an international multidisciplinary research...

SHREE ASHAPURI CHARITABLE TRUST, CHUDAAshapuri Nivas, Shukla Street, CHUDA-363410. (Gujarat)Admin. Off : C/102, Shirdinagar, Opp. Dharoi Colony, Visnagar-384315.

Dr. Ashish J. Dave : Managing Editor

An International Multidisciplinary Research Journal

Vol : 01 Issue : 02 June, 2015

ISSN: 2454-2822

Research wings of 'ACT'

Paristi

Paristi: An International Multidisciplinary Research Journal

Research Wings of 'ACT'

Paristi is the research organ, to promote literary, cultural, humanistic and scientific values among human beings. Published quarterly, it

seeks to establish literary, critical, and academic standards through research, and reflects Indian responses. Therefore, it is open to all areas

of Humanities, Social Sciences, Sciences, Commerce and Management Sciences, Law, Fine Arts, Medical, Ayurveda, Engineering,

Education, and Physical Education. It aims at providing a forum to young researchers along with established authors for their scholarly and

authoritative opinion / views. It welcomes original and unpublished research papers on a wide range of subjects, issues, trends, concepts,

and genres. It is non-political, ideologically non-partisan journal, which tries to reflect all shades of intellectual and humanistic opinions and

ideas.

Managing Editor

Dr. Ashish J. Dave.

Smt.C.C Mahila Arts & Sheth C.N commerce College, Visnagar

Joint Managing Editor

Dr. Bhavik M. Shah

Vakil Shri D. H. Patel Dept of Education.

Kadi Sarva Vishwavidyalaya, Gandhinagar

Joint Managing Editor

Dr. Kamlesh S. Bhatt,

Arts Commerce College,&

Himmatnagar

Editorial Consultants

Subscription Profile

Member (individual) Rs. 2000

Member (institutional) Rs. 2000

P aris ti: A n Inte rnatio nal M ultid is c ip linary

Re se arc h Jo urnalRe se arc h W ings o f ‘A C T ’C / 102, Sh ird ina ga r Soc ie ty ,

O pp. D ha roi C olony ,V isna ga r -38431 5, G u ja ra t, Ind ia

C ell: + 9 1 8 9 0 5 9 7 8 0 0 1+ 9 1 9 4 2 8 7 5 5 9 3 3

E- M a il:

p ar is t ijo u r na l@ g m a il.co m,p ar is t is ub m is s io n@ g ma il.co m

Note: The journal accepts online submission only. It does not take any liability regarding approval / disapproval by any university, institute,

academic body and others. Any vives expressed in this publication are of the concerned authors and are not the views of Paristi: An

International Multidisciplinary Research Journal and its Review board. All rights are reserved with Paristi: An International

Multidisciplinary Research Journal the present copy is for private circulation only. All legal matters concerning the publication shall be

settled in the court at Visnagar (Guj.) India only.

Dr. Sandip K. BhattS. P. University

Vallabh Vidyanagar

Prin. Dr. Jayesh N. Barot,Smt. R. M. Prajapati Arts College

Satlasana

Dr. Umesh R. Dangarwala,The M. S. University of Baroda

Baroda

Prin. Dr. Leelaben M SwamiShri J.M. Patel Arts & Smt. M.N. Patel

,Commerce College Unja.

Dr. Achyut C. Patel,S Collegemt. M.T. Dhamsaniya of

Commerce, Rajkot

Dr. Vijay M. ChavadaNarsinhbhai Patel College of Computer

,Studies and Management Kadi.

Dr. Prashant M. DoliyaMaharaja Krishnakumarsinhji Bhavnagar

, .University Bhavnagar

Dr. Chirag J. Trivedi,R. J. Tibrewal Commerce College

Ahmedabad

Dr. Yashodhar H. RavalArts, Science and Commerce College

Pilvai

Dr. Mukeshkumar G. PatelSankalchand Patel College of Engineering

Visnagar

Dr. Vikas G. Doshi,Government Medical College

Baroda

Kartikey S. BhattArts, Science and Commerce College

Pilvai

Nagendra R.Maharani's Science College For Women

Bangalore

Dhiren Vandra,College of Rural Studies

Shardagram, Mangrol

Divya. L. Gopalakrishna Pillai

M. P. Patel College of Commerce

Kadi

Web: www.ashapuritrust.net.in

Smt. C. C. Mahila Arts & Sheth C. N.

Commerce College, Visnagar.

Dr. Chetan H. Patel J. G. Metiya

Associate Editors

Subscription may be sent by DD in favour of payableatShree Ashapuri Charitable Trust, Chuda. CHUDA,

Dist. Surendranagar (Guj.) ndia.I Contributors/ Authors can deposit amount online through e- banking

For subscription / contribution / advertisement contact or write to:

Title of the Account SHRI ASHAPURI CHARITABLE TRUST, CHUDA

Account No. 31602552629

Name of the Bank State Bank of India

Complete Address of the Bank Chuda – 363410 Dist.: Surendranagar (Guj.) India

Branch Code 060105

IFS Code SBIN 0060105

MICR Code 363002410

ISSN: 2454-2822

Paristi: An International Multidisciplinary Research Journal ISSN 2454-2822

Research Wings of ‘ACT’

Paristi: An International Multidisciplinary Research Journal Vol. 01, Issue. 02, June 2015 ISSN: 2454 -2822 CONTENTS HUMAN RIGHTS DIMENSIONS: AN EMERGING IMPORTANCE OF RIGHT TO PROTECTION (R2P) Dr. Apurva Pathak 1 - 5

EXAMINING THE CUSTOMER PERSPECTIVES ON BANCASSURANCE PROVIDED BY NSE 50 BANKS IN AHMEDABAD CITY Dr. J. A. Sarvaiya 6 - 11

A STUDY RELATION BETWEEN CREATIVITY AND EMOTIONAL INTELLIGENCE OF THE STUDENTS OF STANDARD EIGHT Dr. Bhavik Shah 12 - 15

A STUDY OF EDUCATIONAL ACHIEVEMENT FOR THE 12TH STANDARD’S STUDENTS OF HIGHER SECONDARY SCHOOLS Mr. Yatin Parikh* & Dr. Chirag J. Trivedi** 16 - 21

IS THERE FILM MAKING AND SUBSIDY HAVE DIRECT RELATIONSHIP ? Kartikey S. Bhatt 22 - 28

EVILS OF PRIVATIZATION IN EDUCATION IN INDIA REFLECTED IN CHETAN BHAGAT’S REVOLUTION 2020 Sonaji Rajput 29 - 32

INTEGRATION OF ELT METHODS IN ENGLISH LANGUAGE CLASSROOM: A STUDY WITH SPECIAL REFERENCE TO FIRST YEAR BBA ENGLISH TEACHERS Paragkumar D. Dave 33 - 38 AN IMPACT OF DATA FREQUENCY AND DATA DEPENDENCY OF EVA ON STOCK MARKET WITH SELECTED PHARMACEUTICAL COMPANIES Kalpeshkumar Trikamlal Patel 39 - 49 A STUDY OF FINANCIAL CONTRIBUTION OF WOMEN THROUGH DIAMOND INDUSTRY IN MEHSANA DISTRICT Dr. Ashish J. Dave 50 - 55 A STUDY OF COMMON SIZE STATEMENT ANALYSIS OF GMDC AND RSMML Dr. Ashok D. Parmar 56 - 60

besbol qel me ra*¨Iy Str pr ihSsa il0 hu0 iqlaD_I wa{Ao. 0v. bhno kI ic.ta ka tulnaTmk A@yyn &I. cetnkumar Aec. p3el, 61 - 64

økwshkíkLke «k[eLk rðhkMkík : ËuðLke {kuhe zkp. Mkwhuþ¼kR ðe. [kiÄhe 65 - 68

માનવતાવાદ ચતક ગૌતમ

ો. . . મિતયા 69 - 71

Paristi: An International Multidisciplinary Research Journal ISSN 2454-2822

Research Wings of ‘ACT’

Paristi: An International Multidisciplinary Research Journal Research Wings of ‘ACT’

MEMBERSHIP FORM Dear Editor, I / We wish to be annual member of Paristi: An International Multidisciplinary Research Journal and agree to abide by your rules and regulations.

1. Name (in Block Letters) : ..........................................................................................................

2. Nationality : ...................................... 3. Date of Birth ........................................

4. Mailing address : ...........................................................................................................

5. Institutional Address : ...........................................................................................................

...........................................................................................................

6. Mobile : ............................................................................................................

7. Phone (R) : ......................................... (O): ............................................................

8. E-mail : .............................................................................................................

9. Academic Qualification : ..............................................................................................................

10. Designation : .............................................................................................................

Rs 2000 remitted by DD No. ......................... Date ............................ Banker’s Name ............................

..................................................................... in favour of Shree Ashapuri Charitable Trust, Chuda. payable at CHUDA Dist. Surendranagar (Guj.). I am herewith submitting an original & unpublished paper entitled ...............................................

..........................................................................................................................................................

Place : ...............................

Date : ...............................

.........................................

Signature

: Correspondence Address :

Paristi: An International Multidisciplinary Research Journal Research Wings of ‘ACT’

C / 102, Shirdinagar Society, Opp. Dharoi Colony, Visnagar -384315, Gujarat, India phone: +91 8905978001, +91 9428755933

E- mail: [email protected], [email protected] Web: ashapuritrust.net

Paristi: An International Multidisciplinary Research Journal ISSN 2454-2822 June- 2015P

Research Wings of ‘ACT’ 1

Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020102015 HUMAN RIGHTS DIMENSIONS: AN EMERGING IMPORTANCE OF RIGHT TO PROTECTION (R2P) Dr. Apurva Pathak, Officiating Principal, Anand Law College, Anand (Gujarat) “The idea that the protection of human rights knows no international boundaries and that the international community has an obligation to ensure that governments guarantee and protect human rights has gradually captured the imagination of mankind.” Introduction The development of human rights after the 2nd World War and the adoption of many international documents, as well as the frequent examples of their violations brought to the idea of practicing humanitarian interventions. Such intervention could be defined as “the threat or use of force across state borders by a state(s) aimed at preventing or ending widespread and grave violations of the fundamental human rights of individuals other than its own citizens, without the permission of the state whose territory force is applied.” This idea that the international community has obligationsto individuals has recently been the subject of discussion in thedebate over the emerging Responsibility to Protect (“R2P”) norm. R2P is an effort at providing new moral guidelines to humanitarianintervention that characterizes sovereignty as responsibility. Statesdisaster, and when they fail, that obligation falls upon theinternational community. The development of the responsibility to protect (R2P) doctrine At the end of the 20th century, the attitude of necessity of making clear postulates of humanitarian intervention arose. In his Millennium Report of 2000, then Secretary-General Kofi Annan, recalling the failures of the Security Council to act in a adecisive manner in Rwanda and the former Yugoslavia, put forward a challenge to members States: “If humanitarian intervention is, indeed, an unacceptable assault on sovereignty, how should we respond to a Rwanda, to a Srebrenica, to gross and systematic violation of human rights that offend every precept of our common humanity?” Some particular cases were set as trigger examples for the responsibility to protect emergence. Rwanda in 1994 represents the full horror of inaction and refusal of the Security Council to take necessary steps to avoid genocide. Somalia in 1992/93 is considered to be another fail of the UN, as well as Srebrenica in 1995, when the tragic fail of the UN to prevent genocide raised serious debate about intervention for human protection purposes. On the other side, the case of humanitarian intervention in Kosovo in 1999 raised major questions about the legitimacy of military intervention in a sovereign state, concentrating attention on all the other sides of the argument. Is it sure that all peaceful means of resolving the conflict fully were explored? Did the intervention receive appropriate authority? How could bypassing and marginalization of the UN system, by “a coalition of the willing” acting without Security Council approval, possibly be justified? Or – against all this – was it the case that had the NATO not intervened, Kosovo would have been at best the site of destabilizing civil war, and at worst the occasion for “another Srebrenica”?


June 2015 Research Wings of ‘ACT” 2

It was considered essentially to clarify the behaviors of state which could justify an intervention from abroad, on one side, and the modalities of intervention itself, on the other. In accordance to previous experiences, justification for the intervention could be found in the situations of violations of human rightsafter the diplomatic efforts had failed goes further in justifying even unilateralhumanitarian intervention. Basically, his argument states that observance of the law should not and does not hinder fidelity to basic moral values. Following this line of reasoning, Buchanan lists three principles for which unilateral humanitarian intervention is justified; moral necessity, protection of human rights, and moral improvement to the legal system. There are two types of humanitarian intervention; authorized, that which is sanction by the UN, and unauthorized (or unilateral) which is not sanctioned by the UN. On the other side, in Goodman’s opinion, it is difficult to escape the conclusion that international law forbids the unilateral use of force to rescue victims of a humanitarian catastrophe. Looking for effective measures to prevent systematic violations of human rights and to make a stronger responsibility for states and international community, the International Commission on Intervention and State Sovereignty (hereinafter: ICISS) in December 2001 released the report “Responsibility to protect”, which embraces the “new idea” of state sovereignty. At the core of the concept lies a two-dimensional understanding of responsibility:

a) The primary role of the state itself; its responsibility to protect its citizens from atrocities, and

b) The responsibility of the international community to prevent and react to massive human rights violations, when the state is unwilling or unable to perform this mission.

During the consultations that helped shape the Responsibility to Protect Report, the ICISS have found broad willingness to accept the idea that the responsibility to protect its people from killing and other grave harm was the most basic and fundamental of all the responsibilities that sovereignty imposes – and that if a state cannot or will not protect its people from such harm, then coercive intervention for human protection purposes, including ultimately military intervention, by others in the international community may be warranted in extreme cases. To make the decision easier as much as possible the ICISS Report proposed six criteria for military intervention:

a) right authority, b) just cause, c) right intention, d) last resort, e) proportional means and f) reasonable prospect.

Thus, contrary to popular misconception, the ICISS did not find widespread support for an unlimited, absolute view of sovereignty. Instead, both developed and developing countries agreed that sovereignty implies a dual responsibility: externally – to respect the sovereignty of other states, and internally - to respect the dignity and basic human rights of all the people within the state. The experience and the aftermath of some recent humanitarian fails, as well as the controversy of intervention or perhaps its absence in the situations that called for it have provided an indication that the core of international relations at the beginning of the 21st century needed to be comprehensively reassessed.



Furthermore, ICISS have found that the expression “humanitarian intervention” did not help to carry the debate forward and believed that the language of past debates arguing for or against a “right to intervene” by one state on the territory of another is outdated and unhelpful. So, they prefer to change the term into a “responsibility to protect”. The ICISS sought to bridge the gap between intervention and sovereignty by introducing a complementary concept of responsibility, under which it is shared by the state and international community. Yet, it is far from clear how the international community – represented through the United Nations, regional organizations, and individual states or groups of states – should act and is allowed to act. As it has been emphasized in the ICISS Report – any new approach to intervention on human protection grounds needs to meet several basic objectives:

a) To establish clearer rules, procedures and criteria for determining whether, when and how to intervene;

b) To establish the legitimacy of military intervention when necessary and after all other approaches have failed;

c) To ensure that military intervention, when it occurs, is carried out only for the purposes proposed, is effective, and is undertaken with proper concern to minimize the human costs and institutional damage that will result; and

d) To help eliminate, where possible, the causes of conflict while enhancing the prospects for durable and sustainable peace.

Complexities regarding R2P Taking into account humanitarian component of R2P action, its application and practice seems to be considered as logic and human idea. But, its implementation is very complicated and controversial in contemporary international relations. Any type of external military intervention on the territory of another state (even) for the purpose of human protection is always opposed to the state sovereignty. It has been regarded as the pivotal structural paradigm of international law and is never to be taken lightly. It is more than just a functional principle of international relations; for many states and nations, it is also recognition of their equal worth and dignity, a protection of their identity and national freedom. Protecting this fundamental right of each state Charter of the United Nations and many related documents prohibited states from threatening or using force, except in self-defense or pursuant to Security Council authorization. Central concepts of international law (sovereignty, territorial integrity, non-intervention, self-defense, etc.) rely on the exclusive or dominant role of the state. At the same time, the concept of human rights has been developing since the end of the 2nd World War. The importance of its protection and further development in the contemporary world, as well as the opinion that the treatment and the status of human rights within the state border does not exclude interference from abroad, raises the question of mutual relationship between human rights protection, on one side, and the protection of state sovereignty, on the other. Sovereignty never meant that a state could act in its territory regardless of the effect of its acts on another state. After the end of the 2nd World War the adoption of the UN Charter and the rise of key human rights instruments eroded the classic equation of sovereignty; it contained important references to human rights protection. Taking into consideration the core foundations of international community, its origin of state sovereignty and the prohibition of (even) threat and/or use of force in mutual relationship, on one side, but also the general idea of obligation to protect human rights, on the other – question arises: how to reconcile



these two seemingly uncompromising protections? Furthermore, what is (if any) the base of justification for one (or more) state(s) to intervene on the territory of other state or even to use force against it for the humanitarian purposes only? Those who support the idea of humanitarian intervention emphasize that there are situations that could justify foreign intervention, despite the sovereignty claim. These cases are grave breaches of human rights, such as genocide, war crimes, crimes against humanity, cases of ethnic cleansing etc. Perpetrators of such crimes should no longer be able to hide behind the shield of state sovereignty. On the other side, to its opponents – it is an oxymoron that serves as a pretext for selective military intervention without legal sanctioning, and an exercise that only achieves uncertain results. Assessing R2P with growth of the transnational jihadist movement The Islamic State of Iraq and the Levant (ISIL/ISIS) is wreaking havoc in Iraq, committing atrocities and leaving death and destruction in its wake. ISIL continues to commit war crimes and is purposefully threatening and killing civilians, expelling minority groups, and recruiting child soldiers in its war for a caliphate in the region. Is it time to invoke for the Responsibility to Protect (R2P) in Iraq? The doctrine of R2P aims to protect civilians from genocide, ethnic cleansing, war crimes, and crimes against humanity. The principle stipulates that the state first and foremost must protect its civilians from these four crimes. If the state is unable or unwilling to do so, it then becomes the responsibility of the international community to step in and protect those in harm’s way. There is one thought which believes that believe it’s too early to implement the principle’s last resort of military intervention, it is not too early to be discussing the principle as a whole-particularly its most important aspect, prevention. The global community has an opportunity to step outside its perpetual fear of preventative action and deal with Iraq before it becomes another Syria. But intervention in this region will not come easily to the international community. The crux of the matter is this: the war in Iraq served to delegitimize any future intervention in the region, no matter the circumstance. This flagrant misuse is not simply a danger to the sovereignty of the state at hand, but to the future legitimacy of the principle as well. This struggle with legitimacy is going to haunt the international community as it attempts to deal with ongoing violence perpetrated by ISIS / ISIL, especially as the group involves itself in Syria, Iraq and the broader region. Rehashing the Iraq and R2P conversation and coming to a deeper understanding of how and why an illegitimate intervention was rationalized, we can begin to imagine what a less cynical intervention might look like to prevent mass atrocities in the future creating severe threat to humanity. Conclusion No one is prepared to defend the claim that states can do what they want to their own people, and then hide behind the principle of sovereignty. There is no justification for core crimes, genocide, ethnic cleansing etc. But, critical observations of the Responsibility to Protect (R2P) concept emphasize that the history of the responsibility to protect doctrine sounds almost like a fairy tale. One of its most striking aspects appears to be the gap between the promise and the reality. Although state representatives and international organizations permanently endorse the concept, single states and groups of states continue to emphasize the significance of state sovereignty, with regard to the domestic affairs of a state, to point out the limited competences of the Security



Council, and to emphasize that the responsibility to protect has not yet gained legal force. The endorsement of the responsibility to protect has not significantly impacted international law. The concept of responsibility to protect may gradually replace the doctrine of humanitarian intervention in the course of the 21st century. However, at present, many of the propositions of this concept remain uncertain from a normative point of view or lack support. Responsibility to protect is thus in many ways still a political catchword rather than a legal norm. References:

Dr. Alok Pandey, Human Rights in India: Changing Dimensions, VL Media Solutions; First edition (2014)

Humanitarian Intervention: Ethical, Legal, and Political Dilemmas (Holzgrefe & O Keohane eds.), Cambridge, Cambridge University Press

Responsibility to Protect Within the Process of International Lawmaking, Yale Journal of International Law, Vol. 35

The Responsibility to Protect. (2001). Report of the International Commission on the Intervention and State Sovereignty, retrieved from: http://responsibilitytoprotect.org/ICISS%20Report.pdf

International Commission on Intervention and State Sovereignty (ICISS), The Responsibility to Protect (Ottawa: International Development Research Centre, 2001).

Global Dialogue, Volume 7, Number 1 & 2; Winter/Spring 2005, Humanitarian Intervention from http://www.worlddialogue.org/issue.php?id=28



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020112015 EXAMINING THE CUSTOMER PERSPECTIVES ON BANCASSURANCE PROVIDED BY NSE 50 BANKS IN AHMEDABAD CITY. Dr. J. A. Sarvaiya, Principal, Sabarmati Arts & Commerce College, Ahmedabad Introduction Banacssurance primarily rests on the relationship the customer has developed over a period of time with the bank. And pushing risk products through banks is a much more cost-effective affair for an insurance company compared to the agent route, while, for banks, considering the falling interest rates, fee based income coming in at a minimum cost is more than welcome. For the acceptance of the insurance products from the banks the study needs to be carried out to know the association between the demographic variables such as age, education, income and occupation of the customer and the perceptions of the customers with respect to availing the insurance from the banks rather than insurance companies. Literature Review McGoldrick and Greenland (1992) tried to identify customer’s most likely provider source bank/building society/insurance company/employer) in relation to four major financial services (mortgages, life policies, personal pensions and loans). They assessed the viability/suitability of each channel for each product from the customer perspective. According to their findings, the traditional suppliers are deemed to be the most likely option in many cases. Boyed et al (1994) also explored customer behavior in relation to the selection of a financial service provider. They examined customer’s scores on selection criteria, such as reputation and friendliness by taking into account customer’s demographic characteristics, e.g. size of household, household income, age and gender of household head. The results revealed that factors such as reputation, interest charged on loans and interest paid for saving accounts were critical, while less important were friendliness of employees and the modern facilities. Morrison and Roberts (1998) highlighted the significance of product channel interactions and the need to consider the degree of congruence between a product and a channel when evaluating the factors influencing the decision to adopt or use a channel for a purchase. Black et al (2002) examined Customer’s choice of financial services distribution channels. They showed that consumer confidence, lifestyle factors, motivations and emotional responses influence the customer’s choice, while product, channel and organizational factors such as image and reputation are also significant. Lee and Marlowe (2003) tried to provide a better understanding of how consumers choose their financial institution. Although consumer’s decision-making criteria may vary dependent on their experiences, socio-economic and demographic characteristics. They found that the most important criterion that consumers use in selecting a financial institution is convenience in terms of location of office and/or other convenience features. Retail fees are the second most frequently reported decision-making criterion, followed by the range of services offered and the existing personal relationships. The research studies have shown, customer’s demographic data

Paristi: An International Multidisciplinary Research Journal ISSN 2454-2822 June- 2015


such as income, education, life cycle, financial sophistication, age and gender can predict the probability of acquisition of financial products and services and may affect customer’s likelihood of purchasing another product from the same financial service provider. According to Rayala et al (2004), The success of Bancassurance depends on how the social and cultural needs of the target population are understood. Barua (2006) studied the challenges in distribution; growth potential; the benefits to insurance companies; the benefits to banks and customers; the critical success factors; the manner in which companies select banks etc. The study of Rajkumari (2007) to identify the customers' attitude towards purchase of insurance products and also their knowledge on the bancassurance formats available through banks concluded that there is a low level of awareness about bancassurance among bank customers and suggested to improve insurance penetration levels. Chen et al (2008) in their empirical study based on panel analysis of a sample of 28 firms from developed and developing countries found that the size of the national banking industry, the level of financial deregulation within a country, and the national inflation rate play significant role as determinants of bancassurance. Research Gap: Thus after undergoing the literature review it can be deduced that it still needs to be found out whether there is significant relationship between the demographic characteristics of an individual consumer and their perspectives relating to Willingness to Purchase Insurance Products from the Banks. Research Objective: The present study aims at examining whether there is significant association between perceptions regarding Banacssurance sold by NSE 50 banks and the demographic factors of the customer who purchase insurance products from NSE 50 Banks. Research Methodology: The researcher has considered Top 4 Banks among NSE 50 (S & P CNX Nifty) companies which have average market capitalization of 5 billion rupees or more during last six months. These banks are State Bank of India, Axis Bank, ICICI Bank Ltd. And HDFC Bank Ltd and the respondents are the Customer’s who prefer insurance products sold by NSE 50 banks in Ahmedabad City. The survey of 384 Customers was carried out by the researcher on the basis of convenience sampling method. A self administered questionnaire was devised whereby the questionnaire was subdivided into two categories’. The target questions focus on the independent variables such as perceptions of the Customer’s who prefer insurance products sold by NSE 50 banks and dependent variables such as age, education, income, and occupation of the customers. The scaling used in this research is the 5-point Likert scale of 1-strongly disagree, 2-disagree, 3-slightly disagree, 4-agree, 5-strongly agree. The questions contained in the questionnaire were close ended questions. Research Analysis: It includes the sample characteristics analyzed in the context of the demographic aspects, and the responses of the customers measured on the Likert Scale (1-strongly disagree, 2-disagree, 3-slightly disagree, 4-agree, 5-strongly agree). The cross tabulations will be used to describe the details about the perceptions of the respondents The hypothesis are framed and tested through cross tabulations and chi square so as to find out whether there is significant association in the perceptions of the customers who prefer the insurance products from the NSE 50 banks and their age group /education / income and occupation.



Sample Characteristics Table 1

Sr. No. Demographic Parameter

Category No. of Customers % of Customers

1 Gender Male 208 54 Female 174 46 Total 384 100 2 Age Group 18-30 years 138 36 31-40 years 157 41 41-50 years 70 18 Above 50 years 19 5 Total 3 Education Graduate 128 33 Post Graduate 173 45 Others 83 22 Total 384 100 4 Annual Income Below Rs. 1,00,000 70 18 Rs. 1,00,000 -3,00,000 107 28 Rs. 3,00,001 -5,00,000 106 28 More than Rs.

5,00,000 101 26

Total 384 100 5 Occupation Salaried 153 40 Business Man 75 20 Own Profession 116 30 Housewives 40 10 Total 384 100

Hypothesis Testing Table 2

Willingness to buy Insurance From Bank Age group

(years) Strongly

Disagree Disagree Neutral Agree Strongly

Agree

18-30 25 37 22 37 17 138 31-40 18 33 37 40 29 157 41-50 10 23 10 18 9 70

Above 50 3 4 6 4 2 19 Tota

l 56 97 75 99 57 38

4



The Pearson chi square value for the perception with respect to willingness to buy insurance from the banks and Age group is 0.407, which is greater than the alpha value of 0.05. Therefore null hypothesis is accepted and it can be concluded that the association between Age Group and perception with respect to buying of insurance from the banks is not significant.

Table 3 Willingness to buy Insurance from the banks

Education Strongly


Agree

Graduates 20 20 30 37 21 128 Post Graduates

9 55 39 37 33 173

Others 10 20 19 19 15 83 Total 39 95 88 93 69 384

The Pearson chi square value for the perception with respect to willingness to buy insurance from the banks and Education is 0.020, which is lower than the alpha value of 0.05. Therefore null hypothesis is rejected and it can be concluded that the association between education and perception with respect to buying of insurance from the banks is significant.

Table 4

Occupation Willingness to buy Insurance from the Banks

Strongly Disagree

Disagree Neutral Agree Strongly Agree

Salaried 17 33 35 40 28 153

Businessmen 14 17 17 15 12 75 Own Profession 9 32 21 34 20 116 Housewives 5 8 12 9 6 40

Tota1 45 90 85 98 66 384

The Pearson chi square value for the perception with respect to willingness to buy insurance from the banks and Occupation is 0.038, which is Lower than the alpha value of 0.05. Therefore null hypothesis is rejected and it can be concluded that the association between Occupation and perception with respect to buying of insurance from the banks is significant.

Table 5

Annual Income

Willingness to buy Insurance from the Banks Strongly


Agree

Below Rs. 1,00,000 5 18 17 19 11 70 Rs. 1,00,000 - 3,00,000 13 22 27 26 19 107 Rs. 3,00,001 – 5,00,000 11 32 24 26 13 106 More than Rs. 5,00,000 15 22 19 22 23 101

Tota1 44 94 87 93 66 384

The Pearson chi square value for the perception with respect to willingness to buy insurance



from the banks and Annual Income is 0.640, which is greater than the alpha value of 0.05.Therefore null hypothesis is Accepted and it can be concluded that the association between Annual Income and perceptions with respect to buying of insurance from the banks is not significant. Findings From the Above Analysis of the survey On Customer's Perspective towards Bancassurance Provided by NSE 50 banks in Ahmedabad city, major Findings are as follows:

1. 54% Respondents surveyed were Male respondents. 2. 41% of the Respondents belonged to the age group of 31-40(years). 3. 45% Respondents were Post Graduates. 4. 28% Respondents having Annual Income between Rs. 1 Lac to 3 Lacs and 3 lacs to 5 lacs. 5. 40% Respondents were Salaried Respondents. 6. The significant association was found between the perceptions related to buying of

Insurance products from bank and the education of the respondents 7. The significant association was found between the perceptions related to buying of

Insurance products from bank and the occupation of the respondents Suggestions The demographic characteristics of an individual customer do influence the perceptions of the customers who purchase the insurance products from the banks. The demographic variable such as age, education and occupation are important variables which must be considered by the banks while they sell the insurance products to their customers. Conclusion Bancassurance primarily rests on the relationship the customer has developed over a period of time with the bank. And pushing risk products through banks is a much more cost-effective affair for an insurance company compared to the agent route, while, for banks, considering the falling interest rates, fee based income coming in at a minimum cost is more than welcome. Further the study shows that there is significant association between the demographic variables such as age, education and occupation and that the perceptions of the customers with respect to availing the insurance from the banks rather than insurance companies. Thus the bank should take into consideration the demographic variables of the customers while selling the insurance products. References

Black, N.J. Lockett, A, Ennew. C. Winklhofer, H and Mckechnie, S (2002) “Modeling consumer choice of distribution Channel, an illustration from financial services”, International Journal of Bank Marketing, Vol.20 No.4. Pp.161-173.

Boyed, W.L.Leonard, M and White, C (1994) “Customer preferences for Financial Services: An analysis”, International Journal of Bank Marketing, Vol.12, No.1 pp.9- 15.

Harrison, T and Ansell, J.(2002) “Customer retention in the insurance industry: using survival analysis to predict cross-selling opportunities”, Journal of Financial Services Marketing, Vol. 6 No.3, pp.229-239.

Kamakura, W.A.Wedel, Mazzon, J.A. (2003) “Cross- Selling through database marketing. A mixed data factor analyzer for data augmentation and prediction”, International Journal of Research in Marketing, Vol.600, pp.1-21.

Research Methodology (Methods and Techniques) by C.R. Kothari, New Age



International (P) Limited, Publishers, ISBN (13) : 978-81-224-2488-12. Marketing Research, An Applied Orientation by Naresh K. Malhotra, Pearson

Education, ISBN – 81-7808-368-X Marketing Research Concept and Cases by Donald R. Cooper, Pamela S. Schindler, Tata

Mcgraw Hill, ISBN-13: 978-0-07-060091-1



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020122015 A STUDY RELATION BETWEEN CREATIVITY AND EMOTIONAL INTELLIGENCE OF THE STUDENTS OF STANDARD EIGHT Dr. Bhavik M. shah, Assistant Professor,Vakil Shri D. H. Patel Department of Education, Kadi SarvaVishwavidyalaya, Gandhinagar Introduction: In the early centauries, the teachers used to teach by the methods of listening and memorizingwith which the students can memorize the learnt matter throughout the life. Moreover, finding out the creativity among the students, they also provided them the professional training. This system seems to be disappearing in present time. But in present time the parents, instead of their children, think what their children should do, what they should study and what carrier should they choose, following their own ambitions. So the talent from students remains latent forever. The world never comes to know about their capacities. And the children waste their lives in fulfilling their parents ‘expectations. This results in incomplete success in their fields. So, the teacher will have to be more committed to help the students to bring out of this situation. Teachers should try to keep both the students and their parents alert about their education, so that the country and society may benefit from their knowledge and creativity. Emotional development, included in total development of child, is an important type of it, because no moment in life is emotionless. Emotions are closely related to the physical health, emotionally imbalanced risk their health and progress developing their emotions like fear and anger. Only his intellect develops who can control his emotions, and he can catch the occasions to learn. Whereas, those who possess the unexpected emotions like anxiety, jealousy, fear, disgust etc. cannot match with families, other persons and society. They cannot adjust with them on the contrary they follow problematic behaviuor. Thus, the unexpected emotions among children kill their creativity. So it is very important to study the creativity and emotional intelligence of children in current era. Keeping this in mind, the following subject is selected by the investigator. Statement of the problem : The present study was conducted to study the relation between creativity and emotional intelligence of students studying in standard – 8 in various schools of Gandhinagar District with reference to their gender, type of school and area . The title of the study was worded as under: A Study of Relation between Creativity and Emotional Intelligence of the Students of Standard Eight Objectives of the study :

1. To assess the relation between creativity and emotional intelligence of students. 2. To assess the relation between creativity and emotional intelligence of students in

context of gender. 3. To assess the relation between creativity and emotional intelligence of students in

context of type of school.


June 2015 Research Wings of ‘ACT’ 13

4. To assess the relation between creativity and emotional intelligence of students in context of area.

Hypotheses of the study : Ho1 There would be no significant relation between creativity and emotional

intelligence of students. Ho2 There would be no significant relation between creativity and emotional

intelligence of boys. Ho3 There would be no significant relation between creativity and emotional

intelligence of girls. Ho4 There would be no significant relation between creativity and emotional

intelligence of students of grant –in- aid schools. Ho5 There would be no significant relation between creativity and emotional

intelligence of students of self financed schools. Ho6 There would be no significant relation between creativity and emotional

intelligence of students of rural schools. Ho7 There would be no significant relation between creativity and emotional

intelligence of students of urban schools. Methodology : Population: The present study was carried out to study the relation between creativity and emotional intelligence of 8th standard student’s studying in the secondary schools of Gandhinagar District. So, all the 8th standard students studying in the secondary schools of Gandhinagar District were constituted as the population of the study Sample: The field of this study was Gandhinagar district. The district was divided in four talukas of Kalol, Gandhinagar, Dahegam and Mansa. Then after 3 of each Gujarati medium school of each taluka, total 12 schools were selected by Random Sampling Method. From chosen secondary schools, the students were selected by cluster method. Wherein 236 boys and 202 girls, total 438 students were fixed as sample Research Tool: Creative Ability Test, constructed and standardized by J. Z. Patel and Emotional Intelligence Scale, constructed and standardized by Jagrutiben Thakkar were used in the present study. Administration of the test and collection of data: The Investigator had gone to the schools to collect the data from the students. First took the permission of the principal of the school before the process of data collection. At first the investigator established rapport with the students and then the students were made familiar about the tools. The investigator clarified all the details and doubts about the tools. The Investigator appealed and requested to the students for their cooperation and asked them to give their responses on Creativity Ability Test and Emotional Intelligence Scale. The investigator supervised the whole process of data collection. The tools were collected after its completion. Method for Data Analysis: The collected data were calculated according to the scoring key and the obtained scores .The raw scores were entered in the Microsoft Excel-2003 computer application programme. These scores were classified under the variables of the study. Karle Person’s product moment correlation was performed to assess the relation between creativity and emotional intelligence of students.



Relation between Creativity and Emotional Intelligence: The main purpose of present research paper was to study the relation between creativity and emotional intelligence. So, the investigator formulated seven null hypotheses. To test these hypotheses, Correlation was calculated according to Karl-Pearson method between the score obtained by students on creativity ability test and emotional intelligence scale in context of variables of the study. This data is presented in Table 1 & Table 2

Table – 1 Co-relation of the scores obtained by the students on Creativity Ability Test and

Emotional Intelligence Scale variables N Correlation

Level of

significance Table Value at

*0.05 & **0.01 Calculated

value Creativity 438 **0.13 0.27 0.01

Emotional intelligence

It is observed from the table 1 that the calculated value of correlation is higher than that of the table value at 0.01 levels. So, Ho1 is rejected. it can be concluded that the significant correlation was found between the creativity and emotional intelligence of the students.

Table – 2 Co-relation of the scores obtained by the students on Creativity Ability Test and Emotional

Intelligence Scalein context of various variables

Independent Variable

Level N Correlation

Level of significance

Table Value *0.05

**0.01

Calculated value

Gender Male 236 **0.18 0.28 0.01 Female 202 **0.18 0.24 0.01

Type of school Grant in Aid 251 **.018 0.20 0.01

Self-Financed 187 *0.14 0.15 0.05 Area Rural 237 **0.18 0.19 0.01

Urban 201 **0.18 0.37 0.01

It is observed from the table 2 that the calculated value of correlation is higher than that of the table value at 0.01 level in case of all the levels of independent variables except self financed schools’ students. So, Ho2, Ho3, Ho4, Ho6 and Ho7 are rejected at 0.01 level. it is also observed from table 2 that the calculated value of correlation is higher than that of the table value at 0.05 level in case of students of self financed school. So H05 is also rejected at 0.05 level . It can be concluded that the significant correlation was found between the creativity and emotional intelligence of the students in each level of independent variables.



Major Findings: 1. There was found significant positive co-relation between creativity and emotional

intelligence of all the students included in the sample. 2. There was found significant positive co-relation between creativity and emotional

intelligence of girls and boys in which boy’s possessed high co-relation. 3. There was found positive co-relation between creativity and emotional intelligence

of the students of grant-in –aid schools and self financed schools in which the students of grant-in –aid schools were having high co-relation.

4. There was found positive co-relation between creativity and emotional intelligence of the students of rural schools and urban schools in which the students of urban schools were having high co-relation.

Conclusion: The findings and analysis presented above reveal that there is a significant Correlation

between creativity and emotional intelligence of the students The students having high creativity may possess high emotional intelligence.The present study was conducted on small scale and in limited time. To be more accurate result , this type of study should be conducted on large sample.

References Best, Jown W. (2009); Research in Education (New Delhi : Prentice, Hall of India Pvt.

Ltd.) Buch, M. B. (1984); Fifth Survey of Research in Education, (volume – 2) (New Delhi:

NCERT) Desai, H. G. and K. G. Desai (1997) Research Methods and Techniques (Ahmadabad:

University Granthnirman Board, Gujarat State). Garrett, Henry E. (1984). Statistics in Psychology and Education (Vakil Fetter and

Simons Pvt. Ltd. New Delhi. Weisinger, H. (2006); Educational Intelligence at Work(New Delhi: Wiley India. Pvt.

Ltd.) Yagnik, L. R. and others (2005). Research Method. (Ahmadabad: Aksar Publication).



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020132015 A STUDY OF EDUCATIONAL ACHIEVEMENT FOR THE 12TH STANDARD’S STUDENTS OF HIGHER SECONDARY SCHOOLS Mr. Yatin Parikh, Assistant Teacher, Smt. R. C. Patel Higher Secondary School, Gandhinagar Dr. Chirag J. Trivedi, Head & Associate Professor, R. J. Tibrewal Commerce College, Ahmedabad (Guj.) Introduction: Human being is the movable collection of feelings, Fluctuation, rise -decants, tide and ebb continuously run in him. Because of excitement sometimes man can do the work which cannot be done and he cannot do the work which can be done. The question intellect is powerful or feelings? This question has been discussing from long period of time but there is no satisfied answer has been given till today. DaniyanGolman challenges our traditional thinking way. We think that a person’s I.Q. is important for his success, but many times it is seen that a person who having good I.Q. and educational qualification fails in life. When a person who having less intelligence establishes good collaboration and relation. It means a person should not depend on intellect alone, because the 21st century is full of with uncertainty. So what will happen tomorrow? The person who does not know about it he fills with feelings every time. In this situation only brain, only intelligence cannot do anything but during the time a person needs emotional intelligence and the control over feelings is gained by subconscious mind. If a person cannot get control over feelings then the feelings will take the person to the way of destruction either the person having good I.Q. Thus every person has to think about that with him development of I.Q. the development of emotional intelligence and the development of social scale equally. Passion works as the motivation of education. That counter trading for whose goal is achieved and satisfaction is created, by maintaining that counter trading, it is repeated and learned. But that counter trading for whose goal achievement is failed and satisfaction is not created, that counter trading is gave up. So the education is given to the child by understanding its emotional aspect. The children emotional development is necessary along with children’s physical development and mental development. Passion is not fixed in the different stages of ages like childhood, teenager and young age so it is changed. Wood worth says “emotion means the stage of whole consciousness.” It said depending upon this that young age is the stage or period of sharp passion, so it is very necessary to maintain the passions coming in the young age. So today’s teacher should have the concept of how these passions effects on the educational achievement of the children. The teacher can understand the children by obtaining deep knowledge of passions; teacher can give him proper guidance and can be helpful in obtaining higher education. Thus, with a view to above point given problem is selected.

Objectives: 1. To construct Achievement Test to know the Educational Achievement of the 12th

standard’s students of higher secondary schools.

Paristi: An International Multidisciplinary Research Journal ISSN 2454-2822 June - 2015


2. To find out the effect of gender on the scores obtained through the Achievement Test. 3. To find out the effect of caste on the scores obtained through the Achievement Test. 4. To find out the effect of area on the scores obtained through the Achievement Test.

Hypothesis: Ho1 There will not be any significant difference between the mean scores of boys and

girls on achievement test. Ho2 There will not be any significant difference between the mean scores of open caste

and reserved caste students on achievement test. Ho3 There will not be any significant difference between the mean scores of rural area

and urban area students on achievement test. Population: All students of students of commerce stream of Gujarati medium higher secondary schools of Gandhinagar city become population for the research. Sampling: The area of this study was Gandhinagar city. Therefore, the investigator first collected the list of all the Gujarati medium higher secondary schools of Gandhinagar city. From total six commerce schools, two schools of commerce streams were selected by using lottery method. One class of standard 12 of commerce stream was selected randomly selected by lottery method and all the students of these classes were included as the participants of the sample of the present study which comprised of 150 students. The subjects of the sample were selected by cluster sampling method. The selected students in the study are shown in given table below.

No. Independent Variable Level Number of

Students

1. Gender Boys 75 Girls 75

2. Caste Open Caste Students 78 Reserved Caste Students 72

3. School Area Rural Area Students 67 Urban Area Students 83

Tool: In the present study the Achievement Test had been created for the study of Educational Achievement of 12th standard’s students of higher secondary school. In that test the fifty questions had been included from the subjects Account, Statistics, Economics and Business Administration. So the test had been created of total 200 marks. To construct statement or questions of the test, the investigator had firstly studied about researches and reference literature related to the subject of educational achievement. Then discussions were held on various aspects related to educational achievement with the guide, lecturer, principals and experts in the subject of psychology. Moreover, a deep study was made on previous constructed “Achievement Test”. After considering suggestions of experts and the guide, the investigator had constructed 400 statements construct the Achievement Test to know educational achievement among the students. After constructing and editing the questions the investigator had sent the collected questions to five experts to verify whether the questions precisely measure the factor of educational achievement? Whether the question is appropriate? Whether the questions measure the



educational achievement of the students? According to the suggestions by the experts changes were made in certain questions and a primary form of the inventory was constructed. After making changes in the questions according to the suggestions of experts a secondary form of test was constructed. Then the test was administered as a primary tryout. For tryout scores were given according to scoring design to the “Achievement Test” filled up by students. Then the questions included in the test were subjected to item analysis. For this, the investigator had arranged the scores obtained by students in descending order. Then, mean, standard deviation, standard error and t-values were derived from the scores of each question A final form of “Achievement Test” was constructed by preparing a list of questions which were not rejected on the basis of calculation of t-value. There were total numbers of 200 questions in the final inventory. Method of Data Analysis: In the present research data analysis was done through excel program of Micro Soft Office. The raw data was entered into excel sheet and classified concerning the gender, caste and area of school of the students as the variables of the study. And the investigator on the basis of the achieved scores of the data distributed as per the variable of the study, calculated average, standard deviation, standard error and critical ratio for testing the null hypotheses. Effect of independent variable on educational achievement: The Effect of Gender on the Impulsivity Ho1 There will not be any significant difference between the mean scores of boys and girls on achievement test.

Gender N Mean SD SED C.R. Level of Significant Boys 75 140.64 15.215

2.43 4.55 0.01 Girls 75 129.59 14.59

The effect of gender was found on student’s educational achievement of higher secondary schools in which the proportion of educational achievement was found to be more among boys than the girls. Thus it can be said that gender creates effect on educational achievement. The Effect of Caste on the Impulsivity Ho2 There will not be any significant difference between the mean scores of open caste and reserved caste students on achievement test.

Caste N Mean SD SED C.R. Level of Significant Open 78 134.55 16.089

2.59 0.45 NS Reserved 72 135.72 15.664

The effect of caste was not found on educational achievement of students of higher secondary schools. It means that caste does not create effect on educational achievement. So that proportion of educational achievement in open caste students and reserved caste students was found to be equal. The Effect of Area on the Impulsivity Ho3 There will not be any significant difference between the mean scores of rural area and urban area students on achievement test.



Area N Mean SD SED C.R. Level of Significant East 67 136.49 15.794

2.6 0.96 NS West 83 134.00 15.893

The effect of area was not found on educational achievement of students of higher secondary schools. It means that area does not create effect on educational achievement. So that proportion of educational achievement in rural area students and urban area students was found to be equal. References:

Achray, Mohini (2008).Research Methodology in Education.Ahmedabad :Akshar Publication.

Brog, W. R. & M. D. Gall (1983).Educational Research: An Introduction. New York: Longman book co.

Desai, H. G. & K. G. Desai (1997).Research Methods (6th Edition). Ahmedabad: University GranthNirman Board.

Garrett, Henery E. (1968). General Psychology. New Delhi: Eqrasia Publishing House.

Moliya, M. S. (2003).Method of Research. Rajkot: Earth Graphic. Sax, Gibert (1974).Principle of Educational Measurement and

Evaluation.California: Wads Worth Publishing Co. Inc. Belmont. Shah, Dipika B. (1997).Educational Research. Ahmedabad: University

GranthNirman Board. Travers, N. V. (1958). An Introduction of Educational Research.New York: The

Macmillan Co. Uchat, D. A. (2012).Research Methodology in Education and Social Sciences (2nd

Edition).Rajkot: Paras Publication.

Appendix

Achieve score of educational achievement test of whole sample students

No. Boys Girls Open Reserved Rural Urban 1 137 127 119 137 119 137 2 119 125 158 150 158 150 3 150 123 148 153 153 148 4 158 123 109 158 174 158 5 153 132 139 174 134 109 6 148 146 131 134 139 145 7 158 140 149 145 146 131 8 174 140 151 146 142 149 9 109 120 142 153 132 151

10 134 123 132 131 131 127 11 139 144 127 143 161 153 12 145 101 118 140 143 118



13 131 139 161 113 140 162 14 149 129 162 153 112 113 15 151 128 112 142 152 113 16 146 119 113 168 148 153 17 142 135 156 124 152 156 18 132 116 152 140 152 129 19 127 151 148 142 132 152 20 153 133 129 121 168 140 21 131 134 152 156 124 132 22 118 98 152 116 140 142 23 161 109 152 141 141 142 24 162 144 140 150 150 121 25 143 110 132 150 150 156 26 140 126 132 168 168 116 27 112 105 162 133 145 162 28 113 101 134 146 155 134 29 113 129 137 132 151 137 30 153 138 174 136 150 174 31 156 150 145 115 132 144 32 152 127 155 127 115 133 33 148 130 151 139 135 142 34 129 144 144 127 127 146 35 152 121 142 141 141 108 36 152 124 150 126 126 136 37 152 149 108 139 127 125 38 140 137 125 129 140 127 39 132 135 135 128 123 139 40 142 123 127 119 144 125 41 132 126 125 151 135 123 42 168 131 123 133 116 123 43 124 124 123 109 134 132 44 140 114 132 105 98 146 45 142 144 146 101 144 140 46 121 136 140 129 110 120 47 156 129 140 138 126 101 48 116 149 120 150 127 139 49 141 139 123 121 130 129 50 150 109 144 124 144 128 51 150 116 101 149 137 119 52 168 126 135 135 114 151



53 162 117 116 123 144 133 54 134 133 134 126 136 109 55 137 140 98 131 109 105 56 174 109 144 124 116 101 57 145 168 110 129 126 129 58 155 147 126 149 117 138 59 151 124 127 139 149 150 60 144 149 130 133 137 121 61 133 137 144 140 128 124 62 142 128 137 109 150 149 63 146 119 114 168 151 135 64 150 150 144 147 144 123 65 132 150 136 124 109 126 66 108 151 109 119 106 131 67 136 144 116 150 136 124 68 115 133 126 133 129 69 125 133 117 133 149 70 135 140 149 140 139 71 127 109 137 95 133 72 139 95 128 130 140 73 127 106 150 109 74 141 130 151 168 75 126 136 144 147 76 109 124 77 106 119 78 136 150 79 133 80 133 81 140 82 95 83 130



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020142015

IS THERE FILM MAKING AND SUBSIDY HAVE DIRECT RELATIONSHIP ? Kartikey S. Bhatt, Associate Professor, Arts, Commerce & Science College, Pilvai (Gujarat) Introduction: State Government has two important instruments to develop selected regions. Gujarat State Government also has used positively, subsidy and tax policy for quality development and film making of Gujarati films.Which has reduced the cost of film making. Therefore viewers of gujarati movies can view gujarati movies as possible as cheaper than films of other languages. Gujarat Government had given subsidy and tax concession to Gujarati films from more than 25 years. That has affected a lot. We try to examine that is this subsidy and tax concession has created effect on production employment, quality and income of Gujarati films. Objective:

This research paprer has main objective to examine the effects of subsidy and tax policy on Gujarati film industry.

This research paper also has objective to examine affective factors other than subsidy and tax policy.

This research paper has objective to find out problems (limitations) in implementation of subsidy and tax policy by state government.

This research also has objective to give guidance to producers of films. Hypothesis: Hypothesis derived from initial conclusions are as follows.

1. Film producers are getting encourage due to subsidy. 2. Subsidy and tax policy has affected on number of films but not on quality of films. 3. Success of film has more affected to production of film rather subsidy. 4. Subsidy become more affective due to change of technology and decrease in cost of film

making. 5. Change of tax policy has affected on film industry.

Gujarati film industry started from the year 1932. If had produced 101 gujarati films till 1960. In year 1960 Gujarat was postioned from Maharashtra and got status of independent state. In the decade of 1960 to 1970 more 50 films produced. In the year 1971 film ‘Jesal Toral’ earned super normal profit, which attracted film producers and therefore there was increase in gujarati film making. In the period of 1971 to 1980 about 200 films were produced. From 1980 film making cost increased and profit started to decreased. Therefore film making also decreased. That reduced to 180 till 1990. In the period of 1987 to 1990 only 40 films were released, where in 1990 to 1996 more 40 films were produced. In 1996-97 again “Desh re joyo.... had made good profit and again film making was increased. Up to 2006 average to films were produced every year.”

2006 was the year profit, with this year film making cost reduced due to change in technology of film making and film presentation. That has increased the possibility of film making with cheaper



cost. In the period of 2006 to 2015 everagely 60 films were produced every year. The total of Gujarati films reached to 500 but, quality of films deproved. Subsidy: For production of goods or services or for purchases government give financial help, this help used known as subsidy. Subsidy can be direct or indirect. If it is in form of cash, it is direct subsidy where as when it is in purchase of goods or in technical help it is indirect. Tax: Tax is a payment which is compulsory without the consideration of return of it. It can be called financial burden but never be called as panalty. Government can use tax exemption for the people who are eligible to pay tax, this way government can do price discrimination which is always be indirect. This help is in form of 'no payment of tax'. Products or services can be tax exempted and due to that goods become cheaper and consumer can increase demand of it, that can benefit to producer.

Use of tax and Subsidy: Subsidy is given in the production of goods and services, which reduces production cost and reduces risk too. On the other side tax exemption give indirect rise in the income. Therefore there are benefits of lower price. Gujarat government has given both kind of benefits to gujarati film industry from 1975 gujarati film were under exemption for 275 weeks of it. In which 80 % to 70 % tax exemption was applicable. In 1985 100 % tax exemption was given to gujarati film industry and from 1987 3 lakh rupees subsidy was also be started, which increased to 5 lakhs from the year 1999. Note: Presently the same policy is not in practice but, from year 2006 100 % tax ememption is applicable permently.

Tax policy and its consequences: Under the entertainment tax clause Gujarat government has right to collect entertainment tax from film viewers. This was 150 % per ticket in Hindi movies, which mean if ticket is of Rs. 4., tax on that would be 6 Rs. This means when film viewer was paying 10 Rs. to watch movies in which 6 Rs. was entertainment tax and only 4 Rs. was of ticket, which was going to theater owner. In this circumstances if gujarati movie got 80 % tax exemption, that mean on 4 Rs. of ticket 1 Rs. is of tax and total rate of ticket would be 5 Rs. It means viewer can watch gujarati movie instead of Hindi movie with 50 % savings. After the policy of 100 % tax exemption movie became cheaper about 60 % that has given boost to gujarati movie market. Gujarati movies has started taking profit and therefore production of gujarati movie increased. But, when production of goods or services are retaing their quality then it can not attract demand. Gujarati film producers got benefit of tax exemption but, due to that they had not tried to improve quality of movies. Therefore over all demand of gujarati movie is decreased, income decreased and profit also decreased with film making. As per Tourism Policy of 1999-2000. Hindi films also started get 100 % tax exemption and from 2005, tax exemption decreased to 50 % for other regional language based movies. In 2006, that become 30 % and further reduced to 20 %. This way comparative benefit of gujarati movies reduced. Presently gujarati movies are not cheaper for viewers and on other side quality of movies remain the same. Therefore demand of gujarati movies reduced, that become reason for reduction in gujarati film making. In last 20 years changes of tax policy has not given positive for our to gujarati film making.



Subsidy and its consequences : Gujarati film industry had completed 50 years (1932-87) on the eve of this event. Government of Gujarati had announsed 3 lakhs rupees as cash aid to Gujarati film making, which increased to 5 lakhs in 1999. That was having condition as which movie has length of Quater past two hours on meter and having four prints that only can be entitled to have benefit quality concept was not considered in this condition. Even subsidy was announced from 1987 then after it has not affected a lot to gujarati film making, which can be proved from statistical data of year 1980 to 2010 (see table...) Analysis of statistical data : In the period of 1981 to 1987 profitalsility of films has given encouragement to film making. During 1981 to 1985 due to tax exemption attraction to film making increased. Cost increased on film making on a large scale, where quality was not sustained and ultimately profit decreased. As a result of this film makers went into loss in 1984, 1985, 1986. Therefore in 1987 film making was decreased. In 1987 there was 11, 6 in 1988, 10 in 1989 where in 1990 only 14 films were produced and released. During 1991 to 1996 on yearly average about 4 to 5 films were produced. In 1996-97 Gujarati film 'Desh re joya dada pardesh joya' got bumper success, that has increased the profit possibility in film making. That has given boost to Gujarati film industry. In the year 2000 'Mahiyar ma mandu nathi mantun' and in year 2003 'Palavade bandhi prit' has earned fairly good profit and again gujarati films were started to produce on average of 10 films/year. In 2006 Gujarati film 'Ekvar piyu ne malava aavje' got bumper profit and again film making became hopeful. During 1987 to 1999 there was subsidy of Rs. 3 lakhs rupees and from 1999 to 2014 it increased to 5 lakhs rupees but, the number of film making was not constant. Which had proved that film making is under the effect of profit rather subsidy. Success of film making is connected to profit making but not with subsidy. Which means production of goods or services are on based on their profit as said by basic principles of economics and the concepts of J. M. Keynes of macro economics. Decision of production is always depend upon market demand success of film shows its demand. Where is demand there is possibility of profit in which subsidy may become encouraging factor. Subsidy can increase profit or to reduce loss. But, where profit is not possible at all, there subsidy can not do favour of increasement of production or sell. That means economics principles are found successful. In 1991 there were 19 films, in 1992 films were 5 in 1993 it reduce to 3 and from 1993 to 1996 it remained 4 film as an average per year. But, in 1996 film "Desh re joya dada pardesh joya" had earned profit of 20 cr., that has boost gujarati film making. Therefore in 1997 there was 10 films, in 1998 it was 15 and in 1999 it became 27 and in the year 2000 there 29 films, which were produced. During 2001 to 2006 there was an average of 15 films, which were produced. In the year 2006 again “Ekvar piyu ne malva aavje” got superb return. And then after film making reached to 50 as an average per year. Consequenses of Technological Changes :



From year 2006 about 60 films per year started to produce. In which about one or two films were getting success. That was affecting to film industry and with this there was induction of superior technology which has reduce the cost and made if easy. Normally films are getting produced on celluloid and then on real. That was having need of cameras and special lighting. To produce simple quality movie there was need of light in the ratio of 1:5. That means to have one final reel as a final print it is having need of 5 negative reels. Normally Gujarati films are of 15 reels. It means there is need of 75 reels negative suit then only 15 final prints get ready. Normally, Gujarati films are getting suit on 16 mm negative reel and final print would be on 35 mm reel, to reduce cost. 16 mm reel had cost of reel as 6000 Rs. per reel where 35 mm reel was of 18000 Rs/reel, which means three times more. To make film of 15 reels, there was need of 75 reels negative, which costs 4,50,000 Rs. and to make final print on 35 mm reel it took 2,70,000 Rs. Thus, 7,20,000 Rs. would be a cost of just reels. Film were started to suit on digital cameras from the year 2006. Here, the cost of negative roll about 3 to 4 lakhs being saved by film makers. Now, there is only cost of final print. Where, 'VFO' system which telecast movie by sattelite had reduce cost of final print also. One movie is downloaded in VFO then there is no cost to take print per theater. That has made film making as easier. State government had also cancelled the rule of 4 prints of movie. Therefore this digital suiting and digital distribution had made movies as cheaper. Therefore film making increased to 60 movies per year. Here, any person is taking film suit with digital camera and therefore quality of gujarati movie had taken loss. And due to that viewers have not liked these movies. These types of effects were generated due to subsidy and therefore government has stopped the services of subsidy from 2014. Limitations of Subsidy : (1) To encourage production quality based movies subsidy policy was utilised by government

but, policy, it self was not concentrating on quality of movies. (2) From 1987 about 3 lakhs and from 1999 5 lakhs Rs. are the subsidy given to film making.

Where as from year 1999 to 2015 cost of film making increased about 5 times but, subsidy is remained the save in amount.

(3) Subsidy was given to film producers with making distiction between cost on film making, quality of film etc. Therefore proportionately law quality low cost films got much of benefit compared to High cost, good quality movies.

(4) Subsidy has reduced the risk taking behaviour of Gujarati film makers. They were not keep gap between total cost on movie and subsidy amount.

(5) If subsidy is conditional and for short period then it would be more gainful. But, when it is of long run period and unconditional then it would inspire only inefficiency.

Effects of tax policy: (1) In the duration of 1975 to 1985 tax exemption was given to quality based movies, that has

boost demand. Compare to other regional language based movies Gujarati movies were cheaper about 60 % therefore viewers attracted towards it.



(2) From the year 1987 poor quality based Gujarati movies had reduced the attraction of tax exempted movies.

(3) After 2005 taxes on other regional language based movies reduced. Therefore Gujarati films because comparatively costly and the gap between then decreased.

(4) Gujarati film producers got heavy economic loss due to collection of service charge by cinema owners.

Thus, in the initial period Gujarat government's tax policy and subsidy policy was so attractive but, now it turned to inefficiency and loss accuring. Gujarat government has cancelled the subsidy to the Gujarati film making for effective use of tax policy and subsidy following suggestions can be made. Suggestions for tax :

(1) If tax policy is easy and the calculation of tax is easy and clear thenpossibility of tax evasion reduces. In the application of entertainment tax government should not give some cost cutting and the calculation should be easy and clear.

(2) 20 % equal tax on ticket of Rs. 10 to Rs. 500 is injustice. Government should use slabs to impose entertainment tax.

Example : 0 % on ticket of Rs. 30 5 % on ticket of Rs. 50 10 % on ticket of Rs. 100 25 % on ticket of Rs. 250 (3) Government can collect tax as lump some tax from cinema hall owners.

Suggestions for subsidy:

(1) Permenant and unconditional subsidy to any industry encourages inefficiency Government should decide conditions and duration of implementation.

(2) Subsidy without measurements like production cost, production quality or sell would give more gain to poor quality and lower cost productions. Therefore Government should decide measures of quality - cost etc. and on then only subsidy should be granted.

(3) Instead of cash financial help to film producers, help should be given in infrastructure, technical support, availibility of raw material and market structure.

(4) Gujarati film industry is in trouble because of poor distribution structure. Government should give encouragement to increasement in the number of theaters. Film producer would have available theaters, that should be arrange by government.

(5) Economic help would be given instead of cost to revenue of films. This can give more benefit to quality based successful commercial films.

(6) Alternates of subsidy should be prepared.

In short, this research paper conclude that if subsidy and tax exemptions being closed by government then also Gujarati films are not much be affected only poor quality and government aided films will bear loss. Normally any industry or occupation can not sustain for long run on government aid. That has to generate its own demand and need to find out market.



Table-1 Year Hindi Film Gujarati Film 1981 to 2005 Rate Tax Net Rate Tax Net 150 % 10 6 4 4 - 4 20 12 8 8 - 8 50 30 20 12 - 12

2005 10 5 5 5 - 5 50 % 20 10 10 10 - 10 50 25 25 25 - 25

2006 10 3 7 7 - 7 30 % 20 6 14 14 - 14 50 15 35 35 - 35

2007 10 2 8 8 - 8 20 % 20 4 16 16 - 16 50 10 40 40 - 40

Table-2

2005 2005 2006 2007

Rate of ticket 100 100 100 100

Tax 60 50 30 20

Net 40 50 70 80

Rate of ticket 40 50 70 80 (Gujarati)

2004 2005 2006 2007 2008 Hindi 20 20 20 20 20 Gujarati 8 10 12 14 16

* Entertainment tax on other regional language movies

Table-1 Tax exemption policy of Gujarati government From 1975 - 100 % tax exemption - 278 weeks From 1985 - 80 % tax exemption - 278 weeks From 1990 - 100 % tax exemption - 278 weeks From 2006 - 100 % tax exemption – permenantly



Table-2 Year Number of Subsidied films Amount in lakhs 2001-02 15 75 2002-03 15 75 2003-04 15 75 2004-05 15 75 2005-06 15 75 2006-07 18 90 2007-08 15 75 2008-09 76 380 2010-11 16 80 2011-12 18 90 2012-13 20 100 2013-14 16 80 Total 254 1270

Note : 11.70 Cr. subsidy is not paid to more than 235 movies, made in recent years. Gujarati Film production (Yearly bases)

Year Produced Year Produced 1991 16 2001 12 1992 05 2002 15 1993 03 2003 14 1994 06 2004 13 1995 09 2005 17 1996 05 2006 16 1997 10 2007 33 1998 15 2008 49 1999 27 2009 62 2000 29 2010 62 References :

Raghuvanshi, Harish - Gujarati Film Geet Kosh, Surat 1995. Bhatt, Mahesh - Jaher arthvidhan, Gujarat University Granth Nirman Board. Trivedi, M. K. - Arthshastra na Siddhanto, Mulya ane Vahenchni,

University Granth Nirman Board Personal meetings with producers and distributors. Statistics available from Entertainment Comminate. Articles of film magazins



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020152015 EVILS OF PRIVATIZATION IN EDUCATION IN INDIA REFLECTED IN CHETAN BHAGAT’S REVOLUTION 2020 Sonaji Rajput, Assistant Professor, Smt. M. P. Patel College of Commerce & CPC, Kadi (Guj.) Introduction Chetan Bhagat isa renowned author of six best-selling books, Five Point Someone (2004), One Night @ the Call Center (2005) and The 3 Mistakes of life (2008) and 2 States: The Story of My Marriage (2009) and Revolution 2020(2011), Half Girlfriend (2014) and his first non-fictional book What Young India Wants (2012).Most of his works inspired Bollywood films. He has been appreciated as a youth icon as in his writings he mainly focuses on youth and their issues. Apart from books he also writes op-ed columns in leading newspapers. He is also a motivational speaker. Though Chetan Bhagat’s Five Point Someone is entirely based on our education system, here in Revolution 2020 he has different perspective. The central figure is elevated from rags to riches only because of his involvement in corrupt practices where he receives support from the politician. As usual Bhagat’s pen hasn’t missed single point to narrate prevailing corrupt practices in education sector. The way dialogues are presented we find ourselves in any government office and someone is asking for bribe from us. In his book Revolution 2020 there is a story of love, corruption and ambition. Bhagat has narrated the Indian education system especially higher education and the corrupt practices in the name of privatization in Education sector in India. We need to understand the requirement of privatization in the words of Arundhati Roy; “Twenty years ago when the era of liberalization, privatization and globalization descended on us we were told that public sector units and public infrastructure needed to be privatized because they were corrupt and insufficient.”1 The demand of education has been increasing in India and so every year educational institutes are opening like mushrooms in monsoon. With the developments of education sector there is a big competitive market so they want to attract number of students. Unfortunately the attention is shifted from quality education and they focus on business. According to an Interim Report by‘The Committee to Advise on Renovation and Rejuvenation of Higher Education in India’ (1 March 2009) “In 1950, a few years after Indian Independence, there were only 25 universities in all, by mid-2008 there were 431 universities including 25 Central universities, 230 State universities, 113 deemed universities and 28 private universities. There were also 20,677 colleges, over 5 lakh teachers and 11.6 million students enrolled in all these educational institutions”2

1Roy, Arundhati. “when Corruption Viewed Fuzzily.” Indian Express 30 April 2011. web. 2Yashpal Committee. “Renovation and Rejuvenation of Higher Education in India.” Advice . 2009. Web.



Education sector, due to privatization and loopholes in the system has become a business to make money. Politicians and businessmen have learnt how to bend the laws. Even the people who do not haveany knowledge of the operations in education system are also attracted to build colleges and making them lucrative business. That caused sudden shift of education sector to the profitable industry that produces graduates in the fields of engineering, medical, pharmacy and management. They have working style like corporate houses. So there are very few private educational institutes that provide quality education whereas the rest continue to compete with each other rather than their original function. They spend more on infrastructure just to attract the mass of the student but hardly take care of holistic approach of education. In the very opening of the novel Gopal Mishra the central character introduces himself as an “Uneducated Director” (Chap 1, pg. 3) of GangaTech.This is the art of the author using suggestive sentences. There is an extensive use of irony over here. Even Gopal proudly announces his MBA coaching as a new business. It shows that they are not taking education as an intellectual property but they know that it will earn them fortune. Description of Kota is very allusive as Gopal notices “Kota now had small coaching shops to coach you to get into top coaching classes.”(Chap 7, pg55). This line signifies how cheap education market has gone so anybody can open the shop to supply education just like a vegetable or grocery shop.It has been mentioned that private coaching class has an agreement with cooperative CBSE School for flexible attendance policy and CBSE receives reward in return. This is what happens in current scenario. Private coaching classes pay handsome amount to market them among the students of the co-operative and government schools and colleges. In the chapter thirteen the conversation between Gopal and his friend Vinit is very indicative where there is a mention of a self-finance college being run by sari merchant. There is a question to the quality education in the dialogue “finish engineering and join a call centre”. (Chap 13, pg107) This is the direct question to the self-finance colleges when they enrol the students with 40% or 45% or even two marksheets. It is obvious that they are playing with the careers of the students. In his conversation Vinit mentions “There is careers fair, go,and may be you will find cheaper colleges.” (Chap 13, pg108) If they are cheaper how come will they provide higher education? It is education not the goods or the propertyon sale. The description of the career fair seems to be even more satirical, “Hundreds of stalls made it resemble trade expo.” (Chap 14, pg. 111) “Campus pictures like a real estate projects.” (Chap 14, pg. 112) “Everyone wore suits and grinned like a well-trained flight crew.” (Chap 14, pg. 112) The use of words like bargain, price comparison and the conversation with Sunil is very suggestive that you can get concession in education like any consumer product if youbargain. The tone of the language is reminiscent when the behaviour of the college dean astonishes Gopal; Gopal says “I had never expected the dean to sell the college.” (Chap 14, pg. 113) The fight scene among different stall attendants, principals, directors and faculty members of different colleges symbolizes degradation of the level of education and total industrialisation where one company fights to another company to snatch the customers.



Who is going to tell them to stop the tug of war and provide quality education? Everyone wants to own a college in this country whether he is in liquor industry, politics, or a builder as they see cream in this field. Sunil proudly admits “education is not for wusses, stupid people go to college, and smart people own it.” (Chap 14, pg. 117) suggests the mentality of the agents who work for politicians and are equal responsible for the evils in education just for their personal benefits. The entry of Shukla-ji the MLA opens the top secrets (though we already are familiar) of Indian political system and their involvement in corruption from the back stage. They become successful in convincing Gopal to be the director of a college, by saying; “You will be the face and name of the college and I will be the silent partner.”(Chap 15, pg. 124) That’s how India loses one more honest man.The Politicians do not want to make their hands dirty and they want to stay spotless but want a big cut. There are number of shukla-jis in our politics driven education system. “I am not visible in this. I am only the trustee, to benefit the society”- Shukla-ji (Chap 15, pg. 126) People like Bedi who introduces themselves as an expert education consultant, bent government laws and policies. They have the skill to turn a non-profit organization in to a profitable industry. They know the drawbacks of the system. In his one of interviews Mr.Bhagat accepts; “You can make money…everybody makes money, but the moment you enter into a corrupt mind-set, it has dangerous consequences – especially in education. If you have corruption in education, you end up with a whole generation that is not trained properly.”3 We ,as a common man always criticise corruption but do not dare to fight against it.We have accepted it as a system, a part of our daily life especially when it comes to our personal benefits we all accept as Gopal has accepted ; “I will do it; it isn’t like I am the only guy in India paying Bribes.” (Chap 15, pg. 127) The author is keen to describe entire hierarchy involved in the chain of corrupt practices in education,of the people working in various educational departments, government servants, and corporators. That could be the reason why good people keep themselves away from education system. This idea is echoed in chetan Bhagat’s latest book “What Young India Wants”4: “Ex-academic, world class corporate houses and honest people will never touch private education for they do not want to pay bribes at every stage….” (pg.125) If there lays corruption in the foundation of an education institute, the future will definitely be dark for the students.Even the concern of our former Prime Minister of India Dr.Manmohan Singh is reflected for the malpractices in education in the following address at the 150thAnniversary Function of University of Mumbai, June 22, 2007, “Our university system is, in many parts, in a state of disrepair…In almost half the districts in the country, higher education enrolments are abysmally low, almost two-third of our universities and 90 per cent of our colleges are rated as below average on quality parameters… I am concerned that in many states university appointments, including that of vice-chancellors, have been

3Bhagat,Chetan. Q&A:Chetan Bhagat on His New Book Sahni Diksha. 19 September 2011. web.

4Bhagat,Chetan. what young India wants. New Delhi: Rupa, 2012. print.



politicized and have become subject to caste and communal considerations, there are complaints of favoritism and corruption.” 5 References:

Bhagat,Chetan. Revolution 2020, New Delhi, Rupa, 2011.Print. ---.What young India Wants, New Delhi, Rupa, 2012.Print. Kothari, C.R.ResearchMethodology Methods &Techniques, NewDelhi, New Age

International.2004.Print. Kapur, Devesh and Mehta, Pratap Bhanu. Mortgaging the Future? Indian Higher

Education, N.P. 26 December 2007 .web. 28 July 2013.<http://www.slideshare.net/tlblogger/mortgaging-the-future-indias-higher-education>

Roy,Arundhati. When corruption is viewed fuzzily.Indian Express, 30 April, 2011.Web.27 July 2013. < www.indianexpress.com/news/-when-corrution-is-viewed-fuzzily-/7836688>

Sahni, Diksha.Q&A: Chetan Bhagat on His New Book, N.p.19 September, 2011, web, 29 July 2013. <blogs.wsj.com/indiarealtime/2011/09/19/qa-chetan-bhagat-on-his-new-book/>

Yashpal committee, Report for University, Renovation and Rejuvenation of Universities- the Committee to Advise on Renovation and Rejuvenation of, Higher Education in India, N.p. 1 March 2009, web, 27 July 2013.<http://www.bharatiyashiksha.com/?p=77>

5Kapur, Devesh and Pratap Bhanu Mehta. Slideshare. 26 December 2007. web. 28 July 2013.



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020162015 INTEGRATION OF ELT METHODS IN ENGLISH LANGUAGE CLASSROOM: A STUDY WITH SPECIAL REFERENCE TO FIRST YEAR BBA ENGLISH TEACHERS Paragkumar D. Dave, Research Scholar, Rai University, Ahmedabad (Guj.) Introduction Language teaching and learning methods are among the prominent factors that assist determine how- and how well- our students learn a second or foreign language. Methodology is an umbrella term which is a system of methods employed in a particular area of study or activity. A methodology does not set out to offer solutions. It is not the same as a method. Instead, a methodology offers the theoretical base for understanding which method, set of methods, or so called “best practices” can be deployed to specific case.

Methodology in language teaching has been characterized in a different ways. A conventional formulation implies that methodology is that which links theory and practice. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a major task of teachers and applied linguists throughout the 20th century. The present research investigates English teachers’ ELT methods deployed in a First Year BBA classroom, where students learn English as a CS (Communicative Skills) and a CSS (Communicative Soft Skills) subjects. In addition, it also investigates exam orientation of English teachers. It must be noted that having a good grasp of syntax is not sufficient for effective business English communication. It’s also important that BBA students should be trained in speaking, understanding and writing in an effective and efficient business communication. Improving business English communication skills or leveraging language in to their career is one of the prime objectives for CS and CSS subjects in the First Year BBA. Hence, in order to cope with these issues language classes cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time rather they must promote “learning to learn” i.e. the acquisition of knowledge and skills that make possible continuous learning over the life time. So it becomes the responsibility of the teachers to shape up accordingly to meet the demands of the day. It is only possible to equip with a proper blend of ELT methods and e-learning tools. There is unmet need to execute productive, creative, enjoyable and constructive activities constantly in a language class room.

ELT in India: Language teaching and learning in general and English language teaching and learning in particular have gone under a drastic change over the centuries. Initially, English was taught as ‘Know-ledge’ subject using grammar translation methods and no attention was paid in acquiring the basic four skills i.e. speaking, listening, writing and reading. The students used to study English as a subject to pass exam. This method is still going on with the modified form in Gujarat State.



There are lots of problems faced by the teachers and students particular in Gujarat State and generally in India. According to V. Sarswathi (2005) the following are the major problems of teaching English in India. 1. Vague objectives: Most of our syllabuses fail to specify objectives clearly. The implicit

objective seems to be the fostering of literary sensitivity, which fails, since learners lack the basic competence to understand, much less, appreciate, great works of English literature.

2. Lack of relevance to learners needs: Very often learners absent themselves from English classes as they fail to understand their relevance. They need English in a variety of contexts both during their courses of study in schools and colleges and later when they enter the job market. Science students, for instance, need to develop the skills to refer to science text books in the library and understand them. They should also learn to write goo lab reports. After graduation most learners have to face interviews for which they are totally unprepared as they have had not training in aural-oral skills. Learners prefer to absent themselves from English classes since they do not find them relevant to theirn needs. Instead, they attend the English institutes mushrooming everywhere, promising to develop the skills they require almost overnight.

3. Lack of co-ordination in the curriculum: Most teachers explain the texts. In a rural set-up, lessons are often explained in the mother tongue. Learners remain passive listeners; in other words they are merely non-participating spectators. They do not develop any of the four skills: listening, speaking, reading or writing. The final examination, however, requires them to demonstrate their competence through writing. Since what happens in the classroom fails to prepare them adequately for the examination, they are forced to turn ‘bazaar’ guides which provide them an easy short cut to pass the examination.

4. Mixed-ability groups: Every English teachers face a wide spectrum of abilities among learners; some are from well educated families where others are first generation learners. As the same syllabus is prescribed for all, some find it very easy whereas others are unable to cope with it. Face with such mixed abilities, the teacher is forced to choose between two equally undesirable alternatives-to ignore either the bright learners or the weak ones.

5. Large Classes: With organizations like the National Literacy Mission, people have realised the value of education; but the available infrastructure is inadequate to meet the rising demand and consequently, the classer are always overflowing. With such huge numbers, discipline becomes a problem and the teacher has to shout herself/himself hoarse to be heard by the whole class.

Thus, the above cited problems are faced by English teachers in Gujarat State. Due to limited time, lengthy curriculum, frequent tests and exam, the students and teachers have become exam oriented. They have lost vigour and interest in learning and teaching English language totally and naturally. (p.63) The Purpose of ELT: The purpose or objective of teaching English in India should not be 'producing bookworms' or 'linguistic robots' or ‘exam oriented scholars. What is important is to motivate the students, by creating awareness amongst them regarding the importance of English and then gradually helping the student to attain his goal naturally. The basic objective should thus be, to make the student independent. Hence, learners and teachers should not focus only on exam and need not to be exam



oriented. English should be learnt and taught totally and naturally. The students need to provide with more pace and time to practice their English. Thus, providing students with more and more exposure to English is a key to teach and learn English. Research Questions:

1. What are the reasons as to why the FYBBA students tend to be exam oriented in English leaning?

2. What are the solutions using integration of ELT methods for effective English language teaching in BBA classes?

The Methodology of the Study: This research is a primary ethnographic study as it conducts a preliminary analysis of text, perception, and observation. The present research has been carried out on the First Year BBA (Bachelor of Business Administration) classes where English is taught as Paper-I Communication Skill and Paper-II. Communication and Soft Skill. The researcher has selected two classes from the BBA College of Dharukawala under Veer Narmad South Gujarat University. The English teachers’ actual classroom practices have been observed minutely. Thereafter, the researcher has conducted interviews of the four English instructors teaching CS and CSS in both the classes. The unstructured interview method has been deployed for the present study. The question papers and syllabus for teaching English in the First year BBA have been used for qualitative investigation. Finding and Discussion Section: I This section deals with answering the first research question. There is no any static or one method for English teaching. With advent of time and modern technology, ELT methods keep evolving. Hence, a language teacher should be in touch with time and in constant search for integrated ELT methods. The focus of the present study is on analyzing English teachers’ exam orientation and suggesting solutions in the form of integration of ELT methods. After executing questionnaires and conducting interviews of the four teachers at local level, it was found during the study that conventional materials like textbooks and reference books have often been considered part of the reasons as to why language lessons have become dull in BBA classes. Teachers do not find time to use media resources and pragmatic practices to enrich the learning-teaching milieu. The students due to their background of Gujarati medium of instruction in HSC are not able to understand and speak English. They want teachers to teach using L1 every time. The coordinator of BBA also suggests English teachers to use L1 in some extent. However, the four teachers disagree with it but as a part of their duty, they are compelled to teach everything using L1. In addition, the answers to the first research question is attempted by interpreting the complexities of 10 parameters from four pertinent perspectives as cited in the below table No. 1 It was found through teaching observation and teachers’ interviews that they make use of the following methods. The application of methods and degree of application are described in four parameters cited in the following table. The first column shows the Pragmatic Methods of ELT used and the second one shows the applicability of those methods.



Table 1 The Methods of ELT Used in FY BBA Classes:

Sr. The Pragmatic Methods of Teaching in BBA classes

Applicability of the Methods AOM (Application of Methods)

DOA (Degree of Application)

1 Held English Essay or writing competition

+ Never

2 Practised Public Speaking - Rarely 3 Used Language Lab + Sometimes 4 Practised Writing Using text + Always 5 Held Public Speaking Competition - Never 6 Conducted Mock Interviews - Never 7 Taught how to face interviews + Sometimes 8 Taught text based lessons + always 9 Taught text based lessons using L1 + Always 10 Project Based Teaching - Never

The above table clearly indicates that English teachers from FYBBA have not executed sufficient and pragmatic ELT methods. Hence, the students from FYBBA do not hold dexterity over Speaking and Listening skills. And the objective of CS and CSS subjects have never exemplified in FYBBA classes. In addition, the researcher has also found that as English comes only in the First Year of BBA and hence the students and teachers tend to be exam oriented. They may think that they don’t need to learn English in the remaining years i.e. Second and Third Years. Hence, there is an unmet need to introduce pragmatic tests for the second and third year BBA students to make alive English language learning and teaching. Section- II. This section answers the second research question, and postulates the following solutions and recommendation. Solutions and recommendations: 1. There is urgent need to encourage language teachers to create and develop their own

materials, at least for one paper, to teach their students in the Second and Third Year BBA Course. A Language teacher should plan, design and constitute his/her own materials consisting with integration of ELT methods and optimized and used it as per his/her own way. Hence, adapting course materials which are in line with learners needs.

2. It is observed that teachers and students do not find enough time and pace to practice and polish their English speaking and listening skills in their class room. Hence, there is an unmet need to constitute an English Language Club, as a co-curriculum activity, in campus to practice and polish language skills. This is really conducive milieu for teachers and student as they will have more exposure to English here. English Language Club is more than English Lab. Students can have freedom from their syllabi, exams and tests. They will really appreciate it. Teachers can also invite various scholar or Ph.D. candidate, ex-students and other private tutors to conduct practical and learners oriented activities in English Club. They can inform students’ parents to remain present there.



3. Hence, English Clubs are potentially a very valuable part of the English language student experience. It should be participant centred, that it plays a social role, that it gives participants and moderators freedom, that it is rooted in the community and that it is fun. English teachers can create their own activity based lesson plan suitable for their English club.

4. English as a subject or a paper should be carried out in Second and Third Year BBA course. It should be taught pragmatically using Project Based ELT methods like various activities i.e. conducting mock interviews, training in facing interviews, practising and testing public speaking, teaching apt pronunciation, organizing drama and making use of language lab.

Hence, English teachers of BBA need to draw attention on pragmatic teaching. They are required to find apt space for practising and testing students’ speaking and listening skills. In addition the following guidelines should be adopted in ELT. In addition, the following principles are seen in the guidelines for teaching oral language in integration of ELT Method:

1. Never translate: demonstrate 2. Never explain : act 3. Never make a speech : ask questions 4. Never imitate mistakes : correct 5. Never speak with single words: use sentences and phrases 6. Never speak too much : make student speak much 7. Never use the book : Use your lesson plan 8. Never jump around : Follow your plan 9. Never go too fast : Keep the pace of the student 10. Never speak too slowly : speak normally 11. Never speak too quickly : speak naturally 12. Never speak too loudly : speak naturally 13. Never be impatient : take it easy

(Cited in Titone 1968:100-1) Conclusion: In concluding this paper there are two points to highlights. Firstly that is the domains of language acquisition, Speaking, Writing, Reading and Listening need to be equally exercised across content areas daily. Assuring that students are using all domains of language acquisition to support their English language development is essential. Secondaly, conventional materials like textbooks and reference books have often been considered part of the reasons as to why language lessons have become dull. Teachers should use integration of ELT methods, optimize media resources and provide pragmatic practices to enrich the learning-teaching milieu in their day to day classes. We need to draw attention towards students and teachers attitude of being exam oriented, a better understanding of integration of ELT methods would seem to be fundamental to the development of students’ English language learning and teachers’ English Language Teaching. Work Cited Borg, S. “Research Engagement in ELT”. Teaching and Teacher Education Journal-

23. 2007. p.731-747. Print. Saraswathi, V; “English Language Teaching : Principles and Practice”, India, Chennai:



Orient Longman, 2004. P.60-63. Print. Brown, H. D. Principles of Language Learning and Teaching. New York: Longman.

2000. Richards, Jack C. Communicative Language Teaching Today. Cambridge Univ. Press.

NY, USA. 2006. Print Richards, Jack C. Teaching Listening and Speaking From Theory to Practice.

Cambridge Univ. Press. NY, USA. 2008. Print Veer Narmad South Guj. University, Texts Prescribed for FYBBA CS and CSS. 2013-

14.



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020172015 AN IMPACT OF DATA FREQUENCY AND DATA DEPENDENCY OF EVA ON STOCK MARKET WITH SELECTED PHARMACEUTICAL COMPANIES Kalpeshkumar Trikamlal Patel, Assistant Professor, Shree G. N. Patel Commerce College, Nanikadi (Gujarat) Introduction 6India’s pharma market has evolved and shifted gears to set foot on an accelerated growth path. In conclusion, as emerging markets become increasingly important and India’s role among these becomes progressively significant, both domestic and pharma MNCs will need to adapt their business models, organizations and processes and create customized strategies. Overall, active participation from domestic and international pharma companies, increased investments and strategic initiatives will likely underpin future growth and enable the Indian pharma market to break into the global top tier in the present decade. The growth rate for the domestic Indian pharmaceutical market is set to rise over medium-term, according to a research report. The revenue CAGR (compound annual growth rate) over the past three years had been said here in its report -- India Healthcare & Pharmaceuticals. The growth is expected due to factors like new product launches, focus on improving effectiveness of field force additions and favorable pricing environment, it said.Most of the pharma companies are expecting to continue with product launches in India over the next 2-3 years. Literature Review 7(Patel & Patel, January, 2012), has done study on title “Impact of Economic value added (EVA) on Share price of Indian Private Sector banks”. The many Indian banks are discovering the key to their long-term growth does not lie in products and services alone but in assets that can never be replicated, that is, their unique relationship with customers, employees, suppliers and distributors, investors and the communities they serve. The objective of this study was to determine shareholders value (in terms of economic value added) of selected private sector banks during the last five years. I.e. since 2004-05 to 2009-2010. From study it was found that in year 2010, ICICI Bank has maximum NOPAT. The value of EVA was ranging from 14.48% to 91.14% during 2010. A coefficient of determination of 17.37% was highest in Induslnd bank, which indicates that about 17.37% of the variation in stock price of Indulsand (the independent variable) can be explained by the relationship to EVA of Induslnd bank (the dependent variable). Only Kotak Mahindra bank has positive correlation between Kotak Mahindra Bank EVA & Kotak Mahindra Bank share prices. Rest of banks, has negative relation between their respective EVA & share price. Hypotheses were developed to test significant impact of EVA on stock price of bank

6http://www.business-standard.com/india/news/indian-pharma-market-to-grow-at-15-cagr-by-fy14/166615 7Patel, R., & Patel, M. (January, 2012). Impact of Economic value added (EVA) on Share price of Indian Private Sector banks. International Journal of Contemporary Business Studies , 24-34.



& that hypothesis was tested by using ANOVAs. For none of the bank EVA has Impact on share price, except EVA by Kotak Mahindra bank did have significant impact on stock price of Kotak Mahindra bank 8(Sakthivel, January 2011), on the title “Value Creation in Indian Pharmaceutical Industry”. The researcher examines Maximizing shareholders wealth is becoming the new corporate standard in India. The corporate, who gave the lowest preference to the shareholders’ inquisitiveness, are now bestowing the utmost inclination to it. Shareholders’ wealth is measured in terms of the returns they receive on their investment. Traditionally, the yardsticks used to measure the efficiency and profitability of a business organization were accounting based measures like ROI, ROE, ROCE, EPS, RONW and financial ratios. But, now a day’s value added measures have emerged as a replacement of the traditional accounting based measures. The reason behind this is that the financial performance of a business organization is measured from the shareholders’ value point of view. Value added represents the wealth created by an enterprise during a specified period. No companies can survive and grow, if it fails to generate value to its shareholders. Hence, value added is a basic measure which is used for measuring the financial performance of an enterprise. Most recently, creating value for firm’s shareholders- widely accepted objective for the firm has been incorporated into the strategic management literature through value based planning. By keeping this in mind, this study is an attempt to analyze the value creation in Indian Pharmaceutical Industry from 1997-98 to 2006-07 by using regression analysis. 9(O’Byrne & Stewart & Co), has examine the “EVA and Market Value”. EVA, unlike NOPAT or other earnings measures like net income or earnings per share, is systematically linked to market value. It should provide a better predictor of market value than other measures of operating performance. And, as we have shown, it does provide a better predictor once we understand and adjust for two critical relationships between EVA and market value. Investors capitalize positive EVA at much higher multiples than negative EVA. Positive EVA is a sign of future EVA improvement because a growing company can create EVA improvement simply by maintaining its current rate of return.EVA improvement provides a powerful tool for understanding the investor expectations that are built into a company’s current stock price. Expected EVA improvement—that is, the increase in future EVA that is necessary to provide investors with a normal return on the company’s shares—is important not only for securities analysts in evaluating stocks, but also for corporate compensation committees in setting performance standards for management incentive compensation plan. 10(Thenmozhi, 2012), under took study on “Market Value Added and Share Price Behaviour of An Empirical Study Of BSE Sensex Companies”. A researchers study shows that market value added and market value added per share are better performance measures influencing the

8Sakthivel, D. N. (January 2011). VALUE CREATION IN INDIAN PHARMACEUTICAL INDUSTRY. Journal of Arts Science & Commerce , 215-232. 9O’Byrne, S. F., & Stewart & Co, S. (n.d.). EVA AND MARKET VALUE. JOURNAL OF APPLIED CORPORATE FINANCE , 116-125. 10Thenmozhi, M. (2012). MARKET VALUE ADDED AND SHARE PRICE BEHAVIOUR AN EMPIRICAL STUDY OF BSE SENSEX COMPANIES. Delhi Business Review , 1-11.



share price behavior. However, neither MVA/MVAPS nor any single measure alone could explain stock price variance more satisfactorily. This implies that a combination of performance measures have to be used to understand the impact on share price behaviour. The MVAPS performance measure seems to be a very strong measure influencing share prices and hence attempt should be taken by companies to improve MVAPS to improve the stock prices. As far as investors are concerned MVAPs is an important measure which should be considered while making their stock market decisions compared to the other traditional measures of performance. Hence, companies and investors should change their mindset and focus on MVAPS, for assessing the corporate performance. 11(HASANI & FATHI, 2012), According to Researcher done study “Relationship the Economic Value Added (EVA) With Stock Market Value (MV) And Profitability Ratios”. Basically, criteria for evaluating are divided in to two groups: the traditional standards and the value based criteria stock exchange. In evaluating performance with the traditional method, only accounting profit is considered with due to failure to consider the costs of providing the company's capital resources, is not considered a desirable method. One of the value- based criteria is the economic value added criteria. Relationship between economic value added and the profitability of 70 selected companies of securities bourse, and the value stock market in the period 1384 to 1389 is studied. The correlation results, using Pearson index between two indices, the economic value added index and the index of stock market value, show that at 1% level, these two variables are correlated, and the correlation is positive. Also, the results of the panel regression estimation indicate a positive and significant relationship between two indices of the economic value added and stock market. Research Methodology Objectives

To Know How EVA Affects Share Prices of Pharmaceutical industry To Know How MVA Affects Share Prices of Pharmaceutical industry To study How EVA Affects That is whether it has positive impact or Negative Impact. To study effect of EVA on marketability of shares. Analyze five forces of Pharmaceutical industry sector and its effect. Analyze OT analysis and PESTAL analysis of pharmaceutical sector and its effect.

Variables used in the study 1. Net Operating profit after Taxes (NOPAT): (PBDT + Interest on RBI loans + Interest on others

+ Total other Income) Less Cash Taxes 2. Invested capital: (Total equity & Reserves + Total borrowings) 3. Return on invested capital (ROIC): (NOPAT / Invested capital) 4. Cost of Equity (Ke): (Rf +b (Rm - Rf)) (capm) 5. Weighted Average Cost of capital (WACC): Weighted cost of Equity + Weighted cost of Debt 6. Economic Value Added (EVA): (ROIC – WACC)

11HASANI, S. M., & FATHI, D. Z. (2012). RELATIONSHIP THE ECONOMIC VALUE ADDED (EVA) WITH STOCK MARKET VALUE (MV) AND PROFITABILITY RATIOS. INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS , 406-415.



7. Market Value Added (MVA): (Market capitalization less Invested Capital) Research Design and Data The Study was done by applying descriptive research. We have conducting research by using data on EVA & MVA of Selected Pharmaceuticals Companies from 5 years, that is from, 2007-2008 to 2011-2012.Sun Pharma, Cipla, DrReddys, Labs, Lupin, Cadila Health, JB Chemicalswas taken for Study. Data sources used in study are balance sheet, profit and loss account and share price of various banks. Data are collected from yahoo finance. Hypotheses of the study Hypotheses were developed to test significant impact of EVA on stock price of Pharmaceutical Company & that hypothesis was tested using ANOVAs. For none of the Pharmaceutical Company EVA has Impact on share price except EVA by Lupin and Cadila Health did have significant impact on Stock price of Lupin and CadilaHealth. H01: EVA of Sun Pharma did not have significant impact on Stock price of Sun Pharma. H02: EVA of Cipla did not have significant impact on Stock price of Cipla. H03: EVA of Dr Reddys Labs did not have significant impact on Stock price of Dr Reddys Labs H04: EVA of Lupin did not have significant impact on Stock price of Lupin. H05: EVA of Cadila Health did not have significant impact on Stock price of Cadila Health. H06: EVA of JB Chemicals did not have significant impact on Stock price of JB Chemicals. Economic Value Added (EVA) : 12The concept of Economic Value Added was introduced by a New York based consulting firm M/s Stern Stewart& Co in early eighties. The corporate sector in India is gradually recognizing the importance of EVA as a result of which some Indian companies have started calculating EVA. Infosys Technologies Ltd is the first Indian company to report its EVA in the annual report. EVA attempts to measure true economic profit as it compares actual rate of return as against the required rate of return. EVA is an excess profit of a firm after charging cost of capital. EVA essentially seeks to Measure Company’s actual rate of return as against the required rate of return. To put it simply, EVA is the difference between Net Operating Profit after Tax (NOPAT) and the capital charge for both debt and equity (WACC- Weighted Average Cost of Capital). If NOPAT exceeds the capital charge (WACC), EVA is positive and if NOPAT is less than capital charge, EVA is negative. Computation of EVA: 13While computing EVA, capital employed represents capital invested at the beginning of the year. The logic behind taking beginning capital for computing EVA is that a company would take at least one year time to earn a return on investment. It may be mentioned here that calculation of EVA involves some tricky issues. Each element of EVA, therefore, has been discussed individually. EVA requires three different inputs for its computation. They are given below: (A) NOPAT (Net Operating Profit after Tax) (B) Invested Capital (C) Weighted Average Cost of Capital (WACC).

12Internationally Indexed Journal,www.scholarshub.ne, Vol–II , Issue -1 January 2011 13 When, EVA is greater than zero, value is created during the period for the bank and if EVA is less than zero, value is destroyed during the period. In order to create values, ROIC for a bank must be greater than weighted average cost of capital.



EVA = NOPAT - (WACC × Invested Capital) (A) Net Operating Profit after Tax (NOPAT): 14Stewart (1991) defined NOPAT as the “Profits derived from company’s operations after taxes but before financing costs and non-cash book keeping entries. Such non-cash book keeping entries do not include depreciation since depreciation is considered as a true economic expense. In other words, NOPAT is equal to the income available to shareholders plus interest expenses (after tax). (B) Invested Capital / Capital Employed: Invested capital or capital employed refers to total assets net of non-interest bearing liabilities. From an operating perspective, invested capital can be defined as Net Fixed Assets plus Investments plus Net current assets. Net current assets denote current assets net of non-interest bearing current liabilities. From a financing perspective, the same can be defined as Net Worth plus total borrowings. Total borrowings denote all interest bearing debts. (C)Weighted Average Cost Of Capital (WACC): For calculating WACC, cost of each source of capital is calculated separately then weights are assigned to each source on the basis of proportion of a particular source in the total capital employed. Weights can be assigned on market value basis or book value basis. Stewart suggested market value basis. WACC can be calculated as below. WACC = E/CE × Ke + LTB/CE × Kd Where: E = Equity Capital, Ce = Capital Employed, Ltb = Long Term Borrowings, Ke = Cost Of Equity Capital, Kd = Cost Of Debt Capital Wacc Includes Two Specific Costs Viz., (I) Cost Of Equity (Ke), (Ii) Cost Of Debt (Kd). Calculation of Cost of Debt (Kd): Cost of debt is calculated by multiplying the pre-tax debt cost by (1−t), Where„t‟ refers the effective tax rate. This will furnish the post tax cost of debt. The post tax cost of debt is calculated because debt cost enjoys tax shield. In other words, tax reduces the effective cost of debt. Cost of debt can be calculated by applying the following formula: Cost of Debt = (Total Interest Expense / Beginning Total Borrowings) × (1−t) × 100 (Kd = (TIE / BTB) × (1−t) × 100) Calculation of Cost of Equity (Ke): 15The cost of equity can be calculated by the Capital Asset Pricing Model (CAPM). 1 The CAPM is normally used to determine minimum required rates of return from investment in risky assets. Stewart also used CAPM consistently as a measure for cost of equity in his methodology for computing EVA. The expected return on equity can be calculated under CAPM by applying the formula given below: Rj = Rf + b (Rm − Rf ) Where Rj = Expected Return on Scrip j, Rf = Risk free rate of return, b = Beta representing the volatility of scrip 14 SS-1000 data is published annually by Stern Stewart and Company Ltd.( http://www.sternstewart.com) 15 “Until a business returns a profit that is greater than its cost of capital, it operates at a loss... The enterprise still returns less to the economy than it devours in resources…Until then it does not create wealth; it destroys it” - Peter Drucker



Rm = Expected stock market return. EVA Calculation for Pharmaceutical Companies : (A) Net Operating Profit after Tax

Table 1. Net Operating Profit after Tax Name of Company 2007-08 2008-09 2009-10 2010-11 2011-12

Sun Pharma 1281.89 1610.16 1241.57 1817.49 2,542.09 Cipla 1136.29 1220.75 2457.45 2480.13 1,376.62

Dr Reddys Labs 1091.29 883.1 1201.5 1160.2 1,618.80 Lupin 593.81 609.35 852.5 1060.37 1,103.01

Cadila Health 378 444.1 698.1 830.3 953.70 JB Chemicals 84.72 114.65 145.58 162.48 691.88

Above table shows NOPAT of various Pharmaceutical Companies over a period of time. Among all studied banks, it was found that in year 2011-12, Sun Pharma has maximum NOPAT. Dr Reddys Labs has NOPAT ofRs.1618.80& it stood on second position among all companies. NOPAT of JB Chemicals was grown with 201.01% from year 2007-08 to 2011-12. The NOPAT of Cadila Health was grown at 92.55 % over a period. NOPAT of Sun Pharma & Lupin was grown at rate of 68.47% & 61.92%, respectively. Dr Reddys Labs has recorded a growth rate in NOPAT at rate of 39.43%.CiplaNOPAT of was grown at lowest growth rate of 19.19%. (B) Invested Capital

Table 2.Invested Capital Name of Company 2007-08 2008-09 2009-10 2010-11 2011-12

Sun Pharma 4310.14 5175.02 5747.47 6731.06 8148.91 Cipla 4327.38 5282.02 5910.19 7045.37 7553.51

Dr Reddys Labs 5274.12 5899.4 6477.8 7465 8251.2 Lupin 2282.6 2320.21 3437.36 4135.95 4727.06

Cadila Health 1792.7 2052.7 2216.2 2653.9 3652.9 JB Chemicals 656.05 700.35 746.83 879.29 1018.14

Above table shows invested capital in all Pharmaceutical Companies over a period of time. Among all studied Pharmaceutical Companies, it was found that in year 2007-08 to 2011-12, Dr Reddys Labs has maximum Invested Capital &JB Chemicals has minimum Invested capital. Lupin has highest growth in Invested capital of 72.80% during 2007-08 to 2011-2012. Invested capital of Cadila Health was grown at rate of 71.18%. Sun Pharma invested capital was grown at rate of 63.69% during 2007-08 to 2011-12. Invested capital of Cipla & Dr Reddys Labswas recorded a growth rate of 55.71% &44.75% during 2007-08 to 2011-12. JB Chemicals has lowest growth of 43.95% in invested capital. Beta Beta can be defined as a risk measuring factor for different capital allotments. Higher the Beta, higher the risk. Beta here has been calculated based on stock prices vis a vis BSE for each bank over all Beta of 2007-08 to 2011-12.16 nExy - (Ex) (Ey) ÷ nEx2 - (Ex)2 16http://www.rbi.org.in/



Table 3. Beta of Pharmaceuticals Companies Name of Company

Sun Pharma

Cipla DrReddys Labs

Lupin Cadila Health

JB Chemicals

Beta 0.0242 0.0143 0.1246 0.0342 0.0642 .0085

Above table shows that Dr Reddys Labs has higher risk from higher beta of 0.1246. Following to it, the Cadila Health has 0.0642beta at second position. Lupin & Sun Pharma has beta value of 0.0342 & 0.0242 respectively. JB Chemicals has 0.0085beta which is lower than as compare to other banks. Cipla has beta of 0.0143. From this it was found that Dr Reddys Labs has highest risk &JB Chemicals has lowest risk among all Pharmaceuticals Companies. We are examine the data has lower beta to lower NOPAT. So beta has related to growth of company performance. Return on Invested Capital The return on invested capital signifies the return that the firm earns on the capital invested for a given period of time. Return on Invested Capital = NOPAT / Invested capital

Table 4. Return on Invested Capital

Above table shows that Sun Pharma has ROIC of 29.74 % in year 2007-08 which was decreased at 21.60 % in year 2009-10 and then increase in 2010-11 & 2011-12 at 27.00% & 31.20% respectively . Cipla ROIC was at 26.26 % over a time, it was remaining fluctuated &decreased to 18.22% in year 2011-12.Dr Reddys Labs ROIC was at 20.69 % over a time, it was remaining fluctuated &decreased to 19.62% in year 2011-2012. Lupin ROIC was at 26.01 % over a time, it was remaining fluctuated &decreased to 23.33% in year 2011-2012. Cadila Health ROIC was at 21.09 % which was increased over a period of time but started to decrease from year 2010-11 & in year 2011-12 it was decrease to 26.11% in 2011-12..ROIC of JB Chemicals was 12.91% in year 2007-08which was remain in increasing trend & come at 67.96%.it was decrease in only 2010-11. Economic Value Added (in Rs.) : For Pharmaceutical Companies under study EVA is calculated by using following formula: Economic Value Added (in Rs.) = NOPAT - (WACC x Invested Capital)

Table 5. Economic Value Added (in Rs.) Name of Company 2007-08 2008-09 2009-10 2010-11 2011-12

Sun Pharma 2093.085 1446.609 924.8844 1325.016 1044.401 Cipla 1043.51 2169.429 2196.811 987.8129 945.4525

Dr Reddys Labs 1552.79 1100.48 1149.678 835.9048 1049.097 Lupin 1070.618 1032.028 828.9454 593.4507 578.1684

Name of Company 2007-08 2008-09 2009-10 2010-11 2011-12 Sun Pharma 29.74% 31.11% 21.60% 27.00% 31.20%

Cipla 26.26% 23.11% 41.58% 35.20% 18.22% DrReddys Labs 20.69% 14.97% 18.55% 15.54% 19.62%

Lupin 26.01% 26.26% 24.80% 25.64% 23.33% Cadila Health 21.09% 21.63% 31.50% 31.29% 26.11% JB Chemicals 12.91% 16.37% 19.49% 18.48% 67.96%



Cadila Health 923.2316 808.1641 679.6149 426.9787 363.0473 JB Chemicals 681.6986 153.6871 138.1117 107.6465 78.1595

Above table shows that Sun Pharma has EVA of 2093.085 Rs. in year 2007-08 which was decreased at 924.8844 Rs.in year 2009-10 and then increase in 2010-11 at 1325.016 Rs.& than it was decrease in 2011-12 at 1044.401 Rs. Cipla EVA was at 1043.51 % over a time, it was increase& it was decreased to 945.4525 Rs. in year 2011-12.Dr Reddys Labs EVA was at 1552.79 Rs. over a time, it was remaining fluctuated &decreased to 1049.097 Rs. in year 2011-2012. Lupin EVA was at 1070 Rs. over a time, it was continuously decreased to 578.1684 Rs. in year 2011-2012. Cadila Health EVA was at 923.2316which was over a time, it was continuously decreased to 363.043 Rs. in year 2011-2012.ROIC of JB Chemicals was 681.6986 Rs. in year 2007-08 over a time, it was continuously decreased to 78.1595 Rs. in year 2011-2012. Economic Value Added (In %) : Economic value added (in %) can be calculated by using following formula. Economic Value Added (In %) = ROIC – WACC

Table 6. Economic Value added (in %) Name of Company 2007-08 2008-09 2009-10 2010-11 2011-12

Sun Pharma 24.23% 25.60% 16.09% 21.49% 25.69% Cipla 21.85% 18.70% 37.17% 30.79% 13.81%

Dr Reddys Labs 19.89% 14.17% 17.75% 14.74% 18.82% Lupin 25.33% 25.58% 24.12% 24.95% 22.65%

Cadila Health 20.25% 20.80% 30.67% 30.45% 25.27% JB Chemicals 11.91% 15.37% 18.49% 17.48% 66.96%

The EVA of Sun Pharma was 24.23% in 2007-08 which was remain in a increasing trend till 2008-09 and in 2009-10 it was decrease but from 2010-11 onwards it started to increase and in 2011-12 it was 25.69%. In Cipla the EVA decrease in 2008-09after than increase in one year but in 2009-10 onward it was decrease to 13.81% in 2011-12. The EVA of Dr Reddys Labs it was 19.89% in 2007-08 and then one year it was decrease at 14.17% in 2008-09. It was randomly increase and decrease one year to second year increase at 18.82% in 2011-12. In Lupin the EVA was increase at 25.525 in 2008-09, it was decrease at 24.12% in 2009-10 but in 2010-11 it was increase at 24.95%. Than it was decrease at 22.65% in 2011-12. The EVA in Cadila Health was increase for three years than it was decrease for last three years. The performance of Jb Chemicals was good in comparison with other Companies, the EVA was increase from 11.91% to 66.96% in year 2007-08 to2011-12 but in 2010-11 it was slight decrease to 17.48%. Data Analysis The data analysis was carried out by adopting Descriptive statistics, Correlation &regression analysis. Descriptive statistics



Table 7 Normality Test

Particular Sun Pharma Cipla Dr Reddys Labs EVA Rs. Share

Price EVA Rs. Share

Price EVA Rs. Share

Price Mean 1366.799 367.594 1468.603 280.44 1137.59 1150.72

Median 1325.016 357.92 1043.51 304.55 1100.48 1276.8 Standard Deviation 456.8467 143.3041 653.2597 56.58483 261.132 586.3302

Kurtosis 1.390391 -1.02765 -3.30904 -3.0622 2.232984 -2.88313 Skewness 1.152506 0.537562 0.596712 -0.4236 1.015007 -0.25391

Particular Lupin Cadila Health JB Chemicals

EVA Rs. Share Price

EVA Rs. Share Price

EVA Rs. Share Price

Mean 820.6421 301.306 640.2073 490.524 231.8607 70.27 Median 828.9454 324.91 679.6149 550.03 138.1117 61.1

Standard Deviation 233.265 182.6486 240.9094 302.1202 253.134 37.19173 Kurtosis -2.92427 -2.06457 -2.36561 -3.02014 4.743415 2.929885

Skewness -0.03007 0.04975 -0.10476 -0.23453 2.162381 1.600482

Skew is a measure of symmetry. In our Test, we have found that skewness of distribution is greater than0.00. A normal distribution has skewness = 0. So we can say that our distribution is not symmetric. Kurtosis is a measure of peakeness and the fat-tails that associate with less density in the middle. A normal distribution has kurtosis = 3.0 or excess. Here Kurtosis is less than 3.00. So we can say that our distribution is not symmetric. Data of Pharmaceutical Companies EVA & stock prices are not a normally distributed & "the sample is drawn from a normally distributed population." But we have found that our samples are not a normally distributed population which reflects that further test can be applied. Correlation Table 8.Correlation between EVA (Rs.) and Stock Price of Pharmaceutical Companies

Correlation Between Sun Pharma EVA and Sun Pharma Share Price -0.59 Correlation Between Cipla EVA and Cipla Share Price 0.86

Correlation Between Dr Reddys EVA and Dr Reddys Share Price 0.62 Correlation Between Lupin EVA and Lupin Share Price 0.75

Correlation Between Cadila Health EVA and Cadila Health Share Price 0.97 Correlation Between JB Chemicals EVA and JB Chemicals Share Price -0.83

The correlation between EVA and stock price for Cadila Health is 0.97 which is perfectly positive; Cipla correlation was 0.86, Lupin Correlation 0.75, Dr Reddys Labs 0.62 andnegative of the Sun Pharma and JB Chemicals have to between EVA andMarket Value. Correlation between EVA and Market Value has showed too negative JB Chemicals.Negative correlation show one



variable is upside and second variable downsides visa a versa and positive correlation show two variables in upside or downside visa a versa. Regression

Table 9.Coefficient of determination Name of Companies Coefficient of determination

Sun Pharma 0.5950 Cipla 0.6631

Dr Reddys Labs 0.6274 Lupin 0.9675

Cadila Health 0.9514 JB Chemicals 0.0022

Among all Pharmaceutical Companies, Lupin has highest coefficient of determination. A coefficient of determinate on equal to 0.9675 indicates that about 96.75% of the variation in Stock price of Lupin (the dependent variable) can be explained by the relationship to EVA of Lupin (the independent variable) which can be considered a Good fit to the data. Again for Cadila Health, a coefficient of determination equal to 0.9514 indicates that about 95.14% of the variation in Stock price of Cadila Health(the dependent variable) can be explained by the relationship to EVA of Cadila Health (the independent variable), which can be considered a Good fit to the data. For Cipla, Dr Reddys Labs and Sun Pharma the coefficient of determination is more than 0.50 indicates that about more than 50.00%.It can consider a Good fit to the data. For JB Chemicals the coefficient determination is 0.0022 indicates 0.22%. It indicates that variation in Stock price of JB chemicals (the dependent variable) can be explained by the relationship to EVA of JB Chemicals (the independent variable) which can be considered a bad fit to the data.

Hypothesis Testing Table 10. P Value

Name of Companies Significance P Value Sun Pharma 0.1256

Cipla 0.0933 Dr Reddys Labs 0.11018

Lupin 0.0025 Cadila Health 0.0046 JB Chemicals 0.9402

The hypotheses were studied using ANOVA. The p-value of ANOVA for Sun Pharma, Cipla, Dr Reddys Labs, Lupin, Cadila Health, and JB Chemicals is 0.1256, 0.0933, 0.11018, 0.0025, 0.0046 and 0.9402 respectively. All p-value of ANOVAs is greater than 0.05, except Lupin and Cadila Health, which enhances that none of companies, has significant impact of EVA over their Stock Price. The p-value of ANOVA for Lupin and Cadila Health is 0.025 and 0.0046 respectively, which is lesser then 0.05. It further enhances that EVA by Lupin and Cadila Health did have significant impact on Stock price of Lupin and Cadila Health.



References Patel, R., & Patel, M. (January, 2012). Impact of Economic value added (EVA) on Share

price of Indian Private Sector banks. International Journal of Contemporary Business Studies , 24-34.

ILIC, M. (2010). ECONOMIC VALUE ADDED AS A MODERN PERFORMANCE INDICATOR. International Cross-Industry Journal , 94-97.

Wibowo, P. P., & Berasategui, R. G. (November 2008). HE RELATIONSHIP BETWEEN ECONOMIC VALUE ADDED (EVA®) AND MARKET VALUE ADDED (MVA) WITH REPORTED EARNINGS. Journal of Applied Finance and Accounting , 60-72.

Sakthivel, D. N. (January 2011). VALUE CREATION IN INDIAN PHARMACEUTICAL INDUSTRY. Journal of Arts Science & Commerce , 215-232

Chauhan, P. (2012). Shareholders Value Creation in Indian Petroleum Industry. International Conference on Business, Economics, Management and Behavioral Sciences , 483-486.

O’Byrne, S. F., & Stewart & Co, S. (n.d.). EVA AND MARKET VALUE. JOURNAL OF APPLIED CORPORATE FINANCE , 116-125.

Nikhil Chandra, S. (March 2009). Performance Measures: An Application of Economic Value Added. International Journal of Business and Managemen , 169-177.

Bhunia, A. (May, 2012). Relationship between shareholder’s value and financial variables-a study of maximise shareholder value. Universal Journal of Marketing and Business Research , 06-16.

Thenmozhi, M. (2012). MARKET VALUE ADDED AND SHARE PRICE BEHAVIOUR AN EMPIRICAL STUDY OF BSE SENSEX COMPANIES. Delhi Business Review , 1-11.

D, S., & M, S. (2011). A Recent Analysis with Respect to Eva and Share Price Behavior of Indian Banks. European Journal of Economics, Finance and Administrative Sciences , 112-120.

O’Byrne, ,. S. (n.d.). EVA AND ITS CRITICS. JOURNAL OF APPLIED CORPORATE FINANCE , 92-96.

Bhattacharyya, A. K., & B.V.Phani. (2000). Economic Value Added - A General Perspective. 1-28.

Meysam, D., Mohammad Hossein, V., & Bari, H. (2012). The Relationship between Managers' Compensation and Market Value Added (MVA) in Iranian Listed Firms. Review of Economics & Finance , 37-42.



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020182015 A STUDY OF FINANCIAL CONTRIBUTION OF WOMEN THROUGH DIAMOND INDUSTRY IN MEHSANA DISTRICT Dr. Ashish J. Dave, Associate Professor, Smt. C. C. Mahila Arts & Sheth C. N. Commerce College, Visnagar (Gujarat). Introduction Traditional societies prevented women from entering the public domain and were given a subordinate position in the society. The life of an Indian woman was like a well defined predictable master plan. The traditional picture of women is very different from what it is today. Two third of South Asian women are employed in agricultural activities. In the informal sector majority are women workers. However, they are not allowed equal opportunities and face discrimination in wages. According to the US Bureau of Labour Statistics, “The earning gap between men and women is narrowing. The employment strategy department of ILO has observed that there are considerable differences between experiences of men and women in the labour market and women continue to participate in the labour market to a larger extent. In almost all countries, the proportion of men in self – employment is higher than women. Women invariably dominate unpaid family work and in agriculture work in Asia Pacific and Sub – Saharan Africa. In all other countries female unemployment rate is higher. Objective The study has the objectives to find out the position of women’s participation in economics contribution in diamond manufacturing.

1. To examine the socio- economic background of women workers. 2. To study the women’s financial Contribution from diamond industries.

Literature Review R. C. Hiremath; “Women in a Changing World”, (2002). The book conducted the strategies behind women workers in changing world. It gives information about women workers in different categories such as women workers in trade & finance, Industry, Agriculture etc. The author has covered the situation and development programme for women’s workers Women’s empowerment, equal right and socialist feminism is also discussed in his study. Anju Bindra; “Women And Human Rights”. (2006) This study based on women and human rights. Anju Bindra had given the brief introduction of Human Rights, its political issues, States & Government responsibilities to working and non – working women. She also added about Women’s Rights & Personal Laws in South Asian countries. Most of the studies shows about women’s working condition. No doubt a gap between rhetoric and reality is not surprising; but this gap is more than evidence of failure to what we preach. Most of the difficulty of thinking about women’s rights grows out of this general evasiveness of thought about rights. So it is difficult rather than to battle about the rights. Anu Saksena; Gender and human Rights; Status of Women Workers in India”,



(2006). This study is related with the status of women workers in India. For this research women workers which are related with informal or unorganized sector. e.g. Textile Industries are taken into account. Four textile industries located in Mumbai and Pune are taken as sample for this study. She describes the work category of women in textile industry. The study also examines the Gender discrimination. This study discussed on convention and elimination of discrimination against women. What action are taken by different states for women workers related with unorganized sector is described in her study. Research Methodology This study is conducted in Mehsan District. Mehsana District is one of the industrially, agriculture and husbandry developed district in Gujarat. It has due importance in the industrial map of the state. Research area of the study concentrates in Mehsana District which includes Mehsana, Kadi, Becharaji, Vijapur, Visnagar, Vadnagar, Unja, Kheralu and Satlasana Talukas. Most of the large scale diamond processing units of these areas are surveyed. All taluka’s Diamond Association provides the name & data of their member diamond industries. The primary data of the study was carried out with the help of questionnaire method of research. A model questionnaire is prepared and circulated among 402 women employees of 18 leading Diamond Industries listed in respective Taluka Diamond Manufacturer Association. The Chi – Square test and ‘t’ test has been used in most cases to establish relation between variables. Testing was done for 5 percent Level of significance. Hypothesis Ho: There is no significant difference in women employees’ personal variables and their socio- Economical condition Ho: There is no significant difference in women employees’ personal variables and their financial contribution. Data Analysis: Job makes lifestyle busy but better. The observation of many research studies focus that entrance of women in labour market improve their standard of living. In our study we also tried to know the real working condition.

Table: 1 Reasons for Accepting Job

No. Reason for Accepting Work No. of Respondent 1. Earning Livelihood 03 2. Insufficient Family Income 36 3. Repayment of Loan 02 4. Children’s Education 193 5. Marriage 76 6. Self Sufficiency 61 7. More Than One Reasons 31 Total 402

The above table indicates that 40 percent of respondents accept job because of their children’s future prospect. 35 percent workers accept job for their self - sufficiency. Today women like to live their lives on their own terms. Only 5 percent respondents work in



diamond industries to support family income. Up to 12 percent respondents has more than one reason to accept job in diamond industry. We also tried to find relation between educational level and reasons for accepting job. We found that education is more efficient variable to providing and accepting job opportunities.

Table: 2 Relationship Between Education Level and Reasons for Accepting Work

No. Reason for Accepting Work

Educational Level Total Primary Secondary Higher

Secondary Graduate Post

Graduate 1. Earning

Livelihood 00 01 02 00 00 03

2. Insufficient Family Income

00 22 11 03 00 36

3. Repayment of Loan

00 01 01 00 00 02

4. Children’s Education

12 72 61 45 03 193

5. Marriage 28 30 08 08 02 76 6. Self

Sufficiency 07 26 16 12 00 61

7. More Than One Reasons

00 15 04 08 04 31

Total 47 167 103 76 09 402 The above table indicates that the 35 percent of workers accept job for self sufficiency. Approximately 12 percent respondents have more than one reasons to accept job in diamond industries. 40 percent respondents accept job because of their children’s better education for a better future. Monthly Family Income : It has become very clear that lower family income make women to work in diamond industry. Therefore we tried to make an attempt to know the monthly family income of our respondents.

Table: 3 Distribution of Women Workers According to Their Monthly Family Income

No. Monthly Family Income (In Rs.) No. of Respondent 1. Up to 5000 12 2. 5000 to 10,000 65 3. 10,000 to 15,000 253 4. 15,000 to 20,000 68 5. More than 20,000 04 Total 402

This table indicates that two-third of the respondents receive monthly family income more than Rs. 20,001. Only 2.5 percent of workers are receiving very less income of only Rs. 5,000. Nearly 14 percent of workers families receive monthly income more than Rs. 30,000. We also make an attempt to interprete the relationship between accepting job of respondents and monthly family income.



Table: 4 Relationship between Accepting Job and Monthly Family Income

No. Reason for Accepting

Work

Family Monthly Income Total

Up to 5,000

5,000 to 10,000

10,000 to 15,000

15,000 to 20,000

More than

20,000

1. Earning Livelihood

03 00 00 00 00 03

2. Insufficient Family Income

00 17 16 03 00 36

3. Repayment of Loan

00 01 01 00 00 02

4. Children’s Education

06 23 139 22 03 193

5. Marriage 02 16 35 23 00 76

6. Self Sufficiency 00 05 43 13 00 61

7. More Than One Reasons

01 03 19 07 01 31

Total 12 65 253 68 04 402

The above table indicates that 5 percent of respondents accept job because of their insufficient family income which is less than Rs. 15,000. 40 percent of married women accept job because of their children’s better education. Though their monthly income is more than Rs. 15,000 they like to accept the job. 35 percent of respondents though get sufficient income they work only for their self Suffiency. Monthly Income Earned by Individuals : Earning of women makes them more independent and their way of life also changes.

Table: 5 Distribution of Women Workers According to Their Monthly Income Earned by Individuals

No. Monthly Personal Income (In Rs.) No. of Respondent 1. Up to 2,500 23 2. 2,500 to 5,000 20 3. 5,000 to 7,500 329 4. 7,500 to 10,000 26 5. More than 10,000 04 Total 402



We can observe from the above table that the individual income of our respondents has a mixed picture. Only 2.5 percent of respondents are receiving monthly income between Rs. 10,001 – 12,500. We come to know that 25 percent of respondents are receiving salary only up to Rs. 2,500. Only 15 percent of our respondents are getting salary between Rs. 7,500 to Rs. 10,000 and more than 57 percent are receiving Rs. 2,501 to Rs.7,500. Majority of workers are receiving the monthly income up to Rs. 7,500. Monthly Total Savings : We were also interested to observe whether the respondents of our study are contributing in the total savings of the family.

Table: 6 Distribution of women workers according to Their Total Savings of the Family

No. Monthly Total Saving (In Rs.) No. of Respondent 1. Up to 2,500 08 2. 2,500 to 5,000 382 3. 5,000 to 7,500 08 4. 7,500 to 10,000 03 5. More than 10,000 01 Total 402

The above table indicates that nearly 46 percent of respondents have monthly savings of Rs. 15,000. Only 12 percent of respondents have their monthly total savings of Rs. 5,000. The minimum and maximum amount saved by the respondents are of Rs. 5,000 and Rs. 20,000 respectively. More than half of the our respondents earn between Rs. 5,000 to Rs. 7,500 per month as salary. Here we would like to know the mode of the savings and investments of respondents.

Table: 7 Relationship between Length of Service and Monthly Personal Income

No. Monthly Personal Income

Length of Service Total Less than 1 Year

1 to 2 Years

2 to 3 Years

3 to 5 Years

More than 5 Years

1. Up to 2,500 13 09 01 00 00 23 2. 2,500 to 5,000 08 10 01 01 00 20 3. 5,000 to 7,500 01 214 107 07 00 329 4. 7,500 to 10,000 05 03 05 07 06 26 5. More than

10,000 00 00 00 01 03 04

Total 27 236 114 16 09 402

We can observe from above table that the 25 percent of respondents whose salary is up to Rs. 2,500 are working for less than 1 year. There are many workers who are working since last 10 years and receiving salary of Rs. 2,500 to Rs. 5,000 on the basis of work. Respondents who are only related with Polishing, Cutting, Assorting etc. are receiving moderate salary. Women, working for a long period of time is having job security. The following table shows the status of job. Limitation of Study: The study has its own importance but the same has to be seen in the purview of the following limitations



The study considers only Mehsana district. The study has been limited to only women related to diamond industry. There will be possibility of occurrence of some subjective comments or responses from

various places. The study conducted in particular, so it may be affected by time variation.

References: Gandhi Pankaj, “HRM Practices in Diamond Industries of Surat”, A Thesis from Veer

Narmad South Gujarat University, Surat, December 2007. Purani Keyoor, “Gujarat Model of Entrepreneurial Innovation: A Study of Surat Diamond

Industry”, GLS Institute of Business Management, Ahmedabad, 1999 – 2000. Usha, “The Status of Women in Handloom & Powerloom Industry and the Task Ahead”,

AIPWA Workshop, 2003. Bhoite Anuradha, “Women Employees and Rural Development: Problem of Employed

Women in Rural Areas”, Report by ARTEP & AIPWA, Bangalore, Oxford University Press, 2006.

“Women Workers in the Garment Industry in Bangalore”, AIPWA, Bangalore, 2007.



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020212015 A STUDY OF COMMON SIZE STATEMENT ANALYSIS OF GMDC AND RSMML Dr. Ashok D. Parmar, Associate Professor, Department of Accountancy, Shri V. R. Patel College of Commerce, Mehsana (Guj.)

Concepts of Common Size Statement Analysis: Mainly, the common size statements are concerned with the evaluation of relationship among items at a particular date. It simply means to calculate the percentage of each figure in each year’s financial statements to a concerned total i.e. each item of expense and revenue account and also the net income may be expressed in terms of percentage of net sales. It is a static type of analysis or the study of the financial profits of a company.In the income statements, percent-wise comparison is made of each item shown here with the amount representing net sales. The analysis of income-statement method represents whether the net profits and operating profits are increasing or decreasing in comparison to Net sales, whether, the changes are made in the various items of expenses; whether retained earnings are increasing and also as to what the percentage change of the cost of good sold is over the period of comparison.This technique of analysis is useful when someone wishes to compare two or more companies having differences in the organization’s size. Common Size Profit and loss accounts of GMDC and RSMML Researcher has made an attempt to prepare common size profit and loss account of GMDC and RSMML. 1. Gujarat Mineral Development Corporation (GMDC): The following table shows the common size profit and loss account of the Gujarat Mineral Development Corporation (GMDC) for the period of ten years from 2002-03 to 2011-12. In compared to base year 2002-03, the costs of goods sold has registered a decreasing trend during 2003-04, 2006-07 to 2008-09, 2010-11 to 2011-12, and an increasing trend during 2004-05, 2005-06, 2009-10. The operating profit has shown a mixed trend during 2002-03 to 2011-12. It ranged between 40.25 per cent to 53.16 per cent during the study period.



The operating profit has shown a mixed trend during 2002-03 to 2011-12. It ranged between 40.25 per cent to 53.16 per cent during the study period. The non-operative incomes include interest, dividend, investment, insurance claims, miscellaneous income etc. which ranged between 2.73 per cent to 19.49 per cent during 2002-03 to 2011-12. While operating expenses ranged between 1.28 per cent to 31.67 per cent during 2002-03 to 2011-12. The interest paid registered a decreasing trend during 2002-03 to 2011-12 except during 2005-06 to 2006-07. It was the highest 12.15 per cent in 2006-07 and the lowest 0.05 per cent in 2004-05. The profit before tax also marked a mixed trend during 2002-03 to 2011-12. It was at the peak in 2002-03, 48.70 per cent of net sales and the lowest of 20.59 per cent of the net sales in 2005-06. The tax burden ranged between 7.26 per cent to 17.49 per cent and registered a mixed trend during the study period. The company has made profit after taxes during the entire study period which ranged between 13.33 per cent to 33.76 per cent and recorded a mixed trend. The company has paid dividend throughout the study period. The dividend was the highest 7.46 per cent in 2009-10 and the lowest 3.24 per cent of the net sales in 2007-08. Referring to the retained earning position of the company, the first five years 2002-03 to 2006-07 were not good, as it was decreasing but the last three years were good, as it was increasing. It was the highest 9.48 per cent of the net sales in 2008-09 and was the lowest 1.64 per cent of the net sales in 2009-10. On the basis of the above analysis, it can be said that Gujarat Mineral Development Corporation (GMDC) is a very healthy unit from the view point of profitability. 2. Rajasthan State Mine and Mineral Limited (RSMML):



The following table shows the common size profit and loss account of the Rajasthan State Mine and Mineral Limited for the period of ten years from 2002-03 to 2011-12. Table 9.2 makes it evident that during the study period, cost of goods sold by RSMML has continuously decreased during 2002-03 to 2011-12, in compared to the base year 2002-03.The cost of goods sold was the highest 84.70 per cent in 2002-03 and was the lowest 61.74 per cent in 2007-08. The cost of goods sold has remained more than 60 per cent of the net sales during the study period. The operating profit has registered a mixed trend during the study period. It was the highest 38.26 per cent in 2007-08 and was the lowest 15.30 per cent in 2002-03. The non-operating incomes include interest, dividend, investment, insurance claim, miscellaneous income etc., which ranged between 2.82 per cent to 7.38 per cent of the net sales during 2002-03 to 2011-12.While non-operating expenses ranged between 5.54 per cent to 10.18 per cent during 2002-03 to 2011-12. The interest paid was zero per cent during the first six years i. e. 2002-03 to 2007-08 of the study period and then after registered a mixed trend during the last four years i.e. 2008-09 to 2011-12. It was the highest 0.96 per cent to the net sales in 2011-12. The profit before tax has registered a mixed trend during the study period. In compared to the base year 2002-03, it has shown an increasing trend during 2004-05 to 2011-12 and a declining trend during 2003-04. It was the highest 36.86 per cent in 2007-08 and was the lowest 9.91 per cent in 2003-04. The company has reported profit after taxes during 2002-03 to 2011-12, which ranged between 6.11 per cent to 26.67 per cent during 2002-03 to 2011-12. The company has paid dividend throughout the study period. The dividend was the highest 3.12 per cent of the net sales in 2003-04 and 2004-05 and was the lowest 0.86 per cent of the net sales in 2002-03. Referring to the retained earning position of the company, the year 2011-12 was good, as was the highest 9.81 per cent but 2003-04 was not good, as was the lowest 1.60 per cent. Thus during 2002-03 to 2011-12, retain earnings has remained from 1.60 per cent to 9.81 per cent. On the basis of above analysis, it can be said that the Rajasthan State Mine and Mineral Limited (RSMML) is emerging as a healthy unit from a view point of profitability.



Conclusion: The comparison of the common size analysis of state mine and mineral undertaking of Gujarat and Rajasthan makes it evident that the cost of goods sold was the highest 84.70 per cent in RSMML during 2002-03 and in GMDC 59.75 per cent during 2004-05. It was the lowest during 2007-08 in both RSMML and GMDC 61.74 per cent and 46,84 per cent respectively. Moreover, the cost of goods sold in state mine and mineral undertaking of Gujarat and Rajasthan under study was nearly 50 to 85 per cent of the net sales throughout the study period. Hence, the financial performance of GMDC can be said better than RSMML with reference to cost of goods sold. The percentage of non operating incomes was the highest in GMDC, which was 19.49 per cent of the net sales in 2005-06 and was the lowest in RSMML, which was 2.82 per cent of the net sales in 2002-03.The non operating expenses was the highest 31.67 per cent during 2005-06 and was the lowest 1.28 per cent in GMDC during 2002-03 to 2011-12. So, the financial performance of GMDC can be said better than RSMML with reference to non operating incomes and expenses. The interest paid was the highest in GMDC which was 12.15 per cent of the net sales during 2006-07 and was the lowest 0.04 per cent of the net sales in RSMML during 2009-10, which indicating that the financial performance of GMDC can be said better than RSMML with reference to interest paid. The tax paid was the highest in GMDC which was 17.49 per cent of the net sales during 2004-05 and was the lowest 3.48 per cent of the net sales in RSMML during 2002-03. Thus, the financial performance of RSMML was better than GMDC with reference to tax paid. Regarding the distribution of dividend, both GMDC and RSMML have paid regular dividends during 2002-03 to 2011-12. The highest percentage of dividends to the net sales was 7.46 per cent in GMDC during 2009-10 and only GMDC has paid dividends more than 3 per cent throughout the study period indicating that the financial performance of GMDC can be said better than RSMML with reference to dividends paid. Both GMDC and RSMML have not earned capital profit during the study period. The retained earnings has remained at healthy position by state mine and mineral undertaking of Gujarat and



Rajasthan during 2002-03 to 2011-12. The retained earnings were the highest 9.81 per cent in 2011-12 and was the lowest 1.60 per cent of the net sales in RSMML during 2003-04. The retained earnings was almost more than 2 per cent in GMDC and more than 3 per cent in RSMML during the study period, So, the financial performance of RSMML can be said better than GMDC with reference to retained earnings. In summing up, it can be said that common size profit and loss account of State Mine and Mineral Undertaking of Gujarat and Rajasthan have shown improving results.

References 1. Gupta M.C. “Profitability Analysis”, Pointer Publishers, Jaipur, 2004.

2. Parmar S.J. “Financial Efficiency”, Raj Book Enterprises, Jaipur. 2005.

3. ChoyalB. R., Financial Management of State Enterprise, PrintwellPublisher, Jaipur, 1986.

4. Foster G., Financial Statements Analysis, PrinticeHall of India (p) Ltd., New Delhi, 1999.

5. Foulk Roy A. “Practical Financial Statement Analysis”, Tata McGraw-Hill, New Delhi, 1998.



Paristi: An International Multidisciplinary Research Journal ISSN: 2454 - 2822 Vol. 01, Issue. 02, June 2015 Paper ID: P01020222015 besbol qel me ra*Ïy Str pr ihSsa il0 hu0 iqlaD_I wa{Ao. 0v. bhno kI ic.ta ka tulnaTmk A@yyn &I. cetnkumar Aec. p3el, DI. pI. {., &ImtI sI.sI. mihla Aa3R\s AeND xe# sI.Aen. komsR kolej, ivsngr

pircy

Aa2uink ix9a p/àlI me xarIirk ix9a AaEr qel ka mhTvpu`R S4an hE| xarIirk ix9a AaEr qel kI mdd se bCce xarIirk AOr manisk =p se AC7e to rhte hE, sa4 me hI ]Nhe hr trh ke qelo ke mukable ke bareme wI AC7I trh se ixqa skte hE| ra*Ïy AOr Aa.trra*Ïy Str pr qel mukable idn p/itdIn b!te hI ja rhe hE| [ske sa4 sa4 iqlaD_IAo. kI xarIirk, manisk, samaijk AOr Aai4Rk dIKkte wI b!tI ja rhI hE, AOr [Nhe AC7e !.g se sulzane ke ilye iqlaD_IAo. ke mnovE)aink ivXle8` kI AavXykta rhtI hE|

ko[ wI [Nsan, cIj ya iksI wI halat ke bareme hm ku7na ku7 mhsus krte hE| kwI hm [sse quxI mhsus krte hE to kwI ]das wI ho jate hE| [sI trh k[ bar hm kIsI ib8yme ic.itt wI ho jate hE| vEse to ic.itt hona Aam bat hE, ifr wI Aam lgne valI ye ic.ta k{ bar qel mukablo. ke piràm ko wI p/waivt krtI hE| [sI vjhse xarIirk ix9a me ic.ta ko ivxe8 mhTv idya jata hE| [tna hI nhI Aaj to ra*Ïy AOr Aa.trra*Ïy Str pr qel mukablo. me ihSsa lenevale iqlaDIAo. ke sa4 ]nke kaec ke Alava qel mnovE)aink ko wI sa4me weja jata hE, jo iqlaD_IAo. ko manisk +pse mukable ke ilye tEyar krta hE|

ic.ta hr bar iqlaD_Ike qel p/dxRn ke ilye hainkark hotI hE 0sa nhI hE| mukable ke ku7 idn phle kI 4oDIsI ic.ta ]se qel ke p/it Zyada stkR AaEr Ai2k mhentkx bnatI hE| [s trh iqlaD_Im.e ic.ta ka 4oDa sa Str ]ske lIye AC7a mana jata hE| leikn jb ic.ta ka Str sIma se Ai2k ho jata hE tb vo iqlaD_I ke qel p/dxRn ke ilye hainkark bn jata hE|



[s s.xo2n kayR me besbol qel me ra*Ïy Str pr ihSsa il0 hu0 iqlaD_I wa{Ao. 0v. bhno kI ic.ta ka tulnaTmk A@yyn ikya gya hE|

p²it

[s A@yyn ke ilye iwNn iwNn raJyo Aor keN³xaist p/dexo ke besbol qel me ra*Ïy Str pr ihSsa il0 hu0 ÉÍ se ÉÏ salik Aayu ke ÉÈÈ iqlaD_I wa{Ao. Aor ÉÈÈ iqlaD_I bhnokae imlakr kUl ÊÈÈ iqlaD_IAo. ka cyn ikya gya 4a| [n iqlaD_IAo. kI ic.ta ka A@yyn krne ke il0 "Spo3\Rs koiMp3Ixn 0.Gza[3I 3eS3 (SCAT)" p/Xnmala ka ]pyog ikya gya 4a| [s p/Xnmala ke bare me cyn ikye gye swI iqlaD_IAo.ko pu0R jankarI dene ke bad ]nse yh p/Xnmala ke ]%r wrvaye gye 4e| p/Xnke ]%r dene ke ilye ko[ vKt ty nhI kIya gya 4a, iqlaD_IAo.ne ApnI j=rt ke mutabIk vKt lekr p/Xnke ]%r dIye 4e|

p/Xnmala ke swI p/Xno mese ds p/Xno ko g`na ke ilye @yan me ilya gya 4a| [s p/Xn ke tIn mumkIn ]%r 4e kwI-kbar, kwI-kwI AaEr bar-bar| [n tInae mumkIn ]%r ke A.k Aa# p/Xno ke ilye ]%r k/m ke mutabIk 0k, do AaEr tIn 4e| jbkI p/Xn n. Î AaEr ÉÉ ke A.k ]%r k/m ke mutabIk tIn, do AaEr 0k 4e| [s trh mIle swI A.ko ke sa.iQykI iv*le80 ke ilye 'm@yk' AaEr 't' pir9` ka [Stmal kIya gya|

व लषण और प रणाम

besbol qel me ra*Ïy Str pr ihSsa il0 hu0 iqlaD_I wa{Ao. 0v. bhno kI "Spo3\Rs koiMp3Ixn 0.Gza[3I 3eS3 (SCAT)" se [k3_#a hu0 A.ko ke m@yk, m@yk tfavt AOr 't' prI9` kI tailka

k/m iqlaDI m@yk m@yk iwNnta 't' É Waa[Ao ÉÏ.ÐÈ

É.ÉÈ Ë.ÉÌ Ê bhno ÉÐ.ÑÈ

]pr dIqa{ g{ tailka se hme yh jankarI mIltI hE kI besbol qel me ra*Ïy Str pr ihSsa il0 hu0 iqlaD_I wa{Ao. ka "Spo3Rs koiMp3Ixn 0.Gza[3I



3eS3" ka m@yk ÉÏ.ÐÈ hE, jbkI iqlaD_I bhno kI "Spo3Rs koiMp3Ixn 0.Gza[3I 3eS3" ka m@yk ÉÐ.ÑÈ hE,]nkI m@yk iwNnta É.ÉÈ hE|

besbol qelme ra*Ïy Str pr ihSsa il0 hu0 iqlaD_I wa{Ao. 0v. bhno kI "Spo3Rs koiMp3Ixn 0.Gza[3I 3eS3" ka 't' pir9` Ë.ÉÌ deqne imla hE, jo ic.ta ke Strme sa4RRk iwNnta dIqata hE|

[s trh besbol qel me ra*Ïy Str pr ihSsa il0 hu0 iqlaD_I wa{Ao.kI tulname iqlaDI bhnome ic.taka Str Ai2k deqneme Aaya 4a| jIse hm nIce dIqa0 gye ca3R se smz skte hE|

17.217.417.617.8

1818.218.418.618.8

19

wa[Ao bhno

17.8

18.9

ntIjokI ccaR

besbol qel me ra*Ïy Str pr ihSsa il0 hu0 iqlaD_I wa{Ao. 0v. bhno kI ic.ta kI k9ame iwNnta deqne imlI hE| [s A@yyn ke ntIjo se yh malUm hota hE kI iqlaD_I wa{Ao.kI tulname iqlaD_I bhnom.e ic.taka Str Ai2k hE| iqlaD_I wa{Ao. ka "Spo3Rs koiMp3Ixn 0.Gza[3I 3eS3" ka m@yk ÉÏ.ÐÈ hE, jbkI iqlaD_I bhno kI "Spo3Rs koiMp3Ixn 0.Gza[3I 3eS3" ka m@yk ÉÐ.ÑÈ hE,]nkI m@yk iwNnta É.ÉÈ hE| "Spo3Rs koiMp3Ixn 0.Gza[3I 3eS3" ka 't' pir9` Ë.ÉÌ deqne imla hE, jo ic.ta ke Strme sa4RRk iwNnta idqata hE|



ic.ta AOr qel p/dxRn 0k dusre ke sa4 juDe hu0 hE| ic.taka Str b!ta hE to ]skI vjh se iqlaD_I ka qel p/dxRn ka Str nIce igr skta hE| "menaDR" AOr "pI3r" ke pUvR s.xo2n ke mutabIk ic.ta Str ÉÍ se ÉÐ ke bIcme hota hE to vo m@ym k9akI hotI hE| ic.ta Str ÉÐ se b! jata hE to vo iqlaDI ke qel p/dxRn pr bUra Asr kr skta hE| [s A@yyn me iqlaD_I wa{Ao.kI ic.taka Str ÉÏ.ÐÈ hE jbkI iqlaD_I bhnome ic.taka Str ÉÐ.ÑÈ hE| [s se yh ntIja inklta hE kI iqlaD_I bhno.me ic.taka Str Ai2k hone kI vjh se ]nke qel p/dxRn pr burI Asr ho sktI hE|

in*k8R

[s A@yyn me [k3_#a kIye hu0 A.ko ka sa.iQykI ivXle8` krne se yh ntIja imlta hE kI besbol qel me ra*¨Iy Str pr ihSsa il0 hu0 iqlaD_I wa{Ao. 0v. bhno kI ic.ta ke Strme mhTvpU`R A.%r deqne mIla hE, AOr iqlaD_I wa{Ao.kI tulname iqlaD_I bhno.me ic.taka Str Ai2k hE|

s.dwRsuic

kelevera, pI3r,"AoP3Ikl kMperI3Iv S3e3 0.Gza[3I Aof fU3bol PleysR", AeBs eK3 Aof rIscR pepr ÜÉÑÏÍÝ.

menaDR, Aa[. DbLyu.,"[N3rrIlexn Aof e[3 AeND S3e3 0.Gza[3I vI4 ge[m prfomRNs Aof rGbI PleysR",[N3rnexnl jnRl Aof Spo3Rs saykolojI ÉÑ:É ÜÉÑÑÑÝ.




økwshkíkLke «k[eLk rðhkMkík : ËuðLke {kuhe zkp. Mkwhuþ¼kR ðe. [kiÄhe, ðkRMk r«ÂLMkÃkk÷, yæÞûk©e RríknkMk rð¼køk, «{w¾Mðk{e MkkÞLMk yuLz yu[.ze. Ãkxu÷ ykxoMk fku÷us, fze. (økwshkík) ¼khíku «k[eLkfk¤{kt MkkrníÞ, rð¿kkLk y™u f÷kLku ûkuºku nktMk÷ fhu÷ rMkrØyku rðþu»k økkihð«Ë Au. ÷r÷íkf÷kLkk ûkuºku MÚkkÃkíÞ, rþÕÃk yLku r[ºk ºkýuÞ f÷kykuLkku rðfkMk Auf ykãyiríknkrMkf MktMf]ríkykuLkk «k[eLk Mk{ÞÚke sýkÞ Au. rþÕÃkf÷k MÚkkÃkíÞLkwt yrð¼kßÞ ytøk çkLke íku Ãknu÷kt «k[eLk ¼khík{kt Auf nzÃÃkeÞfk÷{ktÚke ÃkÚÚkh, Äkíkw yLku {kxe{kt Ãkqýo{qíko yLku ytþ{qíko rþÕÃkku ftzkhðk ÷køÞkt níkkt. Äe{u Äe{u yk f÷kLkku Wíf»ko Úkíkku økÞku. yiríknkrMkf nk÷ Ëhr{ÞkLk íku íkuLkk rðfkMkLkk [h{rþ¾hu ÃknkU[e økR. {qŠík rðÄkLkLku ÷økíkkt þk†ku h[kÞkt. yk þk†eÞ {qríkrðÄkLk ÃkkuíkkLke fÕÃkLkk þÂõík, f÷kMkqÍ íkÚkk ¼kðÔÞtsLkk îkhk «k[eLk ¼khíkeÞf÷k rMkæÄkuyu ¼khíkeÞ MktMf]ríkLkk ykí{kLku rþÕÃkku{kt ÔÞõík fhðkLkku MkV¤ ÃkwY»kkÚko fÞkuo Au.1 økwshkík{kt ûkºkÃkfk÷Lkk Ãkqýo{qíko rþÕÃkkuLkk fux÷kf f÷kí{f Lk{qLkk {éÞk Au. yu{kt ËuðLke {kuheLkku çkkiØ {nkMíkqÃk yLku {nkrðnkh økwshkíkLkk «k[eLk MÚkkÃkíÞLke su{ rþÕÃkLke árüyu rðrþü MÚkkLk Ähkðu Au. yk Mk{Þu økwshkík{kt Wå[ fkuxeLke f÷kþi÷e Ãkktøkhe níke. yk rþÕÃkkuLkk Íeýðx¼Þko yÇÞkMku ¼khíkeÞ rþÕÃkf÷kLkk RríknkMk{kt økwshkíkLku økkihð¼ÞwO MÚkkLk yÃkkÔÞwt Au.2 ûkºkÃkkuLkk hkßÞfk÷{kt økwshkík{kt çkkiØÄ{oLkku XefXef «[kh ÚkÞku níkku yuLkku LkkUÄÃkkºk Ãkwhkðku þk{¤kS ÃkkMkuLkk ËuðLke {kuhe økk{uÚke {éÞku Au.3 ËuðLke {kuheLkku {nkMíkqÃk økwshkík{kt ¾kMk fheLku yuLkk Ãkqðkuo¥kh ¼køk{kt, çkkiØ Ä{oLkk yÂMíkíðLkku Ãkwhkðku Ãkqhku Ãkkzu Au. rðþu»k íkku f÷k yLku MÚkkÃkíÞLkk RríknkMk{kt yíÞkh MkwÄe ¾qxíke fzeyku Ãkqhe Ãkkzu Au.4 ËuðLke {kuhe økk{Lke Mke{{kt “¼kus hkòLkk xufhk” Lkk{u søÞkyuÚke Wí¾LkLk fhíkkt ðzkuËhkLkk {.Mk. rðï rðãk÷ÞLkk ÃkwhkðMíkw rð¼køk íkhVÚke yuf $xuhe {nkrðnkhLkk yðþu»kku þkuÄe fZkÞk ÃkAe {nkMíkqÃkLkk ytzLkwt rðþu»k ¾kuËfk{ fhíkkt íkuLkk Ãkuxk¤{ktÚke yuf þi÷ Mk{wËøkf (ÃkÚÚkhLkku Ëkçkzku) {¤e ykÔÞku níkku.5 (1) {nkrðnkh : ËuðLke {kuhe økk{uÚke {¤e ykðu÷ çku xufhkyku{ktÚke yuf ÷tçk[kuhMk xufhkLkwt ¾kuËfk{ fhíkkt yíÞtík ¾trzík yðMÚkk{kt ( 48 x 45 {exh) rðMíkkhLkk yuf #xuhe {nkrðnkhLkk yðþu»kku {¤e ykÔÞk níkk. yuLkwt «ðuþîkh W¥kh íkhV níkwt. rðnkhLke ðå[u ¾wÕ÷ku [kuf níkku yLku yuLke [khu çkksw nhku¤çktÄ ykX-ykX fkuxzeyku níke. [kuf{kt Ãkkfe $xkuLke VhMkçktÄe níke. rËðk÷ku {kuxe $xkuLke çkktÄu÷e níke. rðnkhLkk LkiÉíÞ ¾qýu {kuhe níke, rðnkhLke ÃkAðkzu fkux çkktÄðk{kt ykÔÞku níkku. rðnkhLkk çkktÄfk{{kt ðÃkhkÞu÷ku ÷kfzkLkku fkx{k¤ MktÃkqýo Lkkþ ÃkkBÞku níkku, Ãkhtíkw sqËe-sqËe òíkLkk ÷ku¾tzLkk ¾e÷k, Mkktf¤ku ðøkuhu ÷kfzk fk{Lke Mkkûke Ãkqhíkk níkk. ¾tz sqËk-swËk fËLkk níkk. Ëhuf ¾tzLku yuf çkkhýwt níkwt, ¾qýk ÃkhLke ykuhzeyku{kt ÃknkU[ðk {kxu LkkLke Lkðuhe {qfðk{kt ykðe níke, yÂøLk¾qýk{kt yuf ykuhze çknkhLkk ykux÷k Ãkh níke. yk ykuhze{kt Ëk¾÷ Úkðk {kxu rðnkhLkk ytËhLkk ¼køk{ktÚke çkkhýw {qfðkLke ÔÞðMÚkk níke.6 yk rðnkh{ktÚke ûkºkÃk hkòykuLkk rMk¬k, [f[Âõík hkíkkt ðkMkýku ðøkuhu {¤e ykÔÞk Au. yk rMk¬kyku{kt yuf rMk¬ku þðo¼ÿkfLkku Au. ykÚke Vr÷ík ÚkkÞ Au fu yk {nkrðnkh RþwLke [kuÚke MkËeLkk «Úk{ [hý Ëhr{ÞkLk çktÄkÞku nkuÞ íku{ Mkt¼ðu Au.7 yk {kuxk rðnkhLke Ãkqðuo{kt yuf LkkLkk rðnkhLkk yðþu»kku ¾kuËe fkZðk{kt ykÔÞk níkk. yk {nkrðnkhLke h[Lkk WÃkhLkk rðnkh suðe s níke. Ãký yu fË{kt LkkLkku níkku. (2) {nkMíkqÃk : yk {nkrðnkhLke RþkLku “¼kushkòLkk xufhkLkwt” ¾kuËfk{ fhíkkt yuf $xuhe {nkMíkqÃk {¤e ykÔÞku níkku. yk çkkiØ {nkMíkqÃk fkuýu yLku õÞkhu çktÄkÔÞku níkku yu rðøkík MíkqÃkLkk Ãkuxk¤{ktÚke {¤e ykðu÷k rþ÷k Mk{wËøkf (ÃkÚÚkhLkk Ëkçkzk) Ãkh fkuíkhu÷k ÷u¾{ktÚke {¤e Au.8 MíkqÃk{ktÚke «kó yÂMÚkÃkkºk ÃkhLkk ÷u¾{kt Ãký yuLku {nkMíkqÃk íkhefu yku¤¾kÔÞku Au. yk MíkqÃk yÂøLkð{ko y™u MkwËþoLk Lkk{Lkk çku çkkiØ r¼ûkwykuyu çktÄkÔÞku níkku y™u çkktÄfk{ ÃkkþkÂLíkf íku{s Ãkf Lkk{Lkk çku MÚkÃkríkykuyu fhu÷w níkwt. ¾kuËfk{ Mk{Þu íkuLke ô[kR ykþhu 34 Vqx níke. su{kt AºkÞrüLkku Mk{kðuþ Úkíkku LkÚke. yk R{khíkLku ºký ¼køk{kt ðnU[e þfkÞ. Lke[÷e ÃkerXfk, WÃk÷e ÃkerXfk yLku ytzkfkh ¼køk.



Lke[÷e ÃkerXfk Mk{[kuhMk Au. yuLke WÃkh yLku WÃk÷e ÃkerXfkLkk ÃkkÞkLkk ¼køk LkSf Vhíke ÃkøkÚkkh Au. suLku «Ërûkýk ÃkÚk fne þfkÞ. yk ÃkerXfkLke «íÞuf çkkswLke rËðk÷ Ãkh WÃkMkkðu÷k 12 yÄoMíkt¼ku ðzu Ãkkzu÷k 11 økku¾ Au. {q¤{kt 44 yÄoMíkt¼kuLkk xufkYÃk fuðk÷Lkk Mkwþku¼Lkku MíkqÃkLkk MkkIËÞo{kt ð]rØ fhu Au. MkkiÚke Lke[uLkwt Mkwþku¼Lk LkkLkk [kuhMkkuLkwt Au, yk{ktLkku yuf [kuhMk fkuíkhu÷ku yLku çkeòu [kuhMk fkuíkÞko rðLkkLkku Au. íkuÚke MkkËku sýkíkku yk ½kx rðþk¤ ÃkkÞk Ãkh MkwtËh ÷køku Au. yk Mk{ík÷ ½kx Ãkh Mkwþku¼LkLkku çkeòu ¼køk {kuxk ÃkktËzkðk¤e ðu÷¼kíkLkku Au. yk Mkwþku¼Lk WÃkMkkðu÷wt nkuðkÚke ðÄkhu ykf»kof yLku h{ýeÞ ÷køku Au. ºkeswt Mkwþku¼Lk nkhçktÄ økkuXðu÷k xkuz÷kLkwt Au. yk çkÄkt Mkwþku¼Lkku $xuhe Au. yk ÃkerXfkLke WÃkh çkeS ÃkerXfk Au. íku{kt (10 yÄoMíkt¼ku ðzu) [tÿfðk¤e [iíÞ f{kLk fkuíkhu÷e Au. yk ÃkerXfkLke Ëhuf çkkswyu Lkð økku¾÷k yLku íku{kt yufktíkhu çkwæÄLke {qŠíkyku nkuR [khuÞ íkhVLke fw÷ 20 {qŠíkyku nkuðkLkwt sýkÞ Au. íku{ktÚke 17 sux÷e ¾trzík yðMÚkk{kt {¤e Au. yk ÃkerXfkLkk yÄoMíkt¼ku Ãký y÷tf]ík Au. WÃk÷e ÃkerXfkLke WÃkh økku¤kÄo ytzkfkh ¼køk Au. su {nkMíkqÃkLke h[LkkLkku AuÕ÷ku ¼køk Au. íkuLke nŠ{fk yLku AºkÞrü Lkkþ ÃkkBÞkt nkuR «kó Úkíkkt LkÚke. ytzuLkk fuLÿ ¼køk WÃkh yuf Mk{[kuhMk h[Lkk fheLku yuLke ykswçkksw ÃkªÃk¤kLkk ÃkkLkLkkt ½kxÞwõík ð÷Þku h[ðk{kt ykÔÞk Au.9 yk fuLÿLke WÃkh ytzLke ytËhLkk ¼køk{kt ¼økðkLk çkwæÄLke Ãkqðkor¼{w¾ «rík{k {qfu÷e níke. {kxeLke Ãkfðu÷e {kuxk fËLke çkwæÄ «rík{kyku Mkrník {¤u÷k yLÞ yðþu»kku WÃkhktík yu{ktLkk Ãknu÷k MÚk¤u {¤u÷ MíkqÃk{ktÚke Ãkrù{ ûkºkÃkðtþLkk hkò ÁÿMkuLk ºkeòLkk Mk{ÞLkku yr¼÷u¾ Ähkðíkwt yLÞ yÂMÚkÃkkºk «kó ÚkÞwt Au.10 (3) yÂMÚkÃkkºk : ¼økðkLk çkwæÄLke «rík{kLke Lke[u fuLÿ{kt {kxeLkk ÃkkºkLke ytËh ¼q¾hk ÃkÚÚkhLkku çkLku÷ku Ëkçkzku MktÃkqýo Mkwhrûkík «kó ÚkÞku Au. ÃkkhuðkLkk ÃkÚÚkhLkku çkLku÷ku Ãkkt[ $[ ô[kRLkku yk Ëkçkzku Mkt½kzk WÃkh WíkkheLku çkLkkððk{kt ykÔÞku Au. yuLkwt Zktfýwt, ZktfýkLke xku[ WÃkhLkku Ëèku yLku ËkçkzkLkku {wÏÞ ¼køk y÷øk y÷øk çkLkkððk{kt ykÔÞk nkuÞ íku{ ÷køku Au. yk¾kÞ Zktfýk WÃkh çknkh, çkksw Ãkh yLku ytËhLkk ¼køk WÃkh R.Mk.Lke. þYykíkLke MkËeyku{kt ðÃkhkËe çkúköe r÷rÃk{kt rLkËkLkMkqºk yÚkðk «íkeíÞ Mk{wíÃkkËLkku çkkiæÄ Ä{oLkku rðÏÞkík rMkØktík fkuíkhu÷ku Au. íku{kt 12 rLkËkLkkuLke WíÃkr¥k yLku rLkhkuÄLke ðkík Ëþkoðe Au.11 ËuðLke {kuheLkk çkkiæÄ {nkMíkqÃk{ktLkk yÂMÚkÃkkºk ÃkhLkku ÷u¾ MíkqÃkLkk íkÚkk yu Mk{wËøkf (Ëkçkzk) Lkk rLk{koýLke nfefík sýkðu Au.12 yk ÃkÚÚkhLkk ËkçkzkLke ytËh íkktçkkLke Ëkçkze{kt çkwæÄLkk þhehkðþu»k Mkk[ðíke MkkuLkkLke þeþe huþ{e ð†Lke çku fkuÚk¤e, ÃkqòLkku Mkk{kLk, [tËLkLkk ÷kfzkLkk çk¤u÷k fxfk ðøkuhu níkk.13 yiríknkrMkf {n¥ðLkku ÷u¾kíkku ËkçkzkLke çknkhLke çkksw [khu íkhV yLku íkr¤ÞkLkk çknkhLkk ¼køk WÃkh MktMf]ík Ãkã{kt yuf ÷u¾ ÷¾u÷ku Au. íkuLkk ÃkhÚke sýkÞ Au fu frÚkf Lk]ÃkkuLkk 127 {k ð»kuo hkò ÁÿMkuLkLkk hkßÞfk¤ Ëhr{ÞkLk yk {nkMíkqÃkLke h[Lkk ÚkR níke. yk MíkqÃk MkkÄw yÂøLkð{ko yLku MkwËþoLk Lkk{Lkk çku þkõÞ r¼ûkwykuyu fhkÔÞku yLku ÃkÚÚkhLkku yk Ëkçkzku {nkMkuLk Lkk{Lkk r¼ûkwyu çkLkkðzkÔÞku níkku.14 (4) frÚkf hkòyku fu frÚkf Mktðík? : yk þi÷ Mk{wËøkf WÃkh Ãkkt[ ÃktÂõíkLkku MktMf]ík Ãkã{kt ÷u¾ ÷¾u÷ku níkku. yk{ktLke çkeS ÃktÂõík{kt “frÚkf Lk]Ãkkýk{“ yLku ð»ko 127 Lkku WÕ÷u¾ yk «{kýu Au. hkò ÁÿMkuLkLkk hkßÞfk÷ Ëhr{ÞkLk frÚkf hkòykuLkwt 127 {wt ð»ko Mk{økú ÷u¾Lkwt yiríknkrMkf fuLÿ ynª Au. ynª frÚkf Mktðík yux÷u õÞku Mktðík? yk hkò ÁÿMkuLk íku õÞku hkò? yuðk çku {n¥ðLkk «&™ku WÃkÂMÚkík ÚkkÞ Au. ¼khík{ktÚke yíÞkh MkwÄe{kt «kÃÞ r{ríkðk¤k yr¼÷u¾ku{kt yÂMÚk Ãkkºk÷u¾Lkku yk «fkhLkku «Úk{ Lk{qLkku Au. su yuf Lkðku ðtþ, Lkðku hkò yLku Lkðku Mktðík hsq fhu Au. frÚkf ðtþLkk hkòyku ¼khík{kt ÚkÞkLkk Ãkwhkðk yãkrÃk MkktÃkzâk LkÚke. økwshkík{kt yuLkku yuf {kºk Lk{qLkku Au. íku ½ýku Mk{Þ «[kh{kt hÌkku Ãký sýkíkku LkÚke.15 yk hkò frÚkfðtþLkku níkku yuðe yxf¤ ÚkR þfu íkku «&™ yu WÃkÂMÚkík ÚkkÞ Au fu [küLkðtþLkk ÁÿMkuLk Lkk{Lkk [kh hkòyku ÃkifeLkku fkuR ÁÿMkuLk yLku ÷u¾ðk¤ku yk hkò ÁÿMkuLk yuf nkuR þfu? yu{ nkuÞ íkku [küLkðtþLkk hkòyku frÚkfðtþLkk økýkÞ? íku ÃkAe çkeòu «&™ yu WÃkÂMÚkík ÚkkÞ Au fu fkËo{fðtþ yLku frÚkfðtþ yu r¼Òk ðtþku Au fu yuf s? òu fu yk «&™Lkku fkuR [ku¬Mk Wfu÷ ykÃkðku {w~fu÷ Au, {nk÷Lkk íkçk¬u yux÷wt s fne þfkÞ fu “frÚkf” yu «kÞ: çkkiæÄ Ä{oLkk WÃkËuþfkuLkku yÚko Ëþkoðíkwt Mkk{kLÞ Lkk{ nkuÞ yLku çkkiæÄ Ä{oLkk «¼kðf yuðk fkuR hksðtþLku {kxu ynª «ÞkuòÞwt nkuÞ yu{ ÷køku Au.16 çkkiæÄ MkkrníÞ{kt “frÚkf” Lkku Mkk{kLÞ yÚko çkkiæÄ Ä{oLkku WÃkËuþ yuðku ÚkkÞ Au. yk ÷u¾ yLku MÚkkÃkíÞ çkÄwt s çkkiæÄ Ä{oLku ÷økíkwt Au. “frÚkf” þçË Ãký çkkiæÄ Ä{oLkk MktË¼o{kt ðÃkhkÞu÷ku nkuðk Mkt¼ðu Au.17 (5) çkkiæÄ «rík{kyku : ûkºkÃkfk÷eLk økwshkík{kt çkkiæÄ{qŠíkyku Mkki «Úk{ ËuðLke {kuheLkk MíkqÃk{ktÚke {¤u Au. yk MíkqÃkLke çkeS ÃkerXfk{ktLkk økku¾{ktÚke yk «rík{kyku {¤e níke. Míkt¼Lkk [ýíkh ðzu W¼k fhkÞu÷k yk økku¾{kt çkwæÄLke æÞkLkMÚk {qŠíkyku



çkehksu÷ níke. çkuXf Ãkh f{¤ÃkktËzeLke MkwtËh ¼kík WÃkMkkðu÷e Au. yuLke MkwtËh ðuþ¼q»kk íkÚkk {q¾kf]ríkLke h[Lkk øktÄkh þi÷e ÔÞõík fhu Au. Ãkfðu÷e {kxeLke çkkiæÄ «rík{kyku ûkºkÃkfk÷eLk økwshkíkLke rþÕÃk, f÷k yLku fkheøkhe Ãkh Mkkhku «fkþ Ãkkzu Au. Ãkfðu÷e {kxeLke çku Vqx ô[e çkwæÄLke æÞkLkMÚk {qŠíkyku «Ërûkýk ÃkÚk WÃkh Vhíkk WÃkkMkfku íkÚkk ©{ýkuLkk árü, ¿kkLk, y™wftÃkk y™u fkÁÛÞLkk «ríkrLkrÄMk{k MkBÃkf MktçkwæÄ ¼økðkLkLkk [hýf{¤ Ãkh hnu íkuðe økku¾{kt økkuXðu÷e níke. yuf Mkh¾e ô[kRLke yk «rík{kyku ËqhÚke Mk{kLk þi÷eLke sýkÞ Au. Ãkhtíkw Mkqû{ rLkhûký fhíkkt sýkÞ Au fu yu{kt f÷kfkhkuyu ð†ku, ykMkLk, ËunÞrü ðøkuhuLkwt ðirðæÞ ËþkoÔÞwt Au. ¼økðkLk çkwæÄLkwt W¥kheÞ fux÷ef «rík{kyku{kt çkuW ¾¼k WÃkh nkÚk Zktfe ytøk WÃkh ykuZu÷wt Au, íkku fux÷ef{kt s{ýku nkÚk íkÚkk ¾¼ku ¾wÕ÷ku sýkÞ Au. W¥kheÞ{ktLkk fh[÷eyku swËeswËe «rík{kyku{kt r¼Òk-r¼Òk heíku ÔÞõík ÚkR Au. fux÷ef{kt WÂífýo çkuðze hu¾kÚke, fkuR{kt WÃkMkkðu÷e hu¾kÚke, ðøkuhu {Míkf ÃkhLkk ðk¤ Ërûkýkðíko LkkLkk økqt[¤k{kt çkLkkðu÷k Au. fux÷ef{kt íku W¼k yku¤u÷k Au. çkÄe {w¾kf]ríkyku Ãký r¼Òk Au. {kxeLke yk «rík{kyku MkSo MÚkkrLkf f÷kfkhkuyu f÷kLkk Wå[ MkkuÃkkLk rMkØ fÞko Au. økwshkík{kt ûkºkÃkfk÷Lkk ytík¼køk{kt h[kÞu÷e ykf]ríkyku ÷r÷íkf÷kLkwt MkwtËh y™u {Lkkunh r[ºk hsq fhu Au.18 (6) rMk¬kyku y™u yLÞ yðþu»kku : ËuðLke {kuheLkk Wí¾Òk Ëhr{ÞkLk «Úk{ ykuhzeLkk «ðuþîkhLke LkSfÚke 39 rMk¬kykuLkku yuf rLkrÄ íku{s MíkqÃkLke «Úk{ ÃkerXfkLkk xku[Lkk ¼køkLkk {æÞ{ktÚke 8 rMk¬kyku çkeòu rLkrÄ {éÞku níkku.19 69 rMk¬kLkku çkeòu rLkrÄ {nkrðnkhLkk «ðuþ{køko ÃkkMkuLkk ¾tz{ktÚke {éÞku Au. yk{kt [ktËeLkk 59 rMk¬kyku Au. [ktËeLkku Zku¤ [Zkðu÷k íkktçkkLkk [kh rMk¬k, þwØ íkktçkkLkk çku yLku MkeMkkLkk [kh rMk¬k Au.20 ûkºkÃkkuLkk [ktËeLkk rMk¬kðk¤wt yuf ðkMký {¤e ykÔÞwt. yk{kt yuf rMk¬ku rðïMkuLkLkku Au.21 yk rMk¬kyku{kt çkeòu yuf rMk¬ku þðo¼ÿkhfLkku {éÞku Au.22 ËuðLke {kuheLkk MíkqÃk{ktÚke «kó ÚkÞu÷ {kxeLkk Xefhk, {kxeLkk ðkMkýkuLkkt ¾trzík ¼køkku, {kuxe fËLke $xku, {kxeLkkt Lk¤eÞkt yLku Ãkfðu÷e {kxeLke çkkiæÄ «rík{kyku ÃkhÚke {kxefk{Lkk nwÒkh WãkuøkLkk rðfkMkLkku ÏÞk÷ ykðu Au. yk WÃkhktík MíkqÃk{ktÚke «kó íkktçkkLke zççke íkÚkk MkkuLkkLke zççkeÚke Äkíkw WãkuøkkuLkku rðfkMk yLku íku Mk{ÞLkk fkheøkhkuLke nMíkf÷kLkku ÏÞk÷ ykðu Au.23 yk fk¤Lkk {¤u÷k Lk{qLkkyku{kt ÷ku¾tz økk¤ðkLkkt MkkÄLkku Ãký {¤e ykÔÞk Au.24

(7) çkkiæÄÄ{o : ûkºkÃkfk÷{kt økwshkík{kt çkkiæÄÄ{oLkku rðfkMk «[kh Mkkhku ÚkÞku níkku. ËuðLke {kuheLkk MíkqÃk{ktÚke «kó þi÷e Mk{wËøkfLkk Zktfýk WÃkh çknkhLkk, çkkswLkk y™u ytËhLkk ¼køk WÃkh rºkrÃkxf{ktLkwt «íkeíÞ Mk{wíÃkkËLkk rMkØktíkLku ÷økíkwt Mkqºk Ãkkr÷¼k»kk{kt fkuíkhu÷wt Au. çkkiæÄÄ{oLkk rMkØktíkLku MÃkþoíkwt økwshkík{ktÚke {¤e ykðu÷wt yk yr¼÷ur¾f ÄkŠ{f ÷¾ký ynªÞk çkkiæÄÄ{oLkk «[khLkwt ãkuíkf Au.25 ¼khíkLkk «k[eLk $xuhe MÚkkÃkíÞku{kt ËuðLke {kuheLkku çkkiØ MíkqÃk {n¥ðLkwt MÚkkLk Ähkðu Au.26 ËuðLke {kuheLkku {nkrðnkh yu økwshkíkLkku MkkiÚke {kuxku çkkiæÄ yðþu»k níkku.27 økwwshkík{kt {¤u÷k çkkiæÄfk÷eLk yðþu»kku Ähkðíkk yLkuf MÚk¤ku{kt ËuðLke {kuheyu ðÄw rLkrùík «fkhLkk yðþu»kku Ãkqhk ÃkkzeLku økwshkíkLku ÃkwhkíkLkfk¤Lkk Lkfþk{kt LkkUÄÃkkºk MÚkkLk yÃkkÔÞwt Au. MktË¼o Mkqr[ 1. zkp. «ðeý[tÿ Ãkhe¾, «k[eLk ¼khíkeÞ MktMf]rík, Ãk]. 4 2. yusLk Ãk]. 102 3. økwshkíkLkku hkßfeÞ yLku MkktMf]ríkf RríknkMk, økútÚk – 2, {kiÞofk÷Úke økwó fk÷ - ¼ku.su.rð. Ãk]. 382 4. zkp. nMk{w¾¼kR Mkktf¤eÞk, Ãkwhk¥ð{kt økwshkík{kt, Ãk]. 36 5. zkp. hMkuþ¼kR s{eLkËkh, ûkºkÃkfk÷eLk økwshkík, Ãk]. 45 6. økwshkíkLkku hkßfeÞ yLku MkktMf]ríkf RríknkMk, økútÚk – 2, Ãk]. 363 7. zkp. hMkuþ¼kR s{eLkËkh, WÃkhkuõík, Ãk]. 98 8. zkp. nhe«MkkË þk†e, RríknkMkLkk MkkÄLk íkhefu økwshkíkLkk yr¼÷u¾, Ãk]. 20 9. zkp. hMkuþ¼kR s{eLkËkh, WÃkhkuõík, Ãk]. 200-201 10. zkp. Ãke.yu{. [kðzk, ¼khíkLkwt økuÍuxeÞh, RríknkMk yLku MktMf]rík, Ãk]. 14 11. økw.hk. y™u Mkkt.R. økútÚk – 2, Ãk]. 382 12. zkp. nhe«MkkË þk†e, ¼khíkeÞ yr¼÷u¾rðãk, Ãk]. 149



13. økw.hk. yLku Mkkt.R. økútÚk – 2, Ãk]. 365 14. yusLk, Ãk]. 386 15. zkp. hMkuþ¼kR s{eLkËkh, WÃkhkuõík, Ãk]. 45 16. zkp. hMkuþ¼kR s{eLkËkh, RríknkMk MktþkuÄLk, Ãk]. 116 17. zkp. hMkuþ¼kR s{eLkËkh, WÃkhkuõík, Ãk]. 50 18. yusLk, Ãk]. 209, 210 19. zkp. ykh.yuLk. {nuíkk yLku zkp. yuMk. yu™. [kiÄhe, RõðuþLk ykuV ËuðLke {kuhe, Ãk]. 104 20. zkp. hMkuþ¼kR s{eLkËkh, WÃkhkuõík, Ãk]. 202 21. yusLk, Ãk]. 73 22. yusLk, Ãk]. 199 23. yusLk, Ãk]. 216-220 24. økw.hk. yLku Mkkt.R. økútÚk – 2, Ãk]. 329




માનવતાવાદ ચતક ગૌતમ

ો. . . મિતયા, અ ય -ઈિતહાસ િવભાગ, ીમિત સી.સી. મ હલા આટસ અન શઠ સી.એન. કોમસ

કોલજ, િવસનગર ા તાિવક :

ઈ વની છ ી શતા દ આ યા મક નવચતના અન િવચાર ાિતનો સ ાિતકાળ ગણાય છ. આ કાલખડમા િવ મા વચા રક િત, સામા ક પ રવતન અન ધમ ધારણા માટના દોલનો થયા અન સ ય

માનવસમાજન એક નવી દશા આપી. આ પ રવતનોના પાયા પ િવચારકો, ઉપદશકો અન ધમ ધારકો િવ ના િવિવધ દશોમા થયા હતા. ચીનમા લાઓ સ, ીસમા પામનીડ ઝ, અન એ પડો સગ, ઈરાનમા અષો –જર શ

અન ભારતમા મહાવીર અન ગૌતમ .

આ સમય દરિમયાન ભારતમા વ દક કમકાડો અન વણ યવ થા વ હ . સમાજન િછ ભ કર ભદભાવ

ઉભો કર ર હ . ા ણો ારા ધાિમક યાકાડો ઉપર એકાિધકાર થાિપત કર દવામા આ યો હતો. િવિવધ હોમ,

હવન અન ય ારા તથા વગ-નક, શાપ-આશીવાદ િવગર ક પત કથાઓ ારા સામા ય માણસન ધમભી

બનાવી શોષણ કરવામા આવ હ . ઉપરાત હવનોમા અબોલ પ ઓનો બલી ચઢાવવામા આવતો હતો. સામા ક રવાજો અનહદ માણમા વધી ગયા હતા. ધ ા અન િતગત ભદભાવ ચરમસીમાએ હતો. વણ યવ થાન કારણ સામા જક અસમાનતાની ખાઈ વ ન વ ડ થતી જતી હતી. વગ દબાયલો અન કચડાયલો અ ય બની ગયો હતો .સમાજમા ીઓની પ ર થિત પણ ો વીજ હતી.

આવી િવષમ પર થીતીઓથી ઘરાયલા ભારતીય સમાજમા ગૌતમ સસારન સામા ક-ધાિમક અિન ટોથી ત કરવા ‘મહા ભની મણ’ ક . જગતન અ હસા, આચાર-િવચાર, શીલ, અ ટાગ માગ, સ યનો ઉપદશ

આ યો. નાથી ભારતમા સામા ક, ધાિમક અન વચા રક ાિત થઇ. ગૌતમ ની માનવ સમાનતા, તક

( વાદ) અન વ ાિનક િવચારધારાથી ફ ત ભારત જ સમ િવ ભાિવત થ . માનવસમાજન વનનો નવો રાહ મ યો. રાહથી સમાજનો કચડાયલો યજ વગ સમાનતાનો અિધકાર બ યો. ‘ તદાતા’ બ યા. ગૌતમ લોકશાહ , માનવ વાત ય, સમાનતા ઉપર ભાર ક ઈ રના અ ત વનો ઇ કાર કય . આમ ગૌતમ

િવ મા માનવતાવાદ , ણ વ ાિનક અન વાદ િવચારધારાના સૌ થમ ણતા હતા. જગતની વતમાન પ ર થિત અન તકવાદ, હસા અન ો વા સજોગો જોતા ન: એટલાજ ત

જણાય છ. િવ ની સળગતી સમ યાઓના સમાધાન ગૌતમ ની િવચારધારા અન ઉપદશોમાથી મળ શક તમ

છ. જગતન આ ની ન હ ની જ ર છ.



વન પ રચય :

હાલના બહાર દશની ઉ ર પિ મ આવલી નપાળની તરાઈમા વસવાટ કરતી શાકય નામની િતના સરદાર

ોધનના ઘર અન માતા માયાદવીની ખ ઈ.સ. વ ૫૬૬મા બની ગામ થયો હતો. તમ નામ િસ ાથ

રાખવામા આ . તમના લ ન ઓગણીસ વષની મર યશોધરા સાથ થ હ . લ ન બાદ રા લ નામ પણ

ા ત થયો હતો. િસ ાથ સસારમા રહ ન જગતના :ખો અન યાતનાઓ િનહાળ ચતન કરતા ર ા. :ખ તનો માગ શોધતા ર ા. છવટ ૨૯ વષની મર :ખીઓના :ખ ર કરવાના હ થી તનો માગ શોધવા તમણ ‘મહા ભની મણ’ ક . સસારનો યાગ કય . ઉ તપ યા કર . અિતભોગિવલાસન વ ય ગણી ‘મ યમ માગ’

અપના યો. િસ ાથન ગયા પાસ પીપળાના નીચ વશાખી ણમાની રા ીએ ાન ા ત થા અન ‘ ’

કહવાયા. ના સમયનો સમાજ:

આ સમય ભારતમા ધાિમક અન સામા ક ધકાર છવાયલો હતો. વણ યવ થા અિતશય ત બની ગઈ

હતી. વણ યવ થાની ટોચ રહલો ા ણ વગ સમાજન ગરમાગ દોર ર ો હતો. લોકોની અ ાનતાનો ગરલાભ

ઉઠાવી ા ણો પોતા વચ વ વધારતા હતા. પોતાની આ િવકા વધારવા લોકોન અતા કક બાબતો, િવિધ-

િવધાન અન શા ો વા ક ત- ત, કન-અપ કન, હો નડતર, મ -ત , યોિતષશા , હ તરખા િવગરમા ફસાવતા હતા. ધમ ારા ય ત આ યા મક ઉ થાન કરવાન બદલ ધમન જ ટલ કમકાડ અન િવિધ-િવધાનમા ગળાવી નાખવામા આ યો હતો. ય ોમા મોટાપાય અબોલા પ નો બલીદાન આપવામા આવ હ . માસાહાર

અન પાપાચાર ચરમ સીમાએ હતો. પછાતવગન સમાનતા:

ગૌતમ ાિતવાદન પડકાય . વણ યવ થાનો િવરોધ કય . ચ-નીચના ભદભાવનો અ વીકાર કય . પોતાના સ યના ઉપદશો ારા સમ અમાનવીય યવ થાના ળમાજ ઠારઘાત કય . જ મ આધા રત િવભાજન તમન

મા ય નહો . તમણ દ લત અન પછાત વગના લોકોન યા ભી ા લવા શ ક . પછાત વગના લોકોન બૌધ

સઘમા સામલ કર માનવીય સમાનતા અન ગૌરવ થાિપત ક . આમ આ ર ત ાિતગત ભદભાવ અન ચ-

નીચ ર કરવામા તઓ મહદ શ સફળ ર ા. સમાજના કચડાયલા વગન કહવાતા ઉ ચ વગની સમક લાવી ો. ગૌતમ સામા ક ાિત ારા માનવસમાજની સમાનતામા પોતા યોગદાન આ . ી સમાનતા :

ત સમય ઉ ચ વગમા પણ ીઓની પ ર થિત પછાતવગના લોકો વી જ હતી. તમન પણ ય િવગરમા ભાગ

લવાનો અિધકાર નહોતો. ધમ અન શા ોના અમાનવીય િસ ાતો અન ઢઓન કારણ ીઓ શોષણ દરક તર

થ હ . ગૌતમ ીન ષ ટલાજ સમાન અિધકારો છ ત થાિપત ક . વશાલીની ગણકા આ પાલીન

બૌ સઘમા વશ આપી િસ ક ક ીઓ પણ ધાિમક કાય મા ભાગીદાર બની શક છ. આમ ગૌતમ ીઓના ક યાણ માટના ાર ખોલી ના યા. નિતક યો અન માનવતાવાદ અભગમ:

ગૌતમ પોતાના માનવતાવાદ અભગમનો િવ તાર કરતા ઉ ચ વન યો થાિપત કયા. ત માટ તમણ

પાચ ો આ યા. (૧) વમા ય અ કપા દાખાવાવી (૨) ચોર ન કરવી (૩) અસ ય આચરણ ન કર (૪)



યભચાર ના કરવો (૫) માદક પદાથ સવન ન કર . આ પાચ ‘શીલ’ ારા માનવ જગતન મ, મ ી, ક ણા, ક યાણ અન તાનો સદશ આ યો. ના અમલ ારા ય ત પોત પોતાનો આ યા મક િવકાસ સાધી શક. તઓ

માનતા ક વા તિવક ધમનો વાસ શા ોમા ન હ પર મ યના દયમા હોય છ. પોતાના ઉપદશોમા તમન શા

આધા રત ન હ પણ નીિતમ ા ધરાવતા વન યો ારા વન વવા જણા . ગૌતમ ઈ રના અ ત વનો બળતાથી અ વીકાર કય . તમણ હર ક ક ઓના આદશ ક શા ોના ધળા અ કરણથી ન હ પર માનવીય અભગમથી વન સફળ બન છ. તમના ઉપદશમા ‘અ પ દ પો ભવ:’

અથાત જ તારો દપક બન અન એ ર ત વન પથ ઉ ળ એમ જણા . આમ આ ર ત સમાજન ધભ ત

અન માનિસક લામીમાથી ત કર વત િવચાર તરફ વાળ વિવકાસતરફ વા યો. તમણ વ-િવકાસ માટ

મ, યય અન આ મિવ ાસના ણો િવકસાવવા ઉપર ભાર ો. શાર રક, માનિસક અન વચા રક ચતના ા ત કરવા સતત ય નશીલ રહવા જણા .

ઉપસહાર:

ગૌતમ વણ યવ થા, આડબર, ધિવ ાસ, અસમાનતા, હસા વગરન સ ય- અ હસા, શીલ અન અ ટાગ માગ

ારા તોડ સમાનતાનો િસ ધાત થાિપત કય . તમનો માગ આ પણ વીઓ અન િવચારકો માટ આદશ

સમાન છ. આમ ગૌતમ માનવીય અભગમના સૌ થમ મશાલચી હતા તમ કહ સવથા યો ય છ.

સદભ ચી

યા નક જય માર એ. – ‘જગતના િવ માન ધમ ’, જ. િનવસ ટ , થ િનમાણ બોડ, અમદાવાદ.

૧૯૮૪

રાવ મહ માર, ‘ભારતનો સામા ક ઈિતહાસ’, અખલ હ દ કાશન, અમદાવાદ, ૧૯૬૫

મશ વાલા કશોરલાલ ડ . ‘ અન મહાવીર’, નવ વન કાશન મ દર, અમદાવાદ, ૧૯૨૩

સોમયા એસ.બી., ‘તથાગત ગૌતમ ’, ીશરણ થમાળા, આદ ર, ૨૦૦૫.

Editor address:Paristi: An International Multidisciplinary Research Journal

Research Wings of 'ACT'

Dr. Ashish J. Dave, C / 102, Shirdinagar Society, Opp. Dharoi Colony, Visnagar -384315, Gujarat, India

Phone: +91 8905978001, +91 9428755933

E- mail: [email protected] [email protected],

Web: www.ashapuritrust.net.in

COPYRIGHT FORM / AGREEMENT

For the submission of the research paper

Title of the Paper

............................................................................................................................................

..............................................

Author(s): 1).................................... ............................................... ..........

2)....................................................................................................

I hereby declare, on behalf of myself and my co-authors (if any), that:

1. I / We have taken due to that the scientific knowledge and all other statements contained in the research paper

conform to true facts and authentic formula and will not , if followed precisely, be detrimental to the user.

2. No responsibility is assumed by and the publisher of , its staff or members of editorial board forParisti Paristi

any injury and/or damage to property as a matter of products liability, negligence or otherwise , or from any use

or operation of any methods, advertisements or ideas contained in a publication by and the publisher ofParisti

Paristi.

3. I / We permit the adaptation, preparation of derivative works, oral presentation or distribution, along with the

commercial application of the work.

4. The research paper contains no such material that may be unlawful, defamatory, or which would, if published, in

any way whatsoever, violate the terms and conditions as laid down in the agreement.

5. The research paper submitted is an original work of mine/ours and has neither been published in any other peer-

reviewed journal nor is under consideration for publication by any other journal. Also, the research paper does

not contravene any existing copyright or any other third party rights.

6. I am / We are the sole author(S) of the research paper and maintain the authority to enter into this agreement and

the granting of rights to the publisher of , India does not infringe any clause of this agreement.Paristi

COPYRIGHT TRANSFER

Copyright to the above work (including without limitation, the right to publish the work in whole, or in part , or in

any and all forms ) is hereby transferred to and the publisher of , , to ensure widestParisti Paristi Visnagar, india

dissemination and protection against infringement. No proprietary right other than copyright is proclaimed by

Paristi Paristi Under the following conditions Attributionand the publisher of . : (i) The services of the original

author must be acknowledged: (ii) in case of refuse or distribution , the agreement conditions must be clarified to the

user of this work; (iii)Any of these conditions can be ignored on the consent of the author.

SIGN HERE FOR COPYRIGHT TRANSFER: I hereby certify that I am authorized to sign this document and

have made no changes to the current valid document supplied and the Publisher ofby Paristi Paristi.

Title/Designations(s) : ................................................................................................

Original signature(s) (in ink) : ..........................................................................................

Date : .........................................................................................

Name : ..........................................................................................

Mailing address : ...........................................................................................

...........................................................................................

Tele / Mob : ............................. E-mail: ...............................................

( Fill this form, scan & email with paper)Note:

ISSN: 2454-2822

Printed and Published by Dr. Ashish Dave on behalf of Shree Ashapuri Charitable

Trust, Chuda Ashapuri Nivas, Shukla Street, CHUDA-363410. (Gujarat)

From Admin. Off : C/102, Shirdinagar, Opp. Dharoi colony, Visnagar-384315.

ISSN: 2454-2822

an international multidisciplinary research...

Documents