An Internationl Peer Reviewed

SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

Sep-Oct,2021, vol-9/67

Impact Factor: 7.380

ISSN: 2278-8808

Date: 2021-11-01

SRJIS, SEPT-OCT 2021, VOL-9/67

ANALYSIS OF YOGA IN BHAGWAD GEETHA

Arunjyothi. G

Page No.: 15615 - 15636

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Every human aspires to live healthy and happy life universally. Two such treasures which enable an individual to lead healthy and happy life is through the practice of Yoga with integrated knowledge of its form of 18 chapters in Bhagwad Geetha. It explains the significance and relevance to adopt and apply this evaluated life principles to human life for well-being. In the 21st century where an individual is stressed out with the technical advancements and success, can’t able to understand the real purpose of life.to direct the future generations to the productive path of healthy and happy living “The Wisdom of Bhagwad Geetha “and “Practice of Yoga” can be used. Which constitute the social, cultural and traditional structure of Indian’s. According to the “Mandukopanishad” the knowledge is classified into two. The first is the knowledge about the absolute(universal) and the other is the knowledge of(materialistic) science. This two knowledge combine together help in the holistic development of an individual. NEP (2020) also stresses on the holistic development of learner which can cater the needs of knowledge in 21 century and make the learner a contributing citizen in national construct. But today’s academia concern with the materialistic development ignoring the conventional knowledge (Knowledge about absolute).it is making grow but lacking in experiencing the peace, bliss and satisfaction. Today the human is achieving the heights of success, advancing globally but parallelly inviting the problems like depression and anxiety in personal life, social problems and terrorism in societies and pollution, poverty, global worming universally. The human is moving with a great phase towards self-distraction in ignorance. Thus, the main aim of this paper is to Critically review the existing literature of Yoga in India and Critically Analyse the concept Yoga in Bhagwad Geetha. The review reveals the concept of Yoga in the framework of Bhagwad Geetha philosophy. It helps in Critically evaluate the Assumptions and underpinned practices of yoga. The insights, implementations, principles encourage the practice of yoga and its underlaying links with healthy and happy living. It also enables human race to come out of this ignorance and gain perfect knowledge through the practice. Self -experience and Self -improvement are the chief methods in this knowledge which leads to the perfection and purification of an individual. Thus, it can be stated that the Wholistic development of an individual along with the Sustainable development Goals, Millennium goals etc can be obtained through this practice of Yoga’s in Bhagwad Geetha. Key words: Yoga, Bhagwad Geetha
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Yogananda Paramahamsa(2002).God talks with Arjuna,The Bhagavad GitaVol-1&II). Bharathi Veda Swami(2001).YogaSutras of Patanjali with the exposition of Vyasa. Mallinson James and Singleton Mark (2017) Roots of yoga. Vivekananda Swamy (2021)Patanjali yoga Sutras. www.Researchgate.net.
A COMPARATIVE STUDY ON OCCUPATIONAL STRESS AMONG THE TEACHING & NON-TEACHING EMPLOYEES

Tikaram Patel, Urmila Bhaina & Godabari seth

Page No.: 15637 - 15647

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Stress is an inescapable feature of one’s life and work. Anybody doing the job has a vast variation in the potential, which is the starting point of stress. Phenomena of stress must be recognized and interacted with in various professions – in the teaching and non-teaching profession. In recent years inclusive education has risen to prominence, which changed the usual roles of teachers, from employing a "talk and chalk" method to being more pupil-centered. Non-teaching employees also are suffering from stress. Non-teaching employees are also affected by stress. The study's objective was the role of stress among teaching employees and non-teaching employees with the help of 60 samples. The researcher used a stress- scale to measure the level of stress among teaching and non-teaching employees. The Stress Scales (S-scale), developed by Dr Telindker Kaur, Dr Prerna Puri and Prof. Anju Mehta, were used to measure stresses. The 't' test revealed a significant difference between teaching non-teaching staff concerning their stress score. Teachers are more stressed as compared to non-teaching staff. Keywords: Stress, occupation, teaching employees, non-teaching employees, roles of teachers.
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Forlin, C., Douglas, G. & Hattie, J. (1996): "Inclusive practices: How accepting are teachers?" International Journal of Disability, Development and Education, 43 (2), 119-133. Guglielmi, S.R. and Tat row, K. (1998): "Occupational stress, burnout and health in teachers: A method logical and theoretical analysis”. Review of Educational Research, 68, 61-91 Kyriacou, C. (2001): "Teacher stress: Directions for future research". Educational Research, 5311: 27-35. Larchick, R. And Chance, E. (2004): "Teacher performance and personal life stressors: Implications for urban life school administrators". National Forum of Teacher Education Journal, 19-30 Pelsma, D.M., & Richard, G.V. (1988): "The quality of teacher work-life survey: A preliminary report on a measure of teacher stress & job satisfaction and implications for school counsellors". Paper presented at the annual convention of the American Associating for Counseling and Development. Rutter, H., Herezberg, J., & Paice, E. (2002): “Stress in Doctors and Dentist who teach, Medical Education", (36), 543-549.
A COMPARATIVE ANALYSIS OF EXISTING ANCIENT INDIAN GURUKUL MODELS FOR BUILDING A FUTURISTIC EDUCATIONAL PERSPECTIVE

Medipally Raju

Page No.: 15648 - 15664

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The present paper intends to develop insights into the system of education practiced in India as a Guru- Shishya Parampara through Gurukuls in contemporary times. Some of such models are presented in this paper to suggest the curriculum in the present education system in the light of NEP. There are Gurukulas even in the current times following the ancient system and are preserving Indian knowledge and Guru Shishya Parampara. They still follow oral tradition and practice various ideologies. In the Indian education system, there are two types of Vidyas; they are Para and Apara Vidya. Para Vidya is related to spiritual (Non-Material) like Vedas and Vedangas, Upanishads etc., which leads us to liberation. Apara Vidya is connected to (Material) Science and technology, astronomy, medicine, metallurgy, and sixty-four Kalas (Music, dance, skills, warfare arts etc.); the ultimate goal of the Apara Vidya is to reach the Moksha through Para Vidya. In Rig Vedic period, every individual had equal opportunities in the field of education irrespective of race, religion, gender, cast and region etc. But later Periods, the education system was influenced by religious, political, economic, social and other factors. The ideals, spiritual practices, duty helped for the welfare of the universe by the individuals or society is called Dharma. In India, Dharma is the ultimate destination for everyone. Indians are inculcating Dharma through spirituality, responsibility, morals, duties and knowledge. The treasure of knowledge in India is preserved in the sacred texts in the ancient Sanskrit language. The Sanskrit language is the key to understanding the enormous knowledge of India. Some of the (Agrahara) villages in India are like 1. Mattur (Karnataka), 2. Jhiri (Madhya Pradesh) and 3. Ganoda (Rajasthan), Parishads, Ashramas,Vidya Peetas,Mathas and Vedic /Sanskrit Universities still preserve the Deva Bhasha Sanskrit as their Mother Tongue and Educational language. There are different Gurukulas established with different ancient ideologies, Curriculum, rules and regulations by different Philosophies from ancient to the present. Still, the ultimate goal of all these organizations is to preserve and transfer ancient Indian knowledge to the next generations. The central core idea of the Gurukula is to train the students with their interesting skills and their education, and it is not preparing the students for seeking jobs. The kind quality of education in Gurukulas influences the overall development of students as human beings. Gurus and Shishyas discipline, responsibility, duties and dedication etc., are the utmost essential qualities in this system. This paper tries to explain the ancient Gurukul practices and the processes involved and understand various models existing with diverse Indian philosophical perspectives. This paper also brings out a critical analysis of some of the existing models of Gurukuls.
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Aggarwal, J. (2008). Development of education system in India. Delhi, India: Shipra Aloian, M. (2012). Cultural traditions in India. Crabtree Pub.Co. Altekar, A. (1957). Education in ancient India (5th ed.). Varanasi:Nand Kishore and Bros. Avari, B. (2007). India, the ancient past. London: Routledge.Banarsidass. Banerji, S. (1978). Sanskrit beyond India. Calcutta: Saraswat Library. Barbara A. Holdrege (2012). Veda and Torah: Transcending the Textuality of Scripture. State University of New York Press. Bellenoit, H. (2016). Missionary education and empire in late colonial India, 1860-1920. Routledge. Bose, M. (2000). Faces of the feminine in ancient, medieval, and modern India. New York: Boweles, A. (2007). Dharma, disorder, and the political in ancient India. Brill. Chatterji, D. (1977). Science and society in ancient India. Calcutta: Research India Chaukhamba Amarabharati Prakashan. Chidatman. (2009). Ancient Indian education. Anmol Publications. Dadape, E. (1952). History of education in ancient India. Baroda: Good Companions. Dalal, A. (2007). National Geographic investigates ancient India. Washington, DC: National Dasgupta, S. (2012). A history of Indian philosophy. Delhi u.a.: Motilal Banarsidass. Dayananda Saraswati, & Sankaracarya. (2012). Bhagavad Gi?ta?. Arsha Vidya Research and Publication Trust. Dharampal, Dharampal, Dharampal, Dharampal, Dharampal, & Dharampal. (2000). Collected writings. Other India Press. Evans,N., & Paulilo Blauth, T. (2017). Yoga.Michael van der Voort.Geographic. Ghosh, S. (2002). Civilisation, education and school in Ancient and Medieval India. Peter Lang. Green, L. (2011). Learning, teaching, and musical identity. Indiana University Press.
A CORRELATIVE STUDY OF ACADEMIC RESILIENCE AND ACADEMIC ACHIEVEMENT IN ENGLISH MEDIUM SECONDARY STUDENTS OF AURANGABAD

Khan Tanveer Habeeb

Page No.: 15665 - 15671

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There is a growing interest in the researches related to Academic Resilience, as cases of students suicides due to setbacks in academics are increasing day by day. So, psychologist and researches are trying to check whether Academic Resilience is one of the effective ways to cope up with this problem. This research is an attempt to assess the level of Academic Resilience and also to study correlation between Academic Resilience and Academic Achievement. Descriptive survey method was adopted and for the data was collected with the help of standardized scale from 500 students of IX std. English medium schools of Aurangabad city. The findings revealed that the Academic Resilience in the students was found to be moderate and there was positive correlation found between Academic Resilience and Academic Achievement. Keywords: Academic Resilience and Academic Achievement
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Alva, S.A. Academic Invulnerability among Mexican-American Students: The Importance of Protective Resources and Appraisals. Dweck, C. (1986), “Motivational processes affecting learning.”, American Psychologist, Vol. 41/10, pp. 1040-1048, http://dx.doi.org/10.1037/0003-066x.41.10.1040. Hong, Y. et al. (1999), “Implicit theories, attributions, and coping: A meaning system approach.”, Journal of Personality and Social Psychology, Vol. 77/3, pp. 588-599, http://dx.doi.org/10.1037/0022-3514.77.3.588 Lee M & Larson R. The Korean ‘Examination Hell’ Long Hours of Studying
PERCEPTION OF ONLINE EXAMINATION STRESS AMONG STUDENTS OF TEACHER EDUCATION PROGRAMME

Jyoti Baijal

Page No.: 15672 - 15681

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Afacan Adan?r, G., ?smailova, R., Omuraliev , A., & Muhametjanova, G. (2020). Learners’ Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan. The International Review of Research in Open and Distributed Learning, 21(3), 1-17. https://doi.org/10.19173/irrodl.v21i3.4679 Bojan Lazarevic & David Bentz (2021) Student Perception of Stress in Online and Face-to-Face Learning: The Exploration of Stress Determinants. American Journal of Distance Education, 35:1, 2-15, DOI: 10.1080/08923647.2020.1748491 https://www.tandfonline.com/doi/abs/10.1080/08923647.2020.1748491 Lina Elsalem, Nosayba Al-Azzam, Ahmad A. Jum'ah, Nail Obeidat, Amer Mahmoud Sindiani, Khalid A. Kheirallah (2020).Stress and behavioral changes with remote E-exams during the Covid-19 pandemic: A cross-sectional study among undergraduates of medical sciences.Annals of Medicine and Surgery,60,271-279. https://doi.org/10.1016/j.amsu.2020.10.058.(https://www.sciencedirect.com/science/article/pii/S2049080120304131)
THE POET’S SCHOOL: UNDERLYING SCIENTIFIC VISION AND VALUES OF RABINDRANATH TAGORE

Gautam Saha

Page No.: 15682 - 15689

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Bisi, Pramathanath. Rabindranath o Santiniketan. Calcutta: Visva-Bharati Granthanbibhag, 1st edition, Asarh, 1351 [1944] (enlarged edition, Bhadra 1382 [1975], reprinted phalgun, 1393 [1987]). Chakravarti Ajit Kumar. Brahmabidyalay. Calcutta: Visva-Bharati, 1358 [1951]. Chattopadhyay, Aghornath and Jnanendranath Chattopadhyay.Santiniketan Asram. Calcutta: Thacker Spink,1357 B.S.[1950]. Chaudhurani, Indira Devi. Puratani. Calcutta: Indian Association Publishing Co, Kartik, 1879 [1956]. Das, Anathnath, ed. Santiniketan Bidyalayar Siksadarsa. Culcutta: Visva- Bharati, 1989. Datta, Hirendranath. Santiniketaner Ek Jug. Calcutta: Visva-Bharati Granthabibhag, Asvin, 1387[1980]. Lee, Tan. A Common Concern: Rediscovering Tagore’s Visva-Bharati. Kolkata: Thema, 2006. Mukhopadhyay, Prabhat Kumar. Rabindra jibani o Rabindrasahitya-Prabesaka, 4 vols. Calcutta: Visva-Bharati Granthanbibhag,4th edition 1377.[1970](1st edition 1340[1933]) Montessori-Siksapranali,tattvabodhini Patrika, ehadra 1835 [1912], pp.124-28. Paul, Prasanta Kumar. Rabijibani, 6 vols.Vol. I. Calcutta: Bhurjpatra, 1982. Vols. II-VI. Calcutta: Ananda Publishing, 1984-93. Ray, Satyen, ed. Siksacinta: Rabindraracana-Sankalan. Calcutta: Granthalay, 1988. Sen, Amita. Santinikatan Asram kanya. Calcutta: Tagore Research Institute, 1987. Tagore, Mira Devi. Smrtikatha. Calcutta: Visva-Bharati Granthanbibhag, Baisakh 1382 [1975].
SCHOOL INTERNARSHIP KARYKRAM KE PRATI VISHWVIDYALAYON KE M. ED. VIDHYARTHIYON KE DRUSHTIKON KA ADHYAYAN

Chandra Prakash Singh

Page No.: 15690 - 15700

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MARYADA PURUSHOTTAM SHRI RAM KE ANANYA SAKHA : VANARRAJ SUGRIV

Suman Lata Singh

Page No.: 15701 - 15707

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ST. AUGUSTINE CONCEPT ON THE BODY AND SOUL

Hanok Kaitha & Prof. Mallesh Sankasala

Page No.: 15708 - 15714

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The present research study is intended to investigate and encapsulate the theological thought process of St Augustine and his influence on the development of Christianity. We know that Augustine, who is a lover of philosophy and searcher of truth was greatly influenced by the ideology of Manichaeism and later on by the Neo-Platonic, though underlying his mother’s influence had it’s place too. The medieval period is of great importance in the history of philosophy and theology and it’s development. The writings of St. Augustine was of such influence on Martin Luther who brought about Reformation. St. Augustine further influenced John Calvin, whose book, Institute of Christian Religion is the laying systematic doctrines for Christian belief. This research paper is intended to see the flow of thoughts of St. Augustine on the development of doctrines and it’s influence on Christianity. Keywords: Manicheans, Augustine, Monica, Neo-Platonism.
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Wikipedia on St.Augustine The Confessions of St.Augustine Collier Books, NY, 1961 Nicene and Post Nicene Fathers First Series by Philip Schaff Hendrikson Publishers, MS, 1995 Vol I Nicene and Post Nicene Fathers First Series by Philip Schaff, Hendrikson Publishers, MS, 1995 Vol 3 Nicene and Post Nicene Fathers First Series by Philip Schaff, Hendrikson Publishers, MS, 1995 Vol 6 The Holy Bible KJVThomas Nelson
ST. AUGUSTINE ON THE CONCEPT OF THE TRINITY

Hanok Kaitha & Prof. Mallesh Sankasala

Page No.: 15715 - 15721

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The Researcher's aim is to know or understand the concept God as three “Persons” is a mystery as St. Augustine understood through his transitions from Manicheanism to Christianity. How can a man with finite understanding, and further his understanding has been blurred by the fall know God or understand God. Many have tried to explain Trinity as water, steam and ice since the base composition is H2O. A few others have explained looking at egg. Trinity has always been a mystery. Many have erred into heresy and have landed up as Modalism or Sabellism, Pentecostalism or Arianism etc. And yet if we reflect on it, we can see also that it is the way that God has been revealed to us, as Father or Creator; as the so, Jesus; and as the Holy Spirit or the Advocate. It’ also clear that of the fundamental attributes of the Trinity is that it is about relationship between those three, and with us. Augustine always struggled with the concept of Trinity. It was another complexity that he faced with apart from good and evil. He was a man who pursued till he got a clear answer for his complex issues of understanding of various topics. Key Words: Trinity, Modalism, Sabellism, Pentecostalism, Arianism, Augustine, Nebridius, Nicene, Donatists, Pelagius, Aurelius
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Wikipedia on St.Augustine The Confessions of St.Augustine Collier Books NY, 1961 Nicene and Post Nicene Fathers First Series by Philip Schaff. Hendrikson Publishers MS, 1995 Vol. 1 Nicene and Post Nicene Fathers First Series by Philip Schaff. Hendrikson Publishers MS, 1995 Vol 3 The Holy Bible KJV Thomas Nelson The Theology of Augustine by Matthew Levering, Baker Academic, Grand Rapids, 2013 Historical Introduction by Chad Meister and J B Stump Routledge NY, 2010
A LITERARY REVIEW ON LAUHA MARAKA DRAVYA

Urmila Waxar

Page No.: 15722 - 15734

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A view over concept of marana reflects that maraka dravya. (drugs used for incineration) strongly interfers the properties and ultimately responsible for the generation of newer properties as well as diminution of the harmfull or adverse properties. Thus the concept of maraka dravya can explain multidimensional properties of any dhatu/metal and hence Lauha. Along with maraka dravya, bhavana (impregnation and tritturation) with certain drugs as well as anupana dravya (vehicle) were also considered as an important factor in reference to pharmacological action of Lauha bhasma in the literature. Rasa experts had explored the fact that “Mritani Lauhani Rasi Bhavanti” The process of Marana brings the metals in to most assimilable form, along with generation of broad spectrum therapeutic effect in the bhasma. Rasa dravya’s as well as muli dravya’s (herbs) both were found useful for the purpose of Marana. The review presents sadharana as well as visishta maraka dravya, maraka gana for Lauha (iron). Key Words: Lauha, Marana, Maraka Dravya, Incineration, Muli dravya’s (herbs), Rasa dravya’s
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Anandakandam of Manthan Bhairava Siddiprada Hindi Translation by Prof. Siddhi Nandan Mishra. Published by – Chaukhamba Orientalia, Varanasi. Ed. – 1st, 2008. Ayurved Prakasa - Acharya Sri Madhava, with Arthavidyotini and Arthaprakashini Sanskrit and Hindi commentaries By Shri Gulraj Sharma Mishra, Published by Chaukhambha Bharti Academy, Varanasi. 1987. Chakradatta of Shri Chakrapanidatta, with commentary Ratnaprabha by Mahamahopadhyaya Shri Nischalakara, Edited by Prof. Priyavrat Sharma, Swami Jaya Ramdas Ramprakash trust Jaipur. Ed. - 1st V.S. 2050
RELEVANCE OF MINDFULNESS IN PARENT EDUCATION FOR INCLUSIVE CLASSROOMS

Kirti Vaze, Lalita Vartak & Charudatta Gandhe

Page No.: 17735 - 17744

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Parents play a pivotal role in shaping their child’s future. They want to be loving, provide structure, and have rules and consequences. Parents need to instill qualities and values in the child such that the child is happy and flourishes in a school with an inclusive setup. So, Parent Education is very important as parents are the permanents in their child’s life. The parents’ priorities, strengths and competencies would determine the success/failure of the plans made for the child. This paper discusses the relevance, that is, the degree of usefulness of education of parents in bringing about inclusion in classrooms. It states the need of parent education, the connection between the mindfulness education and inclusion in classrooms, and explores the means and methods of attaining parent education for inclusive classrooms. As and how this happens, the changes in the classrooms are going to be satisfying, not only of having accepted diversity in classrooms but also in the society. It would lead the child to understand that diversity is a part of one’s life and being equipped to embrace that, would be a true mark of a worthy Parent!! Keywords: Mindfulness, Parent Education, Inclusive Classrooms.
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3 Definitions of Mindfulness That Might Surprise You | Psychology Today. (n.d.). Retrieved 16 May 2020, from https://www.psychologytoday.com/us/blog/what-matters- Alquraini, T., & Gut, D.M. (2012). Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. International journal of special education, 27, 42-59 Bringing Mindfulness into Schools. (n.d.). Mindful. Retrieved 20 May 2020, from https://www.mindful.org/mindfulness-in-education/ Cambridge University Press (2021)
THE THEME OF DEATH IN THE POETRY OF EMILY DICKINSON

Manish Joshi

Page No.: 15745 - 15753

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The modest selection of Dickinson’s poems reveals that death is the predominating theme in her poetry and the approach she adopted while dealing with this painful subject is quite idiosyncratic. She was not prepared to accept the old conventional ideas about it. She wanted to know what happens after we die and this is why the subject of resurrection always intrigued her. Though she had heard about this subject from the pulpit, yet she was not ready to put her complete faith in the notion of immortality. Many poems of Emily Dickinson express her doubt about immortality. On the other hand we do have the poems in which she describes her deep faith in immortality. In fact doubt and faith go together in the poetry of Dickinson. We find the lines in her poetry which depict immortality as a “House of Supposition” and heaven as an “uncertain certainty”. She preferred the finite life on earth to the infinite life in heaven. But a time came when she started regarding death as ‘the gateway to immortality’ and she understood the fact that death liberates the human soul. The most important feature of the psyche of Emily Dickinson was that she did not regard death as a bugbear to frighten the humans, but for her it was the final end of the sad existence on this earth and she regarded tomb as a place of permanent rest. Key words: Idiosyncratic, incognito, immortality, recluse, preoccupation, morbid, inevitability
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Agrawal, R. K. The Poetry of Emily Dickinson : Major Themes and Paradoxical Vision. New Delhi : Radha, 1993. Anderson, Charles. Emily Dickinson’s Poetry : Stairway of Surprise. London : William Heinemann, 1963. Bianchi, Maratha Dickinson. Emily Dickinson: Face to Face. Connecticut: Archon, 1970. Birch, Dinah. The Oxford Companion to English Literature. Oxford University Press, 2009.
INDIA-PAKISTAN RELATIONS AFTER ABROGATION OF ARTICLES 370 AND 35A

Bhisma Narayan Sabar

Page No.: 17754 - 17770

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This research paper talks about the abrogation of article 370 and article 35A of the Indian constitution.Article 370 and 35A talks about special status to resident of Jammu and Kashmir. Government of India abrogation the enforcement of article 370 of the constitutions, which since 1950 has autonomy to the special state of Jammu and Kashmir. This paper will analyze political contrast in the narratives of political oppositions and supporters and how to each side discursively the abrogation to legitimatize their respective versions of reality.The Central objective of this paper is to discuss about India-Pakistan relations after abrogation of article 370 and 35A also it is studies reactions from affected areas leaders and reactions in India and neighbour’s countries. This paper also analysis social, trade, bilateral relatiuons, cultural relations and political implications of abrogation of article 370. Key words: Articles 370,Artcles 35A,jammu and Kashmir,abrogation of Article 370.
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"Andhra Pradesh parties YSRCP, TDP support Centre's move to scrap Article 370", The Hans India, Indo-Asian News Service, 5 August 2019. "Arresting leaders will allow terrorists to fill gap: Rahul Gandhi on Omar Abdullah, Mufti arrests", India Today, 8 August 2019. "Article 370 abrogation: Kashmir issue should be resolved bilaterally, says Australian envoy", The Economic Times, Asian News International, 31 August 2019.
BHARTATIL STRIYANCHI AVASTHA ANI DASHA

Chhaya Shashipal Shinde

Page No.: 15771 - 15786

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A STUDY OF STRESS AMONG WORKING FEMALES IN RELATION TO THEIR MARITAL STATUS, LOCALITY AND TYPE OF JOB

Sapna Goel

Page No.: 15787 - 15800

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The main aim of this paper was to study stress among working females. For conducting this research a sample of 250 working females was taken, out of which, 77 were teachers, 48 were working in banks, 19 were working in post offices,37 were clerks and 69 were working as nurses they have been taken. Personal Stress Source Inventory developed and standardized by Arun K .Singh, Ashish K. Singh and Arpana Singh was used .It was selected to measure the level of stress .This inventory contained 35 items. Data was collected from working females. Anova analysis of variance was used to compare the stress among females working as teachers, nurses, bankers, clerks and post office workers. ‘t’ test was used to compare the stress between married working females and unmarried working females.
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ATTITUDE OF TEACHERS TOWARDS ONLINE TEACHING IN COVID-19 SCENARIO

Neelam

Page No.: 15801 - 15813

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Balram, Amrita (2020, April 20). How online learning can affect student health. News Letter. Retrieved April 12, 2021 from https://www.jhunewsletter.com/article/2020/04/how-online-learning-can-affect-student-health Choudhary, Richa (2020). COVID-19 Pandemic: Impact and strategies for education sector in India. Retrieved April 12, 2021 from https://government.economictimes.indiatimes.com/news/education/covid-19-pandemic-impact-and-strategies-for-education-sector-in-india/75173099 Effect of Online Classes on Children’s Physical Health (2020, October 12). Retrieved April 12, 2021 from https://www.narayanahealth.org/blog/effect-of-online-classes-on-childrens-physical-health/ Farooqui, Sarah (2020). Education in the time of Covid-19: How institutions and students are coping. Retrieved April 12, 2021 from https://www.business-standard.com/article/education/education-in-the-time-of-covid-19-how-institutions-and-students-are-coping-120043001575_1.html Halupa, Colleen Peters (2016). The impact of online learning and technology on student physical, mental, emotional, and social health. International Technology, Education and Development Conference. Retrieved May 6, 2021 from https://www.researchgate.net/publication/311362980_RISKS_THE_IMPACT_OF_ONLINE_LEARNING_AND_TECHNOLOGY_ON_STUDENT_PHYSICAL_MENTAL_EMOTIONAL_AND_SOCIAL_HEALTH
WOMEN EMPOWERMENT: A STUDY ON INDIAN CONSTITUTION

Nibedita Swain & Dr. Sandeep Bal

Page No.: 15814 - 15825

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Women empowerment has become a burning issue in whole world. But few years back the status of women in comparison to men was very inferior and no one talking about the equality between the men and women. Gradually peoples are now demanding for equal rights, opportunities and status of women as equal with men not more than men. So, every country needs to focus on this issue regarding women’s equality and have some legal provision which benefit them. Some countries during constitution making have some legal provisions regarding them along with that we need other legal reservations and opportunities for women empowerment. In this article the writer focused on the empowerment of women in India. The writer focused on the concept of empowerment and women empowerment. What are the legal provisions in the Indian Constitution for the empowerment of women? what are the constitutional provisions for women empowerment? what are the schemes for women empowerment? Finally, the writer focusses on the barriers in the path of women empowerment and some possible suggestions. Key Words: - Empowerment, Constitution, Legal
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C.B. Muthumma v. Union of India (1979) 4 SCC 260) Dicey, A.V. (1952), “introduction to the study of the law of the constitution”, Mac Millan, 9th edition, London. Gaurav Jain v. Union of India (1997 (8) SCC 114) Jain, Devaki (ed), (1996), “Indian Women”, Publication Division of Ministry of Information and Broadcasting, Government of India. Joseph, Neena, (2001), “Gender Related Problems of Women, Women’s Empowerment and Panchayati Raj”, New Delhi, Himalaya Publications. Joshi, R. P. (ed) (1998), “Constitutionalisation of Panchayati Raj. A Reassessment”, Jaipur, Rawat Publications. Madhu Kishwar v. State of Bihar, (1996) 5 SCC 145) Maneka Gandhi v. Union of India (AIR 1978 SC 597)
DEVELOPMENT AND ENVIRONMENTAL DEGRADATION: THE NEED FOR A NEW MODEL OF DEVELOPMENT

Sandeep Bal & Dr. Nibedita Swain

Page No.: 15826 - 15841

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The policy of development has resulted in the development of the few and impoverishment of the many. The developmental model adopted by independent India has encountered conflicts over the issues of livelihood and environment. The unplanned development and industrialization have not only led to problems of livelihood and environmental degradation but also fueled the livelihood and the environmental movements. The quest for rapid growth and industrialization has caused serious imbalances in nature. In this context the present article tries to study the relationship between development and environment. This study tries to analyses different model of development prevailing in different parts of the world. The major focus of this study is on how the current model of development leads to environmental degradation. This study also focuses on how the current model of development is challenged and how it leads to the demand for a new model of development. Keywords: Development, Environment Degradation, New Model of Development
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Baviskar, A. (1995) In the Belly of the River: Tribal Conflicts over Development in: the Narmada Valley. New Delhi: Oxford University Press. Baviskar, A. (1997) Ecology and Development in India: A Field and its Future, Sociological Bulletin, Vol. 46, No.2: pp. 193- 207. Baviskar, A. (1997) Tribal Politics and Discourses of Environmentalism, Contribution to Indian Sociology, Vol. 31, No. 2: pp. 195-223. Centre for Science and Environment (2019) State of the Environment 2019. New Delhi: CSE. Cohen, J. L. (1985) Strategy or Identity: New Theoretical Paradigms and Contemporary Social Movements, Social Research, Vol. 52, No. 4, Winter: pp. 663-716. Evans, P. B. and Stephens, J. D. (1988). Development and the World Economy, N, J, Smelser (Ed.) The Handbook of Sociology, California: Sage Publication. Gadgil, M and Guha, R. (1992) This Fissured Land: An Ecological History of India. New Delhi: Oxford University Press. Gore, C. (2000) The rise and fall of the Washington consensus as a paradigm for developing countries, World Development, 28 (5) Ministry of Environment, Forest and Climate Change, Government of India. (2018) Report of Ministry of Environment, Forest and Climate Change on Odisha climate change action plan 2018-2023. Kumar, A. (2005) Environmental Protection in India: Socio-economic Aspects. New Delhi: New Century Publications. WCED (1987) Our Common Future. Oxford University Press, Oxford World Bank, Annual Report (1999) Annual Report, Washington DC: World Bank. World Bank. (1991) World Development Report 1991: The Challenge of Development. New York: Oxford University Press.
TRIBAL DEVELOPMENT THROUGH PANCHAYATI RAJ SYSTEM IN ODISHA

Snehasis Sahoo

Page No.: 15842 - 15858

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Indian democracy, like all other democracies of the Western World, believes in sharing of power that necessitates the popular participation of these poor, illiterate and culturally deprived communities of the County. As most of the people in this County live in villages, so democracy in India can be successful with the progressive involvement of these Tribes in the institutions at the grass-roots level (Panchayati Raj Institutions). This noble goal can only be achieved with the emergence of the development-oriented institutional leadership from among these communities who make the rural people conscious of participating in developmental activities in villages. Accordingly, it is the aim of this study to know the attitude of the tribal people and elected tribal leaders (of Panchayati Raj Institutions), their level of political awareness, the factors of motivation for their political participation and to perceive how these leaders participate in various political activities especially relating to the rural self-governing institutions. Planning for promoting socio-economic development of marginalised people has emerged as a key function of Panchayats in India. This scenario is also found in the case of the scheduled areas of Odisha. This article argues that institutional arrangement and functioning of Panchayats have paved the way for formulation of decentralised development plans in these areas. The Panchayats have been playing a key role in the ways of formulating decentralised development plans and fostering the participation of tribal people in planning process. Many important issues related to socio-economic development of tribal people have been discussed in the meetings involving planning. Despite this, the goals of promoting socio-economic development of tribal people through formulating decentralised development plans have not achieved the desired results. Inadequate infrastructure and poor data management system at the Panchayat level and weak coordination among the various tiers have created hurdles in the path of formulation of decentralised development plans in the districts of Odisha. It is on this basis, that this article suggests decentralised planning as a systemic process in the scheduled areas under the guidance of the Panchayats. This article also says some conservative attitudes of tribes push them back because they feel that the election has harm to their culture and tradition, if the people get away from politics their society will be saved. Keywords: Panchayti Raj, scheduled tribes, Tribal Development, Tribal’s in Odisha, PESA Act.
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Baviskar, B. S. & Mathew, G. (2009). Inclusion and Exclusion in Local Governance. Delhi: Sage Publications. Behura, N. K. & Panigrahi, N. (2004). Status of Panchayati Raj Institutions in the Scheduled Areas of Odisha. Man in India, Vol. 84, pp. 3-4. Das, V. (2003). Democratic Governance in tribal regions: A distant dream. Economic and Political Weekly. Vol. 38, No. 42, pp. 4429-4432. Frontline Report (2010). Battle for survival, Frontline E-paper. pp. 37-40. Joshi, R. P. & Narwani, G. S. (2002). Panchayati Raj in India: Emerging Trends Across the States. New Delhi: Rawat Publications. Kumar, S. (2001). Adivasis of South Odisha: Enduring Poverty. Economic and Political Weekly, Vol. 36, No. 43, pp. 4052-4054. Meher, R. (2009). Globalization, Displacement and the Livelihood Issues of Tribal and Agriculture Dependent Poor People. Journal of Developing Societies. Vol. 25, No.4, pp. 457-480. Mohanty, B. (2001). Women and Political Empowerment. New Delhi: ISS. Mohanty, B. B. (2005). Policy for Tribal Development: Protective Discrimination or Discrimination Protected. The Eastern Anthropologists. Vol. 58, pp. 27- 59. Mohanty, B. B. (2009). Power to the Excluded Groups and Panchayati Raj in Coastal Odisha. B.S. Baviskar & George Mathew (eds.) Inclusion and Exclusion in Local Governance. New Delhi: Sage Publications India. pp. 19-41. Mukul. (1997). Tribal Areas: Transition to Self-Governance. Economic and Political Weekly. Vol. 32, No. 18, pp. 928-929. Nambiar, M. (2001). Making the Gram Sabha Work. Economic and Political Weekly. Vol. 36, No. 33, pp. 3114-3117.
INDIA’S ECONOMIC TIES WITH CENTRAL ASIAN REPUBLICS: SOME REFLECTIONS

Jyotiprakash palei

Page No.: 15859 - 15901

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The five Central Asian countries – Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan – became independent in the early 1990s, more precisely after the fall of the Soviet Union. The region has been endowed with abundant availability of natural mineral resources like uranium ore, hydrocarbon deposits, vast hydropower potential etc. That made the region of great significance and prime attention of international powers. Central Asia therefore emerged as a pivot for intra and intercontinental trade and economic linkages. India took keen interests in the region. India’s major concerns with the Central Asian Republics include energy security, trade, investment, infrastructure development, fight against Islamic fundamentalism and so on. It is in this backdrop, India’s perceptions and policies towards Central Asia have been of immense significance, which has been the subject matter of this paper.
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Agarwala, R (2006) Towards Comprehensive Economic Co-operation between India and Central Asian Republics, Discussion Paper No. 108 (New Delhi: RIS, 2006) retrieved from http://www.ris.org.in//dp108_pap.pdf; Central Asia and Indian Business: Emerging Trends and Opportunities, Seminar Proceedings, (New Delhi: Confederation of Indian Industry). Ajay Bisaria, A. (2013) Connect Central Asia Policy, Raspal Malhotra, Sucha Singh Gill, Neetu Gaur edt., Perspectives on Bilateral and Regional Cooperation South and Central Asia, Chandigarh: Centre for Rural and Industrial Development(CRRID).p. 184. Central Asian Countries Woo Indian Textile Cos (22 January 2007) Business Line. CIS Region: A Study of India’s Trade and Investment Potential, Occasional Paper No. 116 (Mumbai: Export-Import Bank of India, 2007); Central Asian Republics, Afghanistan &Pakistan: A Study of India’s Trade & Investment Potential, Working Paper (Mumbai: Export-Import Bank of India, 2005). Delhi Invited to Join TAP Project, (16 March 2006). (Clipping from Dawn). Available at http://www. dawn.com/2006/03/16/top10.htm b.
RELEVANCE OF CONSTRUCTIVISM APPROACH IN TEACHING-LEARNING OF SCIENCE SUBJECT

Chandana Kumari

Page No.: 15902 - 15911

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Learning is a spontaneous and continuous social process in human life in which man or learner learns himself through his experiences interacting with his environment. The child is easily connected to the environment around him, due to which he feels comfortable to learn under natural conditions. This law or principle of learning is called constructivism in which the child creates or constructs his own knowledge by interacting with his environment. It would be more accurate if constructivism is called a natural or naturalistic theory of learning. Emphasis should be laid on making teaching student-centred rather than teacher-centred because the traditional method of teaching does not provide opportunities to the students to interact, and this method encourages rote system. Whereas the first duty of the teacher is to develop the inherent abilities of the students. During teaching-learning, the teacher should provide such opportunities to the students in which the learning meaning of the students can be complete, permanent, and easy. If the method of teaching used by the teacher is meaningful, then the learning becomes interesting, simple, and easy. Along with pedagogy, the teacher should also keep in mind the interests and needs of the students. Keywords: Constructivism, Science Subject, Role of Teacher & Student, 5 Es
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Anderson, J. R., Reder, L. M., Simon, H. A., Ericsson, K. A., & Glaser, R. (1998). Radical constructivism and cognitive psychology. Brookings papers on education policy, (1), 227-278. Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. Cooper, P. A. (1993). Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational technology, 33(5), 12-19. Cunningham, D., & Duffy, T. (1996). Constructivism: Implications for the design and delivery of instruction. In D.H. Jonassen (Ed.) Handbook of research for educational 75 communications and technology (pp. 170-198). New York: Macmillian Library Reference. Gordon, M. (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. Educational studies, 45(1), 39-58. Hall, A. E. (2018). Effect of a case-based online discussion forum on resident professionalism skills and knowledge. Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1-10. Konold, C., & Johnson, D. K. (1991). Philosophical and psychological aspects of constructivism. In Epistemological foundations of mathematical experience (pp. 1-13). Springer, New York, NY. Madu, B.C. & Ezeamagu, M.U. 2013. Effect of constructivist-based approach (5E’s) on the pupils’ achievement in primary mathematics in Enugu state, Nigeria. International Journal of Educational Science and Research, 3(4): 59-70.
EFFECTIVENESS OF CONCEPT MAPPING STRATEGY ON STUDENTS’ ACHIEVEMENT IN ZOOLOGY AT THE HIGHER SECONDARY LEVEL

P. Panchabagesan & D. Sivakumar

Page No.: 15912 - 15919

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This study examined the effect of concept mapping teaching strategy on student’s achievement in zoology at XI standard students. It also examined the differential effect in achievement among zoology students. The study used two groups pretest-posttest equivalent-groups design, 50 students for adopting for the present research. Zoology Achievement Test (ZAT) developed by the researcher and validated by experts was used for the present study. Students taught using concept mapping strategy achieved higher scores and significantly better than those taught using conventional (lecture) method. The study recommended among other things that since concept mapping is found to be an effective strategy and enhanced achievement among zoology students, teachers of this subject should accept it as one of the strategies they can use in zoology classroom.
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Chawghan & Kazaram (1975) "Effects of two treatments on Cognitive achievement of students varying in problem solving abilities". In M.B. Buch (Ed) Third survey of Research in Education, NCERT, New Delhi. Elliot C.D.Murray D.J. (1999) 'The Measurement of speed of problem solving and its relation to Children's age and ability" British”. Journal of Educational Psychology 47,1 Feb 1999. Gorrell. J (1990) Cognitive Modeling and Self Efficacy: Effects on pre-service teachers learning strategies Journal of Teacher Education, 41 (5) 215 - 224. Gorrell.J (1989) F. Cognitive Modeling effects on pre service teachers with low and moderate success expectations, Journal of Experiment Education 57, 231 - 244. Gross F. Thomas Mathew masters Brook (1980) Examination of the effects of state anxiety on problem solving efficiency under high and low memory conditions". The journal of Educational Research, Vol. 67, No.5.
INTERVENTION OF ASSISTIVE TECHNOLOGY ON PERFORMANCE OF VISUALLY IMPAIRED STUDENTS IN KISWAHILI LANGUAGE IN PUBLIC PRIMARY TEACHERS’ COLLEGES IN KENYA

Francis B. Mutua

Page No.: 15920 - 15929

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Education is a universal right to all including those with disabilities. Students with visual impairments can struggle with a wide variety of challenges in a mainstreamed classroom setting. Assistive Technology intervention by use of assistive devices in teaching, use of assistive teaching methods, taking care of visually impaired severity and boosting positively the student-teacher related factors improve their performance. The purpose of this study was to examine the intervention of Assistive Technology on performance of Visually Impaired students in Kiswahili in Public Primary Teachers’ Colleges in Kenya. The paper adopts a quasi-experimental design by use of a pre-test and post-test. It has been appropriate to analyze the treatment effect of using AT in teaching VI students in one group while applying the natural teaching methods on the control group. The target population was three teachers’ colleges in Kenya (Asumbi, Machakos and Mosoriot). A standardized examination was given to the two groups. Another examination was given to the two groups after giving one group a treatment of use of discussion groups, peer consultation and use of teacher assistive teams. The AT devices were critical in teaching VI students in order to improve their performance in languages and therefore their adequacy in college determined the rate of students’ performance. The researcher found out that the attitude of the teachers in teaching VI students was positive but the challenges in ensuring quality teaching of Languages included the students having a negative attitude towards languages, teachers have a negative attitude towards their career and lack of adequate teaching and learning materials. The researcher found out that the most significant methods that the teachers used to teach Languages to students with VI were: lectures, assignments and group discussions. The findings inferred that the partially blind students were better suited for the natural teaching methods than the totally blind students as they performed higher when taught using natural teaching methods. The paper recommends that the management of tertiary institutions should invest on interventions like the assistive technology in enhancing their academic performance. The researchers further recommends that other strategies for teaching VI students like use of peer consultations between the VI students with sighted students, use of quieter rooms, teacher assistance teams; extended exam time for VI students and shorter assignments to the VI students should also be employed to enhance Language to students with visual impairment. The significance of the study is that AT device intervention such as use of digital recorder in teaching can improve students’ academic performance. Key Words: Assistive technology, attitude, instructional resources, teaching aids.
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Alonzo,L.(2006).Reflections on transition.Journal of Visual Impairment & Blindness80,979-984. Balajthy, E. (2005). Text-to-speech software for helping struggling readers.Reading Online. Bertalanffy, L. von, (1968). General System Theory. New York: George Braziller, pp. 39-40 Boyle,E., Rosenberg, M., Connelly, V., Washburn, S., Brinckerhoff, L., Banerjee. M (2003), Effects of audio texts on the acquisition of secondary-level content by students with mild disabilities. Learning disability quarterly, 26, 2003. Burk, M. (1998).Computerized test accommodations: A new approach for inclusion and success for students with disabilities. Paper presented at the office of Special Education Program Cross project Meeting ‘Technology and the education of Students with disabilities: Steppingstones to 21st Century.’
A STUDY ON AN ANALYSIS OF EMPLOYEE WELLNESS INTERVENTIONS IN IT/ITES SECTOR

Mr. Vishvajit Suryakant Thigale & Manisha Purohit

Page No.: 15930 - 15939

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The term wellness intervention connotes the programs that help the employees in understanding the life risks and these interventions can be the ways to reduce such risks and lead healthy lifestyles. These programs are the various initiatives taken by the companies in order to promote and make employees aware about the better lifestyles by minimizing various health associated risks. The scope of the wellness interventions is very massive. The companies now designing and implementing such programs as various researches have shown positive results. The research paper thrown a light on the concept of wellness at the workplace and also studies its impact on the lifestyles of the working people. The samples taken for carrying out this study is the working people in the IT/ITES sector. The objectives of the research paper are to study the wellness interventions and analyze its effect on the lifestyles of the employees. It also has studies the likelihood of the participation among the employees. The structured questionnaire has been used by the researcher for collecting the data. The samples taken for the study is 108. The results of the study show that the wellness interventions have a role in developing better lifestyles and thus have a direct impact on the health of the employees. The wellness programs can help employees in understanding their life risks that can cause degradation of the health. The study also shows that the employees are willing to participate in the program even the employer do not have any incentive schemes for attending such programs. Keywords: employee wellness, health risks, wellness interventions.
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Baicker K, Cutler D, Song Z (2010), “Workplace wellness programs can generate saving” Health Affairs, 29(2): 304-311. Boles M, Pelletier B, Lynch W (2004), “The relationship between health risks and work productivity”, Journal of Occupational and Environmental Medicine, 46(7): 737-745. Stewart WF, Ricci JA, Chee E, Morganstein D (2003), “Lost productive work time costs from health conditions in the United States: Results from the American productivity audit”, Journal of Occupational and Environmental Medicine, 45(12): 1234-1246. Kaiser Family Foundation 2018 Employer Health Benefits Survey, https://www.kff.org/health-costs/report/2018-employer-health-benefits-survey/. Published October 3, 2018. Shapiro, V., & Moseley, K. (2013), “The real value of wellness programs: A comprehensive review of the literature”, Population Health Management, 16, 283-284, doi:10.1089/pop.2013.1641. Eaton, D. K., Marx, E., & Bowie, S. E. (2007). Faculty and Staff Health Promotion: Results from the School Health Policies and Programs Study 2006. Journal of School Health, 77(8), 557-566. Goetzel, R. Z., & Shechter, D. (2007). "Promising practices in employer health and productivity management efforts: findings from a benchmarking study." Journal of Occupational and Environmental Medicine/American College of Occupational and Environmental Medicine 49(2): 111–130.
ROLE OF SURYANAMASKAR ON HEALTH DURING COVID-19

Raj Veer Singh

Page No.: 15940 - 15946

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The purpose of this study is how the Surya Namaskar has attracted attention towards the health of the people of the society. In the Surya Namaskar, all the asanas of yoga are included. The main objective of the program of the Surya Namaskar collective practice is towards the physical and mental health of the public It is to be made aware that during Covid-19 people could not do group exercises nor could do physical exercises outside in this period. The whole world was closed, it was to stay at home and take care of health, that people used to stay at home for 24 hours It was not due to which people had to face mental and physical problems, the fear of Covid -19 was put in the mind of the people in such a way that many people lost their lives due to the fear that there was no claim of this disease. So, a ray of light starts to appear towards yoga. Stay Yoga is healthy, it has the important role of Surya Namaskar, in which physical and mental illnesses can be got rid of, thus we can say that Surya Namaskar during Covid-19 There has been considerable lack of benefit for the society. Key Words:¬¬ Surya Namskar,Science,covid-19
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Sharirk shiksha tatha Olympic abhiyan –Dr. Ajmer singh-kalyani publication www.melbhattan.com/yoga-anatomy https://www.myupchar.com/yoga https://astroyogi.com/yoga/surya-namaskar
SWAMI VIVEKANAND KA VICHAR, DARSHAN EANV AADARSH SAMAJ: VARTMAN PARIPREKSHYA ME PRASANGIKTA

Kavita Kannojia

Page No.: 15947 - 15953

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AMANPAL SARA DIYA KAHANIYA DA VISHAGAT ADHYAN

Inderjeet Kaur

Page No.: 15954 - 15967

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PUNJAB DE MALWE KHETAR DA SAMAJ- SABHYACHARAK ADHIYAN

Navneet Kaur

Page No.: 15968 - 15977

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MADHYA BIHAR ME NAKSALVAD KE VIRODH ME KRUSHAKON KA PRATIRODH AUR RANVEER SENA KI BHUMIKA

Bhanu Kumar

Page No.: 15978 - 15986

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Kumar, Ashwani. 2008. Community Warriors: State, Peasants and Caste Armies in Bihar. New Delhi: Anthem Press. Guha.Ranajit.1993.(eds.). SuubalternStudies.Vol1.NewDelhi;OUP Mukharjee and Yadav. Kalyan.R.S.1980.Bhojpur:Naxalism in the Plains of Bihar:NewDelhi.Radha Krishna Chaudhary.A.K.2010.Contemporary Politics and Changing Economy of Bihar.Patna.Maulana Abul Kalam Azad Institute of Asian Studies. Roy.Himanshu.21Feb.1998. Of Ranveer Sena and CPI(ML).Kolkata.Frontier. Roy.Himanshu.Nov.2014.An Alternative Peseant Movement. Paper Presented at NMML.
POSITIVE EDUCATION INTERVENTION PROGRAMME OUTCOME ON THE TEACHER SELF- EFFICACY OF PRE-SERVICE TEACHERS

Megha D’souza

Page No.: 15987 - 15994

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Teachers are nation builders, they shoulder great responsibility of nurturing young minds in the country. The multifarious role played by teachers places a tall demand on them and thus they are particularly prone to burn out. They often end up giving so much from their human reservoir beyond what is healthy for them as individuals. Thus it is imperative that the teachers are equipped with knowledge and skills that will help them to develop their well- being. Positive education is an approach to education that focusses on well- being and character strengths along with cognitive development of students. This paper aims to ascertain the outcome of positive education intervention programme on the teacher self- efficacy of the pre-service teachers. The positive education intervention programme of 30 hours was developed for this purpose. The participants included in the study were 46 and 48 pre-service teachers in the control and experimental group respectively. The findings of the study indicate moderate effect of positive education programme on the teacher self-efficacy of the pre-service teachers.
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Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching.Journal of Experimental Education, 60(4), 323-337. Retrieved from https://umaine.edu/edhd/wp-content/uploads/sites/54/2010/03/Coladarci-1992.pdf Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490. doi:10.1016/j.jsp.2006.09.001. Gulbir, G. (2008). A study on the predictors of teachers’ sense of efficacy beliefs (MS thesis). Retrieved from https://etd.lib.metu.edu.tr/upload/12609976/index.pdf . Ford, I. R. (2012). Teacher self-efficacy and its influence on student motivation. ETD Archive. Paper 99. Retrieved from https://engagedscholarship.csuohio.edu/cgi/viewcontent.cgi?referer=https://www.google.co.in/&httpsredir=1&article=1098&context=etdarchive Mojavezi, A. & Tamiz, P. M. The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2, 483- 491. doi:10.4304/tpls.2.3.483-491.
RIGHT TO EDUCATION-A NEED TO MODERN SOCIO-POLITICAL SET-UP

Sushil Kumar Pandey

Page No.: 15995 - 15998

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Dalal R.(2013); Right to education act 2009 prospects & challenge. International Jouranal of Management & Social science, vol. (1)(1) pp 76-90. Kales M, Thakar B( 2014); Challenges confronting RTE Act 2009 & Implementation, Excellence. International Jouranal of Education & Research, vol. 2(1) pp.21-29.
BALJIT KAUR BALI DE NAVAL GUACHE SURAJ DA SABHYACHARK PRIPEKH

Harpreet Kaur

Page No.: 15999 - 16006

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VIDYARTHI VYAKTIMATVA VIKAS V SHIKSHAK BHUMIKA

Parshuram Bhagirath Waghire

Page No.: 16007 - 16009

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Agarwal. S. (2007), Philosophical foundations of Education, Delhi : Authors press
STUDIES ON ANTIMICROBIAL PROPERTY OF HERBAL PLANTS

Vd. Durga Gorakh Satav & Vd. Kumudini Sukadev Sawale

Page No.: 16010 - 16013

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Antibiotics resistant development is the major hurdle in treatment of infectious diseases. To fight antibiotic resistance problems, various strategies were advocated. To use multiple actions drug in combination is one of the major stratergy to fight against the antibiotic resistance problem. In this investigation we tried to find out compatible ayurvedic preparations i.e. Guggul, Kuchla, Manjistha, Ashwagandha were selected for to observed there antimicrobial potential. The plant’s parts were extracted with polar and non-polar solvent i.e. water, ethanol, ethyl acetate, chloroform and hexane. The prepared extract were tested against the representative of Gram negative, positive and some fungi out of the different extract of all plants, only ethanol extract showed the best solvent for extraction of antimicrobial potential. Similarly it was observed that comparatively Manjishtha have high potential against the fungi and bacteria. Besides that the ethanol extract of Kuchla also showed comparable antimicrobial potential, besides that Ashwagandha also showed comparable antifungal activity. For Manjishtha extract we also tested it’s antibacterial and antifungal potential with combination other antibiotics. It was observed that there was enhancement of microbial activity, take place. It was primarily indicate that Manjishtha is compatible with same antibiotics for preparation of new drug designing against the antibiotics resistance problem.
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BHARTIY SWATANTRACHA AMRUTMAHOSTAV: EK CHINTAN

Rajendra Mahadu Acharya

Page No.: 16014 - 16020

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A STUDY OF WOMEN EMPOWERMENT AND ROLE OF EDUCATION

Devendra Singh Sindhu

Page No.: 16021 - 16027

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The present conceptual research focused on the study is to discuss the Concepts of Women Empowerment and Role of Education. Empowerment which means “becoming powerful” is a process through which individuals, groups, societies, communities are able to take control of their circumstances and achieve their goals. Power is the key word of the term ‘empowerment’, which means having control over material assets like land and finance, intellectual resources like knowledge, information and ideas and to generate sustain and propagates an ideology. The present paper focused on the study the role of education and discuss various Government Policies on Women Empowerment with prime objectives are (i) To understand the meaning and concept of Women Empowerment. (ii) To illustrate the need of Women Empowerment. (iii) To analyze the role of education for Women Empowerment. (iv) To describe the Government Schemes for Women Empowerment. (v) To criticize the various challenges for Women Empowerment. 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. Keywords: Women Empowerment, Role of Education
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Baruah, B. (2013). Role of Electronic Media in Empowering Rural Women Education of N.E. India. ABHIBYAKTI: Annual Journal, 1, 23-26. Dhruba Hazarika “Women Empowerment in India : a Brief Discussion” International Journal of Educational Planning &Administration. Volume 1, Number 3 (2011) Kadam, R. N. (2012). Empowerment of Women in India- An Attempt to Fill the Gender Gap. International Journal of Scientific and Research Publications, 2(6), 11-13. Mishra, R.C.(2005)“Women Education”, APH Publishing Corporation, New Delhi.(3) Nagaraja, B. (2013). Empowerment of Women in India: A Critical Analysis. Journal of Humanities and Social Science (IOSRJHSS), 9(2), 45-52 [WWW page]. URL http: www.Iosrjournals.Org/empowerment.html. Deshpande, S., and Sethi, S., (2010). Role and Position of Women Empowerment in Indian Society. International ReferredResearch Journal, 1(17), 10-12. Kishor, S. and Gupta, K. (2009), Gender Equality and Women?s Empowerment in India, NATIONAL FAMILY HEALTHSURVEY (NFHS-3) INDIA, 2005-06, International Institute for Population Sciences, Deonar, Mumbai.
LIBRARY AND INFORMATION SCIENCE AND RESEARCH IN MODERN ERA

Balaji Sayanna Poradwar

Page No.: 16028 - 16031

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Yet many of the methods, techniques, and tenets of basic research are relevant for applied research, and a person conducting applied research should benefit from a solid understanding of basic research methods. The librarian wishing to carry out a cost study, evaluate the performance of his or her library, or survey the library's users will need to be able to apply many of the principles and techniques treated in this book to his or her specific project. The more rigorous the research, the more useful its results, whether it be basic or applied in nature. Keywords: Research, Basic research, Library and Information Science Research
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Jack D. Glazier and Ronald R. Powell, eds. (1992), Qualitative Research in Information Management (Englewood, CO: Libraries Unlimited, 1992), xi. Shera, "Darwin and Bacon. Research" p145. Herbert Goldhor.(1972). An Introduction to Scientific Research in Librarianship (Urbana: University of Illinois, Graduate School of Library Science, 1972). Robert M. Losee, Jr. and Karen A. Worley (1993). Research and Evaluation for Information Professionals (San Diego: Academic Press. Charles A. Busha and Stephen P. Harter (1980). Research Methods in Librarianship: Techniques and Interpretations, p8, New York: Academic Press. Mary Jo Lynch (1984). Research and Librarianship: An Uneasy Connection, Library Trends 32, p 367. Tyrus Hillway.(1964)., Introduction to Research, 2nd ed.,p5, Boston: Houghton Mifflin. George J. Mouly (1978). Educational Research: The Art and Science of Investigation, p12, Boston: Allyn and Bacon. Anne J. Mathews (1989). An Overview of Issues, Proposals, and Products in Library/Information Research, Journal of Education for Library and Information Science, p251-61. Charles R. McClure and Ann Bishop. (1989) "The Status of Research in Library
MAHAD SATYAGRAHA: DR. B. R AMBEDKAR CREATING HISTORY AND ASSERTING EQUALITY

Maroti Subhashrao Phulari

Page No.: 16032 - 16038

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The Mahad Chawdar tank satyagraha was not aimed at mere access to water from public water resource but it had far-reaching effects on the entire social set-up of India. Dr. Ambedkar battled long and hard for establishing claim to equal civil rights for untouchables through it. Untouchability was a curse to Indian society and Mahad Satyagraha was the foundation stone of challenging it. The opposition faced by Dr. Ambedkar during this satyagraha further strengthened his resolve to continue his struggle for betterment of his fellow untouchables. There were many instances during the course of this movement which created history. It also stirred the Indian social fabric by the act of burning Manusmriti. Its impact was also felt on the future of India’s socio-religious conditions. Its overall significance cannot be overshadowed by the fact that it was an event confined to a particular geographical region as it was a revolutionary and brave event. Keywords: Mahad, Chawdar, untouchables, caste, history, equality.


The Mahad Chawdar tank satyagraha was not aimed at mere access to water from public water resource but it had far-reaching effects on the entire social set-up of India. Dr. Ambedkar battled long and hard for establishing claim to equal civil rights for untouchables through it. Untouchability was a curse to Indian society and Mahad Satyagraha was the foundation stone of challenging it. The opposition faced by Dr. Ambedkar during this satyagraha further strengthened his resolve to continue his struggle for betterment of his fellow untouchables. There were many instances during the course of this movement which created history. It also stirred the Indian social fabric by the act of burning Manusmriti. Its impact was also felt on the future of India’s socio-religious conditions. Its overall significance cannot be overshadowed by the fact that it was an event confined to a particular geographical region as it was a revolutionary and brave event. Keywords: Mahad, Chawdar, untouchables, caste, history, equality.
REFLECTION ON QUALITY OF LIFE OF ELDERLY WOMEN; STATUS, WELFARE, FAMILY CARE AND SUPPORT: CONNOTATION OF REALITY

Prof. Sharmila Sharma, Sasmita Maharana & Prof. Omprakash H. M.

Page No.: 16039 - 16047

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India is the second largest population of the elderly (60) in the world. With the increase in life expectation, the size of the geriatric population in India has gone from 20 million in 1951-100 million (8.3) in 2014 and the number will rise to roughly 130 million by 2021. The conventional conception of family in India, which was to give support to the elderly women, is changing soon with urbanization; modernization, the decomposition of common family structures into nuclear bones and the changing part of women. Therefore, elderly women have come more vulnerable. Their vulnerability lies substantially in lack of employment, fiscal instability, ill health, and neglect by society. To add to this, misery 45 of aged Indians have habitual conditions and disabilities. The traditional conception of family in India to give support to the elderly women is changing soon with decomposition of common families. In this script the conception of old age homes is gaining instigation and the number of people seeking old age home care is fleetly adding, about the quality of life of Indian elderly women staying in the old age home setup. From the perspective of elderly women in need of help, home care isn't just about giving them the necessary help they need to perform their diurnal conditioning, but rather about giving responsive care that reflects their particular preferences or their view on a “good life”, and treats them with quality and respect. The criteria for the evaluation of quality of home care should reflect this perceptivity, and policy measures should take these differences into account. Still, not much is known about the response of it resides to institutionalization and its impact on their physical and internal health. Index Terms: Hash, Quality of life, Elderly Women, Status, Welfare, Family care and support and Connotation of reality.
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Brown J, Bowling A, Flynn T (2004) Models of quality of life: a taxonomy and systematic review of the literature. FORUM Project, University of Sheffield, Sheffield. Available via http://www.shef.ac.uk/ageingresearch Central Statistics Office. Situation Analysis of the Elderly in India 2011. Ministry of Statistics & Programme Implementation, Government of India. [Last accessed on 2016 Jun 05]. Available from: http://www.scribd.com/document/102693341/Situation-Analysis-of-Elderly-in-India. Chandrika S, Radhakumari P, Devi Madhavi B. Quality of life of elderly residing in old age homes and community in Vishapatnam city. J Dent Med Sci. 2015; 14:27–31. Dubey A, Bhasin S, Gupta N, Sharma N. A study of elderly living in old age home and within family set-up in Jammu. Stud Home Comp Sci. 2011; 5:93–8. Eleventh Five Year Plan Document 2007-2012. New Delhi: Government of India; 2008. [Last accessed on 2016 May 20]. Ministry of Planning. Available from: http://www.planningcommission.nic.in\plan\planer\fiveyr\11th\11\v1. Godishala S, Swathi P. Death anxiety, death depression, geriatric depression and suicidal ideation among institutionalized and non-institutionalized elders. Int J Sci Res. 2014; 4:1–8. Goud AA, Nikhade NS. Prevalence of depression in older adults living in old age home. IAIM. 2015; 2:1–5.
MAHATMA PHULE - JEEVAN VA KARY

Dipali Vaijanath Adode

Page No.: 16062 - 16068

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DIGITAL EDUCATION; A POSITIVE PACE TOWARDS NATIONAL DEVELOPMENT: A REVOLUTIONARY STEP

Prof. Omprakash H. M. & Geeta R. M.

Page No.: 16069 - 16076

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Digital education also known as digitally equipped teaching-learning is the innovative incorporation of modern technology and digital tools to assist the progress of teaching and learning. In another way known as Technology Enhanced Learning (TEL) or e-learning. Exploring the use of digital technologies gives educators the opportunities to design engaging learning in the courses they teach, and these can take the form of blended or fully online courses and programmes. Especially after COVID-19, in the field of education so many sudden changes were accruing, in that time digital teaching-learning providing an opportunity for more in-depth discussion during the face-to-face time spent in outside the class. India is well-progressing towards digital education, backed by rising adoption of digitisation by universities and colleges, increasing internet penetration and soaring demand from students as system of education updating. Online learning offers many assistances for students, including the chance to study flexibly and from a location that suits. The Near Future Teaching project has been collaborating with staff and students to co-design the future of digital education, this is revolutionary step in the field of Education and positive step towards national development. Indian government distinct on designing online education programmes, strengthening digital infrastructure across the country and regaling to the rising demand for upskilling among students. Digital education has been significantly driven by the government and focus on strengthening digital infrastructure in the country, including providing internet connectivity in the remote areas. It is a positive sign of development towards digital India. As part of ‘Digital India’ initiative, the government also started e-Education ingenuity to provide online education in remote and urban areas using smartphones, apps and internet services. Farther, amid the pandemic, the Indian government has taken several beginnings (e.g., PM eVIDYA programme, DIKSHA, etc.) to make it at par with some global online education best practices and modify regulations for universities and colleges to offer extended online and distance learning occasions to students. The NEP-2020 asserts that the focus of integration of digital technologies would be to improve teaching-learning and evaluation processes, support teacher professional development, enhance educational access, as well as streamline educational planning and administration. Keywords: Digital Education, National Development, Revolutionary Development, Digital India, e-Education and National Education Policy-2020
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Banerjee, P. M., Belson, G., & Clugston, D. (2015). Digital Education 2.0: From Content to Connections. Deloitte Review DELOIT, 16, 130–145.https://dupress.deloitte.com/content/dam/dup-us-en/articles/future-digital-education-technology/DR16_digital_education_2.0.pdf Department for Education. (2019). Realizing the potential of technology in education. A Strategy for Education Providers and the Technology Industry. https://doi.org/DFE-00072-2019
DEVELOPING PROBLEM-SOLVING SKILLS THROUGH TRAINING PROGRAM AND STUDYING ITS’ EFFECTIVENESS

Bhaskar Vishnu Igawe

Page No.: 16077 - 16083

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Alvin, Toffler. (1980), The Third Wave, London Pan Books, Pg. 403 Scott, Isakson. (1987), Frontiers of Creativity Research, New York; Bearly limited, Pg. 05.
A STUDY OF MASLOW'S HIERARCHY OF NEEDS FOR INCLUSIVE EDUCATION IN MATHEMATICS

Jagdish Babulal Rathod

Page No.: 16084 - 16089

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Bhatnagar A.B, Bhatnagar Meenakshi, Bhatnagar Anurag (2003) psychology of Teaching & Learning: Learning & Motivation. Merrut: Published by Vinay Rekhejia Dandekar V.N., Makhja Sanjoglata (2009). Psychological Foundation of Education: Motivation Chennai, Macmilian India press.
HOW TO USE FLIPPED CLASSROOM APPROACH?

Rajendra Thigale

Page No.: 16090 - 16102

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The aim of this paper is to review the flipped classroom to find out the definitions, meaning, concept, features, strategies, benefits of flipped classroom and limitations to the flipped classroom in the literature as well as in the researches, for this purpose author reviewed many resources on the internet, research databases sites and found extensive information about the same, author also tried to categories the information into different points to make it easy to understand the teacher community. In NEP 2020 use of innovative methods in Indian classrooms is highlighted. The students as well as teachers are not using flipped classroom effectively because of rigidity in the previous structure, now it is the demand of time, which one has to follow. Keywords: Flipped Classroom, Inverted Classroom, Reverse Instruction, flipped-learning method
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Acelajado, M. J. (2017). Flipped teaching approach in college algebra: Cognitive and non-cognitive gains. Proceedings of the 13th International Congress on Mathematical Education. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, or: International Society for Technology in Education. Calamlam, J. M. M. (2016). Effectiveness of blended e-learning approach in a flipped classroom environment. The Asian Conference on Society, Education & Technology-Official Conference Proceedings.
21 VI SADI MAIN BHARAT KI NABHIKIY NITIYA AUR ENKE VAISHVIK PRABHAV

Viresh Kumar

Page No.: 16103 - 16107

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SHALEY JIVNATIL BOLI BHASHECHE STHAN

Aparna Rahul Ukale

Page No.: 16108 - 16114

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G.O.I. (2014). Curriculum Framework Two year B.Ed.Programme. NCTE, New Delhi. G.O.I. (2020). Report of new education policy. NCTE, New Delhi. Ministry of Education.
RASHTRIYA SHAIKSHANIK DHORAN 2020 - SHIKSHAN SHIKSHNAS SARVANGIN V DISHADARSHAK BADLAS SANDHI

Dr. Aruna Rajaram Bhambare

Recived Date: 2021-10-25 | Accepted Date: 2021-10-30 | Published Date: 2021-11-01

Page No.: 16115 - 16121

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Ratanagiri Talukyatil Krushi Paryatan Vikas: Sandhi Va Awahane

Tulsidas B. Rokade

Recived Date: 2021-09-21 | Accepted Date: 2021-10-27 | Published Date: 2021-11-01

Page No.: 16122 - 16127

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MULTIDIMENSIONAL PERSONALITY IN RELATION TO LEVEL OF SECURITY AMONG EMPLOYEES

Dr. Dhiraj Sharma

Recived Date: 2021-10-12 | Accepted Date: 2021-10-30 | Published Date: 2021-11-01

Page No.: 16122 - 16131

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Our personalities are also said to be characterized by impact behaviours and actions. It causes us to take action or respond to various situations and experiences in certain ways aside from affecting how we act and react in certain situations. Multidimensional Personality contains many factors or dimensions. With the help of these dimensions we can measure the personality. It is one's characteristic way of feeling, behaving and thinking conceptualized as a person standing on five traits. Personality is measured by six dimensions. These dimensions are extroversion-introversion, self concept, independence-dependence, temperament, adjustment and anxiety. With the help of these six dimensions we can measure the personality. Extraverts tend to enjoy human interactions and to be enthusiastic, talkative, assertive, and gregarious. . The common modern perception is that introverts tend to be more reserved and less outspoken in groups. self-concept contains three parts: self-esteem, stability, and self-efficacy. The term independence denotes simply the absence of dependence. Temperament refers to basic dimensions of personality that are grounded in biology and explain individual differences in the developmental process rather than universal dynamics.  A sequence of adjustment begins when a need is felt and ends when it is satisfied. Anxiety takes several forms: phobia, social anxiety, obsessive-compulsive, and post-traumatic stress. The physical effects of anxiety may include heart palpitations, tachycardia, muscle-weakness, tension, fatigue, nausea and chest pain, shortness of breath, headache, stomach aches, or tension headaches. Securely attached children are best able to explore when they have the knowledge of a secure base to return in times of need. When assistance is given, this bolsters the sense of security and also assuming the parent's assistance is helpful, educates the child in how to cope with the same problem in the future. There are many dimensions of personality which contributes to the development of human being.

Key words – Multidimensional Personality, Self Concept, Temperament, Adjustment, Anxiety, Security



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ANKIY GRANTHALAYE

Asst. Prof. Sangita Gangaram Utekar

Recived Date: 2021-10-21 | Accepted Date: 2021-10-31 | Published Date: 2021-11-01

Page No.: 16132 - 16135

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INTEGRATED EDUCATION: INDIAN POLICIES AND ROLE OF TEACHER

Prof. Priti Vitthal Tile

Recived Date: 2021-10-21 | Accepted Date: 2021-10-31 | Published Date: 2021-11-01

Page No.: 16136 - 16140

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The concept of integrated education arises as outcome of National policy of education, 1986 recommended to provide equal opportunity to all not only for access but also for success. Integration signifies the process of interaction of disabled children with normal children in the same educational setting. Integration also means ‘mainstreaming’ or ‘Normalization’.                       



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