIT TAGORE'S VIEW ON NATIONALISM IN THE 21ST CENTURY

Sakaldip Singh

Page No.: 14501 - 14508

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This paper has been written by keeping three objectives in mind to justify the title of this paper, the very first objective of this paper is to reveal the destructive nature of ethnicity by unearthing historical dimensions and lamenting on the present global phenomenon. The second, objective is to show, a complex affinity of ethnicity with nationalism and the ideological construction of ethnic nationalism with the views of Mariategui, Lawson, Foucault, Ernest Gellner, Anderson, and Hobsbawm. The last, objective is how to get emancipation from the ideological construction of nationalism with the help of cosmopolitan figure Rabindranath Tagore.

Keywords: Ethnicity, Ethnic Conflicts, Nation, Nationalism, True Freedom, Ethnic cleansing, False Ethnic Consciousness.

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Alam, F. (2015). Tagore and National Identity Formation in Bangladesh. In B. Bannerjee (Ed.), Rabindranath Tagore in the 21st Century: Theoretical Renewals ( p.227). New Delhi: Springer. Bhattacharya, S. ( 2015). Rethinking Tagore on the Antinomies of Nationalism. In K. L. Tuteja & K. Chakraborty ( Ed.), Tagore and Nationalism ( pp. 23-24). Shimla: Springer. Calhoun, C. (1993). Nationalism and Ethnicity, Annual Review of Sociology, 19, pp. 213-17. Chakrabarty, B. & Pandey, R. K. (2015). Modern Indian Political Thought: Text and Context ( Sixth ed., p .65). New Delhi: Sage. Eriksen, T. H. (2010). Ethnicity & Nationalism (3rd ed., p. 117). London: Pluto Press. Quayum, M. (2017). Empire and Nation: Political Ideas in Rabindranath Tagore’s Travel Writings, South Asian Review, 26(2), pp.45-51. doi: 10.1080/02759527.2005.11932400

WATER HARVESTING AND GROUNDWATER RECHARGE

Purshotam

Page No.: 14509 - 14512

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Government of India. 2003. Ground Water in Delhi: Improving the sustainability through Rainwater Harvesting, Central Ground Water Board, and Ministry of Water Resources. VISION 2050- CSWCRTI, Dehradun Wateraid January 2013 Rain Water Harvesting And Conservation Manual- Govt. of INDIA A Water Harvesting Manual for Urban Areas: Case Studies from Delhi. 2003. New Delhi: Centre for Science and Environment. Government of India. 2003. Rainwater Harvesting: A necessity in South and Southwest Districts of NCT, Delhi. State Unit Office, Delhi, Central ground Water Board, Ministry of Water Resources. Government of India. 2003. Details on Water Harvesting. Accessed on various dates at http://www.cgwaindia.com/ Key Issues. September 2000. Water harvesting: urgent need to reap rich rewards [Article] Indian Energy Sector, TERI 2000. A Water Harvesting Manual, Centre for Science and Environment IS 1172: Indian Standard Code of Basic Requirements for Water Supply, Drainage and Sanitation. A study on implementation of Rainwater harvesting in pune city, The Journal of Sri Krishna Research & Educational Consortium International Joural of Marketing and Management research (IJMMR Volume 2, Issue 12 (December, 2011) ISSN 2229-6883) pg 47-66. Indian Standard Guidelines for Rain Water Harvesting in hilly areas by roof water collection system” IS 14961:2001 Harvesting, Storing, and Treating Rainwater for Domestic Indoor Use, Texas Commission on Environmental Quality A pilot scheme for rooftop rainwater harvesting at Centre of Mining Environment, Dhanbad. INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCES Volume 1, No 7, 2011 pg. 1542-1548 Krishna, H. J., (2005). The success of rainwater harvesting in Texas a model for other states. Proceedings of the North American rainwater harvesting conference, Seattle, WA, July 14 16, 2005, American Rainwater Catchment System Association. Thomas, T.H. and Martinson, D.B. (2007). Roofwater Harvesting: A Handbook for Practitioners. Delft, The Netherlands, IRC International Water and Sanitation Centre. (Technical Paper Series; no. 49). 160 p.

KALA MURT AUR AMRUT

Geeta Agarwal

Page No.: 14513 - 14518

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DURATION OF THE B.ED. (BACHELOR OF EDUCATION) COURSE: BOON OR BANE

J. Aruna

Page No.: 14519 - 14530

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Teachers are the greatest assets of any education system. They stand in the interface of the transmission of knowledge, skills and values. They are accepted as the backbone of education system. Teacher quality is therefore crucial and has been globally accepted to be significantly associated with the quality of education in general and students’ learning outcomes in particular. According to Schulman’s (1987) conceptualization of teacher’s knowledge provides the base of teacher education curriculum structure a teacher should possess subject content knowledge, general pedagogical knowledge, and the knowledge of educational contexts and goals; and should be able to use this knowledge creatively to deal with ever changing classroom situations. If we analyse teacher education systems in different countries from this perspective we will find majority of teacher education reform efforts centred on reforming the knowledge base of teachers, and similarities can be observed in teacher education curriculum across various societies. The ability and attitude of teachers depend on the teacher education programme that is in operation. In this context pre-service teacher education, which is a major part of Teacher Education, assumes great significance. In pre-service teacher education if we talk of B.Ed. (Bachelor of Education) programmes, its duration is a controversial issue, because its duration is varied from 1,2 or 4 years (4years for integrated B.Ed.) all over India. There is a difference in opinion; with some arguing that course duration of B.Ed. should be of 1 year and others arguing that its duration should be more than 1year. These arguments are mainly based on Cost vs Quality.

Keywords: Teacher quality, Quality of education, structure of curriculum, duration of the course.

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Bhattacharjee, D.K. (1999). ‘Emerging Paradigms of 2years B.Ed. Programme’. University News, 37(36) .6-7. . Biswal, A., & Das, J. (1999-2000). Feasibility of Two-Year B.Ed. Programme: Some Issues and Problems. Strengthening School Education (School Education and Teacher Education). pp. 113-120. Vadodara : CASE, Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda. CABE, (1938-43). Cited In Biswal, A., & Das, J. (1999-2000). Feasibility of Two Year B.Ed. Programme : Some Issues And Problems. Strengthening School Education (School Education and Teacher Education). pp. 113-120. Vadodara : CASE, Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda. Chaurasia, G. (1966). New Era In Teacher Education. New Delhi: Sterling publisher Pvt. Ltd.. Committee on Emotional Integration, (1961). In Walia, K., & Rajput, J.S. (1999). ‘Extended Duration for B.Ed. Program’. University News, 37(19). 11-15. Goel, C., & Goel, D.R. (1999-2000). Two-Year B.Ed.: Need and Feasibility. Strengthening School Education (School Education And Teacher Education). pp. 107-112. Vadodara : CASE, Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda. Government of India, (1952-53). Secondary Education Commission, New Delhi: Ministry of Education and Culture.

IMPORTANCE OF FOSSIL FUELS AS SUSTAINABLE ENERGY IN RESOURCE MANAGEMENT AND SUSTAINABLE DEVELOPMENT

R. Devananda & G.D Narayana

Page No.: 14531 - 14542

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The main ingredients of fossil fuels are coal, natural gas, crude oil and others. Fossil fuels are formed by natural processes by decomposition of buried dead organisms. The photosynthesis of buried and dead organisms through a long period of millions of years will form fossil fuels. The buried organisms may take 650 million of years and above to form fossil fuels. Petroleum products are considered as fossil fuels because they were formed from the buried remaining parts of plants and animals those lived before millions of years.

Petroleum is generally known as Oil as fossil fuel. It was assessed to be before Dinosaurs lived. When the living organisms and plants died, they sank into the bottom of the oceans and they were buried by thousands of feet of sediment and sand that turned into rock. After a long period of time the organic mixture will come under large pressure and heat as the layers increased. After the chemical reaction the mixture will be changed chemically breaking down into the compounds made of hydrogen and Carbon atoms-hydrocarbons. In the final stage Oil structured rocks will be formed. Every organic substance buried in underground does not convert into oil. Under the above said conditions only 2% of organic materials will be converted into Oil.

Petroleum products are very essential products these are distributed to the needy customers through petroleum retail outlets. These retail outlets are commissioned and operating on the guidelines of ministry of petroleum and natural gas in union government of India. At present there are 56000 retail outlets are working in India, in Karnataka 4500 are working in Karnataka state. In Tarikere taluk itself 18 different retail outlets are working.

Use of petroleum, products: Petroleum, products include Transportation, fuels, fuel oils for heating and Electricity Generation, asphalt and road oil, and the feed stocks used to Make chemicals, plastics and synthetic materials found in nearly Everything we use today, About 74% of the 6.89 billion barrels of Petroleum that we used in 2013 were gasoline, heating oil/diesel Fuel, and jet fuel.

The importance of fossil fuels in resource management and sustainable development in the present day’s gains importance in all walks of life. Petrol, diesel and lubricants are the main products of fossil fuels. The excessive use of fossil fuels brings negative effects on environmental system. The effective management of fossil fuels well brings prosperous development to the nation.

Objectives:

 To estimate the daily usage of fossil fuels (petrol, diesel and lubricants.) in Tarikere taluk.

 To search the proper ways to utilization the fossil fuels (petrol, diesel and lubricants.) for the future generation emphasizing on the factor of sustainable development.

Hypothesis:

Fossil fuels (petrol, diesel and lubricants.) Some consumers are consuming petrol, diesel and lubricants recklessly in Tarikere taluk.

Keywords: Sustainable development, resource management, Fossil fuels, tanker trucks, liters, PSUs, OMCs, environment, sustainable energy

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The oil curse by Michel L. Ross. News papers, Prerana Indian oil Magazine, Web-site, inter-net and other sources. Petroleum Wikipedia. Hydrocarbons Education and Research Society.

PANCUPADANKHANDA

Kavita Bhagwan Ambhore

Page No.: 14543 - 14545

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The samyak sambuddha is the only teacher of the universe who can guide the satva for liberation from the dukkha . So it is very important that we should understand what the Lord is saying . Once we understand his message the path becomes very clear.

We must concentrate on ourself and practice to get rid of attachment to the panckhanda. Once our pure mind understand that panckhanda is not me or mine, it’s changing continuously and giving sufferings. No time is required to get detachment from khanda . And then the ultimate peace of the NIBBANA will be there

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Because of the wrong view, Dhamma becomes wrong with the right view Dhamma becomes right by Phra Ajhan chanon chayanuntho. sanyutta nikaya 23.11 khandha vaggo- radh sanyutt sanyutta nikaya-22.109 antta vaggo,sotapanna sutta five aggregates by venerable u rewata myanmar

ROLE OF RAJA RAM MOHAN ROY IN THE HISTORICAL DEVELOPMENT OF SOCIAL WORK IN INDIA

Subrata Das

Page No.: 14546 - 14553

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Raja Ram Mohan Roy was born on 22nd May, 1772 in a village of Radhanagar of Hooghly District of Bengal when Britishers took hold over what they called India with a firm grasp and Bengal was already in the grip of social and educational stagnation. He studied multiple religious systems of the past including Buddhism, Sanskrit literature, English, Persian, Arabic to mention a few. His greatest glory lay in this, that in the midst of thick, brooding darkness he saw afar the vision of New India and bravely laboured against large odds. He was not just a founder of a religion and he wanted his countrymen to accept not only the rational and scientific approach but also principles of human dignity and social equity of all men and women. His political, social, educational ideas and activities enriched the field of social work in India. He had done many social work related activities that helped in uplifting Indian society. Social work is a practice based profession that promotes social changes to social development.

Key words: Social Work, Social Reform, Social Evils and Social Welfare.

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Nazir, Parwez (2011). Raja Ram Mohan Roy: Social Reform and Empowerment of Women. Journal of Exclusion Studies 1(2):1 DOI: 10.5958/j.2231-4547.1.2.013 Mondal.M.M. (2015) International Journal of Humanities & Social Science Studies (IJHSSS) Volume-I, Issue-IV, January, Page No. 91-95 Website: http://www.ijhsss.com Soman.Priya (2017) Role of Raja Ram Mohan Roy and the Abolision of Sati System in India A Study, International Journal of Development Research.Vol. 07, Issue, 08, pp.14465- 14468, August, 2017. Edward A. Ross (1901) Causes of Race Problems. Addresses at the Fifth Annual Meeting of the American Academy of Political and Social Science, April 12-13, 1901, pp. 67- 89.

TECHNO PEDAGOGICAL SKILLS OF BACHELOR OF EDUCATIONSTUDENTS OF ODISHA

Sanjukta Bhuyan & Maruti Kumar Tripathy

Page No.: 14554 - 14564

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The present study aimed at assessment of the techno pedagogical skills of Bachelor of Education (B.Ed) Students of Odisha & to compare the TP skills with respect to gender &stream of education. Descriptive Survey Method was adopted for the study. The sample of the study consisted of 200 B.Ed students of 4 Teacher Education Institutes of Odisha. Data were collected through a standardized tool developed by K.K. Sibichen and P. Annaraja (2009) namely Techno Pedagogical Skill Assessment Scale (TPSAS).Collected data were analysed with help of t test. The results of the study revealed that B.Ed students have positive and high techno-pedagogical skills in terms of learning, implementing instructional strategy and evaluation. Further, there is no significant difference found between male and female B.Ed students in techno- pedagogical skills and there is no significant difference found between male-arts and female-arts B.Ed students in their techno pedagogical skills but there is significant difference found between male-science and female science B.Ed students in their techno pedagogical skills.

Key words: Techno-Pedagogical Skills (TP Skill), Bachelor of Education (B.Ed) and Stream of Education

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Jeyaraj, I. &Ramnath, R. (2018). A Study on Technological Pedagogical and Content Knowledge of B. Ed Student Teachers in Puducherry Region: World Wide Journal of Multidisciplinary Development, 4(1). Koehler, M. J., & Mishra, P. (2008). Introducing TCPK: New York, retrieved from https://www.punyamishra.com/2008/05/28/tpack-handbook-chapter-1/ on 01.03.2020 Kumar, S. (2018). Technological Pedagogical Content Knowledge of Secondary Teacher Educators of Jharkhand; An Analysis: International Journal of Innovative Studies in Sociology and Humanities (IJISSH), 3 (8). MHRD (2018). Educational Statistics at a Glance. New Delhi: GOI, Dept of SE & L. Mishra, P., & Koehler, M. J. (2005). Introducing technological pedagogical contentknowledge. New York. Niess, M. L. (2005). Preparing teachers to teach Science and Mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education. Pradeep, K. S. L. (2018). A Study of Techno - Pedagogical skills of Secondary school Hindi teachers working in Kerala: International Journal of Advance Research and Innovative Ideas in Education, 4 (1). Sathya, G. (2017). Techno pedagogical skills of B.Ed students: International research journal of India, 2 (10). Sekhar, J. M. A. (2016). Awareness of B.Ed. Students towards Information and Communication Technology (ICT): NCHEKA / 2016 / ISBN: 978-93-5258 255-6, Feb 2016. Sharma, A. (2017). Techno-pedagogical competencies among teachers in relation to professional commitment: School of Education. Phagwara, Punjab:Lovely Professional University. Sibichen, K.K. (2010). Techno-Pedagogical Skills of Secondary Teacher Education Students: Internationaljournal of Science and Research, 7 (12). Sezer, B. (2014). Examining techno pedagogical knowledge competencies of teachers in terms of some variables: Procedia – Social and Behavioral Sciences 174 (2015) 208- 215. Thakur, N. (2015). A study on implementation of techno-pedagogical skills, its challenges and role to release at higher level of education: American International Journal of Humanities, Arts, Social Science, 9 (2). http://punya.educ.msu.edu.presentations/AERA2008/MISHRAKohler_AERA2008.Pdf

ROLE OF CENTRAL BOARD FOR WORKERS EDUCATION IN EMPOWERMENT OF ORGANIZED AND UNORGANIZED SECTOR WORKERS

S. I. Kumbhar & Chandrasen Jagtap

Page No.: 14565 - 14570

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Training and Education of human resources has evoked a great deal of interest in recent years. Workers training and education attempts to improve skills or acid to the existing level of knowledge so that the employees are better equipped to do their present job or to prepare them for a higher position with increased responsibilities in the organization. Central Board for Workers Education (CBWE) plays an important role in training and education of employees in organized and unorganized sector. Through the present study article an attempt has been made to focus on the historical background of CBWE, its functions, vision towards workers education and various training education programmes conducted by (CBWE)

Key words – Central Board for Workers Education, Role, Empowerment, Organized/unorganized sectors

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Central Board for workers Education, Golden Jubilee Report, 2008. Study Material for Education officers Training Course, Monograph No. 1, Publication of Indian Institute of workers Education. CBWE, (2008), “A Profile of Central Board for Workers Education,” published by Director, Central Board for Workers Education, Nagpur. B. K. Punia, (2002), “Training Needs Identification in Indian organization,” Indian Journal of Training and Development, Vol. 32, No. 1. K. T. Shirinivas, (2012), “A Study on effectiveness of Training and Development programmes,” International Journal of Engineering and management, Vol. 2, No. 1. J. B. Saxena, (2000), “Training and Development” NICE, printing press, New Delhi.

YOUTH AND TECHNOLOGY

Ashwani Kumar

Page No.: 14571 - 14584

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The technology that is shaping our future and our children\'s is not, as many assume, the computer. These machines have been with us for decades and now, with their advanced multimedia capability, they deserve considerable credit for enhancing learning among people of all ages. But I propose that there is an even greater technology on the rise, whose power is far more encompassing. I am speaking about the new and emerging forms of interactive communications, such as the Internet, that allow us to capitalize on our greatest learning resource – the minds of people all over the globe. We are just beginning to experience the impact of this connection of people to people, and can only guess how transforming its effects will be in the coming years. I also contend, however, that if we make the right choices now, we can substantially change for the better how we and our children learn, and more important, how the young people of today and generations to come are taught to learn. To succeed at that task requires a concerted and coordinated effort – a partnership if you will – among our families, schools, youth organizations, and communities. I say that because I am mindful that technology itself is never the reason things change. Rather, it is how people choose to apply technology – and whether they make wise decisions and address real needs – that makes the difference in the long run. To help find out what some of those choices might be as they relate to the Internet, three years ago – when the Morinomanstitute was in the formative stages – we set out to better understand the potentially transforming power of interactive communications in human terms. Our approach was in contrast to the mass media\'s much narrower focus

Key words: Technology, Internet, media player, cell phone etc.

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Agger, B. (1998). Cultural studies as critical theory. London: Falmer Press. Albury, K., & Crawford, K. (2012). Sexting, consent, and young people’s ethics: Beyond Megan’s story. Continuum: Journal of Media & Cultural Studies, 26(3), 463-473. Albury, K., Funnell, N., & Noonan, E. (2010). New York: Monthly Review Press. Althusser, L. (1984). Ideology and ideological state apparatuses (Notes towards an investigation). London: Verso. Anderson, J. A. (2008). Media literacy, the first 100 years. In J. K. Asamen, M. L. Ellis, & G. L. Berry (Eds.), The SAGE handbook of child development, multiculturalism, and media (pp. 381-408). Thousand Oaks, CA: Sage D u c l o s, D., Société-monde: le temps des ruptures, Paris: La Découverte – MAUSS, 2002; 2. H e b r a r d, C., Le village virtuel 3d.

IMPACT OF CORONA PANDEMIC LOCKDOWN ON LEARNING AND TEACHING

Suresh G. Isave

Page No.: 14585 - 14591

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Online education was one of the consequence of Corona Lockdown. Work from home concept was imposed by lockdown. The education system was not prepared for online education. They didn’t had infrastructure and skilled personnel. There was no time for training and preparation. Online education raised as an alternative for formal education in the lockdown period. It was no choice situation, so accepted. It makes great impact on whole education system. The gap between reality and expectation was much more than expected. Still online education was started with possible technology. Teacher learned e-skills and parents with students, prepared themselves for new mode of education. The paper describes the nature of learning and teaching in online mode.

Keywords– online teaching, new normal in education, post pandemic education, education in lockdown, work from home, e-skills, e-content, corona, covid-19

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Dhawan, Shivangi. (2020).Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems. 2020, Vol. 49(1) 5–22 retrieved from sagepub.com/journals-permissions DOI: 10.1177/0047239520934018 Jena, Pravat Kumar. (2020). Online Learning During Lockdown period for Covid-19 India. International Journal of Multidisciplinary Educational Research. Vol.9 Issue 5. May 2020. Retrieved from https://www.researchgate.net/publication/342123356_ONLINE_LEARNING_DURING_LOCKDOWN_PERIOD_FOR_COVID-19_IN_INDIA https://www.education.gov.in/sites/upload_files/mhrd/files/SOP_Guidelines_for_reopening_schools.pdf https://education.maharashtra.gov.in/ https://www.mohfw.gov.in/

VIEWS AND PERCEPTION OF PRIMARY SCHOOL TEACHERS REGARDING DIFFERENT ASPECTS OF MID DAY MEALS PROGRAM IN HIMACHAL PRADESH

Shivani Nagpal

Page No.: 14592 - 14598

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The study was conducted to find views and perceptions of primary school teachers of 3 districts of Himachal Pradesh regarding different aspects of Mid day Meal Programme. Selection of 200 government primary school teachers was made by employing incidental sampling technique i.e. those teachers who were willing to provide requisite information on the self-developed questionnaire were selected by the researcher to know their views and perceptions about different aspects of Mid day Meals Programme. These 200 government primary school teachers were selected from a total of 188 primary schools situated in three sampled districts. Along with this, various problems related to implementation of this scheme were identified and suggestions were provided for making the scheme more effective. The study will be very helpful to the politicians, bureaucrats, researchers, teachers and all those who are concerned with the mission to develop elementary education and reach the goal of UEE in India.

Keywords: Mid day Meal Programme, primary stage.

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Chandrasekaran, K. N. (1968). Nutritional studies on children of the school-going age. Unpublished Ph. D. Thesis in Home Science, Vadodra: MSU. Chhetri, Vivek (Nov. 15, 2006). Scam shadow on meal scheme. The Telegraph (The Daily Newspaper), 9. Diwan, Rashmi (1992). An analytical review of schemes of incentives at primary stage of education. In Pathania, Anita & Patahnia, Kulwant (2006). Primary education and mid day meals scheme: Results, challenges and recommendations. New Delhi: Deep and Deep Publications. Falkner, F. (1991). Malnutrition and growth. Integrated Child Health, 11, 8-11. Jaitley, Barai Tejal (2002). Health status of the children in India – An Overview. Health for Millions, 28(4), 107-115. Sail, S. S. (1970). Nutritional studies on school children. Unpublished Ph. D. Thesis in Home Science, Vadodra: MSU.

STHOULYA - OBESITY AYURVEDA ASPECTS

Dr. Kulkarni Pushkaraj

Page No.: 14599 - 14602

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Ayurveda, an ancient Indian medicine, postulated human being as a part of universe by focusing health of human as a prime factor. Sthaulya or Medoroga according to Charaka Samhita is described as one of the Ashtaunindita (8 most criticized disease). Stoulya i.e. Obesity is the most common health problem in developed as well as developing countries all over the world.

Now a days, we can say Life style diseases (also sometimes called as diseases of longevity or diseases of civilization.)are the diseases that appear to increases in frequency as the countries become more industrialized and globalized.

According to WHO obesity is defined as follow:- 1. BMI greater than or equal to 25 is over weight. 2. BMI greater than or equal to 30 is obese. Here is an attempt to enlght an Ayurvedic management for prevention and treatment of Sthaulya / Obesity.

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Charaka samhita - Dr. Bramhanand Tripathi, 2003 Kashyap samhita- Pandit N. 2008 Chaukhamba. Vaghbhat samhita – Arundatta & Hemadri tika 2011, Chaukhamba Chakradatta Dr. Indradev Tripathi, Chaukhamba 2010. Yogaratnakar , Vidyotini tika Vd.Shri Lakshmipati shastri, Chaukhamba, 2012 Bhaishajya ratnawali, vidyotini tika, Shri. Ambikadatta shastri , Chaukhamba 2015. Nelson textbook of Pediatrics, 1st South asia edition. O.P.GHAI, Essentials of Pediatrics, 2013 Bhavaprakash nighantu, 2007 Mishra B.S., Chaukhamba,11th edition. Review article unique Journal of Ayurvedic & Herbal medicines ISSN 23GT-2375, Dr. Amol R. Velhal. Dravyaguna Vidnyana, Sharma D., Chaukhamba, 2009 Madhava nidana, chaukhamba 2010 Dhanvantari Nighantu 2009, chaukhamba. Google scholar Review article, Breast milk help to prevent Allergen, Infection, obesity & Type-1 DM, By Donna Gates.

HIGHER EDUCATION: REVIEW WITH CONCERN TO NEP

Anjali Monga

Page No.: 14603 - 14607

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Benjamin, E. (1994). From accreditation to regulation: The decline of academic autonomy in higher education. Academe, 80(4), 34-36. Kumar, K. (2005). Quality of Education at the Beginning of the 21st Century: Lessons from India. Indian Educational Review, 40(1), 3-28. [2] Draft National Education Policy 2019, https://innovate.mygov.in/wpcontent/uploads/2019/06/mygov15596510111.pdf National Education Policy 2020. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/nep/ NEP_Final_English.pdf retrived on 10/08/2020 Singh, J. D. (2011). Higher education in India–Issues, challenges and suggestions. Higher education, 93-103, ISBN: 978-3-8465-1753-6. Speizer, J. J. (1981). Role models, mentors, and sponsors: The elusive concepts. Signs: Journal of Women in Culture and Society, 6(4), 692-712. Ulker, N., & Bakioglu, A. (2019). An international research on the influence of accreditation on academic quality. Studies in Higher Education, 44(9), 1507-1518

STUDY OF BRINKMAN-BE´NARD CONVECTION IN THE CHAOTIC REGION USING LYAPUNOV-EXPONENT PLOTS AND BIFURCATION DIAGRAMS

B. Manjunath & Roopa. D. S.

Page No.: 14608 - 14626

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S Chandrasekhar. Hydrodynamic and hydromagnetic stability. Claren- don Press, London. 1961. J K Platten and J C Legrose. Convection in Liquids. Springer-Verlag, Berlin-Heidelberg-New York-Tokyo. 1984. B Straughan. The energy method, stability and nonlinear convection. Springer, London. 2003. P G Drazin and W H Reid. Hydrodynamic stability. Cambridge uni- versity press, Cambridge. 2004. D A Nield and A Bejan. Convection in porous media, 3rd Ed., volume 3. Springer, USA, 2006. R K Zeytounian. Convection in Fluids. Fluid Mechanics and its Ap- plications 90. Springer, Netherlands, 2009. K Vafai. Handbook of porous media. CRC Press, Boca Raton, 2015.

NO DETENTION POLICY IN SCHOOL: REMEDY OR MALADY?

Vikas Mane

Page No.: 14627 - 14635

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A major research project led this paper to delve deep into the rationale and objective of the no detention policy under the right to education and its impact on the quality of education across the country. No detention policy is one of the main characteristic of the RTE act. Section 16 of the RTE act categorically lays down that ‘No child admitted in a school shall be held back in any class or expelled from the school till the completion of elementary education.’ There have been some misgivings on the provisions telating to ‘no detention’ and ‘no expulsion’. The ‘no detention’ provision is made because examinations are often used for eliminating children who obtain poor marks. Once declared ‘fail’, children either repeat grade or leave the school altogether. Compelling a child to repeat a class is de-motivating and discouraging. A number of developed countries do not subscribe to the idea of retaining a child but we under the RTE act now have amended the act to provide for detention at the fifth and eighth standards. A number of arguments nationally and internationally stand for and against the provision of detention in school but the project field data was inclined against the detention policy citing various reasons including general decline in the quality of elementary education. Keywords- right to free and compulsory education act, 2009; no-detention policy; continuous and comprehensive evaluation (CCE); grade retention.

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The gazette of India (2009) ‘The Right of Children to Free and Compulsory Education Act, 2009’, New Delhi: Ministry of Law And Justice, pp.6. http://eoc.du.ac.in/RTE%20-20notified.pdf. Report of Central Advisory Board of Education sub-committee for Assessment and Implementation of Continuous and Comprehensive Evaluation (CCE) in the context of the No Detention provision in The Right of Children to Free and Compulsory Education Act, 2009, http://mhrd.gov.in/upload_files/mhrd/files/document-reports/AssmntCCE.pdf Department of education (1968 1986 and 1992) New National Policy on Education New Delhi: MHRD, Government of India. http://mhrd.gov.in/sites/uplod_files/mhrd/files/document-reports/npe 86-mod92.pdf, http://www.ncert.nic.in/oth_anoun/npe 86.pdf. pp. 14 National Curriculum Framework (2005) National Council of Educational Research and Training New Delhi retrieved from, http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf 2005.pdf, pp-48. Right to Education.in, Retrieved from http://righttoeducation.in Grade Retention, Retrieved from, https://en.wikipedia.org/wiki/graded-retention Finnish National Board of Education, Compulsory education in Finland, FNBE/2016 http://www.oph.fi./download/180148_compulsory_education_in_Finland.pdf. Report of the Committee for Evolution of the New Education Policy, 2016, Ministry of Human Resource Development, Government of India p.77. Retrieved from http://nupea.org/new/download/nep 2016/reportnep.pdf Sinha, Tushar k (2010) ‘Changing Schools and Schooling System’ Delhi: Authors Press Publisher of Scholarly Books, pp-205 Report of the Committee for Evolution of the new Education Policy, 2016, Ministry of Human Resource Development Government of India p. 78, Retrieved from http://nuepa.org/new/download/nep2016/reportnep.pdf

COVID SANKAT AUR PRAVASAN

Binit Kumar Sinha

Page No.: 14627 - 14636

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CHANGES IN SELECTED HEMALOLOGICAL PARAMETERS OF CATLA CATLA (HAMILTON, 1822) FINGERLING EXPOSED TO TRANSPORTATION STRESS

Manoj M Ghughuskar, Neelam Saharan, P. P. Shrivastava, A. K. Reddy and M. M. Shirdhankar

Page No.: 14627 - 14638

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Catla fingerlings’ weighing average weight (31.36±1.26 g) were selected for further transportation experiment. Catla catla fingerlings were packed at two densities, 25 g/l (optimum) and 50 g/l (double of the optimum) of ten replicates each for 6 h ,12 h,18 h and 24 h respectively in two sets in polyethylene bags of dimensions (L-77.8 cm x B-40 cm), which were filled with 5 liters water, i.e., 1/3rd water and 2/3rd oxygen. The samples were regularly collected at CIFE Aquaculture Wet Laboratory at every 6 h (i.e., 6, 12, 18 and 24 h) intervals for taking stress parameter i.e. hemalological parameters of catla fingerlings. The vehicle was continuously running for 24 hrs in and around Mumbai from 8.00 A.M to 8.00 A.M. covering a distance of about 640 Km. One set of packing was used for determining stress parameters hemalological parameters like RBC,WBC and Haematocrit which was determined from blood of Catla catla fingerlings. Another set was used for determining survival percentage after 7 days post-transportation. After transportation fishes were reared in separate tanks with aeration and water exchange. Fingerlings mortality was monitored for 7 days. The seven days post-transportation survival was determined by rearing the fishes in separate tanks for 25 g/l and 50 g/l packing densities with regular water exchange. It was observed that haematological parameters like RBC,WBC and Haematocrit are a good indicators of stress during transportation of Catla catla fingerlings packed at high density and increasing transportation duration. Hence, 25 g/l was the optimum packing density of Catla catla fingerlings for 24hrs duration. It was also concluded that increase in packing density resulted in increase of stress. There was a statistical significant interaction between the packing density (i.e., 25g/l and 50g/l) and transportation period (i.e., 0h, 6h, 12h, 18h and 24h) on glucose level. In case of double the optimum density results, it was found that up to 12hrs, this density was optimum and after that the stress parameters i.e. hemalological parameters like RBC,WBC and Haematocrit got drastically changed. Key words: Catla catla, fingerling, transportation, stress, haematological parameters .

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Abreu, J. S. D., Sanabria-Ochoa, A. I., Gonçalves, F. D., & Urbinati, E. C. (2008). Stress responses of juvenile matrinxã (Brycon amazonicus) after transport in a closed system under different loading densities. Ciência Rural, 38, 1413-1417. Adeyemo, O.K., Agbede, S.A., Olaniyan, A.O., Shoaga, O.A., (2003). The Haematological response of Clarias gariepinus to changes in acclimation temperature, African Journal of Biomedical Research, 6: 105–108. Alikunhi, K H (1957) Fish culture in India. Farm Bulletin (20). pp. 1-144. APHA-AWWA-WEF.,1998. Standard Methods for examination of water and wastewater. American Public Health Association; New York, pp. 1193 Blaxhall, P. C. and Daisley, K. W.,1973. Routine haematological methods for use with fish blood. Journal of Fish Biology, 5(6), 771-781. Carmichael, G. J., 1984. Long distance truck transport of intensively reared largemouth bass. The Progressive Fish-Culturist, 46(2): 111-115. Farbridge, K. J. and Leatherland, J. F., 1992. Plasma growth hormone levels in fed and fasted rainbow trout (Oncorhynchus mykiss) are decreased following handling stress. Fish Physiol. Biochem., 10: 67-73. Gomes, L. C., Roubach, R., Araujo?Lima, C. A., Chippari?Gomes, A. R., Lopes, N. P., and Urbinati, E. C., 2003. Effect of fish density during transportation on stress and mortality of juvenile tambaqui Colossoma macropomum. Journal of the World Aquaculture Society, 34(1): 76-84.

DEVELOPMENT OF E-LEARNING MODULE FOR TRAINING OF TRAINERS (TOT)

Seema Sharma

Page No.: 14639 - 14645

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Indian vocational education system lacks a systematic approach for the development of learning strategies for online training(e-learning) that takes the real-world context into account. The field of instructional design offers a valid and systematic process for developing learning strategies for vocational training and performance support. In the present research paper, the ADDIE(Analyze, Design, Develop, Implement and Evaluation) model of instructional design framework is applied to develop and evaluate the e-learning modules as one strategy among a multifaceted approach to implement vocational education and training for Training of the Trainers(ToT) on various pedagogical development and latest trends of the same. Online learning and training have become a necessity in pandemic times but it has not been effectively developed in our country, especially in the vocational education sector as the majority of the courses are practical-based and hence a need was felt to successfully implement instructional design models in the development of a module that is able to provide guidance to the trainers of the pedagogies available for practical-based content and evaluation. Trainers play a significant role in developing a skilled workforce and so it becomes all the more important to keep them abreast of the latest technologies and pedagogies as well.

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Aliyu, M. (2012). Integrating e-Learning in Technical and Vocational Education: A Technical Review. International Journal of Academic Research in Business and Social Sciences, 52. Andreas Schober, F. M. (2014). Development of an e-learning platform for vocational education systems in germany. International Conference e-learning, 329-332. Arh, T. P. (2009). Enhancing the E-learning in Vocational Education and Training with “VET Community Portal”. Recent Advances in E-Activities, Information Security and Privacy, 99-104. KPMG and Google. (2017, MAy 1). Online Education in India:2021. Retrieved from assets.kpmg: https://assets.kpmg/content/dam/kpmg/in/pdf/2017/05/Online-Education-in-India-2021.pdf Mattox T, K. R. (2016). Supporting Effective Implementation of Evidence-Based Practices: A Resource Guide for Child-Serving Organizations. Santa Monica: Europian Union. Ministry of Education, Government of India. (2021, October 27). Retrieved from https://www.education.gov.in: https://www.education.gov.in/en/e-contents

ONLINE LEARNING, A TRANSFORMATION OF EDUCATION SECTOR IN INDIA - BLESSING OR TORMENT

Meenakshi Sharma

Page No.: 14646 - 14652

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In any civilised society education plays a pivotal role. The growth of the country is measures by the amount of knowledge its citizen have,. It is not wrong to say that education is the backbone of any country. From time immemorial paramount importance is given to education in India. Indian education system is based on Guru- Shishya primipara. A teacher is not someone who only gives knowledge of text to the student but also teaches lessons of life. Post-independence in the Constitution it is enshrined that the state is duty bound to provide means of education. The judiciary of the country very clearly stated that right to education flows from right to life under article 21.Our education system is based on face to face interaction inside the four walls of classroom. But with the advent of the pandemic, COVID 19 the entire education system is changed. Online learning is the new norm of present era. Now teaching learning is beyond boundaries now the education is not just confined to classroom. Instead, it is available virtually with the help of information and technology tools. This virtual mode of education has positive and negative impact . Judiciary is trying hard to create a balance in order to ensure education to every student and at the same time judiciary is concerned about the economic rights of the teachers. Keywords- Pandemic, COVID 19, Constitution, Virtual education , Article 21

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INDIAN WOMEN AND CONSTITUTIONAL PRIVILEGES HUMAN RIGHT

Rachita Subrat Ratho

Page No.: 14653 - 14657

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Pruthi and et al. (2001), Education, Employment and Empowerment of women, Mangal Deep Publication Jaipur Kaur M. (2013), Teaching of Human Rights, APH Publishing Corporation, New Delhi. Makasare. (2009). Human Rights and women Empowerment Souvenir, DES's. Dhule http://ulrd.org/womens-rights-initiative/legislations-laws-related-to women/constitutional-and-legal-p

MAHILAON KO PRADATT SANVAIDHANIK PRAVADHANO KE PRATI GRAMIN MAHILAON ME JAGRUKTA: EK ADHYAYAN

Rajkumar Eanv Rakesh Kumar

Page No.: 14658 - 14663

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DESAI N. (2010) : The Changing Status of working women in India, Vikas Publishing House, Delhi. ALTEKAR (2006) : Attitudes of Educated Women towards Social Issues, National Publishing House, Delhi. KARMEN R. (2011) : Crime Problem, SHREYAS Publications, Meerut.

HIND MAHASAGAR EANV BHARTIY SURKSHA:

Hemant Kumar Pandey & Manoj Kumar Malik

Page No.: 14664 - 14667

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POLITICAL PARTICIPATION AND POLITICAL AWARENESS AMONG RURAL WOMEN OF DISTRICT MATHURA, U.P.

Rajkumar Singh

Page No.: 14668 - 14672

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The Political participation is a state/condition to take active part in political activities, like: voting ; membership of any political party, Seeking information, discussion and proselytizing, attending election meetings, communicating with representatives, sharing in common association, Partaking, fellowship by an individual, a Caste, a class or a community for a common purpose”. In addition to constitutional safeguards and several legislative measures to abolish untouchability, and to bring them at par with other sections of India Society by providing educational facilities and reservations, in political, educational, social, economic and occupational spheres, which constitutes the biggest core of welfare schemes for the scheduled castes, the frame-work of welfare measures for them is continuously being enlarge, to atone for the painful legacy of the past, who have for centuries sufferred the worst kind of inhuman treatment, nowhere else found in the world. Thus inspite of all legal safeguard and welfare schemes for their socio-economic and political upliftment, the progress is said to be much below expectations. But in the present investigation it has seen that more than 60% (182) respondents out of 300; agree with the view that women’s political Activism can help in raising even social status as well, political also. Hence and therefore, they are taking part in active politics with much interest now a day. Keywords: Political Participation, Political Awareness, Political Activism, Female Participation.

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Mahajan D.V. ; Political Efficacy in Urban India : A sociological Exploration, classical Pub. Co. New Delhi, 1989 p.45. Pathak K.P. ; Role of I.R.D.P. in the development of Uttar Pradesh (A Case Study of Five Villages of Mainpuri District), Research Publications (Raj.) Jainpur, 1991 page-7. Devi A; A case study of Political Sociolization with special reference to women in orissa politics; Criterion publications (Pvt. Ltd.) New Delhi, 1986 page-4. Sirsikar V.K.; The Political Awareness and the political behaviour in India, Popular Prakashan, Bombay, 1994, page-11. Mahajan, Kamlesh; A study on Political awareness and Political participation among Scheduled Castes’ women in Meerut city; Vivek Prakashan, New Dlhi 1994, p.40. Atal, Yogesh; “Citizen’s Sense of Political Efficacy”; The Economic and Political Weekly; Annual Number, 1969; page-18. The Oxford English dictionary, Vol.2; The Great Britain, University Press, Great Britain, 1970 : page-505.

COVID-19 ANI SHIKSHAN

Rajendra Mahadu Acharya

Page No.: 14673 - 14680

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https ://wwwcomputerguru.online,September23,2021 https://hi.m. Wikipedia org

STUDY THE EFFECTIVENESS OF THE MODERN EQUIPMENT BASED TEACHING PROGRAM ON THE ACHIEVEMENT OF ACCOUNTING SKILLS OF IX STANDARD STUDENTS IN COMMERCE SUBJECT

Ms. Priya Elias Pais & Bhagyashree Bichukale

Page No.: 14681 - 14689

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https://tax2win.in/guide/accounting-golden-rule https://www.accountingcapital.com/basic-accounting/three-golden-rules-of-accounting/ https://tutorstips.com/golden-rules-of-accounting/

MAHARSHI VITTHAL RAMAJI SHINDE - ADARSH SAMAJSUDHARAK

Maroti Subhashrao Phulari

Page No.: 14690 - 14693

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IMPORTANCE OF CONSTRUCTIVISM APPROACH FOR EFFECTIVE TEACHING AND LEARNING

Rekha Nariwal

Page No.: 14694 - 14701

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Education is the continuous process basically focused on facilitating learning, acquisition of knowledge, various skills, values, beliefs, habits, and personal development to all. The present conceptual paper is emphasis on the Constructivism concept, importance and strategies of adopting constructivism in the teaching and learning process. Now a days our current education system emphasizes on students centric Teaching-Learning. The conventional teacher centric teaching learning process emphasizing on memorization is usually adopted across length and breadth of Indian schools. This paper sketches the need to redefine education to include more creative thinking by adopting constructivist pedagogy. The paper also proposes the important aspects such as various strategies and need based learning in teaching-learning process for adoption of constructivism approach in the classrooms, besides this it also outlines the learning strategies and learning design required for successful implementation of constructivism in teaching learning process. The present paper imbibes the Importance of Constructivism Strategy for Effective Teaching and Learning with prime objectives are (i) To understand the concept of Constructivism Approach. (ii) To discuss the Importance of constructivism in the Teaching Learning process. (iii) To illustrate the Role of Teachers in implementing the Constructivism Approach. The methodology of the research is a different type involving an interpretative, conversation and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Key Words: Constructivism Strategy, Role of Teacher, Teaching and Learning

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Koul, Lokesh., (2011) Methodology of Educational Resarch, Vikas Publishing House, IVth edition. New Dehli. Franzoni AL, Assar S (2009) Student learning styles adaptation method based on teaching strategies and electronic media. Educational Technology & Society

A REVIEW OF THE COMPANIES AMENDMENT ACT, 2020

Ruchi Jain

Page No.: 14702 - 14712

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The company legislation in India relates back to 19th century. Since then, it has been amended several times. The Companies Act, 1956 remained in force for a long time, though amended from time to time. Over the last few decades, India has witnessed a significant shift in its corporate governance framework. The enactment of the Companies Act, 2013, often noted to be one of the most significant legal reforms in India in the recent past, which was aimed at bringing Indian company law in tune with global standards. The Act, 2013 is more outward looking and makes an attempt to align with worldwide requirements. It is anticipated to set the tone for an extra state-of-the-art law which allows progress and bigger law of the corporate sector in India. Keywords: The Companies Act, 2013, Decriminalisation, Corporate Social Responsibility, Compoundable Offences

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The Gazette of India, Ministry of Law and Justice, The Companies (Amendment) Act, 2020, New Delhi, Monday, September 28, 2020/Asvina 6, 1942 (Saka) The Gazette of India, Ministry of Law and Justice, The Companies (Amendment) Act, 2019, New Delhi, Wednesday, July 31, 2019/Shravana 9, 1941 (Saka) The Gazette of India, Ministry of Law and Justice, The Companies Act, 2013, New Delhi, Friday, August

PROTEIN AND LIPID ESTIMATION OF TWO INSECT PARASITIC NEMATODES OF WESTERN U.P.

Anshu Jain

Page No.: 14713 - 14720

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For the estimation of various biochemical parameters two insect parasitic nematodes H. diesingi and S. orientalis were studied. Both these parasites inhabit same host and found in the gut of Periplanetaamericana. Both these parasites exhibit difference in the amount of protein and lipid. Both the species of nematode parasites utilize protein and lipidto a different degree for the production of energy. But the difference in biological parameters of both the species may be due to the difference in their micro ecological niche. As H.diesingiinhabits the rectum freely, on the other hand, S.orientalis is found in intestine. Protein represents a large group of complex nitrogenous compounds. Total protein in H. diesingi is more in comparison to S.orientalis. Lipids are major constituents of helminth parasites. During the course of study it was observed that total lipid content in H. diesingi is quite high as compared to S. orientalis. Key words: Hammerschmiditielladiesingi, Schwenkiella orientalis, lipid, Protein

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Ansari,A.A.; Yusufi, A.N.K. and Siddique,M. 1973.Lipid composition of the filarial parasites, Setariacervi. J. Parasitol., 59: 939-940. Barrett, J. 1968. Lipids of the infective and parasitic stages of some nematodes. Nature, 218: 1267-1268. Barron, G. L. 1981. Predators and parasites of microscopic animals. In biology of conidial Fungi, Volume 2 (edited by Cole, G. T. Rendrick, B)

SHIKSHANSHASTR VIDYARTHYANSATHI BAHUBHASHIKATA JAGRUKATA PADNISCHAYAN SHRENICHE VIKASAN

Sham Randive

Page No.: 14721 - 14728

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Annamalai, E. (2001). Managing Multilingualism in India: Political and Linguistic Manifestation. New Delhi: Sage Publication. Best, J.W.& kahn, J.V.(2012). Research in Education(10th ed.).New Delhi;PHI Learning Private LTD.

EL NINO AND LA NINA

Dilip Uttamrao Phoke

Page No.: 14729 - 14730

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http://www.wmo.ch/nino/updat..html#intro http://www.pmel.noaa.gov/tao/elnino/nino-home.htm. http://www.msc-smc.ec.gc.ca/education/elnino/index

BHUPENDR NARAYAN MANDAL KA SAMAJIK ARTHIK RAJNITIK PRABHAV KA VISHLESHANATMAK ADHYAYAN

Madhav Kumar & Kapil Dev

Page No.: 14731 - 14736

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ROLE OF EDUCATION IN WOMEN EMPOWERMENT

Veerendra Kumar Wali S.

Page No.: 14737 - 14741

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Any country’s sustainable development depends majorly upon its human resources, since women constitute almost half of the human resources and thus form a significant portion of the human capital of the country. Human resources development cannot be achieved without proper basic education to the women “There is no tool for development more effective than the Empowerment of Women”. Hence, we cannot neglect the role of Education in relation to Women Empowerment. This Paper throws light on the role of Education in Women Empowerment. ‘Women Empowerment’ is one of the prime goals in the present time and Education is the most important and indispensable tool for women empowerment, since Education makes women aware of their rights and responsibilities To improve the quality of life of every citizen of a country empowerment of women is fully essential. Empowerment of women leads the country towards building stronger economy, achieve international standard goals and maintain sustainability In education system we have need to bring more and more changes for the favor of women empowerment. Give some possibilities, opportunities and assessment equal to men and women. This can be done by developing our syllabus with the help of women representative and give some place to unit or content for Gender equality activities and programmes. Presently syllabus is given some places to equality. Teachers have need to proper Use of that place for the equality and organize in-door and out-door activities for supported equality. Keywords: Development, Education, Women, Empowerment

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Rao, R, K. (2001). Women and Education, Kalpaz Publications, Delhi. India: Women’s Empowerment- IFAD / OE, 2000. The Republic of India; Tamilu Nadu Women’s Development Project: Completion Evaluation, Report 340 – IN Rome, April. Baruah B. (2013) Role of Electronic Media in Empowering Rural H, R. (2019). A Study On Attitude of Parents Towards Girls Higher Education. International Journal of Research and Analytical reweaves, Special Issue, 265-267.

DIGITAL PEDAGOGY AND EMOTIONAL INTELLIGENCE

Dr. Kalpana M. More

Recived Date: 2020-11-10 | Accepted Date: 2020-12-28 | Published Date: 2021-01-01

Page No.: 14742 - 14747

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In this article, I attempt to explain, how pedagogy is important for successful learning in online education? It has been realised by the teachers, academicians, and researchers that, pedagogical aspects are momentous for holistic development of the students. With the advent ‘Digital Education’ encompassing online teaching, reforms towards updating the pedagogy is the need of an hour. This new version of pedagogy is referred to as Digital Pedagogy. The various challenges in digital education are associated not only to availability and effective use of the state-of-art technology, but also to the mindset of fellow learners. Usually, students’ performance in online learning is understood in terms of their readiness to adopt and cope with this approach. Connecting the readiness of students for online education with their competencies of using technology is half truth. The remaining important half deals with psychometric aspects of students’ preparedness for the online learning. In this regard, students’ emotional intelligence can be considered as an element of their readiness for the online education. Understanding feelings of others is fundamental to communication, which is obvious in traditional class room, face-to-face teaching. However, experiencing compassion online is more challenging than face-to-face communication, due to lack of immediate feedback of seeing physically someone’s facial expressions and/or body language. Therefore, it is important to develop a new set of skills that will facilitate learning to understand and communicate emotions in the context of online teaching, thereby bringing needful reforms in the pedagogy.

Key words: Pedagogy, Online teaching, Digital Education, Emotional Intelligence

AWARENESS OF CHILD LABOR: A COMPREHENSIVE REVIEW

Neeta Agarwal & Prof. Anurag Mehta

Recived Date: 2020-11-10 | Accepted Date: 2020-12-28 | Published Date: 2021-01-01

Page No.: 14748 - 14758

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Child labour persists as a global challenge, with profound implications for the well-being and rights of millions of children worldwide. The awareness of child labour issues among various stakeholders, including policymakers, employers, and the general public, plays a crucial role in addressing this pervasive problem. This paper presents a comprehensive review of existing literature on the awareness of child labour, synthesizing key findings, trends, and challenges from empirical studies, reports, and policy documents. The review examines the levels of awareness among different stakeholders, factors influencing awareness, and the effectiveness of awareness-raising interventions. Additionally, the paper discusses the role of awareness in shaping attitudes and behaviours towards child labour, as well as its impact on policy formulation and implementation. By highlighting gaps in knowledge and identifying areas for future research and intervention, this review contributes to ongoing efforts to combat child labour and promote child rights globally.