An Internationl Peer Reviewed

SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

Dec-Jan,2021, vol-9/43

Impact Factor: 6.251

ISSN: 2348-3083

Date: 2021-02-01

SRJHEL, DEC-JAN 2021, Vol - 9/43

TRENDS OF OCCUPATIONAL STRESS AMONG PRINCIPALS: A STUDY

Ujjwala Sadaphal

Page No.: 10756 - 10766

SHOW PDF Certificate
 The role of the principal continues to expand and change with rapidly changing higher educational scenario thus they can be prone to occupational stress. Paper aims to study the level of occupational stress among the principals across faculties. For this normative survey method is used and the area covered is Maharashtra state in India. The sample of 245 college principals from different faculties is collected randomly using Occupational Stress Index by A. K. Srivastava and A. P. Singh. Data are analyzed using statistical measures. The results showed that the principals of law faculty exhibit more occupational stress whereas the principals of pharmacy faculty indicated lessor level of occupational stress. The stressors identified are role over – load, role conflict, group and political pressures, under participation, poor peer relations, strenuous working conditions and intrinsic impoverishment.
Key Words: Occupational Stress and College Principals
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Adebola, O. and Mukharti, A. (2008): Sources of occupational stress among secondary school administrators in Kano State, Nigeria. African Review Journal. An International Multidisciplinary Journal, Ethiopia. 2 (3): pp116-129. Antoniou, S. A. (2006): Workplace Stress. Athens: SA Parisianou. Anyanwu, Joy; Ezenwaji, Ifeyinwa; Okenjom, Godian; Enyi, Chinwe (2015): Occupational Stress and Management Strategies of Secondary school principals in Cross River State, Nigeria. Journal of Education and Practice www.iiste.org Vol. 6, No. 27, 2015 Pp. 37. Retrieved from https://files.eric.ed.gov/fulltext/EJ1077477.pdf on 16/08/18 APA Dictionary of Psychology (2021): Occupational stress. Retrieved from dictionary.apa.org on 20/01/2021 Best, J. W. & Khan, J. V. (1999): Research in Education. Prentice – Hall of India Pvt. Ltd. New Delhi. Darmody, Merike; Smyth, Emer (2016): Primary school principals job satisfaction and occupational stress. International Journal of Educational Management, 2016, Vol. 30, No. 1, Pp. 115 – 128. https://doi.org/10.1108/IJEM-12-2014-0162 Retrieved from https://eric.ed.gov/?q=occupational+stress+among+principals&id=EJ1086047 on 19/01/2021 Garrett H. (1981): Statistics in Psychology and Education. Vakils, Feffer and Simons Ltd. Bombay.
COUNSELLOR’S PROFESSIONAL ATTITUDE TOWARDS LEARNERS DEVELOPMENT IN ODL

Prof. Sajjan Shankarrao Thool

Page No.: 10767 - 10774

SHOW PDF Certificate
 ODL and traditional education system, both are working for learner’s development. Teacher is working in traditional education system and Counselor is working in ODL education system. Counsellor’s professional attitude is most important for learner development because he removes the query, problem and questions of learners. Y. C. M. Open University is established to provide education for learners in Maharashtra state in India. The objectives are, to find out the counselor’s professional attitude towards learners development. And to find out the counselor’s professional attitude between Men vs women,  Arts, commerce, science and research discipline, and teaching experience. The scope of study was only YCMOUs counselor in Maharashtra state. Survey method has to be adopted for data collection. 226 counselor of YCMOU are selected randomly as a sample for this study. Own made Counselor’s Professional Attitude scale is used. 30 items are in the Counsellor’s Professional Attitude scale and out of 30 items, 13 items are positive format and 17 items are in negative format. The data has analyzed as per objective of study through Counsellor’s professional attitude scale. The findings are, Counselor’s Professional attitude have positive attitude towards learner’s development. 
Key word: Counsellor, Counsellor’s Professional Attitude, Open and Distance Learning (ODL)
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Best, J. W. (1993) ‘ Research in Education ’ (Fourth Edition) New Delhi, Prentic Hall of India Pvt. Ltd. Cook, T. D, Rcichardt C T (1979) :Qualitative and Quantitative Methods in Evaluation Research, Sage Beverly Hills, Cali¬fornia Hubert,K. Rampersad, (2004) :Total Quality Management, New Delhi, Springer. Manjulika S. and venugopal,reddy, (1999) :Unexplored Dimensions of Open Universities, New Delhi, Vikas Publishing house Pvt. Ltd. Rowtree, D. (1994) : Preparing Materials for Open, Distance And flexible learning , Kogan Page, London. Rastogi, Satish. (2003) : Principles and Practices in Distance Education, YCMOU, Nashik Rastogi, Satish. (2002) : Multimedia development for counselling to counsellors , YCMOU, Nashik Shekhar, K. Joshy., Chitra Sehgal.,(2014),Educational Technology; Delhi, pacific books International Sharma, B. M. (2002) : Distance Education, Commonwealth Publisher, New Delhi.
CHATRO ME VIDHYALAY KE PRATI VIMUKHATA KI BHAVANA TATHA TUTION KE PRATI ABHIVRUTTI KE MADHYA SAHSAMBANDH KA ADHYAYAN

Sarita Goswami

Page No.: 10775 - 10784

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

CARTOON (CHALCHITRA)EANV BAL KENDRIT SHIKSHA

Harshvardhan

Page No.: 10785 - 10791

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

SOCIO-RELIGIOUS REFORM MOVEMENT AMONG THE HARIZEN (CHAMAR) OF UNITED PROVINCE

Abhishek Kumar

Page No.: 10792 - 10799

SHOW PDF Certificate
 


India as a country houses several religions and spiritual systems. Notable religions are Hinduism, Muslims, Sikh, Christian, Jains, Parsi and several others. The Hinduism happens to be the followed by majority of Indians technically if not practically. The Hindu population constitutes 72% of total population of India. Hinduism is more or less represented in every part of India. It is followed by a large number of peoples in Uttar Pradesh. Before 1950 Uttar Pradesh had known as United Provinces. Hinduism divided into four following Varna‟s: Brahman, Kshatriyas, Vaishyas and Shudras. It is form of caste system and caste is decided upon birth. Caste is also divided into sub-castes. The Harizen Caste is a scheduled caste and traditionally treated as untouchable caste. This caste has had a significant contribution in the social structure but it was placed at the lowest level in the Brahminical Hindu order. This paper focuses upon the attempt being made by Dalits in general and the Harizen  in particular to reform their social and cultural conditions by the way of undertaking reform process. This paper is mainly focused on understanding social and religious condition of the Harizen  caste in United Provinces and also examines the nature of social and religious movements by its ethnic organizations.
Key Words: Social reform, caste, Harizen , Dalits, Hinduism, untouchablity
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Crook, W., The Tribes and Castes of the North-Western Provinces and Oudh, Low Price Publications, Delhi, 1896. Briggs, G. W., The Chamars, Association Press Publication, Calcutta, 1920. Riseley, Herbert, The People of India, Tracker Spink & co., Calcutta and Simla, 1915. Rawat, Ramnarayan S., Reconsidering Untouchability: Chamars and Dalit History in North India, Pramanent Black, Ranikhet, 2012. Prasad, Mata, Bharat me Dalit jagran aur uske agradood, (Hindi) Samyak Prakashan, New Delhi, 2010. Gautam, S.S. & Vijayi, R.M.M., Chamar Jati: Itihas aur Sanskriti, (Hindi) Gautam Book Center, Delhi, 2012. Crook, W., The Native Races of the British Empire: Native of Northern India, Archibald Constable and Company Ltd., Londan, 1907. Pandey, Dhanpati, Builders of Modern India Swami Dayanand Saraswati, Publication Divisions Ministry of information and Broadcasting Government of India, 1985. Kenneth W. Jones, Socio Religious Reform Movements in British India, Cambridge: New Delhi, 1994. Raj, Antony, The Social bases of Obedience of the Untouchables in India, Loyola University Chicago, 1987. Sharma, Dashratha, Gugaji Ke Samey Per Kinchit Aur Prakash (Hindi), Varda, 1960. Bernard S. Cohn, Chamar Family in a North Indian Village: A Structural Contingent, The Economic Weekly, Special Number, July, 1961, pp. 1051-1056.
FRAMEWORK OF CASE STUDY METHOD FOR TEACHING COMMERCE TO THE SENIOR SECONDARY STUDENTS

Ritu Tripathi Chakravarty

Page No.: 10800 - 10807

SHOW PDF Certificate
The teachers of commerce and business studies in senior secondary schools often face the problem of choosing the best suitable pedagogy to teach the students of commerce and business studies. Often, they resort to one common method of delivering lectures and explanations as they find difficult to add variety in their teaching methods. There are many reasons to it as they are not oriented and skilled for using methods that increases interests and creates meaningful engagement in their students. It is important to understand that Commerce is a versatile subject and needs lots of practical skills and therefore cannot be taught in theoretical manner. This paper suggests case study as a very important pedagogy of teaching the subject. Case study helps creative problem skills, analytical skills in the students. Students skilled with these strategies excel in  their understanding of the subject. This paper presents the framework of case study-based teaching plan for the teaching of commerce in the three-domain s of learning namely Cognitive, Affective and Psychomotor. The aim of this research paper is to address the need of the selection of case study as a pedagogy of teaching to the students of commerce stream and skill the teachers for designing the outcome design outcome-based plan based on realistic strategies to connect with the students.
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

T.SACHIKO ODA TANAKA and H.Tanaka . A survey of Japanese sources on the use of English in Japan,retrievehttps://www.researchgate.net/publication/332144980_Teaching English with the case study method-A tentative Approach William.J The teaching of commerce in secondary schools retrieve https://www.tandfonline.com/doi/pdf/10.1080/03057874880000051
THE EFFECT OF TECHNOLOGY BASED TEACHING ON ACHIEVEMENT LEVEL OF STD. X STUDENT IN SCIENCE

M. A. Bhadane

Page No.: 10808 - 10813

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

The effect of technology based teaching in achievement level of Std X students in Science subject – M. Phil thesis – SPPU Unpublished – Guide – Dr. M. A. Bhadane Researcher – Shri. C. V. Kulkarni Agrawal J. C. (2001) Principal methods & techniques of teaching (11th edition) New Delhi, Vikas publishing House Pvt. Ltd. Best J. W. a Kahan JW (2007) Research in Education. New Delhi, Prentice – Hall of India Pvt. Ltd.
CONSTRUCTION AND STANDARDIZATION OF INTEREST IN CURRICULAM DEVELOPMENT SCALE

R. Ayyappan & V. Balakrishnan

Page No.: 10814 - 10820

SHOW PDF Certificate
 In the present study, Interest in Curriculum Development scale has been constructed and standardized for School Teachers. This preliminary scale consists of 60 statements. The sample consists of 100 School Teachers are randomly selected from the Cuddalore Districts. The ‘t’ value was used to standardize the tool and finally 38 statements were retained for the final study.
Keywords: Interest in Curriculum Development; School Teachers.
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Brown, R. N., Oke, F. E. &Brown, D.P. (1982). Curriculum and Instruction: An introduction to methods reaching. Hong Kong: Macmillan Publishers. Carl, A. et al (1998). Teacher empowerment through curriculum development theory into practice.Juta&Company Ltd. Doll, R. C. (1992).Curriculum Improvement.Decision Making and Process.8th. Edition. Boston: Allyn and Bacon. Hameyer, U. (2003). Images of the Inquiry Curriculum: Innovative Profiles of Primary Schools in Germany. In J.VanAkker et al. (eds.), Curriculum Landscaps and Trends (pp.29-44). Netherlands: Kluwer Academic Publishers. Klein, F. M.( 1991). Curriculum design. In Lewy, Arieh ,ed (pp 335- 346). The International Encyclopedia of Curriculum. Oxford: Pergamon Press. Marsh, Colin J. and Willis, G. (1999). Curriculum: Alternative Approaches, Ongoing Issues. Second Edition. Upper Saddle River, N.J.: Prentice-Hall International. Taba, Hilda (1962). Curriculum Development: Theory and Practice- Foundations, process, design, and strategy for planning both primary and secondary curricula. New York: Harcourt, Brace &World, Inc. https://www.edsurge.com/p/canvas/reviews https://kitaboo.com/importance-of-Ditital Learning-in-education/
MODERNITY AS UNDERSTOOD BY GANDHI, NEHRU AND AMBEDKAR

Shiveshwar Kundu

Page No.: 10821 - 10827

SHOW PDF Certificate
 



Indian subcontinent witnessed western modernity through colonial intervention. Modernity was indeed conceived differently not only by the different thinkers of different time period but also its impact on the people of Indian subcontinent was not similar. From this different and heterogeneous impact the language used by the important thinkers of modern India was poles apart with different sets of objective through which they tried to transform Indian society. It is in this context the objective of this paper is two fold, firstly, it wants to give vocabulary to the language used by three important thinkers of modern India -  Gandhi, Nehru and Ambedkar while dealing with the predicament of Modernity. Secondly, from the usage of different vocabulary , their different set of objective orientations can be followed and understood. As a result of which a different form of politics originated which provided us different forms of trajectories in order to access the idea of emancipation and freedom.
Keywords:   Language, Empowerment, Decorum, Self - Respect, Emancipation
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Parekh, Bhikhu, (2015), Debating India, New Delhi: Oxford University Press. Parekh, Bhikhu, (2001), Gandhi: A Very Short Introduction: Oxford University Press. Guru, Gopal, (2011), The Idea of India: “Derivative, Desi and Beyond”, Economic and Political Weekly, September 2010, vol xlvi no 37, pg.no 36-42. Guru, Gopal, (2009), Humiliation Claims and Context (Eds.),New Delhi: Oxford University Press. Alam, Javeed (1999), India: Living With Modernity, New Delhi:Oxford Unity Press. Swift,Adam, (2014), Political Philosophy, U.K: Polity Press.
INNOVATION IN LEARNING ENVIRONMENT: A NEW PERSPECTIVE OF LEARNING IN DIGITAL ERA

Mona Malhotra & Taruna Malhotra

Page No.: 10828 - 10835

SHOW PDF Certificate
 Today in this competitive world everyone is struggling and working hard to create a new learning environment. Recently, significant resources have been invested by many countries in order to have change in their educational systems. Use of technology, major teacher programmes and change in curriculum at wider level are the efforts for radical changes. The main aim of this transformation is to provide students with the cognitive and meta-cognitive knowledge and the skills to be competitive in the 21stCentury. Teaching the text books and making the students understand is not the purpose of education rather the task is to create innovative thinking environment. No doubt both teachers as well as students have to face many problems and challenges in creating such an environment and the major challenge faced by any teacher is to capture the student’s attention and presenting their matter in such a way to have everlasting impact. For this to happen, innovative ideas that make teaching learning methods more effective should be implemented. According to Gertner & Manzi, (2012), “Innovation is the application of an idea or invention, adapted or refined for specific uses or in its particular contexts.” The purpose behind using these innovative methods is to empower people, to make governance stronger and to motivate the attempt to achieve the human development goal for the country. “Innovative teaching involves using innovative methods and teaching learning materials for the benefit of students.”(Mandula, Meda, & Jain, 2012). The purpose of the paper is to suggest useful innovative teaching methods which could easily impart knowledge to the students. 
Keywords: Innovation, Technology, Innovative Teaching Strategies
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Anderson, R. T., Neri, L. (2012). Reliability-centered maintenance: management and engineering methods: Springer Science & Business Media. Brewer, D. and Tierney, W. (2012), “Barriers to innovation in the US education”, in Wildavsky, B., Kelly, A. and Carey, K. (Eds), Reinventing Higher Education: The Promise of Innovation, Harvard Education Press, Cambridge, MA, pp. 11-40. Cornali, F. (2012), “Effectiveness and efficiency of educational measures”, Evaluation Practices, Indicators and Rhetoric, Vol. 2 No. 3, pp. 255-260 Flipped Learning Network. (2014). What is Flipped learning? Gertner, J. (2012). The idea factory: Bell Labs and the golden age of American innovation. New York, NY: The Penguin Press. L. Shavinina. How to develop innovators? Innovation education for the gifted, Gifted Education International, Vol.29, 54-68, 2013. Mandula, K., Meda, S. R., & Jain, D. K. (2012). Research and implementation of a mobile video streaming application for ubiquitous learning. In 2012 IEEE international conference on technology enhanced education (ICTEE) (pp. 1-6). IEEE Manzi, J. (2012). Uncontrolled: The surprising payoff of trial-and-error for business, politics, and society. New York, NY: Basic Books. Rogers, E. (1983), Diffusion of Innovations, (3rd ed.) New York: The Free Press. Rogers, E. (2003), Diffusion of Innovations, (5th ed.) New York: The Free Press.
URBAN LOCAL GOVERNMENT IN INDIA

Shahid M. Zakaullah

Page No.: 10836 - 10843

SHOW PDF Certificate
 Urban local governance in India has continued to be an important area of research for a long time. The governmental apathy towards urban local government did not create a conducive environment for the institution to grow and acquire credibility as an institution till the advent of 74th Constitution Amendment Act in 1992. Since the enactment of the Amendment Act, sincere efforts have been made to strengthen the local bodies and rejuvenate the institutional capacity by introducing desired reforms and giving them Constitutional status. The compulsion on state government to treat them with due care has begun to yield results. However, despite significant changes, urban local bodies continue to function as the extended arm of the state government. This needs to change if we really want their empowerment
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15

Bardhan, Pranab, (2006), Decentralisation & Local Governance in Developing Countries, Oxford University Press, New Delhi. Baud, I.S.A. & Dewit J., (2008), New Forms of Urban Local Government in India, Sage Publications, New Delhi. Constitution (74th Amendment) Act, 1992, Part IX-A, Government Press Mumbai Friedrich Carl J., (1968), Constitutional Government and Democracy: Theory and Practice in Europe and America, Oxford Press, London. Jha, Gangadhar, (1993), ‘The Seventy-Fourth Constitution Amendment and the Empowerment of Municipal Government: A Critique’, Urban India, Vol. No. XV, Pages 68-78, July ….
CONTRIBUTION OF PRADHAN MANTRI AWAS YOJANA IN RURAL DEVELOPMENT REFERANCE: - PALGHAR DISTRICT

Mrs. Rajashree Rajesh Patil

Page No.: 10844 - 10850

SHOW PDF Certificate
 Shelter is one of the basic needs of mankind and to survive and for better standard of life this is basic necessity. Food, Clothing and Shelter are the basic needs of every human being. In India, Ministry of Rural Development cares for rural needs under rural development. Pradhan Mantri Awas Yojana is one of the schemes out of various schemes under Ministry of Rural Development. This fulfills the need of house construction of poor rural peoples those are below poverty line. Pradhan Mantri Awas Yojana is basically a public scheme of house construction which is for poor families without Shelter for peoples living in broken houses and slums (Kaccha House) also for landless poors to their own houses. 
In this research essay, will study rural development with the help of scheme features, objectives, government mechanism for execution and management of Pradhan Mantri Awas Yojana. 
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

ga`amaINa ivakasa maM~alaya¸ ga`ama ivakasa kaya-ËmaaMvar ek dRYTIkaona¸ maharaYT/ Saasana. P`aa.ra.naa.GaaoTavao¸ samaajaSaas~Iya saMSaaoQana t%cao va pQdtI¸ maMgaoSa p`kaSana¸ naagapUr ¹ 440010. Garkula yaaojanaocaa AByaasa¸ saMdBa-¹h^baIToT fa^r h\yauma^naITI saMsqaa¸ EaI.ihlarI gaaojaI. Indira Awas Yojana, guideline, Government of India, Ministry of Rural Development. www.facebook.com www.esakal.com
IMPACT OF MID –DAY MEALS PROGRAMME ON STUDENT’S ENROLMENT AND DROPOUT AT PRIMARY STAGE IN HIMACHAL –PRADESH

Shivani Nagpal

Page No.: 10851 - 10859

SHOW PDF Certificate
 The study was conducted to find out the impact of mid-day meals programme on student’s enrolment and dropout at primary stage in Himachal Pradesh. Therefore, ‘Descriptive Method of Research’ was used for conducting the present study. And to obtain data for the present study, the procedure of multi-stage sampling was followed. At the first stage , three districts viz. Kangra, Chamba, and Mandi district out of the twelve districts of Himachal Pradesh were selected on the basis of their literacy rates i.e. Kangra amongst the highest literacy rates, Chamba amongst the lowest and Mandi district lies in the middle among the twelve districts of the state. At the second stage , 188 government primary schools were selected for studying student’s enrolment and drop-out (from year 2001 to year 2011). The data collected through school Information schedule for student’s enrolment and drop-out was tabulated separately for each year from 2001 onwards. The information collected through school information schedule was put to percentage analysis to give meaning to the data. It was interpreted that mid-day meals programme has not significantly influenced the student’s enrolment and drop-out at primary stage in Himachal Pradesh. 
Keywords: Mid-day Meal Programme, enrolment, drop-out, primaray stage.
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Ambasht, N. K. and Rath, K. B. (1995). A study of the effect of household, community and school factors on the enrolment, retention and achievement of scheduled tribe children at primary level. Indian Educational Abstracts, 6, January 1999, 47-56. Giri Institute of Development Studies (2000). National programme of nutritional support to primary education (mid-day meals): Comparative lessons of experience in Uttar Pradesh and Himachal Pradesh. A Study Report, Lucknow: GIDS. Hamid, Yawar and Hamid, Asmat (2003). Mid–day meal scheme and growth of primary education: A case study of district Anantnag in Jammu and Kashmir. Bangladesh e-Journal of Sociology, 9(1), 80-89. Koul, Lokesh (1988). Methodology of educational research. New Delhi: Vikas Publishing House Pvt. Ltd. Lohumi, Rakesh (2013, July 18). Mid-day meals leading to fall in students' strength. The Tribune (The Daily Newspaper), Shimla edition, 3. Nangia, Anita and Poonam (2011). Impact of mid day meal scheme on enrolment of elementary school children. Research Analysis and Evaluation, III (27), 64-65. Nayak, P. M. (2009). Community participation in the universalization of primary education. New Delhi: Academic Excellence Publishers and Distributors.
PRECAUTION AND PREVENTION – THE KEY WEAPONS TO COMBAT THE SPREAD OF COVID –19

Raghumani Naik

Page No.: 10860 - 10867

SHOW PDF Certificate
 Corona Virus Disease (COVID-19) is an infectious disease caused by a newly discovered Corona virus. Covid are a large family of viruses that cause illness ranging from the common cold to more severe diseases such as Middle East respiratory syndrome and severe acute respiratory syndrome. A novel Coronavirus is a new strain that has not been previously identified in humans. Coronavirus are Zoonotic meaning they are transmitted from animals and people. Several known corona viruses are circulating in animals that have not yet infected humans. Common signs of infection include respiratory symptoms, fever, cough, shortness of breath and breathing difficulties. In more severe cases infection can cause pneumonia, severe acute respiratory syndrome, kidney failure and even death. Standard recommendations to prevent infection spread include regular hand washing, covering mouth and nose when coughing and Sneezing, thoroughly cooking meat and eggs. Avoid close contact with anyone showing symptoms of respiratory illness such as coughing and sneezing
Keywords: Corona, Virus, Social distance, Common Signs, COVID-19 
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

https://en.unesco.org/covid19/educationresponse https://www-indiatoday-in.cdn.ampproject.org/v/s/www.indiatoday.in/amp/education-today http://www.educationinsider.net/detail_news.php?id=1326 http://www.education.ie/en/Schools-Colleges/Information/Information-Communications Technology-ICT-in-Schools/Digital-Strategy-for-Schools/Building-Towards-a-Learning-Society-ANational-Digital-Strategy-for-Schools- Consultative-Paper.pdf Internet browsing, CDC report, WHO report, Govt’s manifesto and NGO’s awareness programmes.
INDIA THROUGH THE EYES OF NAIPAUL IN INDIA: A WOUNDED CIVILIZATION

Ankita Chaudhary & Monika Mathur

Page No.: 10868 - 10873

SHOW PDF Certificate
 This paper studies the nation through an expatriate’s perspective. V.S. Naipaul’s point of view helps to broaden the framework within which India is defined. To understand this concept better, it is necessary, to begin with, Naipaul’s Indianness (Paicu). His famous travelogue India: A Wounded Civilization has been selected here to examine his point of view for the country of his forefathers. As we all know that Naipaul is a non-resident Indian writer who has explored the sense of exile and displacement. This work will portray the complex relations with the land of his ancestors. His keen desire was that India should understand its past and progress towards its future. Rather than feeling regret for the past, its better nation should move forward to build a glorious future. 
The conclusion will round up Naipaul’s perspective towards India.  
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Arif, Nadia and Iram Fatima. "Marital Satisfaction in Different Types of Marriage." Pakistan Journal of Social and Clinical Psychology, vol. 13, no. 1, 2015, p. 36. Ashcroft, Bill et al. The Post-Colonial Studies Reader. Taylor & Francis, 2006. Chakraborti, Basudeb. "The Essentials of Indianness: Tolerance and Sacrifice in Indian Partition Fiction in English and in English Translation." Rupkatha Journal on Interdisciplinary Studies in Humanities, vol. 1, no. 1, 2009, pp. 3-32. Hoiberg, DH. "Aba. Encyclopedia Britannica. I: A-Ak-Bayes . Chicago, Il: Encyclopedia Britannica." Inc, 2010. Iyengar, KR Srinivasa. Indian Writing in English. Sterling Publishers, 1985. Khanal, Babu Ram. "Wound and Loss in Naipaul’s India: A Wounded Civilization and an Area of Darkness." Tribhuvan University Journal, vol. 33, no. 1, 2019, pp. 95-114. Kumar, Sudhir. "Gandhi and the Diaspora Question: Histories, Texts and Readings." In diaspora: Theories, histories, texts, 2001, pp. 68-79. Naipaul, Vidiadhar Surajprasad. India: A Wounded Civilisation. Pan Macmillan, 2002. Paicu, Adina. "Naipaul and Indianness." Annals Constantin Brancusi U. Targu Jiu, Letters & Soc. Sci. Series, 2013, p. 74. Smith, Linda Tuhiwai. Decolonizing Methodologies: Research and Indigenous Peoples. Zed Books Ltd., 2013. Tharoor, Shashi. The Great Indian Novel. Arcade Publishing, 1993.
ROLE OF ETHICS AND VALUES IN HIGHER EDUCATION

Ashwani Kumar

Page No.: 10874 - 10880

SHOW PDF Certificate
 According to Socrates –“Education is bringing out of the ideas of universal validity which are latent in the mind of every man.” Education does not end only with mastery over few languages or subjects. It also defines opening the doors of the mind, cleansing the soul and realization of the self. We, as Indians do have a rich and huge volumes of spiritual heritage but it is a matter of regret that we are the inheritors of the privileged and enriched heritage. It is really pathetic to see that the concern over the ethical values has lost their values and place at various levels of our education system in general and the higher Technical Education in particular. It is therefore, required to scrutinize the major causes of this deterioration in ethical values due to the prevalence of corruption, bribery, murder, rape, scams etc. The best way to address this issue is to impart value based ethical education that is  incorporated in the academic curriculum, just the way it was being practiced in the ancient times where the education system was value-based and education would help in the improvement of human character and recognition of their inner purity.
Key Words: Ethics, Values, Self Realisation, Ancient Indian Heritage and Education, and Present Education
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Abhinav Singh and Bharathi Purohit (2011): Fracas over Privatisation, Quality Assurance and Corruption in Indian higher education, Journal of Education and Practice, Vol 2, No 11&12. Abhinav Singh and Bharathi Purohit (2011): Reconsidering privatisation for corruption free administration in Indian higher education, Education Research Journ Vol. 1(7): 128 – 134. Hallak, J. and Poisson, M. (2007): Corrupt schools, corrupt universities: What can be done? Published by International Institute for Educational Planning. 44-48. Pabla, M. S. (2011). The Corrosion of Ethics in Higher Education: A Challenge of 21st Century, International Journal of Management & Business Studies, Vol. 1, Issue 2, June, Uttara Dukkipati (2010): Higher Education in India: sustaining long term growth, South Asia Monitor, Vol. 141, 01 May, 2010.
BUILDING THE CAPABILITY FOR MORAL LEADERSHIP

Prof. Sanjeev Sonawane & L. Azadi

Page No.: 10881 - 10886

SHOW PDF Certificate
 Humanity is passing through a very turbulent period of transition to a new stage of its collective life. This stage can be likened to the period of adolescence of an individual where he should find his right identity and values to guide his life. This role today should be played by leaders who not only can inspire noble acts in others but their own life is a proof that moral principles are true even in this period when society is fast driving away from moral standards. This kind of leadership that we call moral leadership is possible through developing moral capabilities that require certain skills, right attitudes and spiritual and moral qualities appropriate to the tasks expected of a moral leader.
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Cambridge Dictionary. (n.d.). Cambridge Dictionary. https://dictionary.cambridge.org/dictionary/english/transition Clarke University. (n.d.). Clarke University. https://www.clarke.edu/campus-life/health-wellness/counseling/articles-advice/developing-a-positive-attitude/ Das Rajib Lochan. (2018).Formal education does not help build morality of the students. ResearchGate.https://www.researchgate.net/post/Formal_education_does_not_help_build_morality_of_the_students Farid-Arbab Sona. (2016). Moral Empowerment: In Quest of a Pedagogy. Baha'i Publishing, Illinois FUNDAEC. (2003). Moral Capabilities: Fundamentals, Baha'i Academy, Panchgani Margaret Rouse. (n.d.) Leadership Skills. SearchCIO. https://searchcio.techtarget.com/definition/leadership-skills. Mohita Negi, n.d., Education Objectives: Major Objectives of Education, https://www.yourarticlelibrary.com/education/education-objectives-major-objectives-of-education/24306 Northeastern University. (2019). Top 5 Leadership Skills for the Workplace of Tomorrow. Northeastern University. https://www.northeastern.edu/graduate/blog/essential-leadership-skills-for-tomorrow/ One Country 1. (2020). The search for values in an age of Transition. One Country. https://www.onecountry.org/story/search-values-age-transition One Country 2. (2020). One Country. https://www.onecountry.org/story/perspective-new-age-new-morals-new-leaders Sylvie Di Giusto.(n.d.). Sylvie Di Gius7o. https://sylviedigiusto.com/positive-attitude-of-a-leader/#:~:text=A%20great%20leader%20is%20an,to%20this%20is%20your%20attitude.&text=Great%20leaders%20use%20influence%20to%20orient%20others%20towards%20their%20goals. Universal House of Justice. (1986). The Promise of World Peace. In Hayes Terrill G.. Peace More than End to War. Baha'i Publishing Trust. Illinois World Economic Forum. (2020). 5 ways to Step Up and Become a Moral Leader. World Economic Forum. https://www.weforum.org/agenda/2019/08/5-ways-moral-leader
PROSPECTS OF ECONOMIC DEVELOPMENT IN AFGHANISTAN

H K Pandey & Mohd Margub

Page No.: 10887 - 10904

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

CSIS and PCR Project, Breaking Point: Measuring Progress in Afghanistan, in Center for Strategic and International Studies Digital Library, http://csis.org/files/media/csis/pubs/070329_breakingpoint.pdf, (accessed October 5, 2011). Growth in Afghanistan, Macroeconomic and Economic Growth, http://web.worldbank.org/WBSITE/ EXTERNAL/COUNTRIES/SOUTHASIAEXT/EXTSARREGTOPMACECOGRO/0,content MDK:2059 2478~menuPK:579404~pagePK:34004173~piPK:34003707~theSitePK:579398,00.html, (accessed 15 December 2011). Faust, J?rg, “Policy Experiments, Democratic Ownership and Development Assistance,” Development Policy Review, Vol. 28, No. 5, 2010, p.518 Franck, Peter G., “Problems of Economic Development in Afghanistan,” Middle East Journal, Vol. 3, No.4, p. 422. International Bank for Reconstruction and Development: A co-publication of the World Bank and the International Finance Corporation (2010), Doing Business in 2010: South Asia in World Bank Digital Library, http://doingbusiness.org/Documents/DB10_Overview.pdf, (accessed October 5, 2011). Marias, Lochner, “Donor-driven local economic development in peripheral areas of KwaZulu-Natal: The Gijima Programme,” Development Southern Africa, Vol. 27, No.4, October 2010, pp. 522-523 SENLIS Afghanistan, Stumbling into Chaos: Afghanistan on the Brink, in The International Council on Security and Development Digital Library, http://www.icosgroup.net/modules/reports/ Afghanistan_on_the_ brink, (accessed October 5, 2011).
ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO GENDER, SOCIAL CATEGORY AND STREAM OF STUDY

Surender Kumar Sharma

Page No.: 10905 - 10912

SHOW PDF Certificate
 The study examined the academic achievement of senior secondary school students in relation to gender, stream of study and social category. A sample of 300 students of class 10+1(150 males, 150 females) from different government (10) senior secondary school of Shimla district (Himachal Pradesh, India) affiliated to H.P.S.E.B. Dharamshala. For collecting data scores in final examination (10th) was taken as academic achievement of the students. Results of analysis of variance revealed that there were no significant difference and interaction between gender and social category but stream of study differed significantly in relation to academic achievement. Students studying in science stream had significantly higher mean of Academic   achievement scores than commerce and arts stream students. 
Key Words: Academic Achievement, Gender, Social Category, Streams.
 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Garrett, H.E. (1981). “Statistics in Psychology and Education”. New York, David Mickey Company, Inc, 198. Aruna,B.(1998). “A Study of the Factors Influencing the Academic Achievement of Standard VII Students Belonging to SC and ST whose Medium of Instruction of Medium is Kannada”. Third Survey of Research in Education (1978-83), New Delhi: National Council for Educational Research and Training, p.658. Indra, (1991). “A Study of Relation of Social Class, Religion, Family Size and Birth order to Academic Achievement of High School Students”. Fifth Survey of Research in Education (1988-1992), New Delhi: National Council for Educational Research and Training, Volume-I p.54 Khayyer,M.(1994).“Academic Achievement and its Relation to Family Background and Locus of Control”. Dissertation Abstracts International, Volume-56, July 1995, p.85A. Lalithabai, T.K. (1993) “A Comparative Study of the Cognitive Factor Structures of High Achiever in Secondary School Mathematics”. Sixth Survey of Research in Education (1993-2000), (2007). New Delhi: National Council for Educational Research and Training, Volume- II, p.364. Rani, B. (1980). “Self Concept and other Non-Cognitive Factors Affecting the Academic Achievement of the Scheduled Caste Students in Institutions for Higher Technical Education”. Third Survey of Research in Education (1978-1983), New Delhi: National Council for Educational Research and Training, pp: 682-83. Sarswat, Anil, (1988). “A Differential Study of Achievement Motivation, Occupational Aspiration and Academic Achievement Adolescents in Different Types of School Climate in Aligarh District”. Fifth Survey of Research in Education (1988-1992), New Delhi: National Council for Educational Research and Training, Volume- II, pp.1911-12. Sahay, N.(1991). “Familial Correlates of Academic Achievement in Rural Hindu School Students”. Fifth Survey of Research in Education (1988-1992), New Delhi: National Council for Educational Research and Training, Volume- II, pp.1928. Samal.N.(1990). “Relationship between Planning and Academic Achievement of Boys and Girls: Effect of Home Environment Variables”. Fifth Survey of Research in Education (1988-1992), New Delhi: National Council for Educational Research and Training, Volume- II,p:1911. Sharma, D.R. (2001). “A study of the Academic Achievement Of other Backward Classes, Sc and General Category Students in Relation To Certain Socio-Psychological Variables”. Ph.D. Thesis in Education, Shimla: Himachal Pradesh University, pp.1303-31. Singh, S. (1988). “An Investigation into the Relationship between Achievement of Certain Concepts of Physical Chemistry and Cognition and Convergent Production of Semantic Classes, Relations and Implications of the Morphological Model of Structure of Intellect”. Fourth Survey of Research in Education (1983-1988), (1991). New Delhi: National Council for Educational Research and Training, Volume- I, p. 749.
KAHANI SAHITYA KE VIBHINNA PADAVON KA SAMIKSHATMAK ADHYAYAN

Ramesh S. Jagtap

Page No.: 10913 - 10925

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

PROBLEMS, ISSUES & DEVELOPMENT OF WOMEN EDUCATION

Anjali Monga

Page No.: 10934 - 10939

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

Agrawal, S. and Salve,S.(2013) “Women Empowerment :Need of Women Education. Indian Journal of Education Research Experimentation and innovation (IJEREI).ISSN-2231-0495.Vol-3.Issue 4. Agrawal. S. P. and J. C. Aggarwal (1994). Women's Education in India, Vol. 1, New Delhi B. K. Mishra and R. K. Mohanty (2005).Trends and Issues in Indian Education. Bhat R.A. (2015). Role of Education in the Empowerment of Women in India. Journal of Education and Practice, 6(10), 188-191. Chapter II. (n.d.). Historical Position of Women under Different Periods. Retrieved January 06, 2019 fromhttp://shodhganga.inflibnet.ac.in/bitstream/10603/55355/8/08_chapter%202.pdf GOI: Annual Report (1996-97), Department of Education MHRD, New Delhi, 1997 Nandal, V., & Rajnish, M. (2014). Status of Women through Ages in India. International Research Journal of Social Sciences, 3(1), 21-26. Retrieved January 08, 2019 from http://www.isca.in/IJSS/Archive/v3/i1/5.ISCA-IRJSS-2013-185.pdf Nisha Nair. (2010). Women's education in India: A situational analysis. IMJ, 1(4), 100-114. Ramachandran V. Girls and women education: Policies and implementation mechanisms; case study: India. Bangkok: UNESCO. Principal Regional Office for Asia and the Pacific, 1998. Sen S. (2000). Toward a Feminist Politics? The Indian Women’s Movement in Historical Perspective. The World Bank Development Research Group/ Poverty Reduction and Economic Management Network. Retrieved January 08, 2019 from http://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan051009.pdf Sharma, P. (2016) “Role of Education in Women Empowerment. Available at http//www Indian youth net/role-of-education-in-women-empowerment.
IMPLEMENTATION OF FLIPPED LEARNING STRATEGY IN MATHEMATICS AT A SECONDARY SCHOOL IN INDIA: A CASE ANALYSIS

Ms. Monalisa Dash & Prof. Bhujendra Nath Panda

Page No.: 10940 - 10947

SHOW PDF Certificate
Flipped Learning Strategy is a concept wherein the students are provided the first exposure to the concepts through the instructional videos which they are instructed to watch at home so that the in-class time is freed for engaging the students in various student- centered activities. Though numerous benefits of flipped learning in higher education have been reported, the benefits of flipped learning at K-12 need to be examined. Thus an exploratory case analysis of implementation of Flipped Learning Strategy in Mathematics at a Secondary School in India is conducted. Many benefits and challenges have been recorded and reported in the study so that an appropriate flipped learning classroom design can be developed to reap the benefits and overcome the challenges. Keywords: flipped learning, secondary education, mathematics, K-12 setting, benefits and challenges
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. 120th ASEE national conference and exposition, atlanta, GA (paper ID 6219). Washington, DC: American Society for Engineering Education. Butt, A. (2014). Student views on the use of a flipped classroom approach: evidence from Australia. Business Education & Accreditation, 6 (1), 33-43. Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91–115. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. Gündüz, A. Y., & Akkoyunlu, B. (2019). Student views on the use of flipped learning in higher education: A pilot study. Education and Information Technologies, 24(4), 2391-2401. Larsen, J. (2015). Adult students’ experiences of a flipped mathematics classroom. Adults Learning Mathematics, 10(1), 50–67. Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73. Tune, J.D., Sturek, M., &Basile, D. P. (2013, December). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advance in Physiology Education. 37(4), 316-320.
MID DAY MEAL : AAGE KI SOCH

Binit Kumar Sinha

Page No.: 10948 - 10955

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

INDIA’S STRATEGY WITH TALIBAN IN AFGHANISTAN

Hemant Kumar Pandey & Mohd Margub

Page No.: 10956 - 10969

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

John Lewis Gaddis, The Long Peace: Inquiries into the history of the Cold War Robert Jervis, Perception and Misperception in International Politics Vahid Brown and Don Rassler, Fountainhead of Jihad: The Haqqani Nexus, 1973-2012 Theo Farrell, Unwinnable: Britain’s War in Afghanistan 2001-2014 Avinash Paliwal, My Enemy’s Enemy: India in Afghanistan from the Soviet Invasion to the US Withdrawal (Noida: Harper Collins, 2017)
VIDYARTHI-SHIKSHAKANCHYA BAHUBHASHIKATAVISHAYAK JAGRUKTECHYA SADYASTHITICHA ADHAVA

Sham Randive

Page No.: 10970 - 10978

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

IMPACT OF MOBILE IN SOCIAL ISSUES AWARENESS

Sarika Gautam Bahirat

Page No.: 10970 - 10978

SHOW PDF Certificate
M-Learning or mobile learning is learning across multiple contexts through social and content interactions using personal electronic devices. Today mobile have reached to a wide population. In mobile learning now a day’s everyone is using what’s app for everything. We can use this app on computer also. Purpose of this research is to find of what’s app in social issues awareness. For this research 40 student teachers were selected from S.N.D.T College of education, pune. For data collection questionnaire is used which is developed by the researcher. Keywords: Mobile, What’s app, Social Issues
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Agarwal, J.C (2003) Essentials of Educational Technology, Teaching learning, New Delhi, USB publishers Best, J.W & Khan, J.V.(2006) Research in Education.( 9th Ed), New Delhi
SHAIKSHANIK TAN-TANAV VYAVSTHAPAN KARYKRAM VIKSAN VA PARNAMKARKATA

Jagdish Babulal Rathod

Page No.: 10982 - 10991

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

DATA VYAVSTAPAN AANI CURATION NAVIGATING THE DIGITAL DELUSION

Asst. Prof. Sangita Gangaram Utekar

Recived Date: 2021-01-25 | Accepted Date: 2021-01-31 | Published Date: 2021-02-01

Page No.: 10992 - 10995

SHOW PDF Certificate


0
AN INTRODUCTION TO FOLKLORE

Ms. Imulemla Suzzana Yaden

Recived Date: 2021-01-15 | Accepted Date: 2021-01-18 | Published Date: 2021-02-01

Page No.: 10996 - 11002

SHOW PDF Certificate

 

Folklore, encompassing the beliefs, customs, stories, and traditions of people, forms the foundation of cultural identity and continuity. Originating from oral traditions, folklore preserves communal wisdom and creative expression through verbal, material, and cultural forms such as myths, rituals, architecture, and art. It reflects a society’s history, environment, and worldview, adapting across generations while maintaining its essence. Globalization has expanded its transmission through media, creating new forms like urban legends. In every culture, folklore serves as both a repository of heritage and a dynamic force shaping collective memory, knowledge, and social cohesion.



0