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INTERNATIONAL JOURNAL OF EDUCATIONAL ASPECTS, MANAGEMENT STUDIES AND APPLIED SCIENCES VOLUME - 3 ISSUE – 12 AUG-OCT ‘ 2015

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IJEAMSAS

TECHNOLOGICAL EMINENCE AND SOCIAL IMPINGEMENT

* DR. V.VIJAY DURGA PRASAD

Abstract :

Technology plays a vital role in every sphere of life. Technology runs in the veins of

society. It is the fuel that drives our lives. It is an integral part of daily life. Society has

always been impacted by technology. Each invention has affected how people relate to

one another and how cultures have expanded or ended. Many nations have succeeded

in building great infrastructure and achieving stupendous progress due to development

of advanced technology. Technological progress has proved to be vital in the fields of

business, education as well as health care, defense. Technological advancement has

helped to introduce many positive changes in the educational sector. New methods of

learning and teaching have made the process simple and more interesting. The advent

of technology has deeply impacted the educational scenario of the world. Advanced

technology in the world have totally changed the way businesses function. Importance

of technology in health care sector has helped to develop many ways of diagnosing

dangerous diseases. The vaccinations, drugs and medicines developed with great

amount of research have helped to save the life of millions of people across the globe.

To maintain the peace, a nation should be very powerful on the defence front. This is

possible only due to improvement in technology of army weapons, missiles, fighter

planes, choppers and nuclear power. Considering the pace at which technology is

advancing, it has become necessary to understand the importance of technology so that

we can keep up with the racing time. Technology plays a vital role in human lives. It is

an absolute need which we can’t get away from. Therefore, whenever the effects of the

use of technology on humanity are considered, the entire human race, as a whole is to

be considered. This paper focuses mainly on the technological importance and its

impact on the society.

Key words : Technology, eminence, education, business, health, defense, environment,

society, communication, knowledge, advancement, impact.

Introduction :

Technology is binding the world of work and the world of home in ways that

redefine what is means to be in each. Some changes are dramatic, others are subtle, but

the changes are experienced in the mundane activities of everyday life. Technology runs

in the veins of society. It is the fuel that drives our lives in the present age. It has

become an integral part of daily life. It has brought in definite benefits to the society. It

has brought luxury in life of the common man. The automation technology has saved

human effort and time to a large extent. It has brought distant places closer and


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complex information into simplified information access. There are many important

areas, where technology has brought about a positive change. Therefore, whenever the

effects of the use of technology on humanity are considered, the entire human race, as a

whole is to be considered.

Eminence of Technology :

Man has worked hard to improve technology consistently to do various tasks fast

and effectively. Many nations have succeeded in building great infrastructure and

achieving stupendous progress due to development of advanced technology before the

other nations. Today, every nation strives to get the latest technology for the benefit of

its citizens. Technological progress has proved to be vital in the fields of business,

education as well as health care.

In Education :

Technological advancement has helped to introduce many positive changes in the

educational sector. New methods of learning and teaching have made the process

simple and more interesting. Computer technology in schools and colleges has helped to

explain the subjects’ properly in detail and this has reflected in the overall performance

of the students. The Internet technology has been a revolution for the educational sector

as it is an ocean of information. Students can search for the concepts which they learn in

the books on the Internet and find out more information on the same. This will increase

the depth of their knowledge. Distance learning programs have become possible only

because of the Internet. Students who cannot attend colleges due to financial reasons or

sue to travelling problems can sit at home and study using the online learning methods.

Many examinations in the present days are conducted online thus helping to bring in

more feasibility and transparency in the scoring system and complete the tests quickly.

The slide shows meant especially for students, are of a great way in learning things.

Importance of technology in physical education cannot be sidelined.

In Business :

Advanced technology in the world have totally changed the way businesses

function. Machines have helped product manufacturing companies to produce quality

products at low cost and in huge quantities. This has increased their total turnover and

also the profit margins. Due to the growing demand, the companies are hiring

employees on a large scale thus reducing the number of unemployed people

substantially. The various software packages available and developed by software

giants have made day to day working of firms belonging to all sectors very easy and

highly professional. Technology has also helped to reduce losses and meet the security

demands of business houses. Development in the communication and telecoms sector

http://www.buzzle.com/articles/schools/

http://www.buzzle.com/articles/internet-technology/


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has helped business houses stay connected at any given time, thus increasing their

efficiency to a great extent. Maintaining the important records of things related to the

business has become easy due to the accounting software available in the market.

Technology has paved the way to help the businessmen to make business transactions

and payments online with various firms of distant places in a more secured way at

convenience.

In Health Care :

Importance of technology in health care sector has helped to develop many ways of

diagnosing dangerous diseases. The vaccinations, drugs and medicines developed with

great amount of research have helped to save the life of millions of people across the

globe. This has increased the survival rate in all parts of the world. The building of hi-

tech hospitals, clinics and health care centres equipped with all modern amenities has

improved the business scope of companies operating in the health care field. The

invention of devices and technologies for the diagnosis of various diseases and

disorders has helped many patients to get the best possible treatment at the right time,

thus saving many lives. Technological advancement in field of medicine has helped

many patients to prevent many dangerous diseases and to maintain good health.

In Defense :

Peace and stability are essential for the progress of any nation. To maintain this

peace, a nation should be very powerful on the defense front. It should have the ability

to protect its land from foreign invasions. This is possible only due to improvement in

technology of army weapons, missiles, fighter planes, choppers and nuclear power.

Making the defense system hi-tech is possible only by replacing the weapons working

on old technology with the new ones. History opine that the nations having advanced

defense equipment can only emerge victory in wars and hence it has become

imperative for all countries to increase their naval, military and air force strength.

However, the use of this technology should be done for self defense purpose and not for

destruction of life.

In Environment :

Our environment is unique in its ability to sustain life forms. Human evolution and

the development of technology have empowered every aspect of our lives. The onus is

on us now to use this technology to help the environment. As a result of indiscriminate

use of natural resources and development of artificial substances like plastic, we have

already filled the land and air with numerous pollutants. The climate change that the

planet is facing is a serious challenge to its ability to sustain life. Technological

innovation that has enhanced communication and connectivity to even the most remote


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corners of the world needs to be tapped as a panacea. The solutions are at hand, waiting

to prove potential and the faster we address modification of human behaviour, better

the chances for an improved quality of life.

Modern technology has come up with unique features:

Instant access to information.

Globalization of resources due to collaborative effort.

Communication at a click.

Bulk processing without human intervention.

Common rostrum for debate, deliberation and problem-solving.

Each of these features facilitates a number of related proponents. Application to

optimize this power is in our hands. We need to drastically change our consumption

habits, especially the way and extent to which we use and abuse the available resources.

Technology can be used to monitor and facilitate:

Environment friendly, solid chemical disposal systems.

Energy-intensive home and work environment.

Energy efficiency, from the kitchen to the desktop.

Vehicles that run on 'green' fuel, hybrids and popular designs.

Preventing carbon intensive paper production and encroaching upon 'green' space.

'Green' living; adopting a lifestyle that accommodates solar, wind and renewable

sources of energy.

Climate controlled buildings with construction designs to harness the forces of the

elements.

The above possible changes are critical to our survival. Technology and research

can help us to manage and monitor energy consumption. This in turn will reduce the

risks associated with a depleted ozone layer, health hazards that plague our lifestyles

and even carbon footprint. Modern technology has the power to take the form of small

gadgetry to contain the flow of water, electricity and fuel. This helps to enforce the

realization even upon those who refuse to foresee the drastic outcome. Today, a

number of technologically driven applications are being sorted to promote energy

savings. The 'automated' feature of technology allows us to locate important data and

use it for global profitability. We can put technology to use in areas of manufacturing

and processing. This will enable us to check on energy efficiency and control demand.

Even as we meet costs of technology, we can make it worth our while by using the

resource to raise energy efficiency and the quality of interaction between the man and

the atmosphere. Equipment to monitor light, carbon dioxide and humidity levels can be

http://www.buzzle.com/articles/electricity/

http://www.buzzle.com/articles/fuel/


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solar powered to tap vital environmental changes and specific measurements. Network-

sensors and live webcams can be used to record important data and make near-accurate

assumptions for the future. Radar remote sensing technology is capable of amazing

feats. It could be used to monitor and help human resources to intervene forest

degradation and carbon emission. . Tidal energy can be used to empower the energy

requirement, without further disturbing the delicate balance of nature.

Impingement of Technology on Society :

Society has always been impacted by technology. Each invention has affected how

people relate to one another and how cultures have expanded or ended. Technology

impacts how cities grow, where people live, and who owns what. Technologies are the

reason a few people are very rich, that people are more social, and that teaching and

learning is changing. We are at a crucial time in history where educators can make a

difference in how our students interact with one another and make a place for

themselves in society. Historical Perspective People developed a language so they could

communicate and learn from elders through their experiences. They invented tools for

agriculture, to build homes, and to create weapons for hunting and protection.

Civilizations have been impacted by natural disasters, encroachment from other

civilizations, and from problems within their own community.

Positive Effects of Technology on Society :

Technology runs in the veins of society. It is the fuel that drives our lives. It is an

integral part of daily life. It has definitely benefited society. It has brought luxury in the

life of the common man. The automation brought about by technology has saved human

effort and time to a large extent. It has brought distant places closer and simplified

information access. Let us observe some of the important areas, where technology has

brought about a positive change.

Communications :

Technology has revolutionized communication. Communication systems have

evolved from pigeons carrying messages across countries, right up to emails and instant

messages that travel long distances in seconds. Cellular technology and satellite

communication has taken the place of the conventional landline connections. Computer

networking has facilitated an easy exchange of information across the globe. The

Internet has turned out being an excellent communication platform. As technology is

available to more people, it created a more unified world. Today, communications helps

us to talk to our friends and relatives across the world, know about the current events

instantly. The way we communicate has been changed forever by technology. Cell

http://www.buzzle.com/articles/live-web-cams/


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phones not only connect us with voice, but also connect us through text messages.

Through mobile internet we can read news, no matter where we are. The cell phone can

also receive and send e-mail that has become extremely beneficial to the business

world. Technology has greatly advanced in this aspect of life making the world a

tighter nit community where anybody and almost anybody can communicate with each

other. As technology has advanced and become more affordable and accessible, the

people of the world can now be more educated. Satellite communication has brought

about a positive change to the entertainment industry. Channels from all over the world

are now available on television sets in the nooks and corners of the world. Television

shows and films in different parts of the world can reach the masses within minutes

after their release. Radio communication has made it possible to broadcast programs

that can reach to radios in the remotest households.

Business :

Not only has communications been forever changed by technology, but the business

world has also been changed greatly due a lot to the communications change. As

technology has developed over the years, the average business person is no long

"chained" to the desk as they once were in the past. This is due to a few technological

advances such as the laptop, the cell phone and inevitably a combination of the two

with smart phones. The laptop has allowed business workers the freedom of being able

to work away from the desk. As well with the internet, laptops have integrated Wi-Fi

which a user can connect to a wireless network and be connected immediately to the

World Wide Web. Today there are even EDGE network where one can have broadband

access to the internet as long as there is a cellular signal. Cell phones now allow people

to stay in constant contact with fellow co-workers, bosses and clients. Technological

companies have forever changed the business world with a hand held devices that not

only allows you to make calls, but also stay connected to the office with writing and

receiving e-mail, and mobile internet. As we see today, the business world has been

forever changed in the way business is taken care. Technology has changed the way

tasks are done and will continue to change the future.

Education :

Technology plays a vital role in every sphere of life and education is no exception.

The advent of technology has deeply impacted the educational scenario of the world.

Computers and the Internet technology have revolutionized the field of education. The

importance of technology in schools cannot be ignored. In fact, with the onset

of computers in education, it has become easier for the teachers to render knowledge and

for the students to grasp it. The computer technology is used to add a fun-element to

http://www.buzzle.com/articles/radios/

http://www.cingular.com/sbusiness/edge

http://www.buzzle.com/articles/internet-technology/

http://www.buzzle.com/articles/importance-of-technology-in-schools.html

http://www.buzzle.com/articles/role-of-computers-in-education.html

http://www.buzzle.com/articles/how-has-computer-technology-affected-our-lives.html


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education. The Internet has endowed education with interactivity. The computers offer

an interactive audio-visual media. PowerPoint presentations and animation software

can be used to render information to the students in an interactive manner. The visual

effects provided by the animation and presentation software result in inviting greater

interest from the students. Overhead projectors and screens facilitate a simultaneous

viewing of information by a large number of students. These audio-visual teaching aids

have brought about marked improvements in student attendance and attentiveness.

Interactive media have proven to be useful in enhancing the concentration levels of

students. This underlines the importance of computer teaching against textbooks. The

web is a huge information base. The Internet can be used an effective tool for acquiring

knowledge. Students can use the Internet to gain all additional information they need to

enhance their knowledge base. Today, computer education is a part of school and college

curricula. Online education and distance learning have given a new dimension to the

field of education and higher learning. Today, students do not necessarily need to be

physically present in classrooms. Many educational institutes offer online courses to

their students. Most of the schools and colleges offer online assignment submission

facilities. Students can submit their homework and test assignments through the

Internet. Many universities offer online education programs wherein the students can

interact with their teachers over the web, access reference material from the University

website and obtain degrees online. The importance of science and technology in education

cannot be stressed enough. The introduction of technology in the educational field has

made the process of learning and knowledge sharing, an interactive and fun-filled

activity.

Industry :

Technology has automated many of the critical processes in the industry as well the

household. The electronic gadgets that have entered the homes of the common man

have saved him from the daily household work. The automobile industry and

technology are almost interwoven. Times have witnessed this industry evolve from

mechanical scooters to automated aircrafts. Animals were the only modes of transport

in the olden days. Technology was the driving force behind the creation and design of

the modern-day automobiles. Machines have automated many of the crucial industrial

processes. Machines are now taking up many of the mundane jobs that were once

executed by human workers. Technology has evolved to an extent where machines can

perform tasks that are physically inaccessible to man. The use of advanced technologies

like robotics and artificial intelligence has proved helpful in life-risking tasks like

mining and space exploration. Computers can store, organize and manage huge

http://www.buzzle.com/articles/textbooks-versus-computer-teaching.html

http://www.buzzle.com/articles/importance-of-computer-education.html

http://www.buzzle.com/articles/online-education/

http://www.buzzle.com/articles/online-degree-programs/

http://www.buzzle.com/articles/importance-of-science-and-technology.html


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amounts of data. They can process large amounts of information. Computers have given

rise to the software industry, one of the most progressive industries of the world. The

Internet that seeded from the computer networking concepts is the most effective

communication platform and the largest information base existing today. The Internet

has brought an important positive change to the entertainment and advertising industry.

Advertisements can reach the masses within seconds over the Internet. The

entertainment media has progressed only because of the advancements in technology.

The digitization of information has made it possible for us to store it in a compact form.

Digitization enriches the quality of information storage. Digital voice and digital images

are of a higher quality. Digital cameras and digital television provide their users with an

enriched picture quality, thus bettering their experience with technology.

Conclusion :

Considering the pace at which technology is advancing, it has become necessary to

understand the importance of technology so that we can keep up with the racing time.

Technology has become important in the fast life of today. It is technology, which has

sped up our lives; it is technology, which has brought distant locations closer and made

the world a smaller place to live. Technology is a boundless horizon consisting of

myriad fields, from the environmental conditions to the governance issue, affecting

millions across the globe. Technology affects every living soul, directly or indirectly. If

the rampant use of pollutants in the industrial world increases rapidly, so does the

negative environmental effects, which impacts agricultural production in the most

remote corners of the planet. Thus, a person may or may not be using technology

directly, but the effect of its use is evident, even in case of no use, by many people.

Therefore, whenever the effects of the use of technology on humanity are considered,

the entire human race, as a whole is to be considered. Although, various sections of

society are affected in various ways, modifications in the lifestyle of every associated

being are to be reviewed. From the invention of the simplest of human accessory, like

clothing to the most complex research, such as the human genome project, there is no

area of human activity that is out of bounds for technological intervention. Speaking

positively, technology has paved the way to do the things better and continued its attempts to

make our way of life easier for future generations to come.

References :

Technology and Social Change: The Effects on Family and Community-COSSA

Congressional Seminar, June 19, 1998 by Dr. J.A. English-Lueck

http://www.buzzle.com/articles/computer-networking/

http://www.buzzle.com/articles/advertising/

http://www.buzzle.com/articles/digital-cameras/

http://www.buzzle.com/articles/digital-tv/


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Mobile Technologies for Social Transformation Peter Holt, Nimbus Consulting Ltd –

Sept 2010

www. buzzle.com/articles/ positive – effects –of- technology.html.

http://importanceoftechnology.net/142/the-growing-importance-of-technology

http://ezinearticles.com/?The-Importance-of-Technology-in-Our-Daily-

Lives&id=2218150

http://www.inkingrey.com/article/322/the-importance-of-modern-technology

http://goofisblog.com/why-technology-is-important-in-education/

http://importanceoftechnology.net/142/the-growing-importance-of-technology

http://ezinearticles.com/?The-Importance-of-Technology-in-Our-Daily-Lives&id=2218150

http://ezinearticles.com/?The-Importance-of-Technology-in-Our-Daily-Lives&id=2218150

http://www.inkingrey.com/article/322/the-importance-of-modern-technology


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REQUISITE TRAITS OF AN EFFECTIVE TEACHER IN

CONTEMPORARY EDUCATION

* V. RAMA KRISHNA

The destiny of India is being shaped in their class rooms is the first sentence of

unique historical document of the education 1964-66, education and national

development Report is stressing the significance of teacher in teaching learning

process. Education aims to train the future citizen. At the same time, it determines the

shape of future society. The values of such definitions depend on the character and

competence of the teacher, who is the backbone of the system. Teachers can usher in

unfathomable process, prosperity and real sense of life to human beings all over the

worlds is indicating the importance of teacher. Further to quote Mr. T.S. Avinoshlingam

a Former Education Minister of Madras “The best scheme of Education can become a

bad scheme if the teacher handling it are bad, even so, bad scheme can its practice be

made a good one if the teachers are good”.

Key words: Effective, optimistic, patriotism, mental health, High energy, sense of humour,

Authenticity, Love of learning.

Introduction :

Will motto defined education as the apprenticeship of human life. Teachers is the

king pin in the education process the role of primary teacher is quite prominent as he

has to layout strong foundations for the edifice of effective education. Teacher’s role is

pivotal in arousing enthusiasm and inspiring child for learning and for the sharpening

of child’s intelligence and wisdom. How an individual learns effectively, evidently

depends upon the ideal educative process, which is imparted in an effective school.

How a school performs efficiently depends upon the performance and the concern of

the teacher to enhance school effectiveness, teacher’s commitment, lavation and

dedication is really count a lot. Quality, commitment, character and competence of

teachers are undoubtedly the most significant factors which make them reputed

dignitaries in society.

Objective & Methodology :

The aim of the Article is to analyse the teacher qualities; what type of qualities

of teacher need in present education system and describe the qualities of effective

teacher in contemporary education system in India. I have followed both analytical and

descriptive methods.


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Role of the Teacher :

Education is the apprenticeship of human life, as aptly quoted by will motto and in

the education process the teacher occupies pivotal role in making the children learn.

The teacher personality is desired to be compelling, his method should be effective, his

life should be a dedicated mission and he should feel his work as worship. Teachers in

the idea of Kellen are custodians of the Nations human capital, the guardians of Nations

youth, helpers of nations most precious treasure ‘how a teacher teaches in the class

room matters as much as re even more than “what a teacher. The teacher will be

effective if he loves teachings, should affection towards children, and respects his

profession. Thus the key some in the education edifice is doubtless, the teacher.

The teacher qualities like sincerity and sobriety have great impact on behaviour of

students. Inspire of being placed on the highest in Society as the torch bearers and real

lamp of lighters, in recent years probably no other professional group has been

criticized so vehemently or as frequently as the teaching community whenever there is

a decline of percentages in public examinations. Society looks upon the teaching

communities as mercenary, unprofessional, Irresponsible and lacking dedication and

commitment

Qualities of an effective teacher :

The teacher is expected to be somewhat an ideal person because of the influence

that he exercises on the minds of the growing generation. The teachers conduct must

be exemplary; his example is catching for his pupils. A teacher, therefore, must have

certain qualities that will contribute to her/his professional success.

The good teacher must enlighten by his example, show wisdom in his discourse and

restraint by his silence; he must help the willing with a welcoming encouragement,

overcome the recalcitrant with a patient determination and check the exhibitionist with

a reasonable superciliousness. What he stand for, important for all times, is of

paramount importance in the deepening blackout of spiritual and intellectual values by

which our age is oppressed’ – C.E.M. Joad.

One of the most comprehensive summaries of the qualities essential to success in

teaching was presented by charters and maps. They listed out the requite qualities to e

possessed by an effective teacher.

They are –

Adaptability

Attractiveness, Personal appearance

Breadth of interest / Interest in community, profession and in pupils


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Carefulness (accuracy, definiteness, thoroughness)

Consideration (appreciativeness, courtesy, kindness, sympathy and usefulness)

Co-operation (Helpfulness, loyalty)

Dependability (Consistency)

Enthusiasm (Alertness, animation, inspiration, spontaneity)

Fluency

Forcefulness (courage, decisiveness, firmness, independence, Purposefulness)

Good judgment (direction, foresight, insight, intelligence)

Health

Honesty

Industry (Patience)

Leadership (initiative, self-confidence)

Magnetism (approachability, cheerfulness, optimism, Pleasantness, sense of

humour, sociability, pleasing voice, witness)

Neatness

Open-mindedness.

Originality (Imaginativeness, resourcefulness)

Progressiveness (ambition)

Promptness (Dispatch punctuality)

Refinement (Conventionality, good taste, modesty, morality, simplicity)

Scholarship (intellectual)

Self-control (Calmness, dignity, poise, reserve, sobriety) and

It is essential, therefore that his personal example is as dominant as a part in

educating children as his technical competence. The education of his pupils begins with

the teachers’ conduct in the class with his attitude to the pupils. He has to be always on

guard and the greater the degree of temperance, so briefly, balance, sociability, vitality

and enthusiasm that he displays, the greater is the amount of respect he can command.

Requisite traits of an effective teacher :

The requisite traits of an effective teacher identified by various Research studies

are given as follows:

Mastery of the subject matter.

Proper Professional Training

Love for the Profession.

Love for Children.

Knowledge of Psychology


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Good Conduct

Honesty, Politeness and Sincerity

Patience and Tolerance.

Optimistic outlook

Sense of humour

Patriotism.

A Friend, Philosopher and Guide

Physical and Mental Health

Sympathy.

Preparation for Classroom Teaching

High Energy

Authenticity

Love of Learning

A Brief Description of above qualities :

The teacher is expected to be somewhat an ideal person because of the influence

that he exercises on the minds of the growing generation. The teacher’s conduct must

be ideal as his example is catching for his pupils. A teacher, therefore, must have

certain qualities that will contribute to her / his professional success.

Mastery of the subject Matter :

A good teacher must have a thorough understanding of his subject. Only then he

can win the confidence and respect of his pupils. He must have thirst for learning.

Lifelong learning should be his motto. His mind should not be a closed book. He should

keep himself abreast of the present by day trends and changes. He must enrich his

professional competence by reading educational journals and magazines and by

participating actively in service training courses.

Proper Professional Training :

Teaching is a specialized job and not every body’s cup of tea. For effective teaching

proper professional training is very essential. The teacher must know the effective

methods of teaching subject, class room management and ways and means of capturing

the interests of the pupils. His success as a teacher will largely depend on the type of

training that he gets in the training college.

Love for the profession :

The teacher who has no interest in his job will not be able to adjust in this

profession the real teacher should not love the profession but also proud to be a

member of teaching faculty. The person who intends to join the teaching profession


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must have faith in it. The teacher with love and devotion alone can achieve success in

the profession.

Love for children :

The teacher who does not love children has no place in the school with love and

affection a teacher can win the confidence of pupils and help to solve their problems. A

smile on the face of the teacher gives a lot of encouragement to the pupils.

Knowledge of psychology :

The teacher with a sound basic knowledge of psychology will be able to understand

and appreciate the various problems of children. This will enable the teacher to take in

to consideration the individual differences as regards the capacity to acquire

knowledge, pace of learning, tastes, interests and aptitudes and also handle slow

learners properly.

Good conduct :-

In order to enable his students to acquire good habits, it is important to the teacher

to serve as a model worth emulating. He must practice what he preaches. John Ruskin

has very aptly remarked “Education does not mean teaching people what they do not

know. It means teaching elm to behave as they do not behave”.

Honesty, politeness and sincerity :

An honest teacher goes to the class-room punctually. He prepares his lessons

honestly. He is always sincere in his work. He does not pose or bluff. He is always

polite and welcomes his pupils and removes their difficulties without being enraged or

rude.

Patience and tolerance :

A good teacher should never lose his patience in the classroom, if he has to repeat

the instruction many times. He must adjust himself to the level of the class. Minor

faults committed by students should be ignored and tolerated.

Optimistic outlook :

A teacher should never be hasty to come to the conclusion that a particular student

can never make any improvement with an optimistic outlook in life. The teacher should

have faith in the potentiality of the child. A little encouragement given by him may

bring about good change in the progress of the child.

Sense of humour :

A final vital characteristic of effective teaching pinpointed by respondents in the

study was having a sense of humour. Learning should be fun; nothing is fun; nothing

conveys this message more than a room that is filled with spontaneous laughter. John


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Varga summarizes the importance of this characteristic in teaching: “All children ask is

that we love them and respect them and be willing to laugh when it’s funny ....Even

when the joke’s on us. A good teacher never loses and opportunity to eliminate the

tense situation in the class by his humorous remarks Suppressed feeling find an outlet

when the students get a chance to laugh. Humour makes the students more active and

helps in commanding their attention. The teacher who keeps his class lively enjoys

more respect and affection of the students than the one who always inflicts sermons on

them.

Patriotism :

The teacher should develop the sense of patriotism among his students. He must

not subscribe to the narrow outlook of a particular caste, creed, Sex, religion or

regionalism. He must encourage group activities so that the individual learns to

sacrifice his personal interests to develop fellow feeling. The teacher himself must set

an example of being free from prejudices and biased options Superstitions and bad

traditions.

Sympathy :

The attitude of a good teacher is that of sympathetic and understanding. He tries to

understand the short comings and limitations of his students. He helps them at the right

time, at the right place and in the right way.

Friend, Philosopher and a guide :

A good teacher is not only a friend of his student, but he is also a guide. Teaching is

nothing but guiding learning. Besides he has to guide the conduct of his pupils. His

example is perhaps better than his precept.

Physical and Mental health :

A good teacher should have good physical and mental health. A teacher who often

complains of headaches, gets easily tired, frequently becomes the victim of changing

health will not be able to justify his/her job. Hence, he/she should maintain good

health. Mental health is equally important. It has been established that a teacher faces

more failures on account of poor mental health than because of poor physical health.

The teacher who is cheerful and is not irritable by nature has brighter prospects of

becoming a successful teacher as compared with a person who is emotionally unstable

and mentally sick.

Preparation for class room teaching :

A teacher can do justice to his profession or job if he comes well prepared for the

class room teaching with through preparations before hand, the teacher can plan things

and present the matter systematically.


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High energy :

Though it may have more to do with temperament than disposition, many teachers

felt it important that teachers display high energy. Most children respond positively to

teachers with high energy levels, valuing their enthusiasm. As Linda Espinosa

observed, “The energy it takes to get up every day and work on behalf of young children

and families is enormous.”

Authenticity :

This is another frequently cited characteristic of effective teaching. Some

respondents referred to this attribute as “self-awareness”. Being authentic means

knowing who you are and what you stand for. It is what gives you integrity and

conviction. Young children are shrewd judges of character, they know whether a

teacher is authentic, and they respond accordingly.

Love of learning :

Respondents also singled out love of learning, to inspire children with a love of

learning. They said, teachers themselves ought to exhibit this characteristic Teachers

who are lifelong learners send children the message that learning is an important part

of life. Several participants felt that being an effective teacher involves seeking out

knowledge about recent research on teaching. Respondents in this study regard both

teaching and learning as dynamic processes.

Conclusion :

The article does, however, report what selected early childhood educators

themselves believe are important characteristics for doing their work effectively.

Reflecting on their practice, various childhood educators identified characteristics or

qualities they believe are integral to effective teaching. The resulting qualities include

i.e. 1.Mastery of the subject Matter. 2. Proper Professional Training. 3. Love for the

Profession. 4. Love for Children. 5. Knowledge of Psychology. 6. Good Conduct. 7.

Honesty, Politeness and Sincerity. 8. Patience and Tolerance. 9. Optimistic outlook. 10.

Sense of humour. 11. Patriotism. 12. Sympathy. 13. Being a Friend, Philosopher and

Guide. 14. Physical and Mental Health. 15. Preparation for Classroom teaching. Etc. A

Future research study could compare the findings. When enter in the teaching field the

teacher who must have above qualities.

Reference :

Ryam D.G. (1960) Characteristics of teachers “American council of Education

Washington – DCO.


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Johnson M. (1980) Effective teaching as perceived by teachers and principals in

selected Indians School corporations – Ball State University.

Adams C.M. & R.I. pierce (2004) – Characteristics of effective teaching in traditions

and innovations teaching at Ball State University.

Rayams (1964) “Teacher Effectiveness” Houghton driffilin company – Boston.

Sastry V.V.G. (1974) Philosophical and Sociological Foundation of Education,

Srikrishna Press, Kakinada.

Secondary Education Report.Jangira N.K. (1979) “Teacher Training and Teacher

effectiveness and experiment in teaching behaviour”, National Publishing house,

New Delhi.


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A STUDY ON ATTITUDE TOWARDS RELIGION AND PERSONALITY

AMONG B.ED TRAINEES

* S. RICHARD ** DR. K. CHINNAPPAN

Abstract :

The present study aims at identifying the relationship between Attitude towards

religion and Personality among B.Ed., trainees and significant difference between the

sub samples Sex, Locality and Parental Occupation in respect of their Attitude towards

religion and Personality among B.Ed., trainees. The investigator has randomly selected

124 students from six different Colleges of Education in Pondicherry as sample. The

scale ‘Attitude towards religion’ developed and standardized by the investigator and

‘Maudsley Personality Inventory’ were used in this study. Results reveal that there is

significant relationship between Attitude towards religion and Personality among B.Ed.,

trainees. Also results reveal significant difference in attitude towards religion and

personality among B.Ed., trainees, in the sub categories Sex, Locality and Parental

Occupation.

Introduction :

Education is a process of human enlightenment and empowerment for the

achievement of a better and higher quality of life. A sound and effective system of

education results in the unfolding of the learner’s potentialities, enlargement of their

competencies and transformation of their interests, attitudes and personality.

According to Gandhi, real education did not consist in packing the brain with

information, facts and figures or in passing examinations by reading the prescribed

number of books, but by developing the right attitude and personality.

Need of the study :

Personality factors were in fact being recognized, compared to cognitive factors

determining achievement and related behaviour. There had been a few studies which

tried to determine relationship between personality and academic achievement.

Among these studies, there are some which have reported a negative relationship

between personality factors and academic achievement, (George (1966), Jha (1970),

etc.,) whereas others have reported positive relationship between the two variables

(Abraham (1969), Pillai (1981) etc.,). Healthy development of the individual and his

personality may be regarded as one of the aims of education. Personality enters into at

least three aspects of education namely administration, instruction and achievement.

There are only poor numbers of studies in teacher education.

Those studies reveal that there is significant relationship between attitude and

personality of the teachers. It is not sufficient if the prospective teachers are


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empowered with knowledge and skills but they should have a better attitude and

personality which in turn influences their teaching competency. Attitude is developed

over a long period of experience and interaction with different objects or events. Hence

the present study attempts to assess the attitude of B.Ed trainees towards religion and

its relationship with their personality.

Significance of the study :

At present it becomes necessary to look into the issue (i.e.) relationship existing

between attitude towards religion and personality. One of the reasons for the

deteriorations in the educational field is the lack of attitude towards religion and

personality. If the relationship is established then it becomes possible to plan the

learning activities in an efficient way. Hence it becomes necessary to see the

possibilities and get a clear understanding of the relationship between these two

variables. With this in mind the present study has been planned.

Majority of the research studies focused on the teaching competence, teacher

attitude and evaluation of teacher education courses at primary and secondary level.

Very few studies are conducted on the relationship between attitude towards religion

and personality. The present study has been undertaken to fill this research gap.

Statement of the problem :

The problem taken up for the study is stated as “A STUDY ON ATTITUDE

TOWARDS RELIGION AND PERSONALITY AMONG B.ED TRAINEES”.

Objectives of the study :

To find out if there is any significant relationship between attitude towards religion

and personality among B.Ed trainees.

To find out the significant differences, if any, in the attitude towards religion of B.Ed

trainees in terms of the sub samples, namely, Sex, Locality, and Parental Occupation.

To find out the significant differences, if any, in the personality of B.Ed trainees in

terms of the sub samples, namely, Sex, Locality, and Parental Occupation.

Hypotheses of the study :

There is no significant relationship between Attitude towards religion and

Personality among B.Ed., trainees.

There is no significant difference in the mean scores of Attitude towards religion of

B.Ed trainees in terms of the sub samples.

There is no significant difference in the mean scores of Personality of B.Ed trainees

in terms of the sub samples.


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Hypotheses of the study :

Research Methodology :

The study adopts the normative survey method.

Sampling of the study :

The sample for investigation was selected randomly from a population of student

teachers studying in ten different colleges of Education in Pondichery. The sample

consists of 124 B.Ed., student teachers of both sexes male and female.

Research Tools :

For the present study the following tools were be used

Attitude towards Religion Scale prepared by the investigator and

Maudsley Personality Inventory.

Data Analysis :

The collected data were statistically examined through the following techniques:

Mean and Standard Deviation and

Correlational Analysis

Results and discussion :

In the present study, the investigator used mean and standard deviation and

correlational analysis to determine the relationship between the Attitude towards

religion and Personality among B.Ed trainees at the collegiate level.

The summary of the result of the relationship between Attitude towards religion and

Personality among B.Ed trainees is given in Figure 1.

Figure -1 CORRELATION BETWEEN ATTITUDE TOWARDS RELIGION AND PERSONALITY

AMONG B.ED TRAINEES

Variable N Correlation of

coefficient (r)

Significance

(at 0.05 level )

Attitude 124 0.2847 S

Personality 124

From Figure -1, it is observed that the correlation co-efficient calculated to be

0.2847, is greater than the table value. Hence, the research hypothesis is rejected. So,

there is significant relationship between Attitude towards religion and Personality

among B.Ed trainees.


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Figure -2 MEAN AND STANDARD DEVIATION OF THE ATTITUDE TOWARDS

RELIGION AND PERSONALITY AMONG B.ED TRAINEES IN TERMS OF SEX,

LOCALITY AND PARENTAL OCCUPATION

Variable Category Sub-

group

N Mean S.D ‘t’

value

Sig.level

( 0.05)

Attitude Sex Male

Female

56

68

217.9

219.3

12.73

12.56

2.539 S

Locality Urban

Rural

74

50

225.5

227.8

12.74

13.91

2.119 S

Parental

Occupation

Govt.

Private

48

76

209.9

219.7

13.12

12.11

1.358 NS

Personality Sex Male

Female

56

68

103.8

107.2

14.14

11.67

1.296 NS

Locality Urban

Rural

74

50

103.4

108.5

14.13

10.56

2.106 S

Parental

Occupation

Govt.

Private

48

76

208.1

217.3

12.87

12.63

2.134 S

From Figure-2, it is found that the calculated t-value is greater than the table value

at 0.05 level. So, there exists a significant difference in the mean scores in Attitude

towards religion between Male and Female and Urban and Rural B.Ed trainees. Also,

similar result is evinced in Personality between Urban and Rural and Government and

Private Parental occupation B.Ed trainees.

Major Findings Of The Study :

There exists a significant relationship between Attitude towards religion and

Personality among B.Ed trainees.

There exists a significant difference in the mean scores in Attitude towards religion

between Male and Female and Urban and Rural B.Ed trainees.

There exists a significant difference in the mean scores in Personality between

Urban and Rural and Government and Private parental occupation B.Ed trainees.

Educational Implications :

A few educational implications for the present study are as follows:

The results of the study have proved that the B. Ed trainees have moderate attitude

towards Religion and Extrovert personality type. Hence, it is recommended to

conduct a study at the high school level.

Students should be given orientation to change their attitude towards religion.


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The B.Ed training must focus more on the moral and emotional self-education of

teacher trainees and professional teachers, helping them to lead well-rounded lives

as integrated personal and professional beings.

Value education should be imparted in B.Ed Colleges.

Suggestions For Further Research :

In the light of the above findings of the study, further investigations in the following

areas can very well be suggested. The suggestions are as follows:

A large study may be carried out by considering different types of colleges.

A similar study may be carried out involving attitude with some other variables like

tolerance, intelligence etc.,

Study on attitude towards religion and Personality may be extended to other

education levels such as, the primary, higher secondary graduation, and post-

graduation stages.

Reference :

Francis, Leslie J.; Quesnell, Michael; Lewis, Christopher A. (2010).Personality

and Religion among Secondary School Pupils in the Czech Republic.Research in

Education.v84 n1 p54-64.

Kennedy, Paul; Reid, Malcolm (2005).Attitudes toward Religious Diversity among

American Exemplars of Christian Virtue.Journal of Beliefs & Values.V26 n3 p233-247.

Klimova, S. M.; Martynova, G. V. (2009).College Students' Attitudes toward

Religion.Russian Education and Society. v51 n6 p80-89.

Knauth, Thorsten and Kors, Anna (2011).The "Contextual Setting Approach": A

Contribution to Understanding How Young People View and Experience Religion and

Education in Europe.British Journal of Religious Education.V33 n2 p209-223.

Lebedev, S. D. (2008).Students' Attitudes toward Religion. Russian Education and

Society.V50 n8 p71-90.

Paul T. Costa, Jr. and Robert R. McCrae (1995). Journal of personality assessment.

Domains and Facets: Hierarchical Personality Assessment Using the Revised NEO

Personality Inventory. 64(1), 21-50.

Village, Andrew; Francis, Leslie J.; Brockett, Adrian (2011). Religious Affect

among Adolescents in a Multi-Faith Society: The Role of Personality and Religious

Identity. Journal of Beliefs & Values, v32 n3 p295-301.


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INFLUENCE OF HOME ENVIRONMENT ON ACADEMIC ACHIEVEMENT OF

SECONDARY SCHOOL STUDENTS IN PUDUCHERRY REGION

* M.MARIA LUIS ** DR. R.VENKATESWARAN

Abstract :

Learning takes place through the interaction of learner with his environment. Only

in a favorable environment, the learner gets maximum concentration in his learning.

Learning of a child starts from home itself. Home environment has great impact in the

learning process of the child. Only a favorable environment can produce better learning

in students. Academic achievement is the end product of all educational endeavors. The

main concern of all educational efforts is to see that the learner achieves after exploring

the concept of achievement in the cognitive, affective and psychomotor aspect of

human behavior. This study mainly focuses on Home Environment and academic

achievement. Normative survey method was used and the sample was 100 secondary

school students. Stratified sampling technique was used. The statistical technique used

was correlation and t test. The findings showed that there was positive correlation

between Home Environment and Academic Achievement of secondary school students.

1.0 Introduction :

Home environment plays a major role in the mental and social development of the

child. Among the social groups that nurture a human being, family plays the most

important role; especially, the behavior patterns of parents clearly affect the child's

personality. If deprivation and shocking experiences occur during a child’s growth, they

deeply affect his mental makeup. The family itself plays the main role in the

development of children. Each family has its own method handling the child, we can call

it the ‘method of maintenance’ in psychological pursuit it called ‘Authority’ and thus this

type of authority emphasizes the development of children. Parental involvement makes

a positive contribution to children’s educational achievement. Family factors play an

important role in influencing the psychosocial adjustment, particularly the positive

mental health, the students with high home environment have higher level of reasoning

ability in comparison to one’s having low home environment. Home environment is the

most important institution for the existence and continuance of human life and the

development of various personality traits. An ideal home environment is one where

there is proper reward to strengthen the desired behavior, a keen interest in and love

for the child, provision of opportunities to express its views freely, where parents put

less restrictions to discipline the child, not preventing the child from acting

independently and not continuing infantile care, optimum use of physical and affective


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punishment, where the children are not compelled to act according to parental desires

and expectations.

Achievement has been defined as, “A task oriented behavior that allows the

individual’s performance to be evaluated according to some internally or externally

imposed criterion, that involves the individual in competing with others, or that

otherwise involves some standard of excellence family environments were much more

important than school environment influencing adolescent aspiration. The contact

between the parents, teachers and students makes a lot of impact in the academic

performance of the students. The primary environment of a student is the home and it

stands to exert tremendous impact on the students’ achievements. Moreover, the home

is the primary agent of education in the child. Thus, the way the child lives, the food

he/she eats and his/her life style is influenced by the home. The type of family system

the child is exposed to could influence his academic achievement in school. Academic

success of a child depends on what parents do at home.

2.0 Review Of Literature :

Singh Shailendra (2013) conducted a study on impact of family environment on

Academic Achievement of Secondary School Science students. It is concluded from the

study that School performance of secondary school children has been found to have

significant and positive relationship with children's perception of overall family

environment and its four dimensions viz. Achievement orientation, Cognitive

stimulation, Recreational Orientation and Home structure.

Sunitha N.H. and Khadi P.B. (2007) conducted a study on the academic learning

environment of students from English and Kannada medium high schools. The results

showed that, higher proportion of unaided school students had high level of school

learning environment than aided school students. Students of unaided schools had

significantly better facilities in school and had better method of teaching than students

from aided school. There was a positive non- significant relationship between home

learning environment and school learning environment and academic achievement

among high school students.

Yadav G.L and Yadav Priti Lata (2006) studied on parent child relationship and

academic achievement of the students of D.ED class of Education Colleges in Rawari

District. The study reported that there is significant difference between parent child

relation with boys and girls in total as well as when viewed separately considering their

rural and urban backgrounds among different permutations. When academic

achievement of boys and girls is matched with the parent child relationship with boys is


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statistically different from those of the girls whereas academic achievement of boys and

girls depend upon the parent child relationship.

3.0 Need And Scope Of The Study :

The home is regarded as the best environment for the young child. The home

should produce and provide affectionate and happy life in which the fundamental needs

of the children and adults are given due consideration and in which desirable

behavioral patterns of the young are designed and inculcated. It is an urgent need to

evaluate the academic achievement of the secondary school children which depends on

their good home environment also. A positive home environment is in general expected

to lead to good academic achievement. There are various factors such as locality,

gender, type of school, medium of instruction and religion need to be studied using

valid research to tools to validate the information.

4.0 Objectives Of The Study :

To find out the significant relationship between Home Environment and Academic

Achievement of Secondary School Students.

5.0 Hypothesis Of The Study :

There is no significant difference between secondary school students towards

Home Environment with respect to their Gender.


Home Environment with respect to their Locality.


Home Environment with respect to their Family Occupation.


Home Environment with respect to their Parents’ Qualification.


Academic Achievement with respect to their Gender.


Academic Achievement with respect to their Locality.


Academic Achievement with respect to their Family Occupation.


Academic Achievement with respect to their Parents Qualification.

There is no significant relationship between Home Environment and Academic

Achievement of secondary school students.


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6.0 Methodology :

6.1 Sampling :

The investigator has adopted survey method for this study. Population for this

study was 100 secondary school students studying in IX standard at Puducherry

Region.

6.2 Tools Used :

Home Environment Scale and Academic Achievement test developed by the

investigator were used for the data collection. Content validity was found through

educational experts and reliability of the tool was found through test-retest method.

The reliability of Home Environment Scale and Academic Achievement Test were found

to be 0.80 and 0.78 respectively.

7.0 Data Analysis :

Mean , SD and ‘t’ test were computed to know the significant difference between the

means of the different sub-groups in terms of Gender , Locality , Family Occupation and

Parents Qualification. Correlation study was done to find out the significant relationship

between Home Environment and Academic Achievement of secondary school students.

TABLE 1 DIFFERENCE IN HOME ENVIRONMENT OF SECONDARY SCHOOL

STUDENTS BASED ON DEMOGRAPHIC VARIABLES

Variables Sub

variables N Mean SD ‘t’ Result

Gender Male 48 132.75 15.14

0.11 NS Female 52 133.19 12.98

Locality Rural 68 130.97 14.08

1.55 NS Urban 32 137.25 12.95

Family

Occupation

Governmen

t

22 139.18 12.37 1.83 NS

Private 78 131.23 13.97

Parents

Qualification

Illiterate 82 133.29 13.54 0.29 NS

Literate 18 131.55 16.35

From the above table-1, it is found that there is no significant difference in Home

Environment of Secondary school students in relation with Gender, Locality, Family

Occupation and Parents Qualification. It has been also found that the mean value of

urban students is higher than rural students. Analysis also revealed that the mean score

on Home Environment of students whose parents work in government sector are

higher when compared to private employees.


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TABLE 2 DIFFERENCE IN ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL

STUDENTS BASED ON DEMOGRAPHIC VARIABLES

Variables Sub variables N Mean SD ‘t’ Result

Gender Male 48 174.27 9.24

1.23 NS Female 52 178.06 9.62

Locality Urban 68 178.50 8.73

0.91 NS Rural 32 175.62 9.88

Family

Occupation

Government 22 168.88 7.96 5.76 S

Private 78 182.13 6.09

Parents

Qualification

Illiterate 82 173.62 9.34 1.32 NS

Literate 18 177.60 9.63

From the above table-2, it is found that there is no significant difference in

Academic Achievement of Secondary School students based on Gender, Locality and

Parent’s qualification. Analysis also revealed that there is significant difference in

Academic Achievement of students whose parents work in government sector is higher

when compared to private employees. This may be due to the difference in

opportunities provided by the parents for education of their wards.

TABLE 3 RELATIONSHIP BETWEEN HOME ENVIRONMENT AND ACADEMIC

ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS

Variable N Mean Level ‘r’ Value Level of Significance at

0.05 level

Home Environment 100 176.50

0.411 0.219 Academic Achievement 100 132.98

Significant relationship exists between Home Environment and Academic

Achievement. A child whose effort to do well in school is supplemented by the provision

of the required learning facilities which would tend to have high academic achievement

as the results suggest. From the results obtained, it can logically be argued that the

studied home environmental factors are among the variables that determine the child’s

motivation to do well in academic work.

8.0 Findings :


Home Environment with respect to their Gender.


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Home Environment with respect to their Locality.


Home Environment with respect to their Family Occupation.


Home Environment with respect to their Parents’ Qualification.


Academic Achievement with respect to their Gender.


Academic Achievement with respect to their Locality.

There is significant difference between secondary school students towards

Academic Achievement with respect to their Family Occupation.


Academic Achievement with respect to their Parents Qualification.

There is significant relationship between Home Environment and Academic

Achievement of secondary school students.

9.0 Discussion :

The main purpose of the present study was to see the impact of home environment

on academic achievement secondary school students. Maintaining a healthy attitude

involves not only the physical health, psychological development, the shape of the good

moral character and the cultivation of the perfect personalities of majorities of students

but also the overall quality of the talents, for the full realization of higher education

goals and the smooth progress of modernization construction and progressive

development of society. Rohner and Britner‟s (2002) longitudinal evidence reveals that

parental rejection tends everywhere to precede the development of a variety of mental

health problems, such as depression and depressed affect, conduct problems and

behavior disorders, and substance abuse. Therefore, this information is important to

community counselors, teachers, school counselors, and parents; all of whom are

concerned with both the academic and social-spiritual development of children, and

with the climate of children’s learning environment, Given area of learning or in other

words, achievement is reflected by the extent to which skill and knowledge has been

imparted to him. Academic achievement also denotes the knowledge attained and skill

developed in the school subject, usually designed by test scores. The level of achieving

is how far a student succeeds in a particular exam or standardized test.


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10.0 Educational Implications :

Many parents may not be aware of the influence of various home environmental

factors on the academic achievement of their children. It is recommended that,

teachers, educationists and leaders should try to create awareness in parents on the

importance of the home environment on academic achievement which can improve

the children’s performance.

Parents need to be informed that they can contribute to the education of their

children through encouragement, provision of learning facilities, and active

assistance among other strategies.

Precaution should be taken when it comes to parental encouragement since

unreasonably high demand and too much pressure for good performance made by

some parents on their children may cause anxiety and fear of failure which may

affect the child’s academic performance negatively.

Parents need to know their role in the education of their children so that they do

not put the blame entirely on teachers when their children do not perform well in

school.

For the various family variables to have a significant effect on children’s academic

achievement, parents should set achievable targets within their means.

11.0 Reference :

Ashvinkumar R. Soni (2013). A Study of the Relationship between Academic

Achievement Motivation and Home Environment among Standard 10th Pupils

International Journal for Research in Education Vol. 2, Issue: 4.

Kaur Harpret and Kalaramna Ashu (2004) Study of inter relationship between

Home Environment, Social Intelligence and Socio-economic status among Males and

Females. Volume-16, Issue-2, Pp- 137-140.

Pallabi Saikia And Minati Choudhury (2015).,“ Effect Of Home Environment On

Academic Achievement Of Secondary School Students- A study in Lakhimpur

District of Assam.” Indian Streams Research Journal ,Volume 5, Issue 2 .

Rohner RP, Britner PA (2002). Worldwide mental health correlates of parental

acceptance rejection: Review of cross-cultural and intra-cultural evidence. Cross-

Cultural Research, 36: 16-47.

Sunitha N.H. and Khadi P.B. (2006). Academic Learning Environment of co-

educational high school students from aided and unaided schools. Journal of

Karnataka J.Agric. Sci. Vol-22, Issue-1, Pp- 166-169.


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Singh Shailendra (2013). A study on Impact of Family Environment on Academic

Achievement of Secondary School science students. International Journal of Basic

and Advanced Research. Vol-2 , Issue- 6, Pp- 139-142.

Yadav G.L. nad Yadav P. (2012). Parents- child relationship and Academic

Achievement of the students od D.Ed.class of Educational Colleges in Rewari

District. Golden Research Thought Journal. Vol-1, Issue- 12, Pp-1-4.


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IMPORTANCE OF ANIMATED MAPPING IN GEO SCIENCES

* DADI SANYASI NAIDU

Introduction :

Animated mapping is the application of animation, either computer or video, to add

a temporal component to a map displaying change in some dimension. Most commonly

the change is shown over time, generally at a greatly changed scale (either much faster

than real time or much slower). An example would be the animation produced after the

2004 Tsunami showing how the waves spread across the Indian Ocean. The concept of

animated maps began in the 1930s, but did not become more developed by

cartographers until the 1950s (Slocum et al. 2005). In 1959, Norman Thrower

published Animated Cartography, discussing the use of animated maps in adding a new

dimension that was difficult to express in static maps: time. These early maps were

created by drawing "snap-shots" of static maps, putting a series of maps together to

form a scene and creating animation through photography tricks (Thrower 1959). Such

early maps rarely had an associated scale, legends or oriented themselves to lines of

longitude or latitude (Campbell and Egbert 1990). With the development of computers

in the 1960s and 1970s, animation programs were developed allowing the growth of

animation in mapping. Waldo Tobler created one of the first animations, using a 3-D

computer generated map to portray population growth over a specified time in Detroit

(Tobler 1970). Hal Moellering created another animated map in 1976 representing a

spatiotemporal pattern in traffic accidents (Slocum et al. 2005). Further development in

animated map was stalled until the 1990s due to a lack of animation in academics,

financial restrictions on research, and lack of distribution means (Campbell and Egbert

1990). In the 1990s, however, the invention of faster, more efficient computers,

compact discs and the Internet solved such problems.

Visual variables :

With the growth of animated mapping came the development of guidelines for

creating animated maps. Visual variables such as spacing, lightness and shape used for

static maps apply. However, in 1991, David DiBiase and colleagues developed visual

variables unique to animated maps: duration, rate of change and order. Duration is the

unit of time a frame or scene is displayed, affecting the smoothness of the animation.

The shorter a frame is displayed, the smoother the animation will appear (Slocum et al.

2005). Smoothness of animation is also a function of the rate of change (Slocum et al.

2005). Order refers to the time sequence in which animation is played out, usually

presented in chronological sequence (Slocum et al. 2005). Alan MacEachren extended

https://en.wikipedia.org/wiki/Animation

https://en.wikipedia.org/wiki/Map

https://en.wikipedia.org/wiki/Time

https://en.wikipedia.org/wiki/Waldo_Tobler

https://en.wikipedia.org/wiki/Alan_MacEachren


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these visual variables in 1995 to include display date (time at which change is initiated),

frequency (number of times identifiable forms are displayed) and synchronization

(correspondence of 2 or more time series) (Slocum et al. 2005).

Types of animated maps :

Animated maps can emphasize the existence of an occurrence at a location;

emphasize an attribute of an occurrence or representing change in the position or

attributes of an occurrence (DiBiase 1992). For instance, a flashing symbol may be used

to draw the map-reader’s attention to a particular occurrence at one location or

multiple locations across the map. Maps on the weather channel use animation to

emphasize current and predicted paths of hurricanes. The use of the Internet has

allowed animated maps to become interactive. The user can witness representations of

changes over time, while manipulating the direction of view, the pace or the parameters

of the map displayed (MacEachren 1998)

Animation on Maps can be mainly divided into two types:

Temporal Animation :

Temporal shows the ongoing gradual changes over time. Temporal maps can also

be termed as animated timeline maps and can be a useful reference to examine the

changes ongoing on each step and analyze the progression occurring gradually as time

passes. There are many purposes which temporal animation might serve to depict:

displaying and analyzing geographic patterns, meteorological events, climate, natural

disasters, and other multivariate data. Importance of Legend in Temporal Maps: As in the

case of static maps, it would be useful if temporal maps could also be provided with

proper legend. Legends for temporal maps should not only tell the time but also let user

travel over the time. Various manipulations such as traveling to a certain point in time,

selecting focus level etc. should be allowed to enhance user friendliness. Using legend in

temporal map will answer important questions related to the entity’s existence (if?), the

entity’s location (when?), time intervals (how long?), temporal texture (how often),

speed at which change takes place (how fast?), and the order of change (what order?)

(MacEachren, 1995). Depending upon their construction, animated legends may

distract the viewer from the animated map. Care must be taken to integrate the legend

in an unobtrusive fashion.

Non-Temporal Animation :

Non-Temporal Animation shows changes against some other variables other than

time. The variable might be place, position, generalization level etc. Non –temporal

animation also serves when there is a need to show both the data set and the

transformation that has been applied on it for its display.


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Non- temporal animation can be of many types according to the purpose they

serve :

Fly through animation: This type of animation gives the viewer the feeling of flying

through the landscape.

Cartographic zoom animation: This type of animation shows maps at different focus

level and viewer can change the scale of the map as desired.

Classification animation: Different methods of data classification are depicted in

this animation.

Generalization animation: This type of animation uses single classification method

with multiple classes of data. Time is an important aspect in both animations. Real

time is depicted in temporal animation and presentation time (time to show the

animation) is associated with non-temporal animation.

References :

Campbell, C.S. and Egbert, E.L. 1990. Animated Cartography: 30 Years of Scratching

the Surface. Cartographica 27(2): 24–43.

DiBiase, D. 1992. Animation and the role of Map Design. Cartography and

Geographic Information Systems 19(4): 201–214, 165–266.

MacEachren, Alan M. 1998. Cartography, GIS and the World Wide Web. Progress in

Human Geography 22(4): 575–585.

Slocum, Terry et al. 2005. Thematic Cartography and Geographic Visualization.

Second Edition. Upper Saddle River, NJ: Prentice Hall.

Tobler, W.R. 1970. A Computer Movie Simulating Urban Growth in the Detroit

Region. Economic Geography 46(2): 234–24

Prof. Michael P. Peterson,Between Reality and Abstraction:Non-Temporal

Applications of Cartographic Animation,

link=http://maps.unomaha.edu/AnimArt/article.html

Prof. Michael P. Peterson, Cartographic Animation,

link=http://maps.unomaha.edu/mp/Articles/CartographicAnimation.html

ArcGIS Desktop, link= http://webhelp.esri.com/arcgisdesktop/9.3/index.cfm?Topic

Name=An_overview_of_temporal_animation


http://maps.unomaha.edu/AnimArt/article.html

http://maps.unomaha.edu/mp/Articles/CartographicAnimation.html

http://webhelp.esri.com/arcgisdesktop/9.3/index.cfm?Topic%20Name=An_overview_of_temporal_animation

http://webhelp.esri.com/arcgisdesktop/9.3/index.cfm?Topic%20Name=An_overview_of_temporal_animation


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ROAD RISK BEHAVIOUR AMONG DIFFERENT AGE GROUPS

FROM URBAN AND RURAL AREAS

* ANU KUMARI

Abstract :

In today’s era people use different types of vehicles. But some are used licence and

some are not. Some are follow the rules of traffic and road regulation and some are not

used. Today adolescents drive bikes and cars very speedy and crush the rules of road

regulation. Here, the present study aim is to find out the road risk behaviour among

different age groups from urban and rural area. The sample comprises of 160 subjects

(80 adolescents, and 80 adults, 40 are urban and 40 are rural) of Bhiwani. A self report

inventory was used for the data collection which covers the questions related to road

risk behaviour. Percentage and 2-way ANOVA were used for statistical analysis. There

are approx 47% people used permanent licence, 10% are used learning licence and

approx 41% people drive vehicles without licence. The significant difference was found

between age and location of the subjects. Here in results there is a significant

interaction between the different variables of road risk behaviour. So in conclusion

there is significant difference between the adolescents and adults from urban and rural

area.

Keywords: Road risk behaviour, age, gender, rural, urban, driving rule and regulations.

A report from the World Health Organisation and the World Bank (2004) on road

traffic accidents and injuries estimated 1.2 million people are killed in road crashes

each year and as many as 50 million are injured worldwide. There is substantial body of

work on risk taking behaviour (Turner et al., 2003) socio-economic factors and driving

history in relation to road traffic accidents. They reported that high incidence of motor

vehicle crashes among young males was related to their risk taking behaviour. Apart

from medical costs, damage to property and loss of productivity adds to the cost impact.

Risk Factors which Influence the Road Accidents :

1. Factors influencing exposure to risk

Economic factors such as level of economic development and social deprivation;

Demographic factors such as age and sex;

land-use planning practices which influence length of trip and mode of travel;

Mixture of high-speed motorized traffic with vulnerable road users;

Insufficient attention to integration of road function with decisions about speed

limits, road layout and design.

2. Risk factors influencing crash involvement


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Inappropriate and excessive speed;

Presence of alcohol, medicinal or recreational drugs;

fatigue;

being a young male;

having youths driving in the same car;

being a vulnerable road user in urban and residential areas;

travelling in darkness;

Vehicle factors – such as braking, handling and maintenance;

defects in road design, layout and maintenance, which can also lead to unsafe

behaviour by road users;

Inadequate visibility because of environmental factors (making it hard to detect

vehicles and other road users);

Poor eyesight of road users.

3. Risk factors influencing crash severity

Human tolerance factors;

Inappropriate or excessive speed;

seat-belts and child restraints not used;

crash-helmets not worn by users of two-wheeled vehicles;

Roadside objects not crash-protective;

Insufficient vehicle crash protection for occupants and for those hit by vehicles;

Presence of alcohol and other drugs.

4. Risk factors influencing post-crash outcome of injuries

delay in detecting crash and in transport of those injured to a health facility;

Presence of fire resulting from collision;

Leakage of hazardous materials;

Presence of alcohol and other drugs;

Difficulty in rescuing and extracting people from vehicles;

Difficulty in evacuating people from buses and coaches involved in crash;

lack of appropriate pre-hospital care;

lack of appropriate care in hospital emergency rooms.

Straddling & Parker, 1997 define aggressive driving by grouping driving behaviours

into three categories: lapses, errors, and violations. Lapses are exemplified by such

behaviours as pulling away from the curb in third gear, or switching on one control

when trying to turn on another. Errors include failure to see a sign, misjudging a


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distance, etc. Violations involve intent and are related to aggressive driving such as

disregarding the speed limit, running a red light, or tailgating. Violations aggravates the

anger and frustration among the fellow road users or drivers which turns up into

personal attacks on fellow drivers such as obscene gesturing, verbal insults, throwing

objects, and, in extreme cases, physical assault. Such behaviours tend to be reciprocated

quickly, and a relatively minor infraction can quickly escalate into a major altercation

resulting in injury, property damage, or even death (Maiuro, 1998). Brorsson et al

(1993) found that those drivers aged 18 and 19 had six times greater than the average

risk for a single vehicle crash, whilst, compared to 25-54 year-olds, they had ten times a

greater risk of running off the road. Furthermore, on weekend nights, 18 and 19 year-

olds had 49 times a greater than average risk for single-vehicle crashes.

Objective of the Study :

To study differences in Road Risk Behaviour between adults and adolescents from

urban and rural area.

Hypothesis of the Study :

There shall be no difference in Road Risk Behaviour between adults and

adolescents from urban and rural area.

Research Methodology :

Research design : The present study is the descriptive study. Descriptive research

studies are concerned with analysis of the relationships between non manipulated

variables. Descriptive research provides information about conditions, situations, and

events that occur in the present. Their purpose is both immediate and long range. They

constitute a primitive type of research. So for the present study the descriptive survey

method was used for the data collection.

Variables used in the study :

Independent variable: Adolescents and adults and Location of Subject (Urban and

Rural).

Dependent variable: Road Risk Behaviour

Sample of the study: In the present study the target sample constituted 160 subjects of

Bhiwani district. The selection of subjects is based on purposive sampling. There are 80

Adolescents and 80 Adults which are distributed in urban and rural areas for the

present study.

Research tool used in the study: In the present study a self prepared self report

inventory was used for the data collection. This scale covers the questions regarding

Road Risk Behaviour. There are 32 items in this scale. It is a 3 point scale but three


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items are measured by the options of yes or no. 29 questions are related to the

“always”, “sometimes” and “never” options. In scoring 2 for always, 1 for sometimes and

0 for never.

Procedure of data collection :

Collection of data is an essential part of a research. Findings of the study depend on

the data. Hence an effort was made to have, most fruitful information from the subjects.

There are two types of subjects in present study i.e. Adolescents and adults, urban and

rural. After the permission subjects were made to sit comfortably and after that rapport

was established with the subjects. When subjects was feeling comfortable and ready for

testing the following instructions were given to the subject” I am going to administer a

test having some statements regarding your Road Risk Behaviour. Please answer

frankly and honestly as the information provided will be kept confidential and would

only to be used for research purpose. There is no right and wrong answer. There is no

time limit to complete it but complete it fast. If there is any doubt you can ask or shall

we start?’

After giving the necessary instructions to the subject, test was administered. After

the completion of the test it was taken next day and it was ensured that subject has

responded each and every item in the prescribed way. After completion of the testing,

the subject was duly thanked for his/her co-operation. All the items were scored as per

the scoring pattern.

3.5 Statistical Techniques Used :

The statistical techniques used for analysis and interpretation of the data are: mean,

Standard deviation and two way ANOVA. For mean and S.D the SPSS 11.5 software was

used but for Calculating the Two way ANOVA following formal’s are used for the

analysis and interpretation.

Analysis And Interpretation :

The two ways (2 x 2 factorial designs) ANOVA was applied to test the significance of

main effects of two independent variables i.e. age and location.

Road Risk Behaviour between adults & adolescents from urban and rural area.

Objective1. To compare the road risk behaviour between adults and adolescents from

urban and rural area.

Hypothesis1: There shall be no difference for Road Risk Behaviour between adults and

adolescents from urban and rural area.


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TABLE: SHOWING THE MEAN AND S.D VALUE OF ROAD RISK BEHAVIOUR

BETWEEN ADULTS AND ADOLESCENTS FROM URBAN AND RURAL AREA.

ADOLESCENTS ADULTS

MEAN S.D MEAN S.D

URBAN 43.80 9.15 48.05 10.06

RURAL 47.85 6.60 45.90 8.21

Fig: showing the graphical representation of the means of road risk behaviour.

Estimated Marginal Means of road risk behaviour

residents

ruralurban

Est

imat

ed M

argi

nal M

eans

49

48

47

46

45

44

43

age group

adolescents

adult

TABLE: SUMMARY OF ANOVA ON ROAD RISK BEHAVIOUR BETWEEN

ADULT AND ADOLESCENTS FROM URBAN AND RURAL AREA.

Source of variance Sum of square df Mean of square F-value Sig

Age (A) 52.900 1 52.900 .714 N.S

Location (B) 36.100 1 36.100 .487 N.S

(A*B) age* location 384.400 1 384.400 5.191* .024

Error 11553.000 156 74.058

Total 356500.00 160

*significant at .024 level

Interpretation :

Main Effect :

Analysis of variance has yielded a non- significant F- ratio of .714 at 0.05 level for

the variable of age. This indicates that there is no significant difference between the

adults and adolescents on the variable of road risk behaviour. it means both age

groups show the road risk behaviour during the driving.


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The main effect of location is also non- significant on the level of road risk

behaviour with non-significant F-ration .487 at 0.05 levels. This reveals that there is

no significant difference in the rural and urban areas on the variable road risk

behaviour.

Interaction Effect :

The two factor interaction effect has been found to be significant (5.191) on the

variable of road risk behaviour, which means that there is a significant interaction

among age and location on the variable of road risk behaviour. The result indicates that

adolescents in the both locations higher road risk behaviour in comparison to adults.

The reason may be that adolescents have less awareness about the road regulation in

comparison to adults of urban and rural area. The graphical chart shows that rural

adolescents take high risk comparison to urban adolescents. The findings are in line

with the previous finding.

Eiksund (2004), study the attitude towards road safety and traffic behaviour

among adolescents in urban and rural areas of Norway. This study shows that rural

area adolescents have high risk behaviour about the traffic rules.

Simons-Morton et al. (2005) found that young licence holders also exhibited a

more risky driving style (i.e., drove closer to the vehicle in front and faster) when there

were young male passengers in the vehicle, whereas they (especially males) drove more

safely with female passengers. The combination with the highest crash risk consisted of

young male drivers with young male passengers.

Conclusion :

If we go deep into the present research findings we can say that there are several

factors which are responsible for serious accidents on road. During the research we find

that mostly rural areas people who drive with licence in comparison to urban areas

people and adults follow the rules compares to adolescents. Adolescents show high risk

behaviour. So, some awareness campaign should be designed for urban areas. One

should follow road rule and regulation while driving. If one is having a valid driving

licence there are more chances that he/she can understand signs/ signals on road while

driving and it can increases the chances of safe driving. One can drive accordingly i.e.

how to drive on highway, in cities, on two way passing road etc.

Scope :

There is a lot of scope for further studies in these areas for the interest of peoples’

safety and smooth traffic movement i.e. less accidents and more convenient driving.

These are as follows:


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It is not only that good roads, technologically advance vehicles, well built protective

accessories are the only reason and guaranty for safe driving and not having any

accidents. The driving skills, knowledge of driving rules, safety measures, road rules

and regulations, knowledge of signals and signs, traffic law etc. are also an integral

part for smooth traffic movement, safe driving and road safety behaviour for

individual as well as for persons who are driving there.

This study is conducted on a small sample. So for further research, sample can be

taken large for deriving conclusion from general findings with more confidence and

with a strong hand for coming on result whether there are gender differences exists

or not, whether location is a factor responsible for safe driving and road risk

behaviour or age is a determinant factor for road risk behaviour among male and

female from different locations.

The sample is from Bhiwani district only which limits its result and implication. It

may be possible that respondents from different areas may show different results.

For better output the universe for study must be large.

References :

Abdel-Aty, M., Chen, C., Radwan, E. & Brady, P. (1999). Analysis of Crash-

Involvement Trends by Drivers’ Age in Florida, ITE Journal on the web (February).

Abdel-Aty, M. A. & Abdelwahab, H. T. (2000). Exploring the Relationship Between

Alcohol and the Driver Characteristics in Motor Vehicle Accidents. Accident Analysis

& Prevention. 32, 505 - 515.

Alm, C., & Lindberg, E. (2000) Perceived Risk, Feelings of Safety and Worry

Associated with Different Travel Modes. Pilot Study. KFTS Meddelande. 7, 1 - 34.

Bener. A. & Crundall. D. 1988. RISK TAKING BEHAVIOUR IN ROAD TRAFFIC

ACCIDENTS AND FATALITIES.

Brorsson, B., Rydgren, H., & Ifver, J. (1993). Single-vehicle accidents in Sweden: A

comparative study of risk and risk factors by age. Journal of Safety Research, 24, 55-

65.

Chakrabarty. N. & Riku. R. (2012). Agressive driving case studies and mitigations in

India. International Journal of Scientific & Research Publication. Vol 3 (2).

Chakrabarty. N. Gupta. K. & Bhatnagar. A. 2013. A survey on awareness of traffic

safety among drivers in Delhi, India. The SIJ Transactions on Industrial, Financial &

Business Management, vol 1 (2).


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Chen, C. (1997). Statistical Analysis of the Effect of Demographic and Roadway

Factors on Traffic Accident Involvement. MS thesis. Department of Civil &

Environmental Engineering, University of Central Florida, Orlando, FL.

Diaz, E., 2002. Theory of planned behaviour and pedestrians’ intentions to violate

traffic regulations. Transport. Res., Part F 5 (3), 169–175.

DTLR (Department for Transport, Local Government and the Regions), 2001b.Road

Accidents Great Britain: The Casualty Report 2001. HMSO, London.

Eiksund. 2004. Association for Europeon transport.

Krug EG, Sharma GK, Lozano R. The global burden of injuries. American Journal of

Public Health, 2000, 90:523–526.

Lawton, R., Parker D., Stradling, S.G., & Manstead, A. (1997). Predicting Road Traffic

Accidents: The Role of Social Deviance and Violations. British Journal of Psychology,

88, 249 - 262.

Maiuro, 1998. R. Maiuro, Recovery: Rage On The Road [On-Line] 1998, Summer);

Mercy JA et al. Public health policy for preventing violence. Health Affairs, 1993:7–

29

Muhlrad N, Lassarre S. Systems approach to injury control. In: Tiwari G, Mohan D,

Muhlrad N, eds. The way forward: transportation planning and road safety. New

Delhi, Macmillan India Ltd., 2005:52–73.

Norris, F. H., Matthews, B. A., & Riad, J. K. (2000). Characterological, Situational, and

Behavioural Risk Factors for Motor Vehicle Accidents: A Prospective Examination.

Accident Analysis and Prevention. 32, 505 - 515.

Peden M et al. World report on road traffic injury prevention. Geneva, World Health

Organization, 2004.

S.G. Stradling and D. Parker, Extending the theory of planned behaviour: the role of

personal norm, instrumental beliefs, and affective beliefs in predicting driving

violations. In: J.A. Rothengatter and E. Carbonell, Editors, Traffic and transport

psychology: theory and application, Pergamon, Amsterdam (1997), pp. 367–374.

SWOV, Leidschendam, the Netherlands August 2012

Trivedi. A. & Rawal. D. (2011). Prevalence of road traffic accidents and driving

practices among young drivers. Health Line. Vol 2 (2).

Williams, A. F., & Wells, J. K. (1995). Deaths of teenagers as motor vehicle

passengers. Journal of Safety Research, 26 (3), 161-167.

World report on road traffic injury prevention.

www.who.int/...injury_prevention/.../road_traffic/world_report/.../index.html


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A COMPARATIVE STUDY ON EMOTIONAL MATURITY OF SECONDARY

SCHOOL STUDENTS IN LAKHIMPUR DISTRICT OF ASSAM

* MR. JADAB DUTTA ** JULI DOLEY *** PROF. J.C SONI

Abstract :

The present study investigated the emotional maturity of secondary school

students in Lakhimpur district of Assam. This study is conducted on a sample of 500

Students, 250 boys and 250 girls selected randomly from 16 Government and Private

secondary schools of Lakhimpur district of Assam. The descriptive survey method is

used for data collection using Emotional Maturity Scale (M. Bhargava and Y. Singh

(1990). The finding of the study reported that there was not any significant difference

in various areas of emotional maturity of government and private school students; no

significant difference in the emotional maturity level of boys and girls school students;

and there is no significant difference between in the emotional maturity level of rural

and urban secondary school students of Lakhimpur district of Assam.

Keywords : Emotion, Maturity and Secondary School Student

Introduction :

Education is a man making process according to Swami Vivekananda. Whatever

sober the human mind, nurture the human mind, nourish the human mind, sooth the

human mind will be accounted the real purpose of education. Education is a means to

maintain the mental equilibrium. Maintenance of Emotions is the end product of the

education.

Emotional maturity :

Emotional maturity is the key to a happy and fulfilledlife. Without which, the

individual falls an easy prey to the dependencies and insecurities. In the present

circumstance, youth as well as children are facing difficulties in life. These difficulties

are giving rise to many psychosomatic problems such as anxiety, tensions, frustrations

and emotional upsets in the day-to-day life. Emotional Maturity is a measure of one’s

capacity to create in a positive mental attitude. Emotional Maturity is the process of

impulse control through the agency of self. Morgan (1924) stated the view that an

adequate theory of Emotional Maturity must take an account of the full scope of the

individual powers and his ability to enjoy the use of his powers. According to Walter D.

Smithson (1974) Emotional Maturity is a process in which the personality is

continuously striving for greater sense of emotional health both intra-psychically and

intra-personally. Emotional Maturity actually is, “A process of readjustment, the infant

learns under parental supervision what situations after permissible opportunities for


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emotional reactions and to what extent, so that primitive elemental psychological

response that we call ‘emotion’ becomes patterned in accordance with approved from

the expression and repression favoured by culture,” Frank (1963).

Review of Related Study :

Sabapathy (1986) conducted a Study on the “Relationship of Manifest Anxiety

Emotional Maturity and Social Maturity of standard X Students to their Academic

Achievement”. The study used a sample of 574 boys and 531 girls selected from private

aided, private unaided, corporation and government schools which was based on the

stratified proportionate random sampling technique. Students were selected from both

Kannada and English medium schools. In his study he found that manifest anxiety was

negatively and significantly related to achievement in mathematics, achievement in

general science, achievement in social studies and total academic achievement.

Emotional maturity was positively and significantly related to achievement in

mathematics, achievement in general science, achievement in social studies, and total

academic achievement. Social maturity was significantly and positively related to

achievement in general science only, but not to achievement in mathematics or total

academic achievement. Girls were higher achievers in mathematics, general science and

social studies when compared to boys. Students from English medium schools scored

higher in all areas of academic achievement over students from Kannada medium

schools. Students from private schools scored higher than students from government

schools. Emotional maturity, socioeconomic status and social maturity turned out to be

significant predictors of total academic achievement.

Aggarwal (2007) found significant correlation between emotional stability, overall

adjustment, and academic achievement, intelligence measures of mental health and

social maturity of adolescents. Findings indicated no significant correlation between

autonomy, security-insecurity, self-concept measure of mental health and social

maturity of adolescents.

Surjit Singh, and Parveen Thukral, (2011) conducted a study on “Emotional Ma

turity and Academic Achievement of High School Students”. The objectives of the study

were:

1. To investigate the relationship of emotional maturity with academic Achievemen

t of high school students; and

2. To see the sex and regional difference on the basis of their emotional maturity. T

he sample comprised of 400 students of class X, out of them 200 were boys (100 rural a

nd 100 urban) and 200 were girls (100 rural and 100 urban). The sample was collected

by using multistage random sampling technique. The tool used was Emotional Maturity


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Scale (EMS) developed bySingh and Bhargava (1990).

The findings of the study were:

1.There exists no significant relationship between emotional maturity and acade

mic achievement.2.No significant differences were observed between boys and girls and

rural and urban students on the basis of their emotional maturity.

Singh, Rashee (2012) made a study on a comparative study of rural and urban

senior secondary school students in relation to emotional maturity. She found no

significant difference between rural and urban, male and female, rural male and rural

female and urban male and urban female senior secondary school students in relation to

emotional maturity.

Sharma, Bharti (2012) made a study on the adjustment and emotional maturity

among first year college students. The purpose of this study was to study the emotional

maturity and adjustment levels during the first year of college with specific emphasis on

each domain of adjustment to measure the importance of each domain to the student.

The first year undergraduate students in this study were found to have low level of

adjustment where social, emotional and educational areas are concerned. They were

expected to encounter more adjustment related problems especially in the social and

emotional context. The first year students were less emotionally mature and thus faced

difficulty in adjusting emotionally to the changing demands of the environment than the

final year undergraduates. Because of the familiarity with the surroundings, their

integration is more into the social fabric of the college.

Rajakumar (2012) conducted“A study on Higher Secondary Students’ Emotional

Maturity and Achievement in economics in Tirunelveli District”. The study used a

sample of 1060 higher secondary students. The tool used to find out the Emotional

Maturity was constructed and standardized by Emotional Maturity Scale Constructed

and Validated by K.M.Roma Pal (1984). The Academic achievement in Economics was

found out using the tool constructed by the investigator. The mean value of Emotional

Maturity scores (136.53) indicates that the higher secondary students are having

extremely unstable Emotional Maturity. The mean value of Achievement in Economics

scores (M=75.47) indicated that the higher secondary students were having high

Achievement in Economics. There was significant difference between male and female,

Day scholar and Hostel staying Higher Secondary students with respect to their

Emotional Maturity. There ass no significant difference between rural and urban,

Government and Aided Higher Secondary school students with respect to their

Emotional Maturity. There was significant difference between male and female Higher

Secondary students with respect to their Achievement in Economics. There was no


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significant difference between rural and urban, Day scholar and Hostel staying,

Government and Aided Higher Secondary school students with respect to their

Achievement in Economics.

Panimalar, Sasikumarand Parimala (2013) conducted “A Study on Emotional

Maturity and Self-Concept at Higher Secondary Level”. The study attempted to analyze

the various aspects of emotional maturity and self-concept among higher secondary

students. In this study they found that there was a significant difference between male

and female students of higher secondary course in respect to their Emotional Maturity

and Self-Concept. It also found that there was no significant difference between rural

and urban area residence students of higher secondary course in respect to their

Emotional Maturity and Self-Concept. It was found that there was a significant

difference between government and government aided school students of higher

secondary course in respect to their Emotional Maturity and Self-Concept. It was found

that there was no significant difference between parent’s educational qualifications of

higher secondary course students in respect to their Emotional Maturity and Self-

Concept. It was found that there was no significant difference between parent’s

occupations of higher secondary course students in respect to their Emotional Maturity

and Self-Concept. At last the findings in this study indicated a positive relationship

between emotional maturity and self-concept.

Dutta, Jadab et al., (2014), conducted a study on “A Comparative Study of

Delinquency Prone and Non- Delinquency Prone Adolescents with regards to Self-

Concept, Emotional Maturity and Academic Achievement in Assam”. This study is

conducted on a sample of 500 adolescents comprised of 200 delinquencies prone and

300 non-delinquencies prone adolescents selected randomly from 12 secondary and

higher secondary schools. The descriptive survey method is used for data collection

using Lidhoo’s Delinquency Proneness Scale (1989), Self-concept Questionnaire (R.K.

Saraswat), Emotional Maturity Scale (M. Bhargava and Y. Singh), and the Students

Performance Record from the School. The study reported that delinquency prone

adolescents have low self-concept, low emotional maturity and poor academic

achievement than that of non-delinquency prone adolescents. Further, the study showed

the positive co-relation among self-concept, emotional maturity and academic

achievement. In another study conducted by Pranab, Jadab and Soni(2015)found that on

(i)there exists a highly statistically significant relationship about self-concept among

adolescents with respect to their delinquency proneness. The level of self-concept is

high among adolescents with non-delinquency proneness than that of those who has

proneness to delinquency. Therefore, the null hypothesis formulated here is rejected;


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(ii)the self-concept of female adolescents who have proneness to delinquency is

comparatively higher than male. Therefore, the null hypothesis is rejected(iii)the level

of self-concept is found better among male non-delinquency prone adolescents in

comparison to female. So the null hypothesis is rejected;(iv) The non-delinquency prone

male adolescents possess better self-concept than delinquency prone one. So, here also

the null hypothesis is rejected;(v)the non-delinquency prone female adolescents

possess better level of self-concept than delinquency proneness counterpart. Therefore,

the null hypothesis is rejected;(vi) The delinquency prone adolescents possess a lower

level of emotional maturity than non-delinquency prone counterpart. So, here also the

null hypothesis is rejected;(vii)the emotional maturity of delinquency prone female

adolescents is comparatively lower than male counterpart. Therefore, the null

hypothesis is rejected;(viii)the level of emotional maturity is found better among female

non-delinquency prone adolescents in comparison to male. So, the null hypothesis is

rejected;(ix)the male delinquency prone adolescents have a lower level of emotional

maturity than the male adolescents with non-delinquency proneness. So, the null

hypothesis is rejected and (x)the female adolescents with non-delinquency proneness

possess a better level of emotional maturity than delinquency proneness counterpart.

Therefore, the null hypothesis is rejected.

Dutta. Jadab, Soni. J.C and Doley. Juli (2015) conducted a study on “A Comparative

Study on Emotional Maturity of Secondary School Students in Sonitpur District of

Assam”. This study is conducted on a sample of 500 Students, 250 boys and 250 girls

selected randomly from 16 Government and Private secondary schools of Sonitpur

district of Assam. The descriptive survey method is used for data collection using

Emotional Maturity Scale (M. Bhargava and Y. Singh (1990). The finding of the study

reported that secondary students belonging to rural and urban schools, male and

females of government schools, government and private schools, male and female of

rural schools of private rural schools were found to differ significantly. However,no

difference were foundamong theurban government male and female, private male

female and private urban male and female secondary students of Sonitpur district in

emotional maturity.

Dutta. Jadab, Chetia. Pranab &Soni. J.C (2015), conducted a study on “AComparative

Study on Emotional Maturity of Secondary School Students in Lakhimpur and Sonitpur

Districts of Assam”. This study is conducted on a sample of 1000 Students, out of 1000

students 500 boys and 500 girls selected randomly from 32 Government and Private

secondary schools of both districts of Assam. The descriptive survey method is used for

data collection using Emotional Maturity Scale (M. Bhargava and Y. Singh (1990). The


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finding of the study reported thatthere are major differences in the emotional maturity

of secondary school students of both districts whether they belong to rural and urban

male/female, government and private male/female, rural male/female and private rural

male/ female secondary schools students. This study also showed that there is a no

difference between urban male/female, private male/female and private urban male

and female secondary students of both the districts on emotional maturity.

Need of the study :

Emotional Maturity is said to be the foundation for leading a happy and

contented life. If anyone lacks Emotional Maturity the life of the individual will be a

sorrowful affair. It is a process which the personal is continuously striving for greater

sense of emotional health both intra-psychically and intra-personally. In the present

circumstances, youth as well as children are facing many difficulties in life. These

difficulties are giving rise to many psycho-somatic problems such as anxiety, tension,

frustration and emotional troubles in day-to-day life. So, the study of emotional life is

now emerging as a descriptive science, comparable with anatomy. It deals with an

interplay of forces with intensities and quantities. The emotionally mature is not the

one who necessarily has all conditions that arouse anxiety and hostility but it is

continuously seeing himself involved in a struggle of healthy integration of feeling,

thinking action.This motivates the Investigator to conduct a comparative study on

Emotional Maturity of Secondary School Students of Lakhimpur District of Assam.

Statement of the Problem :

The problem of the present study has been stated as follows:

“A Comparative Study on Emotional Maturity of Secondary School Students in

Lakhimpur District of Assam”

Objectives of the Study :

The study is designed with the following objectives:

To study the emotional maturity of government and private secondary school

students of Lakhimpur district of Assam.

To find out the difference between rural and urban secondary school students in

relation to emotional maturity of Lakhimpur district of Assam.

To compare the gender differences between a. rural b. urban c. governmentd.

private in relation to emotional maturity of secondary school students of

Lakhimpur district of Assam.

Hypotheses of the Study :

The hypotheses are stated as under:


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There is no significant mean difference in emotional maturity of government and

private secondary school students of Lakhimpur district of Assam.

There is no significantmean difference between ruraland urban secondary school

students in relation to emotional maturity of Lakhimpur district of Assam.

There is no significant mean difference between male and female of government

secondary school students in relation to emotional maturity.

There is no significant mean difference between male and female of ruralsecondary

school students in relation to emotional maturity.

There is no significant mean difference between male and female of urban


There is no significant mean difference between male and female of private


There is no significant mean difference between rural male and female of private


There is no significant mean difference between urban male and female of private


Methodology of the Study :

The Descriptive approach is used in the study. The present study is a comparative

study on Emotional Maturity of Secondary School Students in Lakhimpur District of

Assam. Keeping in view the nature of study, the survey method was found to be more

suitable.

Population of the Study :

The population of the present study constitutes all the secondary school students

studying in class X who are the emotionally mature of Lakhimpur district of Assam.

Sample of the Study :

The sample is of small number of representative individuals from the population.

This study is conducted on a sample of 500 Students, 250 boys and 250 girls selected

randomly from 16 Government and Private secondary schools of Lakhimpur district of

Assam. The final sample is selected randomly.

Tools Used :

Emotional Maturity Scale by Singh and Bhargave (1990) was employed by the

researchers for the purpose of data collection.

Statistical Techniques Used :

In this study various statistical measures such as Mean, SD and t-test are used.


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Result and Discussion :

Collected data through above mentioned inventories were analyzed in terms of mean,

standard deviation and t-test method. The results have been presented in the tables.

Hypothesis 1: There is no significant mean difference in emotional maturity of

government and private secondary school students of Lakhimpur district of Assam.

TABLE 1: MEAN, STANDARD DEVIATION AND T-VALUE OF THE GOVERNMENT

AND PRIVATE SECONDARY SCHOOL STUDENTS.

Emotional

Maturity

Group N Mean Standard

deviation

t-

value

Remarks

Government 372 115.75 22.89 9.16 Highly

Significant Private 128 98.07 17.26

It is found that the mean scores of both government and private students are 115.75

and 98.07 respectively. When the t-test was applied to test the significance of the mean

difference between these groups, it reported a t-value 9.16.This was found to be highly

significant. Hence hypothesis is rejected. This means that there is a great difference in

emotional maturity of government and private secondary students of Lakhimpur

district.

Hypothesis 2: There is no significant mean difference between rural and urban

secondary school students in relation to emotional maturity of Lakhimpur district of

Assam.

TABLE 2:MEAN, STANDARD DEVIATION AND T-VALUE OF THE RURAL AND URBAN

SECONDARY SCHOOL STUDENTS.

Emotional

Maturity


deviation

t-

value

Remarks

Rural Students 250 112.1. 21.74

0.85

Not

Significant Urban students 250 110.35 24.04

It is found that the mean scores of both rural and urban students are 112.1 and

110.35 respectively. When the t-test was applied to compare the mean scores of both

the groups, it was found that the calculated t-value (=0.85) is less than the table value

1.96 at 0.05% level of significance. This means that the mean difference is not

significant. Hence hypothesis is accepted. This further means that rural and urban

secondary school students have similar level of emotional maturity.


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Hypothesis 3:There is no significant mean difference between male and female of

government secondary school students in relation to emotional maturity.

TABLE 3:MEAN, STANDARD DEVIATION AND T-VALUE OF MALE AND FEMALE

GOVERNMENT SECONDARY SCHOOL STUDENTS.

Emotional

Maturity


deviation

t-value Remarks

Male 186 116.65 20.48

0.76

Not Significant Female 186 114.85 25.095

It is found that the mean scores of government male and female students are 116.65

and 114.85 respectively. The computed t-value between their mean differences is 0.76

which is not found significant at 0.05 level. Hence the hypothesis is accepted. Therefore

male and female students of government schools are found to have some level of

emotional maturity.

Hypothesis 4: There is no significant mean difference between male and female of

rural secondary school students in relation to emotional maturity.

TABLE 4:MEAN, STANDARD DEVIATION AND T-VALUE OF THE MALE AND

FEMALEOF RURALSECONDARY SCHOOL STUDENTS.

Emotional

Maturity


deviation

t-value Remarks

Male 125 115.13 22.59

0.01

Not

Significant Female 125 115.10 22.93

It is found that the mean scores of both male and female of rural students are 115.13

and 115.10 respectively. When the t-test was applied to compare the mean scores of

both the groups, it was found that the calculated t-value (=0.01) is less than the table

value 1.97 at 0.05% level of significance. This means that the mean difference is not

significant. Hence hypothesis is accepted. This further means that male and female of

rural secondary school students have similar level of emotional maturity.

Hypothesis 5: There is no significant difference between male and female of urban



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FEMALEOF URBANSECONDARY SCHOOL STUDENTS.

Emotional

Maturity


deviation

t-value Remarks

Male 125 109.07 20.51

1.22

Not


It is found that the mean scores of both male and female of urban students are

109.07 and 105.60 respectively. When the t-test was applied to compare the mean

scores of both the groups, it was found that the calculated t-value (=1.22) is less than the

table value 1.97 at 0.05% level of significance. This means that the mean difference is

not significant. Hence hypothesis is accepted. This further means that male and female

of urban secondary school students have similar level of emotional maturity.

Hypothesis 6: There is no significant difference between male and female of private



FEMALEOF PRIVATESECONDARY SCHOOL STUDENTS.

Emotional

Maturity

Group N Mean Standard deviation t-value Remarks

Male 64 98.88 19.96

0.52

Not


It is found that the mean scores of both male and female of private students are

98.88 and 97.28 respectively. When the t-test was applied to compare the mean scores

of both the groups, it was found that the calculated t-value (=0.52) is less than the table


significant. Hence hypothesis is accepted. This further means that male and female of

private secondary school students have similar level of emotional maturity.

Hypothesis 7: There is no significant difference between rural male and female of

private secondary school students in relation to emotional maturity.

TABLE 7:MEAN, STANDARD DEVIATION AND T-VALUE OF THE RURAL MALE AND

FEMALEOFPRIVATE SECONDARY SCHOOL STUDENTS.

Emotional

Maturity


deviation

t-value Remarks

Male 32 106.19 22.90

1.44



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It is found that the mean scores of rural male and female of private students are




significant. Hence hypothesis is accepted. This further means that rural male and female

of private secondary school students have similar level of emotional maturity.

Hypothesis 8:There is no significant mean difference between urban male and female

of private secondary school students in relation to emotional maturity.

TABLE 8:MEAN, STANDARD DEVIATION AND T-VALUE OF THE URBANMALE AND

FEMALE OF PRIVATESECONDARY SCHOOL STUDENTS.

Emotional

Maturity


deviation

t-value Remarks

Male 32 91.56 13.20

1.33


It is found that the mean scores of urban male and female of private students are




significant. Hence hypothesis is accepted. This further means that urban male and

female of private secondary school students have similar level of emotional maturity.

Conclusion :

The study found no difference on emotional maturity in respect of male and females

of rural and urban as well as government and private secondary school students. Butit

reported real difference in overall between government and private secondary school

students.

Suggestions for Further Research :

Studies can be carried out in relation to emotional maturity of students at whole

level.

Studies can be carried out in relation to emotional maturity and emotional

intelligence of students at whole level.

Similar study on senior secondary students will be a significant area of research to

depict their personality characteristics.

The present study is conducted on class-X students. Similar studies may be

undertaken on this variable at the other levels of education as well.


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In the present study cross sections that have been investigated are male/female,

rural/urban and government/private. Many others cross sectional comparision of

various other categories of students like poor/rich, tribal and non-tribal studying in

government/private schools may be carried out.

References :

Morgan (1924), Psychology of Perspectives Jan. Vol. 1076 (1).

Frank, (1963), Nature and Human Nature, N.J.Rutgers university press, New

Brunswick.

Smitson,W. S. (1974),The meaning of emotional maturity,MH,58, 9-11.

Walter D. Smithson (1974), Human Development, Sixth Edition, Mc Graw Hill, New

York.

Singh Y. and Bhargave, M. (1990). Manual for Emotional Maturity Scale (EMS): Agra

National Psychological Corporation.

Thukral, Praveen and Singh Surjit (2010), “Social Maturity and Academic

Achievement of High School Students”.Canadian Journal of Scientific and Industrial

Research, Vol.1, No.1, pp.6-9.

Sharma, Bharti (2012), “Adjustment and Emotional Maturity Among First Year

College Students”. Pakistan Journal of Social and Clinical Psychology, Vol.9, No.3,

pp.32-37.

Singh, Rashee (2012), “A Comparative Study of Rural and Urban Senior Secondary

School Students in Relation to Emotional Maturity”. International Indexed &

Referred Research Journal, ISSN 0975-3485, RNI-RAJBIL 2009/30097, Vol.III, Issue

32, pp.34-35.

Rajakumar, M (2012), “A Study on Higher Secondary Students’ Emotional Maturity

and Achievement in Economics in Tirunelveli District”. International Journal of

Research in Education Methodology, vol.1, No.2.

Chetia.Pranab, Soni, J.C & Dutta. Jadab (2014) “A Comparative Study of Delinquency

Prone and Non- Delinquency Prone Adolescents with Regard to Self-Concept,

Emotional Maturity and Academic Achievement in Assam”EDULIGHT Multi-

Disciplinary, Bi-annual & Peer-Reviewed Journal, Kalyani, Nadia, West Bengal-

741235, India, ISSN: 2278-9545, vol. 3, Issue 5, pp-216-222.

Chetia. Pranab, Dutta. Jadab & Soni, J.C (2015), “Self-concept and Emotional

Maturity of Delinquency Prone and Non-delinquency Prone Adolescents in

Assam”International Journal of Current Research, ISSN: 0975-833X , Vol. 7, Issue, 04,

pp.14817-14824 . Available online at http://www.journalcra.com.

http://www.journalcra.com/


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Dutta. Jadab, Chetia. Pranab & Soni, J.C (2015), “A Comparative Study on Emotional

Maturity of Secondary School Students in Lakhimpur and Sonitpur Districts of

Assam”. International Journal of Science and Research (IJSR) ISSN (Online): 2319-

7064, Index Copernicus Value (2013): 6.14, Impact Factor (2013): 4.438, Volume 4

Issue 9, September 2015 pp. 168-176. Available online at www.ijsr.net

Dutta. Jadab, Soni. J.C and Doley. Juli (2015) conducted a study on “A Comparative

Study on Emotional Maturity of Secondary School Students in Sonitpur District of

Assam”.International Journal of Psychology and Education, An Internationally

Approved and Monthly Peer Reviewed Journal,ISSN: 2321-8606, Vol. 2, Issue, 12,

pp.36-48.

http://www.ijsr.net/


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CONCEPT OF SPECIAL EDUCATION FOR NEW ENTRANT

* G.HIMABINDU ** DR.N.V.S.S.NARAYANA *** DR.N.A.D.PAL **** DR.R.S.V. DORA

Introduction :

If your child is having trouble in school, he may need help from a teacher with

special training. This extra help is called special education. It’s free, and your child has a

right to it under federal law. The public school system has a range of specialists who can

work with your child, whether his problems stem from physical disabilities, learning

difficulties or emotional issues. Some problems can be solved with the help of your

child’s regular classroom teacher. For example, if your child is easily distracted, the

teacher may ask him to sit close to her. Individual help before or after school may be all

he needs. But if these strategies don’t work, other help is available. Your child may be

placed in a smaller class for part of the day for more focused attention or in a class with

two teachers, one of whom has a degree in special education. Your child may be eligible

for what are called "related services." These include counseling, speech therapy, and

physical and occupational therapy. Except in extraordinary circumstances, teachers and

staff are supposed to get your child the help he needs in his regular school per the

Department of Education's Special Education Reform. They are not supposed to tell you

that you have to find another school or that your child must make do with less services

than he requires. If the school cannot provide the help your child needs, he may be

eligible to attend a private school at the city’s expense.

Some important categories of special education : Autism

Blindness

Deafness

Emotional Disturbance

Hearing Impairment

Intellectual Disability

Multiple Disabilities

Orthopedic Impairment

Other Health Impaired

Specific Learning Disability

Speech or Language Impairment

Traumatic Brain Injury

Visual Impairment

The different types of special education students include those with physical,

emotional, mental, behavioral, learning, developmental, and communication

http://insideschools.org/blog/item/1000897-how-to-get-your-ld-child-a-free-non-public-place

http://www.understandingspecialeducation.com/definition-of-autism.html

http://www.understandingspecialeducation.com/speech-disorders.html


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challenges. Students are placed into special education classes if they have

disabilities or disorders that interfere with learning in a traditional classroom.

Special education classrooms and resource rooms are generally equipped with

specialized learning devices and a smaller student to teacher ratio.

Some special education students have physical disabilities. Blind or deaf students

often require special learning devices not offered by the conventional classroom.

Students who have physical disabilities that impair speech or movements required

for writing or speaking may be placed in special education classes where they can

receive more specialized attention from teachers.

The category of special education students includes those with mental health issues

and brain injury. A student who has suffered a traumatic brain injury often requires

a different teaching approach, specialized instructional tools, and personalized

attention. Mentally delayed students, in general, study in special environments that

allow for a slower pace, content repetition, and greater supervision.

Some autistic students are placed in special education classrooms. The challenges

that come with this disorder vary across individuals. Many autistic children

experience delays in language development and social skills. Some experience no

reaction to sounds, while others are highly sensitive to noise and physical contact.

The placement of some autistic children in special education classrooms often

creates greater comfort for the student and facilitates a more focused approach to

learning.

Behavioral disorders are also reasons behind placing students in special education

classes. A child with a conduct disorder, for example, might be placed in a special

education classroom because he is continually disruptive and needs a greater

amount of attention from teaching staff. Students with attention-deficit disorders

are considered special education students in instances where their learning needs

cannot be met in a traditional classroom. A child lacking in impulse control may

require an adapted teaching environment and specialized attention as well.

Some special education students suffer from mental and emotional health issues

such as depression, anxieties, or phobias. In these situations, the condition keeps

the student from participating in classroom activities, inhibiting learning. A special

education resource room that allows for greater individualized attention is

sometimes helpful in these cases. These placements are sometimes debated by

parents who believe that the special education label might harm their child,

especially if they feel that the condition is temporary and can be treated outside of

school.

http://www.wisegeek.com/what-is-autism.htm

http://www.wisegeek.com/what-is-a-deficit.htm


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Different curriculums in special education :

An array of Special Education Services exists so that children with a wide variety of

learning disabilities and different education plans can be placed in a program that

works for them.

General Education Classroom Placement: for some students with learning

disabilities their learning needs can be met in a general education classroom with

no additional outside help.

Collaboration: students with disabilities who are in general education classrooms

meet outside the classroom with professionals such as the school psychologist,

resource room teacher, language specialists, or others.

Resource Room Placement: in this program students spend most of their day in

general education classrooms but then participate in resource room programs for

the other part of the day. resource room usually includes a small number of

students working with a special education teacher on reading, language, and math.

Special Education Placement with Part Time Inclusion: in this program special

education students are taught by a special education teacher for most of the day

but join their peers for subjects such as phys education, art, and music.

Self Contained Special Education: in this program students are in a class that is

located in a separate school, they are taught by special education teachers and have

very little contact with the general education program. Related Services: IDEA '97 guarantees that children with disabilities benefit from

general education or special education.

Laws support people with specially needed Special Education :

For the purposes of differentiating curriculum in classrooms two laws that have

been passed in the last decade have really affected this topic:

1. IDEA: Individuals with Disabilities Education Act:

In 1997, President Clinton signed this bill, which essentially replaced the

previous Education for All Handicapped Children Act of 1975. IDEA presented many

important changes to the special education process, specifically six principles:

I. Schools are required to plan for the transition of children with disabilities into further

education and employment at age 16. Schools also provide free appropriate public

education.

II. Appropriate education is provided.: proper evaluations, no cultural or racial

discrimination, no unnecessary tests, and individual performance monitoring.


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III. Individualized Education Program (IEP): this must be developed by a

multidisciplinary team and must

Present levels of educational performance;

Set measurable goals;

Include program modifications or supports;

State an intitiation date and the anticipated frequency, location and duration of

services;

Need transition services beginning at age 16; and

State procedures for measuring progress and have informed parent consent.

IV. Least Restrictive Environment: "To the maximum extent appropriate, children with

disabilities, including children in public or private institutions or other care facilities,

are educated with children who are not disabled, and special classes, separate

schooling, or other removal of children with disabilities from the regular educational

environment occurs only when the nature or severity of the disability of a child is such

that education in regular classes with the use of supplementary aids and services

cannot be achieved satisfactorily." (http://www.lrecoalition.org/01_whatIsLRE/)

V. Parent and Student participation in decision making:parents must be notified when

making the IEP and they must give consent.

VI. Procedural Safeguards: these were developed to protect rights, ensure that

information was provided, and give a way for disputes to be resolved.

2) NCLB: No Child Left Behind :

In 2002, President Bush signed this act that contains four basic education reforms:

stronger accountability reforms, increased flexibility and local control, expanded

options for parents and an emphasis on teaching methods that have been proven to

work.

Purpose:

The main purpose is to ensure that all children have a fair, equal, and significant

opportunity to obtain a high-quality education.

AYP:

Annual Yearly Progress: measures the progress of all public schools to work toward

passing the States' annual test. AYP measurements target the performance and

participation of all various subgroups based on race, disability, ethnicity. The goal of

NCLB is to have 100% proficiency by 2013-14.

http://www.lrecoalition.org/01_whatIsLRE/


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If schools fail :

If schools fail to meet AYP for two years they are identified as needing improvement

and the repercussions get worse and worse each year. If the school fails for 5 years in a

row they get shut down or taken over.

Reference :

Broer, Stephen, Doyle, Mary Beth, Giangreco, Michael (2005). Perspectives of

Students With Intellectual Disabilities About Their Experiences With

Paraprofessional Support. Exceptional Children, 71(4), 415-430. Retrieved, from

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Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook

Handbook, 2004-2005 Edition, Teachers-Special Education. Retrieved on November

10, 2005 from http://stats.bls.gov/oco/ocos070.htm.

Busch, Todd, Pederson, Kari, Espin, Christine, Weissenburger, Jacalyn (2001).

Teaching students with learning disabilities: Perceptions of a first-year teacher. The

Journal of Special Education, 35(2), 92-99. Retrieved, from Research Library

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Diezmann, Carmel (2005). Growing scholarly teachers and educational researchers:

A curriculum for a Research Pathway in pre-service teacher education. Asia - Pacific

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Dotten, Rose (2000). Teacher Librarian, 27(5), 35. Retrieved, from Research


Drame, Elizabeth (2002). Sociocultural context effects on teachers' readiness to

refer for learning disabilities. Exceptional Children, 69(1), 41-53. Retrieved, from

Research Library database. (Document ID: 162109391).

Grissom, C (2002, January). Technology, curriculum and professional development:

Adapting schools to meet the needs of students with disabilities. Choice, 39(5), 936.

Retrieved, from Research Library database. (Document ID: 98964212).

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Teaching and Learning, 35(4), 12. Retrieved, from Research Library database.

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Engstrom, Ellen (2005). Reading, writing, and assistive technology: An integrated

developmental curriculum for college students. Journal of Adolescent & Adult

Literacy, 49(1), 30-39. Retrieved, from Research Library database. (Document

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Gumport, Patricia J., Zemsky, Robert. (2003, July). Drawing NEW MAPS for a

Changing Enterprise. Change, 35(4), 31. Retrieved, from Research Library database.

(Document ID: 592372191).

Harless, Carol Sue (1991). Professional Materials -- Collaborative-Apprenticeship

Learning: Language and Thinking Across the Curriculum, K-12 by Ann Shea

Bayer. Journal of Reading, 34(5), 413. Retrieved, from Research Library database.

(Document ID: 1873611). Harris, K., Mamlin, N. 1998. Elementary Teachers' Referral to Special Education in

Light of Inclusion and Prereferral : “Every Child Is Here to Learn … But Some of These

Children Are in Real Trouble”, Journal of Educational Psychology, 00220663, Vol. 90, Issue 3.

Lamar-Dukes, Pamela, Dukes, Charles. (2005). Consider the Roles and Responsibilities of the Inclusion Support Teacher. Intervention in School and

Clinic, 41(1), 55-61. Retrieved, from Research Library database. (Document ID: 896009141).

Nattrass, George (1991). New Books -- Discrete Mathematics Across the Curriculum, K-12 edited by Margaret J. Kenney and Christian R. Hirsch. The

Arithmetic Teacher, 39(4), 42. Retrieved, from Research Library database. (Document ID: 1862067).

Online Newspaper Caters to Beginning Readers, Special Ed

Students. (2004, January). T.H.E. Journal, 31(6), 26. Retrieved, from Research

Library database. (Document ID: 530946821)

Oxaal, Ingrid (2005). Accelerating Student Learning in Kindergarten Through Grade

3: Five Years of OSEP-Sponsored Intervention Research. The Journal of Special

Education, 39(1), 2-5. Retrieved, from Research Library database. (Document

ID: 833146171).

Prause, Julia (2005). Itinerant Teaching: Tricks of the Trade for Teachers of

Students with Visual Impairments. Journal of Visual Impairment &

Blindness, 99(8), 504-506. Retrieved, from Research Library database. (Document

ID: 890666001).

Sandholtz, J. Ogawa, R. Scribne, S. (2004). Standards Gaps: Uninteded Consequences

of Local Standards-Based Reform. Teachers College Record, 106(6), 1177-1202.

Retrieved , from Research Library database. (Document ID: 656686891).

Scott, Chris (2001, July). E-grained curriculum. Marketing News, 35(16), 11.

Retrieved, from Research Library database. (Document ID: 76304279).

Taylor, James, Baker Jr., Richard (2001, December). Discipline and the special

education student. Educational Leadership, 59(4), 28-30. Retrieved, from Research



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IMPACT OF LEARNING OF MATHEMATICS EDUCATION FOR A TEACHER

* DR. KONDRU SUBBA RAO ** B.S.VIJAY KUMAR

Introduction :

Researchers in mathematics education are primarily concerned with the tools,

methods and approaches that facilitate practice or the study of practice,

however mathematics education research, known on the continent of Europe as

the didactics or pedagogy of mathematics, has developed into an extensive field of

study, with its own concepts, theories, methods, national and international

organizations, conferences and literature. This article describes some of the history,

influences and recent controversies.

Elementary mathematics was part of the education system in most ancient

civilizations, including Ancient Greece, the Roman empire, Vedic society and ancient

Egypt. In most cases, a formal education was only available to male children with a

sufficiently high status, wealth or caste.

In Plato's division of the liberal arts into the trivium and the quadrivium, the

quadrivium included the mathematical fields of arithmetic and geometry. This structure

was continued in the structure of classical education that was developed in medieval

Europe. Teaching of geometry was almost universally based on Euclid's Elements.

Apprentices to trades such as masons, merchants and money-lenders could expect to

learn such practical mathematics as was relevant to their profession.

The first mathematics textbooks to be written in English and French were

published by Robert Recorde, beginning with The Grounde of Artes in 1540. However,

there are many different writings on mathematics and mathematics methodology that

date back to 1800 BCE. These were mostly located in Mesopotamia where the

Sumerians were practicing multiplication and division. There are also artifacts

demonstrating their own methodology for solving equations like the quadratic

equation. After the Sumerians some of the most famous ancient works on mathematics

come from Egypt in the form of the Rhind Mathematical Papyrus and the Moscow

Mathematical Papyrus. The more famous Rhind Papyrus has been dated to

approximately 1650 BCE but it is thought to be a copy of an even older scroll. This

papyrus was essentially an early textbook for Egyptian students.

In the Renaissance, the academic status of mathematics declined, because it was

strongly associated with trade and commerce. Although it continued to be taught in

European universities, it was seen as subservient to the study of Natural,

Metaphysical and Moral Philosophy.

https://en.wikipedia.org/wiki/List_of_scientific_journals_in_mathematics_education

https://en.wikipedia.org/wiki/Didactics

https://en.wikipedia.org/wiki/Pedagogy

https://en.wikipedia.org/wiki/Education

https://en.wikipedia.org/wiki/Ancient_Greece

https://en.wikipedia.org/wiki/Roman_empire

https://en.wikipedia.org/wiki/Vedic_civilization

https://en.wikipedia.org/wiki/Ancient_Egypt

https://en.wikipedia.org/wiki/Ancient_Egypt

https://en.wikipedia.org/wiki/Male

https://en.wikipedia.org/wiki/Caste

https://en.wikipedia.org/wiki/Plato

https://en.wikipedia.org/wiki/Liberal_arts

https://en.wikipedia.org/wiki/Trivium_(education)

https://en.wikipedia.org/wiki/Quadrivium

https://en.wikipedia.org/wiki/Arithmetic

https://en.wikipedia.org/wiki/Geometry

https://en.wikipedia.org/wiki/Medieval_university

https://en.wikipedia.org/wiki/Euclid

https://en.wikipedia.org/wiki/Robert_Recorde

https://en.wikipedia.org/wiki/Rhind_Mathematical_Papyrus

https://en.wikipedia.org/wiki/Moscow_Mathematical_Papyrus

https://en.wikipedia.org/wiki/Moscow_Mathematical_Papyrus

https://en.wikipedia.org/wiki/Rhind_Papyrus

https://en.wikipedia.org/wiki/Renaissance

https://en.wikipedia.org/wiki/Natural_Philosophy

https://en.wikipedia.org/wiki/Metaphysics

https://en.wikipedia.org/wiki/Moral_philosophy


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This trend was somewhat reversed in the seventeenth century, with the University

of Aberdeen creating a Mathematics Chair in 1613, followed by the Chair in Geometry

being set up in University of Oxford in 1619 and the Lucasian Chair of

Mathematics being established by the University of Cambridge in 1662. However, it was

uncommon for mathematics to be taught outside of the universities. Isaac Newton, for

example, received no formal mathematics teaching until he joined Trinity College,

Cambridge in 1661.

In the 18th and 19th centuries, the industrial revolution led to an enormous

increase in urban populations. Basic numeracy skills, such as the ability to tell the time,

count money and carry out simple arithmetic, became essential in this new urban

lifestyle. Within the new public education systems, mathematics became a central part

of the curriculum from an early age.

By the twentieth century, mathematics was part of the core curriculum in

all developed countries.

During the twentieth century, mathematics education was established as an

independent field of research.

Here are some of the main events in this development :

In 1893, a Chair in mathematics education was created at the University of

Göttingen, under the administration of Felix Klein

The International Commission on Mathematical Instruction (ICMI) was founded in

1908, and Felix Klein became the first president of the organization The professional periodical literature on mathematics education in the U.S.A. had

generated more than 4000 articles after 1920, so in 1941 William L. Schaaf

published a classified index, sorting them into their various subjects.[1]

A renewed interest in mathematics education emerged in the 1960s, and the

International Commission was revitalised.

In 1968, the Shell Centre for Mathematical Education was established

in Nottingham.

The first International Congress on Mathematical Education (ICME) was held

in Lyon in 1969. The second congress was in Exeter in 1972, and after that it has

been held every four years.

In the 20th century, the cultural impact of the "electronic age" (McLuhan) was also

taken up by educational theory and the teaching of mathematics. While previous

approach focused on "working with specialized 'problems' in arithmetic", the emerging

structural approach to knowledge had "small children meditating about number

theory and 'sets'."

https://en.wikipedia.org/wiki/University_of_Aberdeen

https://en.wikipedia.org/wiki/University_of_Aberdeen

https://en.wikipedia.org/wiki/University_of_Oxford

https://en.wikipedia.org/wiki/Lucasian_Professor_of_Mathematics

https://en.wikipedia.org/wiki/Lucasian_Professor_of_Mathematics

https://en.wikipedia.org/wiki/University_of_Cambridge

https://en.wikipedia.org/wiki/Isaac_Newton

https://en.wikipedia.org/wiki/Trinity_College,_Cambridge

https://en.wikipedia.org/wiki/Trinity_College,_Cambridge

https://en.wikipedia.org/wiki/Industrial_revolution

https://en.wikipedia.org/wiki/Urban_area


https://en.wikipedia.org/wiki/Public_education

https://en.wikipedia.org/wiki/Developed_country

https://en.wikipedia.org/wiki/Felix_Klein

https://en.wikipedia.org/wiki/International_Commission_on_Mathematical_Instruction

https://en.wikipedia.org/wiki/Periodical_literature

https://en.wikipedia.org/wiki/Subject_indexing

https://en.wikipedia.org/wiki/Mathematics_education#cite_note-1

https://en.wikipedia.org/w/index.php?title=Shell_Centre_for_Mathematical_Education&action=edit&redlink=1

https://en.wikipedia.org/wiki/Nottingham

https://en.wikipedia.org/wiki/International_Congress_on_Mathematical_Education

https://en.wikipedia.org/wiki/Lyon

https://en.wikipedia.org/wiki/Exeter

https://en.wikipedia.org/wiki/Information_Age

https://en.wikipedia.org/wiki/Educational_theory


https://en.wikipedia.org/wiki/Number_theory

https://en.wikipedia.org/wiki/Number_theory

https://en.wikipedia.org/wiki/Set_theory


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Objectives :

At different times and in different cultures and countries, mathematics education

has attempted to achieve a variety of different objectives. These objectives have

included:

The teaching and learning of basic numeracy skills to all pupils.

The teaching of practical mathematics (arithmetic, elementary algebra, plane and

solid geometry, trigonometry) to most pupils, to equip them to follow a trade or

craft.

The teaching of abstract mathematical concepts (such as set and function) at an

early age.

The teaching of selected areas of mathematics (such as Euclidean geometry) as an

example of an axiomatic system and a model of deductive reasoning.

The teaching of selected areas of mathematics (such as calculus) as an example of

the intellectual achievements of the modern world.

The teaching of advanced mathematics to those pupils who wish to follow a career

in Science, Technology, Engineering, and Mathematics (STEM) fields.

The teaching of heuristics and other problem-solving strategies to solve non-

routine problems.

Methods :

The method or methods used in any particular context are largely determined by

the objectives that the relevant educational system is trying to achieve. Methods of

teaching mathematics include the following:

Conventional approach: the gradual and systematic guiding through the hierarchy

of mathematical notions, ideas and techniques. Starts with arithmetic and is

followed by Euclidean geometry and elementary algebra taught concurrently.

Requires the instructor to be well informed about elementary mathematics, since

didactic and curriculum decisions are often dictated by the logic of the subject

rather than pedagogical considerations. Other methods emerge by emphasizing

some aspects of this approach.

Classical education: the teaching of mathematics within the quadrivium, part of the

classical education curriculum of the Middle Ages, which was typically based

on Euclid's Elements taught as a paradigm of deductive reasoning.

Games can motivate students to improve skills that are usually learned by rote. In

"Number Bingo," players roll 3 dice, then perform basic mathematical operations on

those numbers to get a new number, which they cover on the board trying to cover 4

https://en.wikipedia.org/wiki/Numeracy


https://en.wikipedia.org/wiki/Elementary_algebra


https://en.wikipedia.org/wiki/Trigonometry

https://en.wikipedia.org/wiki/Set_(mathematics)

https://en.wikipedia.org/wiki/Function_(mathematics)

https://en.wikipedia.org/wiki/Euclidean_geometry

https://en.wikipedia.org/wiki/Axiomatic_system

https://en.wikipedia.org/wiki/Deductive_reasoning

https://en.wikipedia.org/wiki/Calculus

https://en.wikipedia.org/wiki/Modern_world

https://en.wikipedia.org/wiki/STEM_fields

https://en.wikipedia.org/wiki/Heuristics


https://en.wikipedia.org/wiki/Euclidean_geometry

https://en.wikipedia.org/wiki/Elementary_algebra

https://en.wikipedia.org/wiki/Elementary_mathematics

https://en.wikipedia.org/wiki/Quadrivium

https://en.wikipedia.org/wiki/Middle_Ages

https://en.wikipedia.org/wiki/Euclid%27s_Elements

https://en.wikipedia.org/wiki/Paradigm

https://en.wikipedia.org/wiki/Deductive_reasoning


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squares in a row. This game was played at a "Discovery Day" organized by Big Brother

Mouse in Laos.

Rote learning: the teaching of mathematical results, definitions and concepts by

repetition and memorization typically without meaning or supported by

mathematical reasoning. A derisory term is drill and kill. In traditional education, rote

learning is used to teach multiplication tables, definitions, formulas, and other

aspects of mathematics.

Exercises: the reinforcement of mathematical skills by completing large numbers of

exercises of a similar type, such as adding vulgar fractions or solving quadratic

equations.

Problem solving: the cultivation of mathematical ingenuity, creativity and

heuristic thinking by setting students open-ended, unusual, and sometimes

unsolved problems. The problems can range from simple word problems to

problems from international mathematics competitions such as the International

Mathematical Olympiad. Problem solving is used as a means to build new

mathematical knowledge, typically by building on students' prior understandings.

New Math: a method of teaching mathematics which focuses on abstract concepts

such as set theory, functions and bases other than ten. Adopted in the US as a

response to the challenge of early Soviet technical superiority in space, it began to

be challenged in the late 1960s. One of the most influential critiques of the New

Math was Morris Kline's 1973 book Why Johnny Can't Add. The New Math method

was the topic of one of Tom Lehrer's most popular parody songs, with his

introductory remarks to the song: "...in the new approach, as you know, the

important thing is to understand what you're doing, rather than to get the right

answer."

Historical method: teaching the development of mathematics within an historical,

social and cultural context. Provides more human interest than the conventional

approach.,

Standards-based mathematics: a vision for pre-college mathematics education in

the US and Canada, focused on deepening student understanding of mathematical

ideas and procedures, and formalized by the National Council of Teachers of

Mathematics which created the Principles and Standards for School Mathematics.

Relational approach: Uses class topics to solve everyday problems and relates the

topic to current events. This approach focuses on the many uses of mathematics

and helps students understand why they need to know it as well as helping them to

apply mathematics to real world situations outside of the classroom.

https://en.wikipedia.org/wiki/Big_Brother_Mouse

https://en.wikipedia.org/wiki/Big_Brother_Mouse

https://en.wikipedia.org/wiki/Rote_learning

https://en.wikipedia.org/wiki/Traditional_education

https://en.wikipedia.org/wiki/Multiplication_table

https://en.wikipedia.org/wiki/Exercise_(mathematics)

https://en.wikipedia.org/wiki/Vulgar_fraction

https://en.wikipedia.org/wiki/Quadratic_equation

https://en.wikipedia.org/wiki/Quadratic_equation

https://en.wikipedia.org/wiki/Problem_solving

https://en.wikipedia.org/wiki/Heuristic

https://en.wikipedia.org/wiki/Word_problem_(mathematics_education)

https://en.wikipedia.org/wiki/Mathematics_competitions

https://en.wikipedia.org/wiki/International_Mathematical_Olympiad

https://en.wikipedia.org/wiki/International_Mathematical_Olympiad

https://en.wikipedia.org/wiki/New_Math

https://en.wikipedia.org/wiki/Set_theory

https://en.wikipedia.org/wiki/Morris_Kline

https://en.wikipedia.org/wiki/Tom_Lehrer

https://en.wikipedia.org/wiki/History_of_mathematics

https://en.wikipedia.org/wiki/Human_interest

https://en.wikipedia.org/wiki/Reform_mathematics

https://en.wikipedia.org/wiki/United_States

https://en.wikipedia.org/wiki/Canada

https://en.wikipedia.org/wiki/National_Council_of_Teachers_of_Mathematics

https://en.wikipedia.org/wiki/National_Council_of_Teachers_of_Mathematics

https://en.wikipedia.org/wiki/Principles_and_Standards_for_School_Mathematics


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Recreational mathematics: Mathematical problems that are fun can motivate

students to learn mathematics and can increase enjoyment of mathematics.

Computer-based math an approach based around use of mathematical software as

the primary tool of computation.

Content and age levels :

Different levels of mathematics are taught at different ages and in somewhat

different sequences in different countries. Sometimes a class may be taught at an earlier

age than typical as a special or honors class.

Elementary mathematics in most countries is taught in a similar fashion, though

there are differences. In the United States fractions are typically taught starting from 1st

grade, whereas in other countries they are usually taught later, since the metric system

does not require young children to be familiar with them. Most countries tend to cover

fewer topics in greater depth than in the United States. K-12 topics include elementary

arithmetic (addition, subtraction, multiplication, and division), and pre-algebra.

In most of the U.S., algebra, geometry and analysis (pre-calculus and calculus) are

taught as separate courses in different years of high school. Mathematics in most other

countries (and in a few U.S. states) is integrated, with topics from all branches of

mathematics studied every year. Students in many countries choose an option or pre-

defined course of study rather than choosing courses à la carte as in the United States.

Students in science-oriented curricula typically study differential

calculus and trigonometry at age 16–17 and integral calculus, complex numbers, analytic

geometry, exponential and logarithmic functions, and infinite series in their final year of

secondary school. Probability and statistics may be taught in secondary education

classes.

Science and engineering students in colleges and universities may be required to

take multivariable calculus, differential equations, linear algebra. Applied mathematics is

also used in specific majors; for example, civil engineers may be required to study fluid

mechanics, while "math for computer science" might include graph theory, permutation,

probability, and proofs. (Mathematics students obviously would continue to study

potentially any area.)

Standards :

Throughout most of history, standards for mathematics education were set locally,

by individual schools or teachers, depending on the levels of achievement that were

relevant to, realistic for, and considered socially appropriate for their pupils.

In modern times, there has been a move towards regional or national standards,

usually under the umbrella of a wider standard school curriculum. In England, for

https://en.wikipedia.org/wiki/Recreational_mathematics

https://en.wikipedia.org/wiki/Computer-based_math

https://en.wikipedia.org/wiki/Honors_class

https://en.wikipedia.org/wiki/Mathematics_education_in_the_United_States

https://en.wikipedia.org/wiki/Elementary_arithmetic

https://en.wikipedia.org/wiki/Elementary_arithmetic

https://en.wikipedia.org/wiki/Pre-algebra

https://en.wikipedia.org/wiki/Algebra


https://en.wikipedia.org/wiki/Pre-calculus

https://en.wikipedia.org/wiki/Calculus

https://en.wikipedia.org/wiki/Differential_calculus

https://en.wikipedia.org/wiki/Differential_calculus

https://en.wikipedia.org/wiki/Trigonometry

https://en.wikipedia.org/wiki/Integral_calculus

https://en.wikipedia.org/wiki/Complex_numbers

https://en.wikipedia.org/wiki/Analytic_geometry

https://en.wikipedia.org/wiki/Analytic_geometry

https://en.wikipedia.org/wiki/Exponential_function

https://en.wikipedia.org/wiki/Logarithmic_function

https://en.wikipedia.org/wiki/Infinite_series

https://en.wikipedia.org/wiki/Probability

https://en.wikipedia.org/wiki/Statistics

https://en.wikipedia.org/wiki/Multivariable_calculus

https://en.wikipedia.org/wiki/Differential_equations

https://en.wikipedia.org/wiki/Linear_algebra

https://en.wikipedia.org/wiki/Civil_engineers

https://en.wikipedia.org/wiki/Fluid_mechanics

https://en.wikipedia.org/wiki/Fluid_mechanics

https://en.wikipedia.org/wiki/Graph_theory

https://en.wikipedia.org/wiki/Permutation

https://en.wikipedia.org/wiki/England


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example, standards for mathematics education are set as part of the National

Curriculum for England, while Scotland maintains its own educational system. In the

USA, the National Governors Association Center for Best Practices and the Council of

Chief State School Officers have published the national mathematics Common Core State

Standards Initiative.

Ma (2000) summarized the research of others who found, based on nationwide

data, that students with higher scores on standardized mathematics tests had taken

more mathematics courses in high school. This led some states to require three years of

mathematics instead of two. But because this requirement was often met by taking

another lower level mathematics course, the additional courses had a “diluted” effect in

raising achievement levels.

In North America, the National Council of Teachers of Mathematics (NCTM) has

published the Principles and Standards for School Mathematics. In 2006, they released

the Curriculum Focal Points, which recommend the most important mathematical topics

for each grade level through grade 8. However, these standards are not nationally

enforced in US schools.

Research :

"Robust, useful theories of classroom teaching do not yet exist". However, there are

useful theories on how children learn mathematics and much research has been

conducted in recent decades to explore how these theories can be applied to teaching.

The following results are examples of some of the current findings in the field of

mathematics education:

Important results :

One of the strongest results in recent research is that the most important feature in

effective teaching is giving students "opportunity to learn". Teachers can set

expectations, time, kinds of tasks, questions, acceptable answers, and type of

discussions that will influence students' opportunity to learn. This must involve both

skill efficiency and conceptual understanding.

Conceptual understanding :

Two of the most important features of teaching in the promotion of conceptual

understanding are attending explicitly to concepts and allowing students to struggle

with important mathematics. Both of these features have been confirmed through a

wide variety of studies. Explicit attention to concepts involves making connections

between facts, procedures and ideas. (This is often seen as one of the strong points in

mathematics teaching in East Asian countries, where teachers typically devote about

half of their time to making connections. At the other extreme is the U.S.A., where

https://en.wikipedia.org/wiki/Common_Core_State_Standards_Initiative

https://en.wikipedia.org/wiki/Common_Core_State_Standards_Initiative

http://www.nctm.org/

https://en.wikipedia.org/wiki/Principles_and_Standards_for_School_Mathematics

http://www.nctm.org/focalpoints/


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essentially no connections are made in school classrooms.) These connections can be

made through explanation of the meaning of a procedure, questions comparing

strategies and solutions of problems, noticing how one problem is a special case of

another, reminding students of the main point, discussing how lessons connect, and so

on.

Deliberate, productive struggle with mathematical ideas refers to the fact that when

students exert effort with important mathematical ideas, even if this struggle initially

involves confusion and errors, the end result is greater learning. This has been shown to

be true whether the struggle is due to challenging, well-implemented teaching, or due to

faulty teaching the students must struggle to make sense of.

Formative assessment :

Formative assessment is both the best and cheapest way to boost student

achievement, student engagement and teacher professional satisfaction. Results

surpass those of reducing class size or increasing teachers' content knowledge. Effective

assessment is based on clarifying what students should know, creating appropriate

activities to obtain the evidence needed, giving good feedback, encouraging students to

take control of their learning and letting students be resources for one another.

Homework :

Homework which leads students to practice past lessons or prepare future lessons

are more effective than those going over today's lesson. Students benefit from feedback.

Students with learning disabilities or low motivation may profit from rewards. For

younger children, homework helps simple skills, but not broader measures of

achievement.

Students with difficulties :

Students with genuine difficulties (unrelated to motivation or past instruction)

struggle with basic facts, answer impulsively, struggle with mental representations,

have poor number sense and have poor short-term memory. Techniques that have been

found productive for helping such students include peer-assisted learning, explicit

teaching with visual aids, instruction informed by formative assessment and encouraging

students to think aloud.

Algebraic reasoning :

It is important for elementary school children to spend a long time learning to

express algebraic properties without symbols before learning algebraic notation. When

learning symbols, many students believe letters always represent unknowns and

struggle with the concept of variable. They prefer arithmetic reasoning to algebraic

equations for solving word problems. It takes time to move from arithmetic to algebraic

https://en.wikipedia.org/wiki/Formative_assessment

https://en.wikipedia.org/wiki/Recall_of_facts

https://en.wikipedia.org/wiki/Number_sense

https://en.wikipedia.org/wiki/Formative_assessment

https://en.wikipedia.org/wiki/Variable_(mathematics)


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generalizations to describe patterns. Students often have trouble with the minus sign

and understand the equals sign to mean "the answer is...."

Methodology :

As with other educational research (and the social sciences in general),

mathematics education research depends on both quantitative and qualitative

studies. Quantitative research includes studies that use inferential statistics to answer

specific questions, such as whether a certain teaching method gives significantly better

results than the status quo. The best quantitative studies involve randomized trials

where students or classes are randomly assigned different methods in order to test

their effects. They depend on large samples to obtain statistically significant results.

Qualitative research, such as case studies, action research, discourse analysis,

and clinical interviews, depend on small but focused samples in an attempt to

understand student learning and to look at how and why a given method gives the

results it does. Such studies cannot conclusively establish that one method is better

than another, as randomized trials can, but unless it is understood why treatment X is

better than treatment Y, application of results of quantitative studies will often lead to

"lethal mutations" of the finding in actual classrooms. Exploratory qualitative research

is also useful for suggesting new hypotheses, which can eventually be tested by

randomized experiments. Both qualitative and quantitative studies therefore are

considered essential in education—just as in the other social sciences. Many studies are

“mixed”, simultaneously combining aspects of both quantitative and qualitative

research, as appropriate.

Randomized trials :

There has been some controversy over the relative strengths of different types of

research. Because randomized trials provide clear, objective evidence on “what works”,

policy makers often take only those studies into consideration. Some scholars have

pushed for more random experiments in which teaching methods are randomly

assigned to classes. In other disciplines concerned with human subjects, like

biomedicine, psychology, and policy evaluation, controlled, randomized experiments

remain the preferred method of evaluating treatments. Educational statisticians and

some mathematics educators have been working to increase the use of randomized

experiments to evaluate teaching methods. On the other hand, many scholars in

educational schools have argued against increasing the number of randomized

experiments, often because of philosophical objections.

In the United States, the National Mathematics Advisory Panel (NMAP) published a

report in 2008 based on studies, some of which used randomized assignment of

https://en.wikipedia.org/wiki/Equals_sign

https://en.wikipedia.org/wiki/Quantitative_research

https://en.wikipedia.org/wiki/Inferential_statistics

https://en.wikipedia.org/wiki/Qualitative_research

https://en.wikipedia.org/wiki/Case_studies

https://en.wikipedia.org/wiki/Action_research

https://en.wikipedia.org/wiki/Discourse_analysis

https://en.wikipedia.org/wiki/Jean_Piaget

https://en.wikipedia.org/w/index.php?title=National_Mathematics_Advisory_Panel&action=edit&redlink=1


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treatments to experimental units, such as classrooms or students. The NMAP report's

preference for randomized experiments received criticism from some scholars. In 2010,

the What Works Clearinghouse(essentially the research arm for the Department of

Education) responded to ongoing controversy by extending its research base to include

non-experimental studies, including regression discontinuity designs and single-case

studies.

Mathematics educators :

The following are some of the people who have had a significant influence on the

teaching of mathematics at various periods in history:

Euclid (fl. 300 BC), Ancient Greek, author of The Elements

Tatyana Alexeyevna Afanasyeva (1876–1964), Dutch/Russian mathematician who

advocated the use of visual aids and examples for introductory courses in geometry

for high school students

Robert Lee Moore (1882–1974), American mathematician, originator of the Moore

method

George Pólya (1887–1985), Hungarian mathematician, author of How to Solve It

Georges Cuisenaire (1891–1976), Belgian primary school teacher who

invented Cuisenaire rods

William Arthur Brownell (1895–1977), American educator who led the movement to

make mathematics meaningful to children, often considered the beginning of

modern mathematics education

Hans Freudenthal (1905–1990), Dutch mathematician who had a profound impact

on Dutch education and founded the Freudenthal Institute for Science and

Mathematics Education in 1971

Caleb Gattegno (1911-1988), Egyptian, Founder of the Association for Teaching Aids

in Mathematics in Britain (1952) and founder of the journal Mathematics Teaching.

Toru Kumon (1914–1995), Japanese, originator of the Kumon method, based on

mastery through exercise

Pierre van Hiele and Dina van Hiele-Geldof, Dutch educators (1930s–1950s) who

proposed a theory of how children learn geometry (1957), which eventually became

very influential worldwide

Robert Parris Moses (1935–), founder of the nationwide US Algebra project

Robert M. Gagné (1958–1980s), pioneer in mathematics education research.

Mathematics teachers :

The following people all taught mathematics at some stage in their lives, although

they are better known for other things:

https://en.wikipedia.org/wiki/Experimental_unit

https://en.wikipedia.org/wiki/What_Works_Clearinghouse

https://en.wikipedia.org/wiki/United_States_Department_of_Education

https://en.wikipedia.org/wiki/United_States_Department_of_Education

https://en.wikipedia.org/wiki/Regression_discontinuity_design



https://en.wikipedia.org/wiki/Euclid

https://en.wikipedia.org/wiki/Floruit


https://en.wikipedia.org/wiki/Tatyana_Afanasyeva

https://en.wikipedia.org/wiki/Netherlands

https://en.wikipedia.org/wiki/Russia

https://en.wikipedia.org/wiki/Robert_Lee_Moore

https://en.wikipedia.org/wiki/Moore_method

https://en.wikipedia.org/wiki/Moore_method

https://en.wikipedia.org/wiki/George_P%C3%B3lya

https://en.wikipedia.org/wiki/How_to_Solve_It

https://en.wikipedia.org/wiki/Georges_Cuisenaire

https://en.wikipedia.org/wiki/Belgium

https://en.wikipedia.org/wiki/Cuisenaire_rods

https://en.wikipedia.org/wiki/William_A._Brownell

https://en.wikipedia.org/wiki/Hans_Freudenthal

https://en.wikipedia.org/wiki/Freudenthal_Institute_for_Science_and_Mathematics_Education

https://en.wikipedia.org/wiki/Freudenthal_Institute_for_Science_and_Mathematics_Education

https://en.wikipedia.org/wiki/Caleb_Gattegno

https://en.wikipedia.org/wiki/Toru_Kumon

https://en.wikipedia.org/wiki/Kumon_method

https://en.wikipedia.org/wiki/Van_Hiele_model

https://en.wikipedia.org/wiki/Van_Hiele_model

https://en.wikipedia.org/wiki/Robert_Parris_Moses


https://en.wikipedia.org/wiki/Algebra_project

https://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9


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Lewis Carroll, pen name of British author Charles Dodgson, lectured in mathematics

at Christ Church, Oxford. As a mathematics educator, Dodgson defended the use

of Euclid's Elements as a geometry textbook; Euclid and his Modern Rivals is a

criticism of a reform movement in geometry education led by the Association for the

Improvement of Geometrical Teaching.

John Dalton, British chemist and physicist, taught mathematics at schools and

colleges in Manchester, Oxford and York

Tom Lehrer, American songwriter and satirist, taught mathematics

at Harvard, MIT and currently at University of California, Santa Cruz

Brian May, rock guitarist and composer, worked briefly as a mathematics teacher

before joining Queen

Georg Joachim Rheticus, Austrian cartographer and disciple of Copernicus, taught

mathematics at the University of Wittenberg

Edmund Rich, Archbishop of Canterbury in the 13th century, lectured on

mathematics at the universities of Oxford andParis

Éamon de Valera, a leader of Ireland's struggle for independence in the early 20th

century and founder of the Fianna Fáil party, taught mathematics at schools and

colleges in Dublin

Archie Williams, American athlete and Olympic gold medalist, taught mathematics at

high schools in California.

References :

William L. Schaaf (1941) A Bibliography of Mathematical Education, Forest Hills,

N.Y. : Stevinus Press, link from HathiTrust

Marshall McLuhan (1964) Understanding Media, p.13

Sriraman, Bharath (2012). Crossroads in the History of Mathematics and Mathematics

Education. Monograph Series in Mathematics Education 12. IAP. ISBN 978-1-61735-

704-6.

http://www.math.unl.edu/~s-kfield1/203currentevent.htm%20

Singmaster, David (7 September 1993). "The Unreasonable Utility of Recreational

Mathematics". For First European Congress of Mathematics, Paris, July, 1992.

"Foundations for Success: The Final Report of the National Mathematics Advisory

Panel" (PDF). U.S. Department of Education. 2008. p. 20.

https://cee.mit.edu/undergraduate/1C-degreerequirements

http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-042j-

mathematics-for-computer-science-fall-2010/

"Mathematics curriculum". UK Department of Education. 17 January 2013.

https://en.wikipedia.org/wiki/Lewis_Carroll

https://en.wikipedia.org/wiki/United_Kingdom

https://en.wikipedia.org/wiki/Christ_Church,_Oxford


https://en.wikipedia.org/wiki/Euclid_and_his_Modern_Rivals

https://en.wikipedia.org/wiki/Association_for_the_Improvement_of_Geometrical_Teaching

https://en.wikipedia.org/wiki/Association_for_the_Improvement_of_Geometrical_Teaching

https://en.wikipedia.org/wiki/John_Dalton

https://en.wikipedia.org/wiki/Manchester

https://en.wikipedia.org/wiki/Oxford

https://en.wikipedia.org/wiki/York

https://en.wikipedia.org/wiki/Tom_Lehrer


https://en.wikipedia.org/wiki/Harvard

https://en.wikipedia.org/wiki/MIT

https://en.wikipedia.org/wiki/University_of_California,_Santa_Cruz

https://en.wikipedia.org/wiki/Brian_May

https://en.wikipedia.org/wiki/Queen_(band)

https://en.wikipedia.org/wiki/Georg_Joachim_Rheticus

https://en.wikipedia.org/wiki/Austria

https://en.wikipedia.org/wiki/Copernicus

https://en.wikipedia.org/wiki/University_of_Wittenberg

https://en.wikipedia.org/wiki/Edmund_Rich

https://en.wikipedia.org/wiki/Archbishop_of_Canterbury

https://en.wikipedia.org/wiki/Oxford

https://en.wikipedia.org/wiki/Paris

https://en.wikipedia.org/wiki/%C3%89amon_de_Valera

https://en.wikipedia.org/wiki/Fianna_F%C3%A1il

https://en.wikipedia.org/wiki/Dublin

https://en.wikipedia.org/wiki/Archie_Williams


https://en.wikipedia.org/wiki/California

http://babel.hathitrust.org/cgi/pt?id=uc1.$b417103;view=1up;seq=11

https://en.wikipedia.org/wiki/HathiTrust

https://en.wikipedia.org/wiki/Marshall_McLuhan

https://en.wikipedia.org/wiki/Understanding_Media

http://books.google.com/books?id=P38a50_NT8oC

http://books.google.com/books?id=P38a50_NT8oC

https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/978-1-61735-704-6

https://en.wikipedia.org/wiki/Special:BookSources/978-1-61735-704-6

http://www.math.unl.edu/~s-kfield1/203currentevent.htm

https://en.wikipedia.org/wiki/David_Singmaster

http://anduin.eldar.org/~problemi/singmast/ecmutil.html

http://anduin.eldar.org/~problemi/singmast/ecmutil.html

http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf

https://cee.mit.edu/undergraduate/1C-degreerequirements

http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-042j-mathematics-for-computer-science-fall-2010/

http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-042j-mathematics-for-computer-science-fall-2010/

http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199003/mathematics


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Ma, X. (2000). "A longitudinal assessment of antecedent course work in mathematics and

subsequent mathematical attainment". Journal of Educational Research 94 (1): 16–

29. doi:10.1080/00220670009598739.

Raudenbush, Stephen (2005). "Learning from Attempts to Improve Schooling: The

Contribution of Methodological Diversity".Educational Researcher 34 (5): 25–

31. doi:10.3102/0013189X034005025.

Cook, Thomas D. (2002). "Randomized Experiments in Educational Policy Research: A

Critical Examination of the Reasons the Educational Evaluation Community has Offered

for Not Doing Them". Educational Evaluation and Policy Analysis24 (3): 175–

199. doi:10.3102/01623737024003175.

Working Group on Statistics in Mathematics Education Research (2007). "Using

Statistics Effectively in Mathematics Education Research: A report from a series of

workshops organized by the American Statistical Association with funding from the

National Science Foundation" (PDF). The American Statistical Association.

Shadish, William R.; Cook, Thomas D.; Campbell, Donald T. (2002). Experimental and

quasi-experimental designs for generalized causal inference (2nd ed.). Boston:

Houghton Mifflin. ISBN 0-395-61556-9.

See articles on NCLB, National Mathematics Advisory Panel, Scientifically based

research and What Works Clearinghouse

Kelly, Anthony (2008). "Reflections on the National Mathematics Advisory Panel Final

Report". Educational Researcher 37(9): 561–4. doi:10.3102/0013189X08329353. This

is the introductory article to an issue devoted to this debate on report of the

National Mathematics Advisory Panel, particularly on its use of randomized

experiments.

Sparks, Sarah (October 20, 2010). "Federal Criteria For Studies Grow". Education

Week. p. 1.

Ehrenfest-Afanassjewa, Tatjana (March 2003) [1931]. "Exercises in Experimental

Geometry" (PDF). Hoeschsmann, Klaus (translator).

"Introduction to Caleb Gattegno". The Association For The Science of Education.

Retrieved 25 October 2013.

Cajori, Florian (October 1910). "Attempts made during the eighteenth and nineteenth

centuries to reform the teaching of geometry". American Mathematical

Monthly 17 (10): 181–201. doi:10.2307/2973645. JSTOR 2973645.

"Freddie Mercury Interview". Melody Maker. 2 May 1981.

http://www.tandfonline.com/doi/abs/10.1080/00220670009598739

http://www.tandfonline.com/doi/abs/10.1080/00220670009598739

https://en.wikipedia.org/wiki/Digital_object_identifier

https://dx.doi.org/10.1080%2F00220670009598739

http://edr.sagepub.com/cgi/content/abstract/34/5/25



https://dx.doi.org/10.3102%2F0013189X034005025

http://epa.sagepub.com/content/24/3/175.short




https://dx.doi.org/10.3102%2F01623737024003175

http://www.amstat.org/research_grants/pdfs/SMERReport.pdf




https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/0-395-61556-9

https://en.wikipedia.org/wiki/No_Child_Left_Behind

https://en.wikipedia.org/w/index.php?title=National_Mathematics_Advisory_Panel&action=edit&redlink=1

https://en.wikipedia.org/wiki/Scientifically_based_research

https://en.wikipedia.org/wiki/Scientifically_based_research

https://en.wikipedia.org/wiki/What_Works_Clearinghouse




https://dx.doi.org/10.3102%2F0013189X08329353

http://www.pims.math.ca/~hoek/teageo/TEA.pdf

http://www.pims.math.ca/~hoek/teageo/TEA.pdf

http://www.calebgattegno.org/caleb-gattegno-biography.html


https://dx.doi.org/10.2307%2F2973645

https://en.wikipedia.org/wiki/JSTOR

https://www.jstor.org/stable/2973645

http://mr-mercury.co.uk/freddie_1981_interview.htm


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TALENT MANAGEMENT AND DEVELOPING LEADERSHIP

* DR. N. NIRMALA MANI Abstract :

Talent management is a set of integrated organisational workforce processes

designed to attract, develop, motivate and retain productive, engaged employees. The

goal of talent management is to create a high-performance, sustainable organisation

that meets its strategic and operational goals and objectives. Creating a talent strategy

isn’t a ‘do it once and forget it’ activity. As with a business strategy, which organisations

review and update annually against their three-to-five year vision and their planning, so

too a talent strategy must evolve. Complexity, change and challenge are the only

certainties in the current health care system. Health care leaders must have a complete

and well-aligned talent strategy. Women and minorities face greater challenges in

organisational entry and in moving up the organisational ranks because a mentality of

white male managers continues to control the bulk of the power in organisations and

largely determine a company’s hiring, compensation and performance evaluation

practices. In addition, gender and ethnic stereotyping contributes to the lack of

acceptance of women and minorities as authoritative figures, and a lack of similar

others makes it difficult for them to network effectively. Affirmative action

programmes, however, only served to make women and minorities feel stigmatized.

Introduction :

This generation values leaders who are especially engaging and visionary and who

communicate openly and authentically. They value a career that gives them personal

meaning as well as long-term learning and growth. Instead of a traditional interview

with a few senior leaders, smart companies (such as Google) are allowing prospective

employees to experience the workplace for a day, sitting in on a range of meetings to

help them see how they could make an impact on the business from day one. . It is

important for senior leaders to be aware of this, as they often recruit talent on the

assumption that the current generation will be attracted by the same benefits that

attracted them, which may not be the case. In addition to the content of the job

advertisement, you need to consider the method of communication, with younger

generations more responsive to multimedia and social media approaches than

traditional recruitment practices. Developing talent, especially when focusing on future

leaders should include experiential learning and the opportunity to shed Developing

and retaining talent the silo view of the organisation and enhance the individual’s

understanding of strategic system-level challenges. Many successful foundation trusts

do this when appointing to clinical director posts, taking the consultant out of their


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medical specialty to hone their leadership skills in another, unfamiliar area of clinical

practice. In addition to offering ongoing development to those with high potential, you

may also want to consider providing a clear leadership path that describes how and

when they might be able to take the next step, giving them increased feedback

on performance, especially for stretching development roles, and enhanced decision-

making authority. Particular attention could be given to developing the leadership skills

of high potential clinicians.

Operational Objectives of Talent Management :

Talent management processes include recruiting, development and retaining

people with required skills and aptitude to help your company meet current and future

needs. Operational objectives of talent management should align closely with the

company strategic goals.

Recruit Top Talent :

The talent management cycle typically begins with attracting the most talented

individuals to run business. Recruiting activities include publishing job openings,

participating in career fairs, providing scholarship to schools and establishing a

presence in the community. Talent managers work with other human resources

professionals to match candidates with the right skills to available jobs in the company.

Develop Employees :

When employees join company they establish a career plan. This might involve

rotational assignments, international travel or special projects. Allowing employees to

develop their professional skills typically results in higher workplace productivity,

innovative approaches and creativity. Improved operational metrics – such as reduces

waste, fewer product errors and higher customer satisfaction usually results.

Promote Subordinates :

The operational objective of talent management is to ensure that the company has

the right personnel at the right time. When employees have an opportunity to gain

comprehensive knowledge of company operations, they prepare to take on leadership

positions as they open up Rather than hiring someone from outside the company who

has to learn your business, can promote an internal candidate who has shown potential

based on past performance.

Retain Staff :

Aligning resources with company‘s overall business strategy allows them to

develop skills that helps them contribute to the company’s success. This typically leads

to higher employee morale, job satisfaction and lower absenteeism. Employees who fell


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valued tend to produce at a higher rate and stay with the longer. This prevents form

having to go through the costly process of recruiting, interviewing, hiring and training a

new employee.

Recruiting Talent :

At all levels of an organisation, not just in relation to senior leaders, it is essential to

recruit not just to meet today’s needs but with your future vision and strategy in mind.

When recruiting, organisations traditionally focus on competencies, knowledge, skills

and qualifications as these are generally easier to articulate, identify and measure.

However, values, traits, behaviours and motivational drivers are equally – and in some

cases more – important. While the competencies and knowledge provide valuable

information and insight about an individual’s readiness for a particular role, traits and

drivers help to reveal a person’s potential for leadership. As complexity in health care

increases, we will require leaders (at every level) who can shift and adapt quickly, are

resourceful, Recruiting talent who thrive on change and can make sense out of

uncertainty for those they lead. Agile leaders lead with purpose and meaning. They are

guided by their values and supported by strong relationships with the people around

them, empowering those whom they lead to make a difference. In The management

agenda 2015, human resources (HR) managers identified managing the different needs

and expectations of a multi-generational and diverse workforce as likely to be the

biggest challenge in five years’ time (Lucy et al 2015). Despite this prediction, their

views are split on the need and the success of attempts to manage such a workforce

today. The report also notes that talent management and succession planning have

moved from sixth to third place in the list of current challenges for the public sector.

Developing and retaining talent :

Once you have identified the type of talent that is most critical to leading and

implementing your organisation’s strategy and have recruited people in line with that,

the next step is to develop that talent. An active talent management strategy requires

managers and leaders at every level of the organisation to be committed to developing

talent. The board and senior leaders must ensure talent strategies are aligned to the

business strategy and objectives. They must foster a culture in which human resource

and workforce specialists are valued for their contribution and where individuals take

responsibility for managing their personal growth. Continuously developing the talent

you have identified in your organisation enables you to be responsive to change and

keep your leadership talent agile and future-focused. As leaders move through to senior

levels within your organisation, the focus will be less on their broad potential and more

on their degree of ‘fit’ or ‘stretch’ in relation to a specific leadership role. The focus for


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developing leaders will also shift from technical functionality and business know-how

to strategic and conceptual thinking and the ability to deal with complexity and

ambiguity – this is especially true for medical and clinical leadership talent.It is

important to ensure that you develop the talent of all your staff – not just those

identified as ‘high potential’. If talent management is seen to apply only to a select few,

the risk is that staff not identified as high potential see themselves as part of a nameless

mass. The collective leadership approach advocates that we regard the bulk of the

organisation as the ‘vital many’, that these people matter too, and that the organisation

cares for them and invests in them. The performance of your organisation does not rest

simply on the number or quality of individual leaders; our research shows that where

relationships between employees at every level are well developed, the organisation

benefits from alignment, vision and commitment. Where there is a culture of collective

leadership, all staff are likely to intervene to solve problems, to ensure quality of care

and to promote responsible, safe innovation.

Deploying talent :

The chief executive and senior leaders play an essential role in encouraging

managers to share talent across the organisation to avoid thinking in siloes or assuming

linear progression. You can do this by supporting stretch assignments and rotating

leadership roles, giving those who have potential leadership talent the opportunity to

fill gaps in a different part of the organisation or system, or lead innovation and change.

For example, a director of nursing might identify a nurse who has skills that would

enable them to work as a chief operating officer or a workforce specialist. Successful

deployment of workforce talent is about rethinking your view of your employees. They

are not assets to be managed Deploying talent but rather people with options who have

chosen to invest their aspirations and motivations with your organisation for a while

and who will expect a reasonable return on their investment in the form of personal

growth and opportunities.

Smart organisations offer staff stretch opportunities within the business: these

allow motivated individuals to work a set number of days per week or month in a

completely different discipline or department. This enables them to explore their

transferable skills, their intellectual flexibility and offers the opportunity to develop

their leadership potential. The board needs to be aware of its role as a key influencer

of a talent ethos and in creating a culture of nurturing, developing and deploying talent

in the organisation. The board should also convey the importance of collective

leadership responsibility by equipping managers with the necessary skills to enable

them to feel confident and comfortable with making deployment decisions.


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Reduce the demand for talent :

Organizations that simplify their processes and clearly spell out accountabilities can

simultaneously lower costs and reduce the need for specialized skills. One South Africa-

based mining company, for example, standardized production methods, equipment,

engineering and so forth across all its mines and processing plants, making it easier for

less experienced managers to get up to speed when they take over a new facility. That

increased the available pool of managers and allowed higher-skilled people to take on

jobs with larger spans of control.

Succession planning :

Development of a succession plan should start with the question ‘what is motivating

you to develop this plan. Are key sections of your workforce scheduled to retire in the

near future? Could your staff be attracted to work elsewhere in the system. Or are there

new innovations or business opportunities in your strategic plan that will need new

positions to be created. Knowing the answers to these questions will help you to

develop a succession plan that is aligned with your organisation’s vision, values and

objectives for the future and not simply drive a like-for-like recruitment process. When

you develop your succession plan, it is vital that you measure factors that may

contribute to or hinder its success; for example, are there any changes or trends that

are occurring in your part of the health service, the health system or the wider

Succession planning market place. With in your organisation itself, what changes might

occur – planned or unplanned – in terms of age, culture, diversity and so on, and what

needs will you be required to meet to ensure you continue to have an agile workforce.

Succession planning can be seen as developing a safety net for your organisation,

protecting it from risks that may result from gaps in critical leadership skills and

vacancies in the future. It does not target individuals – rather it is about developing

capability and marketability to ensure you have a suitable pool of potential applicants

as and when vacancies arise. It is a way of having the right people with the right skills

in the right place when you need them.

Leadership development :

• Athena – a programme designed to support women in fulfilling their potential as

public sector leaders

• Board leadership programme – exclusively for chairs and non-executive directors in

the NHS The King’s Fund offer

• Personal impact and influence – an intensive week-long programme to increase self-

awareness and help participants become effective leaders


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• Top manager programme – a transformational five-week programme for NHS and

public sector leaders who want to increase their ability to lead across systems

• Leading collaboratively with patients and communities – this brings together

clinicians, managers, patients and service users to learn how to build productive

relationships, exploring how different roles and perspectives can be a constructive

force for change.

Leading, Engaging & Retaining talent, & the Future of Leadership Development :

Discover the latest innovations transforming learning and development

programmes around the world

Understand how to engage participants and their managers/coaches, retain talent

and develop the skills needed for future growth

Explore the rise of the millennial and what this means for leadership development.

Transparency :

Organisations could borrow an idea here from marketing – that of segmentation.

Marketing segmentation results in each segment being targeted and treated differently

by the organisation, but does not necessarily mean that any one segment is more or less

important than the other. The question is how the relationship with each specific

segment can allow optimal benefit for the organisation and the people in that segment.

The notion of responsive segmentation can become particularly useful if an

organisation is struggling with operational sing an approach to talent management that

would recognise that every employee has talent, . Some of the organisations we talked

to are seeking to tailor learning and career development opportunities to the distinct

requirements and potential contributions of different clusters of individuals. The

motivation for such segmentation is to enable the organisation to be responsive to the

needs of groups within the internal ‘talent market’, and to changes in those needs.. This

would require, however, a segmentation process that was a little more sophisticated

than most that we have seen to date based solely on performance and potential.

Developing High Potentials :

Whether the focus is on individual competence or organisational competence,

developing competence within the organisation is key to creating a talent management

system. Berger (2004c) argues that an organisation should develop a list of its core

competencies and assessment tools for measuring them; develop training and

development solutions to support Ashridge Business School UK -

http://www.ashridge.org.uk 11 these core competencies; assess everyone against them

and forecast potential; and finally prepare action plans to ensure that the core

competencies are covered. Redford (2005) believes the focus should be on the


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competencies rather than the future leaders per se, in an effort to find people who can

do the jobs brilliantly, while Romans (2005) redesigned his entire organisation using

the human capital pipeline systems thinking model. This was based entirely on a system

of role competencies rather than individual competencies. A consequence of this could

be that it separates the competence from the individual and dehumanises the

workplace, such that employees (be they talented or not) are merely fulfilling roles

rather than engaging in their work. Much of the talent management process is centred

in the development of the individuals concerned. In order for them to progress through

the organisation to fulfil their organisation’s ambitions, they need to have a range of

learning and development experiences to prepare them for their roles. The first issue

here is where the focus of the organisation’s development activities lies: is it on

addressing weaknesses that individuals and the organisation have, or is it on building

on the strengths that are demonstrated to enhance them further? In one of our case

study organisations, they tried to play to people’s strengths allowing them to become

experts in their job role and quite specialist. Another organisation had three definitions

of talented individuals: leadership talent, expertise talent and entrepreneurial talent.

Conclusion :

Successful organisations invest time in engaging staff all the way through, with a

learning and innovation culture in which future leaders are developed systematically

and are clear about where and how they can be aligned to the future vision and strategy

of the organisation. Too many companies suffer from "grade inflation" and don't know

who their top performers are. As a result, those individuals may not be in the jobs with

the greatest impact on key decisions. Identifying those jobs and filling them with highly

skilled individuals, recruited externally if necessary, can have a big impact on

performance. uilding a talent-rich organization is in fact a multiyear challenge. But

three specific steps will not only have an immediate impact on a company's talent

supply, they will also lay the foundation for longer-term moves. There are many

changes, from new technology to changing demographics affecting organisations. This

combined with the global skills shortage during a time of growth are creating profound

challenges in talent management. Care needs to be taken with the development path. An

unintended consequence of an accelerated talent development path could be the

arrested moral development of the talented individuals that are developed. This gender

differential could be more fundamental than simply being a communication issue.

Gilligan's cognitive-developmental theory of morality proposes that in addition to the

universal moral principle of justice there is a second universal moral principle, the


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principle of caring. Caring is defined as a morality of responsibility and relationships, a

sensitivity to the needs of persons.

References :

Lucy D, Poorkavoos M, Wellbelove J (2015). The management agenda 2015.

Horsham: Roffey Park Institute.

The difference: how the power of diversity creates better groups, firms, schools,

and societies. Princeton, New Jersey: Princeton University Press.

West M, Steward K, Eckert R, Pasmore B (2014). Developing collective

leadership for health care. London: The King’s Fund and Center for Creative

Leadership.

Campbell M, Smith R (2014). High-potential talent: a view from inside

the leadership pipeline [online]. Center for Creative Leadership.

Michaels, E., Handfield-Jones, H., & Axelrod, B. 2001. The War for Talent.

Boston: Harvard Business School Press.

Mucha, R. T. 2004. The Art and Science of Talent Management. Organization

Development Journal, 22(4): 96-100.

Ng, E. S. W. & Burke, R. J. 2005. Person-organisation fit and the war for talent:

does diversity management make a difference? International Journal of Human

Resource Management, 16(7): 1195-1210.

Heilman, M. E. & Alcott, V. B. 2001. What I think you think of me: Women's

reactions to being viewed as beneficiaries of preferential selection. Journal of

Applied Psychology, 86(4): 574-582.


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SOCIAL STATUS OF WOMEN IN URBAN UNORGANISED SECTOR

(A Case Study On Women Indulging In Petty Business In Ananthapuramu

Town Of Andhra Pradesh)

* DR. M. KALPANA KRISHNAIAH ** PROF. A. KRISHNA KUMARI

Abstract :

The Scenario Among Women Has Been Changing As The Formal Sector Is Shrinking

And Unable To Provide Employment Opportunities To Growing Population. Informal

Sector Has An Important Role To Play In This Background In The Present Paper An

Attempt Has Been Made On The Basis Of Empirical Studies To Investigate The Changing

Scenario Of Employment Among Women In Informal Sector In Ananthapuramu. To

Explore How Women Are Coming Up For Employment Opportunities In Informal Sector.

Women are slowly coming out of their home to earn something for the sustenance

of their families, as the earnings of single individual is not sufficient and becoming

entrepreneurs. The status of women is an index of socioeconomic and cultural

achievements in a country. Petty business is one of the most rapidly growing economic

activities in the Indian urban economy, during the past few decades. Petty business can

be divided into three categories i.e., street vendors, small petty vendors and petty

vendors. Against the background an attempt has been made to study the socio-

economic condition of the life of 130 urban women indulged in petty business in the

Ananthapuramu town in Andhra Pradesh. As a part of socio-economic background -

analysis, the age, caste, debt position, type of family, size of family were considered and

responses are analyzed.

Key Words: Unorganized Sector, Self Employee, Urban Women, backward district, Petty

business, Migration.

INTRODUCTION :

In India, women constitute almost half of the total workforce. However, over 96

percent of women work in the informal, unorganized sector. Overall, the informal sector

constitutes 93 percent of the workforce of the population of India. Moreover, these

workers contribute 62 percent to the gross domestic product (GDP), and 50 percent to

the national income. This sector includes workers employed in a wide range of

economic activities, from street vendors and casual workers in a tea-shop to

agricultural workers, small and marginal farmers to ‘bidi’ workers, construction

workers, salt pan workers and sub-contracted and temporary workers of factories.

However, unlike workers in the formal sectors, they do not have access to regular


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incomes or welfare benefits, making them extremely vulnerable to change and

insecurity.

The term unorganized sector when used in the Indian context is defined by National

Commission for Enterprises in the Unorganized Sector, in their Report on Conditions of

Work and Promotion of Livelihoods in the Unorganised Sector as .... consisting of all

unincorporated private enterprises owned by individuals or households engaged in the

sale or production of goods and services operated on a proprietary or partnership basis

and with less than ten total workers. Amongst the characteristic features of this sector

are ease of entry, smaller scale of operation, local ownership, uncertain legal status,

labour-intensive and operating using lower technology based methods, flexible pricing,

less sophisticated packing, absence of a brand name, unavailability of good storage

facilities and an effective distribution network, inadequate access to government

schemes, finance and government aid, lower entry barriers for employees, a higher

proportion of migrants with a lower rate of compensation. Employees of enterprises

belonging to the unorganised sector have lower job security and poorer chances of

growth, and no leaves and paid holidays, they have lower protection against employers

indulging in unfair or illegal practices.

A NCEUS report estimates that in 2005 out of the 485 million persons employed in

India, 86 percent or 395 million worked in the unorganised sector, generating 50.6

percent of the country's Gross Domestic Product.

The terms unorganised, unregulated, traditional household and informal are used

interchangeably. The terms ‘organised’ and ‘unorganised’ as used in India are

internationally known as ‘formal’ and ‘informal’ respectively. According to Sinclair8

(1979), the definition of informal sector indicates broad spectrum of heterogeneous

activities of urban poor households, starting from employment in small scale industries

(SSIs) to self employment, skilled and unskilled including street vendors and petty

traders with low and irregular incomes. According to International Labour

Organisation9 (1999), unorganised sector often refers to activities typically at a low

level of organisation and technology with the primary 3 objective of generating

employment and incomes. The activities are usually conducted without proper

recognition for authorities and escape the attention of the administrative machinery

responsible for enforcing laws and regulations. According to National Commission for

Enterprises in the Unorganised Sector10 (2007), the unorganised sector consists of all

unincorporated private enterprises owned by individuals or households engaged in the

sale and production of goods and services operated on a proprietary or partnership

basis and with less than ten total workers. The Commission considers all agricultural

https://en.wikipedia.org/wiki/India

https://en.wikipedia.org/wiki/National_Commission_for_Enterprises_in_the_Unorganized_Sector

https://en.wikipedia.org/wiki/National_Commission_for_Enterprises_in_the_Unorganized_Sector

https://en.wikipedia.org/wiki/Gross_Domestic_Product


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activities undertaken on agricultural holdings, either individually or as partnership, as

being in the unorganised sector. According to this definition, it excludes only the

plantation sector and other types of organised agriculture (e.g. corporate and co-

operative farming) and covers a very large part of agriculture. Thus, the unorganised

enterprises have no legal personality of their own (other than the person who owns it);

it is small in employment size and; more often than not, associated with low capital

intensity and labour productivity. The diverse nature of unorganised enterprises is

often a response to the demand for a variety of low price goods and services produced

in different modes of self employment, unpaid family labour and wage work (often

concealed as self employment under different forms of putting-out systems). The

unorganised sector plays a vital role in terms of providing employment opportunity to a

large segment of the working force in the country and contributes to the national

product significantly. The contribution of the unorganised sector to the net domestic

product (NDP) and its share in the total national domestic product at current prices has

been over 60 per cent. 11 In the matter of savings, the share of household sector in the

total gross domestic saving (GDS) mainly of unorganised sector is about three fourth.

Thus, unorganised sector has a crucial role in our economy in terms of employment and

its contribution to the national domestic product, savings and capital formation.

Definition of Informal / Unorganised Sector :

“The informal sector consists of all unincorporated private enterprises owned by

individuals or households engaged in the sale and production of goods and services

operated on a proprietary or partnership basis and with less than ten total workers”.

Informality or unorganised term does not imply a particular mode or location of

labour used. It can be in self employment, in casual wage employment and in regular

wage employment, just as it can be in urban as well as in rural areas. Informal labour is

a labour whose use is governed neither by state regulations nor by collective

agreements between workers and employers.

Informal labour has been viewed as labour engaged in urban small scale enterprise

as self employment as labour engaged in traditional activities, as wholly unskilled

labour, and as labour whose use is not subject to any rules or norms.

In rural areas, the bulk of the informal sector workers comprise of landless

agricultural labourers, small and marginal farmers, sharecroppers, persons engaged in

animal husbandry and fishing, forest workers, toddy tappers, workers in agro-

processing and food processing units, artisans such as weavers, blacksmiths, carpenters

and goldsmiths, etc.


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Women’s economic participation can be mentioned in the field of production of

goods and services accounted in the national income statistics. However, female work

participation has always been low at 26% compared to 52% of men. The problem is

that women have always been at work; only the definitions of work and work plan have

never been defined or realistic to include their contribution to the economy and the

society.

Hence we may define a few terms to get a clearer picture.

• Work Force Participation Rate is the proportion of “working” population to total

population.

Labour force excludes children below the age of 15 and old people above the age of

60.

Worker is one gainfully employed or one working for a livelihood- excluding unpaid

family workers.

Need to Work :

Why do women work? Women work mainly for economic independence, for

economic necessity, as some women are qualified enough to work, for a sense of

achievement and to provide service to the society. Most Indian women by and large

undertake “productive work” only under economic compulsion. This is the reason for

high female participation rates in economically under privileged communities. Usually

upper class women are limited to homes. Work participation rate is found to be higher

among rural women (27%) than the urban women (10%).

We will find that women usually go in for temporary and standby jobs because of

the prevalent hesitancy to employ women in regular jobs and providing them with good

working conditions. The main workers are those who “work” for the major part of the

year. Female main workers constitute 14.65% of the population and men- 50.54%.


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Female marginal workers constitute 6.26% of the population, whereas males being only

0.98%.

Most of the women are found to be employed in agricultural activities and in the

unorganised sector. The employment of women is high in the unorganised sector such

as part time helpers in households, construction center, tanneries (setting, parting and

drying), match and beedi industries etc.

An estimate by the World Bank shows that 90% of the women working in the

informal sector are not included in the official statistics and their work is

undocumented and considered as disguised wage work, unskilled, low paying and do

not provide benefits to the workers. Statistics show that vast majority of Indians work

in Agriculture where 55% of the population is female agricultural workers and 30% of

the men are labourers and not cultivators.

Product Description :

The status of women is an index of socioeconomic and cultural achievements in a

country. Petty trading is one of the most rapidly growing economic activities in the

Indian urban economy, during the past few decades. Petty traders can be divided into

three categories i.e., street vendors, small petty vendors and petty vendors. Against the

background an attempt has been made to study the functioning of three categories, in

two different types of activities, i.e.


To study the present status of urban women in informal/unorganised sector

indulged in petty business in Ananthapuramu town of Andhra Pradesh in India.

To identify the various problems & challenges faced by urban women in

informal/unorganised sector indulged in petty business in Ananthapuramu town.

A brief overview of the study area :


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Ananthapuramu district is the most backward and drought ridden district in

Andhra Pradesh. Large number of people in the district was either directly or indirectly

dependent on agriculture and allied actives. It is often result in the self immolation of

marginal, small and other farmers. Under these circumstances the life of women is

jeopardizing day to day. The women slowly coming out of their home to earn something

for the sustenance of their families, as the earnings of single individual is not sufficient.

As the agriculture is not beneficial to run the family, the women are slowly turning their

attention to start micro, small enterprises. Most of these enterprises are located in three

areas namely New Town, Old Town and Ram Nagar. Women from other parts of the

district are also migrating to these areas as entrepreneurs or for the sake of

employment. Hence these three areas were selected for the present study of the Socio-

economic background of women entrepreneurs.

https://en.wikipedia.org/wiki/File:Anantapur_Clock_tower_at_night.jpg


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Methodology :

IV. The Survey

In order to get a deeper understanding of the phenomenon a field survey was

conducted over a period of 2 months in the following carefully selected areas in

Ananthapuramu town. In general, poorer District in Andhra Pradesh have high

proportion of workers engaged in casual work and very low proportion of regular

employment.

In view of the above mentioned important reason, the study area has been

delimited to, Ananthapuramu town where most of the self-employed urban women are

engaged in subsistence petty business leading to low levels of living. Lack of regular

employment is also linked with the backwardness of region. Women folk engaged in

various businesses, such as, Vegetable Vendor, Preparing and selling of Jonna Rotti,

Bangle sellers, Selling Bajjilu (Pakoda), Tailoring, Oliga, Dosa, Rold Gold, Flower

Vendors, Saree Business, Fruit Vendor, Daily Needs, Rolling of Sarees. The urban

women indulged in informal sector (petty business) were interviewed through a

structured questionnaire on the following aspects of their occupation:

Scope of the study and its significance :

Rational behind sample selection :

Ananthapuramu district is the most backward and drought ridden district in

Andhra Pradesh. Large number of people in the district was either directly or indirectly

dependent on agriculture and allied actives. It is often result in the self immolation of

marginal, small and other farmers. Under these circumstances the life of women is

jeopardizing day to day. The women slowly coming out of their home to earn something

for the sustenance of their families, as the earnings of single individual is not sufficient.

As the agriculture is not beneficial to run the family, the women are slowly turning their

attention to start micro, small enterprises. Women from other parts of the district are

also migrating to these areas as entrepreneurs or for the sake of employment. Hence

these town was selected for the present study of the Socio-economic background of

urban women in unorganized sector.

Personal information, like religion and caste, age, marital status and age at

marriage, education status & level of education, type of family, family size, education of

father/husband, employment status of father/husband, education of children, number

of married children, working status of children, migratory status, numbers of earning

members in the family, family income, structure of payment, women’s contribution to

the total family income, expenditure, indebtedness, sources of debts and purpose of

debts etc.


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Living and working conditions, like housing conditions, type of accommodation,

type of house, number of living rooms, ventilation in the house, separate kitchen facility,

water supply conditions. Overall sanitation conditions, drainage of water, household

waste disposal, electricity provisioning, type of work, working hours, period of

occupation, condition at work place and compulsion to work etc.

Problems associated with the work, like problems at home front, conflict between

household and paid work, treatment given by husband, attitude of other family

members, sharing of earnings, participation in household decision making, attitude of

employers, sexual harassment, heavy workload, low wages, women’s common illnesses,

women’s specific illnesses etc.

For collection of information a structured questionnaire interview methods was

adopted. These urban women were contacted at their business place. The purpose was

to have an exact view of the conditions of urban women engaged in various petty

business. To survey the conditions of household workers, the group habitats only of

these women situated in the various parts of the cities were visited. In these habitats

were found some petty retail traders as some of these poor women preferred to sell

vegetables or run petty shops of miscellaneous goods near their residence instead of

working in the households. The women traders sitting along the road side and selling

variety of goods were also interviewed. It was not easy task to contact the urban

women indulged in petty business as they never open up or respond correctly (work

places), they could be reached only on personal requests wherever necessary. The

Women respondents were contacted with the cooperation of middle women who

provided them financial assistance or motivated to run the business.

A total of 130 urban women engaged in petty business were interviewed, including.

Since the sample was theoretical and could not be used for the purpose of

statistical analysis, information was also collected on the basis of structured interviews.

The researcher surveyed (or) selected 130 respondents indulged in 13 various type

of petty businesses Urban Women in Informal Sector were interviewed through a

structured questionnaire on the following aspects of their occupation: The Small (or)

Petty business in which they all were engaged are as follows:-

S.No. Name of the Petty Business

1 Vegetable Vendor

2 JonnaRotti

3 Bangle

4 Bajjilu


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5 Tailoring

6 Oliga

7 Dosa

8 Rold Gold

9 Flower

10 Saree Business

11 Fruit Vendor

12 Daily Needs

13 Rolling

Total =130

From the above list in each business 10 women were selected randomly.

Table – 1 Distribution of the Respondents by Age

S.No Age Frequency Per cent

1 21-30 23 17.7

2 31-40 65 50.0

3 41-50 36 27.7

4 Above 51 6 4.6

Total 130 100.0

Age plays a very important role in Women’s life. When age is asked to a Women one

who is literate tells it correctly but when asked to the Women in present study they

were not clear. The study is a micro survey on Women in Urban informal sector

indulged in petty business. 50.00 per cent of the women folk belonged to middle age

group i.e., 31-40. Young age Women were in age group of 21-30 and lastly age group

above 40 were 32.3 per cent. The above table shows that middle age group women are

more indulging themselves in petty business when compare to young age and above 40

age group. The reason is this is the age of struggle and settles.

Table – 2 Distribution of the Respondents by Caste

S.No. Caste Frequency Per cent

1 OC 26 20.0

2 BC 65 50.0

3 SC 27 20.8

4 ST 12 9.2

Total 130 100.0


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Caste and Profession go together. But now-a-days the people due to social change in

the society have changed their profession. Ananthapuramu town is dominated by Back

Ward Caste people. Half of the Women respondents in the micro survey belonged to

Back Ward Caste i.e., 50.00 per cent. Only 20.00 per cent of the women respondents

came from Forward Caste. The reason was they were wealthy and no need of doing any

business or work, whereas often Caste women have to toil hard to nurture their family.

Lastly 20.8 per cent of the women respondents belonged to Scheduled Caste are 9.2 per

cent to Scheduled Tribe and were indulged in making Jonna Rotti’s.

Table – 3 Distribution of the Respondents by Religion

S.No. Religion Frequency Per cent

1 Hindu 125 96.2

2 Christian 5 3.8

Total 130 100.0

Every human being on this earth belongs to a particular caste and Religion. In

Andhra we have three main religions. They are Hindu, Minority and Christian. Majority

of the women respondents indulged in petty business belonged to Hindu Religion 96.2

per cent and very less i.e., 3.8 per cent belonged to Christianity. We can conclude from

the above take that Ananthapuram town is dominated with Hindu religion, as our

Nation is India and our religion is Hindu.

Table – 4 Distribution of the Respondents by Marital Status

S.No. Marital Status Frequency Per cent

1 Married 115 88.3

2 Widow 15 11.5

Total 130 100.0

Table-4 depicts the marital status of 130 women respondents indulged in petty

business in Ananthapuramu town. 88.3 per cent of the women respondents were

married and 11.5 per cent of the women respondents were widow. Majority of the

women were responsible and had the burden of family on them. Our culture does not

permit unmarried girl/women to do business.

Table – 5 Distribution of the Respondents by Type of Family

S.No. Particulars Frequency Per cent

1 Nuclear 98 75.4

2 Joint 32 24.6

Total 130 100.0


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In this particular Micro Survey Table-5 shows the type of family of the 130 women

respondents indulging in petty business in Ananthapuramu town. Now-a-days people

prefer nuclear family. The trend or culture of joint family is degenerating. In our micro

survey we noticed that 75.4 per cent of the women respondents had Nuclear family

where as 24.6 per cent of the respondents lived in joint families. The reason behind this

was that working women go out for work/business need the help of mother-in-law (or)

elder people to look after their kids (or) moral support.

Table – 6 Distribution of the Respondents by Head of the House hold


1 Male 46 35.4

2 Myself 84 64.6

Total 130 100.0

Every family possess head in the family. In India one culture are tradition in

patriarchial family i.e., father will be the head of the family, but when we observe here

in this particular study, it is noticed that women (herself) (myself) was the head of the

house hold. Majority per cent of the women respondents i.e., 64.6 were the head of the

family, why because in these type of class people male are not so active and feel

responsible towards the family. That’s why women have to take the incentive.

Table – 7 Distribution of the Respondents by Ration Card


1 Yes 128 98.5

2 No 2 1.5

Total 130 100.0

Table-15 reveals the possession of Ration Card by the Women respondents in

Urban informal sector. 98.5 per cent of the women respondents possessed Ration Card

where as only 1.5 per cent of the respondents did not have Ration Card. They have

applied for new ration Card as they were newly married couple.

Table – 8 Distribution of the Respondents by Type of Ration Card


1 White 114 87.7

2 Pink 16 12.3

Total 130 100.0


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From the Table-16 we came to know that 98.5 per cent of the women respondents

possess Ration card. Ration card in Andhra Pradesh are of four types: White, Pink,

Annyojans, Anthyodaya. White card is the card whose income is below 1 lakh and Pink

card is for the people whose income is above 1 lakh. In this micro survey 87.7 per cent

of the respondents possess White Card and 12.3 per cent of the Women respondents

possess pink Card.

Conclusion

Unorganised sector business is characterised by low wages that are often

insufficient to meet minimum living standards including nutrition, long working hours,

and hazardous working conditions, lack of basic services such as first aid, drinking

water and sanitation at the business place. Findings show that poverty is a

multidimensional concept implying not only lack of adequate income, but a host of

other facts such as lack of choice, sense of powerlessness, and lack of assets, insecurity

and social exclusion. In the light of the above considerations, the present study, across

the cross cutting occupational response based on the findings, infers that socio-

economic determinants like age, family, caste, health and healthcare are descriptive

about basic minimum access to development by the stakeholders irrespective of the

type of business adopted by them. Contextually, we find that a highly visible percentage

of women continue to live a life full of subsistence, compromises and most of their own

access in terms of right to life is subsidized. The most important determining factor to

such in access and denial primarily evolves out of poor literacy and lack of awareness

resulting in self-exclusion from the mainstream opportunities.

It is important to note that most of the urban women indulged in petty business in

the study area belong to non-reserved category. The Scheduled Castes and Scheduled

Tribes together constitute only 30.00 percent of total entrepreneurs. Highest

percentage of women entrepreneurs are in the age group of 31-40 years. The

percentage of women literated is less than 10 percent. Those who possess education

are confined to 06 percent. It is pertinent to note that nearly 77.7 percent have some

amount of debts. The study reveals that the educated women are to be attracted

towards petty business.

The Urban Women In Informal Sector Of The 21st Century :

This is the century of telecom, IT and financial institutions. Women’s expertise in all

these industries is beginning to emerge and women are emerging as a force to reckon

with.

Many of these new industries are headed and guided by women who are seen as

pioneers and mavericks. The loci of power have shifted away from traditional venues


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such as old boys clubs, golf courses and cigar smoking rooms to power now being

vested with energetic new upstarts working out of their homes or on their computer

terminals from home. This new cauldron of opportunity can become the proverbial

melting pot for professionally trained and enterprising women. Here there are fewer

barriers to overcome, less pre-conceived notions, fewer well entrenched assumptions

and rules and lesser gender agenda in the secondary environment.

The transition to the next millennium is where the women will create new

paradigms of being a daughter who takes the responsibility of her parents, is a wife who

wishes to create a home and a family, a mother who takes a charge of the children to

make them the children of the new millennium. She is also the entrepreneur who builds

an enterprise and discovers her relevance and meaning of her life in herself. She accepts

the uniqueness of her identity and is willing to share the space. Simultaneously with all

the dreams of togetherness she searches for mutuality, dignity and respect. She is also

open to a life without marriage and a parenting without a father.

Women of today have a new avatar in the free rolling 90’s. She the jill of all trades

and her children are tickled by their supermom. Infact, many sons unhesitatingly

describe themselves as Mamma’s boys, which in the 90’s is no longer considered to be

Sissy but Savvy. The children, especially their sons have decided to break the age old

tradition of following the father’s shoes. Instead the children of 90’s opt to follow in

their mother’s shoes. For instance, Sharmila Tagore inspired her son Saif to follow her

to bollywood rather than husband Pataudi to Lords. Similarly, the queen of the chef

world, Tarla Dalal’s son Sanjay Dalal, an MBA degree holder, decide to make his mom’s

cooking as a career rather than to join his father’s industrial equipment business.

These mother-son combination shows that women have been successful in

inspiring their son to follow in their path, where earlier the son were prescribed to ride

in their father’s way.

However, the next millennium offers a space beyond the present horizon where,

instead of hope there is active engagement with the world, instead of dreams there are

commitments, instead of searching for bestowal’s and affirmation there is

acknowledgement of one’s own uniqueness of identity. It is in this discovery that she

can create and build an industrial empire from the first steps that she would have taken.

In the next millennium, Indian woman would have to cross a major threshold and

enter an unknown land.

They will have to walk a path where none existed with a sense to discover. They

will have to encounter and live with excitement and enthusiasm as well as threat, fear,

anxieties and terror. It is the trust in the self, of the resource to be generated, of the


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courage to journey forth in a new land; to live through the terrain’s of uncharted land

that the women of today will shape the new identity. They will discover the voice, which

has been silenced for centuries to sing the songs of life and living and to discover the

joys of experiencing the beauty around.

"The urban women force constitutes one third of the population in Ananthapuramu.

Women face serious problems and constraints related to work such as lack of

continuity, insecurity, wage discrimination, unhealthy job relationship, absence of

medical and accident care etc. The exploitation of female labourers in rural regions

happens both horizontally and vertically. It is time to address the issues and discuss the

kind of policy reforms and institutional changes required for the emancipation and

empowerment of urban women. Empowerment should aim at changing the nature and

direction of the power structures which marginalise the urban women.”

Urban Informal Sector is presently the most discussed and encouraged concept all

over the world to overcome economic challenges. Women being the vital gender of the

overall population have great capacity and potential to be the contributor in the overall

economic development of any nation. Therefore, programs and policies need to be

customized to not just encourage urban informal sector as well as implement strategies

which can help support urban informal sector culture among youth.

Media has the potential to play the most vital role in urban informal sector

development by creating and highlighting all such platforms which can bring out the

creativity and innovation among the women to grow urban informal sector culture in

society.

Developing countries are definitely in dire need to encourage women urban

informal sector as women business is promptly available to exploit the unexplored

dimensions of business ventures. Developed nations should primarily focus on urban

informal sector educational programs in order to develop urban women in informal

sector.

References :

Singh, Kamala, Women Entrepreneurs, Ashish Publishing House, New Delhi, 1992

Kamalanathan, Godavari, “Empowering, Mobilizing Women at Gross Roots: Role of

NGOS”, The Indian Journal of Home Science, Vol.23, Nos.1&2, 1994, pp.87.

Gopalan, Sarala, “Paradigm Shift: From Welfare to Empowerment”, Social Welfare,

Vol.43, No.5, 1996, pp.33.

Biplab, Moitra, „Women and Urban informal sector: “Suburban Women Show the

Way”, Kurukshetra, Vol.49, 2001, pp.28-30.


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Valamathi, A., “Challanges to Urban informal sector Development of Women in

India”, The Economic Challenger, Lata Khothari, Ajmeer, 2010, pp.40-43.

Ray Sarbapriya1, Aditya Ray Ishita, “Some Aspects of Women Urban informal sector

in India” Asian Journal of Management Research, Vol. 2, Issue 1, 2011, pp.1-13.

Vasantha Kumari, “Economic Empowerment of Women through Micro Enterprises

in India with Special Reference to Promotional Agencies”, International Journal of

Multidisciplinary Research, Vol.2, No.1, 2012, pp. 194-210.

Madhavi P, Appa Rao N, Satyanarayana G, “Self-confidence of Women

Entrepreneurs - A Case Study of a Backward District”, Paripex – Indian Journal of

Research, Vol.2, No.3, 2013, pp.64-65.

Altering the name of Ananthapuramu district as “Ananthapuramu District”,

Government of Andhra Pradesh, G.O.Ms.No.187, dated 10 th April, 2013.

Report of the Committee on Unorganised Sector Statistics, National Statistical

Commission, GOI, and February 2012.

NSSO 61st (2004-05) Round Survey on employment-unemployment, NCEUS

reports on Definitional and Statistical issues relating to the informal economy

(NCEUS 2008).

Chatterjee Chandrima & Sheoran Gunjan (2007), Vulnerable Groups in India, Centre

for Enquiry into Health and Allied Themes, Mumbai.

Annual Report to the People on Employment, GOI, Ministry of Labour and

Employment, 1 July 2010.

Report of the Committee on Unorganised Sector Statistics, National Statistical

Commission, GOI, February 2012).


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ATTITUDE TOWARDS COMPUTER ASSISTED INSTRUCTIONAL TECHNOLOGY

MODULE IN LEARNING CHEMISTRY AT HIGHER SECONDARY LEVEL

* DR. (MRS.).A. GRACY

Abstract :

In the modern educational system, the computers are now being used extensively

and their impact on the social, economic, educational and scientific spheres are greatly

recognized. The benefits of this type of learning include flexibility of scheduled

instruction at location, convenient to learners, reduced time, assured skill development,

increased achievement, increased retention, continuous report to the learners of

progress and accomplishments, good response and feedback. Hence, there is a need for

greater application of computer supported devices in the form of courseware and

modules for the benefit of the learners at all levels of education. This study focuses its

area on Higher Secondary level Chemistry prescribed under Tamilnadu Textbook

Corporation of state board syllabus by undertaking an exclusive experimental study

with single group design and proved that the study has been effective while testing the

attitude towards computer assisted instructional technology module in learning

chemistry at the higher secondary level.

Key words : Attitude, computer assisted instructional module and learning chemistry

Introduction :

The main intention of this package is to produce a meaningful module based

learning chemistry at higher secondary level with firsthand experience. In order to

make the computer as assistor, the investigator used and modified the operating system

as user friendly. And at the same time, the investigator used texts, video, audio,

animation, virtual environment etc to make learning of chemistry enjoyable. This study

attempts to explore students’ attitude towards computer in learning chemistry.

Need and significance of the study :

Computer has made an increasing and powerful impact on the working methods of

research and development in the various fields of science and technology. One has to

think about the effects arising amidst the student society if the elders keep themselves

reluctant to introduce the computer technology at any cost. The prime objective of

education is to increase the capability and skills of students to adopt him to the

continual and fast changes in life. It is pointed out that computers are not pressed into

the teaching – learning process to a greater extent in Indian classrooms. Whereas the

students in developed countries have experienced the dynamics of computers. In order

to cope with the educational attainment of the western counterparts, there is an


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urgency to expose the Indian learners at school level, and college level to the computer

assisted instructional activities because of the effectiveness of the computers in

instruction.


To find out whether there is any significant difference between the pre-attitude

and post-attitude mean achievement scores of the experimental group.

Hypothesis of the study :

There is a significant difference between the pre-attitude and post-attitude mean

achievement scores of the experimental group.

Method of study :

This method adopts pre test post test control single group design.

Research tool :

Attitude towards Computer Assisted Instructional Technology Module

Testing of Hypothesis and Interpretation :

There is significant difference between the pre-attitude and post-attitude mean

achievement scores of the experimental group.

Significance of difference between the pre-test mean attitude and

post-test mean attitude scores of the experimental group

Test Mean SD ‘r’ ‘t’

Pre-test 79.9 6.9 0.406 8.69**

Post-test 91.64 5.2

** Significance at 0.01 levels

Findings :

The following conclusions are drawn from the above table:

There exists significant difference between the pre test and post test mean attitude

scores of the experimental group as revealed by the presence of 8.69 which is

significant at o.o1 level.

The experimental group showed more positive attitude towards computer Assisted

Instructional technology Module during the post test treatment when compared

with its pre-test scores.

The greater level of attitudinal change among the subjects is due to the technology

module treatment administered to the learners.


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The‘t’ test reveals once again the effectiveness of technology based module as an

individualized approach for the learners to learn chemistry at higher secondary

level.

Educational Implications :

The modules provide them ample freedom to learn chemistry subject at their own

speed and ability and reduces stress and anxiety. The modules create interest and

motivation by avoiding monotony in the class. Taking into consideration the benefits of

technology supported module, there i s need for such module materials for the benefit

of higher secondary learners. It is therefore, recommended for the greater application

of technology modules at all levels of education so as to enable the learners achieve

mastery over the subjects according to their own pace and ability.

Conclusion :

The present study reveals the attitude towards technology based modules as an

individualized instructional tool to learn chemistry subject at higher secondary level.

Further the students who were exposed to technology based module expressed more

positive attitude towards technology based module. The systematic presentation of

module with different techniques enable the learners acquire the mastery of the

chemistry subject at their own pace.

References :

http://www.cseindia.org/

http://www.flexibilelearning.net.au./

http://www.griffith.edu.au/_data/assert/pdf_file/0014/61502/Net-

generationproject.pdf.

http://www.wschool.net/

http://www.educationindia.net/download/rforum/Research_Abstract.pdf

http://www.cseindia.org/

http://www.flexibilelearning.net.au./

http://www.griffith.edu.au/_data/assert/pdf_file/0014/61502/Net-generationproject.pdf

http://www.griffith.edu.au/_data/assert/pdf_file/0014/61502/Net-generationproject.pdf

http://www.wschool.net/

http://www.educationindia.net/download/rforum/Research_Abstract.pdf


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CONCEPTUAL UNDERSTANDING OF LEARNING

PROCESS OF DIVYAANG CHILDREN

* DR.P.JAYA LAKSHMI

Introduction :

Teachers, counselors and parents can play an important role in facilitating SEL.

To begin, learning social and emotional skills is similar to learning other academic

skills. Implementing a prevention program in schools can help to increase competence

and learning in students which may be applied to more complex situations in the future.

Teachers can accomplish this in the classroom through effective and direct classroom

instructions, student engagement in positive activities, and involving parents, students

and the community in planning, evaluating and implementing the program into the

classroom. Teachers also play a very important role in helping students with the

positive self-talk. Without positive self-talk students can get caught in what they think

they can't do. By reminding them to switch their negative self-talk to positive self-talk

or by asking them what their self-talk is telling them, students are able to re-evaluate

their internal thinking. Through using positive self-talk students are able to gain

confidence in areas where they may not have been so confident in - such as being afraid

of going across the monkey bars. Through reminding the student to change their self-

talk to positive self-talk and say "I can! I can do this!" they are once again able to re-

evaluate their thinking to only better themselves. SEL allows students to identify their

emotions and enable them to use those emotions to “facilitate … [their] learning and

their ultimate success in school”. Continually practicing positive self-talk helps the

students to view their life, schoolwork and ability through an optimistic lens. As the

“Mind Up” program states, “Optimism is a way of seeing life hopefully and having an

expectation of success and well-bring. It correlates strongly with good health and

effective coping strategies”.

SEL allows students to identify their emotions and enable them to use those

emotions to “facilitate … [their] learning and their ultimate success in school”

(Schonert-Reichl and Hymel). In their article, Educating the Heart As Well As The Mind:

Social and Emotional Learning for School and Life Success”, Schonert-Reichl and Hymel

S argue, “students do not learn alone but rather in collaboration with their teachers, in

the company of their peers, and with the support of their families” (Schonert-Reichl and

Hymel 4). Through working on social emotional learning with students, teachers are

“fostering students’ social emotional skills [which] not only helps them to develop the

skills necessary for success in schools, such skills assist them to become more caring,

responsible, and concerned citizens” (Schonert-Reichl and Hymel 4.) Lastly, teaching


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students how to recognize their emotions, both positive and negative, is also a goal of

the CASEL program that was put in place to help teachers facilitate social emotional

learning. CASEL believes that “Social and Emotional Learning (SEL) has five

competencies: Self-awareness, self-management, social awareness, interpersonal

relationships and decision making skills”. With these 5 competencies, a student is able

to recognize emotions and emotional triggers, make and identify personal and academic

goals, demonstrate cooperation and team work, and identify ways to resist peer

pressure to engage in unsafe or unethical activities.

Social emotional learning is a process for learning life skills, including how to deal with

oneself, others and relationships, and work in an effective manner. In dealing with

oneself, SEL helps in recognizing our emotions and learning how to manage those

feelings. In dealing with others, SEL helps with developing sympathy and empathy for

others, and maintaining positive relationships. SEL also focuses on dealing with a

variety of situations in a constructive and ethical manner. During the mid-1990s, Daniel

Goleman published his book Emotional Intelligence: Why It Can Matter More Than IQ,

which popularized the concept of emotional intelligence. The term social emotional

learning emerged from the research in social competence programs which could be

applied to emotional intelligence.

Basic Skills involved :

The following 15 skills listed are involved and promoted in SEL:

"Recognizing emotions in self and others"

"Regulating and managing strong emotions (positive and negative)"

"Recognizing strengths and areas of need"

"Listening and communicating accurately and clearly"

"Taking others' perspectives and sensing their emotions"

"Respecting others and self and appreciating differences"

"Identifying problems correctly"

"Setting positive and realistic goals"

"Problem solving, decision making, and planning"

"Approaching others and building positive relationships"

"Resisting negative peer pressure"

"Cooperating, negotiating, and managing conflict nonviolently"

"Working effectively in groups"

"Help-seeking and help-giving"

"Showing ethical and social responsibility"

Mental health in K-12 education :

http://en.wikipedia.org/wiki/Life_skills

http://en.wikipedia.org/wiki/Sympathy

http://en.wikipedia.org/wiki/Empathy

http://en.wikipedia.org/wiki/Daniel_Goleman

http://en.wikipedia.org/wiki/Daniel_Goleman

http://en.wikipedia.org/wiki/Emotional_intelligence


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A research in 2003 from CASEL found that 71% of students in 6th through 12th

grade thought their school did not provide them with a caring, encouraging

environment. Another statistic from the same study revealed that "at least 1 child in 10

suffers from a mental illness that severely disrupts daily functioning at home, in school,

or in the community" and that 70-80% of struggling children don’t receive appropriate

mental health services. Teaching social and emotional learning in schools aims to

enhance children's understanding of themselves and those experiencing mental

hardship and to encourage comfort in a school setting that values the development of

knowledge, interpersonal skills and wellbeing in students.

Illinois Learning Standards :

There are three goals for SEL in the Illinois Learning Standards:

1. "Develop self-awareness and self-management skills to achieve school and life

success."

2. "Use social-awareness and interpersonal skills to establish and maintain

positive relationships."

3. "Demonstrate decision-making skills and responsible behaviors in personal,

school, and community contexts."

Benefits

The benefits of SEL can be found both in a school and home setting. For instance, SEL

improves positive behaviors while reducing negative behaviors. Positive behaviours

include improved social emotional skills, improved attitudes about self and others, and

improved behaviour within the classroom. Negative behaviours that are reduced

include conduct problems and emotional distress. Furthermore, SEL skills are

maintained throughout life; even into adulthood, they can help to foster success.

Moreover, SEL can help to improve several skills including nonverbal communication

skills, socially compentent behaviour, and social meaning and reasoning. Nonverbal

communication is important because the majority of emotional meaning is conveyed

without spoken words, and instead utilizes paralanguage, facial expressions, gestures

and postures, interpersonal distance, and touch, rhythm and time. Social skills also play

an important role in interpreting, encoding and reasoning social and emotional

information that are associated with the social behaviour exhibited by the child. Finally,

social meaning and reasoning are important in problem solving. Social meaning is the

ability to interpret others' emotions and language, and to be able to respond

appropriately, whereas social reasoning is that ability to identify a problem, set goals

and evaluate the possible solutions available.

http://en.wikipedia.org/w/index.php?title=CASEL&action=edit&redlink=1

http://en.wikipedia.org/wiki/Nonverbal_communication

http://en.wikipedia.org/wiki/Nonverbal_communication


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According to CASEL (Collaborative for Academic, Social, and Emotional Learning) the

key findings linking social and emotional learning include improved academic

performance and educational outcomes (including a 14% increase on standardized

tests), promotion of deeper understanding of subject matter, helped students learn well

with others, increased student engagement in school, and decreased behaviours that

interfere with learning. Studies also show that sustained and well-integrated social and

emotional learning (SEL) engages students and improves achievement. Research

reported on the Edutopia site suggests a positive correlation among SEL and academic

success. Edutopia resources state that a high EQ corresponds to reduced misbehaviors

and class disruption, fostering enhanced learning environments, as well as developing

greater confidence and resilience in children in the face of academic struggle due to

strengthened interpersonal bonds and communication skills. Beyond the classroom,

CASEL states that SEL promotes the cultivation of lifelong skills such as responsible

decision making by considering impact, and relationship management by emphasizing

effective communication tactics.

It is important to also recognize that the facilitation can happen both at school

and home. Acquiring nonverbal communication skills is important for developing SEL

skills, since the majority of emotions are conveyed without words. Teachers and

parents can improve nonverbal communication skills through the technique of

emotional coaching. Emotional coaching is a technique developed by John Gottman and

can provide guidance about emotions for children through a step process. Step 1: One

needs to be aware of the learner's emotions, Step 2: Recognition of uncomfortable

feelings can be a gateway for teaching and guidance opportunities, Step 3: Emotions

exhibited need to be validated rather than evaluated, Step 4: Learners need help in

labeling these emotions, Step 5: Finally, the problem that led to the emotions needs to

be solved. Furthermore, at home SEL can be fostered through the emphasis of sharing,

listening, confidence, and tending to matters. A child's emotional and social

development can grow by promoting and practicing these behaviours.

It is recognized that the majority of children with learning disabilities have

difficulties with social relationships. More specifically, there are three SEL skill areas

that can be addressed and improved for children with learning disabilities. Firstly, it is

difficult for children with learning disabilities to recognize emotions of self and others.

However, academic implications to improve the skill may involve reading or hearing a

story and understanding the emotions of the characters and the plot. Secondly, it is

difficult for children with learning disabilities to regulate and manage strong emotions,

both positive and negative. Improving this skill may involve conversing with the teacher

http://en.wikipedia.org/wiki/Edutopia

http://en.wikipedia.org/wiki/John_Gottman

http://en.wikipedia.org/wiki/Learning_disabilities


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about these emotions and recording these emotions on a scaled thermometer. Lastly, it

is often difficult for children with learning disabilities to recognize their strengths and

areas of need too. Until the Last Child is a vehicle to promote positive connections

between school contributions and recognizing strengths. Also, Ability and Time of Ability

is a program used to help identify strengths of students and then have them work

together at set times.

Reference :

Bos, C. S. & Vaughn, S. (2005). Strategies for teaching students with learning and

behavior problems. (6th ed.). Upper Saddle River, NJ: Pearson.

Bowe, Frank (2004). Making Inclusion Work. Upper Saddle River, N.J: Prentice Hall.

ISBN 0-13-017603-6. OCLC 54374653.

Carlson, N. R. (2010). Physiology of behavior. (11 ed.). Upper Saddle River, New

Jersey: Pearson Education, Inc.

Caronna EB, Milunsky JM, Tager-Flusberg H. Autism spectrum disorders: clinical

and research frontiers. Arch Dis Child. 2008;93(6):518–23.

doi:10.1136/adc.2006.115337. PMID 18305076.

Center for Disease Control and Prevention. (2013). Developmental disabilities.

Retrieved October 18, 2013

Chu, D., Griffey, D. (1985). The contact theory of racial integration: The case of

sport. Sociology of Sport Journal, 2(4), 323-333. Retrieved December 10, 2007,

from Metalab database.

Clacherty, G., Matsha, K., & Sait, W. (2004). How do children with disabilities

experience poverty, disability, and service? Cape Town, South Africa: Idasa.

Colangelo, N., & Davis, G.(2003).Handbook of Gifted Education. Boston: Pearson

education, Inc.

Coleridge, P. (1993). Disability, liberation, and development. Oxford: Oxfam.

Cone, Barbara; Dorn, Patricia; Konrad-Martin, Dawn; Lister, Jennifer; Ortiz,

Candice; Schairer, Kim. "Ototoxic Medications (Medication Effects)". American

Speech-Language-Hearing Association.

http://en.wikipedia.org/wiki/International_Standard_Book_Number

http://en.wikipedia.org/wiki/Special:BookSources/0-13-017603-6

http://en.wikipedia.org/wiki/OCLC

http://www.worldcat.org/oclc/54374653

http://en.wikipedia.org/wiki/Digital_Object_Identifier

http://dx.doi.org/10.1136%2Fadc.2006.115337

http://www.ncbi.nlm.nih.gov/pubmed/18305076?dopt=Abstract

http://www.cdc.gov/ncbddd/dd

http://www.asha.org/public/hearing/Ototoxic-Medications/


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ROLE OF SOCIAL MEDIA IN COMMUNICATING HEALTH INFORMATION:

AN ANALYSIS OF FACEBOOK GROUPS

* ROMATE ** RAJKUMAR E

Abstract :

There is an increased popularity of networked services in everyday information

seeking and communication process through internet. Facebook groups are becoming

platforms for health related information. There are few studies conducted on Facebook

groups and health related issues. To study Facebook groups and analyze various groups

related to communicating health information the researcher reviewed t various health

groups on Facebook with the key words such as health groups, women health groups,

children’s health, health information, adolescents health, physical health, and mental

health. There were several numbers of groups with these key words. For the present

study, researchers have identified 26 active groups on the basis of number of followers

and analyzed their objectives, target group, nature of information which were in the

public domain. The top ranking group has a follower of 62 lakh and the bottommost

east one has more than 2 lakh. The researchers have extracted the following data from

the content of each eligible group: title of the group; web address; introductory

description; total number of members; most recent top-displayed wall post with

posting date, number of “likes,” and comments on that post. Descriptive statistical

methods were used for analyzing and interpreting the data.

Findings revealed that health digest is the group which is followed by most of the

people (6,226,256). Most of these groups have been found emphasizing more on

physical health (76%), and on preventive factors (64%) terms of health. Most of these

groups are focusing on general public health. The findings also reveal the potential of

online social interactions for health related information. Facebook groups are the new

medium for communicating health information especially on physical health to the

general public. Other indicators of health such as mental, social, and spiritual have not

been found well established and connected. Findings suggest that there is a need for

Facebook groups to focus more on providing information on holistic health and related

topics to educate the public.

Key words: Facebook, Social media, Health behavior

Access to information and communication technology is mounting every year in all

parts of the world. There is an increased popularity of network services in everyday

information seeking and communication process through internet (Savolainen & Kari,

2004). Internet has become one of the important sources to get information regarding

every aspect which also includes health related issues. It provides a platform for health


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resources for patients and normal people to seek information, communicate with others

and identify with fellow people (Jones and Fox, 2009).

Social media defined as “the activities, practices, and behaviors among communities

of people who gather online to share information, knowledge, and opinions using

conversational media” (Safko & Brake, 2009). The platform of social media includes the

social networking sites like facebook, twitter, youtube, my space, blogging and

collaborative projects like Wikipedia. The social networking sites are part of social

media which meets the criteria of social media like online sharing, communicating using

interactive communication process in a multi way method with many users. Now a days

after the advent of web 2.0 the interactions and the communication process has

changed drastically and become dynamic which has opened new horizons in the way

we look at the communication process in general and also in health particularly. For

example from 2005 to 2009 the active involvement of social networking sites was

quadrupled and these social networks became leading platforms in terms of political,

cultural, financial matters and as well as health related issues (Jones and Fox, 2009).

There are many advantages in using the social media for the public health purposes like

educating, empowering, communicating, mobilizing people, behavior changing, online

researching and to understand the perspective of the public understanding of health

(Thackeray, Neiger, Smith, & Van Wagenen, 2012).

The internet has transformed and revolutionized many spheres of society.

Particularly the advent of social networking websites like twitter, MySpace, Bebo and

Facebook, have fascinated many millions of users globally for various purposes. For

example, in terms of health communication Facebook is providing an easily accessible

portal for patients, care givers and healthcare and allied professionals to share their

experiences of investigation, diagnosis and management of disease ( Farmer, Holt, Cook,

& Hearing, 2009).

There are very few studies conducted on facebook groups and health related issues.

Facebook groups related to preterm birth have become a tool for fund raising and

awareness rising, information sharing and interpersonal support (Thoren , Metze,

Bührer, & Garten, 2013). Facebook groups have become a popular tool for awareness

raising, fund raising, and support seeking related to breast cancer attracting over one

million users (Bender, Jimenez-Marroquin, & Jadad, 2011). Facebook provides a

platform for reporting personal experiences, posing questions, and receiving direct

feedback and responses for people living with diabetes. Thackeray, Neiger, Smith & Van

Wagenen (2012) found that if public health agencies like Public Health Department are

to successfully use social media then they must develop a planned communication


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process that incorporates best practices for intensifying reach and promoting

interactivity and engagement. In order to do that, we need to understand the dynamics

of the social networking sites. As the social network sites quickly permeate the online

lives of people regarding health related issues, it has become imperative to study them

(Zhang, He, & Sang, 2013).

Facebook Groups made it easy to connect with specific sets of people, like family,

team-mates or co-workers. Groups are dedicated spaces where you can share updates,

photos or documents and message other group members. Comparatively, little is known

about the use of facebook groups as social network for health purposes and health

communication and their nature. The previous studies focused on the facebook gropus

related to specific diseases like breast cancer (Bender, Jimenez-Marroquin, & Jadad,

2011), diabetes (Greene, Choudhry, Kilabuk, & Shrank, 2011), Facebook support group

(Thoren , Metze, Bührer, & Garten, 2013). This study is focused upon the facebook

groups as a resource for health communication. In this study the researcher focused on

Facebook groups and analyzed various groups related to health information. This study

fills the gap of studying facebook groups as health information providing resources

specially by analyzing: a) the number of followers in each group. b) To analyze on

which type of health, these groups are emphasizing c) to analyze the aim of facebook

health groups (prevention, promotion, and curative) d) to analyze the target groups.

Method :

The researchers have reviewed various active health groups in facebook. The

researchers have searched in facebook using the key words like- health groups,

women health groups, children’s health, health information, adolescents health,

physical health, mental health, with these key words several number of groups were

there. From this, total 26 groups have been selected on the basis of number of followers.

All these groups have more than 100000 followers. The researchers selected 26 groups

for in-depth study to analyze their objectives, target group, nature of information which

they were providing. The top first group has a followers of 62 lakh and least one has

more than 2 lakh. The researchers extracted the following data from the content of each

eligible group: Title of the group; Web address; Introductory description; total number

of members; most recent top-displayed wall post with posting date, number of “likes,”

and comments on that post. Descriptive statistics used for analyzing and interpreting

the data. All analyses were performed by using MS-Office Excel software.


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Results :

Table 1 shows top five facebook health groups

S.no Group name Number of people in each group Percentage

1 Health digest 6,226,256 32.6

2 Women’s health 4,024,244 20.84

3 Men’s health 3,704,443 19.15

4 Health.com 3,138,439 16.25

5 My health tips 2,212,985 11.46

Figure: 1 shows Top five groups followed by the people

Figure 1 shows the top 5 FB groups related to health. For these 5 groups, total number

of followers is 19,306,367. The group ‘Health Digest’ is having more followers

(6,226,256). Women’s health (4,024,244), Men’s health (3,704,443), Health.com

(3,138,439), and My health tips (2,212,985) are the least ones.

Table 2 shows type of health emphasized by facebook groups

S.NO Type of health groups are emphasizing Percentage

1 Physical 76

2 Mental 8

3 Physical and mental 12

4 Physical mental and spiritual 4

https://www.facebook.com/browse/graph/?q=AeLaVAjp3V8GNuk8T76m5IIq0WGt1yslApg2ezusNGep6ptaLVmiX3Xr-F6Ebe46he_yee5ywc2-pwHgxizomLlv1ROeIpjZnnamw5nyCvnqiDC_njfz1PH35NizT9F95zx2Yt8CWpJR51a0rn4HcHd7xIRlzhR-4u5y2Pqw3VrV0A

https://www.facebook.com/healthmag/likes

https://www.facebook.com/dailyhealthtipss/likes

https://www.facebook.com/healthdigest/likes

https://www.facebook.com/browse/graph/?q=AeLaVAjp3V8GNuk8T76m5IIq0WGt1yslApg2ezusNGep6ptaLVmiX3Xr-F6Ebe46he_yee5ywc2-pwHgxizomLlv1ROeIpjZnnamw5nyCvnqiDC_njfz1PH35NizT9F95zx2Yt8CWpJR51a0rn4HcHd7xIRlzhR-4u5y2Pqw3VrV0A

https://www.facebook.com/healthmag/likes

https://www.facebook.com/dailyhealthtipss/likes


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Figure : 2 shows type of health emphasized by facebook groups

Table 2 shows category wise distribution of health groups. As per the analysis, the

researcher categorized the 26 groups into four heads. They are 1) Physical health, 2)

Mental health, 3) Physical & mental health, 4) physical, mental & spiritual. Here the

groups, which are focusing on physical health, are the majority one. 76% groups are

focusing on Physical health, physical & mental health- 12%, mental health- 8% and

physical, mental & spiritual is 4%. According to WHO, health is a combination of

physical, social, mental and spiritual components. But from the analysis, it reveals that

majority of people and groups still focus only on physical health.

Table 3 Shows aim of the facebook health groups (prevention, promotion, curative)

s.no Preventive Promotive Curative

1 Physical 16 4 1

2 Mental 3 1 0

3 Social 0 0 0

4 Spiritual 0 1 0

Figure 3 shows aim of the facebook health groups (prevention, promotion, curative)


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Table 3 shows target area of groups, i.e.; whether they are focusing on promotion or

prevention or curative terms of health awareness. 64% (16 nos.) of groups are focusing

on preventive measures. Here prevention means providing awareness on healthy

lifestyle; tips for wellness, food for fit etc. 64% of groups are focusing on physical

health. The curative aspects of mental, preventive and curative health of social health

are not been focused. Any of the 3 aspects regarding social health are not found the

facebook health pages.

Table 4 shows percentage of groups targeted by facebook health group

s.no Target group Frequency

1 Women 16

2 Men 4

3 General public 76

4 Youth 4

Figure 4 shows percentage of groups targeted by facebook health group

Figure 4 shows that target group of health groups. Here 76% groups are focusing on

general public. This general public includes men, women, youth and old age people.

Discussion :

In the past few years, the internet based social media particularly social networking

sites like facebook have grown substantially. Such enormous growth has resulted in

building social capital and removed the time and space barriers in maintaining and

expanding social networks (Zhang, He, & Sang, 2013). Zhang et al., (2013) revealed that

there are certain characteristics which would hold the group members firm to the

facebook groups. It was found that the groups which are centered on health, lifestyle,

medical, information interactions, emotions, community building, positive feedbacks,

valuing peers and their experiences demonstrated positive inclination to be proactive

with the group.


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The high number of followers reveals the acceptance of such groups among the

internet users. If a person is having a working internet connection, without any time

constraints, he/she can access the online health services with low expense. Another

important and interesting thing regarding these groups is the person who seeks any

solution for any health related issue, s/he can ask questions, share their thoughts, and

participate in discussion. This might be a reason for the high number of followers. Along

with this the Web 2.0 technologies characteristics like ‘interactive participation’,

apomediation, openness, and collaboration, within and between these user groups and

the anonymity and privacy settings make them feel safe and secured in the groups

(Eysenbach, 2008). Younger age groups, higher level of education, and ownership of

computer, internet access were associated with social networking use (Rozental,

George & Chacko, 2010).

The second objective of this study is to find out which type of health the groups are

focusing upon. It was found that the facebook groups are mostly focusing on the

physical health. Our results are in tandem with the other studies which focus upon the

physical health. For example the studies conducted on facebook group and health

information found that the other researchers too focused on the physical health disease

like cancer (Bender, Jimenez-Marroquin, & Jadad, 2011), diabetes, cardiovascular

diseases and physical chronic diseases. Another study found that there are around 216

breast cancer groups, 171 colorectal cancer groups, and 527 diabetes groups on

Facebook and Twitter (De la Torre-Díez, Díaz-Pernas, & Antón-Rodríguez, 2012).

The model of illness adopted by society can have important consequences (Wade &

Halligan, 2004). Cultural health beliefs and models of illness help to determine the

perceived importance of diseases and its management (Kirmayer, Young & Robbins,

1994). Biomedical model was dominant in the field of medicine which resulted in

having emphasis only on the biological basis of physical health. A need for change

towards a new holistic concept of health has occurred in academic and institutional

contexts over the last few decades. But no appearances of parallel changes in the

practical domains of medicine are seen. The difficulty of applying the biopsychosocial

model in medical care and the difficulty with competing the traditional biomedical

concept of health resulted in fruitful dominance of biomedical model to this date

(Alonso, 2004). The development of “integrative health care” settings combining

various aspects of Western biomedicine and complementary/alternative medicine and

focusing on mental health and spiritual health is a relatively recent phenomenon which

takes time to get popularized and accepted by the society (Hollenberg, 2006). There is


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an imperative need to focus on the health policies which would try to focus on all

aspects of health- physical, mental, social and spiritual issues.

In this study it was found that most of the significant contents are addressed to

general population. The present study reveals that most of the health information is

addressed to general public (76%). But the growth of social media and social network

users are not uniformly distributed across age ranges. Therefore the Facebook groups

used for health communication should focus across age specific health related

information (Chou, Hunt, Beckjord, Moser, & Hesse, 2009. Park, Kee, and Valenzuela

(2009) found that the primary needs of youth within the Facebook are socializing,

entertainment, self status seeking, and information. There is a need for focusing on the

youth health related issues which promote their health. Further, the findings reveal that

most of the Facebook health groups promote preventive health information. In physical

health (16 out of 20 groups) and mental health (3 out of 20groups) promote preventive

health information. There are fewer groups promoting mental health.

One of the limitations of the study is that the researches raise a question that to

what extent these findings are generalizable to other social networking platforms such

as Twitter. Secondly, the researchers observe that studies reviewed in this paper are

mainly related to English speaking population.

In spite of the limitations discussed above, some of the notable implications of this

research suggest that the present study has laid a foundation and provides impetus for

future research and highlights the importance of health communication in this

emerging field. Secondly, given that health information is shared extensively on such

networks there is a need for health care professionals to have basic understanding

about these social networking sites and to play an active role in providing patient-

centered health information. Research focusing on social networking Services in health

information is still at an early stage. Future studies are needed to assess how to

promote healthy behaviors and to collect and disseminate trustworthy information

using these tools (Scaffold, Scanfeld, & Larson, 2010).

The potential of online social interactions for health related information is

enormous. The ubiquity of Social Networking Sites use among many people may have a

positive impact on health by decreasing communication inequalities and subsequent

health-related knowledge gaps among people (Kontos, Emmons, Puleo, & Viswanath,

2010). Facebook groups are the new medium for communicating information to the

general public. The NGOs, health workers, health departments are deliberately using

these web spaces for effective exchange of health related knowledge. One of the

advantages of health communication in this digital age is the information can be


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penetrated to many sections of the people irrespective of education, gender, and race

(Chou, Hunt, Beckjord, Moser & Hesse, 2009). The result shows that majority of

Facebook groups are focusing only on physical health and not giving much emphasize

on other dimensions of health such as spiritual, mental, and social. It shows the

affordability and accessibility of web based information Media. Another notable thing is

that most of the groups are emphasizing preventive health. In this technologically

advanced era, the scope of web based information exchange is high. Most of the groups

are focusing on prevention, but it is also important to focus on promotion and curative

dimensions. Motivating the users to focus on the other dimensions will enhance the

health and wellbeing of total community. There is also a need to study the implications

of social network sites as a health resource platforms across various health conditions,

cultures, ages, and socioeconomic groups (Bender, Jimenez-Marroquin, & Jadad, 2011).

References

Alonso, Y. (2004). The biopsychosocial model in medical research: the evolution of

the health concept over the last two decades. Patient education and

counseling, 53(2), 239-244.

Bender, J. L., Jimenez-Marroquin, M. C., & Jadad, A. R. (2011). Seeking support on

facebook: a content analysis of breast cancer groups. Journal of medical Internet

research, 13(1).

Chou, W. Y. S., Hunt, Y. M., Beckjord, E. B., Moser, R. P., & Hesse, B. W. (2009). Social

media use in the United States: implications for health communication. Journal of

medical Internet research, 11(4).

De la Torre-Díez, I., Díaz-Pernas, F. J., & Antón-Rodríguez, M. (2012). A content

analysis of chronic diseases social groups on Facebook and Twitter. Telemedicine

and e-Health, 18(6), 404-408.

Eysenbach, G. (2008). Medicine 2.0: social networking, collaboration, participation,

apomediation, and openness. Journal of medical Internet research, 10(3).

Farmer, A. D., Holt, C. B., Cook, M. J., & Hearing, S. D. (2009). Social networking sites:

a novel portal for communication. Postgraduate medical journal, 85(1007), 455-459.

Fox, S., & Jones, S. (2009). The social life of health information. Washington, DC: Pew

Internet

& American Life Project.

Greene, J. A., Choudhry, N. K., Kilabuk, E., & Shrank, W. H. (2011). Online social

networking by patients with diabetes: a qualitative evaluation of communication

with Facebook. Journal of general internal medicine, 26(3), 287-292.


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Hollenberg, D. (2006). Uncharted ground: patterns of professional interaction

among complementary/alternative and biomedical practitioners in integrative

health care settings. Social Science & Medicine, 62(3), 731-744.

Kirmayer LJ, Young A, Robbins JM. Symptom attribution in cultural perspective. Can

J Psychiatry1994;39: 584-95

Kontos, E. Z., Emmons, K. M., Puleo, E., & Viswanath, K. (2010). Communication

inequalities and public health implications of adult social networking site use in the

United States. Journal of health communication,15(sup3), 216-235.

Park, N., Kee, K. F., & Valenzuela, S. (2009). Being immersed in social networking

environment: Facebook groups, uses and gratifications, and social

outcomes. CyberPsychology & Behavior, 12(6), 729-733.

Rozental, T. D., George, T. M., & Chacko, A. T. (2010). Social networking among

upper extremity patients. The Journal of hand surgery, 35(5), 819-823.

Safko J, Brake DK: The social media bible: Hoboken NJ: Wiley; 2009

Savolainen, R., & Kari, J. (2004). Placing the Internet in information source horizons.

A study of information seeking by Internet users in the context of self-

development. Library & Information Science Research, 26(4), 415-433.

Scanfeld, D., Scanfeld, V., & Larson, E. L. (2010). Dissemination of health information

through social networks: Twitter and antibiotics. American journal of infection

control, 38(3), 182-188.

Thackeray, R., Neiger, B. L., Smith, A. K., & Van Wagenen, S. B. (2012). Adoption and

use of social media among public health departments. BMC public health, 12(1), 242.

Thoren, E. M., Metze, B., Bührer, C., & Garten, L. (2013). Online support for parents

of preterm infants: a qualitative and content analysis of Facebook

‘preemie’groups. Archives of Disease in Childhood-Fetal and Neonatal Edition,98(6),

F534-F538.

Wade, D. T., & Halligan, P. W. (2004). Do biomedical models of illness make for good

healthcare systems?. BMJ: British Medical Journal, 329(7479), 1398.

Zhang, Y., He, D., & Sang, Y. (2013). Facebook as a platform for health information

and communication: a case study of a diabetes group. Journal of medical

systems, 37(3), 1-12.


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AGRICULTURAL CONDITIONS IN PRAKASM DISTRICT OF ANDHRAPRADESH

* DR. G.SOMASEKHARA Abstract :

The agriculture sector in the Andhra Pradesh state, popularly known as the “rice

bowl of India” is in crises. Andhra Pradesh has a total cultivation area of 63.54 lakh

hectors covering rice, oilseeds, pulses, cotton, maize, tobacco, vegetables, fruits, oil palm

and others. The productivity of major crops is stagnant in recent years. The cost of

cultivation has increased over the last decade, while farmer’s income is not in tune with

it. Increased labour cost, outmigration to nearby urban areas and inflationary pressures

have added to the miseries if formers livelihood. Irrigation has been leading input for

the spread of green revolution in the state. However, the existing systems have

deteriorated over time and addition to the capacity has been negligible due to the

decline in public investment. Over 60 per cent of the populations are poor who lives in

rural areas indicating that poverty is mainly a rural phenomenon. So agriculture growth

plays an important role in poverty reduction. This makes the hastening of reforms in

agriculture and irrigation sectors more of a necessity than an option.

Introduction :

The district of Ongole was formed on February 2, 1970. The area of Ongole district,

before it came into existence as a district on 2nd February 1970, had parts of Nellore,

Kurnool, Guntur districts of Andhra Pradesh. It was renamed as Prakasm district in

1972 in memory of the eminent freedom fighter, later Chief Minister of Andhra state,

Tanguturi Prakasam Pantulu, who was born at Vinodarayanipalem a hamlet of

Kanuparthi village of this district.

The district lies between 15, 30’ and 16 north latitudes, and between 79 and 80 east

longitudes. It is bounded on the north by Guntur and Mahabubnagar districts, on the

south by Kadapah and Nellore districts, on the east by the Bay of Bengal and on the west

by Kurnool district. According to the census of 2001 the district has a population of 30,

59,423. Among the coastal districts of Andhra Pradesh the district is the largest in

geographical area. It occupies the fourth place in the state with an extent of 17,626

square kilometers which account for 6.41 percent of the total area of the state. Over all,

it has 56 Revenue Mandals with 1081 villages and 11 towns.

The district has hot climate, the summer extremely trying. The year can be divided

into four seasons. The summer season starts by about the middle of February and

continues till the first week of June. The heat in April and May is oppressive, but after

the break of the south-west monsoon, the weather which becomes bearable extends up

to the end of September. October and November constitute the post monsoon or


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retreating monsoon or north-east monsoon season. In this season rains set in by mid

October and the costal belt is liable for damages due to cyclonic storms. The period

from December to the middle of February is generally marked by a fine weather.

The annual rainfall in the district is about 871.5mm. Both the south west and north

east monsoons bring rains to the district. The rainfall in the district in general decreases

from south west towards north east. For the district is a whole the rainfall during June

to September is about 44.6% percent of the annual and 45.2% percent during October

and December 2005-2006. October is generally the rainiest month and about 25

percent of the average annual rainfall occurs during the month. Rainfall rapidly

decreases in December. January is generally the driest month. In the rest of the months,

May receives significant rainfall. The variation in the rainfall from year to year is

appreciable.

Objectives Of The Study :

To study the different types of agriculture practices in Prakasam district

Explain the crop pattern and irrigation facilities of the Prakasam district

For about 70 percent of the Prakasam District people depend on agriculture their

livelihood. The rest of the people depend on other vocations to sustain. Many of the

people in this area are land owners and the others serve for wages or cultivate the land

of large holders on condition of sharing the produce.

The agriculture activity in the district is deplorable owing to gambling of

monsoons and unreliable rainfall and much dependence on tanks and wells for

irrigation. Agriculture depends mainly upon the monsoons; the first, the south west

monsoon, visits early in June, but previous to this there have generally been light

showers towards the end of March or in April, often followed by a good down pour in

May. The early showers are useful for ploughing up the moisture soil and in May, or

June, sowing is done for dry crops after a heavy shower. If the rains are late, the

cultivating season is delayed until July or August. Even in a good year, all the land is not

sown so early s early as May or June, but a part of it is gradually brought under

cultivation up to the end of July.

Classification Of Land :

Prakasam district has mainly four types of soils. The red soil covering 51.3 percent ,

the black soil covering 40.8 percent, sandy loams covering 5.9 percent and sandy soil 2

percent of the total area. The black soils have more moisture holding capacity and are

highly fertile and suitable for cultivation of paddy and sugarcane under assured water

supply. The black cotton soil is widely prevalent. The red looms are predominant in


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parts of Kandukuru, and Markapur division’s largely covering 19 mandals. The red soil

is not as fertile as the black soil. Soils are found suitable for the cultivation of Jowar,

Bajra, Variga, Korra, Samai, Groundnut, Castor and pulses. Sandy looms prominently

exist in the mandals of Chirela, Vetapalem, Chinnaganjam and Ulavapadu where cashew

plantations and casuarinas are being widely grown because of the suitability of soil. The

sandy is suitable for the cultivation of tobacco, casuarinas, cashew nut, ragi, bajra,

korra, chillies and vegetables under wells.

Land utilization :

Out of the total geographical area of 17,14,060 hectares in the district, only a little

third of the area was cultivated during 19990-91 and 2004-05 as noted in table – 1.

Classification of land utilization

Sl.No. Item Percentage

1 Net Area sown 34.10%

2 Forests 25.82%

3 Fish ponds 0.13%

4 Barren and uncultivated 8.80%

5 Land put to land non-agrl use 8.56%

6 Perm. Pastrs and other grazing lands 3.84%

7 Cultivable waste 3.79%

8 Land under misc .tree crops 0.60%

9 Current Fallows 8.30%

10 Other Fallows 6.06%

Total geographical area 17.14 lakh.hect.

Source : Chief planning officer, Ongole -2006

Lack of irrigation facilities is the main difficulty in the reclamation and utilization of

the cultivable waste lands. Out of the total geographical area of 17,14,060 hectares in

the district, cultivable waste 5,00 current fallows 2.39 and other fallows 9.19 under a

master plan for the exploitation of the irrigation potential in the district, particularly

with the completion of the Nagarjuna Sagar Right canal, most of these lands are

reclaimed and utilized for irrigation. Out of 78,587 hectares of cultivable land in the

district, a little less than half of the area (49.08%) lies in the following 10 mandals.

There are two crop seasons in the district viz, Kharif (June to November) and Rabi

(December to May). The preparation of the soils for the Kharif season takes place in the

month of June and for Rabi during January. Puddling is the general practice in the wet

lands of the district. In the areas where receipt of water is delayed or inadequate, the


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lands are ploughed dry, taking advantage of the early monsoon rains during the main

crop season. Cultivation is carried on by two distinct methods in the district locally

known as Veligada and kudapa. Under the veligada system, the land, particularly the

light soil, is ploughed dry while under the Kudapa system the land is ploughed after

receipt of water.

After the commencement of the monsoon, the seed is sown in the field by hand in

shallow furrows made by a wooden plough or gorru and covered by running a wooden

plank – inter-cultivation, thinning and weeding are attended to in the case of rain fed

crops like ragi, bajra, jonna, gingerly and groundnut with the help of hand operated

implements or by hand. In wet lands puddling is done with spades or a tractor with

cage wheels to get a fine puddle for paddy transplantation. In wet fields where line

planting of paddy is followed some progressive farmers use Japanese push hoes for

weeding. While in the other fields it is done by manual labour.

Manures :

Manuring the fields for better production and maintenance of soil fertility has been

recognized since long. Manures are of two kinds, namely, organic and inorganic. Organic

manures are again of two categories and they are bulky manures, viz., green manures,

compost, farmyard manure is used for all the principal crops like paddy and jowar,

cotton and tobacco. Compost prepared from farm wastes, sweepings, household and

street wastes and also dung are used as manure. Green manuring is the most important

practice widely followed by the cultivators in wet land areas. The ryots grow green leaf-

yielding plants like sun hemp and daincha, pillipesara, wild –indigo, vempali glyricide

and pongamia. These crops are ploughed in situ as manure. Many farmers obtain green

leaves from the nearby forests. In dry lands sowing of kommupesara prior to tobacco

crop is widely practiced in the district. Groudnut, castor and pongamia oilcakes are also

applied as manure to paddy, sugarcane and fruit crops under conditions of assured

water supply. The chemical fertilizers widely used in this district are ammonium

sulphate, ammonium nitrate, mono ammonium phosphate, calcium ammonium, urea,

super phosphate and muriate of potash. These fertilizers are applied generally as basal

dressings in respect of dry crops and at the time of inter cultivation in regard to paddy.

In 1986-87, 30,702 tones of nitrogen, 6,743 tones of phosphate and 2,926 tons of

potash were distributed in the district while in 1987-88, 17,831 tones of nitrizen, 8,296

tones of phosphate and 2,837 tones of potash were supplied.

Crop patron :

There are two cropping seasons in the district viz, Kharif from June to November

and Rabi from December to May. Cultivation is carried on by two distinct methods in


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the district locally known as Velligonda and Kadapah. Under the Veligonda system, the

land is ploughed after receipt of water. The preparation of the soils for the Karif season

takes place in the month of June and for Rabi during January. Puddling is the general

practice in the wet lands of the district. In the areas where receipt of water is delayed or

inadequate, the lands are ploughed dry, taking advantage of the early monsoon rains

during the main crop season.

Paddy :

Paddy is the main crop in the district. It is generally grown by raising nurseries in

the first instance and then transplanting the seedlings in the main field between four

and six weeks. In upland areas paddy seeds are sown with a country seed-drill after

receipt of rains and watered regularly. The Karif paddy transplanted between June and

September is known as Punsa or Muduru crop in the district. Paddy, cultivated between

February and June, as pairu crop in the district. Paddy is the principal crop in the

former talukas of Chrala, Addanki and Kandukuru accounting for more than 72 percent

of the area under this crop. During 1989-90, the area under paddy cultivation in

Prakasam district was 1, 30,415 hectares and the out turn 3, 41,975 tones. The

corresponding figures of the year 1990-91 were 1, 40,162 hectares and 4, 00,210 tones

respectively.

Sugar Cane :

Sugar cane is another wetland crop raised in patches in the former talukas of

Addanki. Kandukur, and Besthawaripeta. Sugar cane is cultivated on a small scale in the

former Giddalur taluk, the area under this crop had increased in the former Addanki

taluk with the availability of water from the Nagarjuna Sangar Project. Sugarcane was

grown in 421 hectares during 1989 – 90 and it yielded 1,500 tones of Gur and in 1990-

91 it was raised on 385 hectares which yielded 2,600 tonnes of Gur.

Cotton :

Prakasam district is one of the leading cotton producing centers in the state with a

large area under this crop. Cotton is grown in this district both under rain fed and

irrigated conditions with the introduction of the intensive cotton development

programme, the productivity per hectare, both under the rain fed and irrigated

conditions, has gone up. To stabilize and increase the cotton area with improved strains

and hybrid verities, advanced agronomical practices and judicious and timely

applications of fertilizers and pesticides are adopted. Verities like M.C.U. 5. L.R.A N5166,

L.K, 861, N.H. H. 44; L. 349, Amaravathi VaraLakshmiu, D.C.H. 32 J.K.H.G.I. and Saavita

are cultivated in the district, particularly in Parchur, Chirala Korisapadu, Maddipadu


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and Ongole Panchayat Samithi areas. Due to Nagarjuna Sagar project, the crop is grown

in the former Darsi taluk under irrigated dry condition. The Krishna variety of cotton as

grown during the Rabi season in rice fallows where irrigation facilities exist,

particularly in the erstwhile Kandukur taluk. The verities like M.C.U.5 and Varalakshmi

yield eight to twelve quintals per hectare. In the year 1989-90 cotton was raised in43,

884 hectares and the yield was 84,154 bales. In the next year it was raised in 2.407

hectares and out-turns were 95,594 bales.

Tobacco :

Tobacco is the most important cash crop and it is noted for its flue-cured Virginia

tobacco grown in the district, suitable for the production of filter tipped cigarettes. As

Prakasam district has considerable extent of light sols, cultivation of tobacco in these

soils is encouraged. Tobacco was grown during 1989-90 in 41,450 hectares which

yielded 45,885 tones. In the year 1990-91 it was grown in 46,125 hectares and the yield

was 38,967 tones indicating extension of its cultivation and the district occupied the

first place in the cultivation of tobacco in the state replacing Guntur district.

Jonna :

(Jower) Jonna cultivation comes next to paddy in the district. It is grown over large

extents in the former taluks of Kanigiri, Podali, Darsi, Kandukuru and Ongole. It is

grown in Talluru, Therlapadu and Yerragondapalem areas also, but mainly for fodder

purpose because of undependable monsoon. Hybrid verifies like CS.H.5, 6, C.S.H.9 AND

S.P.V. 86 are cultivated. It is grown as a pure crop and also as a mixed crop with other

crops like horsegram, redgram, castor and variga common millet. There are under

jower during 1989-90 was 70.666 hectares and the yield was 39,749 tones while in

1990-91 it was 56.012 hectares and 37,279 tones respectively.

Other Crops :

The cultivation of Jonna, bajra, ragi, pulses, groundnut and gingerly is a general

practice in the upland tracts under rain fed condition. In Ragi is also transplanted like

paddy and grown under light irrigation. In respect of chillies, tobacco and vegetables

also seedlings are raised and then transplanted in this main field. Cashew is yet another

cash crop grown over an extensive area in the district. It is mainly concentrated around

Vetapalem.

Groundnut :

Groundnut is cultivated in the former taluks of Giddalur, Cherala, Kandukur and

Kanigiri of the district. In sandy belts like Cherala groundnut is cultivated even in Rabi

season under dry conditions. In the former Vetapalem and Ongole panchyat samithi


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areas and marginal farmers raise groundnut in month of November generally

T.M.V.2.J.C.24, T.P.T.1 and 2 and I.C.GS.44 and 11 varsities are cultivated. The average

yield of the crop in a normal year in this track is 40 bags per hectare. During 1989-90

groundnut was sown in 70,614 hectares and it yielded 81,036 tones of nuts but in 1990-

91 the area increased to 73,013 hectares but the production fall to a little over half

48,002 tones.

Caster :

Caster is grown in Talluru and Tharlapadu tracts under rain fed and irrigated dry

conditions. The verities of castor popular in this district are couch land 4 and Aruna.

Castor was sown during 1989-90 in an extent of 31,323 hectares and the out turn was

11,276 tones. Though it was grown in a larger area in 1990-91 i.e. 35,268 hectares the

yield fell sharply to 4,091 tones. Gingerly is grown in the command area of the distinct.

The areas noted for this crop are Santhamoguluru and Korisipadu. About 2900 hectares

were sown with gingerly and 655 tones produced during 1989-90 and in 1990-91 the

area rose to 13,216 hectares and the production to 4,366 tones.

Irrigation facilities :

The chief sources of irrigation in the district are canals, tanks and wells including

tube wells. These irrigated a gross area of 2.2d6 lakh hectares, the area irrigated more

than once being around 29 thousand hectares and the net area irrigated 1.97 lakh

hectares of the total area irrigated 42.13% of the area by canals, 15.64% by tanks,

19.81% by wells, 12.54% by tube wells and 9.88% by other sources. Between 1970-71

&1992-93 the gross area irrigated has rose up to 1.6 times. The increase in the area

irrigated is mainly due to canal irrigation

Rivers :

Nearly all the rivers in the district flow from west to east. Important rivers flowing

in this region are the Krishna, the Gundalakamma, the Rallapadu and the Tigaleru

and the Paleru , Hannery and the Musi. The Krishna River is one of the greatest rivers

flowing across in the peninsular India. North of Yerrakondapalem Nallamala range

steeply raises and attains an attitude about 300 feet near the Sikharam the highest

peak on the way to the holy place Srisailam. The river cuts through the range and the

resultant gorge with steeply precipitous is magnificent sight. The hills and Krishna

River play a dominant role on the activities of prehistoric man.

The Gundlakamma is second largest stream flowing in this area. It rises at an

attitude 2,954 near Gundlabrahmeshwaram village in the Nallamala hills in Nandyal

taluk of Kurnool district. It receives the waters of a number of tributary streams from

both sides of which the Chitamaleru and Dornapuvagu on the left bank are important.


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The Tigaleru is one of important tributary of Gudlakamma. It then flows east and finally

falls into the Bay of Bengal near Devarampadu in Ongole Mandals. The total length of

the river is about 265 kilometers. Tigaleru in Nallamala flows in south west direction to

empty the Gundlakamma near Dupadu. It is mostly seasonal and dries up in summer

seasons.

Rallavagu, it is tributary stream and flows only a shorter distance before meeting

Tigaleru River. It is dry most of the year and gets flooded only when the rain falls on the

Nallamala hills. But the rivers surprisingly carried a vast load of pabbles and Cobbies.

The river Manneru rises in the Veligondas in the erstwhile Kanigiri talukk, flows

through Nellore district and takes a turn into the Lingasamudram mandal at Penetrable

of this district. The river Musi rises near Dokkalasala in the Veligondas. The river Musi

is so called because it is a treacherous or dangerous river with unpredictable freshes in

the months of September, October and November. This river flows first easterly and

then southerly through the Markapur, Darsi, Konakanamitla, northern border of Podili,

Chimakurthi, Kondapi, Tangutur and Kothapatnam Mandals of the district for nearly a

distance of 112 km. falls into the Bay of Bengal near Madanur in Kothapatnam Mandal.

The river Paleru rises in the Veligondas and flows through the Veligandla, Kanigiri,

P.C. Palle, Ponnaluru, Kandukur, Zarugumalli, Singarayakonda and Tangutur Mandals of

the district for a distance of 112Km. and falls into the Bay of Bengal at Pakala of

singurayakonda mandal . The water of this river is utilized principally for the

Pandavagandi project and Paleru Bitragunta scheme.

Ramatheertham balancing reservoir :

The prestigious project of the Andhra Pradesh Government is Jalayagnam. The aim

of the program is to save the farmer from the vagaries of monsoons and provide

assured irrigation facility to every acre of land in the Sate and transforming it as

Harithandhrapradesh.

Conclusion :

Majority of the people in the district undertook agriculture as their mainstay for

livelihood. Such people remained still backward in economical conditions. Many

peasants who owned one or two fields and have a very little financial support could not

practice the agriculture methods such as fallows and rotation of crops which ensure a

better crop that yields besides maintaining the fertility of the soil as the rich peasants

did. A poor ryot struggled a lot maintain and support his family.

The developed countries in the world give first preference to agricultural fields.

This should be noticed by the Government. There is no alternate for the labour

agriculturalists come forward only. When their labour is recognized and rewarded the


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problems of ryots were further vitiated by the ill-fed activities collections. What hurt

the ryots mort were the consistent efforts by the government to collect arrears of

revenue ever during times of famine. The helpless ryots failed to pay the arrears.

Petitions were submitted to the government by the ryots seeking redressed for their

grievances which some times went unheard.

Lack of proper concern and care from agricultural officers and government,

peasants are suffering and developing feeling of hatred towards them. Their feelings are

much natured by the media and the local leaders both at the local level and at the

national level. A series of land reforms introduced in Andhra Pradesh and left their

impress on the pattern of agrarian relationship in this district. Ryots also should accept

certain suggestions given by the officers and government. So that, they can find peaceful

growth in agricultural fields.

References :

Government District Gazetteer, Prakasam, A.P. Government, Hyderabad 2011,

Veeraputhiran, R. Drip Irrigation for Sustainable Water Magaement, Kissan World,

Jan.2005.

Sanjayakumar, Development of Irrigation in India, kurukshetra. Dec. 2007.

Handbook of statistics Prakasam district, 2006, Compiled and published by, Chief

Planning Officer, Prakasam district, Ongole


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ACCESSIBILITY AND NETWORKING OF LIBRARIES IN INDIA

* DR.PILLI RENUKA

READER & HEAD, DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE,

M.R.COLLEGE (AUTONOMOUS), VIZIANAGARAM

Introduction:

Networking of Libraries in India Introduction Accessibility to information has

crossed all the geographical boundaries. The access to the library resources has also

transformed from “physical access”, to “online access”. Networking has integrated all

the library activities e-mail, support reference service through search of databases,

exploiting the catalogue of other institutions, participation in inter-library loan(ILL),

ordering of books and journals, services by establishing home page, etc. Under these

circumstances resource sharing and cooperative functioning of the libraries through

internet has become vital. Utilization of these facilities depend largely on availability of

internet connection and exploiting its services and resources for better access to global

information. Therefore this present chapter focuses on the Networking related services

provided by Management Libraries in University of Pune as well as IIM Libraries. The

National commission on Libraries and Information Science‟s National Program for the

year 1975 defines a Network as “Two or more libraries or other organizations engaged

in a common pattern of information exchange through communication for some

functional purpose. A network usually consists of a formal arrangement whereby

materials, information and services provided by a variety of libraries and other

organizations are available to all potential users. Libraries may be different

jurisdictions but must agree to serve one another on the same basis as each serves its

own constituents.

Computers and telecommunication may be among tools for facilitating

communication among them.” Internet and Libraries The basic purpose of any library is

to provide the right information to the right reader at the right time. To meet this goal,

libraries have to provide access to information regardless of location of the information

stored. Networking plays a key role in providing such library services. The Internet is

defined as an interconnected system of networks that connects computers around the

world via the TCP/IP protocol. With the emergence of Internet, connectivity to the

computers at a global level and the worldwide access to information has 128 become

possible. The user friendly tools such as Gopher, e-mail, Telnet, FTP, and World Wide

Web(WWW) are used for processing and accessing the information. The WWW is

integrating all other access tools and providing a very convenient mechanism for

publishing and accessing multimedia, hypertextlinked documents stored in computers


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spread across the world. Once the information is available on the web, the accessibility

from any part of the world becomes possible. Libraries and information centers are

taking advantage of Internet developments to provide accessibility to the library

resources/information through web. Sharing of resources through Library Networking:

Indian scenario Resource sharing is basically sharing of resources of participating

libraries on the basis of the agreement of cooperation for the purpose of sharing the

resources of each other‟s materials. This entails not only to share the document

resources but also facilitates services, equipments and even the manpower among the

participating libraries. The Libraries have started using the computers in large number

and have automated their functions and services. After the introduction of internet in

Libraries, the concept of on-line resources was introduced and the libraries started

subscribing e-journals regularly.

The traditional sources of information i.e. books, journals, magazines are

supplemented by electronic forms of documents e-books, e-journals, e- newspaper etc.

The automated libraries get connected to one or the other networks. A computer

network allows the user of one computer to use the resources of another computer

which may be space, database, programs or printer. The traditional libraries were

facing barriers for interlibrary loan such as indifferences of lending library,

conservative attitude, distance, language, cost time etc. The recent developments in

Information science, Computer and Telecommunication technologies have changed

these perceptions on account of multidimensional growth of published documents. The

modern libraries with the advanced technology are forming library consortium for

sharing electronic resources. Purpose of library network The purpose of library

network is to promote resource sharing among member libraries by coordinate efforts

for suitable collection development and reduce 129 unnecessary duplication wherever

possible. The purpose of the library network is to provide network based services to

Users, document Delivery Services, bibliographic Information Services, and human

Resource Development.

Major Library Networks in India INFLIBNET Centre Information and Library

Network (INFLIBNET) 1 Centre is an Autonomous Inter-University Centre (IUC) of

University Grants Commission (UGC) involved in creating infrastructure for sharing of

library and information resources and services among Academic and Research

Institutions. INFLIBNET works collaboratively with University Libraries in India to

shape the future of the academic libraries in the evolving information environment. It

promotes automation of libraries, develops standards, creates union catalogue of

serials, thesis, books, monographs, and non book materials, provides access to


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bibliographic information sources, creates database of projects, institutions, specialists

DELNET DELNET (Delhi Library Network) was started as a project of the India

International centre in 1988 with initial financial support of National Information

System in Science and Technology(NISSAT) and later officially registered as a society in

June 19922 . presently the DELNET activities are supported by the National Informatics

centre (NIC) of the Planning commission, Government of India. The main objective of

DELNET is to promote sharing of resources among the libraries located in Delhi and

beyond. This is done by developing a network of libraries, by storing and disseminating

information, offering computerized information services to users and by coordinating

efforts for suitable collection development and reducing unnecessary duplication

wherever possible. DELNET gives membership to various libraries including

universities, colleges, government departments and provides technical assistance to

them for creating and maintaining the bibliographic databases, serials control, union

catalogue preparations, abstracting services, inter library loan, document transfer/

copying facilities and for 130 accessing local, national and international databases. It

has also created library software such as DELSEARCH, DEL-DOS etc for library

networking database creation and database access using different platforms.

MANLIBNET To promote, nurture and enhance the profession of management

librarianship in the country through networking, conferences, workshops, seminars,

research, consulting, mentoring and publishing-Management Libraries Network

(MANLIBNET) was born in the year 2000 which is in operation for the past four years

as a registered Society in Delhi under Societies Regulation Act of 1860.

The network is not an on-line network like DELNET, INFLIBNET and so on. Its

basic objective of the network is to provide a forum for all the management libraries to

share information and ideas for development of libraries and business librarianship.

The network organizes annual conventions and publication of a quarterly newsletter. It

is indeed a matter of great pride and satisfaction for the researcher to personally

witness (since 1998, the year its establishment) and be part of Management Libraries

Network's (MANLIBNET) as a life member of the network. ADINET ADINET is a

network of libraries in and around Ahmedabad. ADINET was registered as a Society in

October 1994. It was initially sponsored by National Information System for Science

and Technology (NISSAT), Department of Scientific and Industrial Research,

Government of India. ADINET aims to bring about cooperative mode of working

amongst the libraries and information centers in and around Ahmedabad. The main

objective of ADINET is to promote sharing of resources and disseminate information

among member libraries by networking them and creating a centralized Union


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catalogue of their holdings. It plans to coordinate efforts for suitable collection

development and reduce unnecessary duplication wherever possible. ADINET will not

only help library users but will be of help to individuals who practice different

professions in getting specialized information of their interest. 131 A centralized

database of periodicals and databases available in libraries of Ahmedabad is being

created by ADINET. Records collected from participating libraries are being suitably

formatted and merged to generate Union Catalogue of Ahmedabad libraries. With

cooperation of participating libraries, these databases are being regularly updated.

At present this database includes only the present/ current holdings of

libraries. Other Networks in India Various other national as well as library networks

have also been developed including NICNET(National Informatics Centers Network),

INDONET, ERNET(Education and research Network), CALIBNET(Calcutta Library

Network),etc. A number of educational institutions are the members of such networks.

These networks are engaged in various activities towards sharing the resources by

compiling union catalogues creating various database of experts, providing training to

the staff, IIL, assistance in retrospective conversion etc. Due to the financial crunch and

the rising cost of the journals, many Indian University and college libraries cannot

subscribe to all the required journals and databases. To overcome this problem,

libraries are forming consortia. Library consortia: present concept for resource sharing

The concept of consortia is based on the basic principle of cooperation as it is a

“cooperative arrangement among group or institutions”. The consortia enable libraries

to meet the spiraling costs of printed journals and of online resources. The concept of

sharing of resources was started with Inter Library Loan(ILL), Document Delivery

system (DDS), Library Networking (via, LAN, WAN), etc. At present the more accepted

system of resource sharing is Library consortia. A library consortia can be considered

as a formal association of libraries, not under the same institutional control, but usually

restricted to a geographical area, number of libraries, types of materials, or subject

interests, which is established to develop and implement resource sharing among

members. The objective of Library consortia is: To control and reduce information

costs, 132 To improve resource sharing, to develop a network information

environment (via campus systems, campus networks, and the Internet. To share

licensing issues with each other. 5 The basic premise of consortia is that its members

can collectively achieve more than what they can achieve as individual institutions. It is

an association of group of Libraries having formally agreed norms to coordinate

cooperate or consolidate certain functions to achieve, mutually, the common objective.

In Indian scenario the concept of establishing digital libraries is coming up. The modern


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computerized libraries where all library operations are being carried out by the

specialized library application software and suitable hardware for creating and using

library databases. These libraries are also having traditional collections but they are

procuring digital resources in the form of ejournal subscriptions, bibliographical and

Full Text Databases in CD-ROM/ DVD-ROM format, Online databases of specialized

subjects. Theses e-resources can be accessed over the Internet on IP based

identification of users. Due to the financial crunch and the rising cost of the journals,

many Indian University and college libraries cannot subscribe to all the required

journals and databases.

To overcome this problem, libraries are forming consortia. The consortia

phenomenon is based on the concept of buying e-information together which has

become very important in these days. The purpose is to share the resources in better

manner, to reduce the information costs, speedy delivery of documents, to keep abreast

of new developments. 5.6 Efforts of Library consortia in India INDEST Consortium: an

open ended consortium The ministry of human resource development(MHRD) 6 has

set-up the “Indian National Digital library in Engineering sciences and Technology

(INDEST) Consortium” on the recommendation made by the Expert group appointed by

the ministry under the chairmanship of Prof. N. Balaskrishnan. The ministry provides

funds required for subscription to electronic resources for 38 institutions including

IIScs, IIT‟s, NITs, IIMs and a few other centrally funded government institutions

through the consortium headquarters set up at IIT 133 Delhi. Besides, 44 Government

or Government aided engineering colleges and technical departments in universities

have joined the consortium with financial support from AICTE. The benefit of consortia-

based subscription to electronic resources is not confined to 38 major technological

institutions in the country but is also extended to all AICTE-accredited and UGC-

affiliated institutions. The IIM (Indian Institutes of Management) Consortium All IIMs

developed a consortium to subscribe e-journals centrally. The objective was to ensure

among the IIMs, optimum utilization and enhancement of the resources, and to

minimize the expenditure by consortia based subscriptions to the commonly

subscribed databases and journals. The idea was to approach publishers of Electronic

journals and CD-ROM Databases to begin with, as a consortium for better pricing and

services. A pilot study conducted during 1999 revealed that more than 60% of IIM‟s

electronic resources were overlapping. The additional burden while accessing all the

electronic titles across the IIMs for the individual print subscriptions at each of the

institutes was shared equally by working out the license charges for the Enhanced

Access License(EAL). Over 1050 E-journals are directly sourced from publishers and


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over 12500 E-journals aggregated full text the IIMs are able to get online access across

all the institutes by paying a nominal additional amount. FORSA Consortia FORSA

stands for Forum for Resource Sharing in Astronomy and Astrophysics, which was

established in 1982, for sharing the resources in astronomy libraries in the country. In

2004, this group has extended its membership to Physics and Mathematics libraries in

the country who have common interests.

Currently FORSA has twelve members. FORSA member libraries have

automated their collection, give access to electronic journals, Inter-Library Loan for

resource sharing among the member libraries, and provide document delivery services

either by speed post, fax or telephone. CSIR (Council of Scientific and Industrial

Research ) Consortium (http://www.niscair.res.in/activitiesandservices/major

projects/majorproj.htm ) 134 CSIR has also formed a consortium for which National

Institute of Science, Communication and Information Resources (NISCSIR), a

constituent establishment of CSIR formed with the merger of INSDOC and NISCOM, has

been identified as nodal agency. To augment CSIR research and development activities,

NISCAIR implemented an agency for the process of providing access to globally

available electronic journals to the entire S & T staff of CSIR. On behalf of CSIR, it has

entered into an agreement with Elsevier science to access its odd 1,500 e-journals and

intends to strengthen further its information resources base by subscribing access to

more journals published globally. CSIR consortium extended its access by creating

appropriate on consortium basis with the other providers of e-journals. UGC -INFONET

This consortium is launched by University Grants Commission (UGC), India. It is a

consortium of e-journals for its member universities to provide access to journals

through its nationwide communication network, UGC-INFONET. It is overlaid on

Education and Research Network(ERNET) infrastructure to provide assured quality

service and optimal utilization of Bandwidth resources. On behalf of UGC, the

INFLIBNET is executing the UGC-INFONET project in collaboration with the ERNET. The

consortium aims to promote the use of electronic database and full text access to

journals by research and academic community in the country. Information and Library

Network (INFLIBNET) Centre, is the nodal agency for coordination of the UGC-

INFONET. It facilitates linkage between UGC, ERNET and universities and coordinates

the program. It is also administering the entire program including monitoring of

bandwidth utilization and releasing the annual recurring cost of 149 universities. This

consortium subscribes to journals published by American Chemical Society, American

Institute of Physics, Institute of Physics etc. the program helps in mitigating the severe

shortage of periodicals faced by university libraries due to the ever widening gap


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between the growing demand for literature and the shortage of available resources.

UGC Infonet 2.0. : UGC-Infonet Network is being switched to BSNL backbone w.e.f 1st

April 2010 and renamed as UGC Infonet 2.0. ON the new scheme 10 135 Mbps(1:1)

Leased line is being established in 180 plus universities preferably by using Fiber to

provide Internet Services. INFLIBNET is responsible for executing and monitoring the

entire project. The UGC-INFONET mainly provides Internet bandwidth, a pre-requisite

for delivery of scholarly content subscribed through the UGC-INFONET Digital Library

Consortium. The scheme has now been extended to 200 Universities and 6 Inter-

University Centers of the UGC. To sum up, the networking of libraries is a crucial factor

in today‟s ICT era. It has extended the mutual cooperation, fast retrieval of information

and efficient service among the libraries. In the present study the respondent libraries

were asked to indicate their membership with consortium, library networks and with

other libraries and studied the nature of network related services in these libraries. The

detailed analysis of the data is given in the next chapter.

References:

Information and Library Network Center. http://www.inflibnet.ac.in/ (accessed

May 5, 2008). 2. DELNET. http://delnet.nic.in/ (accessed June 8, 2008).

Management Libraries Network. http://www.manlibnet.in/ (accessed May 10,

2008).

Ahmadabad Library Network. http://www.alibnet.org/ (accessed September 11,

2009).

T A V Murthy, “Resource sharing and Consortia for India,” (Paper Presented in the

National Conference on Information Management in e-Libraries, Kharagpur,

India, 26-27 February, 2002).

INDEST AICTE Consortium. http://iitd.ac.in/indest (accessed May 5, 2008).

IIM Consortium. http://www.iimk.ac.in/libportal/iimconsortium.htm (accessed

May 2, 2008). 8. Forum for Resource Sharing in Astronomy FORSA.

www.ncra.tifr.res.in/library/forsaweb/index.htm (accessed April 16, 2008) 136

9. http://www.niscair.res.in/activitiesandservices/major projects/majorproj.htm

10. UGC-INFONET 2.0. http://www.inflibnet.ac.in/infonet/ (accessed May 22,

2010).


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TEACHERS ATTITUDE AMONG SMART BOARD SYSTEM ON

IMPROVING THE PERFORMANCE OF STUDENTS

* R.THAMARAICHELVI ** DR. R. VENKATESWARAN

Abstract :

Computer technologies may enhance the extent, quality and depth of group

discussion, but findings on user satisfaction with computer-assisted group learning are

mixed. It is an innovative learning tool which gives unlimited creativity in the hands of

teacher. Many teachers regard interactive whiteboards as valuable teaching tools.

Interactive whiteboards enable teachers to design and organize activities and lessons

using a broad variety of Multimodal resources and to engage students’ cognitive and

innovative potentials into the learning process. In addition, interactive whiteboards can

be used to deliver the instructions to the students effectively. The investigator adopted

the quantitative survey method of research to study the attitude of teachers using

multimedia system improving student performance. The sample consisted of 150

School Teachers in Villupuram District. Self developed tool with five point rating scale

with a reliability of 0.84 was used by the investigator. The findings revealed that there

is no significant difference between the mean scores of attitude of teachers using smart

board system improving student performance with respect to educational qualification

and salary per month. The findings also revealed that there is significant difference

between the mean scores of attitude of teachers using smart board system improving

student performance with respect to experience of the teachers.

1. Introduction :

The SMART Board is an interactive whiteboard, which a learner can use with a

computer alone or with a data projector to capture written or typed information on the

Board, manipulate the data, store it and recall it later for integration with information

from internet sources or data previously stored on a disk. The SMART Board brings

ideas, lessons and resources to life. Teacher uses interactive tools and designs higher

level thinking activities that involve student collaboration, creativity and problem

solving. SMART board maximizes the impact of the lessons by using a high quality

interactive digital and multimedia content, keeps the track of past lessons and activities,

involve enthusiastic participation from every student from anywhere in the class room,

modify and customize interactive material to suit the teacher’s approach and style of

teaching, plan and share lessons collectively or access a huge wealth of teaching

resources. As powerful technological devices, interactive whiteboards have the

potential to “help teachers convert the ordinary classroom conditions into a student-

centered collective environment”. The use of interactive whiteboards in classrooms


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contributes to the learning process through increasing the teachers’ proficiency level,

facilitating student centered instructional performances and changing many

experienced teachers’ attitudes toward technology. Teachers can procure vast digital

educational materials through instant access to the Internet and present them to

students via interactive whiteboards. Current research on the interactive whiteboard’s

use in educational settings reflects several advantages for students. For instance, they

develop students’ autonomy and it has been discussed that they increase student

enthusiasm and motivation, possess the capacity to ease teaching and learning, enhance

the degree of understanding and enable students to participate in the lessons being

conducted and provide collaboration in the classroom Information and communication

technology (ICT) in education is widely used for effective learning throughout the

world. As a type of ICT, interactive whiteboards have so many benefits. Due to this

potential, many countries have invested considerably in the installation of interactive

whiteboards and struggled to spread this technology to schools of all levels.

2. Review of Literature :

Burden (2002) in his study, examined the experiences of nine grade 6 teachers as

they developed their skills in the use of an interactive whiteboard in their classrooms,

particularly for teaching science. He was particularly interested how they perceived the

potential use of the board and how they implemented it in their classroom instruction.

The results of studies indicated that the use of smart boards has a positive effect on

student engagement, and both students and teachers have generally positive attitudes

toward the use of smart boards in teaching process and they are both aware of the

potential uses of this technology .

Shenton and Pagett (2007) reported that some teachers who used the interactive

whiteboards were most concerned about creating interactivity between the students

and the board itself rather than between members of the classroom. The question is

whether, as teachers are integrating the technology into the classroom, they are using it

in a way that enhances the dynamic nature of instruction or disrupting it.

The study of Aytac (2013) investigated the students’ viewpoints and the problems

they face during the use of Interactive Whiteboard (IWB). This research has been

applied on 202 students in primary school and high school in Ankara. In this study, the

quantitative data were collected through “IWB Survey Questions” (Student Views). To

identify any significant differences in terms of gender and duration of using IWB for

students’ views, t-test and one-way ANOVA were used. No significant differences were

found in terms of gender. There is a clear difference between primary school and high

school students’ views about the use of IWB. During this study it was observed that


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students generally had a positive attitude towards the use of IWB. Students identified

teachers’ inefficiency to use IWB, technical problems, insufficiency of e-materials and

their wonders about the radiation and eye health as problems.

3. Objectives of the study :

To find out the significant difference between the mean scores of attitude of

teachers using smart board system improving student performance with respect to

educational qualification.

To find out the significant difference between the mean scores of attitude of


salary per month.

To find out if there is any significant difference in the attitude of teachers using

smart board system improving student performance with respect to experience.

4. Hypothesis of the study :

H01 - There is no significant difference between the mean scores of attitude of





salary per month.



experience.

5. Methodology Sampling :

The investigator adopted the quantitative survey method of research to study the

attitude of teachers using multimedia system improving student performance. The

sample consisted of 150 School Teachers in Villupuram District, Tamil Nadu, India.

6. Tool Used :

Questionnaire was constructed by the investigator herself and all the questions

have a focus on the ‘selected topic’ – attitude of teachers using multimedia system

improving student performance, both in English and in Tamil for the present trend of

educational set up. There were forty four statements in this questionnaire which are in

five point rating scale. The reliability of the tool was found to be 0.84 by split half

method.


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7. Data Analysis :

Mean, SD and ‘t’ test were computed to know the significant difference between the

mean scores of attitude of teachers using smart board system improving student

performance with respect to educational qualification, salary per month and

experience.

TABLE 1 SIGNIFICANT DIFFERENCE IN THE ATTITUDE OF TEACHERS

USING SMART BOARD SYSTEM ON IMPROVING THE PERFORMANCE OF STUDENTS

WITH RESPECT TO EDUCATIONAL QUALIFICATION

Educational

Qualification N Mean SD

Calculated

‘t’ value

Table

Value

Significance

at 0.05 Level

Under Graduate 36 178 18.47 1.12 1.96 No Significant

Post Graduate 114 182 19.02

The obtained ‘t’ value 1.12 is lesser than the critical value 1.96 at 0.05 level. This

indicates that there is no significant difference between attitude of Undergraduate and

Postgraduate Qualified teachers regarding using smart board system in teaching.


USING SMART BOARD SYSTEM ON IMPROVING THE PERFORMANCE OF STUDENTS

WITH RESPECT TO SALARY PER MONTH

Salary N Mean SD Calculated

‘t’ value

Table

Value

Significance

at 0.05 Level

Below 20000 79 178 18.52 0.33 1.96

No

Significant Above 20000 71 179 18.31

The obtained ‘t’ value 0.33 is lesser than the critical value of 1.96 at 0.05 level. This

indicates that there is no significant difference between the attitude of teachers with

salary below and above 20,000 regarding using smart board system in teaching.


USING SMART BOARD SYSTEM ON IMPROVING THE PERFORMANCE

OF STUDENTS WITH RESPECT TO EXPERIENCE

Experience N Mean SD Calculated

‘t’ value

Table

Value

Significance

at 0.05 Level

Below 16 years 72 175 18.13 2.01 1.96 Significant

Above 16 years 78 181 18.42

The obtained ‘t’ value 2.01 is greater than the critical value of 1.96 at 0.05 level. This

indicates that there is a significant difference between the attitudes of teachers using


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smart board system for improving student performance with respect to years of

experience.

8. Findings :

There is no significant difference between the mean scores of attitude of teachers

using smart board system improving student performance with respect to


There is no significant difference between the mean scores of attitude of teachers

using smart board system improving student performance with respect to salary

per month.

There is significant difference between the mean scores of attitude of teachers using

smart board system improving student performance with respect to experience.

9. Discussion :

The attitudes of teachers toward the uses of interactive whiteboards exhibit a very

favorable description overall. Despite everything, the private school teachers’ positive

attitudes toward the use of the interactive whiteboards in classrooms may influence

many policymakers in two ways: First, positive attitudes of private school participants

indicate that these schools have eliminated the factors such as the lack of interactive

whiteboard related in-service training, lack of digital educational material, lack of

assistance and maintenance, and administrative affairs that negatively affect the

attitudes of teachers. Policy makers may observe the teachers’ and students’ practices

with the whiteboards in private schools and transfer the gained experiences to public

schools. Second, by referencing to the private schools they confidently may continue to

make investments on new technology integration to public schools. Teachers in the

study had a professional development program on the usage of interactive whiteboards

which is an important factor that may have affected teachers’ attitudes.

10. Educational Implications :

There are recommendations that might need to be considered in future study. First,

a larger sample should be assessed. A larger group of teachers would better represent

candidates’ perceptions towards SMART board technology and identify barriers toward

effective utilization and implementation. Second, there is need for a qualitative research

to train and follow participants once they have completed the program to learn whether

they continue to pursue the use of the SMART board and other forms of instructional

technology in the classroom, and what conditions foster or hinder their ability to

effectively use technology in practice. This would ex-tend the existing results beyond

the training and mentoring sessions. Third, investigating more about the issue of using

a portable SMART Board versus a permanently wall mounted SMART Board would be


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worthwhile. Ongoing training and support for the teachers in the Professional

Development School will provide teachers with mentors who are experienced with

instructional technology. A follow-up interview with cooperating teachers after they

actually have practiced and feel competent using interactive SMART board in classroom

would generate different results, and improve the school based mentoring experience

for teachers during teaching experience.

11. Reference :

Aytac, T. (2013). Interactive whiteboard factor in education: Students’ points of

view and their problems. Educational Research and Reviews, 8(20), 1907-1915.

James N. Oigara &Nancy Wallace (2012). Modeling, Training, and Mentoring

Teacher Candidates to Use SMART Board Technology. Issues in Informing Science

and Information Technology Volume 9.

Kuroneko, K. (2008). SMART Board - Pros and cons of using a digital, interactive

whiteboard (in the classroom). Retrieved January 23 2012 from:

http://ezinearticles.com/?SMART- Board---Pros-and-Cons-of-Using-a-Digital,-

Interactive-Whiteboard-(IntheClassroom)&id=1399407

National Center for Education Statistics (NCES). (2010). Teachers’ use of

educational technology in U.S. Public Schools: 2009. U.S. Department of Education.

Shenton, A., & Pagett, L. (2007). From ‘bored’ to screen: The use of the interactive

whiteboard for literacy in six primary classrooms in England. Literacy, 41(3), 129-

136. http://dx.doi.org/10.1111/j.1467-9345.2007.00475.x

Oigara, J. N., & Keengwe, J.(2011). Pre-service teachers and technology integration

with SMART boards. Journal of Information Communication and Technology

Education 7(4), 84-92.


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CONCEPT AND CONTENT OF GEOVISUALIZATION

* DR.K.ARJUNUDU ** DR.N.V.S.S.NARAYANA

Introduction :

Geovisualization short for Geographic Visualization, refers to a set of tools and

techniques supporting geospatial data analysis through the use of interactive

visualization. Like the related fields of scientific visualization and information

visualization geovisualization emphasizes knowledge construction over knowledge

storage or information transmission. To do this, geovisualization communicates

geospatial information in ways that, when combined with human understanding, allow

for data exploration and decision-making processes. Traditional, static maps have a

limited exploratory capability; the graphical representations are inextricably linked to

the geographical information beneath. GIS and geovisualization allow for more

interactive maps; including the ability to explore different layers of the map, to zoom in

or out, and to change the visual appearance of the map, usually on a computer

display. Geovisualization represents a set of cartographic technologies and practices

that take advantage of the ability of modern microprocessors to render changes to a

map in real time, allowing users to adjust the mapped data on the fly. The term

visualization is first mentioned in the cartographic literature at least as early as 1953, in

an article by University of Chicago geographer Allen K. Philbrick. New developments in

the field of computer science prompted the National Science Foundation to redefine the

term in a 1987 report which placed visualization at the convergence of computer

graphics, image processing, computer vision, computer-aided design, signal processing,

and user interface studies and emphasized both the knowledge creation and hypothesis

generation aspects of scientific visualization. Geovisualization developed as a field of

research in the early 1980s, based largely on the work of French graphic theorist

Jacques Bertin. Bertin’s work on cartographic design and information visualization

share with the National Science Foundation report a focus on the potential for the use of

“dynamic visual displays as prompts for scientific insight and on the methods through

which dynamic visual displays might leverage perceptual cognitive processes to

facilitate scientific thinking”. Geovisualization has continued to grow as a subject of

practice and research. The International Cartographic Association(ICA) established a

Commission on Visualization & Virtual Environments in 1995.

Related Fields :

Geovisualization is closely related to other visualization fields, such as scientific

visualization and information visualization. Owing to its roots in cartography,

geovisualization contributes to these other fields by way of the map metaphor, which

https://en.wikipedia.org/wiki/Interactive_visualization

https://en.wikipedia.org/wiki/Interactive_visualization

https://en.wikipedia.org/wiki/Scientific_visualization

https://en.wikipedia.org/wiki/Information_visualization


https://en.wikipedia.org/wiki/GIS

https://en.wikipedia.org/wiki/University_of_Chicago

https://en.wikipedia.org/wiki/National_Science_Foundation

https://en.wikipedia.org/wiki/Jacques_Bertin

https://en.wikipedia.org/wiki/International_Cartographic_Association




https://en.wikipedia.org/wiki/Cartography


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“has been widely used to visualize non-geographic information in the domains of

information visualization and domain knowledge visualization." It is also related

to urban simulation.

Practical Applications :

Geo visualization has made inroads in a diverse set of real-world situations calling

for the decision-making and knowledge creation processes it can provide. The following

list provides a summary of some of these applications as they are discussed in the

geovisualization literature.

Wildland fire fighting :

Firefighters have been using sandbox environments to rapidly and physically model

topography and fire for wildfire incident command strategic planning. The Sim Table is

a 3D interactive fire simulator, bringing sand table exercises to life. The Sim Table uses

advanced computer simulations to model fires in any area, including local

neighborhoods, utilizing actual slope, terrain, wind speed/direction, vegetation, and

other factors. Sim Table Models were used in Arizona's largest fire on record,

the Wallow_Fire.

Forestry :

Geovisualizers working with European foresters, used Common GIS and

Visualization Toolkit (VTK) to visualize a large set of spatio-temporal data related to

European forests, allowing the data to be explored by non-experts over the Internet.

The report summarizing this effort “uncovers a range of fundamental issues relevant to

the broad field of geovisualization and information visualization research”. The

research team cited the two major problems as the inability of the geovisualizers to

convince the foresters of the efficacy of geovisualization in their work and the foresters’

misgivings over the dataset’s accessibility to non-experts engaging in “uncontrolled

exploration”. While the geovisualizers focused on the ability of geovisualization to aid in

knowledge construction, the foresters preferred the information-communication role of

more traditional forms of cartographic representation.

Archaeology :

Geovisualization provides archaeologists with a potential technique for mapping

unearthed archaeological environments as well as for accessing and exploring

archaeological data in three dimensions. The implications of geo visualization for

archaeology are not limited to advances in archaeological theory and exploration but

also include the development of new, collaborative relationships between

archaeologists and computer scientists.

https://en.wikipedia.org/wiki/UrbanSim

https://en.wikipedia.org/wiki/Wallow_Fire

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Environmental Studies :

Geo visualization tools provide multiple stakeholders with the ability to make

balanced environmental decisions by taking into account the “the complex interacting

factors that should be taken into account when studying environmental changes”. Geo

visualization users can use a georeferenced model to explore a complex set of

environmental data, interrogating a number of scenarios or policy options to determine

a best fit.

Urban Planning :

Both planners and the general public can use geo visualization to explore real-

world environments and model ‘what if’ scenarios based on spatio-temporal data. While

geo visualization in the preceding fields may be divided into two separate domains the

private domain, in which professionals use geo visualization to explore data and

generate hypotheses, and the public domain, in which these professionals present their

“visual thinking” to the general public planning relies more heavily than many other

fields on collaboration between the general public and professionals. Planners use geo

visualization as a tool for modeling the environmental interests and policy concerns of

the general public. Jiang et al. mention two examples, in which “3D photorealistic

representations are used to show urban redevelopment [and] dynamic computer

simulations are used to show possible pollution diffusion over the next few years.” The

widespread use of the Internet by the general public has implications for these

collaborative planning efforts, leading to increased participation by the public while

decreasing the amount of time it takes to debate more controversial planning decisions.

References :

MacEachren, A.M. and Kraak, M.J. 1997 Exploratory cartographic visualization:

advancing the agenda. Computers & Geosciences, 23(4), pp. 335-343.

Jiang, B., and Li, Z. 2005. Editorial: Geovisualization: Design, Enhanced Visual Tools

and Applications. The Cartographic Journal, 42(1), pp. 3-4.

MacEachren, A.M. 2004. Geovisualization for knowledge construction and decision

support. IEEE computer graphics and applications, 24(1), pp.13-17.

Jiang, B., Huang, B., and Vasek, V. 2003. Geovisualisation for Planning Support

Systems. In Planning Support Systems in Practice, Geertman, S., and Stillwell, J.

(Eds.). Berlin: Springer.

McCormick, B.H., DeFanti, T.A., and Brown, M.D. (Eds.). 1987. Visualization in

Scientific Computing. Computer Graphics, 21(6). p. 63.

Andrienko, G., Andrienko, N., Jankowski, P, Keim, D., Kraak, M.-J., MacEachren, A.M.,

and Wrobel, S. 2007. Geovisual analytics for spatial decision support: Setting the

https://en.wikipedia.org/wiki/Georeference



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research agenda. International Journal of Geographical Information Science, 21(8),

pp. 839-857.

Watters, M. 2005. Geovisualization: an Example from the Catholme Ceremonial

Complex. Archaeological Prospection, 13, pp. 282-290.

Cartwright, W. 1997. New media and their application to the production of map

products. Computers & Geosciences, 23(4), pp. 447–456.

Kraak, M.-J., and A. M. MacEachren. 1999. Visualization for exploration of spatial

data (editorial introduction to special issue). International Journal of Geographical

Information Science 13 (4):285-287.

Kraak, M. J., and A. M. MacEachren. 2005. Geovisualization and GIScience.

Cartography and Geographic Information Science 32 (2):67-68.

MacEachren, A. M., and M. J. Kraak. 1997. Exploratory cartographic visualization:

Advancing the agenda. Computers & Geosciences 23 (4):335-343


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STATUS AND CONTROL OF POLLUTION IN VISAKHAPATNAM

* ATTE NAGENDER REDDY

The pollution of the planet is only an outside reflection of an inner psychic pollution:

millions of unconscious individuals not taking responsibility for their inner space. [...] Are

you polluting the world or cleaning up the mess? You are responsible for your inner space;

nobody else is, just as you are responsible for the planet. As within, so without. If humans

clear inner pollution, then they will also cease to create outer pollution - Eckhart Tolle

Introduction :

Visakhapatnam is once sleepy fishing hamlet, as Vizag was referred to in its earlier

days, was considered to be the ideal getaway for people wanting to better their health.

So salubrious was the climate of the city that most of the royal families from Orissa and

the affluent lot from Bengal built summer homes to soak in the city's lovely weather,

sun-kissed beaches and the blue waters of the Bay of Bengal. But that was six to seven

decades ago. Today, Vizagites can't wait to get away to fill their pollution choked lungs

with fresh air as their city has now gained the dubious distinction of being one of the

top 10 most polluted cities in the country. Swept away by the rapid development that

hit the city's shores and catapulted it to the second fastest 'emerging city' in India, the

City of Destiny is today staring at a very grimy future indeed.

Already the fast clip of industrial growth in combination with the increasing

number of vehicles on the road has turned the Port City into a polluted bowl filled to the

brim with all kinds of pollutants. "The city is plagued with almost all kinds of pollution.

There is air pollution, the ground water is polluted, plastic abuse is rampant and the

latest is e-waste (electronic waste). Vizag is bursting at the seams with population up

from a mere one lakh in the 1940s to 20 lakh today and the number of vehicles zooming

from about 30,000 in the 1970s to over 5.5 lakh. Most of the major industries such as

Visakhapatnam Port Trust (VPT), HPCL, Coromandel Fertiliser and Visakhapatnam

Steel Plant spew noxious fumes and chemicals into the city. The once vibrant Old Town

area today wears the look of a battered World War II town with dusty roads, worn out

buildings and emaciated people all thanks to VPT's expansion dreams that have sent air

pollution levels soaring since its general cargo berth (GCB) was inaugurated in the

outer harbour area. The residents of Kotaveedhi, Soldierpet and Gannapuram, who

were already suffering from iron ore dust pollution, now have to contend with even

more pollution thanks to coal and sulphur handling at the GCB. Respirable Suspended

Particulate Matter (RSPM) in the air has exceeded well over the permissible limit of 60

http://economictimes.indiatimes.com/hindustan-petroleum-corporation-ltd/stocks/companyid-12078.cms

http://timesofindia.indiatimes.com/topic/World-War-II


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microns per metre cube in some areas sending scores of people suffering from a variety

of lung and gastro diseases. Many Vizagites blame the lack of foresight for the current

state of affairs. "Industrial growth took off in a haphazard manner. Apart from the dirty

air swirling around, there is no respite on the drinking water front either as the

groundwater is highly polluted with traces of heavy metals found in drinking water in

areas such as Old Town, Mindhi and Gajuwaka. Even the pristine beaches and sparkling

blue waters of the bay have not been left untouched by the ravage of pollution. The

rampant release of effluents into the sea by power and pharma companies are slowly

choking marine life with fish catch in the region going down by over 50 per cent, points

out T Shankar, president of the Fishermen Youth Welfare Association.

The dumping of plastic and polythene bags across the city, including beaches, is

not only taking its toll on endangered species like the olive riddley turtles, that are

dying after consuming these plastic bags, but even cattle and dogs are falling prey to

this menace, explains Pradip Nath of Visakha Society for Protection and Care of Animals.

With over 70 software companies and numerous schools and corporate offices in the

city, e-waste could now be the next big form of pollution looming large over the city's

environs in the coming years, warns environmentalist Sohan Hatangadi. With the once

beautiful environs of Vizag under siege by pollution, only a miracle can rewrite the

destiny of the City of Destiny.

Though Visakhapatnam was placed in the ‘critically polluted cities list’ under

the Comprehensive Environmental Pollution Index (CEPI), way back in 2009, it was

removed from that list, following improvement in the quality of air, in 2013.

VISAKHAPATNAM POLLUTION INDEX

Pollution Index: 69.72

Pollution Exp Scale: 121.02

Pollution in Visakhapatnam, India

Air Pollution 62.50 High

Drinking Water Pollution and Inaccessibility 54.17 Moderate

Dissatisfaction with Garbage Disposal 59.09 Moderate

Dirty and Untidy 50.00 Moderate

Noise and Light Pollution 61.36 High

Water Pollution 63.89 High

Dissatisfaction to Spend Time in the City 61.54 High

Dissatisfaction with Green and Parks in the City 43.75 Moderate


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Purity and Cleanliness in Visakhapatnam

Air quality 37.50 Low

Drinking Water Quality and Accessibility 45.83 Moderate

Garbage Disposal Satisfaction 40.91 Moderate

Clean and Tidy 50.00 Moderate

Quiet and No Problem with Night Lights 38.64 Low

Water Quality 36.11 Low

Comfortable to Spend Time in the City 38.46 Low

Quality of Green and Parks 56.25 Moderate

Source : www.numbeo.com/pollution/city_result.jsp? Visakhapatnam

“Breathing is life. We know that we can survive without food for several weeks and

without water for few days, but without oxygen, we will die in a matter of minutes”

Things to do :

Every action or inaction of any person has an effect on the environment be it good,

neutral, or negative. By becoming aware and doing the right thing, we choose to be part

of the solution.

Here are some things you can do:

Stop smoking or don't throw your butts on the ground. Cigarette butts are not

biodegradable and contain extremely toxic soluble chemicals. One butt thrown on

the ground can remain for up to 25 years, leaking chemicals like arsenic, ammonia,

acetone, benzene, cadmium, formaldehyde, lead, and toluene into the environment.

Drive an electric or hybrid car or at least one that uses unleaded gasoline.

Keep your car in good running condition to avoid emissions.

Share a ride or carpool.

Choose to walk or ride a bicycle whenever possible.

Never use open fires to dispose of waste, especially chemicals and plastic.

Adopt the 3 Rs of solid waste management: reduce, reuse, and recycle.

Use sustainable, reclaimed, or recycled building materials.

Start composting leaves and clippings from your yard and food scraps from your

kitchen to reduce waste while improving your soil.

Use the power supplied abundantly and freely by wind and sun. Hang your laundry

to dry to minimize your use of gas or electricity and open a window or put on a

sweater rather than turning on the air conditioner or heater.

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Buy local foods and goods. In this manner, the use of fuel for transporting goods can

be minimized.

Look around you house or place of business for ways you could conserve water.

Use and buy products that are eco-friendly or made with biodegradable materials.

Avoid plastic.

Always bring a bag when you shop.

Get rid of your lawn: Plant bee-friendly, drought-tolerant, native plants instead.

Plant more trees. They clean the air, provide oxygen, and beautify your

surroundings.

Take care to properly dispose of your pet's waste.

Do not litter. Start an anti-litter campaign to educate your community.

If you own a business, make sure you have considered the environmental impact of

your business practices. If you work for someone else, take the time to assess your

company's environmental impact and try to implement positive change.

Say a big "NO" to pesticides and GMOs (genetically modified organisms).

“One person alone cannot save the planet’s biodiversity,

but each individual’s effort to encourage nature’s wealth must

not be underestimated — United Nations Environment Programme (UNEP)”

Things Keep in mind :

Every action or inaction of any person in regard to her or his surroundings has an

effect- be it good, neutral or bad- on the environment. Nature already provides for our

needs. Whatever we do to it gets back to us. If we are friends of the earth, it will also be

friendly to us. By becoming aware and doing the right action, we choose to be part of

the solution.

What comes to mind now to serve as reminders include the following:

Stop smoking or at least follow the “No Smoking” sign.

Use unleaded gasoline in your cars.

Keep your car properly maintained to keep it in good running condition to avoid

smoke emissions.

Share a ride or engage in car pooling.

Instead of using your cars, choose to walk or ride a bicycle whenever possible. With

this eco-friendly practice, you will also be healthier and happier by staying fit.

Never use open fires to dispose of wastes.

http://greencleanguide.com/2015/10/29/bioremediation-the-new-age-cleansing-technology-of-the-environment/


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Adopt the 3Rs of solid waste management: reduce, reuse and recycle. Inorganic

materials such as metals, glass and plastic; also organic materials like paper, can be

reclaimed and recycled. This takes into account that the proven solution to the

problem of proper waste management is proper disposal, waste segregation and

collection, and recycling.

Start composting brown leaves in your yard and green scraps from your kitchen. It

will reduce waste while improving your yard and garden soils.

Reconnect with nature. Live green by using green power supplied abundantly and

freely by wind and the sun. Hang your laundry to dry to minimize use of gas or

electricity from your dryers. Enjoy fresh air from open windows to lessen the use of

air conditioning system.

Patronize local foods and goods. In this manner, transporting goods and foods

prepared with GMOs which uses fuel from conventional energy sources will be

minimized.

Use eco-friendly or biodegradable materials instead of plastic which are made up of

highly toxic substances injurious to your health.

Have a proper waste disposal system especially for toxic wastes

Never throw, run or drain or dispose into the water, air, or land any substance in

solid, liquid or gaseous form that shall cause pollution.

Do not cause loud noises and unwanted sounds to avoid noise pollution.

Do not litter in public places. Anti-litter campaigns can educate the populace.

Industries should use fuel with lower sulphur content.

Industries should monitor their air emissions regularly and take measures to

ensure compliance with the prescribed emission standards.

Industries should strictly follow applicable government regulations on pollution

control.

Organic waste should be dumped in places far from residential areas.

Say a big “NO” to GMOs or genetically modified organisms. Genetically engineered

crops are not only bad for the environment since they require massive amount of

fungicides, pesticides, and herbicides; but GMO altered foods are also health risks

and negatively impact farmers’ livelihood.

“We have a moral and spiritual bond to the planet that God made the source of all living

things that our own survival depends upon. Many urban dwellers have lost their spiritual

bond to the earth when they lose a connection to the natural environment.

They can lose their inner peace too. - Father Shay Cullen”


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Conclusion :

No doubt, Vizag is a mostly effected by pollutents and wastes. We should all,

therefore, accept personal responsibility to reduce pollution activities for the success of

our local environmental protection programs by actively participating in making our

atmosphere pollution-free. And, although we can each help combat pollution in our

immediate environments.

Reference :

Vizag port revenues up Rs 60 crore in FY10". Business Standard. June 23, 2010.

Retrieved 23 November 2012.

Rao, Y. G. (1987). Financial Management in Public Undertakings: A Study of Ports.

New Delhi: Deep & Deep Publications. pp. 17, 18.

www.numbeo.com/pollution/city_result.jsp? country=India&city=Visakhapatnam

http://cpcb.nic.in/

http://www.epa.gov/

http://www.envis.nic.in/

Altshuller, A.P and Bufalini, j.j. (1965). Photochemical aspects of air pollution: a

review photo chem. Photobiol.4, 96 - 146.

Altshuller, AP and Bufalini, j.j. (1971). Photochemical aspects of air pollution: a

review environ.sci.technol. 5, 39- 64.

Bird, R.B., Stewart, W.E. and Lightfoot, E.N. (1964). Transport phenomena, willey,

New York, p.780.

Blackdar, A.K. and Dutton, J.A. (1970). Traces in the air. Weather-wise, Aug., 182-

185.

Burt, E.W. (1977) valley model user’s guide. USEPA, pub. no. epa-450/ 2- 77-

018.p.112.

Calder, K.L. (1977). Multiple source plume-models of urban air pollution-their

general structure, atoms.environ., 403- 413.

Clark, J.F (1964). A sample diffusion model for calculating point concentration

from multiple sources. J .air pollutant .controlassc. 14,347- 352.

Danard, M.B. (1972). Numerical modeling of carbon monoxide concentrations near

highways.J.appl.meteorol. 11,947- 957

"Competition shakes up Visakhapatnam port". HT Mint. February 11, 2010.


"Visakhapatnam port to become landlord port". The Hindu. August 27, 2011.


http://www.business-standard.com/india/news/vizag-port-revenuesrs-60-crore-in-fy10/399070/

http://books.google.co.in/books?id=QYJhtNcq4OEC&pg=PA17&lpg=PA17&dq=visakhapatnam+port+hinterland&source=bl&ots=TFugQ1SFrx&sig=wzZ_08RIiFovztmNYiDbTGU_DKA&hl=en&sa=X&ei=iAyvUP6wHoforQfmvID4Bg&ved=0CFEQ6AEwBzgK#v=onepage&q=visakhapatnam%20port%20hinterland&f=false

http://www.numbeo.com/pollution/city_result.jsp

http://www.livemint.com/Opinion/OYQz599FwkTSSkCdSBVBKI/Competition-shakes-up-Visakhapatnam-port.html

http://www.thehindu.com/todays-paper/tp-national/tp-andhrapradesh/article2402085.ece


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UNDERSTANDING STRESS AS A DETRIMENTAL FACTOR FOR HEALTH AND CAREER

* JAGVIR MANN

(Minimum stress = Maximum productivity and Stimulation – Maximum stress = Low or no productivity and ill health)

Introduction : Stress is harmful and useful. A minimum amount of stress is very useful to us. But severe stress will destroy us. The twentieth century has been called the Age of Anxiety. Now we entered in 21st century. This is the age of Globalization. Previously western countries; metros and cosmopolitan cities in developing countries had faced the problems with stress. Because of Globalization the world becomes a village, so everywhere in the world is facing stress related problems. This alarming tendency, increases in health problems related to tension, stress and anxiety, it what may be called as the ‘Globalization Stress’. Modern man has the same automatic stress responses that the caveman used for dangerous jungle situations. If a cat is threatened, it will arch its back. A deer will run into the bush. When civilized man is threatened, he supports himself, but he often struggles to contain his nervous reactions because the threat is not usually one of immediate physical harm. Bosses, budgets, audiences, and examinations are not life-threatening, but sometimes we feel as though they are. Like jungle man we don’t have life threatens in usual life. But we create an imagery enemy in our mind and we fights or flights against it. Smaller stressors and briefer stress responses can add up to hundreds a day. These can be parts of our lives that we hardly notice and almost take for granted. If student have to finish assignments or facing examinations stress is common. If you work in an office, stress may accumulate with every ring of the telephone and every meeting you squeeze into your already busy day. If you are a marketing person, sales targets, customer calls and roaming one place to one place are stress some events. If you are a homemaker, all the endless tasks you must do can mount up just as quickly and take just as much of a toll as those faced in the office.

Physical Stress Vs Emotional Stress :

When we think about what has happened or what might happen, we cannot run from our anxieties or physically fight our fears. We are undergoing emotional stress. The body has only limited ways of using the output of its various stress reactions to cope up with emotional stress. Physical stress is different from emotional stress. Even exercise triggers a stress response. In fact, until recently, scientists relied on the research in exercise physiology as a basis for understanding the effects of both psychological and physical stress upon the body. Although the effect of physical and emotional stress is similar, we now know that there are differences between them.

Hormones and Stress :

Many hormones are elevated during the Stress response. Three of them or nor epinephrine, epinephrine, and cortisol. Nor epinephrine and epinephrine are more commonly known as adrenalin. In response to a physical stressor, induced by exercise, there is a primarily neither increase in nor epinephrine. In addition there is a small


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increase in epinephrine. In response to a psychological stressor, there is also an increase in cortisol. To understand the effects of stress, we need to study the effects of each hormone that is secreted in response to a stressor. In general, nor epinephrine has the greatest effect in increasing heart rate and blood pressure. Epinephrine has the greatest effect in releasing stored sugar. All of these actions tend to aid in preparation for vigorous physical activity. Cortisol also acts to aid in preparation for vigorous physical activity. But unfortunately, one of its functions is to break down lean tissue for conversion to sugar as an additional source of energy. Cortisol also blocks the removal of certain acids in the blood for prolonged periods of time, it causes ulceration in the lining of the stomach because of increased acid formation. Some of the results of increased cortisol secretion are higher levels of fatty acids in the blood, break down of a lean tissue, and increased gastric acidity. Because of the potential for ulcerations in the stomach lining and the break down of healthy, lean body tissue, it is a clear why emotional stress responses with excesses of cortisol have led scientists to claim that man, once the victorious predator, is now preying upon himself.

Stress and mental health : Stress not only effects our bodies , but it is also effects the way we think and feel. Have you ever come home after a usually stressful day at the office feeling irritable and thinking about problems at work? At such time , you family already knows with out asking that you had a hard day.

Healthy stress is also there : All stress is not harmful. As a source of motivation , stress can encourage us not to creative work and it can enrich our pleasurable activities, as Hans Selye made clear in his book `stress with out distress’. There is an important difference between life`s stimulating thrills and its overwhelming anxieties. This is why it is best to manage stress responses, rather than try to remove them. A certain amount of stress is essential for normal health. According to Hans Selye a pioneer in stress research has said “Complete freedom from stress is death”. Minimum amount of stress is a must to stimulate us to do the daily tasks. Without stress you can’t do any thing. If stress exceeds limits, it will harm you. Go for an example. Stress and Diseases : Stress leads to many ill health symptoms and diseases :

Digestive System Peptic ulcer, Ulcerative colitis, irritable bowel syndrome, Anorexia nervosa, Vomiting, Diarrhea and Gastric problems

Cardio-vascular Coronary heart disease, Angina, Tachycardia, Vascular, headache, Essential hyper tension.

Carebro-vascular Stroke or Paralysis, and Cerebral hemorrhage.

Skin Dandruff, Urticaria, Psoriasis, Warts, Dermatitis, Allergies.

Endocrine Thyroidism, Diabetes, Menstrual irregularities, Impotency, Infertility.

Respiratory Asthma, Bronchitis, Respiratory arrest.

Psychological Depression, Anxiety Neurosis, obsessive Compulsive Disorder, Phobic Reactions, Suicidal tendency and Hysteria.


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Development of stress disorder : Four distinct stages in the development of stress disorders can be recognized .

1) Psychic phase 2) Psychosomatic phase 3) Somatic phase 4) Organic phase

Psychic phase : In the psychic phase the person gets most of the psychological changes as a result of excessive mental trauma. Repeated and excessive psychological onslaughts from the people around him either at his resistance or at his place of work make his central nervous system over active. He becomes very irritable and hyper active and may develop mild tremors in his limbs. Sleep is disturbed and he becomes more anxious. He always thinks of some impending disasters. Depending upon the type of personality and body constitution, and the type of stress phenomenon, the persons continue to under go the changes for a period ranging from few days to few months.

Psychosomatic phase: If the same situation continues, the patient goes to second phase i.e., psychosomatic phase. At this stage along with above stated functional disturbances one can also notice certain generalized changes such as hyper tension, tremors, sweating, palpitation, acidity and headache ect……

Somatic phase: If the same situation continues, the patient goes to phase-III of this phenomenon, namely the somatic phase. In somatic phase one can notice and increased function of all the organs, especially of the target organs. Thus, some features of the diabetes can be seen if the pancreas is the effected organ. Some features of thyroid state can be seen if the thyroid is the effected organ. Similarly, tachycardia can be observed if heart is the target organ. In this stage gradually one can guess which one of the organs is trying to be affected in this process. All ready stated, the stress disease usually settles in an organ depending upon the patient’s hereditary back ground and also on the environmental factors.

Organic phase : At the fourth stage , gradually the lesson settles down in the target organ with full fledged changes. Gradually, many a time the features of psychological and psychosomatic phenomenon subsidies as the disease fully and pathology of these disease are completely missed and one is likely to think that it is purely an organic diseases. Coronary heart disease, thyrotoxicosis, bronchial asthma or peptic ulcers are some of the glaring examples of such a state of affair. The characters will print on DNA and carry to children as hereditary process.

Benefits of Relaxation and well being : Have you ever wondered why some people seem to be comfortable in almost any situation ? They seem clam and cool even when they make the most important decisions. They project a sense of quiet confidence and seem to have overcome the fears. Many of these people have felt the same anxiety that others feel, but they have cultivated ways of relaxing in most difficult situations. Instead of focusing on the fears or anxieties of life, they view life as an opportunity for more than just coping. They see it as a challenge but one to be enjoyed. These are the winners in the game of the life. There are signs that more and more people are enhancing their enjoyment of life and not just coping up with the status queue. Men and woman are


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most adaptive to live on the face of the earth. We can live in almost any environment, even in space and under the sea. The people who are most likely to survive and succeed in this and future generations will be those who can find enjoyment in adapting to a rapidly changing world. Before we talk about the skills of the winners in life, let’s talk about some of the approaches that have failed to work.

Other benefits with clam mind : We know that calm or peace is enjoyable in its own right. We know that it strengthens our body’s Immunity against diseases. We also know that it can assist in the healing process. But probable its most appealing benefit is the way it helps you to get more out of life. When you know how to maintain a sense of inner calm

You will be : 1 . More creative 2. More tolerant 3. More optimistic 4. More happier 5. Better able to cope with every day problems. 6. Emotionally more flexible 7. Effective decision making 8. More enthusiasms 9. Effective planning

So, you will probably sleep better, eat better, and can be more enthusiastic about

your personal and professional life. The mind plays a major role in both causing and

losing wealth. Just observe how is your mind and your feelings and what is the result.

Clam are relaxed people founded to share happy, optimistic and confident

characteristics, while anxious people were more included to feel unhappy and negative.

So profits will flow with positive relaxation. Utilize these research findings in daily life.

Stress shows many signs and symptoms in a person. Often you have experienced these

symptoms many times. But no body cares. These signs and symptoms are forecasting

the future risk. So, observe some of the following symptoms are there in you.

Physical signs and symptoms : 1. High speed heart 2. Heart palpitations 3. High B.P. 4. Heart burn 5. Chest fitness or pain 6. Breathlessness 7. Swallow of breath 8. Rapid or difficult breathing 9. Gain or loss of weight 10. Constipation 11. Loss of appetite 12. Indigestion


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13. Diarrhea 14. Acidity 15. Nausea vomiting 16. Frequent urination 17. Sweating on palms or feet 18. Headaches 19. Muscle aches 20. Back ache 21. Neck pain 22. Facial or jaw pain 23. Abdominal pain 24. Swollen joints 25. Twitching eye lid 26. Blurred vision 27. Twitching nose 28. Dryness of mouth and throat 29. Difficulty in swallowing 30. Mouth ulcers 31. Speech difficulties 32. Weakness and fatigue 33. Allergies 34. Rashes, itching and other skin problems 35. Shaking hands and legs 36. Excessive menstruation or irregular periods 37. Excessive sweating 38. Sexual inadequacy Accidents proneness

Emotional and mental symptoms

Irritability Aggressiveness Angry out bursts Moodiness Loss of memory Loss of concentration Loss of confidence Blankness of mind Indecisiveness 10. Irrational thoughts 11. Restlessness 12. Nerves about little things 13. over excitement 14. Frustration 15. Feelings of hopelessness 16. Anxiety


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17. Too much worry 18. Weeping 19. Feelings of losing control 20. Suicidal thoughts 21 .Guilt feeling 22 .Insecurity feelings 23 .Fear of criticism 24. Unnecessarily criticizing others 25 .Suspicious mentality 26 .Lack of sexual interest 27. Confusion 28 .Bad dreams 29. with draw from other people 30 .Uncontrollable thought

Behavioral symptoms :

1. Increased eating 2. Increased smoking 3. Increased drinking 4. Increased use of medicines 5. Grinding teeth 6. Nail biting 7. Hair pulling 8. Foot tapping 9. Tapping head Laughing loudly 10. Postponing and procrastination 11. Loss of interest in physical appearance 12. Neglecting hygiene and self 13. Wrinkling fore head 14. Non stop talking 15. Reckless driving 16. Not mingling with others 17. Work holism or absenteeism from works 18. Increased or decreased sleep

Jacobson Progressive relaxation (J P R) : Progressive relaxation is the best skill to learn at the beginning of stress management training. Progressive relaxation is a technique for muscle relaxation which was developed by Dr. Edmund Jacobson. At the heart of his theory is the premise that the body responds to anxiety provoking thoughts and events with muscle tension. This bodily tension increases the subjective experience of anxiety. This physiological or bodily tension is reduced by muscular relaxation, which there by reduces anxiety.

Positive results with progressive relaxation : I have a lot of experience with this technique, which is being used regularly by our clients and patients in our centers. Excellent positive results have been observed in the treatment of obsessive compulsive disorder, anxiety neurosis, somatoform disorder, migraine, insomnia, fatigue, irritable


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IJEAMSAS

bowel syndrome, muscular tension, muscle spasms, neck and back pain, high blood pressure, phobias and stammering.

Safety Valves for Stress : You now very well “ stress is a silent killer”. You must do some thing against stress. If not, it is troubles you. It kills you. So, you have to make your bullet proof against stress. Proper stress management is a bullet proof to you. It creates safety and security. If we can recognize our stress, we can do some thing about it. It might only take a few deep breaths and a smile to release that tension. However, if we`ve reached a more advanced stage of stress, we may need more of through and long- lasting techniques. You can review some of these in following topics: change your internal attitudes and perceptions; change how you interact with your environment; change your physical ability to cope; and give your self some room.

Change Your Attitudes and Perceptions : When we can`t change our environment, we change our mental outlook. In a sense, everything is attitude!

1. Keep a sense of humor about the situation 2. Always balance work and play 3. Share troubles with friends 4. Have a social system support 5. Know yourself and maximum level of stress 6. See a professional counselor: that`s what they`re for

Change how you interact with your environment

1. Improve goal setting, time/conflict management 2. Use feedback from peers 3. Take assertiveness training 4. Slow down

Change your physical ability to cope

1. Get proper nutrition 2. Cut down on caffeine, nicotine, sugar 3. Start a fitness program and stick to it 4. Get your rest and sleep 5. Work on relaxing, develop recreational activities

Give your self some room

1. Quit going certain meetings 2. Change job, vocation, or location 3. Structure time off from work

References :

Catherine So-Kum Tang, Wing-Tung Au, Ralf Schwarzer, Gerdamarie Schmitz, The Chinese University of Hong Kong, Shatin NT, Hong Kong, “Mental health outcomes of job stress among Chinese teachers: role of stress resource factors and burnout”, Journal of Organizational Behaviour, 10.1002/job.120 Dec.2001), e-Journal

Chan, David, ‘Stress, Self-Efficacy, Social Support and Psychological Distress among Prospective Teacher in Hong Kong’, An International Journal of Experimental


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Educational Psychology, Vol.22, No.5, p.557-69, Dec.2002) published in e-Journal, ERIC –EJ668911

David, W.Chan and Eadaoin, K.P.Hui, ‘Stress Support and Psychological Symptoms Among Guidance and Non-Guidance Secondary School Teachers in Hong Kong, The Chinese University of Hong Kong, School Psychology International, Vol. 19, No. 2, 169-178 (1998) Sage Journal –Online, DOI: 10.1177/0143034398192005

Kyriacou, C. & Sutcliffe, J. ‘Teacher Stress – Prevalence, Sources, and Symptoms’, British Journal of Educational Psychology, 1978, 48, 158 – 167.

Misra, M. ‘A Study of Meaning in Life, Stress and Burnout of Secondary School Teachers of Calcutta’, Unpublished Ph.D., Thesis., CASE, MSU, Baroda.

Pratte, J. ‘Perceived Stress among Teachers – The effect of Age and background of children taught’, Educational Review, 1978, 30(1), 3 – 14.

Travers, R.M.W.(Ed), ‘Second Hand Book of Research on Teaching’, Rand Mc.Nally, Chicago, 1973.

Turk, D.C., Meeks, S. & Turk, L.M. ‘Factors contributing to Teacher Stress implications for rsearch, prevention and remediation’, Behavioural Consulting Quarterly, 1982.

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