An Internationl Peer Reviewed

SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

Jun-Jul,2021, vol-9/46

Impact Factor: 6.251

ISSN: 2348-3083

Date: 2021-08-01

SRJHEL, JUNE-JULY 2021, Vol - 9/46

MALE HEGEMONY IN THE PLAYS OF VIJAY TENDULKAR

Ranjeev Kumar & Dr. Indu Prabha

Page No.: 11218 - 11222

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In the sphere of drama, the name of Vijay Tendulkar does not require any introduction. In the galaxy of Indo-Anglo playwrights, Tendulkar is one of the most shining stars. Marathi Theatre is incomplete without the contribution made by Vijay Tendulkar. This Marathi literary figure is a multifaceted personality. He is the one who brought revolution in Marathi Theatre. An avant-garde playwright, Tendulkar has shown versatility by writing several works including one-act plays, children’s plays, short stories, essay collections etc. Vijay Tendulkar is the mouthpiece of the oppressed women in male dominant society. He has deep insight into human nature. He has proved in his plays that it is the male dominant society that does not allow woman to rise from the status of man’s foot. They are exploited, tortured, taunted both physically and emotionally. They are considered inferior to male human beings as male human beings are victims of their superiority complex. Even in some of the societies they are treated as bane while the male child is hailed as boon. His plays depict that women are treated as mere commodities. He has shown how the voice of women is suppressed when they try to voice their concerns against the cruelties. He makes a psychological study of human characters in his plays. An analytical approach to his plays reveals that women are deprived of the life they wish to live. The present research paper focuses on his four plays, to bring to light the enslaved and exploited position of women in society. In ‘Sakharam Binder’ and ‘Kamala’ he brings to light how women are enslaved and exploited. In ‘Silence! The Court is in Session’ and ‘Kanaydaan’ he ascertains the fact that it is male human being who is responsible for the exploitation of women. Key Words: Exploitation, violence, enslaved, torture boon, bane etc.
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Dharan N.S., The Plays of Vijay Tendulkar, Creative Books, New Delhi, 1999. Mehta,Kumud.“Introduction,” Silence! The Court is in Session, Vijay Tendulkar (Bombay: Oxford University Press, 1978) Madge V.M. Vijay Tendulkar’s Plays, an Anthology of Recent Criticism New Delhi Pencraft International,2009. Tendulkar, Vijay. Silence! The court is in Session, trans. Priya Adakar, Calcutta: Oxford University Press, 1978 Tenulkar, Vijay. Two Plays: Oxford India Paperbacks OUP 2006, Tendulkar, Vijay. Five Plays, New Delhi: Oxford India Paperbacks, 1995.
PROFESSIONAL ETHICS AMON SCHOOL TEACHERS IN RELATION TO JOB SATISFACTION

Mrs. Sheenam & Dr. Mamta Taneja

Page No.: 11223 - 11229

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The present study is about the study of Professional Ethics Among Secondary School Teachers in Relation to Job Satisfaction. The sample consists of 300 school teachers selected randomly from Fazilka, Muktsar and Faridkot districts of Punjab. Professional ethics scale by Dr. Rajveer Kaur and Job satisfaction scale by Meera Dixit, (1993) were used. Mean, Median and SD are used to describe the data and correlation is used to find the relation between variables.This study revealed that there is significant relationship between professional ethics and job satisfaction of male andfemale secondary school teachers.The relation of professional ethics and job satisfaction in case of female secondary school teachers is lightly higher than the males.
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Dixit, M. (1993). Manual for Job Satisfaction Scale for Primary and Secondary teachers (Hindi version). National Psychological Cooperation, Kacheri Ghat, Agra. Kaur,R.(2015). Professional ethics in relation to family environment, self efficacy , life satisfaction and gender. Published PhD. Thesis, Panjab University, Chandigarh. Liyaqat, B. (2017). Job satisfaction of teachers in relation of professional Commitment. Retrieved from http://www.ijip.in/july september,2017 on 28/03/2019 Panigrahi,K.S.,&Al- Nashash, M.H.(2019). Quality Work Ethics and Job Satisfaction: An Empirical Analysis. Quality – Access to Success, Vol.20(168) Retrieved From https://www.researchgate.net/publication/330882592_Quality_Work_Ethics_and_Job_Satisfaction_An_Empirical_Analysis on 5/07/2021 Sapada, A.F.A, Modding, H.B, Gani, A., &Nujum, S.(2018) The effect of organizational culture and work ethics on job satisfaction and employee performance. The international journal of engineering and science (IJES), vol. 6(12).Retrieved from https://www.researchgate.net/publication/326143783 on 4/07/2021 Shamina, H. (2014).Impact of job satisfaction on professional commitment in higher education.Galaxy international Interdisciplinary Research Journal, vol.2(2). Weiss, H.M. (2001). Deconstructing Job satisfaction:Separating evaluations, Beliefs and effective experiences. Human Resources Management Review,vol.12.
A COMPARATIVE STUDY OF PROFESSIONAL ATTITUDE OF SECONDARY SCHOOL TEACHERS

Sipra Ray

Page No.: 11230 - 11237

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The role of teachers in society is vital. Dr. Sarvapalli Radhakrishnan said, "Teacher's place in society is of vital importance." He acts as a pivot for the transmission of intellectual, traditional and technical skills from generation to generation and helps to keep the lamp of civilization burning and shining. He not only guides individuals, but also decides the destiny of the Nation. The status of teachers reflects the socio-cultural ethos of the society. It is said that no pupil can rise above the level of its teachers. The present article is an attempt to find out the dependable answer to the question raised previously. Adjustment and professional attitude are two interdependable variables which influence behaviour of male and female teachers. Key Terms: Adjustment, Professional, Attitude, Secondary school teachers
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Admas G.S. (1996) : Measurement and evaluation in educational psychology and guidance, Holt, Rinehart and Wineston, Newyork. Adval S.B. (1979) : “The quality of teacher” Amitabh Prakashan Allahabad. Singh Arun Kumar (2010) : “Tests, Measurement and Research Methods in Behavioural Science. “Bharati Bhawan Publisher and Distributors New Delhi. Best J.W. (2002) : “Research in education seventh edition” Pre- tice Hall of India Pvt.Ltd. New Delhi. 110001. Ahluwalia S.P (1971) : Manual for Teacher Attitude Inventory Psyc- hological Corporation 41230 Kacheri Ghat, Agra 282004. Bhargava. M. (2005) : “Modern Psychological teaching and evaluat- ion” H.P. Bhargava book house Agra. B.N.S Narayan (1985) : “Educational Psychology” New International Pvt. Ltd. Publishers New Delhi. Chadda D.K (1985) : “Self Concept of teacher and their emotional adjustment.” Ph.D in education Kurukhetra University, Kurukhetra. Chauhan S.S (2005) : “Advanced Educational Psychology” Vikash Publishing House New Delhi Pvt.Ltd. Chrles E.Skinner (2008) : “Educational Psychology” Fourth edition pre- Ntice Hall of India Private Limited New Delhi 1100011
ABILITY OF TEACHER TRAINEES TO USE TECHNOLOGY

Prerna Semwal & Prof. Rama Maikhuri

Page No.: 11238 - 11248

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This paper aims to analyse the ability of Teacher Trainees to use the technology. The population of the research work comprised of all the teacher trainees of Hemwati Nandan Bhuguna Garhwal University, enrolled in 1st semester students for session 2021-2023. A sample of 85 teacher trainees studying in B. Ed 1st semester of Rath Mahavidyalay, Paithani, (affiliated to H.N.B. Garhwal University) was selected through the Purposive Sampling technique. The objective of the research was to study the ability of teacher trainees in using technology. The data obtained from 85 respondents was analyzed through percentage and Mann Whitney U-test. The findings revealed that 47% of the Teacher Trainees were beginners, 18.8% heard about it, 17.64% knew the basics, 11.7% were Proficient, and 4.7% were advanced in the usage of technology. The findings also revealed that the gender, stream, qualification, and medium of Teacher Trainees affect the ability to use the technology. Keywords- Teacher Trainees, Ability, and Technology
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Al Khateeb, A. A. M. (2017). Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia. International Education Studies, 10(12), 38. https://doi.org/10.5539/ies.v10n12p38 Anderson, S., Groulx, J., & Maninger, R. (2011). Relationships among preservice teachers’ technology-related abilities, beliefs, and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 321–338. https://doi.org/10.2190/EC.45.3.d Jita, T. (2016). Pre-service teachers’ competence to teach science through information and communication technologies in South Africa. In Perspectives in Education (Vol. 34, Issue 3, pp. 15–28). https://doi.org/10.18820/2519593X/pie.v34i3.2 Omito, O. (2016). Evaluating learners’s ability to use technology in distance education: The case of external degree programme of the university of nairobi. Turkish Online Journal of Distance Education, 17(4), 147–157. https://doi.org/10.17718/tojde.18587 Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23. https://doi.org/10.1016/j.tate.2017.11.005 Widowati, T., & Purwanti, D. (2017). The enhancement model of ICT competence for the teachers of SMP Terbuka in Central Java to support long distance learning program. AIP Conference Proceedings, 1818. https://doi.org/10.1063/1.4976934 Yusuf, M. O., & Balogun, M. R. (2020). Student-Teachers’ Competence and Attitude towards Information and Communication Technology: A Case Study in a Nigerian University. Contemporary Educational Technology, 2(1), 18–36. https://doi.org/10.30935/cedtech/6041 Sonia Casillas Martín, M. C. G. & F. J. G. P. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210–223. https://doi.org/DOI: 10.1080/02619768.2019.1681393
CHALLENGES AND BARRIERS TO INTEGRATION OF ICT IN INDIAN SCHOOLS AND ROLE OF TEACHER

Himanshoo Kumar Sharma

Page No.: 11249 - 11255

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The present conceptual paper focused with the information of challenges and barriers to integration of ICT in Indian schools. ICT resource sharing and role of teacher is also explained in the paper. This current paper deals with the concept of ICT and discus the need and importance of ICT in present education scenario. The need to being information to various users has encouraged the creation of much innovative work with new technology. Also focused how information technology has made in inevitable for school education to keep pace by constant innovative atmosphere in the educational organization. The present paper focused with prime objectives are (i) To understand the concept and importance of ICT. (ii) To analyze the challenges and barriers to integration of ICT in Indian schools. (iii) To discuss the role of teacher in the Information and communication Technology. Keywords: Challenges, Integration, Role of Teacher
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Bhavana Shukla 2016, ICT In Education Visions and Realities Bookman publication, New Delhi. Collis, B. (1989). Using information technology to create new educational situations Paris: UNESCO International Congress on Education and Informatics. Frederick, G. R., Schweizer, H. and Lowe, R., 2006. After the inservice course: Challenges of technology integration, Computers in the Schools, vol. 23 Jones, Andrew, British Educational Communications and Technology Agency (BECTA), corp creator. (2004) A review of the research literature on barriers to the uptake of ICT by teachers. Mailavelan, P., & Baskaran, M. (2018). A study on awareness of ICT among secondary school students. International Educational & Research Journal, 4(3) Pelgrum, W. J., Law, N. (2003) "ICT in Education around the World: Trends, Problems and Prospects"UNESCO-International Institute for Educational Planning. Salehi, H., & Salehi, Z. (2012). Challenges for Using ICT in Education: Teachers’ Insights. International Journal of e-Education, e-Business, e-Management and e-Learning, 2(1) UNESCO (2002) Information and Communication Technology in Education–A Curriculum for Schools and Programme for Teacher Development. Paris: UNESCO. Vanaja M., Rajasekars, Arulsamy S. 2016, Information & Communication Technology (ICT) In Education, Nilkamal Publication, New Dehli
NATIONAL EDUCATION POLICY- 2020: RETHINKING ASSESSMENT IN HIGHER EDUCATION

Ms. Soumya Priyadarsani Panigrahi & Satyendra Gupta

Page No.: 11256 - 11263

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The Government of India published, after independence, nation’s third policy on education on July 30, 2020. This policy on education titled as “National Education Policy- 2020” (NEP-2020). This much anticipated education policy is a widespread policy covering all level and aspects of education of the country. Part ‘Two’ of NEP- 2020 covered the area of higher education and detailed about the expectations in this area. For an economically developing country like India, where the demand for a quality skilled workforce is very high it becomes necessary to keep a check on the quality of education provided in the higher education system. Assessment plays a crucial role in improving the quality of education by giving feedback. Normally assessment is done as objectives of education are formulated. Any teaching-learning process is incomplete without a proper assessment mechanism. National Education Policy- 2020 is expecting and suggesting fundamental change in the traditional assessment system in higher education. This paper is an attempt to explore the important recommendations made by National Education Policy- 2020 on ‘Assessment’ in the area of higher education. Keywords: Assessment mechanism, Higher education, National Education Policy- 2020.
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Angadi (2020). Transformational Reforms in Multidisciplinary Under Graduate Education (Higher Edu- cation) in NEP 2020, 1–16. Areekkuzhiyil, S. (2019). Assessment Practices in Higher Education?: Myths and Realities Areekkuzhiyil , Santhosh . ( 2019 ). Assessment Practices in Higher Education?: Myths and Realities . University News , 57 ( 11 ), 18-20 . University News, 57(11), 18–20. Ministry of Human Resource Development. (2020). National Education Policy 2020 Government of India. Government of India, 14–16. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English.pdf Ministry of Human resource Development, Department of Higher Education. (2019). All India Survey on Higher Education (2018-19),. Retrieved on October 6, 2020 from http://aishe.gov.in/ Ngale, I. F., & Monaheng, M. (2019). Holistic Education?: Blending the Botho, Human Factor Ethos of Basotho Traditional Education, with the Scientific Perspectives of 21 st Century Western Education. 2(1), 15–20. UGC (2020). Consolidated List of Universities in India. Ugc 1965, 412.
A STUDY OF SECONDARY SCHOOL TEACHERS’ READINESS TOWARDS PEERAGOGY AND OPEN PEDAGOGY

Ms. Shalini Johar & Vinod Kr. Shanwal

Page No.: 11264 - 11271

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Traditionally, teachers used to determine the learning of the students, they only decide about the knowledge and skills that need to be taught to the students but there has been a paradigm shift with the advent of new digital mediums. Now learning has evolved into a learning-centered, self-directed, social, peer-to-peer, inquiry-based and cooperative approach to education. ICT revolutionized learning for students and teachers. It has provided immense opportunities from connecting with people, accessing information, to availability of volumes of open educational resources. Education has transformed from pedagogy to new approaches like open pedagogy, self-education i.e., Peeragogy. No doubt these approaches will prove to be sustainable with the global health crises going on. Thus, this paper aims to recognize secondary school teachers’ technological acceptability and to investigate their preparation for Peeragogy and Open pedagogy. Data was collected through a Google form from 96 secondary school teachers from 22 Indian schools, and descriptive statistics were used to examine the results. The findings revealed that the secondary school teachers are quite enthusiastic about integrating technology in education and employing peeragogy and open pedagogy in their classrooms. This study on secondary school teachers’ attitudes towards technology, their readiness for Peeragogy and Open pedagogy, and the problems they experience is expected to offer educators with relevant information for future research. Keywords: open pedagogy, peeragogy, ICT, education
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Alexander, B., Allison, P., Barondeau, R., Breitbart, D., Burroughs, S., Corneli, J., & Walker, G. (2012, August). The Peeragogy Handbook (Version 0.98). All content here is Public Domain (CC0). Retrieved from http://metameso.org/peeragogy-2.01-ebook.pdf Boud, D. (2001). Making the move to peer learning. In Boud, D., Cohen, R. & Sampson, J. (Eds.) (2001). Peer Learning in Higher Education: Learning from and with each other. London: Kogan Page (now Routledge), 1-20. Chan, C. G., Embi, M. A.B., & Hashim, H. (2019). Primary School Teachers’ Readiness Towards Heutagogy and Peeragogy. Asian Education Studies, Vol.4, No. 1. Corneli, J., & Danoff, C. J. (2011). Paragogy: Synergizing individual and organizational learning, p.33. Published on Wikiversity. Cit. Dehghani,M.R., Amini,M., Kojuri, J., and Parisa Nabeiei.(2014). Evaluation of the efficacy of peer-learning method in nutrition students of Shiraz University of Medical Sciences. J Adv Med Educ Prof., 2(2): 71–76.
NATIONAL POLICY FOR PERSONS WITH DISABILITIES-2006

Osman

Page No.: 11272 - 11276

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The National policy recognizes that person with disabilities are valuable human resource for the country and seeks to create an environment that provides them equal opportunities, protection of their rights and full participation in society. The present article main focused on the National policy for persons with disabilities- 2006. Key words: National Policy, Persons, Disabilities- 2006.
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Census of India - Census Terms [Internet]. [cited 2019 Sep 8]. Available from: http://censusindia.gov.in/Data_Products/Library/Indian_perceptive_link/Census_Terms_link/censusterms.html Disabilities Affairs [Internet]. [cited 2020 May 2]. Available from: http://disabilityaffairs.gov.in/content/page/sipda.php National Policy.pdf [Internet]. [cited 2021 Jan 13]. Available from: http://disabilityaffairs.gov.in/upload/uploadfiles/files/National%20Policy.pdf
A NEED TO EMPHASIZE EDUCATION FOR PEACE IN ORDER TO SAVE INTERNATIONAL PEACE

Satyender Singh

Page No.: 11277 - 11282

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History reflects itself the role of education in making world livable, comfortable peaceful and developed. The countries who excelled with their educational systems timely also done well in all aspects of life. With the advent of science and technology and world has shrank just like a tennis ball where you can see its three dimensional shape. We all need peace in all aspects of life. It may be physical, emotional, social, and economical, National and international aspect. A great need has been felt to inculcate this value among people to save the world and humanity We need peace education at four levels 1. Individual and self level 2. School and Community Level, 3. National Level and 4.International Level. Education is entrusted to produce good and productive citizens to the nation. In this regard, learning and understanding the current sociopolitical and economic problems and issues is also important. Students as future citizens need to develop healthy and realistic perspectives to view problems in the society……… This article is an honest attempt to throw light on different aspect of needs of Peace Education to be followed at all level of education to ensure peace and harmony in the world………………. Key Words: Peace Education, Indian Perspective, Role and relevance of Education etc.
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https://en.wikipedia.org/wiki/Peace_education https://study.com/academy/lesson/peace-education-history-types.html Peace Education: Framework for Teacher Education, UNESCO,2005 National Curriculum Framework, 2005.
DEVELOPING CREATIVE AND LIFELONG LEARNERS AND PROFESSIONAL COMMUNITIES

Sunil Kumar Sharma

Page No.: 11283 - 11288

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In a narrow concept of learning we associate it with formal mode of imparting education at school, college & university etc. But in comprehensive view learning is a lifelong process which starts right from birth and ends with death. It is a continuous process. Child is told, from an early age, that he should get good formal education for his better adjustment and survival in the society. Education opens the way to maximize our potential to find better, more satisfying jobs, earn more and, perhaps, become more successful in our chosen career. However in a broader view ‘schooling’ is only one type of learning. There are many other ways and opportunities to enhance our knowledge and develop the skills & creativity we need throughout life. Undoubtedly, Education plays an important role in Development of a society. A developed society always need its citizens well knowledged, skilled and with a professional attitude for smooth running of same. Educational institutions train young generations by channelizing their energy in various directions and fields and turning them a valuable human resources for the society and nation. But irony is that this kind of education limits them to a particular area of earning money and other aspects of life are ignored. Innovations and creativity aspects of learning get missing which is much needed for development of self and society. Lifelong learning is about creating and maintaining a positive attitude to learning both for personal and professional development. This paper is an attempt to throw light on different ways to create and promote an environment of lifelong learning in institutions resulting developing professional communities………………………………………………………………………………………………………… Key words: Life Long Learning, creativity, professional community
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https://www.tesol.org/docs/default-source/new-resource-library/symposium-on-student-empowerment-8.pdf https://www.right-to-education.org/resource/realizing-right-education-through-non-formal-education https://certificationmap.com/blog/big-benefits-of-professional-learning-communities/ https://www.researchgate.net/publication/275945498_Applicability_of_Professional_Learning_Communities_in_Indian_Schools https://journals.openedition.org/poldev/1782 https://www.huffpost.com/entry/fostering-creativity-and-_b_2811880
CHANGING AGRICULTURAL PRACTICES AND IT’S SOCIAL AND ENVIRONMENTAL INFLUENCES

Reena Trivedi

Page No.: 11289 - 11295

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Agricultural technology advancements are continuously taking place in India, as the progress of agricultural sector directly impacts a major proportion of population and its living condition. Farmers are interested to adopt new inventions and technologies in agriculture. Modern agricultural practices are significantly affecting human health and environment. The release of greenhouse gases such as carbon dioxide, methane and nitrous oxide are adversely affecting biodiversity and increasing air, water and soil pollution. Agricultural residue management, use of pesticides and insecticides, inorganic manure, chemical fertilizers leads to harmful effect on human health and increasing environmental pollution. Recent agriculture trends emphasizes on enhancing agricultural production in terms of quantity in less time, overlooking its adverse affects. In this paper we have analyzed the negative effects of modern agricultural practices on human health and environment. It leads to decline in soil fertility, loss of biodiversity, climate change, air, water and soil pollution, environmental degradation etc. Our farmers are now adopting modern agricultural techniques, using chemical fertilizers, pesticides, insecticides, expanding irrigation facilities, using high yielding varieties of seeds, modern machines, varying crop sequences etc. But these efforts of expanding food supply in less time is taking place at the cost of human health and environment degradation. Spray of harmful chemicals on crops not only pollutes underground water and air but also bad for human and animal health. Non harmonious, unwise and unsustainable agricultural practices have a considerable impact on environment and also harmful for living beings. Key Words: Environment, Modern Agricultural Practices, degradation, unsustainable, techniques.
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Bhanti M., Taneja A. (2007) : Contamination of Vegetables of Different Seasons with Organophosphorous Pesticides and Related Health Risk Assessment in Northern India. Chemosphere, 69, pp. 63-68. Fan S., Hazell P. (2001) : Returns to Public Investments in Less Favoured Areas of India and Chain. American Journal of Agricultural Economics. 83 : 1217-1222. Kataki P.K. (2002) : Shifts in Cropping System and Its Effect on Human Nutrition: Case Study from India. Journal of Crop Production. 6:119-144. Khosa M.K., Sidhu B.S., Bendi D.K. (2010) : Effect of Organic Material and Rice Cutivars on Methane Emission from Rice Field. Journal of Environmental Biology. 31, pp. 281-285. Nambiar K.K.M. (1994) : Soil Fertility and Crop Productivity under Long-term Fertilizer Use in India. Indian Council of Agricultural Research, Directorate of Information and Publications of Agriculture, New Delhi, India. Singh R.B. (2000) : Environmental Consequences of Agricultural Development : A Case study from the Green Revolution State of Haryana, India. Agriculture, Ecosystem and Environment. 82:97-103. Tilman D., Cassman K.G., Matson P.A. and Naylor R. (2002) : Agricultural Sustainability and Intensive Production Practices. Nature. 418:671-677. Trautmann, Nancy M. and Porter, Keith S. (1998). Modern Agriculture : Its Effect on the Environment.
SARKARI TATHA GAIR SARKARI UCCHA PRATHAMIK VIDYALAYON KE SHIKSHKON KI SHIKSHAN PRABHAVSHILATA TATHA KARY SANTUSHTI PAR LEKH

Shrimati Jagriti Vishwakarma & Dinesh Kumar Maurya

Page No.: 11296 - 11301

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Best, John W. and J.V.Kahan (1986); Research in Education (fifteen Ed.). New Delhi: Prentice Hall of India Pvt. Ltd. Vijaya Laxmi Ghali (2005); Teacher effectiveness and Job – Satisfaction of women teachers. Education track, Vol.4, No.7, pp.29-30 Tomar, S.K.(2015); A Study of Teacher effectiveness and job- Satisfaction and Secondary Schools, Indan Journal Of Resarch, Vol.4, Issue 6, ISSn – 1991 – PP95-96 Mathur, P& Khurana A. (1996); Teacher’s perception of school climate and self actualization, Journal Of India Education, Vol. 22 Buch, M.B. (1992); Fourth survey of research in education, NCERT, New Delhi. Singh, S.P. (1992); A comparative study of Mental Health Teaching Efficiency and Job satisfaction and Role Conflict among secondary school teachers. Ph.D. Education. Allahabad: University of Allahabad. Mutha, D. N.; An Attitudinal and personality study of of Effectiveness Teacher. Ph.D. Psychology. Jodhpur: Jodhpur University.. Joshi, Harima L.; A comparative study of Job stress, Job involvement and Job satisfaction of B.Ed. teaching and B.Ed. Trained teacher of Rajkot Saurashtra Region of Gujarat State. Ph.D. Education.Rajkot: Saurashtra University. Singh, Jayprakash(2013);Relationship between teaching complete and job satisfaction: A study among teacher educations working in self-financing in Uttar Pradesh, Indian Journal Applied Research vol 3:5 NCERT(2000); Fifth Survey of Educational Research, New Delhi, International Seminar on Teacher Effectiveness at Primary Stage Digital sources(Internet Website); www.sodhganga.com,www.ncert.nic.in
LOKDOWNMULE NAGARPALIKA SHALANMADHYE VIDYARTHI VA SHIKSHAK YANA ONLINE SHIKSHANAMADHYE YENARYA ADACHANINCHA ABHYAS

Anita Dhaigude

Page No.: 11302 - 11309

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www.google.com www.who.com ORF ejkBh Vsfyxzke Orfonline.org www.wikipedia.com
THE ROLE OF SPIRITUAL POWER IN HUMAN HEALTH

Surendra Chandrakant Herkal

Page No.: 11310 - 11313

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Medicine, and healthcare have been related in one way or another in all population groups since the beginning of recorded history. Only in recent times have these systems of healing been separated. One of the challenges physicians face is to help people find meaning and acceptance in the midst of suffering and chronic illness. Spirituality is the person’s inner truth or blissful experience. For many, spirituality takes the form of religious observance, prayer, meditation or a belief in a higher power. For others, it can be found in nature, music, art or a secular community. Spirituality is different for everyone. Through spiritual pursuit, a person tries to connect with a supreme divine or what most people call almighty God. Such people resort to techniques like silence, prayer, meditation and yoga mostly as individual or collective practice, usually under the directions of a spiritual Guru. Others believe in the self-less service to the mankind as a major pathway for seeking god. They adore ‘goodness’ to see God. Key Words: Spiritual Power, Human Health
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http://www.thehealthsite.com https://www.nhp.gov.in/spirituality-and-health_mty https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-relief/art- indiatribune.com/shariramadhyam-khalu-dharmasadhanam-is-from-kalidasas-kumarasambhavam Ashar, H., and Lane-Maher, M 2004, Success and Spirituality in the New Business Paradigm. Journal of Management Inquiry, vol.13, no. 3, pp. 249. Ashmos D.P. & Duchon D. 2000, Spirituality at work: A conceptualization and measure, Journal of Management Inquiry, vol. 9, no. 2, pp.134–145. Bento, R. 1994, When the show must go on. Journal of Managerial Psychology, vol. 9.
STUDY OF AIMS & MAIN FEATURES OF SARVA SHIKSHA ABHIYAN (SSA) & ITS IMPORTANCE IN EDUCATION

Shitesh Kumar

Page No.: 11314 - 11318

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Present conceptual paper focused on a Study of Aims & main features of Sarva Shiksha Abhiyan (SSA) and also the importance in education. Sarva Shiksha Abhiyan (SSA) is a programme for Universal Elementary Education. This programme is also an attempt to provide an opportunity for improving human capabilities to all children through provision of community -owned quality education in a mission mode. It is a response to the demand for quality basic education all over the country. Now the present conceptual paper is focused on with prime aims (i) To understand the aims and objectives of Sarva Shiksha Abhiyan (SSA). (ii) To discuss the main features of Sarva Shiksha Abhiyan (SSA). (iii) To analyze the importance of Sarva Shiksha Abhiyan (SSA). Also the present conceptual paper studies the benefits of Sarva Shiksha Abhiyan (SSA) to educational enrichment and society enhancement. Keyword: Features of Sarva Shiksha Abhiyan (SSA), Importance of Sarva Shiksha Abhiyan (SSA)
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Acharya, Prasanta Kumar and Behera, Manoranjan, (2004), Functioning of Sarva Shiksha Abhiyan Programme in Orissa (quarterly monitoring report). Bhubaneswar, Nabakrushna Choudhary Centre for Development Studies. Adhikari, Tejaswini. (2001), Study of five NMMC schools in Navi Mumbai. Mumbai, Tata Ins of Social Sciences. Aggarwal,Yah (1997). Database on elementary education in India:scope,coverage and issues. NUEPA, New Delhi Dubey,R.R.(2006). SarvaShiksha for special focus groups¸ Daily excelsior Ghosh Suresh Chandra, The History of Education in Modern India 1757-2012, Orient Black Swan Publication, Hydrabad Indian Institute of Education, Pune., ( 2006), A Study of the extent and causes of dropouts in primary schools in rural Maharashtra with special reference to girl dropouts, Pune: IIE Jayachandran, Usha.,( 2001), Taking schools to children: BhongaShalas., - Economic and Political Weekly. 36 (35), 3347-50 Malik Pal Krishna: Right to Elementary Education, Allahabad Law Agency, Law Publishers, Faridabad. Sharma R. N. and Sharma R. K.:History of Education in India, AtlanticPublishers & Distributers (P) LTD, New Delhi. Sharma, S (2004). A study of effectiveness of SSA in District Hamirpur in terms of academic achievement of students. M.Ed. Dissertation, Himachal Pradesh University, Shimla
STRATEGIC ROLE OF INDIAN NAVY IN IOR AT PRESENT

Hemant Kumar Pandey & Akhilesh Dwivedi

Page No.: 11318 - 11325

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RASHTRIY SHIKSHA NITI KE ANTARGAT PRATHAMIK SHIKSHA ME TRIBHASHA SUTRA KA DNYAN BALAKON KE BAUDHIK VIKAS KA POSHAK

Ashok Kumar Verma

Page No.: 11326 - 11329

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VARTMAN PRATISPARDHA KE YUG ME CHATRON KE LIYE VANIJYA VISHAY KI UPYOGITA: EK ADHYAYAN

Ashok Kumar Verma

Page No.: 11330 - 11335

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ROLE OF INSURANCE TOWARDS EFFECTIVE RETIREMENT PLANNING – PROBLEMS AND PROSPECTS

Mr. Hemant K Bhise & Ravikumar Chitnis

Page No.: 11336 - 11347

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A well-planned retirement is a result of an efficient and sound financial counseling taken at the right point of time and educating oneself on this aspect can be a tedious task. Financial Counseling play a crucial role in an effective retirement planning, further securing the future of retired individuals. This paper aims to review the nature of financial counseling and its relevance in retirement planning. This paper reviews the relation between financial counseling and retirement planning. This paper is a part of an ongoing research, hence a working paper. The paper aims to develop a model which is proposed for determining the client markets as well as the relevant factors for financial counseling. Distinctions in professional services provided and knowledge needed to develop the proposed model are also discussed in this paper. The paper concludes that some Co-relation exists between financial counselling and retirement planning, if taken at the right time. The paper also recommends that some overlap in the curriculum and certification requirements of financial counsellors be maintained. The study has been attempted to understand the relevance of insurance and pension plans towards achieving a secured retirement for individuals. Keywords: Financial Counselling, Retirement Planning, Education, Senior Citizens
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Lusardi, A.(2009). Planning for Retirement: The Importance of financial Literacy. Public Policy and Aging Report. Volume 19 (3), pp 7-13 Beshears, J., Choi, J. J., Laibson, D., & Madrian, B. C. (2011). Behavioral economics perspectives on public sector pension plans. Journal of pension economics & finance, 10(2), 315- 336 Kumar, Bipul. (2012). Theory of Planned Behaviour Approach to Understand the Purchasing Behaviour for Environmentally Sustainable Products. Working Paper - IIM Ahmedabad. Pant, Gargi. (2013). Retirement Planning of Female Faculty Members -An Expense or Saving for the Future. Global Journal of Management and Business Studies. Volume 3(5), pp. 541-544 Pant, Gargi. (2013). Retirement Planning of Female Faculty Members -An Expense or Saving for the Future. Global Journal of Management and Business Studies. Volume 3(5), pp. 541-544 Kimiyaghalam, Fatemeh& Safari, Meysam&Mansori, Shaheen. (2017). The Effects of Behavioral Factors on Retirement Planning in Malaysia. Talib, N.F.M., Manaf, H.A. (2017). Attitude Towards Retirement Planning Behaviour among Employees. International Journal of Business and Management, 1(1), pp 12-17
PERCEPTION OF MAJOR STAKEHOLDERS OF SECONDARY SCHOOLS ON LIFE SKILLS EDUCATION

Sk Samsul Alli

Page No.: 11348 - 11354

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The present study titled, “Perception of Major Stakeholders of secondary schools on Life Skills Education” was conducted to: (i) ascertain the perception of major stakeholders of secondary schools education such as- headmasters, teachers, students and parents with reference to the dimensions of life skills education such as- psychological abilities; interpersonal skills that help people take decisions, solve problems, think critically, communicate effectively, build healthy relationship, empathize with others, and cope with the stress and strain ultimate aim of the study was, however, to explore the perception of stakeholders for improvement LSE among the students. Four different tools and techniques were used for data collection such as-questionnaire, interview schedule, focus group discussion. The data were analysed qualitatively as well as quantitatively technique like-percentage analysis was done and thick description under qualitative technique. The study examined that lack government support and ineffective teaching learning materials. Challenges faced by headmasters of each school such as, lack of funds , negative peer pressure, lack of interest among student, lack of time, lack of teaching staffs. Majority of teachers reported that LSE lessons were not taught at all in their school. Some teachers responded that the lesson of life skills education was scheduled only once in a week, might be due to adequate time and material in the schools. While only 9 (22.5%) indicated that they were taught twice in a week. Majority of parents (76%) were said that life skills education is essential to make the child feel self-reliant in his work and duties and 17(68%) were responded that life skills education was all about to make an individual to deal effectively with confronting day to day situations. Majority of students expressed that they were not aware of about the concept life skills and importance of LSE this might be possible due to the fact that most of the teachers and headmasters of schools were not concerned about the importance of LSE. Keywords: Life skill education (LSE), Perception, Secondary school
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Jawarneh, T. (2013). Life Skills teachers’ readiness for their role: implications for higher education. Learning and Teaching in Higher Education: Gulf Perspectives 10(1). http://lthe.zu.ac.ae. M.K.C.Nair (2005). Family life skills and life skills education for adolescents: Trivandrum experience. Journal of Indian Adolescence for child and Adolescence Mental Health. Sharma S, (2003). Measuring life skills of adolescents in a secondary school of Kathmandu: an experience. Kathmandu University Medical Journal, Vol. 1, No. 3, Issue 3, 170-176. UNICEF (2009). Skills-based health education to prevent HIV-AIDS. New York: Author. World Health Organization (1996). Life skills education: planning for research. Geneva: WHO. UNAIDS (2003). School of Health Education to Prevent. Aids and STD: A Resource Package For Curriculum Planners: Geneva. UNESCO (1995). Final report of the UNESCO Regional seminar on HIV/AIDs and education William the school system for English- speaking countries in eastern and southern Africa, Harare.
IMPACT OF SCHOOL MANAGEMENT COMMITTEES (SMCs) FOR HOLISTIC DEVELOPMENT OF THE SCHOOLS

Sk Samsul Alli & Laxmipriya Ojha

Page No.: 11355 - 11367

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In Odisha, all Government elementary schools have SMC for planning, monitoring and providing support on different activities .As per the provisions under section 21 of RCFCE ACT 2009, a school management committee shall be constituted in every school. But if we see development of school, enrolment and retention of the children, the functioning of SMC member is a big question. The present study titled, “Impact of School Management Committees (SMCs) for Holistic Development of the School” was conducted to: study the functioning, financial involvement and monitoring of SMC for contributing in academic of the schools. The appropriate sample of the study the researchers adopted Incidental sampling method. Therefore the researcher had taken five blocks of Jajpur district namely Korai block, Jajpur block, Danagadi Block ,Rasulpur block and Binjharpur block and from those blocks the researchers had taken 20 schools, 40 teachers , 354 students, 156 SMC members and 16 CRCCs . Five different tools and techniques were used for data collection such as interview for Teacher, interview for SMC members, interview for CRCCs, focus group discussion for SMC members, focus group discussion for Students. The data were analysed quantitatively as well as qualitatively. Statistical techniques like frequency and percentage analysis was done and description under qualitative techniques. The researcher finds out that SMC members are not performing their activities properly for developing academic .Their participation in financial area is not satisfactory. So important component of capacity building of SMC members hence such trainings are very important for increasing the awareness of the members on procedures followed for formations, nominations and functions of SMC. Key words: SMC, RCFCE Act 2009, Holistic Development, CRCC
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Aggarwal, D.D. 2002. History and Development of Elementary Education in India. New Delhi: Sarup and Sons. Azim Premji Foundation. 2004. Social Context of Elementary Education in Rural India. Bangalore. Basudeo, Y. 1987. A study on community participation in Education Development Programme at School Level in District Ballia of U.P. New Delhi: NUEPA Dash, B.K. 1983. A Study of the Impact of Community Participation in the Universalisation of Primary Education. New Delhi: NUEPA. Government of India, 1992, Program of Action, Department of Education, Ministry of Human Resource Development, New Delhi 1992. Government of India, (2011). Sarva Shiksha Abhiyan, Framework for Implementation, Department of School Education and Literacy, MHRD, New Delhi.
A STUDY THE BENEFITS OF PHYSICAL ACTIVITIES IN SCHOOLS

Ranvir Singh

Page No.: 11368 - 11372

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The present conceptual paper is focused on benefits of physical activities with prime aims (i) To understand the various physical activities in schools. (ii) To discuss the importance of Ways to Promote Physical Activity in Schools. (iii) To discuss the importance of Physical Activity in Schools. The present conceptual paper studies the benefits of physical activities. Physical activities can offer us reduce the tress, increase the confidence, mindfulness and hope in our lives. The present paper focuses on the benefits of physical activities in school. Key words: Benefits, Physical Activities
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Berard A, Bravo G, Gauthier P. Meta-analysis of the effectiveness of physical activity for the prevention of bone loss in postmenopausal women. Osteoporos Int 1997;7:331-7. Bouchard C, Shephard RJ. Physical activity fitness and health: the model and key concepts. In: Bouchard C, Shephard RJ, Stephens T, editors. Physical activity fitness and health: International proceedings and consensus statement. Champaign (IL): Human Kinetics Blair SN, Brodney S. Effects of physical inactivity and obesity on morbidity and mortality: current evidence and research issues. Med Sci Sports Exerc 1999;31:S646-62. Blair SN, Kohl HW, Paffenbarger RS Jr, et al. Physical fitness and all-cause mortality. A prospective study of healthy men and women. JAMA 1989;262:2395-401. Morris JN, Heady JA. Mortality in relation to the physical activity of work: a preliminary note on experience in middle age. Br J Ind Med 1953;10:245-54. Hartmut Sgharfe, Education in Ancient India, (Boston: Brill, 2002). and Humayun Kabir, Education in New India, New York: Harper & Brothers. Powell KE, Thompson PD, Caspersen CJ, et al. Physical activity and the incidence of coronary heart disease. Annu Rev Public Health 1987;8:253-87. Myers J, Kaykha A, George S, et al. Fitness versus physical activity patterns in predicting mortality in men. Am J Med 2004;117:912-8. Laaksonen DE, Lindstrom J, Lakka TA, et al. Physical activity in the prevention of type 2 diabetes: the finnish diabetes prevention study. Diabetes 2005; 54:158-65.
A COMPARATIVE STUDY ON ANXIETY AMONG COLLEGE STUDENTS FROM RURAL AND URBAN AREAS

Sibananda Mishra & Miss. Bijayalaxmi Muduli

Page No.: 11368 - 11375

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The objective of the present study was to compare the level of anxiety and difference between the rural and urban college students on the basis of dimensions of anxiety. A total number of 120 college students (Rural – 60 and Urban – 60) were selected from two Junior colleges in both rural and urban areas of Odisha State. In the present study, Sinha Anxiety Scale (1991) was used to collect the data. The obtained data was analysed by using ‘t’ test to find out the significant difference between rural and urban college students. Results revealed that in majority dimensions of anxiety, rural college students have more anxiety compared to urban college students.
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Kirubasankar,A; Nagarajan,P; Kandasamy,P & Kattimani,S(2020) More Students with Anxiety disorders in urban Schools than in rural Schools: A Comparative Study from Union Territory, India. , Asian J. of Psychiatry,Vol. 56. Mathew,S (2017) A Comparative study on Academic Stress and Coping strategies between adolescents studying in selected urban and rural colleges at Mangalore. IP International J of Comprehensive and Advanced Pharmacology, 2(4): 124 -130. Modi, S & Singh, K (2018) A Comparative study of Anxiety and Stress Level among Rural and Urban Young Adults. International J.of Research in Engineering, IT & Social Sciences, Vol. 08 (09), 248-251.
EQUITABLE AND INCLUSIVE EDUCATION THROUGH NEP 2019

Suvarna Pramod Gaikwad

Page No.: 11376 - 11380

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Various new education policies were formed to modify the educational scenario suitable to prepare our youth to meet present and upcoming challenges. NEP 2019 is based on the components of easy access in school, justice to all, maintaining education quality, low expenditures and accountability. NEP 2019 restructured school curriculum and pedagogy from 10+2 to 5+3+3+4. These changes are made to make students alert and appropriate to their developmental needs. This article will focus on Equitable and Inclusive Education.
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http://www.innovate.mygov.in http://www.prsindia.org http://www.verywellmind.com http://www.ecac-parentcenter.org http://www.ncbi.nim.nih.gov
GENDER CONCEPT & ROLES FOR DEVELOPMENT

Subhash Singh

Page No.: 11381 - 11389

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The paper examines the concept of gender and sex, the difference between gender and sex & explain the terms gender dynamics. Gender is a social construct that impacts attitudes, roles, responsibilities and behavior patterns of boys and girls, men and women in all societies. Increasing attention has been given to the importance of achieving gender equality in education. To date, however, most efforts have focused on addressing gender parity - an equal number or proportion of girls and boys accessing educational opportunities. Although simple gender parity may be easier to measure, gender equality encompasses a wider concept, of which gender parity is only a part. Gender equality moves beyond access and requires that girls and boys also experience the same levels of quality and outcomes of education. One of the key impediments to achieving gender equality in education is that it cannot be addressed in a vacuum; rather, educational institutions are products of the inequalities that exist in larger society. Keywords: Gender, Sex, Equality, Development.
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FAO. 1997. Gender: the key to sustainability and food security. SD Dimensions, May 1997 (available at www.fao.org/sd). Gupta, Arun K. and K. Chander Zadoo (1999): 'Development of Women: Psychological Barriers', in Association of Indian Universities (ed), Education and Women's Empowerment, AIU, New Delhi. Howard, P. 2003. Women and plants, gender relations in biodiversity management and conservation. London, ZED Books. Jangira, N. K. (1995). Rethinking teacher education. Prospects, 25(2), 261-272. Kanter, Rosabeth Moss. 1977. Men and Women of the Corporation. New York: Basic Books. Lippa, Richard A. 2002. Gender, Nature, and Nurture. Mahwah, NJ: L. Erlbaum. Oakley, Ann. 1972. Sex, Gender, and Society. New York: Harper and Row. Rehabilitation Council of India. (1996). Report on Manpower Development. New Delhi: Ministry of Welfare, Govt. of India. Thorne, Barrie. 1993. Gender Play: Girls and Boys in School. New Brunswick, NJ: Rutgers University Press.
STATUS OF KASTURABA GANDHI BALIKA VIDYALAYAS IN KALAHANDI DISTRICT

Satyabrata Das

Page No.: 11390 - 11399

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Our country India possess great diversity as far as socioeconomic status of the people is concerned. People from various minority communities like Scheduled Caste, Scheduled Tribe etc. are major contributor to rural population. These people are integral part of the society. Kasturaba Gandhi Balika Vidyalayas (KGBVs) are established under Government of India and Department of School and Mass Education, Government of Odisha in the year 2004. They are working actively to bring the change the socio-economic standard of people living in tribal belt of Odisha. So the present study is carried out to investigate the 1. Status of. Kasturaba Gandhi Balika Vidyalayas in Kalahandi District with regard to Number of Schools, Availability of physical facilities, Availability of Teaching Aids, Evaluation procedures 2. Studied the problems faced by Heads of the Institutions, teachers , students in KGVB. Descriptive Survey Method is used in the present Study. Out of 13 Kasturaba Gandhi Balika Vidyalayas of Kalahandi district, 5 Kasturaba Gandhi Balika Vidyalayas were selected randomly. Interview schedules, Questionnaire Used as Tools. Data collected through both interview schedule and questionnaire were analysed using frequencies and percentage. The information obtained by the investigator revealed that majority of schools had Good Infrastructure, teaching staff, good curriculum transaction, but some had lacking of those facilities. The quality of teaching most of the school were disturbed by not having proper internet connection, poor teaching members etc. So the Government should give proper attention towards KGBV to enhance its quality education. Keywords: Status, KGBV, Socioeconomic, Scheduled Caste, Scheduled Tribe
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Ambashat, N. K. (2001). "Tribal Educational Problems and Issues." New Delhi: Venkatesh Prakashan. Bastia, KC. (1982). “A Study of National Adult Education Programme in the Tribal Region of Orissa State". Unpublished Ph.D. Thesis in Education, Barada: Maharaja SivajiRao University. Behura, N. K. and RP. Mohanty (2005).“Status and Empowerment of the Girl Child Aspects in Cross Cultural Context. New Delhi: Discovery. Bhargava, SM. (1989). “Survey of Educational Facilities for the Weaker Section of The Society, Namely Scheduled Tribes in Orissa."Independent Study. New Delhi: National Council of Educational Research and Training. Biswal, Go. (1991). Needs and Problems of a Tribal Community in Orissa with regard to Education: An Independent Study. Unpublished Ph.D. Thesis in Education. Baroda: Maharaja SivajiRao University.
MENTAL HEALTH AND OCCUPATIONAL STRESS OF WOMEN TEACHERS AT SECONDARY LEVEL

Lokanath Das

Page No.: 11400 - 11409

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Every woman stuck in a vicious cycle of stress and depression forever trying to balance an ever growing burden of professional responsibilities and personal commitment. Mental health reported as an important factor influencing individual behavior. So the present study is carried out on mental health and occupational stress of women teachers at secondary level. The researcher used the descriptive survey method. One hundred secondary schools from Keonjhar district of Odisha were selected through simple random sampling technique. From the hundred schools, a sample of 100 women teachers was selected randomly where 60 women teachers were married and 40 were unmarried. Standardized tools i.e. Employee’s Mental Health Inventory (EMHI) prepared by Dr. Jagadish (Agra) and Teachers Occupational Stress Scale (TOSS) prepared by Dr. Meenakshi Sharma and Dr. Satvinderpal kaur on occupational stress were used. The collected data were analyzed through t-test, product moment® and QD. From the above study it was found that there is significance of difference in mental health between married and unmarried women teachers at secondary level. Keywords- Mental health, occupation and secondary.
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Arora,S. (2013), Occupational stress and mental health among teacher educators.International journal of advanced research( Vol.6(2),No.2-7). Anbuchelvan, C (2012), Teachers occupational stress and job satisfaction, 77-86. Anjila ,P.Gill and Sandhu (2007), Sociological and environmental factors causing stress among women and fighting techniques used.Vol.67,No.99. Barwal sangeeta ,K(2011), Education and its management. Article in EDUTRACKS,41(8),1367- 1405. Chandra, S.K (1993), Women's development: problems and prospects. Sharma, A (2002), Women in Indian religions, New Delhi: oxford university press. Chakraborty, S (2013),Empowering the tribal women through education :Issue of social justice with references of west Bengal afro Asian journal of anthropology and social policy.(Vol.4(1), 24-28).
YOG PRASHIKSHANACHA HOCKY KHELADUNCHYA SAMANVAY GHATAKAVAR HONARA PARINAM

Dinesh Karad

Page No.: 11410 - 11412

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Best, J. W., & Khan, J. V. (1995). Research in Education (7th ed.). New Delhi: Prentice Hall. Eom HJ, Schutz RW., "Statistical analyses of volleyball team performance". Research Quarterly for Exercise and sport, 1992 Mar;63(l):ll-8.
TEACHER EFFECTIVENESS AND EMOTIONAL INTELLIGENCE OF GOVERNMENT SECONDARY SCHOOL TEACHERS

Lokanath Das & Sanjukta Bhuyan

Page No.: 11413 - 11421

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The revitalization and strengthening of the education system depends on teachers. They play crucial role for the developments of educational standards in the country. This demands teachers to be more effective in the classroom and be optimistic with high Emotional intelligence to influence the students. In the present study, the investigator analyzed the level of Teacher Effectiveness, and Emotional Intelligence of government secondary school teachers, and to find out the relationship among both the variables. The data were collected from 60 Secondary School Teachers of Balasore district using Teacher Effectiveness Scale by Pramod Kumar and D.N. Mutha (1974),Modified version of Emotional Intelligence Scale by Krishnappa V.K. (2008) and self made personal data sheet. The collected data were analyzed by using Mean, SD, t- test and Pearson’s Product Moment Correlation and the findings revealed that (i) Government Secondary School Teachers of different academic stream do not differ both in Teacher Effectiveness and Emotional Intelligence. (ii) There is no significance of difference between Male and Female government Secondary School Teachers both in Teacher Effectiveness and Emotional Intelligence. (iii) There is no relationship between Teacher Effectiveness and Emotional Intelligence.
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Antonanzas, J.L. &Salavera, C. (2014). Emotional Intelligence and Personality in student teachers,Procedia – Social and Behavioral Sciences, Vol. 132, 492-496, retrieved from https://doi.org/10.1016/j.sbspro.2014.04.342 Arnold (2006). Study phase and the relationship between research productivity and teaching effectiveness,Journal of Economic Literature, retrieved from http://dx.doi.org/10.2139/ssrn.936368. Bracket, Mayer & Warner (2003). From an article on ‘EI and Coping resources of stress among project Managers’. Edutracks, 5(12). Chan, David W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22(8), 1042-1054. Chaya (1974). An Investigation into Certain Psychological Characteristics of an Effective School Teacher (A Comparative Study of Effective and Ineffective School Teachers). Ph.D., Kanpur University. Goleman, D. (1995). Emotional Intelligence,? New York, Bantam Books (pp. 312-333). Goleman, D. (1995a). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. Indira, B. (1997). An evaluation into Teacher Effectiveness in relation to work orientation and stress. NCERT: Indian Educational Abstracts, Issue 1. Mayer, J.D. & Salovey, P. (1997). “What is Emotional Intelligence?” Mayor, D.J. & Salovey, P. (1997). Emotional Intelligence. p. 97. Medley, D.M. (1982). Teacher Effectiveness. In: Mitzel, H.E. (ed.) Encyclopaedia of Educational Research. 5th edition, New York, NY: The Free Press. Sanwal Vinod (2004). Emotional Intelligence: The Indian Scenario, New Delhi: Indian Publisher Distributors. Tyagi, S.K. (2004). Emotional Intelligence of Secondary teachers in relation to gender and age. Journal of Education Research and Extension, 41(3), 39-45.
EFFECTS OF YOGA AND MEDITATION ON BODY IMAGE OF VISUALLY IMPAIRED STUDENTS

Mr. Mahendra Shashikant Bhandare & Ghansham K. Dhokrat

Page No.: 11422 - 11426

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The purpose of this study was to know the Effect of Yoga Meditation on Body Image of visually Impaired Children. For this research researcher has select 40 boys (n= 40) aging 13 to 15 years from Pragati Andha Vidyalaya, Badlapur, Dist. – Thane, Maharashtra. Researcher has used the non-equivalent group design, Group A, (Yoga Meditation group n = 20) treated as experimental group and Group B (Non-Yoga Meditation Group N = 20) treated as a control group. Research has conducted in three phase, Phase I (Pre- test), Phase II (Training for 6 weeks), Phase III (Post Test). To know the status of Body Image, Body Image Inventory by Dr. T. K. Bera (2018) has been used. After posttest Group A (experimental group) has gone through the Integrated Yoga Meditation Training for 6 weeks for 60 min. daily. Post Test has been conducted after the 6 weeks training. All the score were analysis with the help of One- Way Analysis of Covariance (ANCOVA).
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Bera, T. K., & Rajapurkar, M. V. (1993). Body composition cardiovascular endurance and anaerobic power of yogic practitioner. Indian Journal of Physiol. Pharmacol, 37, 3 , pp.225-228. Bera, T., Jolly, S., Ganguly, S., & Gharote, M. (1999). Effect of three years yogic exercises progamme on motor function in school boys. Yoga-Mimamsa, 33, 1, pp. 1-12. Berger, D. L., Silver, E. J., & Stein, R. E. (2009). Effects of yoga on inner-city students's well-being: a pilot study. Altern Ther Health Med, 15, 5, pp.36-42.
TRIBAL EDUCATION IN INDIA: GOVERNMENT INITIATIVE

Mr. Bhadab Hembram

Page No.: 11427 - 11436

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India is a country of multi-racial groups which is reflected by different cultures, religions, languages and racial groups. These social groups are at different levels of development. The Scheduled Tribe is one of the principle groups which have a history of discrimination. They are economically, politically and educationally backward. Right from independence Government of India has taken many progressive initiatives for the holistic developmental of the tribal. In this endeavour, the Right to Education bill 2009 was a landmark step in realizing the cherished goal of universal elementary education which will also certainly help tribal community. It is a well established fact that there is a close relationship between level of education and economic prosperity. An educated person is given more respect and than an uneducated. So receiving education is essential for every individual. Education is considered as one of the important tool for the socio-economic development of tribal. This paper attempts to highlight different constitutional safeguards and promotive schemes undertaken by the Government India for empowerment of education among tribal Key Words:-Tribal Education, Government initiative, Empowerment
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Akshay, N., Sreeram, K., Anand, A., Venkataraman, R., & Bhavani, R. R. (2012, January). MoVE: Mobile vocational education for rural India. In 2012 IEEE International Conference on Technology Enhanced Education (ICTEE) (pp. 1-5). IEEE. BANSODE, S. N., & PRALHAD DESAI, C. S. (2016). ANALYSIS OF EDUCATIONAL FINANCIAL SCHEMES FOR SCHEDULED CASTES AND SCHEDULED TRIBES IN INDIA. CLEAR International Journal of Research in Commerce & Management, 7(11). Bhawan, S. (2014). New Delhi-110001. Available on line at http://www. tbcindia. org. Chaudhari, P. (2010). The Academic Achievement of Tribal Students of Ashram Schools of Surat District. NANDINI SUNDAR, 35. Dar, W. A., & Najar, I. A. (2018). Educational Anthropology, Tribal Education and Responsible Citizenship in India. South Asia Research, 38(3), 327-346.
JOB SATISFACTION AND STRESS AMONG FEMALE TEACHERS OF PROFESSIONAL INSTITUTES OF NAVI MUMBAI

Mrs. Manjula Bhandari & Sushmita Patro

Page No.: 11437 - 11444

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This study investigated the Correlation between Job Satisfaction and Stress of women teachers of professional institutes in Navi Mumbai with respect to ten dimensions of Job Satisfaction Scale and ten dimensions of Stress Scale. Study comprised purposely selected 280 teachers of professional institutes in Navi Mumbai for Job Satisfaction –Teachers Job Satisfaction Questionnaire (TJSQ-NAA) by Nasrin & A Annes (2014) was used to assess, analyse and compare Job Satisfaction among women teachers of professional institutes of Navi Mumbai with respect to Job Satisfaction Dimensions. For stress, a self-prepared tool by the researcher was used based on the components of Stress. The reliability index ascertained by Cronbach’s alpha –coefficient of stress scale was 0.7 to 0.9.The analysis of results makes it clear that the correlation between job satisfaction and stress dimensions is negative and significant at .05 level in case of many dimensions. This strengthens the opinion that higher the stress, lower would be the job satisfaction.
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Anand, SP, School Teachers Job Satisfaction vs Extroversion and Neuroticism. Indian Educational Review, Vol-XII; 68-78,1977. Alley Rai, 2018 A Study on the Job Satisfaction and Job Stress of Secondary School Teachers of East and South Districts of Sikkim Anamika (2016). Stress and Job Satisfaction level among Government and Private Sector Bank Employees: A study on Urban Area in Patna India. International Journal of Indian Psychology, 4(1), 120-127. Belapurkar, A., & Jain, C.A.A. (2012). Impact of Job Stress on Job Satisfaction of Employees Working in Banking Sector; Altius Shodh. Journal of Management & Commerce, 4(3), 1-9. Kayastha, D.P., & Kayastha, R. (2012). A study of Occupational Stress on Job Satisfaction among teachers with particular reference to corporate, higher secondary school of Nepal: Empirical Study. Asian Journal of Management Sciences and Education, 1(2), 52-62. M. V. Vyas, “The job satisfaction of primary school teachers with reference to sex, marital status and educational qualification”, Journal of Indian Educational Abstracts, 3(2), pp. 91-92, (2002). Priyadarshni, Nibedita (2004). “Occupational stress and job satisfaction in relation to professional commitment and background factors in primary school teachers of tribalareas”, Unpublished Ph.D. Thesis, Kurukshetra University, Kurukshetra. Rastogi, R. and Kashyap, K., (2003), Occupational stress and work adjustment among working women. J.Com. Gui. Res., 20(3):245-251.
JANPAD FARUKHABAD ME STHAYI VIKAS KE PATH PRADARSHAK SIDHANT

Sndeep Sinh Varman

Page No.: 11445 - 11462

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74TH AMENDMENT AND THE RESPONSE IN MAHARASHTRA NEED, SIGNIFICANCE AND BASIC FRAMEWORK

Shahid M. Zakaullah

Page No.: 11463 - 11471

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74th Amendment is recognised as an important legislation. It has initiated mechanism to empower municipal bodies in the country. Its history, need and significance need to be understood properly. Elaborate state control on the functioning of these bodies affected their growth for a long time. The financial dependence on the state government did not allow them to take decisions. However, the enactment of the 74th Amendment has sought to bring about lot of changes. Its implementation in Maharashtra needs to be monitored and assessed from time to time. The lacunae at various levels need to be identified and addressed. The people need to come forward and participate in the functioning of the local bodies. The response of the state of Maharashtra has so far been very encouraging. Keywords: 74th Amendment, urbanisation, state control, financial autonomy, people’s participation, municipal governance, District Planning Committee, Empowerment, Women’s empowerment,


Abhijit Datta, (2016), Institutional Aspects of Urban Governance, published in The Challenge of Urban Governance, Concept Publishing, New Delhi Akode K. S. (2011), Urban Planning Scenario in Maharashtra, Town Planning, Government of Maharashtra Anirban Pal (2017), Planning from the Bottom Up – Democratic Decentralisation in Action. Published by Concept Publishing, New Delhi. Areeba Hamid, (2004), 74th Amendment: An Overview, Published by Centre for Civil Society, New Delhi Birch, Eugene L., (2009), The Urban & Regional Planning, Routledge Press, Bangalore Baud, I.S.A. & Dewit J., New Forms of Urban Government in India, Sage Publications, New Delhi Chandhoke, Neera, (2003), Governance and Pluralisation of State: Implications for Democratic Citizenship, Economic and Political Weekly, Vol XXXVIII, No. 28. 12-18 July, 2003.
TEACHING AND LEARNING PRACTICES INSIDE THE WALLS OF PRISONS: A CONCEPTUAL STUDY

Ms. Shivali & Ajay Kumar

Page No.: 11472 - 11479

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The present conceptual research paper focused on the study is to discuss the teaching and learning practices inside the walls of prisons. Prison work is demanding. It involves working with men and women who have been deprived of their liberty, many of whom are likely to be mentally disturbed, suffer from addictions, have poor social and educational skills and come from marginalized groups in society. Some will be a threat to the public; some will be dangerous and aggressive; others will try very hard to escape. None of them wants to be in prison. Therefore, it requires great skill and personal integrity to carry out this work in a professional manner. This means, first, that men and women who are to work in prisons need to be carefully chosen to make sure that they have the appropriate personal qualities and educational background. Then they need to be given proper training in the principles that should underlie their work and the human and technical skills that are required. Throughout their careers, they should be given opportunity to develop and expand these skills and to keep up to date with the latest thinking on prison issues. Further, prison staff generally work in an enclosed and isolated environment, which, over time, can make them narrow and inflexible. The way they are trained and managed needs to be designed to guard against this insularity. The staff also needs to remain sensitive to changes in the wider society from which their prisoners come and to which they will return. The present paper with prime objectives are (i) To understand the teaching and learning practices inside the walls of prisons. (ii) To analyses the role of prisons in the learning practices. (iii) To discuss the importance of education for enhancing the prison’s role in the society. The methodology of the research is a different type involving an interpretative, conversation, observation and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Key Words: Teaching and Learning Practices, Walls of Prisons
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Brewster, L. (2014). The impact of prison arts programs on inmate attitudes and behavior: A quantitative evaluation. Justice Policy Journal, 11(2), 1-28. Bumiller, K. (2013). Transformative learning in prisons and universities: Reflections on homologies of institutional power. In S. W. Davis & B. S. Roswell (Eds.). Turning teaching inside-out: A pedagogy of transformation for community-based education.. Palgrave Macmillan. Bryman, A. (2008). Social research methods (3rd ed). Oxford University Press. Carel, H., and Kidd, I. (2020). Expending transformative experience. European Journal of Philosophy, 28(1), 199-213. DOI: 10.1111/ejop.12480 Cecil, D., Drapkin, D., MacKenzie, D., & Hickman, L. (2000). The effectiveness of adult basic education and life-skills programs in reducing recidivism: A review and assessment of the research. Journal of Correctional Education, 51, 207–226. Coley, R. J., & Barton, P. E. (2006). Locked up and locked out: An education perspective on the U.S. prison population. Princeton, NJ: Educational Testing Service, Policy Information Center.
LALA LAJPAT RAI AS NATIONALIST

Dr.Balbir Singh Jamwal

Page No.: 11480 - 11492

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In this research paper an attempt has been made to focus on Lala Lajpat Rai as nationalist. Lala Lajpat Rai as a Nationalist Stood not only for national cohesion and development but was also the advocate of justice and equality for all the sections of society. As he said, “We are a friend neither of the land lord not of the capitalist, we believe that the working men in India as elsewhere are being exploited and robbed by the higher classes in possession of he means of production and distribution. We would whole heartedly support any scheme which would open a way to a just and righteous distribution of wealth and land in India and which would ensure the ryot and the working man his right place in body politic”. Lala Lajpat Rai showed a remarkable consciousness of the wider social forces operating in the wide world in his eyes. In his outlook on life he seemed to have combined the realization of the need for social change and modernity in harmony with continuity and a modicum of stability for the progress of the country. For Lala Lajpat Rai, the synthesis between resilience and feasibility according to changing compulsions of the political chessboard with the long term objectives and the fundamental principle, was an essential part of political strategy.
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REFLECTION OF CONTEMPORARY POLITICAL CONDITION ON THE MASNAVI-E MANVI OF MAULANA JALALUDDIN RUMI

Tarannum Begum Mohd Ishaque & Dr. M. A. Siddiqui

Recived Date: 2021-07-25 | Accepted Date: 2021-07-31 | Published Date: 2021-08-01

Page No.: 11493 - 11500

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Maulana Jalaluddin Rumi was born in 1207 A.D. and died in 1273A.D. From 1219 A.D. till
the death of Rumi the entire period was full of battles, killings of innocent people, destruction and
plundering of cities. The reason behind was battle of crusade and invasion of Mongols over the Islamic
empire. These two battles had left tremendous effects on the political conditions of the Islamic empire.
The battle of crusade had weakened the Islamic empire however, the continuous invasion of Mongols
which, culminated in the sack of Baghdad and assassination of Caliph Al-Mustasim Billah had not only
weakened the Islamic Empire but the Islamic empire came to an end with the sack of Baghdad in 1258
A.D. If all these factors are considered we shall come to the conclusion that as the Masnavi-e Manvi of
Rumi was written while the invasion of Mongols on the Islamic empire was completed and their rule

over Islamic empire was established therefore, the reflection of political is clearly seen on the Masnavi-
e Manvi of Maulana Jalaluddin Rumi.



STUDY OF AWARENESS OF SECONDARY SCHOOL TEACHERS TOWARDS INCLUSIVE EDUCATION

P. Soma Raju & Dr. G. Yashoda

Recived Date: 2021-07-25 | Accepted Date: 2021-07-31 | Published Date: 2021-07-01

Page No.: 11501 - 11510

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The purpose of the present study was to investigate the awareness of secondary school teachers towards inclusive education.  In the present study, the researcher used a descriptive survey method and quantitative analysis of data. 313 secondary school teachers were considered as a sample of the study. Tool used for this study: The Mumthas and Shamina (2011) Inclusive Education Awareness Test is designed to assess teachers' awareness of inclusive education. There are forty statements in the tool. Scoring: There are four responses to every question. One mark is awarded for each correct response, and zero for each incorrect response. Reliability: It was found to be somewhat reliable for measuring teachers' knowledge of inclusive education, with a value of 0.72. The results found that there are differences in secondary school teachers' awareness of inclusive education. The awareness of inclusive education exhibited by male and female educators differs significantly. There is no significant difference in the teacher's awareness of inclusive education based on their designation and the subjects they teach.

Keywords: Awareness, Inclusive Education and Secondary School Teachers



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