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Platt, A.M. 1991. The child servers: The invention of delinquency, 2nd ed.chicago: university of Chicago press. Oldenettel, D., and M.wordes. 2000. The community assessment centre concept. Juvenile Justice Bulletin.washington, DC: office of Juvenile Justice and delinquency Prevention. Menard, S., and D.S.Elliott.1990. Longitudinal and cross sectional collection and analysis in the study of crime and delinquency. Justice Quarterly 7(1):11-15. Menards, and D.S.Elliott, 1994. Delinquent bonding, moral beliefs and illegal behaviour: A three – wave panel model. Justice Quarterly 11(2):173-188.

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The present paper examines the association of student achievement in mathematics with home environment. Three variables connected with home viz. Socio-Economic status of Parents, Education of Parents and Maternal Employment were taken up to study the effect on student achievement. The sample of study consisted of 500 (250 boys and 250 girls) of tenth class students drawn from government and private schools of Jalandhar district. The results of the study revealed that there was significant difference in the attainment of concepts in mathematics between high Socio-economic status group and low Socio-economic status group, also a positive relationship between maternal employment and attainment of students was found on the other hand attainment in mathematics was found to be independent of level of education of parents. 

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Alanizi, Faris Mayoof Mokheimer (2010). Measurement of perceived parenting style influence on academic achievement among saudi college students. (Doctoral dissertation). Retrieved from Pro Quest Dissertations and Theses. (Accession Order No. AAT 3428975). Goldberg, Wendy A., Prause, J. A., Lucas- Thompson, R. and Himsel, Amy (2008). Maternal employment and children’s achievement in context : A meta analysis of four decades of research. Psychological Bulletin, 134, 1, 77-108.

The present study is aimed at ascertaining the combined effect of students’ conceptions of mathematics, mathematics self-efficacy and student engagement in mathematics on their academic achievement in mathematics among traditional classroom and co-operative learning approach. The study adopted the quasi-experimental approach on 159 students of standard IX studying in English medium schools. It was found that (a) The contribution of conception of mathematics to academic achievement in mathematics is the lowest followed by mathematics self-efficacy and student engagement in that order in both control and experimental groups (b) The contribution of conceptions of mathematics, mathematics self-efficacy and student engagement to academic achievement in mathematics is lower in the control group as compared to that in the experimental group, (c) The contribution of mathematics self-efficacy and student engagement to academic achievement in mathematics has doubled in the experimental group as compared to the control group, (d) The effect of conceptions of mathematics, mathematics self-efficacy and student engagement in mathematics on their academic achievement in the experimental group is large and in the control group is medium and (e) Co-operative learning group enhances the effect of conceptions of mathematics, mathematics self-efficacy and student engagement on the academic achievement of students in mathematics. 

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Andrews, P. & Hatch, G. (2000). A comparison of Hungarian and English teachers´ Mathematics Self-Efficacy and its teaching. Educational Studies in Mathematics, 43, 31-64. Cheong, C. (2010). From Group-based Learning to Co-operative Learning: A Metacognitive Approach to Project-based Group Supervision. Informing Science: the International Journal of an Emerging Transdiscipline Volume 13. Chianson, M. M., Kurumeh, M. S., & Obida, J. A. (2010). Effect of co-operative learning strategy on students’ retention in circle geometry in secondary schools in Benue State, Nigeria. American Journal of Scientific and Industrial Research, 2(1), 2010, 33-36. http://dx.doi.org/10.5251/ajsir.2011.2.1.33.36. Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1994). Conceptions of Mathematics and how it is learned: The perspectives of students entering University. Learning and Instruction, 4, 331-345.

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Ahluwalia, P.K. (2013). Moving towards Choice Based Credit System (cbcs) in UG and PG programs: A Road Map.http://hpuniv.nic.in/pdf/cbcs_iqac13.pdf Aithal, P. S., & Kumar, P. M. S. (2016). Analysis of Choice Based Credit System in Higher Education. International Journal of Engineering Research and Modern Education (IJERME), 1(1), 278- 284. Chabey, A.K. (2015). Choice Based Credit System (CBCS): a better choice in education system. International Journal of Creative Thoughts, 3(6), 2-13. Chaudhary, C. (2012). Assessment of adoption of Choice Based Credit System by India Universities. International Journal of Behavioural and Movement Sciences, 1(2), 45_49. Government of India (1964-66), Report of the Indian Education Commission MHRD, New Delhi. Hanchinalkar, S.B. (2014) A Study of Choice-Based Credit System Implemented at Secondary Teacher-Training Institutes By University of Mysore. Indian Journal of Experimental and Innovation in Education, 3 (1).

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UNICEF (2000). ‘Defining Quality in Education’ a paper presented at the meeting of The International Working Group on Education Florence, Italy June 2000. United Nations Children's Fund New York, NY, USA Adams, D. 1998. Defining Educational Quality: Educational Planning. Educational Planning 11(2):3-18. Bray, M. 1996. Educational Reform in a Small State: Bhutan’s New Approach to Primary Education. International Journal of Educational Reform 5(1):15- 25. Washington, DC: World Bank. Fuller, B., and Clarke, P. 1994. Raising School Effects while Ignoring Culture: Local Conditions and the Influence of Classroom Tools, Rules and Pedagogy. Review of Educational Research 64(1):119-57. Harding, D. 1996. Teacher Empowerment: An Analysis of the Indian Experience. In Partnerships in Teacher Development for a New Asia. Report of an International Conference. Bangkok: UNESCO/United Nations Children’s Fund (UNICEF). Heyneman, S.P., and Loxley, W.A. 1983. The Effect of Primary School Quality on Academic Achievement across Twenty-nine High- and Low-Income Countries. American Journal of Sociology 88(6):1162-94.

Keywords: Islands, Acculturation, Migrants, Islands, Politics

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Anderson, C. (2003). The politics of convict space: Indian penal settlements and the Andaman Islands. Routledge (Taylor & Francis). Anderson, C. (2009). Convicts and Coolies: Rethinking Indentured Labour in the Nineteenth Century 1. Slavery and Abolition, 30(1), 93-109. Berry, J. W. (1994). Acculturation and psychological adaptation: An overview. Berry, J. W. (2003). Conceptual approaches to acculturation Caprara, G. V., & Zimbardo, P. (2004). Personalizing politics: A congruency model of political preference. American Psychologist, 59, 581-594. Dawson, H. (2010). ONE, NONE, AND A HUNDRED THOUSAND. Shima: The International Journal of Research into Island Cultures, 4(1). John R. Alford and John R. Hibbing (2004). The Origin of Politics: An Evolutionary Theory of Political Behavior. Perspectives on Politics, 2, pp 707-723. doi:10.1017/S1537592704040460.

The aim of the present study is to explore the current impact of education and modern technology on the ongoing changing pattern of occupation and livelihood of Santals resides in Jamda block of Mayurbhanj district in Odisha, in the same time the researcher tried to explore the current change of their educational scenario in tribal areas of the particular sample area. To gain an in-depth understanding of the topic, descriptive survey type of research design employed with 50 households from Jamda block were divided into two groups i.e. 25 female and 25 male households. Two groups were interviewed with one set of schedule to study their perception regarding their changing pattern of education current livelihoods. To justify the title of the topic we framed two objectives along with same number of research questions. The findings of the study were that: For improving the livelihood condition of the tribals, there is need to first improve the production and productivity of their agriculture –both settled and shifting. This can be done by providing them with improved agricultural inputs such as seeds, fertilizers and agricultural implements and improvement in agrarian technology and practices. Their income can also be increased by restoration of the land alienated from them and by increasing the productivity of forests by plantation of degraded forest, facilitating the tribes in collection of such products and by ensuring them a proper return for such product by organizing their marketing.

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Agarwal B. Mechanization in Indian Agriculture, Allied Publishers, New Delhi, 1983, 1-7. Behura, N. K. (1990).‘Socio-economic problems and social change’, in Sudarshan, V. and Kalyan, M. A. (eds), The Uprooted. New Delhi: Gyan Publishing House. Behura, N. K. (1996). ‘Environment, displacement and development: case study from Orissa’. Indian Anthropologist, 31, 149–159. Fernades, W. et al. (1984). ‘Forest, environment and forest dwellers economy in Orissa’ (mimeo). Indian Social Institute, New Delhi. Government of Orissa (1960–61). Shifting Cultivation in Orissa. Agricultural Department of Social Conservation Organisation. Bhubaneswar: Government press. Government of Orissa (1971–72). ‘Report on the survey on shifting cultivation’. THRTI, ST and SC Development Department, Bhubaneswar. Hittleman, D. R. And Simon, A. J. (1997), Interpreting Educational Research: An Introduction for Consumers of Research, Prentice-Hall, Inc. New Jersey. Holton, E. H. and Burnett, M. B. (1997), Qualitative Research Methods, Berrett Koehler Publishers, San Francisco. Kalhan AS. Impact of Modernization on Punjab Agriculture with Special Reference to Tractorization. Indian Journal of Agricultural Economics 1976; 31(4):54-70. Mallik, R. M. and Panigrahi, N. (1998). ‘Non-timber forest produce: collection, benefits and management in Orissa’. Study report of the NKC Centre for Development Studies, Bhubaneswar. Submitted to the Ford Foundation, New Delhi. Mohanty B. Agricultural Modernization and social Inequality: Case study of Satara District. Economic and Political Weekly 1999; 34(26):A50-A61.

Dairy business gathers importance for the countries India, because it generates employment to the producers, milk collection and processing organizations, and fulfill the wants of the customers of milk and milk products. Dairy business establishes the forward and backward linkage in the linkage which results in generation of employment and use of available resource for the productive purpose and ultimately fulfills the need of the customers. Customer satisfaction reflects a person’s comparative judgment of a product’s perceived performance in relation expectation. The study is concerned with the customer and dealer satisfaction of milk product. The hypothesis, customers and dealers are satisfied with the services provided by the society is tested by using the statistical tool. The calculated X2 value is greater than the critical, therefore hypothesis is accepted.

 

 

 

 

 

 

 

 

 

 

 

 

Keywords: Customer satisfaction, milk products, dairy industry.   

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Kapur S.K. (2009) Marketing Management Fundamentals and Practices, Oxford & IBH Publishing Co. Pvt. Ltd. New Delhi. Rajan Saxena (2006) Marketing Management, Tata McGraw Hill Publishing Co. Ltd. New Delhi. Sherlekar S. A. (2005) Marketing management, Himalaya Publishing House, New Delhi. Hussain, Farhat Dr (1987). 'Public Sector Commercial Bunking in India -Developmental-Constraints - Recent trends'. New Delhi: Deep & Deep Publications. Philip Kotlar and Keller K.L. (2011) A Framework for Marketing Management, Dorling Kindersley (India) Pvt. Ltd. New Delhi. 6.Ramaswamy (2009) Marketing Management , Himalaya Publishing House, Mumbai.

Keywords: Information and Communication technology, higher education, teachers  

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Carl Simmons & Claire Hawkins (2009) Teaching ICT, Sage Publications India Pvt. Ltd., New Delhi. Sreedevi Dr. P. S.(2016) ICT Enabled Education, A. P. H. Publishing Corporation, New Delhi. Sreedevi Dr. P. S.(2016) Encyclopaedia of ICT in Education, Vol.1 &2, A. P. H. Publishing Corporation, New Delhi. K. S. (2015) Information and Communication Technology, Navyug Books International, New Delhi. Rajub Saha and Jayant Mete (2017) ICT in Education: A 21St Century Phenomenon, A. P. H. Publishing Corporation, New Delhi. Angadi Dr. G. R. (2016) professional Development and ICT in Education, A. P. H. Publishing Corporation, New Delhi. Chatterjee Deepak (2015) An Introduction to Teaching, Atlantic Publishers and Distributers (P) Ltd., New Delhi.

This paper attempts to provide a solution to teaching students with differences. Many teachers resist with finding ways to reach individual learning styles and desires. One teaching method that can accommodate for this variety of learning styles is Howard Gardner\'s Multiple Intelligences. This article attempts to provide a brief indication of the eight multiple intelligences associated with Howard Gardner\'s theory. Each of the intelligences encompasses certain characteristics and these characteristics lend themselves to particular professions, discussed in the paper. The article also suggests specific teaching methods and ways for educators to incorporate the intelligences into their daily lesson planning for practical use in the classroom. This, in turn, allows each child to learn in a way that is associated to his or her strengths, solving the age-old dilemma of how to meet the individual differences of individual students.

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Davis, Katie; Christodoulou, Joanna; Seider, Scott; Gardner, Howard (2011), "The Theory of Multiple Intelligences", in Sternberg, Robert J.; Kaufman, Barry, The Cambridge Handbook of Intelligence, Cambridge University Press, pp. 485–503, ISBN 0521518067 Demetriou, Andreas; Raftopoulos, Athanassios (2005), Cognitive Developmental Change: Theories, Models and Measurement, Cambridge University Press, ISBN 0521825792 Demetriou, A.; Mouyi, A.; Spanoudis, G. (2010), "The development of mental processing", in Overton, W. F., The Handbook of Life-Span Development: Cognition, Biology and Methods, John Wiley & Sons, pp. 36–55, ISBN 978-0-470-39011-5 Eysenck, M. W., ed. (1994), The Blackwell Dictionary of Cognitive Psychology, Blackwell Publishers, pp. 192–193, ISBN 0631192573

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R. C. Gupta, Western Political Thought, Laxmi Narayan Agrawal, Agra, 2010-11, pp. 267-74. Ibid, 283-92. B. Y. Gadgil, Aadhunic Rashtrawad: Bharat and Maharashtra(m), Raviraj Prakashan, Pune, 1990, p.41. Shriram Nikam, Destiny of Untouchables in India, Deep and Deep Publications, New Delhi, 1998, pp. 6-16. Shriram Nikam, Gandhi-Ambedkar:Ashprushya Mukti Sangharsh(m), Lokwangmaya Gruha, Mumbai, 2017, Third edition, pp.9-16. A. R. Desai, Social Background of Indian Nationalism, Popular Prakashan, Bombay, 1976, p. 293. Arobindo Gosh, Speeches, Arobindo Ashrama, Pondechery, 1952, p. 66. B. G. Tilak, Speeches of Bal Gangadhar Tilak (1889-1918), R. Thirumalai and Company, Madras, 1918,p. 66-67.

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The term Venture Capital comprises of two words that is, “Venture” and “Capital”. Venture is a course of processing, the outcome of which is uncertain but to which is attended the risk or danger of “loss”. “Capital” means recourses to start an enterprise. To connote the risk and adventure of such a fund, the generic name Venture Capital was coined. My Research paper throws light on the plight of Venture Capital in India.  The main object of the researcher is to find out the Venture Capital investment volume in India. Further to study the problems faced by the Venture Capitalist as well as the future prospects of Venture Capital financing. To achieve the set objects I have used various methods of Data Analysis and has put forward very lucid and meticulous conclusion along with required suggestions.

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Berkery, Dermot “RAISING VC FOR ENTREPRENEUR”, McGraw Hill 2008. David Glade Stone, Laura glade Stone, “VENTURE CAPITAL INVESTING”,2004. Dilek Cetindamer , “THE GROWTH OF VC: A CROSS CULTURAL 2007”. Dr.Vasan Desai, “THE INDIAN FINANCIAL SYSTEM AND DEVELOPMENT”, Second Edition 2009. G. Ramesh Babu, “FINANCIAL SERVICE IN INDIA”, Publisher-Concept publishing Company,2005. Gavin c. Reid , “VENTURE CAPITAL INVESTMENT”,2002. I.M. Panday, “FINANCIAL MANAGEMENT”, Vikas Publication Pvt. Ltd. 2009, Ninth Edition. I.M. Panday- “VENTURE CAPITAL DEVELOPMENT PROCESS IN INDIA”. I.M. Panday- “VENTURE CAPITAL THE INDIAN EXPERIENCE”, PUBLISHER PRENTICE HALL OF INDIA 2010

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Anderson, A. & Hattie, J. (2005).Locus of control, Self-efficacy and motivation in different schools: is moderation the key to success. Educational Psychology, vol. 25, pp 517-535, Taylor & Francis Group Ltd. Aggarwal, V.R. (1983). A study of reading ability in relation to certain cognitive and non cognitive factors, Asian Journal of psychological education, vol. 11, pp 41-44 Aggarwal, J.C (1998). Essential of Educational Psychology. New Delhi: Vikas Publication House Pvt.Ltd. Lefcourt (Ed.), Research with the locus of control constructs.vol. 1, pp. 15–63. New York: Academic Press. Nwankwo, B. E., Balogun, S. K., Chukwudi, T. O., & Ibeme, N. C. (2012). Self-esteem and locus of control as correlates of well-functioning adolescents. British Journal of Arts and Social Sciences, vol. 9, pp 214-228.

The innovative geographical smart class system emphasises the use of technology tools as an important aid in learning and teaching: computers are the main instruction (teaching) tool. Significantly, the integration of ICT (Information and Communication Technology) in teaching has given greater priority to Science, Mathematics, and English. Therefore, Geography has become what students perceive as a ‘dry’ subject with little use of technology. Unlike India in developed countries Geography receives more attention and has become a key subject at both the primary and secondary level; as a result, Geographic Information Systems (GIS) are widely accepted and integrated into the Under Graduation and Post Graduation Geography curriculum. However, the integration of GIS in Geography education in India is still regarded as a myth, for reasons of lack of ability, human resources, ground facilities, and ICT provision. Thus, this article will discuss the potential to integrate GIS in an Indian Higher Education System, which is well known for being the most sophisticated and well-equipped with ICT in the country. A content analysis was performed based on articles from local and foreign publications regarding the integration of GIS in Geography teaching. The content analyses, which include articles, theses and conference papers, discuss the opportunities to integrate GIS in teaching Geography. The analysis shows that innovative smart classes in India have adequate ICT facilities and well-trained human resources for GIS. Thus, a plan for integrating GIS in Geography education is not a myth and will become a reality if the Indian Ministry of Human Resource and Development is ready to implement it at grass root level.

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Aladag, E. (2010). The effects of GIS on students' academic achievement and motivation in seventh grade social studies lessons In Turkey. International Research in Geographical and Environmental Education, 19 (1), 11-23. Bednarz, S. W. (2004). Geographic information systems: A tool to support geography and environmental education? Geo Journal, 60 (2), 191-199 Beuschel, W., Graiser, B., & Draheim, S. (2003). Communication needs of online students. In A.K. Aggarwal, Web-based education: Learning from experience (pp. 203-222). Hershey: Idea Group. Demirci, A., & Karaburun, A. (2009). How to make GIS a common educational tool in schools: Potentials and implications of the GIS for teachers book for geography education in Turkey. Ozean Journal of Applied Sciences, 2(2), 205-215. Fargher, M. (2012). United Kingdom: Realizing the potential for GIS in the school geography curriculum. In Milson A.J, Demirci. A & Kerski. J (Eds.), International Perspectives on Teaching and Learning with GIS in Secondary Schools. ( pp. 299-304 ). Milson, A. J., & Earle, B. D. (2008). Internet-based GIS in an inductive learning environment: A case study of ninth-grade geography students. Journal of Geography, 106 (6), 227-237. Nordin Sakke. (2006). Implementation of GIS in geography education in Sabah. Environmental Geography and Education (pp. 109-122). Tajung Malim: UPSI. Rosilawati, N., Syra, Goh, Tan. (2011). Empowering teaching and learning of geography by using web-based GIS application as a teaching tool. Paper presented at the International Education Technology Conference, Istanbul. Shin, E. K. (2006). Using geographic information systems (GIS) to improve fourth graders' geographic content knowledge and map skills. Journal of Geography, 105 (3), 109-120. West, B. A. (2003). Student attitudes and the impact of GIS on thinking skills and motivation. Journal of Geography, 102 (6), 267-274. Wiegand, P. (2003). School students' understanding of choropleth maps: Evidence from collaborative map making using GIS. Journal of Geography, 102 (6), 234-242.

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Chandrasekhar, CP 1984: ‘Growth and Technical Change in Indian Cotton-Mill Industry’, Economic and Political Weekly, Vol. 19, No. 4 (Jan. 28, 1984), pp. PE22-PE39. Chandrasekhar, CP 1988: ‘Aspects of Growth and Structural Change in Indian Industry’, Economic and Political Weekly, Vol. 23, No. 45/47, Special No. (Nov. 1988), pp. 2359-2363, 2365-2367, 2369-2370. Landes, Maurice, et al 2005: ‘Growth Prospects for India’s Cotton and Textile Industries’, Electronic Outlook Report from the Economic Research Service, the United States, Dept. of Agriculture. Mariappan, V. and Chidambaram, K 2003: ‘Public Sector Textile Mills: Productivity Performance’, Economic and Political Weekly, vol. 38, No. 16 (April 19-25, 2003), pp. 1551-1554. Roy, Tirthankar 1998: ‘Economic Reforms and Textile Industry in India’, Economic and Political Weekly, Vol. 33, No. 32 (Aug. 8-14, 1998), pp. 2173-2182. Thomas, Jayan J. 2003: ‘Economies of Scale, Technical Progress, and Regional Growth Disparity: Indian Industry, 1959-1998’, Presented at the Conference on the Economics for the Future, organized by Cambridge Journal of Economics, UK.

Translation studies have become the need of the hour and its development will take place as programmes in world literature expand and the vital role of translation in the propagation of world literature will continue to be highlighted. The etymology of the word ‘translation’ suggests that meaning is picked up bodily from one culture, transported across a frontier, expresses it across the chasm which separates a language from the other and deposited unaltered on the other side. Edward Sapir has rightly said that different languages represent different world views, that it is not simply a question of rephrasing when one moves into another language. The paper will begin by evaluating the Sahitya Academy award winning novel Chemmeen of the Jnanpith winner and Malayalam literary stalwart Thakazhi Sivasankara Pillai with a kaleidoscopic view of linguistic provenances. Languages develop over time and words accrue significance. The main challenge faced by the translators is how far they are able to convey the same meaning without causing any damage to the subtle linguistic nuances and cultural flavor to a target language. The intended study likes to throw light upon the role of translation in the field of comparative literature and how it enables us to “read between the lines”. Albeit the medium of expression remains same in translation, it undergoes a tremendous change vis- a -vis contexts when there arises the need of precision, elaboration, addition of facts for the clarity of facts, etc. in a target language from the source language.

Keywords – Translation studies, fisherman community, cultural nuances, linguistic subtleties, comparative literature 

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Anushree. (2013). ‘Interview with Anitha Nair’. Madhyamam Malayalam Weekly (New Year Issue) Vol. 16, 7 January: 34–51. Ajith,Aparna. “Chemmeen: Translatability across cultural and linguistic divides” Rajasthan Association of Studies in English journal ( ISSN No: 0975- 3419) Chaitanya, Krishna. A History of Malayalam Literature.Bombay:Orient Longman,1971.Print. Hemingway, Ernest. The Old Man and the Sea. New Zealand: Random House, 1994.Print. Parameswaran Nair, P.K. History of Malayalam Literature. Trans. E.M.J.Venniyoor.Delhi: Sahitya Akademi, 1967.Print. Pillai, Thakazhi.S.Chemmeen. Trans.Anita Nair. New York: Harper Perennial, 1956.Print. Maramuttom, V.G. Thakazhiyude Novalukalile Nayika Sankalpam. Alappuzha : Sooryakanthi Books, 1998.Print. K.M.George, Comparative Indian Literature. Spivak, Gayatri Chakravorty. (1992). ‘The Politics of Translation.’ The Translation Studies Reader. Ed. Lawrence Venuti. London: Routledge. 397–416 Translation: Theory and Practice. Eds Susan Bassnett and Harish Trivedi. London: Routledge. 20–40.

Term rigidity includes preservation, conservation, dogmatism, analytic, intolerance of ambiguity and compulsiveness. The present study is proposed to understand the nature of rigidity in relation to discipline and gender of perspective teachers. The study has been conducted on a sample of 70 perspective teachers selected randomly from four B. Ed. colleges located in Sonipat city (Haryana). Coulter’ Rigidity Scale (CRS)(1994) was used to collect data. The obtained data was analyzed by using Mean, S.D’s and t-test. The findings of the study revealed: i) No significant difference between Perspective teachers of Arts  and Science streams regarding rigidity ii) No significant difference was reported in the rigidity of perspective teacher  regarding their gender.

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Cattell, R. (1946). The riddle of perseveration.Journal of Personality, 14, 239-267. Chown, S.M. (1959). Rigidity: A ?exible concept. Psychological Bulletin, 56, 195- 223. Crowe, E., & Higgins, E. T. (1997). Regulatory focus and strategic inclinations: Promotions and prevention in decision-making. OrganizationalBehavior and Human Decision-Making, 69, 117-132. D'Aunno, T., & Sutton, R. (1992). The responses of drug abuse treatment organizations to ?nancial adversity: A partial test of the threat - rigidity thesis. Journal of Management, 18, 11-131. Luchins A.S., &Luchins, E.H. (1994). The Water Jar Experiment and Einstellung Effects, Gestalt Theory, 16, 101-121. Muthar I. S. & Bhatia P. (1994). Coulter’ Rigidity Scale (CRS), National Psychological Corporation, Agra. Spearman, C. (1927).The abilities of Man, their nature and measurement. London: Mac Millan. Stewin, L. (1983). The concept of rigidity An enigma. International Journal of Advanced Counselling, 6, 227- 232. Roaeach. M (1960).The open and closed mind, New York; Basic Books. Werner, H. (1940). Comparative psychology of mental development. New York: Harper. Werner, H. (1946). The concept of rigidity: A critical evaluation.

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India is the birthplace of many different religions. India, being a multi-cultural, multi-ethnic and multi-religious society and multi-cultural society celebrates holidays and festivals of various religions. Throughout the history of India, Indian culture has been heavily influenced by Dharma religions and most influenced are Hinduism and Islamic religions. Conflict between Muslims and Hindus is perhaps nowhere more acute than in India, where historically Hindu and Muslim populations have struggled with co-existence. The culture of India is different and diverse. India\'s languages, religions,  traditions, dance, music, architecture, food, festivals  and customs differs from place to place within the country. The Indian culture, often labeled as an combination of several cultures. Mark Tully is one the world\'s leading writers and broadcasters on India. Mark Tully has written a lot about India and mostly about its social, political. cultural and religious aspects.Mark Tully\'s analysis of India and its problems are quite disruptive. He makes no attempt to hide the realities. The "Kumbh Mela" by Mark Tully is extracted  from his book \'No Full Stops In India\'. Tully, in his essay describes Kumbh Mela as on the greatest religious festivals of India. Lakhs and Lakhs of people gather during this festival. More than five hundred religious organizations take part in it. It is of course a great religious festival, the world\'s largest we are told, but there is much more to it than just the great bathing day, spectacular though that In the essay, Tully describes and focuses about the cultural differences between Hindus and Muslims. This essay portrays a different side of India\'s Cultural diversity and also focuses that after so many years of independence, people of India still live in the cage of blind beliefs and superstitions.

Keywords- Travel,  Kumbh Mela, Conflict, Hindus, Muslims

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Moraes, Dom (2004), 'The Penguin Book of Indian Journeys'. New Delhi: Penguin Books. Rashid, Omar (2013) "Over three crore devotees take the dip at Sangam". Chennai: The Hindu Tully, Mark(19992) 'No Full Stops in India'. New Delhi: Penguin Books Limited. Tully, Mark (2010) "Tearing down the Babri Masjid". London: BBC. Retrieved 11 January 2010

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Chandrasekhar, S. (2017).”Towards a National Policy on Migration”. Yojana. Das, A. (1999). “Socio-economic Development in India : A Regional Analysis.” Development and Society, Vol. 28 No. 2, pp. 313-45. Das, P.K. and Marjit, S. (2016). “Socio-economic status of Muslims in West Bengal”. Economic & Political Weekly, Vol. 51, Issue No. 46. Das, S. T. (1982). The Indian Islands (A Study of Habitat, Economy and Society). Cosmo Publications, New Delhi. Dhingra, K. (2005). The Andaman and Nicobar Islands in the 20th Century – A Gazetteer. Oxford University Press, New Delhi. Galobardes, B., Shaw, M., Lawlor, D. A., Smith, G. D., and Lynch, J. W., (2006). "Indicators of Socioeconomic Position." Pp. 47-85 in Methods in Social Epidemiology, edited by J. Michael Oakes and Jay S. Kaufman. San Francisco: Jossey-Bass / Wiley. GOI (2006). “Social, Economic and Educational Status of the Muslim Community of India – A Report”, Prime Minister’s High Level Committee, Cabinet Secretariat, Government of India (Chairperson- Justice Rajinder Sacher). New Delhi. Heidemann, F. and Zehmisch, P. (2016). Manifestations of History – Time, Space, and Community in the Andaman Islands. Primus Books. Joy, Bency. (2017). “Socio-economic status triggering psychological distress in migrant construction workers of Andaman and Nicobar Islands”. Scholarly Research Journal for Humanity Science & English Language, vol. 4/19. Lister, R. (2004). Poverty. Cambridge: Polity Press. Malik, J. (2016). “The Andaman Islands in Muslim Cultural Memory and Fadl-e-Haqq Khairabadi” in Manifestations of History – Time, Space, and Community in the Andaman Islands, edited by Heidemann, F. and Zehmisch, P. Primus Books.

In my paper I have tried to study the 9/11 causes and its consequences revolving around Don DeLillo’s novel Falling Man. The plot of Falling Man revolves around the 9/11 incident  in a circular manner  which starts from the attack and finishes at the same point and shows the change in an individual in the likes of Keith and other characters greatly throughout the novel. I also intend to analyze 9/11 incident in the lights of science and politics and the loopholes in the system which gave way to the attack. Falling Man is quite symbolical as it represents the falling humanity and falling of ethics and faith at the same time. Throughout the novel, Lianne sees an artist nicknamed Falling Man in various parts of New York, who suspends himself upside-down with rope and a harness in the pose of the man in the famous photograph of the same name by Richard Drew. It is not just the man who is falling from the skyscraper tower but its humanity which declines and divides people on the basis of religion, region or nation.

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"Debunking 911 Conspiracy Theories And Controlled Demolition Homepage". Debunking911.com. Web. 19 Dec. 2014. "National Commission On Terrorist Attacks Upon The United States". 9-11commission.gov. Web. 3 Dec. 2014. "National Commission On Terrorist Attacks Upon The United States". Govinfo.library.unt.edu. Web. 9 Dec. 2014. "9/11 ANALYSIS: 9/11 And America’s Secret Terror Campaign | Global Research - Centre for Research on Globalization". Globalresearch.ca. Web. 17 Dec. 2014. "9-11 Review: UNLIKELY: 'The South Tower Was Powered Down Before The Attack'". 911review.com. Web. 12 Dec. 2014. "9/11 - Hard Facts, Hard Truth | WTC Building 7". 911hardfacts.com.Web. 30 Nov. 2014. "One In Seven Believe U.S. Government Staged The 9/11 Attacks In Conspiracy". Mail Online. Web. 11 Dec. 2014.

Jhumpa Lahiri’s novel The Namesake is about self-awareness and discovery of one’s identity between the orthodox tradition of the east and independent lifestyle of the west.  The narration is rich with ethnical subtext and reference, laid out in a coherent and crystal clear manner, depicting the events of Gogol’s life at an uninterrupted pace, over a period of about forty years. The novel depicts the life of Gogol Ganguli from birth until middle age, recording his battle to discover his own self as a second-generation immigrant. Gogol initially struggles with his unusual name and later with the traditions his parents assert on upholding.

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Lahiri, Jhumpa. The Namesake. London: Harper Collins, 2014. Print. Agarwal, Ramlal “The Namesake by Jhumpa Lahiri” World Literature 78.3/4 (Sep. - Dec., 2004): 94 JSTOR.Web. 5th May 2014 Bahri, Deepika “The Namesake: Deepika Bahri is Touched by Mira Nair's Vivid, Sonorous Account of Immigrant Life in an Adopted Home City” Film Quarterly 61.1(Fall 2007):10-15 JSTOR.Web. 2nd May 2014 Sen, Mandira “Names and Nicknames. The Namesake by Jhumpa Lahiri” The Women's Review of Books 21.6 (Mar., 2004):9-10 JSTOR.Web. 1st May 2014

This special edition explores and analyses the complexities and possibilities of social enterprise and social innovation. While these related concepts have been subject to considerable research, policy and practitioner attention, detailed empirical studies of the processes involved, the impact of social enterprises, the effects of social innovations and the motivations of social entrepreneurs, and those with whom they partner, are rare. The articles which follow present fresh evidence to provide contemporary insights into: the role of risk in shaping the effectiveness of social enterprises; the mediating function of not-for-profit organizations in the process of social innovation; the relevance of local embeddings and socio-cultural context; and the practice of social entrepreneurship within fluctuating and difficult environmental circumstances. These articles provide convincing examinations of and insights into social enterprise and social innovation which, at times, challenge dominant state within the ‘mainstream’ entrepreneurship discourse. Individually, they offer recommendations for future research and collectively, identify a research agenda for developing knowledge about social entrepreneurship and social innovation.

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Freeman C (1995) The ‘National System of Innovation’ in historical perspective. Cambridge Journal of Economics 19(1): 5–24. Gabriel Y (1995) The unmanaged organization: Stories, fantasies and subjectivity. Organization Studies 16(3): 477–501. Hardt M and Negri A (2000) Empire. Cambridge, MA: Harvard University Press. Harvey D (2010) The Enigma of Capital and the Crisis of Capitalism. London: Profile Books. Hjorth D (2010) Ending essay: Sociality and economy in social entrepreneurship. In: Fayolle A and Matlay H (eds) Handbook of Research on Social Entrepreneurship. Cheltenham: Edward Elgar, pp.306–317. Hubert A (2012) Foreword I: Challenge social innovation. In: Franz H-W, Hochgerner J and Howaldt J (eds) Challenge Social Innovation: Potentials for Business, Social Entrepreneurship, Welfare and Civil Society. Berlin: Springer, pp.v–ix. Jack SL (2010) Approaches to studying networks: Implications and outcomes. Journal of Business Venturing 25(1): 120–137. Krugman P (2009) The Conscience of a Liberal: Reclaiming America from the Right. London: Penguin.

Politics of a text is couched in the particular language, form and style used in the text.The narrator at the beginning of the novelThe Gypsy Goddess claims that it is not a postmodernist novel. This paper will attempt to show how this novel fits into the definition of postmodernism. Diverse social issues are also dealt with in the analysis of the novel, where the major issue is the Kilvenmani Massacre of 1968. The heinous caste atrocities in a small village are the microscopic representations of the same at the national level. Besides, the rifts from the canonical Indian literary tradition and the emergence of Dalit Literature have also been focussed in this paper.

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-Abraham, Joshil K., and Judith Misrahi Barak, eds. Dalit Literatures in India. N.p.: Routledge India, 2015. Print. -Abraham, Joshil K., and Judith Misrahi-Barak. "Introduction."Introduction.Dalit Literatures in India. New Delhi, India: Routledge, 2016. N. pag. Print. -Achebe, Chinua. "Chinua Achebe: In His Own Words." Chinua Achebe: In His Own Words. N.p., n.d. Web. 25 Dec. 2016. . -Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. Print. -Alvesson, Mats. Postmodernism. New Delhi: Critical Quest, 2006. Print. -Ambedkar, B. R., S. Anand, Arundhati Roy, SantaraÌ?ma, and Gandhi. Annihilation of Caste. London: Verso, 2014. Print. -Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. 2nd ed. New York: Routledge, 2002. Print. -Bakhtin, M. M., and Michael Holquist. The Dialogic Imagination: Four Essays. Austin: U of Texas, 1981. Print. -Abraham, Joshil K., and Judith Misrahi Barak, eds. Dalit Literatures in India. N.p.: Routledge India, 2015. Print. -Abraham, Joshil K., and Judith Misrahi-Barak. "Introduction."Introduction.Dalit Literatures in India. New Delhi, India: Routledge, 2016. N. pag. Print. -Achebe, Chinua. "Chinua Achebe: In His Own Words." Chinua Achebe: In His Own Words. N.p., n.d. Web. 25 Dec. 2016. . -Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. Print. -Alvesson, Mats. Postmodernism. New Delhi: Critical Quest, 2006. Print. -Ambedkar, B. R., S. Anand, Arundhati Roy, SantaraÌ?ma, and Gandhi. Annihilation of Caste. London: Verso, 2014. Print. -Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. 2nd ed. New York: Routledge, 2002. Print. -Abraham, Joshil K., and Judith Misrahi Barak, eds. Dalit Literatures in India. N.p.: Routledge India, 2015. Print. -Abraham, Joshil K., and Judith Misrahi-Barak. "Introduction."Introduction.Dalit Literatures in India. New Delhi, India: Routledge, 2016. N. pag. Print. -Achebe, Chinua. "Chinua Achebe: In His Own Words." Chinua Achebe: In His Own Words. N.p., n.d. Web. 25 Dec. 2016. . -Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. Print. -Alvesson, Mats. Postmodernism. New Delhi: Critical Quest, 2006. Print. -Ambedkar, B. R., S. Anand, Arundhati Roy, SantaraÌ?ma, and Gandhi. Annihilation of Caste. London: Verso, 2014. Print. -Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. 2nd ed. New York: Routledge, 2002. Print. -Bakhtin, M. M., and Michael Holquist. The Dialogic Imagination: Four Essays. Austin: U of Texas, 1981. Print. -Abraham, Joshil K., and Judith Misrahi Barak, eds. Dalit Literatures in India. N.p.: Routledge India, 2015. Print. -Abraham, Joshil K., and Judith Misrahi-Barak. "Introduction."Introduction.Dalit Literatures in India. New Delhi, India: Routledge, 2016. N. pag. Print. -Achebe, Chinua. "Chinua Achebe: In His Own Words." Chinua Achebe: In His Own Words. N.p., n.d. Web. 25 Dec. 2016. . -Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. Print. -Alvesson, Mats. Postmodernism. New Delhi: Critical Quest, 2006. Print. -Ambedkar, B. R., S. Anand, Arundhati Roy, SantaraÌ?ma, and Gandhi. Annihilation of Caste. London: Verso, 2014. Print. -Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. 2nd ed. New York: Routledge, 2002. Print. -Bakhtin, M. M., and Michael Holquist. The Dialogic Imagination: Four Essays. Austin: U of Texas, 1981. Print. -Abraham, Joshil K., and Judith Misrahi Barak, eds. Dalit Literatures in India. N.p.: Routledge India, 2015. Print. -Abraham, Joshil K., and Judith Misrahi-Barak. "Introduction."Introduction.Dalit Literatures in India. New Delhi, India: Routledge, 2016. N. pag. Print. -Achebe, Chinua. "Chinua Achebe: In His Own Words." Chinua Achebe: In His Own Words. N.p., n.d. Web. 25 Dec. 2016. . -Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. Print. -Alvesson, Mats. Postmodernism. New Delhi: Critical Quest, 2006. Print. -Ambedkar, B. R., S. Anand, Arundhati Roy, SantaraÌ?ma, and Gandhi. Annihilation of Caste. London: Verso, 2014. Print. -Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. 2nd ed. New York: Routledge, 2002. Print. -Bakhtin, M. M., and Michael Holquist. The Dialogic Imagination: Four Essays. Austin: U of Texas, 1981. Print. -Abraham, Joshil K., and Judith Misrahi Barak, eds. Dalit Literatures in India. N.p.: Routledge India, 2015. Print. -Abraham, Joshil K., and Judith Misrahi-Barak. "Introduction."Introduction.Dalit Literatures in India. New Delhi, India: Routledge, 2016. N. pag. Print. -Achebe, Chinua. "Chinua Achebe: In His Own Words." Chinua Achebe: In His Own Words. N.p., n.d. Web. 25 Dec. 2016. . -Achebe, Chinua. Things Fall Apart. New York: Anchor, 1994. Print. -Alvesson, Mats. Postmodernism. New Delhi: Critical Quest, 2006. Print. -Ambedkar, B. R., S. Anand, Arundhati Roy, SantaraÌ?ma, and Gandhi. Annihilation of Caste. London: Verso, 2014. Print. -Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. 2nd ed. New York: Routledge, 2002. Print. -Bakhtin, M. M., and Michael Holquist. The Dialogic Imagination: Four Essays. Austin: U of Texas, 1981. Print.

This paper will try to analyse the debate on language and thought, where one side is of the view that the language is innate, mainly advocated by Noam Chomsky. The other side is of the opinion that the language is acquired through external sociological influences. The major proponent of this view is Mead who opposes Chomsky’s view of language and thought. Taking this trajectory forward this paper will further look into the interrelationships between language and thought based on the two major views of Chomsky and Mead. This paper is interdisciplinary in its approach in the sense that it will traverse the areas of psychology, philosophy, neuroscience and linguistics by taking into account and denying, at the same time, the domain of sociology.

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Bergesen, Albert J. "Chomsky versus Mead." Sociological Theory 22.3 (2004): 357-70. Web. Carroll, John B. Language and Thought (Foundations of Modern Psychology). N.p.: Prentice Hall, 1964. Print. Chomsky, Noam, and B. F. Skinner. "Verbal Behavior." Language 35.1 (1959): 26-58. Print. Chomsky, Noam. Language and Problems of Knowledge: The Managua Lectures. Cambridge: MIT, 1997. Print.

The activities, that are planned for today’ s youth, need to be more experiential involving joyful interaction.As per review, youth want to spend their out-of-school time in activities, that engage their hearts, minds and bodies and to contribute to the work of the larger society and they also want to have fun.The purpose of this study is, to explore the concept of an experiential program of community interaction for youth and to evaluate it based on feedback from teachers, authorities and parents. A self-prepared and validated questionnaire was administered to a Purposive sample of 14 teachers, 5 authorities and 10 parents.Question-wise analysis was done and it was found that the program was valuable to the Institution. According to teachers, authorities and parents, the program was beneficial to youth and children as it gave joyful experiences and helped to inculcate values and sow seeds of responsibility in youth.

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Caulfield. J. and Woods. T. (2013). Experiential learning: Exploring its long-term impact on socially responsible behaviour. Journal of Scholarship of teaching and learning, 13, 2, 31-48. Durlak. J. A, Weissberg. R. P. and Pachan. M. (2010). A meta-analysis of after school programs that seek to promote personal and social skills in children and adolescents. Am. Journal of Community Psychology,45, 294-309.

The UNESCO initiated Faure Report (1972) proposed the adoption of Life Long Education as the master concept of educational policies for both developed & developing countries. A major cause for the growing significance of Lifelong Learning worldwideaims at the present features of the job market. However, Lifelong Learning keeping the basic tenets of learning intact should be far beyond the economic issues & consumerism. It encourages equal participation of the public in learning irrespective of their class, caste, gender & economic status which have significant value implications as well. However, a closer look suggests that the basic protocol of Lifelong Learning is missing in today’s era of globalisation. In most of the developing countries it is viewed as a response to the economic crisis & the challenge of the knowledge economy neglecting the humanitarian values, democracy & citizenship. In gross, what we face today is – “value crisis”.The query whether integration of value education is necessary in lifelong learninginitiated the researchers to conduct a case study on Jute mill workers of North 24 pargana district of W.B. The study reveals that value based lifestyle management programmes have considerably improved the working environment.

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Census Report , India.2011. Retrieved from http://www.censusindia.gov.in/ Delors, J. (1996). Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0010/001095/109590eo. Government of India .1988 .National Literacy Mission. New Delhi: Ministry of Human Resource Development. Government of India. 1986. National Policy on Education. New Delhi: Ministry of Human Resource Development. Government of India. 2016. National Policy on Education. New Delhi: Ministry of Human Resource Development. Government of India. 1992. Programme of Action. New Delhi: Ministry of Human Resource Development.

Chunking cum acrostics technique based on letters and colours have been developed to assist the geography students of secondary schools to recall the names of all countries of the world spontaneously and accurately with minimum outlay of time and effort.  Geography students thus need to be able to memorize the names of countries and continents correctly whenever necessary. This memorising strategy is especially helpful for the students of third world countries where the concept of digital class rooms are not well exercised.  The effectiveness of the strategy was measured by administering it upon the students of class nine with respect to the conventional teaching method. It was also observed that the extent of retention of information is greater in case of study group rather than the control group those are not exposed to the treatment.

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Afflerbach, P.; Pearson, P. D.; Paris, S. H. Clarifying differences between reading skills and reading strategies. The Reading Teacher 2008, 61(5), 364-373. Baddeley, A.D. Essentials of Human Memory. Psychology Press 1999. Chase, W.G.; Simon, H.A. Perception in chess. Cognitive Psychology 1973, 4, 55-81. Gobet, F.; Lane, P.C.R.; Croker, S.; Cheng, P.C.H.; Jones, G.; Oliver, I.; & Pine, J.M. Chunking mechanisms in human learning. Trends in Cognitive Sciences 2001, 5, 236-243. Judy calder (2006).Chunking as a Cognitive Strategy: Teaching Students How to Learn More in Less Time in Journal of Teaching in Marriage and Family, Volume 6, 2006 by the Family Science Association,p.415. Miller, G. A. The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review 1956, 63, 81-97. Reid, N. A scientific approach to the teaching of chemistry. What do we know about how students learn in the sciences, and how can we make our teaching match this to maximize performance? Chemistry Education Research and Practice 2008, 9, 51–59.

The echo words are discussed under the reduplication head of morphology. The echo words are formed by replacing a part of the base form. Both the languages, the replacement is occur in initial part, last part and some time phoneme is added to the reduplication form. Sometime, the base form of the echo words is occur as free base for and bound base form. The main objectives of this paper find out the feature and function on echo words. It also tries to drown on similarities and dissimilarities of Bodo and Garo languages.

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Basumatary, P. (2005): Boro Raoni Mohorkhanthi - A Book on Boro Morphology, (2nd Edition) Gumur Publication, Dhirenpara, Guwahati - 25, Assam. Bhattacharya, P. C. (1977): A Descriptive Analysis of the Bodo Language (1st Edition) Publication Department, Gauhati University, Guwahati – 14, Assam. Burling, R. (1961): A Garo Grammar, Poona Abbi, Anvita (1994): Semantic Universals in Indian Languages, Indian Institute of Advanced Study Publication, Shimla

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Harris, K. (2016). Education and Knowledge: the structured misrepresentation of reality. Routledge. Kumar, K. (2004). What is worth teaching?. Orient Blackswan. Sarangapani, P. M. (2003). Constructing school knowledge: An ethnography of learning in an Indian village. Sage Publications Pvt. Ltd. Young, M. (2003). Curriculum Studies and the Problem of Knowledge: updating the Enlightenment?. Policy Futures in Education, 1(3), 553-564.

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Bahrami, MA., Barati, O., Alfaraj, RM., & Ezzatabadi, MR. (2016). Role of Organizational Climate in Organizational Commitment: The case of Teaching Hospitals. OSONG Public Health & Research Perspectives. Vol. 7, Issue. 2. Pages 96-100 Belogolovsky, E. (2009), Teachers’ Organizational Citizenship Behaviour: Examining the boundary between in-role behaviour and extra-role behaviour from the perspective of teachers, principals and parents. Teaching and Teacher Education. Best, J.W., & Kahn, J. (1997). Research in Education (7th Ed) New Delhi: Prentice-Hall of India Ltd. Bolon. (1997). organizational citizenship behaviour among hospital employees: A multidimensional analysis involving job satisfaction and organizational commitment. Hospitals and Health Service Administration, 42(2): 221-41

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Azim S. 1997. Muslim Women: Emerging Identity, Rawat Publications, Jaipur. GOI, 2006. Social, Economic and Educational Status of the Muslim Community of India, A Report, Prime Minister’s High Level Committee, Cabinet Secretariat, Government of India (Chairperson- Justice Rajindar Sacher), New Delhi. Waheed (ed), Minority Education in India: Issuers of Access, Equity and Inclusion, Serials Publications, New Delhi. Kazi S. 1999. Muslim Women in India, A Report, Minority Rights Group International, London, UK. Rahaman M.T. & Bhuimali A. 2011. Indian Muslims and their Economy, Abhijit Publications, Delhi. Hasnain (ed), Aspects of Islam and Muslim Societies, Serials Publications, New Delhi. http://timesofindia.indiatimes.com/articleshow/5663003.cms http://news.bbc.co.uk/2/hi/8554895.stm Vijayavani. Daily News paper, 14.02.2016, Sunday, Page no-11, Kalburgi, Karnataka.

The main aim of the study is to find out the significance difference of certain democratic variables. Survey method was adopted for this study. The sample consists of 372 higher secondary teachers in Virudhunagar district. Simple Random Sampling Technique was used. ICT awareness Scale self made tool was used to collect the data. The statistical technique used was mean, standard deviation and ‘t’ test. The findings of the study were: there is no significant difference between male and female higher secondary teachers in their computer basics, packages, educational technology, CAI online and ICT awareness. There is no significant difference between rural and urban higher secondary teachers in their computer basics, packages, educational technology, CAI online and ICT awareness. There is no significant difference between married and unmarried higher secondary teachers in their computer basics, packages, educational technology, CAI online and ICT awareness. The educational implications and suggestions for further study are also given as per the findings of the study.

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Aparna Ramamoorthy, (2009). Role of ICTs in Teacher Learning Publishers, Adhyayan. Arnold, P.J, (1968). Education Physical Education and Personality Development. London: Heinemam Educational Books Ltd. Arul sekar, J.M. and Thiyagu, K. (2007). Information and Communication technology in educational prophet publishers, Tiruchirappali. Ayman Elnaggar, (2008). Information Technology for Development. Vol 14; No 4; Year 2008. 280-293. Babu, R. and Vimala T.S. (2008). Impact Multimedia Method in Accountancy Learning at Higher Secondary Level. Journal of Educational Research and Extension, Vol. 45(4), 51-58, July – September, 2009. Thanavathi, C. (2012). Teacher Education. Thoothukudi: Perumal Publications.

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This paper will look into the interrelationship between literature and the other arts, i.e. between the novel, Umrao Jaan Ada, by Mirza Muhammad Hadi Rusva (1857-1931), and the movie Umrao Jaan (1981) by Muzaffar Ali. In cinema, we see what the director wants us to see whereas in the novel we can interpret the way we want to. With the coming of the idea of ‘the death of author’ (Barthes) and ‘intentional fallacy’ (Wimsatt-Beardsley) the scope for interpretation of text has widen up. This paper will analyse both the film and the novel by using various film theories and criticisms.

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"Freud and Film." Freud and Film, Psychology - CollegeTermPapers.com. N.p., n.d. Web. . "Munsterberg." FAMOUS PSYCHOLOGISTS. N.p., n.d. Web. . "Phi Phenomenon and Psychology." The Psychology Notes Headquarters. N.p., n.d. Web. . "The Influence of Freud on the Movies." The Observer. Guardian News and Media, 16 June 2001. Web. . Andrew, Dudley. The Major Film Theories: An Introduction. Taipei: Shu Lin, 1978. Print. Bahadur, Satish, and Shyamala Vanarese. "The World of Father Panchali." National Film Archive of India 2nd ser. (1978): n. pag. Print. Bahadur, Satish. "The Context of Indian Film Culture." Film Appreciation Study Material. Pune: National Film Archives of India, 1976. N. pag. Print.

This age of globalization also has great impact on education. Teacher education  is  the  brain  of  all  educational  disciplines as  it delivers  education to  train the  prospective teachers.  With  the advent  of  globalization,  there  is  a  global  paradigm shift  in  teacher  education. The main  purpose  of  this  study  was  to explore the role played by National Curriculum Frameworks (NCF) in bringing paradigm shift in teacher education. The quality of teacher education depends on the way the curriculum is implemented in Teacher Education Institutions. In the past year it depends on professionally sound and relevant curriculum now this concept has been changed. This, in turn, depends on the skills of the faculty and its quality and the infrastructural and instructional facilities provided in the Institutions. The  NCF Act  confers  upon  the  Council  to  make  every  effort  for improving the techniques and different concept related to quality teacher preparation in the country and also to ensure planned and coordinated development of teacher education. This change is illustrated in the way in which curriculum is defined and technology is used. The distinct roles of teachers and learners are becoming increasingly blurred. Constructivism theory of learning which supports humans constructs meaning from current knowledge structures.   Constructivism is relatively a new paradigm which exerts major theoretical influence on the present education system.  Hence, there  should  be  revitalization of  whole  Teacher  Education  programme,  which  must  give real thrust on constructivism. Our role as teachers is to be a “guide on the side” instead of a “sage on the stage.” The result is a student learning how to learn and discovering knowledge with the coaching guidance of a teacher. The main paradigm changes in teacher education for which NCF has really taken several initiatives are: Learning without burden’, standard  based  curriculum, balance  in  theory  and  practice,  shift  from  teacher  to  student  centered  delivery  system,  quality  assurance  and  shift  in assessment procedures, Integrated learning, All-round development, community based learner centric approach, Group discussion, experienced based learning, Examination reforms, Constructivist approach  and dignity of the individual .This paper is an attempt to make a systematic analysis of the recent steps of NCF in professional preparation of teachers and its effectiveness towards a paradigm shift in Teacher Education in our country.

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Anderson L.M., (1999) Implementing instructional programs to promote meaningful, self regulated leaning. In J. Brophy (Ed.), Advances in research on teaching, Greenwich, CT: JAI Press, Inc, 1, 311-343. Cochran-Smith ,M. and Zeichner, K.M., (2005) Studying Teacher Education, 53(312), 266-273. 3.Grossman J.H., (1991) Improving the quality of college teaching, Performance and Instruction, 30(3), 24-27. Khan S.M., Teacher Education in India and Abroad, Ashis Publishing House, Delhi (1983). Khosla D.N., (1998) Curriculum Framework for Quality Teacher Education, Publication Cooperation- Sohan Swarup. 6.National Curriculum Framework-2005 doccument. 7. National Curriculum Framework for Teacher Education (2009) from portal.unesco.org. retrieved on Sept., (2011).

Today’s pedagogy gives value to the voice of learners and their questions, their abilities of making argumentation and justification, synthesizing and analyzing knowledge and their involvement in the process of inquiring science in a collaborative set-up rather than their ability of rote memorization. With the pedagogical shift in science here pedagogical shift in science teaching is correlated. The movement towards pedagogical shift in teaching-learning of science can be augmented by critically focusing among the teachers and learners, the constraining influences and promoting collaborative efforts aimed at overpowering them. For any qualitative change from the present situation of science education, a shift in pedagogy from a fixed body of knowledge to the process of constructing knowledge is urgently required. It is important to encourage inventiveness, creativity and critical thinking in learner rather than developing competency. NCF 1975, 1988, 2000, 2005, 2009 (NCFTE) and NPE 1986, Policy on teacher education – 2014 all are responsible for pedagogical shifting in science teaching. To achieve this goal learner centric constructivist approach is authentic in present context. Consequent to the implementation of NCF-2005, a shift in pedagogy is taking place in our country. There is also a shift in our understanding of process of learning and about learners in the classrooms.

Keywords: Pedagogical shift, Science Teaching,

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Abu Naji, M. (2008). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Journal of the College of Education, 23 (1), 30-79. Aina,H.; Jacob Kola (2015). Teaching Method in Science Education: The Need of in-service teaching inclusive set up-In Nigerian Schools. International Journal of Academic Research and Reflection, 3, 6. Agrawal, R. & Chawla, (2009). Influence of Pedagogical Shift on Achievement. Journal of Indian Education, 31, 2. Becker, K., & Maunsaiyat, S. (2004). A Comparison of Two Theories of Learning -- Behaviorism and Constructivism as applied to Face-to-Face and Online Learning. Journal of Vocational Education Research, 29(2), 133-153. Cakici & Yvuz. (2010), Teacher Education: Need of Paradigm shift from Behaviorism to Constructivism. Journal of Research and Reflections in Education , 7, 41 -51. H. Sara & Wishartb, J. (2008), Pedagogical Approaches for Technology-Integrated Science. Teaching, Educational Research and Reviews, 5(7), 347-353. H.Jan,;D. Van, H. & Nico Verloop, (1998). Developing Science Teachers’ Pedagogical Content Knowledge in homogenious classroom, Journal of Research in Science Teaching, 35( 6), 673–695 Ergin, I. (2012).Paradigm shift in science Education. Turkish Military Academy, 9, 58-66. Loughran, J.; Berry,A. & Mulhall, P.(2005). Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Journal of Teacher Education,5(6), 52-56. National Curriculum Framework. (2005). NCERT,New Delhi, India. NCFTE, (2009). Towards Preparing Professional and Human Teacher, NCTE, New Delhi. NCTE, (2009). National Curriculum Framework for teacher education-2009, towards preparing professional and humane teacher. New Delhi: National Council for Teacher Education. Sarac, H. & Balta, N. (2016). Student Centric approach rather than teacher centric approach. European Journal of Educational Research, 5(2), 61 – 72. Position Paper National Focus Group on Teaching Of Science, (2006), NCERT New Delhi, India.

The aim of the present paper is to highlight the harsh reality of the suppression, struggle and pain Dalit women face every day. The hardships of Dalit women are not simply due to their poverty, economical status, or lack of education, but are a direct result of the severe exploitation and suppression by the upper classes. They suffer multiple forms of discrimination – as Dalits, as poor, and as women. They remain largely marginalized, poor and socially excluded. The main reason behind this is that most women aren’t aware of women rights in India and other times their legal rights are not protected as they should be. There is a dire need for active participation of both the sex to move forward towards the ideal of woman. Education is milestone of women empowerment because it enables them to respond to the challenges, to confront their traditional roles and change their life. Education also brings reduction in inequalities and function as a means of improving their status within family.  Empowerment of women means enabling or arming them to function independently or authorization that is enduring to equip women with all attributes .Empowering women exclusively attempt for the removal of gender biases, cultural restrictions, provision of adequate facilities .This paper deals with the empowerment of Dalit women and focus on women awareness towards education which is the powerful instrument of changing their position in the society who are being included in the minority.

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Agarwal, S. 1999. Genocide of women in Hinduism. Sudrastan Books. Jabalpur. India. Available online: http://www.Dalitstan.org/books/ Bose, Renu (2011). Women’s empowerment through education, employment and social, Adv. Res. J. Soc. Sci., 2 (1) : 17-22. P.G. Department of Home Science, Vinoba Bhave University, HAZARIBAG, INDIA. Dalit Women Talk Differently, Gopal Guru, Economic and Political Weekly, Vol. 30, No. 41/42, pp. 2548-2550, Oct. 14-21, 1995. Karade, J. (2008) Development of Schedule Castes and Schedule Tribes in India, pg 3, Cambridge Scholars Publishing (UK). Kumar, J. & Sangeeta and Dr. Kumar, Jitendra(April 2013). Status of Women Education in India , ISSN: 2320-009X, Vol. 2, No. 4: 162. DPBS (PG) College, Anoopshahr, Bulandshahr, Uttar Pradesh, India and MJRP University, Jaipur, Rajasthan, India. National Sample Survey Report on Land and Livestock Holding Survey, 37th (1982 and 1992) 48th Rounds, Ministry of Statistics and Programme implementation, Government of India. Nussbaum, M. (2000). Women and human development: The capabilities approach. New York: Cambridge Press. Singh, kaushiki (feb.2013), influence of empowerment on political participation of Dalit women. International Journal of Advanced research in Management social science, Vol : 2,no.2, ISSN :. 2278-6236 .Dept. of commerce, National P.G.College, Lucknow. www.ambedkar.org/impdocs/safeguards.html (accessed on 18/01/2017) http://www.womenempowermentinindia.com/ (accessed on 05/02/2017) w.w.w.Dalits.nl (accessed on 26/01/2017)

It is no denying the fact that one’s repertory and proficiency of syntactics and semantics is the index of one’s personality and is the key to one’s success in life. Language learning is an indispensable part of school curriculum. The 21st century better known as the Information Age is witnessing a paradigm shift in pedagogical practices. ICT and multimedia have touched every facet of life and education is also no exception to this as these are being effectively employed in transacting the curriculum to the pupils by means of smart classes, virtual classes, online learning etc. Although Technology enhanced language learning (TELL) is in vogue in the current scenario yet it is in a nascent phase in India. The present paper highlights the role of TELL on learning English as a second language (ESL) besides throwing light on the pace of its development and use in India.

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Computer-assisted language learning retrieved June24, 2017 from https://en.wikipedia.org/wiki/Computer-assisted_language_learning Educational technology retrieved June 22, 2017 from https://en.wikipedia.org/wiki/Educational_technology Han, J. (2012). Emerging technologies: Robot assisted language learning. Journal of Language Learning & Technology. Vol.16. No. 3, October 2012, pp. 1-9. Retrieved June 24, 2017 from http://llt.msu.edu/issues/october2012/emerging.pdf Ketsman, O. (2012). Technology-Enhanced Multimedia Instruction in foreign language classrooms: A Mixed Methods Study (Doctoral Dissertation). University of Nebraska. Retrieved June 15, 2017 from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1112&context=cehsedaddiss Mobile assisted language learning retrieved June 24 from https://en.wikipedia.org/wiki/Mobile-assisted_language_learning Technology enhanced language learning retrieved June 23, 2017 from https://ccit205.wikispaces.com/Technology-enhanced+language+learning Garcia, M. R. (2015). Usage of multimedia visual aids in the English language classroom: A case study at Margarita Salas secondary school (Majadahonda). Retrieved June 16, 2017 from https://www.ucm.es/data/cont/docs/119-2015-03-17-11.MariaRamirezGarcia2013.pdf

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The aim of the present paper is to highlight the harsh reality of the suppression, struggle and pain Dalit women face every day. The hardships of Dalit women are not simply due to their poverty, economical status, or lack of education, but are a direct result of the severe exploitation and suppression by the upper classes. They suffer multiple forms of discrimination – as Dalits, as poor, and as women. They remain largely marginalized, poor and socially excluded. The main reason behind this is that most women aren’t aware of women rights in India and other times their legal rights are not protected as they should be. There is a dire need for active participation of both the sex to move forward towards the ideal of woman. Education is milestone of women empowerment because it enables them to respond to the challenges, to confront their traditional roles and change their life. Education also brings reduction in inequalities and function as a means of improving their status within family.  Empowerment of women means enabling or arming them to function independently or authorization that is enduring to equip women with all attributes .Empowering women exclusively attempt for the removal of gender biases, cultural restrictions, provision of adequate facilities .This paper deals with the empowerment of Dalit women and focus on women awareness towards education which is the powerful instrument of changing their position in the society who are being included in the minority.

18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Agarwal, S. 1999. Genocide of women in Hinduism. Sudrastan Books. Jabalpur. India. Available online: http://www.Dalitstan.org/books/ Bose, Renu (2011). Women’s empowerment through education, employment and social, Adv. Res. J. Soc. Sci., 2 (1) : 17-22. P.G. Department of Home Science, Vinoba Bhave University, HAZARIBAG, INDIA. Dalit Women Talk Differently, Gopal Guru, Economic and Political Weekly, Vol. 30, No. 41/42, pp. 2548-2550, Oct. 14-21, 1995. Karade, J. (2008) Development of Schedule Castes and Schedule Tribes in India, pg 3, Cambridge Scholars Publishing (UK). Kumar, J. & Sangeeta and Dr. Kumar, Jitendra(April 2013). Status of Women Education in India , ISSN: 2320-009X, Vol. 2, No. 4: 162. DPBS (PG) College, Anoopshahr, Bulandshahr, Uttar Pradesh, India and MJRP University, Jaipur, Rajasthan, India. National Sample Survey Report on Land and Livestock Holding Survey, 37th (1982 and 1992) 48th Rounds, Ministry of Statistics and Programme implementation, Government of India. Nussbaum, M. (2000). Women and human development: The capabilities approach. New York: Cambridge Press. Singh, kaushiki (feb.2013), influence of empowerment on political participation of Dalit women. International Journal of Advanced research in Management social science, Vol : 2,no.2, ISSN :. 2278-6236 .Dept. of commerce, National P.G.College, Lucknow. www.ambedkar.org/impdocs/safeguards.html (accessed on 18/01/2017) http://www.womenempowermentinindia.com/ (accessed on 05/02/2017) w.w.w.Dalits.nl (accessed on 26/01/2017)

A broad model of understanding that provides learners of a specific area with viewpoints and rules on how to look at the areas problems and how to solve them is called paradigm. Paradigms gain their status because they are more successful than their competitors in solving a few problems that the group of practitioners has come to recognize as acute. When specify paradigm reaches a stage of maturity and limitations of the paradigm are established, a new paradigm emerges breaking the limitation of the existing paradigm leading to a shift which is profoundly called a paradigm shift. This paper presents the paradigmatic shift that has taken from Behaviourism to Constructivism in field of education.

Keywords- Paradigm Shift, Behaviourism, Constructivism

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Cobern, W. (1993). Contextual constructivism in Tobin, K. (Ed). The Practice of Constructivism in Science Education. Washington DC. AAAS. pp. 51-69. Cobern, W.W. (1991). Contextual constructivism: The impact of culture on the learning and teaching of science. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Lake Geneva, WI. April 7-10. Cunningham, D., & Duffy, T. (1996). Constructivism: Implications for the design and delivery of instruction. Handbook of research for educational communications and technology, 51, 170-198. Duffy, T.M. & Jonassen, D.H. (1991). Constructivism: New Implications for Instructional Technology?, (30) 10, 7-12. Duffy, T.M. & Jonassen, D.H. (1992). Constructivism and the Technology of Instruction: A conversation. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Glasersfeld, E. V., & Ackermann, E. K. (1987). Constructivism. The concise Corsini encyclopedia of psychology and behavioral science, 6, 19-21.

Continuing professional development is crucial for every job and all the more so, for complex roles such as that of a teacher. The present scenario of our pre-service teacher-education is such that it leaves new teachers largely unprepared to play their roles, and they find themselves unable to cope with their situation, leading to poor educational outcomes for students. Consequently, a vicious spiral begins at the very beginning of the teacher’s career, demoralising her and sometimes leading to a situation of indifference and lack of interest in the profession. Given the prevailing situation, there is a need to look at various aspects related to the professional development of teachers. This paper is an attempt to explore and explain the utility of e-learning for ongoing professional development of teachers from the perspective of teachers themselves, based on their responses to semi-structured interviews about the feasibility of online courses for this purpose.

Keywords: Teacher education through e-learning, Ongoing professional development, Teachers’ perception about e-learning.

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Castro, Juan Carlos. (2012,), Learning and teaching art: Through social media. Studies in Art Education, issue 53 (2), 152-153. Ghose, P. S. L. and Thakurta, P. G. (2013, May) Explosion in digital space: opportunities and challenges for india. Yozna, 14-19 Gupta, M and Rani, K (2013). Social media in education: Bane or boon. Scholarly Research Journal for Interdisciplinary Studies. Issue 2 (8). 170-181

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Dhull, I.G.M. and Mahashewta (2005). Value patterns of B.Ed pupil teachers in relation to sex, intelligence and socio – economic status. Ram – Eesh Journal of Education, Vol. 1, No.2, pp 84 – 90. Ebel Robert, L. (1969). Encyclopedia of educational research. Fourth edition, London: The Macmillan corporation. Government of India. (1986). National policy on Education (NPE). Kakkar, S.B. (1971). Values scores of teacher trainees and college teachers. Indian journal of applied psychology, Vol. 8, pp. 77 – 80. Macheil, Jeremiach Bernand. (1991). Study of life roles and values of senior undergraduate education student, Dissertation abstract international, vol.51, No.11.

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National Sample Survey Organization, Govt. of India, New Delhi 2011, Vol. XXIV, No. 40, p. 3 National Development & Strategies Circular, Govt. of India, 2011 Gaikwad Veerish Chand; Panchayat, Bureaucracy and Development in rural India, NICD, Hyderabad, 2013, p. 101 Agrawala P.K. ; The Nurses : At work; Indian Journal of Community Health,Chandigarh, Vol.20, No. 10, p. 37, 2007 Sengupta A & Rudra Prakash ; The Development of Health Care: An Analysis, TIJMR, 2012, 31(12): 84 Khanna H.K. (et.al.) ; A Study of Deliveries of PHCs of Chamoli District of Uttrakhand, Published article in ‘Journal of Health Education’, Deharadun, Vol. 15, Ank 6, 2013, p. 40-44 Mathur Shiv Chand ; ‘NRHM’- Practice & Perception of Medical Education, AIIMS, Delhi, pub. Article, 2011, p. 37 Khan Z. (et.al.) ; Poor Perinatal Poor Care services, IJCM, Century Pub. New Delhi, 2009, Vol. 34, 102-107 Singhal Ravi Prakash ; A Study of Awareness and political participation among the Women of Scheduled Caste’s of Agra district of U.P., Pub. Article in ‘Social Change’, New Delhi, June 1998, p. 31-38 Srivastav P.C. ; A Study of participation of B.P.L. Groups in ‘Panchayat Raj Election’ – A case study of Meerut Block, Pub. paper in ‘Samajiki’ Bai Annual Journal of Social Seicnes, Jalandhar (Punjab), Vol. 20, June 1998

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Barasi E M .1997. Human nutrition A health perspective. Hodder Head line group pp 4-8. Deaton, A., & Drèze, J. (2010). From calorie fundamentalism to cereal accounting. Economic and Political Weekly, 45(47).

The birth of a child whether disabled or non-disabled is known to produce pressure since it includes adjustments & extra responsibilities for various members of the family. Milestones develop in a sequential fashion. It is a continuous process with a predictable sequence, yet having a unique course for every child. The birth of a child with disability is an unanticipated event. Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. Children with established developmental disabilities are also susceptible to multiple problems. Early intervention services are a range of targeted services to help young children who have developmental delays or specific health conditions. Early Intervention is prevention of disability and developmental delays. Prevention could be at primary level, when we seek to prevent the occurrence or development of the condition or it could be secondary prevention where in we aim at reducing the impact and magnitude of disability or delay in development. Providing services early helps children catch up and increases their chances for success in school and life overall.

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Banerji, M. and Daily, R.A. 91995). A study of the effects of an inclusion model on students with specific learning disabilities, Journal of Learning Disabilities, 28(8), 511. Morse, T.E. and Santos, K. (1995). Full inclusion: Dream or reality? Journal for a Just and Caring Education, 1(4), 449-57. Alghazo, E., Dodeen, H. and Algaryouti, I. (2003) Attitudes of pre-service teachers towards persons with disabilities: predictions for the success of inclusion. College Student Journal, 37(3), 515-522. www. Google . com