SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

There are a number of clearly defined processes leading to destruction of habitat and loss of biodiversity, but the ultimate cause of all these is the increasing human population. Most endangered species are threatened by numerous factors, but habitat loss worldwide is generally viewed as the single largest cause of biodiversity loss. When humans convert uninhabited areas for agriculture, forestry, urban development, or water projects like construction of dams, hydropower, and irrigation channels, they reduce or eliminate its usefulness as a habitat for the other species that live there. Biodiversity is the natural variety of living creatures we see around us. It is the variety of all forms of life on this terrestrial ecosystem. High rates of extinction are quickly reducing biodiversity especially in areas with high human population density and growth in the world. The direct and indirect effects of human interference on biodiversity are very challenging. Quantifying loss of genetic diversity is difficult, but it is clear that the extinction of species and declines in their population lead to a loss of genetic diversity. Unfortunately, the majority of the human population growth is seen within the greatest biodiversity hotspots. Scientific studies demonstrates that 87.9 percent of variation in endangered species can be explained by the single factor of human population density. In history many natural extinctions of species were witnessed, but the current rates of extinction are estimated to be roughly 100- times higher than the typical rates in the fossil record, and this increase of extinction will be 1000- 10,000 times higher in the future. Keywords: destruction, habitat, biodiversity, genetic diversity, extinction of species

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Heywood, V.H., 1995. Global Biodiversity Assessment. Cambridge University Press, Cambridge. http://www.aaee.org.au/docs/WAbugs/intro.1998.pdf http://www.en.wikipedia.org/wiki/World_population-2015 http://www.globalissues.org/article/408/sustainable-development-Millenium-Ecosystem-Assessment-2005 http://www.globalissues.org/article/171/loss-of-biodiversity-and-extinctions#Massive ExtinctionsFromHumanActivity/EnvironmentNewsService-1999. http://www.theguardian.com/news/datablog/2013/nov/26/iucn-red-list-threatened-species-by country-statistics https://www.worldometers.info/world-population. Kulkarni, A. (2013) Sustainable Food Security Through Conservation Of Biodiversity, International Journal of Innovative Research and Development, Vol. 2 No. 8. Secretariat of the Convention on Biological Diversity (2010), Global Biodiversity Outlook 3 Wilson, E.O. (1988) Biodiversity. National Academy Press, Washington.

This study pertains to the implementation of the guidelines and regulations issued by the University Grants Commission in its commitment to promoting equity through higher education in the country and ensure Empowerment of Women. Analysis of secondary data collected from the Annual Reports of the Commission for five years from 2015-16 to 2019-20 and documents uploaded on its Saksham portal for the years 2015-16 to 2020-21 revealed that in the period under study, not even one fourth of the Universities in the country have submitted the Annual Return. For Colleges, the maximum rate of compliance during the period is so negligible (2.3%). Not even 25% of the total Universities in the country have constituted Internal Complaints Committee. The disposal of Cases of Sexual Harassment by Colleges has been done more efficiently than the Universities during the period. Since the compliance by Higher Educational Institutions (HEI) of various regulations of the commission, including appointment of Gender Champions has been very low, it is suggested that. all the HEIs must ensure timely compliance of the circulars and letters of the UGC issued in this connection. Key Words: Women Empowerment, Gender Champion, Higher Educational Institutions

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https://www.ugc.ac.in/pdfnews/8176976_Guidelines-for-Gender-Champions.pdf , Page 1. accessed on 09/02/2022 https://saksham.ugc.ac.in/ About SAKSHAM Portal, accessed on 09/02/2022 https://www.ugc.ac.in/pdfnews/2394734_gender-champion-university-old-2015-16.pdf, accessed on 15/02/2022 https://www.ugc.ac.in/pdfnews/3447694_gender-champion-colleges-old-2015-16.pdf, accessed on 15/02/2022 https://www.ugc.ac.in/pdfnews/8572803_Gender-Champion-List-Statewise-Latest-2016-17.pdf, accessed on 15/02/2022 https://www.ugc.ac.in/pdfnews/5866413_Gender-Champion-List-Statewise-Latest-2016-17-College.pdf, accessed on 19/02/2022 https://www.ugc.ac.in/pdfnews/3855433_Gender-Champion-List-statewise-Latest-2017-18-Uni.pdf, accessed on 14/02/2022 https://www.ugc.ac.in/pdfnews/6973869_Gender-Champion-List-statewise-Latest-2017-18-College.pdf, accessed on 14/02/2022

MinjarMela is a main fair of Chamba’s peoples. MinjarMela got the accreditation of International Fair and it is one of the famous fair in Himachal Pradesh. The fair is celebrated on the second day of the month of Shravan according to the Hindu calendar. This comes in last week of July and duration of the fair is 7 days. Minjar is a name of maize flower. The fair is organized when the young paddy and maize shoots emerge from the soil, thus to celebrate the harvesting season of maize, this fair is celebrated. In this fair people generally wear silk costumes and there is always a stalk of Minjar attached to it. From this research paper I can conclude that many people of Chamba city think that there'rechanges in traditional Minjar fair and some people think that there're no changes in Minjar fair. This study based on intensive field work conducted in Chamba district in the state of HimachalPradesh. During the months of February 2017 to march 2017.In this paper people saw that the changes in traditional Minjar fair like traditional festive songs replace with Bollywood or Punjabi songs, traditional fair converts into international and modern fair. This assignment didn’t against the changing patterns of Minjar fair, my main intension to just show how the Minjar fair of Chamba district changes traditional to international. Keywords: - Traditional rites and rituals, Chamba’s people, Culture of Chamba, Kunjari Malhar, International Minjar fair.

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https://hpchamba.nic.in https://en.m.wikipedia.org https://www.tourmyindia.com https://m.hindustantimes.com

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S. Patel - Tribal education in India – Mittal Publication, New Delhi - First addition 1991, ISBN-81-7099-292-3 2. Dr. Manjundra DC, Dr. Anjali Kurane, Dr. Steven Wind, Dr. Annapurna - Ignored claims - A Focus on Tribal Education in India, Kalpaz Publications 2006, ISBN-81-7835 679-1 M. Kamat - Education and social equity - with a special focus on scheduled Castes and scheduled Tribes in Elementary Education 2008 https://scholarworks.umass.edu/cie - faculty

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IN HINDI

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Dash, B. & Kumar M. (2021). NANAJI DESHMUKH: An Epitome of Indian Social Work. New Delhi: Concept publishing Company Pvt. Ltd. www.chitrakoot.org/driindia/home/html

Ayurveda is one of the oldest recognized system of medicine with the rich heritage of fundamental concepts. One of the most important concept among all is Pathya-apathya Sankalpana. The management of any vikaar with the help of Aushadh- kalpana can give more than the expected result only when it is accompanied with Pathya-apathya kalpana, as it not only provides nutrition and helps to recover from vyadhi but also prevents the recurrence of disease. Agad-Tantra is the branch of ashtang ayurveda which deals with the management of various visha-vikaar. Along with the basic principles of neutralization of poison, ayurvedic classic also enumerates the pathya-apathya with visha-chikitsa. In visha-vikaar, pathya-apathya will nourish the dhatus to normal state, combat the effect of poison in residual form and prevents the arousal of any complication. The objective of this paper is to evidence the Pathya (do’s) and apathya (dont’s) to be accompanied with visha-chikitsa for the better management of visha-vikaar. Key-words- Pathya-apathya , Visha-vikaar.

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Aacharya Vidyadhar Shukla & Prof. Ravidatta Tripathi, Charaksamhita-Vol.1, Chaukhamba Prakashan, 2nd edition reprint 2013, Sutra sthan. [ ref.Ch.Su.25/45.] Aacharya Vidyadhar Shukla & Prof. Ravidatta Tripathi, Charaksamhita-Vol.2, Chaukhamba Prakashan, 2nd edition reprint 2010, Chikitsa sthan. [ ref.Ch.Chi.23/6,14.] Aacharya Vidyadhar Shukla & Prof. Ravidatta Tripathi, Charaksamhita-Vol.2, Chaukhamba Prakashan, 2nd edition reprint 2010, Chikitsa sthan. [ ref.Ch.Chi.23/24.] Aacharya Vidyadhar Shukla & Prof. Ravidatta Tripathi, Charaksamhita-Vol.2, Chaukhamba Prakashan, 2nd edition reprint 2010, Chikitsa sthan. [ ref.Ch.Chi.23/224-227.] Aacharya Vidyadhar Shukla & Prof. Ravidatta Tripathi, Charaksamhita-Vol.2, Chaukhamba Prakashan, 2nd edition reprint 2010, Chikitsa sthan. [ ref.Ch.Chi.23/228.] Shri Brahmashankar Mishra & Shri Rupalal Ji Vaishya, Bhavaprakaash, Chaukhamba Prakashan, 11th edition reprint 2007, Aahar varga. Aacharya Priyavrat Sharma, Dravya-guna Vidnyan-Vol. 3, Chaukhamba Prakashan, 3rd edition, Aahar dravya. Dr. Arvind Limaye, Annapuran-Ayurvedic & Aadhunik, Mehta Publication House, 1st edition reprint 2012, Aahar dravya (chap.3,6,7&14). WHO official website. http:// www.poison .org / Poison Statistics National Data-2014.

Anthony Giddens, one of the forerunner among the anti-evolutionists in sociology today, has made a special point of criticizing evolutionary theories for their lack of any concept of human agency, which for Giddens completely invalidates any social theory. Theories of social evolution have incited two kinds of critiques; one radical, and the other moderate. Radical critics of the theory of social evolution raise methodological issues with the theory of social evolution. They argue that social change cannot be understood through evolutionary theory, therefore the latter is not needed. Moderate criticism differs from radical criticism because it seeks to separate the concept of evolution from that of progress. According to this position, the idea of social progress must be rejected, but the evolutionary approach should be preserved. This article will look into the conceptual terrain of evolutionism and pattern of ebb and flow in it. Keywords: Evolutionists, diffusion, endogenous, exogenous, mechanical and organic solidarity.

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Sanderson, K. S. (1997). Evolutionism and its Critics. Journal of World-System Research, 3(1), 94–114. Gedeon, P. (2018). SOCIAL CHANGE OR SOCIAL EVOLUTION?? ARGUMENTS FOR RETAINING THE CONCEPT OF SOCIAL PROGRESS IN THE SOCIOLOGICAL THEORY OF EVOLUTION. CORVINUS JOURNAL OF SOCIOLOGY AND SOCIAL POLICY, 9(1), 3–33. https://doi.org/10.14267/CJSSP.2018.1.01 White, Lesley A. 1943. “Energy and the evolution of culture”. American Anthropologist. 45: 335-336 Hoogvelt A.M.M. (1978) Neo-evolutionary Theory, Structural Functionalism and Modernisation Theories. In: The Sociology of Developing Societies. Palgrave, London. https://doi.org/10.1007/978-1-349-04190-9_4

The term "charismatic leader" has recently attained widespread and almost debased currency. In the past, it was occasionally applied to leaders like Gandhi, Roosevelt, Hitler and Lenin. Now nearly every leader with marked popular appeal, especially those of new states, is indiscriminately tagged as charismatic. To avoid such indiscriminate and therefore meaningless use of the term, we should know what is or should be included in the category of charismatic leadership to distinguish it from other forms of leadership. In the present study an attempt is made to see how Weber dealt with sociological components of charisma and bring together all that Weber himself wrote on the subject and systemize that material with the help of writings of modern Sociologists in order to develop the theory of Charismatic Leadership into a more workable tool for understanding Charisma as crucial to Weber's system of analysis as the basis for the explanation of social change. Keywords: Charisma, Charismatic Leadership, Social Change, Max Weber, Ideal Types.

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Bendix, Reinhard , (1967) Reflections on Charismatic Leadership, Asian Survey, vol. 7, No. 6, pp. 341-352. Beyer, J. M. (1999) Taming and promoting charisma to change organizations, Leadership Quarterly, 10(2), pp. 307-330. Foil, C. M., D. Harris, and R. House, (1999) Charismatic leadership: Strategies for effecting social change, Leadership Quarterly, 10, pp. 449?482. Friedland, William H., (1964) For a Sociological Concept of Charisma, Social Forces, Vol. 43, No. 1,pp.18-26. Friedrich, Carl J., (1961) Political Leadership and Problems Charismatic Power, The Journal of Politics, Vol. 23, No. 1, pp. 3-24. Gerth H. H., and C. Wright Mills, (1946) From Max Weber: Essays in Sociology, New York, Oxford University Press. Loewenstein, Karl, (1966) Max Weber's Political Ideas in the Perspective of Our Time, Frankfurt, Amherst Press. Oommen, T.K., (1972) Charisma, stability and change, New Delhi, Thomas press. Smith, Philip, (2000) Culture and Charisma: Outline of a Theory, Acta Sociologica, Vol. 43, No. 2, pp.101-111.

The history of language teaching in India has a long tradition. Memorization of vocabulary and translation of sentences often formed the major part of such learning process in the past. In learners of English as a second language are students classified as “limited English proficient” (LEP) because they come from a home where a language other than English is spoken and score at below “Proficiency” on the LAB-R or score at the Beginning, Intermediate, or Advanced level of English as measured by the NYSESLAT. Diverse student profiles exist within the overall classification of LEP. There are LEP/ELLs who may be gifted and there are many with a high level of proficiency in their native language. Others may not be able to read or write in their native language because they have had a limited or interrupted formal education in their own country. Finally, there is a population of LEP students who have been identified as having special needs and have been referred for special education services. For ELL/LEP students, it is imperative to make teaching and learning culturally relevant and to enable access to prior knowledge upon which new skills and concepts can be built. It is critical for educators to understand the ways in which students’ cultural and linguistic backgrounds profoundly influence their experiences in the classroom. The visual arts enhance language development by offering non-verbal methods for communication and understanding and by providing a platform for students to create mental images. Integrating the arts into language arts and the content areas for ELLs can give students the opportunity to engage in new and varied approaches while gaining positive emotional responses to learning, understanding others and communicating their own ideas. Keywords: - English Language, Teaching, communication, native language, approaches

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Richards, JC and T. S. Rodgers (2001),’Approaches and Methods in Language Teaching’, UK;CUP Diane-Larsen-Freeman; (1986) “Techniques and Principles in Language Teaching”, London, Oxford; OUP Saraswathi, V; (2004) “ English Language Teaching: Principles and Practice”, India, Chennai: Orient Longman. Rivers, Wilga, Teaching Foreign Language Skills, The University of Chicago Press, 1968 Nuttal, Christine, Teaching Reading Skills in Foreign Language, Oxford: Heinemann, 1982. Ur. Penny. A Course in English Language Teaching, Cambridge UniversityPress,1996. Fleming, Mike and Stevens, David English Teaching in the Secondary School Linking Theory and Practice, Routledge,1998.

Maharashtra state started implementation of Continuous Comprehensive Evaluation system with Government Resolution of dated 20/8/2010. The objectives of the study were to study the present status of use of project tool and to study the problems which are occurred in use of project tool to teacher in present research a Survey method of Descriptive research method is selected for the study of project tool. For present research an Incidental or Easily available sample method was used. A seven point rating scale is used for analysis & interpretation of data. Percentage a statistical tool is used for analysis & interpretation of data of present research work. The finding of the study were there is significant measure of Teachers (87.27%) who had completed all trainings related to Continuous Comprehensive Evaluation and there is significant measure of Teachers (80%) who had used project tool in second semester.

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Right to Free and Compulsory Education Handbook (2009), Maharashtra State Council of Educational Research and Training, Academic Authority, Runa Graphics Pune Continuous Comprehensive Evaluation Handbook, Maharashtra State Council of Educational Research and Training, Academic Authority, , Runa Graphics Pune Primary Education Curriculum Draft An Overlook (2012), Maharashtra State Council of Educational Research and Training, Academic Authority, Runa Graphics Pune Research Handbook,(2012), Maharashtra State Council of Educational Research and Training, Academic Authority, , Runa Graphics Pune Action Research Handbook (2013), Maharashtra State Council of Educational Research and Training, Academic Authority, , Runa Graphics Pune Mule R. S. and Umathe V. T. (1977), Fundamentals of Educational Research, Vidyabooks, Aurangabad. Bhintade V.R. (1989) Methods of Educational Research, Nutan Publication, Pune Pandit Bansi Bihari, (1997), Educational Research, Nutan Publication, Pune.

Unlike olden days, the trending world nowadays demands a lot of involvement of parents in the education of their children and there is widespread support for the same, in order to enhance academic achievement. Schools today are no longer considered to be the only source providing education to the students, but parents are thought to play an integral role in the entire education process. The main aim of this study was to explore the level of parental involvement and academic achievement in science subject among secondary school students. The study was conducted on a sample of 160 students selected from rural and urban schools of Kohima district in Nagaland. Statistical techniques t-test and Karl Pearson’s Product Moment Correlation (r) was used to analyse the data. Findings of the study revealed that Parental Involvement of the students was very high in majority of the students (76.25%) and the Achievement level in Science was found to be below average with a mean value of 21.6. Positive correlation was found between the two variables (r = 0.165, p< 0.05). Keywords: Parental Involvement, Academic Achievement, Science, Secondary school students

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Ademola, Olatoye&Olajumoke, A.A. (2009). Parental Involvement as a correlate of pupils’ achievement in mathematics and science in Ogun state, Nigeria. Educational Research and Review.4. Page no 457-464. Ashmin, B. and Sahin, A. (2018). Effects of Parental Involvement on Secondary School Students' Mathematics achievement in Assam, India. Research ReviewInternational Journal of Multidisciplinary. Page no.275-281 Arulmoly, C., &Kiruthika, A. (2017).The Impact of Parental Involvement on Students’ Attitude and Performance in Science in Senior Secondary Grades in Batticaloa Educational Zone, Sri Lanka.Asian Journal of Multidimensional Research, 6(5).

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Era has transformed. A global attention to various issues in the society has reached an unprecedented level as nations prepare themselves to achieve higher economic growth. The future of India, rests on the foundation being laid today. Children of today are the leaders of tomorrow. If the role of children in the development of the nation is so important, the role of the way they are being brought up is much more important. And here comes the issue of raising a girl in a family as compared to boys. As we know the status of girl child stands very low in Indian society hence there is a low sex ratio in our country. In the process of preparation of the future builders of the nation it has become very important to look towards this issue very seriously. Even after more than seventy years of independence the situation is no more different. Considering these factors in mind the government of Jammu and Kashmiri has started few projects for the benefit of women and girls. Ladli Beti scheme is one of them which is started as a pilot project in few districts of Kashmir and Jammu showing low child sex ratio in April 2015 under the Integrated Child Development Service Scheme. The present study was thus carried to know about the Ladli Beti Scheme and its functioning. Also who are benefitted by the scheme, the problems faced by the beneficiaries in availing this scheme and any change if brought so far. The present study was carried on a total of 24 AWCs. A total of 96 parents were interviewed for the study. The results showed 18.75% of the parents were benefitted by the scheme 76.04% of the parents were not benefitted by the scheme. It was found that the beneficiaries should be provided proper help and guidance time to time by the authorities for proper benefit of the scheme. Some more efforts and focus is required by the authorities towards the scheme. Keywords: Ladli Beti Scheme, Economic growth, Integrated Child Development Service Scheme, Child sex ratio

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Anuradha, K. N., & Komala, M. (2003). Influence of infrastructural facilities in anganwadis on promoting the all-round development of preschool children. Journal of Human Ecology, 14 (4), 287-290. Retrieved on September 4, 2019 from https://www.tandfonline.com Biswas, A. B., Das, D., Roy, R., & Saha, I. (2007). Awareness and perception of mothers about functioning and different services of ICDS in two districts of West Bengal. Indian Journal of Public Health, 54(1) Retrieved on September 4, 2019 from http://www.jmnn.org Kapoor, A., & Singh, K. (2019). An assessment of facilities and services at anganwadi centers under the integrated child development service scheme in urban area of Kathua district, Jammu and Kashmir. Int J Community Med Public Health, 6(12), 5272-5276. Retrieved on September 12, 2021 from http://www.ijcmph.com

Inclusive education means that students should be provided with meaningful education in an optimum environment so that they can make their life successful. It is an education system that ensures that every student gets a quality education without any barriers to ability, physical disability, language, culture, family background and age. The need of inclusive education is necessary in every country because the child takes education in general with the help of inclusive education. Designs of inclusive education the proper system of teaching learning process is mandatory for it. A system which is useful for all the students and can maximize their potential. Keywords: inclusive education, characteristics, need and importance, scope, designs

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Renuka, P. & Bai, G.S (2015). Inclustion of Exceptional Children in the Mainstream Schools and Teacher Education. Global Trends in Teacher Education. New Delhi: APH Publishing Corporation, P 106 Sebba, J. and Sachdev, D. (1997) What Works in Inclusive Education? - Summary Retrieved from http://www.barnordos.org.uk/ resources, 2 UNESCO, Guidelines for inclusion, Ensuring Access to Education for all Paris, UNESCO, 2005. Chowdhary, P. (2015). creating inclusive schools, Rita book agency, Kolkata, P: 3,340- 350 Khan M.S. & Akbar S.R. (2008). School Teaching, A.H.P. Publishing Corporation, New Delhi P: 1-2, 5

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“Lokshahir Annabhau Sathe Nivadak Vangmaya,” Edited Dangle Arun et.al. 1998, Maharashtra Rajya Sahitya Aani Sanskriti Mandal, Mumbai., PP 467 to 474

Tribal women are victims of double discrimination. They are discriminated because they are tribal and they are women. Across the globe indigenous women are marginalised and exploited. Various factors like depletion of forest resources, intrusion of industries, alteration in traditional means of occupation have threatened the basic social structure of tribal society. Along with these threatening conditions some additional conditions experienced from internal social structure like customs, traditions, folkways, norms etc. exclude tribal women from the process of land inheritance rights, absence in decision making process, withholding the right to choose sustenance skills. In comparison to their male counterparts, they lack in every sphere of human development indicators like basic education, healthcare facilities, sanitation, employment etc. tribal women though are significant contributors in economy have been at the juncture of marginalisation when it comes to property ownership and inheritance. This paper tries to explore the customary laws of inheritance among the Birhors of Mayurbhanj and the changes that have ushered in due to sedentarization process. This paper tries to examine in detail the notion of property among the Birhors of Mayurbhanj. The Birhor women and their perception towards the property in various dimensions viz. Family property, community property and individual property has been explored. The Birhors notion of property along with it the mode of transmission of property has also been enquired. The shift in the perception and practise of Customary laws of inheritance in Birhor society has been examined from the perspective of Birhor women and their stated responses. Key Words - Birhor, Inheritance, Corporeal property, In-corporeal property, Sanction, Primitive Tribal Group, Customary Law, Community Property Resources (CPR), Equigeniture, Ultimogeniture.

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Adhikary,A.K.(2009).The Tribal Situation in India:Structure,Change and Continuity.Abhijeet Publications,Delhi.p.104. Bekker, J.C.( 1989). Seymour’s Customary Law in Southern Africa, 5th edn, Cape Town, Juta & Co. Ltd, p. 11. C.Khayal & K. Rajendra (2014) .Customary Law and Gender Inequality: A Case Study Of Pangwala Community of Western Himalaya.Asian Journal of Multidisciplinary Studies.2(7),pp.2348-7186. Fernandes,Walter & Bharali,Gita.(2008).Customary - Formal Law Interface : Impact on Tribal Culture.in T.N.Subba,Joseph Puthenpurackal and Shaji Joseph Puykunnel (ed.) Christianity and Change in Northeast India.New Delhi.Concept Publishing Company,pp.93-108. Goswami,M.C.( 1982).The Customary Laws and Practices of the Pati Rabha of Assam.The Law Research Institute,Eastern Region,Gauhati,Assam. Hoebel,E.A.(1954). The Law of Primitive Man.Harvard University Press,Cambridge. Mair , Lucy.(1962) .Primitive Government.Penguin Books Ltd.,USA.

Purpose: The purpose of this study is to measure the factors affecting the performance of employee by discussing impact of employee empowerment on job satisfaction. Design/methodology/approach: Being descriptive study, survey method was adopted for data collection to find out the factors. The methodology comprised research design, Target population for the study, sampling techniques, sampling Method, sample size determination etc . Data was analyzed by using Cronbach’s Alpha, correlation and regression in SPSS software. Findings: The independent variable empowerment was weakly moderate correlated with dependent variable job satisfaction. Hence it is concluded that employee empowerment has a positive impact on the job satisfaction. Originality/value – The paper reveals there exist relationship between the performance of employee and factors affecting in employee performance and Job satisfaction. Keywords: Employee empowerment, job satisfaction, Training, Employee Performance

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The Process of Empowerment, Peter Kenneth, (2012), available at innovationzen.com, accessed during February 2012. Investigation” Leadership and Organizational Journal, Vol 20 Issue 3 pp. 154-161 Bourke, J.F., “Employee Empowerment,” Dallas Business Journal, v.21,no. 46, pp. 24-32, 1998. Zuvarashe Judith Mushipe (PhD) Assistant Professor, ST Thomas University, Miami Gardens, Florida, USA Testa, M.R. (1999) “Satisfaction with organizational vision, job satisfaction andservice efforts: an empirical. Kinlaw D .C, 1995. The Practice of Empowerment, Making the most of human competence. England: Gower Publication Limited. Linda H (1997). A review of the literature on employee empowerment. Wilkinson, A. (1998) “Empowerment: theory and practice” Personnel Review, Vol.27 No. 1 pp 40-56

This study aimed to evaluate the mobile applications that can be used in the inclusive classroom to teach and enhance English language skills among students with blindness. The analytical research design was employed in the current study. Using specific keywords and criteria, a total of 64 Voice Recognition Software (VRS), 31 Optical Character Recognition software (OCR), 34 Text to Speech software (TTS), and 59 e-Dictionaries available in android platform from January to August 2021 were analyzed using accessibility and usability checklist prepared by the authors. The tool's validity and consistency were gained through experts' good judgment and following the inter-rater reliability method. The findings of the study revealed that Google Assistant, Google Translator, SayHi Translator, and Talking Translator were ranked first among the VRS and e-Dictionaries, so they are considered as the best VRS and e-Dictionaries available in android platform that can be used to develop vocabulary and speaking skills among students with blindness. Whereas, Scanner Go, Clear Scanner, vFlat, Documents Scanner, Google Lens and Fast Scan Apps were ranked first among the OCR software. However, T2S, @Voice, Google Lens, and TTS Reader Apps were ranked first among the TTS Apps and considered as the best free TTS Apps available in android platform. Therefore, they are highly recommended to be used by general teachers in inclusive settings to compensate the lack of special technology, adapt the English subject curriculum for students with blindness, and enhance the students' self-learning and participation in the English class. Keywords: mobile, applications, English, language, blind, visual impairment.

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Akcil, U. (2018). The use of mobile learning for visually impaired learners school in tolerance education contents. Quality & Quantity, 52(2), 969-982. Aryanti, W. (2014). Difficulties in learning english faced by visually impaired students at Center of Language Development (P2B) in State Islamic University (UIN) Sunan Kalijaga. INKLUSI Journal of Disability Studies, 1(2), 189-206. Bilal, A. (2017). Problems faced by the students with visual impairment in learning mathematics (Thesis). University of Management and Technology (Pakistan). DOI: 10.13140/RG.2.2.15653.24802 Christidou, S. (2016). Foreign language learning for the visually impaired in the Region of Central Macedonia, Greece: Problems and Suggestions. US-China Foreign Language, 14(3), 214-226.?

For highlighting the Solvent-effect of a diapolar aprotic solvent, n-propanol on the biochemical behaviour of propionate ester, the kinetics of alkali catalysed hydrolysis of butyl propionate was carried out in aquo-n-propanol solvent systems having different concentration of the organic component (n-propanol) varying from 20 to 80% (v/v) at different temperatures ranging from 20 to 40°C. The number of water molecules associated with the activated complex of the reaction were found to increase from 0.338 to 1.401 and from this, it is it inferred that n-propanol acts as structure breaker of water converting its dense form into bulky form and it changes the mechanistic path way of the reaction from bimolecular to unimolecular, From the numerical value of the kinetic temperature of the reaction, which is evaluated to be 281.0, it is concluded that there is weak but appreciable interaction between solvent and solute in the reaction media. Keywords: Heavy propionate, medicinal efficiency Bacterial Infection, Mechanism, Thermodynamic Activation parameters, Solvent-Solute Interaction.

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Elsemongy M. M., Elamayam M. S. and Moussa M. N. H.: Z. Physik Chem. (Neue Folge), 84, 295, 1973 Singh, Lallan., Gupta, A. K., Singh, R. T., Verma, D. K. and Jha, R. C.: React. Kinet. Catal. Lett. 24, No. (1-2), 161-165, 1984 Singh, B., Gupta, A. K., Pathak, D. B., Singh, Y. P., and Singh, R. T.: J. Indian Chem. Soc., 66, 372 - 379, 1989 Kiranmayee and Singh, R. T.: Asian J. Chem. 18(2), 1050-1054, 2006 Kumari, S., Singh, D. K., Singh, S. K. and Singh R. T.: NIRJ, Sci., 10, 73-822, 2012 Singh, R. T., Singh, K. K., Singh, A. and Bala, K. K.: ARJ Phys. Sci., 14, No.(1-2), 137-146, 2011 Singh, R. T., Kumari, A., Kumari, R. and K. Priyanka: NIRJ Sci., 10, 87-97, 2012 Wynne Jones W. F. K. and Eyring H.: J. Chem. Phys., 3, 492, 1953 Robertson R. E.: Prog. Phy. Org. Chem. 1, 213, 1976

This study aimed to compare between the effect of Discrete Trial Teaching (DTT) and Incidental Teaching Strategy (ITS) to develop receptive language skills among children with ASD in Yemen. The study adopt single subject experimental research design that involved Six Children in age range of 5-10 years. The researchers develop assessment tool to assess the receptive language skills consist of two parts asper age groups (5-7) & (8-10) years. Wilcoxon sign-rank test has been used to analyse. The study found that there is a significant difference between the DTT and ITS on receptive language skills among CwASD in favour DTT. The study concluded that using more than one strategy with the autistic child allows knowing the child's interests and abilities, and using them to better and more accurately meet the child's needs. Keywords: Discrete Trial Teaching, Incidental Teaching Strategy, Receptive language, ASD.

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DePape, A. M. R., Hall, G. B., Tillmann, B., & Trainor, L. J. (2012). Auditory processing in high-functioning adolescents with autism spectrum disorder. PloS one, 7(9), e44084. Doernberg, E., & Hollander, E. (2016). Neurodevelopmental disorders (asd and adhd): dsm-5, icd-10, and icd-11. CNS spectrums, 21(4), 295-299. Hudry, K., Leadbitter, K., Temple, K., Slonims, V., McConachie, H., Aldred, C., ... & Pact Consortium. (2010). Preschoolers with autism show greater impairment in receptive compared with expressive language abilities. International journal of language & communication disorders, 45(6), 681-690. Hyman SL, Levy SE, Myers SM. Council on Children with Disabilities, Section on Developmental and Behavioral Pediatrics. Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics. 2020 Jan;145(1):e20193447. Maljaars, J., Noens, I., Scholte, E., & van Berckelaer-Onnes, I. (2012). Language in low-functioning children with autistic disorder: Differences between receptive and expressive skills and concurrent predictors of language. Journal of Autism and Developmental Disorders, 42(10), 2181-2191.

IN HINDI

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http://www.censsusindia.gov.in/1991-common/census_1991.html http://www.censsusindia.gov.in/2011-common/census_2011.html

Recent years have seen a great amount of research on collaboration, collaborative learning and collaborative activities in which students essentially work in small groups. Collaborative activities, often organized as project work in schools, are used to develop 21st Century skills in students. Collaboration has been considered as a means to increase student acquisition of content knowledge and develop cognitive skills, like critical thinking and problem solving (Kuhn, 2015). This paper presents the impact of collaboration on developing attributes of kindness among students at middle school level. 152 students from middle school of Bunts Sangha’s S M Shetty International School and Junior College , Mumbai, India participated in the survey. Data has been collected quantitatively and qualitatively through deploying a questionnaire to students. The findings of the study support the use of collaborative activities for developing kindness attributes in students. Such research will further strengthen our understanding of the development of kindness attributes through collaboration and will help educators to maximise the use of collaborative activities to develop kindness attributes in students. Keywords: collaboration; collaborative learning; kindness; attribute

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Brown, L. & Lara, V. (2011. Oct. 9). Professional Development Module on Collaborative Learning. El Paso Community College, Texas; USA. Retrieved 20 Dec. 2011, from: http://www.texascollaborative.org/Collaborative_Learning_Module.htm. CASEL. (2019a). Core SEL competencies. Retrieved from https://casel.org/core-competencies/ Cohen, B.P. & Cohen, E.G. (1991). From groupwork among children to R & D teams: interdepence, interaction and productivity, In Lawler, E.J., Markovsky, B., Ridgeway, C. & Walker, H. (Eds.), Advances in Group Processes (pp205-226). Greenwich, Connecticut; USA. JAI Publishing. Dillenbourg, P. (Ed.). (1999). Collaborative learning. Cognitive and computational approaches. Amsterdam: Pergamon.

Social media is one of the most used interactive communication tools in the current world. Almost every person above the age of ten years is operating an account of any social media platform. The study was guided by two objectives; to examine prevalence of social media use among secondary students and, to determine behavior displayed by the students as a result of social media use. The study was anchored on the social learning theory. A mixed-method research design was adopted. Purposive sampling was used to select 15 teacher counselors, while 392 students were selected using a simple random sampling. The study found that 97.4% of the secondary school students in Machakos Sub- County were regular social media users. The students preferred using WhatsApp, YouTube, Instagram and Facebook. The study also found that social media use inculcated both positive (60% ) and negative (40%) behaviors respectively. The study thus concluded a high prevalence of social media use among secondary school students in Machakos Sub-County. Based on these findings, the study recommends that school administrators should come up with stringent strategies to control the use of social media among secondary school students and, the Ministry of Education should develop policies for curbing the use and challenges associated with social media by secondary school students. Key words: Internet users, Platform, Psychological behaviours, Social media

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Ahn, J. (2011). The effect of social network sites on adolescents' social and academic development: Current theories and controversies in Journal of the American Society for Information Science and Technology, 62(8), 1435-1445. Akubugwo, I., & Burke, M. (2013). Influence of social media on social behaviour of post graduate students. A case study of Sanford University, United Kingdom. IOSR Journal of Research & Method in Education (IOSR-JRME), 3(6), 39-43. Asare-Donkoh, F. (2018). Impact of social media on Ghanaian High School students. Library Philosophy and Practice, Vol(2) pp1-33. Ayodele, F. A. (2013). Nigerian youths and social media: Harnessing the potentials for academic excellence. Kuwait Chapter of Arabian Journal of Business and Management Review, 2(5). Batrinca, B., & 02., P. C. (2015). Social media analytics: a survey of techniques, tools and platforms. Ai & Society, 30(1), 89-116. Bolton, R. N., Parasuraman, A., Hoefnagels, A., Migchels, N., Kabadayi, S., Gruber, T., ... & Solnet, D. (2013). Understanding Generation ‘Y’ and their use of social media: a review and research agenda. Journal of service management.

IN MARATHI

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Buch, M.B. (1978-83) Tribal Survey of Research in Education, New Delhi, Prientaly Hall of India Private Limited. Best, J.W., and Kahn J.V. (2004), Research in Education, New Delhi Prints Wall of India, Private Limited. Hader, J.J. and Kindmar, E.C. Hays Dynamic Social Research Kumar, A Social Research Methods (1997), New Delhi Anmol Publicatikons, Pvt. Ltd. Bogardus, E.S. (1936), Introduction to Social Research

Art and culture are the centre of development. Art is playing an enormous role in shaping the life and missions our cultural visions and aspirations of office society. Art is essential for cultural understanding and hence Global sustainability. Yet any significant sustainability initiative is related to the individual level. Both art and sustainability are processes that can lead to a creative outcome. Sustainability rests on the notion that individuals have to be both conscious of our place on the planet and embrace the values that enable us to leave sustainability at the individual level. Art can help people to become conscious of the state of our planet and assist in negotiating the values that will support sustainable living while working on environmental issues authentically as an artist one can find different ways to engage people when artists are able to show the integrity of their art and find ways to interweave the artistic that into a movement and to be validated and respected for it that is sustainability. Art is a model for sustainability because the basic values in art stem from the desire to communicate meaningful experiences that resonate over time. Even fleeting fugitive and Temporary experiences endure . A Dance, song, a vision becomes embodied and remembered , Re -communicated, recycled and re- embraced. Creativity and art is a model for sustainability because the basic values in art stem from the desire to communicate meaningful experiences that resonate overtime. If sustainability is a movement towards long-term well being acting now so as to impact a better future then it is a natural partner . One of the most important factors to affect contemporary art has been cultural and economic globalization. Increasingly International art exhibitions draw their contents from all over the world and artists address a wide range of subjects relating to this developing situation . Globalization changes the way Nations businesses and people interact specifically it changes the nature of economic activity among Nations expanding trade opening Global supply chains and providing access to natural resources and Labor markets .

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Sharma, L C, A brief History of Indian Painting, page number- 2 to Goyal publishing house , Meerut -2013 (i) from Wikipedia internet (ii) cittaindia.org (iii) http://www.dkarchitects.com Sabyasachi on Instagram from Wikipedia internet Sruthi G S - Article;- Mud Architecture, International Journal of innovative research in Science , Engineering and Technology, volume -2 , special issue ,December -2013 And www.ijirset.com Mud houses-timesofindia.com , May 11, 2018 (i) Wikipedia internet , ignant.com (ii) Pinterest retrieved 23rd June, 2021 (iii) vox.com[barcelona] 9 istockphoto.com Wikipedia internet , ignant.com arte8lusso.com , online Magazine on ART fashion and luxury Lifestyle , UAE and Italy

Learned haplessness the concept discovered by Martin E.P. Selingman, helplessness experimented on animals, The impact of learned helplessness has been demonstrated in different animal species, but its effects can also be seen in people. Learned helplessness has also been associated with several different psychological disorders. Depression, anxiety, phobias, shyness, and loneliness can all be exacerbated by learned helplessness. If you believe you are no good and everything you do is inferior or wrong, you are likely to feel a huge loss of control over your life.Learned helplessness is thought to contribute to feelings of anxiety and may influence the onset, severity, and persistence of conditions such as generalized anxiety disorder Learned helplessness is thought to contribute to feelings of anxiety and may influence the onset, severity, and persistence of conditions such as generalized anxiety disorder. Cognitive Behavior Therapy (CBT) is a form of psychotherapy that can be beneficial in overcoming the thinking and behavioral patterns that contribute to learned helplessness. Key words: learned helplessness, psychology, humans, relationship, family, behavior, depression.

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Salingman MEP “Learned Helplessness?journal annual review of medicine, 23 (1) 407-412, year 1972doi:10.1146/annurev.me.23.020172.002203. PMID 4566487 Cole, C.S; Coyne, J.C,Situational specificity of laboratory- induced learned helplessness in humans.Journal of Abnormal psychology,86 (6), 615-623,1977,doi:10.1037/0021-843X.86.6.615 Peterson, C.; Selingman, M.E.P,Casual explanations as a risk factor for depression: Theory and evidence Sikipedia Learned helplessness https://en.wikipedia.org?› wiki Salingman, M.E.P 1972 “learned helplessness” Annaual review of medicine. 23 (1) doi:10.1146/annurev.me.23.020172.002203. PMID 4566487. 407-412 Cole, C.S; Coyne, J.C 1977 Situational specificity of laboratory- induced learned helplessness in humans. Journal of Abnormal psychology 86 (6) doi:10.1037/0021-843X.86.6.615. 615-623 Peterson, C.; Selingman, M.E.P 1984 Casual explanations as a risk factor for depression: Theory and evidence Psychological review 91 (3) doi:10.1037/0033-295x.91.3.347. PMID 6473583. S2CID 32863814. 347-74 Peterson,C; Maier, S.F; Seligman, M.E.P 1995 Learned Helplessness: A Theory for the Age of Personal Control New York: Oxford University Press ISBN 978-0-19-504467-6

Various research studies on hospital food services and patient satisfaction have been conducted globally. The quality of dietary services is one of the important aspects of health care. Indian studies in this field are very few, thus this pilot study was conducted as an insight for a similar future study on a large scale. A cross sectional study was carried out in Government Medical College and Hospital, sector 32, Chandigarh. Fifty-nine patients were selected randomly from private and general wards- mainly Obstetrics and Gynaecology, Oncology and Burn unit. A self-structured questionnaire was prepared for assessing satisfaction of the patients regarding food quality and food services. The data was collected and analyzed for all parameters of demographic profile of hospital patients selected, and their interview responses. Most patients (96.3%) were satisfied with the food and food service staff according to their responses. Correlations between most parameters were positive and highly significant at (p<0.01) and (P< 0.05) level. No impact of Age and BMI was seen on any of the variable at 95% confidence level as probability value greater than 0.05. Chi-square test of patient satisfaction responses showed asymptotic significance as p-value was 0.00. Effectiveness of results of this pilot study were understood as potential effectiveness. Focus was on feasibility and not on statistical significance. It also shows that the large-scale study will be feasible without changes in protocol. Confidence intervals showed that the pilot study testing can significantly reduce any flaws in the research approach. Amendments for future study are that the questions are properly framed to ensure that patients eat well, and leave the hospital with improved physical and mental health; and all aspects of dietary services should be well organized. Key words: Hospital diet, patient satisfaction, dietary survey, dietary management, food services.

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Hong WS. Kirk D. The analysis of edible plate waste in 11 hospitals in UK. J Food service Systems. 1995; 9: 115. 2.Loser C, Malnutrition in hospital, The Clinical and Economic Implications. Deutsches Arzteblatt International .2010; 107(51-52):911-7. National Institute of Nutrition (NIN), Indian council of medical research (ICMR). HYDERABAD, India.2012 Callegaro M, Murakam MH, Epman Z, Henderson V. Yes-no answers versus check –all in self-administered modes, a systematic review and analysis. Internet J Market Res. 2015; 57(2): 1-22.

MGNREGA, the largest poverty alleviation programme initiated by the Government of India in the year 2005 had the sole objective to offer a legal guarantee of 100 days of employment to every rural household, whose adult members are willing to do unskilled labour at minimum wage rate. Programme also envisages the creation of sustainable community assets besides protecting environment, reducing migration & empowering rural women. The Government of India emphasizes the MGNREGS is the largest anti poverty programme in the world that has the potential to benefit the poor rural household in India. Mahatma Gandhi, the Father of the Nation, always cherished about India’s rural beauty, resilient power as much he was concerned about the poverty and living conditions. His pet phrase was India lives in Villages. Rural development as an integrated concept of growth and poverty elimination has been paramount concern in all the five year plans. Traditionally, Rural Development programmes comprise of following basic concepts like infrastructure facilities in the rural areas, namely schools, health centers, roads, adequate drinking water and electrification. This article discusses the awareness among households and the successful implementation of MGNREGS in the Nizamabad district of Telangana State. Key words: MGNREGS, Poverty, Rural Development.

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Government of India (2005). The National Rural Employment Guarantee Act 2005 (NREGA), Operational Guidelines, Ministry of Rural Development, New Delhi. Government of India (2008). Various Evaluation Reports, Poverty Estimates for 2004-2005, Planning Commission, New Delhi. Government of India (2012). The National Rural Employment Guarantee Act 2005 (NEGRA) Operational Guidelines, Ministry of Rural Development, Department of Rural Development: New Delhi 37(4): 659-665.

Inquiry based science learning strategies are beneficial in developing higher order thinking skills in the students. The main goal of present study was to find out the current state of Science Teaching with a focus on the application of Inquiry-based Science Learning Strategies to improve secondary school students' life skills. Here, Life skills comprises of four thinking skills: critical thinking, creative thinking, decision making, and problem solving. The current study is a descriptive research study in which data from science teachers is gathered using survey Method. Data was collected from 52 science teachers from secondary schools of Pernem Taluka of North Goa district of State of Goa, of whom 32 were given a rating scale designed by the researcher and 20 teachers, 15 of whom were senior science teachers and 5 of whom were headmasters with science teaching expertise, were interviewed. According to the findings of the study, the majority of science teachers in Pernem Taluka rarely or sometime use inquiry-based strategies to teach science to secondary school students in order to improve life skills such as critical thinking, creative thinking, decision making, and problem solving. Key words: Inquiry based learning, Life skill, critical thinking, creative thinking, decision making, and problem solving.

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National Research Council 1996. National Science Education Standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/4962. Eka, M., Ramandha, P., Andayani, Y., & Hadisaputra, S. (2021). An analysis of critical thinking skills among students studying chemistry using guided inquiry models An Analysis of Critical Thinking Skills among Students Studying Chemistry Using Guided Inquiry Models. 080007(October 2018), 1–5. Harlen, W. (2013). Inquiry-based learning in science and mathematics. Review of science, mathematics and ICT education. Review of Science, Mathematics and ICT Education, 7, 9–33. Kumar, R., & Singh, D. S. (2017). The State of Science Education in Post-Independent India: A Synoptic Review and Future Direction. IOSR Journal of Humanities and Social Science, 22(03), 55–58. https://doi.org/10.9790/0837-2203135558 McBride, J. W., Bhatti, M. I., Hannan, M. A., & Feinberg, M. (2004). Using an inquiry approach to teach science to secondary school science teachers. Physics Education, 39(5), 434–439. https://doi.org/10.1088/0031-9120/39/5/007 Muskita, M., Subali, B., & Djukri. (2020). Effects of worksheets base the levels of inquiry in improving critical and creative thinking. International Journal of Instruction, 13(2), 519–532. https://doi.org/10.29333/iji.2020.13236a Oktavia, R. S., Rahayu, Y. S., & Yuliani, D. (2019). IMPLEMENTATION OF GUIDED INQUIRY-BASED LEARNING MODEL TO IMPROVE STUDENTS’ CREATIVITY THINKING SKILL JPPS (Jurnal Penelitian Pendidikan Sains). Jurnal Penelitian Pendidikan Sains, 9(1). https://journal.unesa.ac.id/index.php/jpps/index Pursitasari, I. D., Suhardi, E., Putra, A. P., & Rachman, I. (2020). Enhancement of student’s critical thinking skill through science context-based inquiry learning. Jurnal Pendidikan IPA Indonesia, 9(1), 97–105. https://doi.org/10.15294/jpii.v9i1.21884 Shanmugavelu, G., Parasuraman, B., Ariffin, K., Kannan, B., & Vadivelu, M. (2020). Inquiry Method in the Teaching and Learning Process. Shanlax International Journal of Education, 8(3), 6–9. https://doi.org/10.34293/education.v8i3.2396 Tindangen, M. (2018). Inquiry-Based Learning Model to Improve Higher Order Thinking Skills. 14(7), 39–46. https://doi.org/10.5539/ass.v14n7p39 WHO (World Health Organization ). (1996). Life Skills Educatio For Children And Adollescents Introduction and Guidelines to Facilitate the Development. 1–47. Yuliati, L., Riantoni, C., & Mufti, N. (2018). Problem solving skills on direct current electricity through inquiry-based learning with PhET simulations. International Journal of Instruction, 11(4), 123–138. https://doi.org/10.12973/iji.2018.1149a Yunistika, R., & Juanengsih, N. (2018). Enhancing Students ’ Higher -Order Thinking Skills Through Guided and Free Inquiry-Based Learning. 115(Icems 2017), 28–31.

IN MARATHI

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The main aim of the present investigation was to study the influence of type of school on life skills development among tribal students. Descriptive survey method was employed for the present investigation. For conducting this study, a total sample of 325 tribal students of the age group of 16 to 18 years from different government and private schools of tribal areas of Himachal Pradesh were selected by employing incidental sampling technique. Data were collected with the help of adapted version of Life Skills Assessment Scale (LSAS) developed by Nair, Subasree and Ranjan (2010). Mean, S.D. and t-test were used for analysis of data. The findings of the study revealed that it was concluded that the students of both govt. and private schools in tribal areas possessed low level of thinking skills. On the other hand, the students studying in govt. as well as private schools in tribal areas possessed average level of social skills, emotional skills as well as overall life skills. Further, the students of both govt. and private schools situated in tribal areas possessed almost similar level of thinking skills, social skills, emotional skills as well as overall life skills and there exist no significant difference in these skills among govt. and private school students. The educational implications have been discussed at the end of the research paper. Keywords: Life Skills, School Type

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AhmadiGatab, T.; Shayan, N., Tazangi, R. M. and Taheri, M. (2011). Staudents’ life quality predication based on life skills. Procedia-Social and Behavioral Sciences, 30, 1980-1982. Dhingra, Rajni and Chauhan, Kirti Singh (2017). Assessment of life-skills of adolescents in relation to selected variables. International Journal of Scientific and Research Publications, 7(8), 201-212. Gadatia, Bhawani, S. and Mohalik, R. (2016). Life skills need assessment among tribal students at secondary level. Asian Journal of Social Sciences & Humanities, 5(3), 7-15 NCERT (2005).National Curriculum Framework for School Education-2005, New Delhi: NCERT. Prajina. P.V and Godwin J. Premsingh (2015). A study on life skills in relation to the academic achievements of tribal children. International Journal of Recent Scientific Research, 6(8), 5722-5724.

Intellectual disabilities affect approximately 1% of the population and are characterized by significantly impaired intellectual and adaptive skills. It can be said that individuals with intellectual disabilities are more vulnerable to mental illness than the general population. Whereas severe mental illness produces distortions of perception, delusions, hallucinations, and unusual behaviours are sometimes called thought disorders. The common factors that are found in both IDs and SMIs including reduced capacity to manage social and cognitive demands, problem-solving difficulties, poor social judgment and communication limitations. It has been observed that psychiatric assessment of a person with intellectual disabilities has much in common with assessments undertaken with people of mental illness, but there are a number of additional special considerations. It has been observed that an interdisciplinary evaluation of the individual in both the condition is necessary to obtain an accurate diagnosis and to establish habilitation and treatment needs. A thorough medical and neurological evaluation should be included to identify acute or chronic conditions that may need attention. A psychiatric evaluation can determine if medication is appropriate. Follow-up interviews are required to monitor the individual’s response to the various treatments for both. A thorough medical and neurological evaluation should be included to identify acute or chronic conditions in case of epilepsy. On the other hand, psychiatric evaluation can determine if medication is appropriate. Follow-up interviews are required to monitor the individual’s response to the various treatments for both. Common intervention or treatment plans are at times shared by both mild intellectual disability and severe mental illness. The intervention plan includes: psychopharmacology for treating mood disorders and other psychotic disorders. The psychotherapy part which will include the behavioural, cognitive, gestalt and psychodynamic aspects. Group therapies include the skill training programs, assertiveness and anger management training. The behaviour management plans are developed to deal with maladaptive behaviours. Day treatment programs for rehabilitation and education purpose focuses on living skills, interpersonal skills, vocational preparation and enrichment. Social skill training program for the improvement of quality of life. Residential services will include inpatient units with intensive care for those with severe problems. Other crises intervention services are called upon at the time of emergencies to combat with the situation in demand. Other services provided to individuals with intellectual and mental health problems may include physical therapy, speech therapy, art therapy and occupational therapy, among others, depending on individual needs. Therefore, it can be said that IDs and SMIs share common problems for which the therapies discussed above will help to develop a common approach in the process of making a common intervention plan for both and make successful outcome. Keywords: Mental Illness, Intellectual disability, therapies, intervention.

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American Psychiatric Association (2013). Diagnostic Statistical Manual of Mental Disorder, Fifth Edition (DSM V). Washington, DC: Author. Cooper S-A, Bailey N M. Psychiatric disorders amongst adults with learning disabilities - prevalence and relationship to ability level. Ir J Psychol Med 2001; 18: 45-53. Robertson J, et al. 2015. Systematic Reviews of the Health or Health care of People with Intellectual Disabilities: A Systematic Review to Identify Gaps in the Evidence Base. Journal of Applied Research in Intellectual Disabilities 28:455-523. Werner S, Stawski M, Polakiewicz Y, Levav I. Psychiatrists’ knowledge, training and attitudes regarding the care of individuals with intellectual disability. J Intellect Disabil Res. 2012 Sep 14. World Health Organization. Mental Health Strengthening Mental Health Promotion (Fact Sheet No 220). Geneva: WHO; 2007.

The term ‘pedagogy’ is widely used but its true essence and scope are not understood clearly. A teacher who can understand the cumulative effect of pedagogy, content, and psychology will be able to decide learning objectives better and the teaching-learning process will be enriched. The teaching profession is multidimensional and the teacher is expected to know the scope of the subject and curriculum. Presentation of Learning (POL) is as important as it includes models, methods, innovation, strategy, and tactics to make the whole process smoother and more effective. The status of teachers needs to be uplifted for which a few policy reforms will also be needed to be brought in. This combination is essential to direct learning in a positive direction and help the learner achieve the best he can. Keywords: Pedagogy, Teaching-learning, Teaching profession, Content, Psychology, Policy Reforms, Learning Objectives, Inspiration & Aspiration, Motivation, Textbook Analysis, Curriculum, Instructional Objectives, Presentation of Learning, Guided Learning

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Barrett A, Sajid A, Clegg J, Hinostroza J, Lowe J, Nikel J, Novelli M, Oduro G, Pillay M, Tikly L, Yu G (2007) Initiatives to improve the quality of teaching and learning: A review of recent literature. Background paper prepared for the Education for All global monitoring report 2008: Education for all by 2015: Will we make it? http://unesdoc.unesco.org/images/0015/001555/155504e.pdf Pritchard, Alan & Woollard, John (2010) Psychology for the classroom: constructivism and social learning. Routledge 270 Madison Avenue, New York, NY 10016 Vieluf S., et al. (2012), Teaching Practices and Pedagogical Innovation: Evidence from TALIS, OECD Publishing. http://dx.doi.org/10.1787/9789264123540-en Westbrook J, Durrani N, Brown R, Orr D, Pryor J, Boddy J, Salvi F (2013) Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review. Department for International Development.

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Vaishaistha C.P. (2004). New Horision in Library and In formation science. Chennai. T.R. Publication. RESEA, Malwad N.M. (1996). Digital libraries Dynamic storehouse of digitalized information New Delhi. New Age international Limited. TUDIES SCHOO Allan, Barbara : E-Learning and Teaching in Library and Information Services, London, Facet Publishing, 2002 Ina, Fourie: How LIS Professionals can use Alerting Services, Oxford, Chandos, 2006 Melling, Maxime (Ed) : Supporting E-Learning, A Guide for Library and Information Managers, London, Facet Publishing, 2005 Nipp, D.: Innovative use of the Home Page for Library Instructions., Research Strategies, 16(2), 1998, p.93-102 Electronic Courseware in Higher Education, www. firstmonday.com (accessed may 2007)

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Dew point temperature is an important measure associated with relative humidity and temperature as it helps to make projections about condensation, formation of mist, rainfall ,etc. The present study aims to examine it relationship with various parameters such as chamber pressure, saturation pressure , temperature which determines the value of relative humidity in case of Two pressure Humidity generator. Key words: Dew point , Two Pressure humidity generator, Chamber pressure, Correlation

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Chabane, F., Moummia, N. and Brima, A. (2018) Forecast of Relationship between a Relative Humidity and a Dew Point Temperature. Journal of Power Technologies, 98, 183-187 Gornicki, K., Winiczenko, R., Kaleta, A. and Choinska, A. (2017) Evaluation of Models for the Dew Point Temperature Determination: Technical Sciences, 20, 241-257. https://doi.org/10.31648/ts.5425

Education significantly contributes to peace by tackling inequality and exclusion and providing opportunities for the marginalized communities. Alongside providing education, it is essential to address social, political, and cultural challenges. The unceasing tide of violence recurring around the world has directed the researcher to delve into the colliding juncture of education and peace and find possible solutions towards peacebuilding and harnessing integrity and trust amongst the members of the society. Peace education must inherently draw out from people their natural instincts and desire to live in harmony with each other and emphasize on the importance of peaceful values lying as a core foundation to the existence of the society in its true sense. The struggle to achieve peace is an ongoing battle at both individual and communal levels and education can be the sole key to achieving it. The purpose of this study is to look at how peace educators can engage with individuals to highlight the core causes of violence being found in larger societal forces and institutions and how it must be addressed in order to establish peace worldwide and make it a better place to live. Keywords: Education, Peace, Exclusion, Violence

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Africa, M. T. G. (2011). Peace education: a pathway to a culture of peace. Journal of Peace Education, 8(3), 357–358. https://doi.org/10.1080/17400201.2011.589504 Babajide Owonikoko, S. (2020). Education for sustainable peace and conflict resilient communities. Journal of Peace Education, 1–3. https://doi.org/10.1080/17400201.2020.1793533 Danesh, H. B. (2006). Towards an integrative theory of peace education. Journal of peace education, 3(1), 55-78.

In The Annihilation of Caste, Ambedkar, probably for the first time, raised many profound questions with respect to caste. First, he rejected the defines of caste on the basis of division of labour and argued that it was not merely a division of labour but a division of labourers. Ambedkar gave illustrations in this speech on how dalits were deprived of education and freedom of occupation and were subjected to stigmatized manual labour, all resulting in their virtual economic slavery, how they were segregated and deprived of basic rights such as drinking water even from public wells, and above all how they were made victims of Social persecutions Ambedkar (1936) argues that the worst feature of the caste system is „anti-social spirit? in the following words, Caste does not result in economic efficiency. Caste cannot improve, and has not improved, the race. Caste has however done one thing. It has completely disorganized and demoralized the Hindus. The Hindus often complain of the isolation and exclusiveness of a gang or a clique and blame them for anti-social spirit. But they conveniently forget that this anti-social spirit is the worst feature of their own Caste System. One caste enjoys singing a hymn of hate against another caste as much as the Germans enjoyed singing their hymn of hate against the English during the last war. Unlike a club, the membership of a caste is not open to all and sundry. The law of Caste confines its membership to persons born in the caste. Castes are autonomous, and there is no authority anywhere to compel a caste to admit a new-comer to its social life. Hindu Society being a collection of castes, and each caste being a closed corporation, there is no place for a convert. Thus it is the caste which has prevented the Hindus from expanding and from absorbing other religious communities. So long as Caste remains, Hindu religion cannot be made a Missionary religion Keywords: Annihilation, Caste

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Dr B R Ambedkar 1936 On Annilation Of Caste Speech Prepared.At Lahore Conference Jat Pat Todak Mandal Of Lahore. Anand Teltumbde May 2005 Anti-Imperialism & Annihilation Of Castes Published By Ramai Prakashan Ramai Ambedkar Pratishthan C/O, Vaishali Sudhir Chaudhari ‘Ram Rahi’, Prasad Society, Mahatma Phule Road, Dombivali (West) Distt.: Thane – 421202

The development of capitalism has laid major changes in the field of the culture and arts. The culture industry is a branch of industry that deals specifically with the production of culture and has influenced the traditional high arts all over the world. Globalization, market economy and development of capitalism affect the arts and culture with the help of culture industry and make them a commodity and its production becomes market oriented. The audience becomes passive and just a consumer of the product. In India also the tradition of classical high art has been affected by the culture industry. Culture industry dominates the art, artists and the audience also. It lays its impact on whole art world and in this process the popular art becomes dominant which is a product and source of income of the culture industry

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Horkheimer & Adorno. 1972. Dialectic of Enlightenment. New York: Herder and Herder. Williams, Raymond. 1983. Keywords: A Vocabulary of Culture and Society Adorno, Theodor W. and Anson G. Rabinbach. Culture Industry Reconsidered, New German Critique No. 6 (Autumn, 1975), Duke University Press)

The death penalty is a concept that is ever evolving and transitioning with the advent of penal philosophies and the new world order. This form of punishment is the highest form of sentence to exist in any country. However, such form of punishment, that takes away the inviolable right to life must be applied in a restrictive and circumspect manner. Many countries have different perspectives as to the application of death penalty. There have been several attempts made in the recent times to abolish death penalty as a way of punishment as it is believed to be a violation of Human rights. Under such new developments, it is imperative to look at death penalty with a fresh outlook. The article aims to analyse Indian as well as global perspective on death penalty.

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The present study intends to examine the Personality of 9th standard students in relation to Gender. Investigator studied Shikaripura city secondary school students’ opinions in relation to Personality. The sample of the study consists of 120 secondary school 9th standard students of Shikaripura city. Investigator used Descriptive Survey method for the present study. Investigator used Eysencks Personality Inventory for the study. Investigator visited the secondary schools of Shikaripura city and collected data from the students. The descriptive and differential statistics is used for the analysis of collected data. The results of the study reveal that the Mean and SD of Personality scores by Boy and Girl students of 9th standard of secondary schools. The total mean score of Personality of 9th standard students is 89.47±13.02. In which, girl students of 9th standard of secondary schools (97.16±10.83) have higher Personality scores as compared to boy students of 9th standard of secondary schools (81.70±10.14).

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Aggarwal.J.C ,Essentials of Educational Psychology, Vikas Publishing House, Private Limited New Delhi. Gupta, V.K. (1982). Impact of Anxiety and Achievement Motivation on Self-Concept of high school students. Indian Psychological Review .2,61-66. H, R. (2019). A Study On Attitude of Parents Towards Girls Higher Education. International Journal of Research and Analytical reweaves, Special Issue, 265-267. H, R. (2021). A Study on Awareness of Life Skills Among B.Ed. Student-Teachers of Kuvempu University. An International Refereed, Indexed & Peer Reviewed Bi-Annual Journal in Education, 7(2), 10-12.

In this article an attempt has been made to focus on teacher education and quality. It is a big challenge before teacher education in India to develop and maintain an international standard whereby to become a prominent centre for teacher education is a global scenario. In the present era, teacher education seeks to preserve, transmit and advance knowledge. Teacher educators under presser cannot perform his duty honestly and bear responsibilities. All types’ facilities should be provided to the teacher educators so that he can perform his duty honestly and could produce good product.Teacher is called nation builder, but all the teachers cannot be national builder because only those, who are contributing in the development of the nation in any form. Teacher should be free from the tension and any type of burden, but in the private institutions teacher educators have observed under tension .Teacher education facing various types of challenges and problems. The standard of the teacher education is declining day by day. The status of teacher education is assumed to be one of the major and sharp indicators of the future of a country. Government should keep check on those institutions which are responsible for lowering the quality of teacher education.

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Inangler ,s.(2001).Teacher education:Trends and strategies. New Delhi:Radha publication. Jamwal,B.S.(2019) Professinal Development of Teachers.New Delhi Publishers:90 ,sanik vihar,Mohan Garden,pp260-267 National policy on education programme of Action. New Delhi: Ministry of education government of India ,1986 Rao, V. K.(2009),Teacher Education. New Delhi:APH Publishing Corporation.

The quality of a nation depends upon the quality of its citizens. The quality of citizens depends upon the quality of education and the quality of education depends more upon the quality of their teachers. To succeed the classroom tasks more effectively and successfully there is a high need of professional, smart and efficient teachers. Teacher plays a very pivotal role in shaping the student’s personality and behaviour, which ultimately form the future of society. Teacher education and teacher development are important to prepare teachers for the 21st Century classrooms or to promote student’s curiosity and intrinsic motivation to learn, establish a safe, supportive and positive learning environment for all students, encourage cultural awareness and cultural sensitivity in students, encourage cooperation amongst students, act as a classroom facilitator, make students feel appreciated, have long & short term plans or to communicate with students and to apply a variety of teaching techniques for the better learning of students. This paper focuses on the study of the concept of Teacher Education and its components, importance of Teacher Education, Teacher Development & important factors for Teacher Development and Innovative programmes of Teacher Education. This research is an effort to study the importance of Teacher Education and Teacher Development. Keywords: Teacher Education, Teacher Development, Innovative Programmes

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Agarwal, J.C. (1996). Teacher and Education in a Developing Society. Arora, G.L. (2002). Teachers and Their Teaching Delhi, Ravi Books. Balwaria, R., and Gupta, P. (2014). Historical perspectives of teacher Education in India. Sachdeva, M.S. (1996). A New approach to Teacher and Education in Indian Society. MHRD (1986). National Policy on Education, MHRD, Government of India, New Delhi. Misra, K.S. (1993). Teachers and Their Education Ambala Cantt., the Associated Publishers. NCERT (2005). National Curriculum Framework, NCERT, New Delhi. NCERT (2206). National Focus Group on Teacher Education for Curriculum Renewal, NCERT, New Delhi.

The aim of the present research was to find out the effect of online worksheet prepared
for 10th standard Mathematics on student’s achievement. The research was conducted with 90
evening learning centre students in Pune city in the academic year 2020-21. 42 in experimental
group and 48 in control group. Pre-post-test control group design from Quasi experimental
group was used. In this study in the study, online worksheets were applied along with regular
online classroom teaching and control group was taught by regular online teaching. Before
and after implementing worksheets and online regular classroom teaching Mathematics
achievement test was administered as pre and post-test. Post-tests scores of experimental and
control group were compared by using t-test. The achievement of experimental group was
significantly greater. After implementing worksheets structured interview of 10 students from
experimental group who were participated in all worksheets was conducted. The findings
derived from the interviews all the students found worksheets useful for mathematics practice.

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A discussion about children’s literature is not complete without Ruskin Bond and his children characters. In India, he is one of the pioneers of children’s literature. His literary world’s panorama is incomplete without children. His own childhood memory helps him to write about-for the children. His child protagonists are as usual as common children. They are not unique or having extra quality. Bond deals with the psychological and emotional needs of the children. Bond also mirrored sense and sensibility of children. His protagonists represent the everyday experiences of life and the problems that children face for survival. Bonds children are having same life experience as real life children facing. Their life is full of adventure, passion for animals, haunted houses having ghosts and witches, loss of family members in calamity, love for Mother Nature etc. Bond’s own childhood is revealed through the child protagonists. He fulfilled his childhood dream through the child characters and their deeds.

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Education is principally a process of nurturing, developing and shaping the study process of children. Education in mortal values and church contributes to shifting deeply settled social stations, which are negative to women and people of lower estate who fairly have the same rights as everyone differently. Education in values also boosts the confidence of socially underprivileged individualities and inspires them to claim their rights. Now as per Value-Based education aims at training the pupil to face the external world with the right station and values. It is a process of overall personality development of a pupil. It includes character development, personality development, citizenship development, and spiritual development. The present conceptual paper is to focused on Value Based Education (VBE) for enhancing the Spiritual Development with prime aims (i) To understand the concept of Value Based Education (VBE). (ii) To analyze the importance of Spiritual Development in Value Based Education (VBE) (iii) To discuss the various activities for Spiritual Development through Value Based Education. The present paper focused to know the concept of Value Based Education (VBE). To analyze the importance of Spiritual Development in Value Based Education (VBE) for personal, societal life-long development. It also discussed the various activities for Spiritual Development through Value Based Education.

Key words: Value Based Education (VBE), Spiritual Development

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Many investors view Post Office Saving Schemes as safe to invest avenue as well as higher income groups invest to save their taxes. Indian Post Office offers various types of saving schemes as per the investment needs of the individual investors. The present study aims to explore the preferred Post Office Saving Schemes and reasons why individual investors prefer to invest in these schemes. The study is conducted in Mumbai Suburban area i.e. Borivali to Andheri area. The sample size was 102 respondents who are investors of Post Office Saving Schemes. Findings of the study reveals that investors prefer to invest in most of the Saving Schemes offered by the Indian Post Office. Tax benefits is the major reason for investing in these schemes by the higher income group and safety and reliable investment is the reason for investing of the other investors. Individual investors are satisfied with services provided by the Post Office related to the Saving Schemes. They would like to continue investing into the Post office Investment Schemes in future as well as they would also recommend others to invest in it.

Teaching is a noble profession. Great men of the world went through the hands of great teachers. Great teachers of the world turned the world upside down with their philosophies and great ideas. Perception helps in understanding human behavior in the organization. It also helps in understanding perceiver’s own mindset and tendency in judging others. Student’s are very closely observes the teachers behavior and build a picture of their teachers as per their observation and perception. To study students? perception on teacher behaviour in teacher training institutions, to study teacher training students’ perception on teachers behaviour in respect of their gender, social status and type of course. The study was conducted on survey research design at the states of Odisha and 6 different teacher training colleges and universities involved. The researcher selected 150 students from all (6) of the teacher training institutes from the Odisha and the researcher are selected by sample using purposive sampling technique. To analyze the students’ perception about the teachers’ behaviour in the teacher training institutes of Odisha, the results of the study were following; In general has positively perceived the teacher behaviour. They have positively perceived love and affection, discussion with students, give examples, explanation, and accept student’s talents and equal opportunity but negatively perceived provision of Guidance. From this we could infer two things. One is perhaps student may not be aware of the provision of guidance services. The other one is teachers perhaps would have failed to provide this service to the student community. Male students have negatively perceived the teacher behaviour. This may be due to the fact that the Male students are considered to be not good when compared with; the Female students.

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There is great relevancy of Gandhian political philosophy. Gandhi was a practical thinker and as such it has righty been said about him that he was a great Karma yogi. Gandhi was one of those philosophers who believed in self-sacrifice, Satyagraha or Non-cooperation. He believed that violence brought with it hatred and feelings of revenge where as in non-violence there was no such danger. Gandhian philosophy is no comprehensive that it has left no aspect of human life untouched. In his philosophy there are very clear indications of his love for individual and national freedom. Gandhi was a great social reformer. He had a many sided personality with clear vision and definite approach to the problems which faced India of his time. In order to be able to do this, the paper will first of all present, analyse and comment on the most important concepts I consider the Gandhian thought is based on such as Satya (Truth), ahimsa (non-violence) and satyagraha (as Gandhi loosely translated: holding on to truth, which in fact is the philosophy and practice of the non-violent resistance).

The abstract of discussing euthanasia from an ethical and legal perspective is extremely important as of today because of the breakdown of family life, the improvement of medical technology, and the importance attached to the productivity of human life that comes into play. The whole trust in this unit will be. To show that human life at present can’t be created in a laboratory. The hand of God is seen clearly in all religions, and atheism is attributed to some power. The death penalty is not right.

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Human Resource is a vital asset to organizations as their success is reliant on the quality of human resources. The human element has been eminent as the most crucial input in an organization. Therefore, the valuation of such a valuable asset is necessary. Moreover, HRA helps in the valuation of human assets, facilitating the management of human resources effectively and efficiently.

Recognizing human assets as a foundation for maintaining a competitive and economic development in the knowledge-based economy becomes a necessity. Moreover, investing in human resource to raise knowledge and improve skills thereby enhancing performance is essential for organizational survival. It is the role of HRA that ensures such investment to be made, recorded, evaluated and communicated.

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